{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,9,4]],"date-time":"2026-09-04T03:39:57Z","timestamp":1788493197780,"version":"build-2803163510"},"reference-count":29,"publisher":"Wiley","issue":"1","license":[{"start":{"date-parts":[[2012,10,9]],"date-time":"2012-10-09T00:00:00Z","timestamp":1349740800000},"content-version":"vor","delay-in-days":0,"URL":"http:\/\/onlinelibrary.wiley.com\/termsAndConditions#vor"}],"content-domain":{"domain":["acamh.onlinelibrary.wiley.com"],"crossmark-restriction":true},"short-container-title":["Child Adoles Ment Health"],"published-print":{"date-parts":[[2014,2]]},"abstract":"<jats:sec>\n                    <jats:title>Background<\/jats:title>\n                    <jats:p>\n                      Tourette syndrome (\n                      <jats:styled-content style=\"fixed-case\">TS<\/jats:styled-content>\n                      ) is a poorly understood condition characterised by motor and vocal tics. It may affect children's social functioning at school. This study examined the impact of a psychoeducational intervention (classroom presentation) from multiple perspectives.\n                    <\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Method<\/jats:title>\n                    <jats:p>\n                      We used a mixed\u2010methods, multiple case\u2010study design with interviews, focus groups and self\u2010report questionnaires. Four children with\n                      <jats:styled-content style=\"fixed-case\">TS<\/jats:styled-content>\n                      , their parents, teachers and classmates (\n                      <jats:italic>n<\/jats:italic>\n                      \u00a0=\u00a0100) took part.\n                    <\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Results<\/jats:title>\n                    <jats:p>\n                      Questionnaire data showed an increase in classmates' knowledge and positive attitudes about\n                      <jats:styled-content style=\"fixed-case\">TS<\/jats:styled-content>\n                      postintervention. Qualitative data revealed two overarching themes: the impact on classmates in terms of enabling prosocial behaviours, and the impact on the child in terms of their embracing having\n                      <jats:styled-content style=\"fixed-case\">TS<\/jats:styled-content>\n                      .\n                    <\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Conclusion<\/jats:title>\n                    <jats:p>\n                      A brief psychoeducational intervention enhances knowledge and attitudes of classmates towards children with\n                      <jats:styled-content style=\"fixed-case\">TS<\/jats:styled-content>\n                      , and improves how children with\n                      <jats:styled-content style=\"fixed-case\">TS<\/jats:styled-content>\n                      feel about the condition. Further research is needed to evaluate this approach with larger samples of children and to identify mechanisms of change.\n                    <\/jats:p>\n                  <\/jats:sec>","DOI":"10.1111\/camh.12000","type":"journal-article","created":{"date-parts":[[2012,10,9]],"date-time":"2012-10-09T02:21:06Z","timestamp":1349749266000},"page":"31-38","update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":36,"title":["Does it help to talk about tics? 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