(CAMHS) and Schools - London Health Programmes

More documents

Recommendations

Info

Acknowledgements The research was conducted for the DfES by the Mental Health Foundation. Case study research was conducted by Bridget Pettitt and Lucy Leon; the analysis and writing by Bridget Pettitt. The literature review was conducted by Dr Anne-Marie Barron, Leigh & Barron Consulting Ltd. The project was managed and facilitated by Jo Scherer Thompson, Maddy Haliday and Phillip Northcotte at the Mental Health Foundation. Valuable research advice was given by Lisa Bird and Georgie Parry- Crooke. Special thanks goes to the research participants, especially those members of CAMHS teams who gave generously of their time and facilitated meetings with team members and other colleagues and for much further information and advice: Crispin Day, Richard Williams, Anne Flemming and Alyson Raine. Thanks to Helen Kay at the DfES, and to the Steering Group for their advice, support and comments on drafts of the report: Susan Clarke, Cathy James, Elaine James, Tara Cook, Hannah Mulholland, Jayne Nash, Marilyn Toft, and HMI Kathie Bull.
Executive Summary Effective Joint Working between Child and Adolescent Mental Health Services (CAMHS) and Schools. This report sets out the findings of research conducted by the Mental Health Foundation commissioned by Department of Education and Skills to explore joint working between schools and CAMHS in England and identify ways in which this might be improved. Background and aims of the research The aim of the research is to help practitioners from both the health care services and education services working with children. It will also be of interest to a range of policy makers involved in providing services to children. Research has shown an increasing prevalence of mental health problems in children. The provision of services for these young people has likewise received considerable interest. Research by the Mental Health Foundation and others indicate that services, especially CAMHS, are historically determined and fragmented and in many areas lacking in key personnel. It is increasingly recognised that to improve the ability of child and adolescent mental health services to provide effective care to children and young people, it is necessary to strengthen the support CAMHS provide to other services, such as schools. This requires multi-disciplinary teams and inter-agency working. The research sought to: • Identify models of joint practice between CAMHS and schools in relation to promotional work and early interventions for children experiencing mental health problems in school settings in England. • Identify the theoretical, historical, contextual and other factors that have influenced these models. • Explore the impact of local, social, cultural and economic factors on practice, and the impact of local and national policy. • Identify which factors contribute, and which create barriers, towards effective practice of joint CAMHS and schools work. • Explore effective practice issues within different models. Methodology The research used a combination of methods to seek to cover the breadth of concerns. • A literature review was conducted to identify models and learn from practice developed elsewhere.
Page 1 and 2: RESEARCH Effective Joint Working be
Page 3 and 4: Effective Joint Working between Chi
Page 5: 6 IMPACT, ADVANTAGES AND DISADVANTA
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 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
show all

(CAMHS) and Schools - London Health Programmes

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?