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Improving the mental health and psychological well-being of children and young people: national CAMHS review interim report
- Author:
- CHILDREN AND ADOLESCENT MENTAL HEALTH SERVICES REVIEW
- Publisher:
- Children and Adolescent Mental Health Services Review
- Publication year:
- 2008
- Pagination:
- 38p.
- Place of publication:
- London
The report highlights some areas on which service providers and commissioners will need to focus if the ten-year objectives set out in Standard 9 of the Children’s National Service Framework (NSF) are to be achieved. The Annex to the Report offers best practice guidance to assist achievement. In the short term the Report focuses on progress towards the achievement of the Public Service Agreement (PSA) target of a comprehensive children and adolescent mental health service (CAMHS) in all parts of England by the end of 2006. This is measured by availability of services for young people with learning disabilities, 16 and 17 year olds, and 24 hour cover and next day specialist assessment, which are sustainable and locally-provided. The Report also makes specific recommendations for CAMHS commissioners and providers of services to ensure the delivery of good practice in the medium-term and summarises the extent of progress which CAMHS should expect to achieve by the mid-point in the NSF 10 year cycle in order to achieve the full programme.
Teenage direct payments made transition easier
- Author:
- -
- Journal article citation:
- Llais, 85, Autumn 2007, pp.17-18.
- Publisher:
- Learning Disability Wales
Not many adults with a learning disability access direct payments. The number of young people doing so is even lower. Parents describe how their son, who has complex health needs and severe learning disabilities, was the first 16 year old to access direct payments.
Experiences of transition from children's to adult's healthcare services for young people with a neurodevelopmental condition
- Authors:
- SHANAHAN Paul, et al
- Journal article citation:
- Health and Social Care in the Community, 29(5), 2021, pp.1429-1438.
- Publisher:
- Wiley
Previous research has highlighted a lack of continuity of care when young people with a neurodevelopmental condition make the transition from children's to adult specialist healthcare services. A lack of planning, consistency, and availability of adult services has been found to lead to; increased anxiety, poor health outcomes, reduced support and some young people not receiving healthcare. The majority of transition research has focused on what health professionals consider important in the transition process, rather than focusing on the experiences of the young people and those closest to them. Our objective was to gather evidence from young people (and their families) who had experienced transition from children's to adult specialist healthcare services through semi-structured interviews. Volunteers were recruited from two London boroughs. All young people were aged between 18 and 25 years with a neurodevelopmental condition (Attention Deficit Hyperactivity Disorder, Autism Spectrum Disorder and/or an Intellectual Disability). Overall, we interviewed six young people with support from a family member. Five further family members were interviewed on behalf of the young person. In total, ten semi-structured interviews were transcribed verbatim and analysed using Interpretative Phenomenological Analysis. Four themes emerged from the analysis: (a) Parents as advocates, (b) Availability of adult's specialist health and social care services, (c) Lack of information sharing and (d) Transition as a binary, abrupt change. Our findings suggest the transition experience could be improved by changing service specifications to incorporate assessment and handover across the age range of 16–20 years. Additionally, statutory services should understand and provide the coordination role now offered by parents in transition. We suggest future research could evaluate the feasibility of a patient-owned online information sharing tool with information about relevant services for young people and their families. (Edited publisher abstract)
Services for young people with learning disabilities and mental health needs from South Asian communities
- Authors:
- RAGHAVAN Raghu, WASEEM Fozia
- Journal article citation:
- Advances in Mental Health and Learning Disabilities, 1(3), September 2007, pp.27-31.
- Publisher:
- Emerald
Children and young people with learning disabilities and mental health problems from black and minority ethnic communities face barriers in accessing services. This article describes a mapping of services used by young people with learning disabilities and mental health problems from Pakistani and Bangladeshi communities in Bradford city. Overall the participants accessed primary health care services through their GPs, had contact with social services for support and benefits and the voluntary sector for culturally appropriate services. Most participants did not access statutory child or adult mental health services, or professionals such as psychologists or behaviour nurse specialists. Families reported key barriers such as lack of awareness of services, language difficulties in communication and lack of culturally sensitive services.
Access for all: improving access to services for children and young people with learning disabilities and mental health problems
- Author:
- DAVIES Jill
- Journal article citation:
- Childright, 223, February 2006, pp.18-21.
- Publisher:
- Children's Legal Centre
Lost in transition
- Author:
- TARLETON Beth
- Journal article citation:
- Community Care, 30.06.05, 2005, pp.38-39.
- Publisher:
- Reed Business Information
This article looks at the key findings from 'The Road Ahead?' review of transition for young people with learning difficulties undertaken by the Norah Fry Research Centre, University of Bristol with young people with learning difficulties from North Somerset People First and the Home Farm Trust, a national service provider. It shows that transition is a confusing and stressful time for them. Young people, their parents and supporters all need clear information about the transition process itself, as well as information regarding the choices and changes.
Reducing exclusions and the use of specialist services for autistic children and young people
- Authors:
- AUTISM EDUCATION TRUST, OXFORD BROOKES UNIVERSITY. Institute of Public Care
- Publisher:
- Oxford Brookes University. Institute of Public Care
- Publication year:
- 2020
- Pagination:
- 11
- Place of publication:
- Oxford
This paper sets out good practice in the approach to commissioning services for autistic children and young people. It illustrates a practical application for children and young people of the ‘Ordinary and unique lives for adults with a learning disability and/or autism: a six steps approach’ (Institute of Public Care, 2020) through the implementation of the Autism Education Trust (AET) programme. The programme builds on a model based on the principle that a co-ordinated whole system response to support people and their families during key life episodes could, in some instances, reduce the need for some types of expensive ‘specialist’ provision. The report provides evidence of how the AET programme helps local areas to reduce exclusions and demand on specialist services, which either makes savings for the public purse or enables local authorities to meet the needs of more people without compromising outcomes or increasing budgets. The report finds that the AET programme is a structured, cost-effective approach to skilling up the workforce in mainstream and specialist settings to support autistic children and young people via reasonable adjustments and targeted support and is a good example of the practical application of the IPC whole-system commissioning model for managing demand. (Edited publisher abstract)
No wrong door: bringing services together to meet children’s needs
- Author:
- CHILDREN'S COMMISSIONER FOR WALES
- Publisher:
- Children's Commissioner for Wales
- Publication year:
- 2020
- Pagination:
- 77
- Place of publication:
- Swansea
This report examines the difficulties children and their families experience when seeking support for a range of needs. They often find that they have to navigate a very complex system, they may fall through gaps where there are no services to meet their needs, or they may be on a waiting list for a long time only to be told they have been knocking on the wrong door all along. The report focuses on two specific groups of children and young people: those with complex emotional wellbeing or mental health needs who may also have other significant needs; and transitions to adult services for young people with learning disabilities. The report finds that children and young people with learning disabilities still too often face a complicated and stressful experience as they move from child to adult services. There are promising signs in some regions, but the necessary change ‘on the ground’ has not yet happened. Nonetheless, the report acknowledges that all regions now have specific multi-agency groups to consider the needs of children and young people, although some of these are very new. Furthermore, changes to Welsh Government policy have been introduced, such as earmarking significant funding specifically for children with complex needs, strengthening the duty on regions for children’s participation in their work, and the publishing of a broader definition of children with complex needs requiring regions to provide integrated services for all children in distress. The report calls on the Welsh Government to ensure that robust accountability mechanisms are in place for Regional Partnership Boards to report on their work on multi-agency arrangements for children with complex needs, including transitions to adult services. Case studies are included. (Edited publisher abstract)
Patterns of support to adolescents related to disability, family situation, harassment, and economy
- Authors:
- MOLLER Berit, et al
- Journal article citation:
- Child: Care, Health and Development, 45(5), 2019, pp.644-653.
- Publisher:
- Wiley
Introduction: Adolescents need support from family, friends, and teachers to increase their involvement in everyday life. Their environment and their own characteristics also influence their ability to participate in an everyday supportive environment. Aim: The aim of the study was to investigate patterns of support from parents, teachers, and very important persons such as peers to the ability of adolescents to participate in everyday life, as well as the importance of interpersonal relations as experienced by the adolescents. Method: The study has a cross‐sectional design. The data compiled and analysed in this study are part of a longitudinal study of adolescents and their development into adults—LoRDIA (Longitudinal Research on Development In Adolescence). A combination of person‐ and variable‐oriented design was used to capture patterns of support. Results: Adolescents with a complicated home situation and low economic prerequisites who received little support from parents and friends participated to a lower degree in home activities. A substantial number of these adolescents had self‐reported neurodevelopmental disorders and, as a group, were more often exposed to harassment. However, these adolescents participated to a higher extent in school activities, although they received little support from the teachers. The adolescents who received most support from parents and teachers were those with a country of origin other than Sweden and those who lived with both of their parents and had more siblings than average. However, this did not mean that they participated to a higher extent in home and school activities. (Edited publisher abstract)
Commentary on “The Ealing Intensive Therapeutic and Short Breaks Service: an update five years on”
- Author:
- KIERNAN Joann
- Journal article citation:
- Tizard Learning Disability Review, 24(2), 2019, pp.64-67.
- Publisher:
- Emerald
Purpose: The purpose of this paper is to consider the needs of children and young people with an intellectual disability and behaviours described as challenging in light of the article “The Ealing Intensive Therapeutic and Short Breaks service: An Update Five Years On”. Design/methodology/approach: Contemporary literature associated with the provision of support to children and young people with an intellectual disability and behaviours described as challenging is considered. Some of the recent challenges associated with the provision of effective and timely support in light of current research, policy and practice are highlighted. Findings: The Ealing service’s continued success is discussed within the context of new ways of working required to meet the needs of the client group and their families/carers. Originality/value: The commentary reinforces the need to evolve service models that can provide specialist, timely and intensive support. The importance of early intervention is highlighted. (Edited publisher abstract)