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'How to' guide: how to support young people with learning disabilities and mental health issues
- Author:
- DAVIES Jill
- Publisher:
- National Transition Support Team
- Publication year:
- 2009
- Pagination:
- 14p., bibliog.
- Place of publication:
- London
This is a guide aimed at strategic managers and other professionals who come into contact with children and young people with learning disabilities. The guide describes common mental health issues experienced, the key issues and barriers to support for this group, current policy and legislation, and practical ideas in providing support. The guide is supported with four short case studies. A listing of useful websites and resources are included.
Support and services for young people with learning disabilities and mental health problems
- Authors:
- DAVIES Jill, GIRAUD-SAUNDERS Alison
- Journal article citation:
- Mental Health Review, 11(3), September 2006, pp.8-15.
- Publisher:
- Pier Professional
By the end of this year child and adolescent mental health services will be required to be fully comprehensive and include care pathways for children and young people with learning disabilities and mental health problems under the Public Service Agreement Targets. In this article the authors describe how services have traditionally served this group, explore the policy context for change and discuss some of the projects currently underway that aim to address the PSA target for later this year.
Inpatient services for children and young people with an intellectual disability
- Author:
- RIPPON Lisa
- Journal article citation:
- Advances in Mental Health and Intellectual Disabilities, 4(4), December 2010, pp.4-8.
- Publisher:
- Emerald
Children and young people with an intellectual disability have a higher incidence of mental illness and challenging behaviour than individuals without cognitive impairment. An important component of potential treatment options that should be available to these young people is inpatient assessment and treatment in a learning disability-specific provision rather than mainstream inpatient child and adolescent mental health services (CAMHS). This article describes the characteristics of young people who gain most from being admitted to a specialist intellectual disability unit, discusses what should be the core features of the service treating young people with an intellectual disability, and examines how units should be evaluated and the challenges faced by such highly specialised services. The article argues that intellectual disability CAMHS inpatient services provide an essential component in the range of services for young people with an intellectual disability who present with mental illness or challenging behaviour. They can only be effective, however, if they are integrated into community provision, community professionals remain engaged throughout the admission, and all those involved with the young person are committed to implementing recommendations following discharge.
A child and adolescent mental health service for children with intellectual disabilities - 8 years on
- Authors:
- WRIGHT Barry, WILLIAMS Chris, SYKES Marcella
- Journal article citation:
- Psychiatrist (The), 34(5), May 2010, pp.195-199.
- Publisher:
- Royal College of Psychiatrists
Children with intellectual disabilities are more likely to have mental health problems than children without intellectual disabilities. This paper reports on the last 8 years in the development of a child mental health learning disability service in York. The growth, challenges and pitfalls faced by the service are charted. The paper also shows how a service can cope with rising demand without the development of waiting lists and how a specialist service can be embedded within a generic child and adolescent mental health service (CAMHS) as a tier 3 team. This has the advantage of allowing easy networking, joint training, joint working and secondments. It also avoids unnecessary service access issues where different services may not have complimentary referral criteria, leading to service gaps; it therefore provides equity of access within local services, and integrates the team within discussions about new developments and commissioning. The article argues that this is a healthy service model that meets the needs of local children with moderate to severe intellectual disabilities and concomitant child mental health problems.
Support and services for young people with learning disabilities and mental health problems
- Authors:
- DAVIES Jill, GIRAUD-SAUNDERS Alison
- Journal article citation:
- Housing Care and Support, 9(3), December 2006, pp.31-39.
- Publisher:
- Emerald
By the end of 2006 child and adolescent mental health services (CAMHS) were required to include care pathways for children and young people with learning disabilities and mental health problems under Public Service Agreement Targets. This article describes how services have traditionally served the mental health needs of children and young people with learning disabilities, explores the policy context for change and discusses some of the projects currently underway that aim to address the Public Service Agreement targets for later this year.
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
Bamford Taskforce: annual report 2011
- Authors:
- NORTHERN IRELAND. Health and Social Care Board, NORTHERN IRELAND. Public Health Agency
- Publisher:
- Northern Ireland. Health and Social Care Board
- Publication year:
- 2012
- Pagination:
- 38p.
- Place of publication:
- Belfast
The Bamford Taskforce was set up to take forward the recommendations of Bamford Review of Mental Health and Learning Disability. This is the 2nd annual report of the Bamford Taskforce and sets out the progress made during 2011. The key themes for the Taskforce and the associated workgroups, drawn from ‘Delivering the Bamford Vision (DHSSPS 2009)’ are: promoting positive health, wellbeing and early intervention; supporting people to live independent lives; supporting carers; providing better public services to meet people’s needs; and providing structures and a legislative base to deliver the Bamford Vision. Additionally in 2011 the Taskforce has paid increased attention to recovery approaches. The report discusses the key themes across the work undertaken and the achievements to date and also gives details on progress and challenges in each specific service area. The specific service areas are: Mental Health Services; Child and Adolescent Mental Health Services; Protect Life and Mental Health and Wellbeing Promotion; Learning Disability; Autistic Spectrum Disorder; and Substance Misuse. The report also contains the final Health and Social Care Board (HSCB) and Public Health Agency (PHA) return to the 2009-2011 Department of Health and Social Services and Public Safety (DHSSPS) Bamford Action Plan.
Mental health needs in adolescents with intellectual disabilities: cross-sectional survey of a service sample
- Authors:
- HASSIOTIS A., TURK J.
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 25(3), May 2012, pp.252-261.
- Publisher:
- Wiley
Despite mental health needs and service use being relatively high across the lifespan of those with intellectual disability, relatively little is known about these needs during adolescence. This study investigated the prevalence and predictors of mental health needs and service use in adolescents (n=75) with intellectual disabilities in one area of Southern England. Individual assessments were carried out, the main outcome of which was the presence of mental health needs measured by the Developmental Behaviour Checklist. Prevalence of mental health needs increased from 51% as reported by parents to 67% as judged by clinical interviews. Having a need was associated with low adaptive functioning, diagnosis of autism and family history of mental illness. High scores on parent reports of participant mental ill-health showed negative correlations with adaptive functioning scores. Most individuals were in receipt of social and health care. Half of the participants had sought help for mental health problems. Almost half of those receiving medication were on psychiatric medication. It is concluded that adolescents with intellectual disabilities may have considerable mental health problems that are functionally impairing but often unidentified and hence untreated. The authors believe that identification of those at risk and comprehensive needs assessment are essential to maximise potential and quality of life and to reduce further deficits and social exclusion.
Effectiveness of child and adolescent mental health services (CAMHS)
- Author:
- GREAT BRITAIN. Department for Education
- Publisher:
- Great Britain. Department for Education
- Publication year:
- 2011
- Pagination:
- 11p., tables
- Place of publication:
- London
This statistical publication provides national and local level information on services provision that should be in place to meet the needs of children and young people with mental health problems effectively. The figures are based on local authorities self-assessment against four questions: the development and delivery of CAMHS for children and young people with learning disabilities; appropriate accommodation and support for 16/17 year olds; the availability of 24 hour cover to meet urgent mental health needs; the joint commissioning of early intervention support. A local authority total score is calculated by summing the scores from each of these four topics/questions. Average scores for England and for each Region are calculated by taking the average of Local Authority scores.
Access to and experience of child and adolescent mental health services: barriers to children and young people with learning disabilities and their families
- Authors:
- SIN Chi Hoong, FRANCIS Rob, COOK Chloe
- Journal article citation:
- Mental Health Review Journal, 15(1), March 2010, pp.20-28.
- Publisher:
- Emerald
Drawing on the findings of a literature review undertaken in 2008 and updated in 2009, and conducted in partnership with the UK Centre for Evidence-based Policy and Practice, this article looks at barriers in relation to access to, and experiences of, child and adolescent mental health services, reporting on such barriers and their impact on children and young people with learning disabilities, a group identified as being at a disproportionate risk of experiencing mental health problems. The authors discuss how families are often unclear about how to access mental health services and what services are available, how information and knowledge related barriers are particularly significant for certain minority ethnic groups, and how barriers related to the mental health services workforce mix, skills and staff attitudes can also mean that skills required for working with people with both mental health conditions and learning disabilities can be lacking. The article identifies that systems-related barriers include a lack of joint commissioning and planning, unclear care pathways, the lack of a single point of referral, difficult transition to adult mental health services and a lack of appropriate services. The authors conclude that the findings of the literature review demonstrate that, despite commitment to improving access to and experience of child and adolescent mental health services, there are still a number of key barriers, and that ensuring that such services deliver person-centred support and services requires systemic and cultural changes with continuing engagement and improvement.