(CAMHS) and Schools - London Health Programmes

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Planning and implementing delivery Planning and implementing collaborative programmes which cut across different disciplines and departmental boundaries is a challenge. Success relies on co-ordinating different bureaucracies, selling the programme to middle managers, employing individuals who can span different boundaries using communication skills, and an understanding of organisational dynamics (Kastan, 2000). Parental Involvement Many initiatives emphasise the importance of working collaboratively with parents and schools. Managing ethical issues such, as parental consent, are key. Evans (1999) Cultural Diversity Services should be developmentally and culturally sensitive to the young poeple and families receiving them, which necessitates cross-cultural training so that staff are sensitive to race ethnicity, class and gender (Porter, Epp and Bryant, 2000, Weist et al, 2000). Staff training and development is key when a number of professionals are working together. For example, a study in the UK looking at school nurses and CAMHS working together identified the impact of training and regular support sessions of school nurses (Richardson & Partridge, 2000). Evaluation and Funding Evaluation of programmes is critical for the development of effective services, but many initiatives have not included such measures (Weist et al., 2000) and should include both process and outcome measures. This is often reliant on funding (Flaherty, Weist & Warner, 1996). The review emphasised that securing reliable funding is very important. The literature review identifies key principles that could helpfully guide programmes in the UK: 1. Establish clear and positive aims and objectives that are achievable; 2. Programme designers to take account of the realities of day–to-day operations, i.e. to be realistic in what is being required; 3. Models of practice should focus on social work model of intervention and support systems rather than the medical model of diagnosis and treatment; the move from narrowly focused, problem-specific services to comprehensive general approaches; 4. The initiative should be multi-faceted, using a range of approaches where necessary; 5. Collaboration and inclusion of services, professionals, parents and children; 6. Communication between all parties to facilitate co-ordination through multidisciplinary team meetings; this could be supported by cross-disciplinary training and supervision; 7. Cross-cultural training so that staff are sensitive to race, ethnicity, class and gender; 8. Education of school staff on mental health issues, and provision of specialist support; 9. Evaluating programmes is critical for the development of effective services; 10. Effective and reliable funding of integrated programmes rather than fragmented programmes funded by unco-ordinated agencies, with possible use
of ‘resource co-ordinating teams. The programme should be allowed to run and develop over a significant period of time. 1.5 Structure of the report Chapter Two gives the details of the methodology, scope and limitations of the report. Chapter Three reports on a questionnaire survey of CAMHS in England, and gives an idea of the scope and nature of the work conducted between CAMHS and schools. Chapter Four gives four detailed case studies of interesting joint working between CAMHS and Schools in Cornwall, Southwark, Portsmouth and North Shields. There is a detailed description of the structure and practice of their work and similarities and comparisons are made between them. Chapter Five draws together issues coming from the literature review, case studies and survey. It highlights structural, practical and management issues. Chapter Six outlines the outcomes, advantages and disadvantages of working in this way. Chapter Seven summarises key findings, conclusions of the findings and makes recommendations. A bibliography and a glossary of acronyms is provided in the appendices.
Page 1 and 2: RESEARCH Effective Joint Working be
Page 3 and 4: Effective Joint Working between Chi
Page 5 and 6: 6 IMPACT, ADVANTAGES AND DISADVANTA
Page 7 and 8: Executive Summary Effective Joint W
Page 9 and 10: • Factors that facilitated joint
Page 11 and 12: development of multi-agency early i
Page 13 and 14: • Create formal integrated linkag
Page 15 and 16: 1.3 Definitions and concepts 1.3.1
Page 17 and 18: • Pastoral Support Programmes are
Page 19: however, the results do suggest as
Page 23 and 24: identified from the literature revi
Page 25 and 26: 3 SCOPE AND NATURE OF CAMHS WORK IN
Page 27 and 28: department who liaises with school
Page 29 and 30: 3.3.5 Mental health promotion Only
Page 31 and 32: 3.5 Different settings for the work
Page 33 and 34: The respondents were also asked whe
Page 35 and 36: 3.9 Resources spent on working with
Page 37 and 38: 4. CASE STUDIES In order to explore
Page 39 and 40: mostly community psychiatric nurses
Page 41 and 42: compliance targets, children over f
Page 43 and 44: 4.2.2 Structure of CAMHS The focus
Page 45 and 46: has been evaluated elsewhere as eff
Page 47 and 48: surgeries and social services and e
Page 49 and 50: (Advantages of this approach) ‘ev
Page 51 and 52: 4.4.4 Evaluation and outcomes This
Page 53 and 54: emphasised the importance of this,
Page 55 and 56: From the school’s perspective, so
Page 57 and 58: The literature review identified th
Page 59 and 60: Issue Schools Ethos CAMHS Ethos Imp
Page 61 and 62: 5.3 Practice issues Key issues in t
Page 63 and 64: ‘You need long term funding and t
Page 65 and 66: The issue of whether to actually be
Page 67 and 68: offer a culturally appropriate serv
Page 69 and 70: ordination between the initiatives.
Page 71 and 72:
Both education staff and health sta
Page 73 and 74:
‘Within the group you see them be
Page 75 and 76:
Beyond the identification of childr
Page 77 and 78:
‘Working together enables really
Page 79 and 80:
7 CONCLUSIONS AND RECOMMENDATIONS 7
Page 81 and 82:
Joint work with parents was felt to
Page 83 and 84:
Training • For joint training to
Page 85 and 86:
SENCOs, all class teachers, SMT, he
Page 87 and 88:
DfES (2001) Eber L, Nelson CM (1997
Page 89 and 90:
NHS Health Advisory Service (1995)
Page 91 and 92:
Glossary ADHD Attention Deficit Hyp
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(CAMHS) and Schools - London Health Programmes

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