(CAMHS) and Schools - London Health Programmes

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A strong ethos that came through from the case studies was that of working with those schools which are interested and committed to working in this way, and of it being an ‘opt-in’ service. However, these may not be the schools that are in most need of the service; and there is an issue of how to roll out the service to other schools (or whether to target particularly needy areas). Although joint working is designed to improve co-ordination of services, this may not always prevent duplication of work. Currently, there are a lot of resources going into schools and there were some examples of schools being overwhelmed with other agencies coming in. Ways of co-ordinating this need to be identified and potential overlapping roles need to be explicitly clarified, for example the role of the EWOs, Educational Psychologists, and learning mentors with the Primary Mental Health Workers or specialist Social workers. Examples of good practice show that these can be effectively negotiated with joint working. Managers expressed concern that this way of working was more complicated and more difficult; with complex lines of accountability. This made it a more time consuming approach, especially for middle management, but also sometimes in service delivery. Most respondents identified that the increased accessibility of the service and earlier identification of problems meant an increase in referrals. This presents an increased demand on the service, and problems of resource constraints. 7.2 Recommendations Recommendations for action have been drawn from the literature review, survey and case study research. This includes recommendations from survey respondents and case study interviewees for others wishing to develop effective joint working between CAMHS and schools. These recommendations could be usefully explored by policy makers and planners within key government departments – education and health- and by those involved in local CAMHS and education provision. National policy level • To ensure that greater emphasis is given at national level, across Government Departments, to the provision of preventive and early intervention mental health services for children and their families within school based and other community settings. • Within this, to ensure that the Children’s National Service Framework, and particularly the CAMHS component of this, contains clear targets for the development of multi-agency early intervention supports for children and their families within schools. • To ensure that schools are given clear advice, guidance and support to promote children’s mental health within school settings from both health and educational psychology services.
Training • For joint training to be developed with CAMHS/Educational Psychologists and education specialists, and delivered on promoting children’s mental health and effective early intervention work, within schools and community based settings. • For there to be year career paths developed, to enable all staff in schools to gain skills and confidence in promoting children’s mental and effective early intervention work for those children most at risk of developing mental health problems. This needs to be developed in consultation and collaboration with the educational psychology service and local education authority. Local strategic action for LEAs • As part of the local CAMHS strategy, local education authorities should outline the strategy for work between CAMHS and education (including schools). This should include a specific statement of the objectives to be met and the roles of particular staff and organisations. In preparing this, Local Education should consider: a) hosting Tier 2 CAMHS staff in relevant LEA teams such as behaviour support teams; b) setting up joint budgets for this service across education and health; c) listening to the perspectives of users including parents and young people; d) building on links with social services; e) agreeing a joint strategy on confidentiality and covey this to parents and children. • The plan should be reviewed every year. Management at local level • Local Education Authorities, school governors, head teachers and CAMHS staff to recognise that this joint working is a formal part of the job description for some staff. • In recruiting Tier 2 CAMHS staff and teaching assistants, account to be taken of the competencies required to achieve effective joint working. • Consider establishing secondments from one organisation to another. • Allow time for building up an understanding of the different cultures of the education and health sectors.
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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
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• Factors that facilitated joint
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development of multi-agency early i
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• Create formal integrated linkag
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1.3 Definitions and concepts 1.3.1
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• Pastoral Support Programmes are
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however, the results do suggest as
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of ‘resource co-ordinating teams.
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identified from the literature revi
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3 SCOPE AND NATURE OF CAMHS WORK IN
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department who liaises with school
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3.3.5 Mental health promotion Only
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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
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Page 67 and 68: offer a culturally appropriate serv
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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
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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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