(CAMHS) and Schools - London Health Programmes

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Copies of this publication can be obtained from: DfES Publications P.O. Box 5050 Sherwood Park Annesley Nottingham NG15 0DJ Tel: 0845 60 222 60 Fax: 0845 60 333 60 Minicom: 0845 60 555 60 © Queen’s Printer 2003 Produced by the Department for Education <strong>and</strong> Skills ISBN: 1 84185 961 3 Ref No: RR412 www.dfes.go.uk/research
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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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3.5 Different settings for the work
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The respondents were also asked whe
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3.9 Resources spent on working with
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4. CASE STUDIES In order to explore
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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: Glossary ADHD Attention Deficit Hyp
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(CAMHS) and Schools - London Health Programmes

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