(CAMHS) and Schools - London Health Programmes

More documents

Recommendations

Info

advice on behaviour management training and advice to school nurses and SENCOs and counsellors. There was a wider range of direct work with children and young people including individual and group treatment and social skills groups, anti-bullying projects, work with children at risk of exclusion, anger management classes and work with peer trainers and mental health promotion work and input into the PSHE curriculum. Three reported specific projects working with minority ethnic groups. 3.6 Special schools 123 respondents worked in schools for children with emotional and behavioural difficulties (EBD) and 89 worked in special schools for pupils with learning disability (84 worked in both). Most teams involved with special schools worked with relatively small numbers of schools – mostly one or two schools in their areas. Of these, 74 provided consultation to staff and 39 attended meetings on individual cases. Others provided assessment, made regular visits to schools, conducted training for staff, and some provided interventions. For example: ‘We have three mental health specialists based in 8 special schools in the borough for Mild Learning Difficulties, Severe Learning Difficulties and autistic units, providing direct clinical work for young people and families, and consultation and support to school staff. Also, early identification of mental health problem..’ (questionnaire) ‘At an EBD school for boys we provide a psychotherapy service for pupils on an individual basis. A psychotherapist employed by this centre works at the school half time per week. We have worked with the school for eight years. We also provide support to the teaching staff. Similarly at Learning difficulties school a child attends psychotherapist one day per week. This is funded by grants from charitable trusts’. (questionnaire) ‘We work alongside school health advisers to support young people in special schools. We are also currently discussing future support as the L EA are due to open a school for pupils with emotional and behavioural difficulties. The psychologists in the department link with the special schools to offer consultation. Other professionals link on a case by case basis.’ (questionnaire) 3.7 Joint working ‘We have a CAMHS/education support task group, reporting to CAMHS HIMP subgroup which delivers specific joint projects, e.g. referral guidance for schools; joint training events; protocols on specific clinical problems. Secondly, there is a Education Welfare Service /School Health/ CAMHS case liaison group which shares information and co-ordinates input on specific cases. Thirdly, there is an Education Psychology/CAMHS joint working group: specific local joint initiatives for the benefit of schools. We also input two staff regularly into SENCO training.’ (questionnaire)
The respondents were also asked whether they worked with the Local Education Authorities (LEAs) to get an idea of the kind of joint working they may do at a strategic level as well as the direct work with schools. Only 75 (44%) of the survey reported working with the LEA, although a further 22 went on to describe some work elsewhere. Key contacts with the LEA were with the education welfare service, the behaviour support panel, and the Educational Psychology Service. As with the schools work,, there was a range of intensity of working with LEAs. The range of work included: • liaison with LEA staff on a case by case basis, • planning work jointly, • running regular meetings with LEA staff, • conducting joint training, interventions, research, • developing shared protocol and strategies, • secondments of staff from LEA to CAMHS (EBD advisers and teachers); • secondments CAMHS to LEAs (primary mental health workers and CPNs); • Interagency CAMHS groups; • multi-agency management board for the CAMHS which involved LEA staff; • multi-agency groups for specific conditions such as Autism and ADHD. Working with education psychology Working with educational psychologists was the most common form of liaison with just under 30 respondents participating in this. This involved joint planning work, attending meetings on specific cases and on particular issues. Some projects and service were run jointly between the two services and some described joint research projects. One CAMHS reported having an educational psychologist seconded from the LEA to their CAMHS team half time. The aim of this was to improve the quality of the relationship between the two services, to ensure that the assessment of educational factors was taken into account by the CAMHS workers, and to assist them in intervening effectively in educational settings. He also acts as a point of contact for educational staff who refer to the CAMHS team and co-ordinates contact with the LEA service. The educational psychologist has produced a joint protocol for working with education and participating in steering groups, offered a consulting service for CAMHS workers, and was involved in direct case work run jointly with other CAMHS workers. Working with behavioural support team Twenty one of the respondents mentioned working with the behavioural support team in the LEA. This ranged from liaising over individual pupils, giving consultation and advice, and training to attending the behaviour support team meetings. In some cases a member of the CAMHS team sat on the strategy group and others consulted on the behaviour support policy. Working with Education Support Service Fifteen of the respondents mentioned working with the education support service. As with the behaviour support service, this involved consultation, advice, attending meetings, working jointly on projects and occasionally providing supervision.
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 and 20: however, the results do suggest as
Page 21 and 22: of ‘resource co-ordinating teams.
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: 3.5 Different settings for the work
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
show all

(CAMHS) and Schools - London Health Programmes

Create successful ePaper yourself

Delete template?

Save as template?