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Access to services by children with intellectual disability and mental health problems: population-based evidence from the UK
- Authors:
- TOMS Gill, et al
- Journal article citation:
- Journal of Intellectual and Developmental Disability, 40(3), 2015, pp.239-247.
- Publisher:
- Taylor and Francis
Background: Children with intellectual disability (ID) experience high levels of mental health problems that may require access to professional support. However, there is limited information about how frequently these children access services. Method: A survey of mental health in children living in the United Kingdom (UK) by the Office of National Statistics in 2004 (N = 7,977) was used to examine levels of service access. Children with ID and mental health problems were compared to children with mental health problems (without ID), children with ID and no mental health problems, and typically developing children. Results: Children with ID and mental health problems accessed specialist mental health services at higher rates than children with only ID, but at similar rates to children who only have mental health problems. Conclusions: Overall, low levels of service access highlight likely high unmet need among children with ID, mental health problems, and both conditions. (Publisher abstract)
Mental health needs of children and young people with learning disabilities
- Authors:
- RAGHAVAN Raghu, BERNARD Sarah H., McCARTHY Jane
- Publisher:
- Pavilion
- Publication year:
- 2011
- Place of publication:
- Brighton
Research has demonstrated that the co-occurrence of a mental health disorder is highly prevalent in children and young people with a learning disability. The overlap of challenging behaviour and mental health disorders along with the lack of understanding of the nature and manifestation of mental health disorders in this population produces a difficult and complex picture in terms of detection, diagnosis and therapeutic services. This book explores the issues around care of this group of service users, focusing on developing evidence based practice. The authors believe that through the consolidation of the evidence for assessment, intervention, service provision and safeguarding issues, professionals will be able to provide high quality personalised care for children and young people with learning disabilities who also have mental health needs. Topics covered include: epidemiology and aetiology; assessment; specific conditions; nursing perspectives and care planning; psychological interventions; pharmacological interventions; transition and social networks; ethnicity and diversity; service models; safeguarding children; and the Mental Health Act, capacity and consent. The handbook is primarily aimed at health and social care professionals and intended to provide them with a sound knowledge base for shaping and enhancing their practice along with the skills and confidence to improve the outcomes for these young people.
Psychiatric services for children and adolescents with intellectual disabilities
- Author:
- ROYAL COLLEGE OF PSYCHIATRISTS
- Publisher:
- Royal College of Psychiatrists
- Publication year:
- 2010
- Pagination:
- 24p., bibliog.
- Place of publication:
- London
This report deals with services for a population that is still relatively neglected: those falling between child and adolescent psychiatry and learning disability psychiatry. It reviews the resources required for a psychiatric service to young people under 18, and their families. Starting with an overview of the changing approaches to the psychiatric needs of this population, the nature of its disorders and the variety of interventions, it sets out the characteristics of a model service dealing with its structure, location, personnel and resources. The report provides a draft standard specification that can inform negotiations between service commissioners, clinicians and general managers of mental health services. While it focuses on the psychiatric element, it recognises that such a service must be multidisciplinary and multiagency and therefore must be seen within the wider range of services supporting mental health. These include education, social services, community child health and other agencies. The report is aimed at anyone involved in planning or helping to develop a psychiatric service for children and adolescents with intellectual disabilities.
Services for children with learning disabilities
- Authors:
- WRIGHT Barry, WILLIAMS Chris, RICHARDSON Greg
- Journal article citation:
- Psychiatric Bulletin, 32(3), March 2008, pp.81-84.
- Publisher:
- Royal College of Psychiatrists
There is a large body of research showing that there is a much higher prevalence of psychiatric disorders in children and adolescents with learning disabilities than in those without. People with psychiatric disorders and learning disabilities have poorer educational qualifications, do less well in the labour market and have lower income than other people. Despite the clear need for mental health services for children with learning disabilities, they are not universally available and often under resourced within Child and Adolescent Mental Health Services (CAMHS).
Supporting children and young people (CYP) with mental health needs in acute paediatric settings: a framework for systems
- Author:
- NHS ENGLAND
- Publisher:
- NHS England
- Publication year:
- 2022
- Pagination:
- 27
- Place of publication:
- London
A framework to support children and young people with mental health in the instances where attendance or admission to an acute setting may be the most clinically appropriate option. Over the past decade, there has been increasing need for mental health services to support children and young people. The pandemic resulted in a greater number of children and young people presenting with mental health disorders, often with complex needs requiring care or medical stabilisation, within a paediatric or acute setting. This framework commits to ensuring children and young people, and those who look after them, are supported. The framework consists of six elements: 1. Ensure that five key principles underpin joint working to support CYP with mental health needs who present in acute paediatric settings, and that a culture is fostered where we work collaboratively in providing holistic care for our CYP; 2. Develop ways of working that bring system partners together across the patient journey and understand where systems are in developing joined-up pathways. This may include learning from areas doing good work to transform care across their wider footprint; 3. Understand system maturity by considering 'what good looks like' and where the system sits along that journey; 4. Ensure that specific consideration is given to managing CYP with a learning disability or autistic CYP who may present to hospital with acute mental health needs - some systems have developed a holistic approach; 5. Work together to ensure the clinical team(s) within the acute setting have the support they need to deliver high quality care - this includes ensuring access to training and education across the system; 6. Testing and developing the evidence around innovative practice. (Edited publisher abstract)
Experience of children and young people cared for in mental health, learning disability and autism inpatient settings
- Author:
- NATIONAL INSTITUTE FOR HEALTH RESEARCH
- Publisher:
- National Institute for Health Research
- Publication year:
- 2021
- Place of publication:
- London
This themed review explores the experience of young people with mental health problems, learning disability or autism in specialist inpatient mental health care. A young person may require admission if their disorder means that they are at high risk of self-harm or pose a risk to others. They may also be admitted if they need more intensive treatment and assessment than is possible in a community setting. This Themed Review does not cover young people's experience of inpatient paediatric care (for physical needs) or issues such as inappropriate admission to adult mental health services. Overall, we identify four key influences on how children and young people experience inpatient care. These are drawn from the research evidence base, but also from the experiential evidence provided by children, young people and their parents. The four themes are: quality of relationships; normality; use of restrictive practices; expectations and outcomes. The review identifies three key action points to address this significant area of need; recognise the interdependence of experience, treatment outcomes, and other factors; promote timely identification and action to address unmet needs; and equip staff with the resources, capacity and authority to improve experience. (Edited publisher abstract)
Mental health services for children and adolescents with learning disabilities: a review of research on experiences of service users and providers
- Authors:
- JACOBS Myrthe, et al
- Journal article citation:
- British Journal of Learning Disabilities, 44(3), 2016, p.225–232.
- Publisher:
- Wiley
Background: Children and young people with learning disabilities experience high rates of mental health problems. Methods: The present study reviewed the literature on mental health services for children with learning disabilities, to identify known models of service provision and what has been experienced as effective or challenging in providing good services. Results: Children with learning disabilities and their parents experience barriers accessing mental health services that are related to a lack of information and perceptions of services as being inadequate. Service providers identified a lack of resources as a barrier to meeting needs. Although positive experiences are also observed, many parents have found services to be inappropriate or overwhelming. Conclusion: Research linking population need to available resources, and service models to services users’ outcomes would be valuable to make clear recommendations on how mental health services can address the needs of this group more effectively. (Publisher abstract)
What are children's trusts?; early findings from a national survey
- Authors:
- BACHMANN M. O., et al
- Journal article citation:
- Child: Care, Health and Development, 32(2), March 2006, pp.137-147.
- Publisher:
- Wiley
The Children Act 2004 and National Service Framework for Children, Young People and Maternity Services require fuller integration of health, education and social services for children and young people in England and Wales. The UK government supported the establishment of 35 experimental children's trust pathfinders (henceforth called children's trusts) in England. A questionnaire was completed by managers in all 35 children's trusts a year after their start. Children's trust documents were examined. Census and performance indicators were compared between children's trust areas and the rest of England. Children's trust areas had demographic and social characteristics typical of England. All children's trusts aimed to improve health, education and social services by greater managerial and service integration. All had boards representing the three sectors; other agencies' representation varied. Two-thirds of children's trusts had moved towards pooling budgets in at least some service areas. At this stage in their development, some had prioritized joint procurement or provision of services, with formal managerial structures, while others favoured an informal strategic planning, co-ordination and information sharing approach. The commonest priorities for services development were for disabled children (16 children's trusts), followed by early intervention (11) and mental health services (8). The diverse strategies adopted by these 35 children's trusts during their first year is due to their own characteristics and to the way government strategy developed during this period. Whilst some prioritized organizational development, joint financing and commissioning, and information sharing, others laid more emphasis on mechanisms for bringing front-line professionals closer together. Their experiences are of value to others deciding how best to integrate children's services.
Mental health law: a practical guide
- Authors:
- PURI Basant K., et al
- Publisher:
- Hodder Arnold
- Publication year:
- 2005
- Pagination:
- 254p.
- Place of publication:
- London
This is an introductory book, appropriate for students and trainees embarking on mental health nursing, psychiatry, clinical psychology or mental health social work, but with sufficient detail to carry readers through to the complex issues that will continue to face them during their years of practice. Providing an account of the subject, it also includes chapters on Children and Learning Disabilities. The manuscript has been reviewed by solicitors both specializing in mental health law and in criminal law.
The mental health of young people looked after by local authorities in Wales: the report of a survey in 2002/2003 by the Office for National Statistics on behalf of the Welsh Assemby Government
- Authors:
- MELTZER Howard, et al
- Publisher:
- Office for National Statistics,|Stationery Office
- Publication year:
- 2004
- Pagination:
- 164p.
- Place of publication:
- London
This report presents the findings of a survey of the mental health of young people, aged 5-17, looked after by local authorities in Wales. The first part of the report focuses on the prevalence rates of mental disorders among young people looked after by local authorities. The second part shows a range of information including their background, personal and familial characteristics, physical health, use of services and social functioning.