(CAMHS) and Schools - London Health Programmes

Both education staff and health staff who worked closely together talked about the
opportunities to learn from each other, especially if they worked together on a regular
basis. For example an advisory teacher and an education welfare officer felt able
extend their role to conducting some behavioural therapy with young people with the
back up of the health workers in their teams. This was recognised by senior managers:
‘Education Welfare Officers are an interesting case- giving them professional support
has brought out skills they didn't know they had. They are involved in counselling and
training which they wouldn't have done before if they had kept within the tramlines of
their work. Wider network allows greater professional development.’. (Senior LEA
manager)
A class teacher who had health staff coming into the classroom on a weekly basis
doing a social skills class talked of the break it gave both the children and herself, and
the opportunity to learn from the approach of the health staff. In another area, health
staff identified that joint visits enabled education staff to learn what kinds of questions
to ask to identify potential mental health problems.
‘CPNs know more about health services and resources. I know more about education.
It has been useful. It is always good to have a second opinion of a case. Our work can
be very isolating, you can pick things up that the other one misses.’ (EWO)
Health staff also discussed learning about working in a school setting, which gave
them a greater understanding of the stresses that teachers were under and the pressures
that children were experiencing.
‘We can't advise teachers on behaviour in class - we don't know how to deal with it
ourselves. We can work jointly. It’s been quite humbling - we work through ideas
together. I had never worked in school before and it is useful to learn what is really
happening in schools.’ (Mental Health Worker)
‘It has been helpful to understand difficulties schools are encountering and support
the teachers.’ (questionnaire)
Increased joint working and communication also made staff aware of the resources
available. Health staff learnt about education resources, and education staff were
more aware of what was on offer from the CAMHS.
‘We are learning the education systems - we know what they are entitled to, and
understand what they mean by individual education plans. People get better services
because we all know what resources are available.’ (CAMHS staff)
Teachers identified that health staff brought a different perspective on problems and
enabled them to learn different approaches to dealing with difficulties.
‘It gives a teacher time out from children and new ways of dealing with issues.’
(Class teacher)
‘I can refer straight away and get sensible advice. It gives us something to offer
parents - we run out of our own tricks and they respond to other professionals.’