Search results for ‘Subject term:"mental health problems"’ Sort:
Results 1 - 7 of 7
Investigating the links between mental health and behaviour in schools
- Authors:
- SHUCKSMITH Janet, et al
- Publisher:
- University of Aberdeen
- Publication year:
- 2005
- Pagination:
- 173p.
- Place of publication:
- Aberdeen
This study was commissioned in April 2004 by the Pupil Support and Inclusion Division of the Scottish Executive Education Department. The work was undertaken by a group of researchers in the Rowan Group at the University of Aberdeen. The emphasis is on providing ‘mental health promotion for all, family-centred care, early identification and intervention, moving care to natural settings such as schools, and interdisciplinary approaches based on evidence of effectiveness and permeated by a philosophy of continuous quality improvement.’ The health promoting school’s framework is used here to structure the format of this report, by focusing on the three essential elements to a school’s operation: ethos and environment; curriculum and partnerships.
Evaluation of the Belhaven service: research report
- Authors:
- BOXFORD Stephen, et al
- Publisher:
- Great Britain. Department for Education
- Publication year:
- 2017
- Pagination:
- 48
- Place of publication:
- London
An evaluation of the Belhaven residential care project, which provides mental health treatment in a local residential care home to reduce the risk of referral to mental health inpatient services (CAMHS) and breakdown of educational and care arrangements for young people. Referrals to the service come from young people’s social workers at Suffolk County Council. During the evaluation period 5 young people accessed Belhaven services. Due to the small numbers of children accessing the service, the report does not provide conclusions about the effectiveness of the services, but looks at its impact to date and progress concerning its implementation. The evaluation found evidence that the service led to fewer episodes of hospitalisation for 3 young people, and to avoidance of admission to CAMHS inpatient service in at least one case; positive outcomes in relation to education; positive improvements in mental and emotional health and wellbeing; and improved relationships with family and friends for some young people. The report makes recommendations for the future development of the service. (Edited publisher abstract)
Mental health core skills education and training framework
- Authors:
- SKILLS FOR HEALTH, SKILLS FOR CARE, HEALTH EDUCATION ENGLAND
- Publishers:
- Skills for Health, Health Education England, Skills for Care
- Publication year:
- 2017
- Pagination:
- 86
- Place of publication:
- Bristol
Framework setting out the core skills and knowledge which the health and social care workforce need to provide high-quality mental health services. The Framework was commissioned by the Department of Health, and aims to support consistent mental health education and training across a variety of service settings, providing opportunities for joint education and training. The framework classifies key skills and knowledge into three tiers: general mental health awareness; skills required for staff that have some regular contact with people with mental health issues; and skills needed to care for people with complex mental health needs. It covers 18 subject areas, which include: promoting wellbeing, establishing positive relationships, understanding prevention, recovery focused approaches, and using technology to deliver effective support. Each subject area include details of the target audience, learning outcomes, and links to relevant guidance, legislation and National Occupational Standards. The framework covers the care of people of all ages, including children, young people, working-age adults and older people. (Edited publisher abstract)
Mental health core skills education and training framework: consultation draft
- Authors:
- SKILLS FOR HEALTH, HEALTH EDUCATION ENGLAND, SKILLS FOR CARE
- Publishers:
- Skills for Health, Health Education England, Skills for Care
- Publication year:
- 2016
- Pagination:
- 76
- Place of publication:
- Bristol
A draft education and training framework, commissioned by the Department of Health, which sets out the core skills and knowledge which the health and care workforce need to apply in order to deliver quality mental health services. It aims to describe common skills and knowledge that are transferable across different types of service provision. Specialist skills and knowledge are outside the scope of the framework. The framework will determine the minimum standard for mental health education and training and help to measuring if education and training satisfies these standards. The core skills and knowledge are defined at 3 levels: Level 1: knowledge for roles that require general mental health awareness; Level 2: knowledge and skills for roles that will have some regular contact with people with mental health issues; and Level 3: knowledge and skills for those working with/caring for people with mental health needs. The framework includes expected learning outcomes, and will be aligned to relevant quality and regulatory standards. It will be applicable to health and care employers and also educational organisations which train students who will be employed in the health and car workforce. The framework is being developed in parallel with a similar framework for learning disabilities. (Edited publisher abstract)
Lifetime impacts: childhood and adolescent mental health: understanding the lifetime impacts
- Author:
- MENTAL HEALTH FOUNDATION
- Publisher:
- Mental Health Foundation
- Publication year:
- 2005
- Pagination:
- 28p.
- Place of publication:
- London
Child and adolescent mental health services are developing rapidly, yet they cannot meet the huge volume of demand that exists. Recent research has shown an increasing prevalence of mental health problems in children and young people. Mental health problems in children increase demands on social services, education, health and youth justice services, and families. These costs are astronomical when problems are allowed to persist into adulthood. Mental illness is costing the UK £93billion a year, and this is set to rise. This report describes the findings of a high level seminar on this vital but neglected issue.
Clinical governance in mental health and learning disability services: a practical guide
- Editors:
- JAMES Adrian, WORRALL Adrian, KENDALL Tim, (eds.)
- Publisher:
- Gaskell
- Publication year:
- 2005
- Pagination:
- 375p.,ill.
- Place of publication:
- London
This handbook describes the foundations and the key elements of clinical governance as they apply to mental health and learning disability services. Key topics include: service user involvement; clinical audit; clinical risk management; evidence-based practice; information management; staffing; and education and training. These issues have special relevance to mental health and learning disability services, which often engage a more varied staff than many others. Difficulties may arise when viewpoints diverge, as might be the case between health, social services and criminal justice professionals. Above all, user and carer involvement calls for special insights. Patients and carers are often vulnerable and misunderstood: the protection of their rights calls for skills of advocacy and communication. Two sets of standards that describe the structures and strategies required to implement clinical governance, and ways managers can support their front-line staff, are provided.
Poverty and mental health: a review to inform the Joseph Rowntree Foundation’s Anti-Poverty Strategy
- Author:
- ELLIOTT Iris
- Publisher:
- Mental Health Foundation
- Publication year:
- 2016
- Pagination:
- 110
- Place of publication:
- London
To inform Joseph Rowntree’s Anti-Poverty Strategy, this review examines the evidence on public policies and services that effectively address mental health and poverty experienced by adults and children. It covers both preventative initiatives and initiatives that support people experiencing poverty and living with mental health problems to recover from mental health problems or move out of poverty. The review draws on an existing policy and research material, including systematic reviews and reports from government, public bodies and think tanks. It begins by considering the relationship between poverty and mental health, and proposes a conceptual framework for addressing this. It outlines mental health and poverty across the life course, including its cumulative impacts. The importance of promoting self-management, peer support, community development and movement building is discussed. The review then looks at the role of public services in reducing poverty and mental ill health. Health, social care, education, employment, social security, advice and planning services are briefly considered. It then looks at the challenges of costings and the evidence base for investing in mental health as a poverty reduction strategy. It then makes recommendations informed by Joseph Rowntree Foundations ‘4 Ps’ - Pockets (the resources available to households); Prospects ( people’s life chances); Prevention; and Places (people’s homes and communities). These recommendations address cross-cutting themes of data and research, stigma and discrimination, and MHiAP; actions at each stage of the life course and actions across the life course. (Edited publisher abstract)