(CAMHS) and Schools - London Health Programmes

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Issue Schools Ethos CAMHS Ethos Implications Potential solutions Expectation of service Accessing service Policy aims/ pressures High expectations of the service - that a child can be ‘cured’ by drugs or intervention. Often want child to see psychiatrist. Want to see improvement in external behaviour. Schools are compulsory. EWOs have statutory authority re school attendance. Sanctions if a child doesn’t attend (e.g. a class) National curriculum academic output, best value Often identify a different problem to school. Has different expectations, and won’t necessarily focus on behaviour – might emphasise self esteem or unhappiness of child. For example a child’s behaviour may become more challenging. They may identify systemic problems with school ethos or teacher-child interaction. Opt-in service. Philosophy is that interventions are only effective if the child or family are willing to engage. No sanctions if child doesn’t come to a session. Clinical governance, duty of care. School is disappointed in service as they do not see noticeable improvements in behaviour. Inappropriate referrals to health worker, who get overwhelmed. Children who are particularly at need at risk of slipping through the net. Policies pulling in different directions. Better communication. More information about referrals and kind of therapy available. Health staff explaining what to expect from intervention. EWO supported by health worker can facilitate engagement (joint visits). Joint working at strategic level, so can understand each other’s priorities and pressures. Identify joint areas of working. Length of intervention Long term intervention – statementing tends to be for a period of a year at a time, often for longer. Files may remain open on a child over the whole period of their school career Emphasis on time limited intervention. Close file after intervention. School may need more on-going support for the pupil.. Multi-agency approaches can identify a range of different support for children.
5.3 Practice issues Key issues in this section: • personal and professional skills of staff and the importance of knowing individuals; • features of schools; • good communication – within teams, between different agencies and with clients; • sharing information and confidentiality issues; • spending time in schools; • working in different contexts – early years, primary and secondary; • working with parents; • services for minority ethnic groups. 5.3.1 Key role of staff ‘What you're looking for is people with clinical skills but also open to systems change and institutional responses, and teachers who recognise kids have needs beyond the process of learning - realise the emotional social issues that the kids bring to school that block their learning. Getting a form of service delivery that transcends existing boundaries between agencies’ (EAZ manager) Interviewees were asked what were the things that helped or hindered joint working and the intervention they were involved in. The importance of individual members of staff came up in two main ways, firstly, the personal and professional skills of staff and, secondly, knowing people personally and being able to refer to them by name. The personal and professional skills mostly referred to the health staff who were implementing the projects, partly because they were the ones crossing the boundaries into the schools. The school staff were also discussed, but to a lesser extent, rather the ethos and attitude of the schools was highlighted. Personal and professional skills of CAMHS staff Throughout the research, the importance of staff’s professional and personal skills was highlighted. This was emphasised in the findings of the literature review and stood out in the case studies as people continually referred to particular individual health staff’s skills and abilities. Good professional skills and a good understanding of mental health issues are important, but the skills that were emphasised for this kind of working were working creatively and flexibly. The skills of health staff that were outlined were: • the ability to work flexibly and creatively; • a commitment to helping children (rather than focusing on the needs of the service); • confidence in their own skills and experience; • to be able to work in unfamiliar environments and adapt their way of working; • professional respect; • being able to pool professional territory and to recognise that they have different but complementary skills;
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RESEARCH Effective Joint Working be
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Effective Joint Working between Chi
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6 IMPACT, ADVANTAGES AND DISADVANTA
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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 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: Issue Schools Ethos CAMHS Ethos Imp
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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