The author reports on Brighton and Hove's Child and Adolescent Mental Health Service which emphasises collaboration and teamwork to find positive outcomes for looked-after children in a short timeframe. Professionals at the looked-after children clinic meet monthly to discuss cases and collaborative strategies.
The author reports on Brighton and Hove's Child and Adolescent Mental Health Service which emphasises collaboration and teamwork to find positive outcomes for looked-after children in a short timeframe. Professionals at the looked-after children clinic meet monthly to discuss cases and collaborative strategies.
Subject terms:
interagency cooperation, looked after children, mental health problems, teamwork, child and adolescent mental health services;
The author reports on the Health Care initiative, which is making sure the emotional health of children in care is being looked after, as well as their physical health. The programme was developed by the National Children's Bureau (NCB) and funded by the Department for Education and Skills, to provide local authorities with a standard, a template and tools to develop these qualities.
The author reports on the Health Care initiative, which is making sure the emotional health of children in care is being looked after, as well as their physical health. The programme was developed by the National Children's Bureau (NCB) and funded by the Department for Education and Skills, to provide local authorities with a standard, a template and tools to develop these qualities.
Subject terms:
interagency cooperation, mental health, looked after children, mental health problems, health care;
The author describes, Duddon Mews in Cumbria, an extra care housing complex designed specifically for older people with dementia and other mental health problems. The project, winner of the NIMHE positive practice award for integrated care, is the result of a five-way collaboration between the local mental health trust, social services, a housing association, a home care provider, and Age Concern.
The author describes, Duddon Mews in Cumbria, an extra care housing complex designed specifically for older people with dementia and other mental health problems. The project, winner of the NIMHE positive practice award for integrated care, is the result of a five-way collaboration between the local mental health trust, social services, a housing association, a home care provider, and Age Concern.
Subject terms:
integrated services, interagency cooperation, mental health problems, older people, care planning, dementia, extra care housing;
NOTTINGHAMSHIRE SAFEGUARDING CHILDREN BOARD, NOTTINGHAM CITY SAFEGUARDING CHILDREN BOARD
Publisher:
Nottinghamshire Safeguarding Children Board
Publication year:
2006
Pagination:
30p., bibliog.
Place of publication:
Nottingham
According to the multi-agency practice guidance on emotional abuse produced by Nottinghamshire's Multi Agency Forum on Emotional Abuse, there are three main ways that the issue may come to the attention of professionals: Concerns about parental behaviour -Children's professionals may witness difficult parental behaviour towards a child, such as a child being persistently blamed for everything that goes wrong, persistent shouting and rejection; Concerns about parental attributes -Staff working in adult mental health, alcohol and drug addiction services may become concerned about how a parent is functioning and the impact this may have on their child; and Concerns about the child - professionals may be concerned about how a child is presenting - perhaps if they are unhappy, are bedwetting or poorly behaved - as this may be due to difficult relationships at home.
According to the multi-agency practice guidance on emotional abuse produced by Nottinghamshire's Multi Agency Forum on Emotional Abuse, there are three main ways that the issue may come to the attention of professionals: Concerns about parental behaviour -Children's professionals may witness difficult parental behaviour towards a child, such as a child being persistently blamed for everything that goes wrong, persistent shouting and rejection; Concerns about parental attributes -Staff working in adult mental health, alcohol and drug addiction services may become concerned about how a parent is functioning and the impact this may have on their child; and Concerns about the child - professionals may be concerned about how a child is presenting - perhaps if they are unhappy, are bedwetting or poorly behaved - as this may be due to difficult relationships at home.
Subject terms:
interagency cooperation, mental health problems, parenting, addiction, alcohol misuse, drug misuse, emotional abuse, good practice;
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.
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.
Subject terms:
interagency cooperation, interprofessional relations, mental health problems, schools, teachers, training, young people, child and adolescent mental health services, children, communication;
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.
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.
Subject terms:
child and adolescent mental health services, children, health professionals, interagency cooperation, interprofessional relations, schools, mental health problems, school social workers, teachers;
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.
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.
Subject terms:
interagency cooperation, interprofessional relations, mental health problems, schools, social workers, teachers, behaviour problems, counsellors;
This article reports on the study 'At Home?', which investigated the views and experiences of frontline housing staff in local authorities and housing associations about working with tenants with mental health problems. It sought to explore what housing staff think works, or would work, to improve communication and co-working between agencies, in order to help maintain vulnerable individuals in ordinary mainstream housing. The article focuses on working relations between the housing and mental health sectors.
This article reports on the study 'At Home?', which investigated the views and experiences of frontline housing staff in local authorities and housing associations about working with tenants with mental health problems. It sought to explore what housing staff think works, or would work, to improve communication and co-working between agencies, in order to help maintain vulnerable individuals in ordinary mainstream housing. The article focuses on working relations between the housing and mental health sectors.
Subject terms:
housing, housing associations, housing departments, interagency cooperation, joint working, mental health problems, mental health services, staff, tenants, training;
The author reports on two studies which investigate what leads to effective collaboration between adult mental health workers and child care protection workers.
The author reports on two studies which investigate what leads to effective collaboration between adult mental health workers and child care protection workers.
Subject terms:
interagency cooperation, joint working, mental health problems, mental health services, parents, risk, vulnerable children, child protection, communication, parental mental health;
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.
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.
Subject terms:
interagency cooperation, joint working, intervention, mental health, mental health problems, mental health services, schools, young people, children, conduct disorders;