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Children and young people's mental health - the role of education: Government response to the first joint report of the Education and Health Committees of session 2016-17
- Authors:
- GREAT BRITAIN. Parliament. House of Commons. Education Committee, GREAT BRITAIN. Parliament. House of Commons. Health Committee
- Publisher:
- House of Commons
- Publication year:
- 2017
- Pagination:
- 13
- Place of publication:
- London
Outlines the Government's and Ofted's response to recommendations made in the Education and Health Select Committees inquiry report on the role of education in children and young people’s mental health, which was published on 2 May 2017. The responses cover recommendations in the areas of: Well-being in schools and colleges; Mental health support in education providers; Co-ordination between health and education services; Cuts to school and college based mental health services; and including the risks of social media in PSHE. They include commitments to fund Mental Health First Aid training for teachers in secondary school, trials of what works to support the mental wellbeing of pupils, a pilot of how to set up peer support schemes, and trialling approaches to help schools work closer together with local NHS services to provide dedicated children and young people’s mental health services. The Government also commits to the publication of a children and young people’s mental health green paper in 2017 focusing on improving prevention and access to specialist support. (Edited publisher abstract)
Child and adolescent mental health services (CAMHS) and schools: inter-agency collaboration and communication
- Authors:
- ROTHI Despina M., LEAVEY Gerard
- Journal article citation:
- Journal of Mental Health Workforce Development, 1(3), 2006, pp.32-40.
- Publisher:
- Pier Professional
- Place of publication:
- Brighton
Recent policy suggests that schools and teachers must pay a pivotal role in smoother pathways to care for young people with mental health difficulties. In this study the authors examine current systems of collaboration between schools and child and adolescent mental health services, paying particular attention to relationships between schoolteachers and mental health professionals. Data was collected using semi-structured, in-depth interviews. The findings indicated deep-seated barriers to good collaboration. Moreover, teachers experience significant frustration through feeling excluded from the mental health care management of children despite being affected professionally by such decisions taken, the delays to intervention and poor communication between agencies. Inter-professional trust and mutual suspicion emerged from these interviews as an over-arching factor. The implications arising from expectations for greater inter-agency collaboration are discussed.
Exploring perceptions of interprofessional collaboration in child mental health care
- Author:
- ODEGARD Atle
- Journal article citation:
- International Journal of Integrated Care, 6(4), 2006, Online only
- Publisher:
- International Foundation for Integrated Care
This paper proposes a tentative theoretical model (PINCOM) and a measure of mental health and school professionals' perception of interprofessional collaboration (IPC). The model is based on twelve constructs derived from a pilot study, organizational and social psychology. The main aim of the model is to capture central aspects of IPC. A forty-eight item self-report questionnaire (PINCOM-Q) was designed to explore professionals' perceptions of IPC. The sample (n=134) included professionals who worked in primary care, specialist services and in elementary schools in Norway. Exploratory factor analyses and reliability testing were conducted to reduce the large number of variables in the questionnaire. Results indicate that central aspects of IPC in the context of service delivery and case work are: interprofessional climate, organizational culture, organizational aims, professional power, group leadership and motivation. Preliminary empirical testing of the questionnaire demonstrated that it is possible to measure perceptions of IPC, with reasonable levels of construct validity and reliability.
Interprofessional support of mental well-being in schools: a Bourdieuan perspective
- Authors:
- SPRATT Jennifer, et al
- Journal article citation:
- Journal of Interprofessional Care, 20(4), August 2006, pp.391-402.
- Publisher:
- Taylor and Francis
There is increasing international concern about the mental health and well-being of school-aged children, and the school is often seen as the optimum setting to deliver interagency interventions. This paper draws on a Scottish study examining the responses of local authorities, schools and other agencies to challenging behaviour related to poor mental health. It explores the ways in which the presence of workers from other agencies had an impact on the capacity of schools to respond to such issues. In Bourdieuan terms, the study showed that non-teaching workers imported into school developed new forms of 'habitus' leading to effective team work to support vulnerable pupils, but that they often operated in isolation from the wider teaching staff. Different professional cultures created significant barriers, which could be exacerbated by active resistance to meaningful engagement. Consequently, parallel working evolved, where staff from agencies other than education supported pupils experiencing difficulties, but there was little evidence of corresponding changes to ethos or pedagogy to meet the needs of pupils in school. Expertise pertaining to the mental well-being of pupils thus tended to be compartmentalized and was not readily transferred elsewhere, and this led to a disjointed experience for pupils. The evidence strongly suggested that teachers preferred to learn from other teachers. This served to reinforce existing habitus and to isolate them from new ways of thinking. Potential ways of effecting culture change are suggested, through innovative training and development, linked to accountability, to challenge the new mode of parallel working before it becomes the status quo.
Acting out, acting in
- Author:
- SHUCKSMITH Janet
- Journal article citation:
- Mental Health Today, May 2006, pp.30-33.
- Publisher:
- Pavilion
- Place of publication:
- Hove
The Scottish policy context for the promotion of mental health and well-being accords with the international rights perspective that sees health as a key in promoting equality and social justice. Schools are viewed as playing a central role. In Scotland all schools are to be health promoting schools by 2007. This article draws on work commissioned by the pupil support and inclusive division of the Scottish Executive Education Department to investigate the links between mental health and behaviour in schools and the structures, policies or resources that might enable schools to identify these links and develop appropriate, within-school responses. The article explores the different models of partnership that schools in Scotland have adopted as part of their response to new policy pressures to deliver more inclusive education and stronger integration with other welfare services. It reports briefly on three case studies.
Children and young people's mental health - the role of education. First joint report of the Education and Health Committees of session 2016-17
- Authors:
- GREAT BRITAIN. Parliament. House of Commons. Education Committee, GREAT BRITAIN. Parliament. House of Commons. Health Committee
- Publisher:
- House of Commons
- Publication year:
- 2017
- Pagination:
- 38
- Place of publication:
- London
This joint inquiry report from the Health and Education Committees finds that education and mental health services need to work closely together to plan the most effective way of improving children and young people’s mental health and well-being. The inquiry considered approaches to improving well-being in schools and colleges, the development of mental health support in education providers, and the impact of social media on the mental wellbeing of children and young people. It heard oral evidence from representatives of both the education and the mental health sectors and also drew on a survey of children and young people and forum with teachers. The Committee support a whole school approach that promotes well-being throughout the school, the curriculum and in staff training and continuing professional development. The recommendations include: strengthening mental health training and continuing professional development for teachers; the development of stronger partnerships between the education sector and mental health services; and for schools and colleges to help children and young people make more informed choices about their use of social media. (Edited publisher abstract)
Teacher knows best
- Authors:
- HALL Brian, HALL Deborah
- Journal article citation:
- Mental Health Today, November 2007, pp.25-27.
- Publisher:
- Pavilion
- Place of publication:
- Hove
This article discusses a self-harm project launched by the Tees, Esk and Wear Valleys NHS Trust child and adolescent mental health service (CAMHS). The project linked CAMHS practitioners with teachers at primary schools in order to provide preventive interventions focusing on the problems that lead to self-harm and help young people find alternative methods of problem-solving and seeking help. The project devised a simple screening tool - the vulnerability assessment screening tool (VAST) - which teachers used to assess children about whom they had concerns. The problem has enabled teachers to provide preventive interventions in the classroom, only referring children to CAMHS if intervention fails to reduce the child's VAST score.
Making the right connections
- Author:
- MacDONALD Kate
- Journal article citation:
- Mental Health Today, December 2003, pp.29-31.
- Publisher:
- Pavilion
- Place of publication:
- Hove
Looks at the key role schools and colleges have in identifying and supporting vulnerable young people with serious mental health difficulties. Also reports on the Hull Connexions pilot project which was developed to improve young peoples access to mental health services and to create links between organisations working in Hull. The project aims to create a model for dealing with mental health issues in Connexions and secondary schools; enable rapid assessment and early intervention; develop appropriate skills and knowledge to enable staff to assess and support young people with mental health problems in schools. The interagency-link team is made up of professions from health, education and social services.
Parental mental health/illness and children's well-being: implications for the educational services
- Author:
- BIBOU-NAKOU I.
- Journal article citation:
- International Journal of Mental Health Promotion, 5(1), February 2003, pp.6-15.
- Publisher:
- Taylor and Francis
This article is part of a pilot European project, funded by the European Union (Daphne Project 2000), dealing with parental mental illness and the children's welfare and needs. The research aimed to obtain the views of teachers working in primary education in Greece on the identification of children who live with a mentally ill parent and collaborating with specialist services to support them in school and deal effectively with their needs. A combination of focus group discussions and individual responses to a case vignette were used. The results fund that although teachers were able to identify risks and protective factors in the cases of early parental mental illness, there was a lack of early identification mechanisms in schools and an absence of a shared understanding of relevant issue across services and agencies. The results are discussed in relation to school-based prevention initiatives that empower teachers to feel they can contribute to change in their school as well as in their own classroom practice.
The importance of being early
- Author:
- VALIOS Natalie
- Journal article citation:
- Community Care, 20.7.00, 2000, pp.30-31.
- Publisher:
- Reed Business Information
Reports on how an innovative project in east London is aiming to help prevent boys from Bangladeshi backgrounds developing emotional and mental health problems.