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A journey through organisational complexity!. Starting point:HASCAS Independent Review of CAMHS in Norfolkalready a number of services in place that were meeting mental health needs of Children with Learning Disabilities these services were fragmented in nature and often not explicitly recognised as LD CAMHS provision..
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1. Commissioning the LD CAMHS Pathway Helen Jackson
Commissioning Manager, Children
helen.jackson@norfolk.nhs.uk ,,,,,,,,
2. A journey through organisational complexity! Starting point:
HASCAS Independent Review of CAMHS in Norfolk
already a number of services in place that were meeting mental health needs of Children with Learning Disabilities
these services were fragmented in nature and
often not explicitly recognised as LD CAMHS provision. Or whatever happened to British RailOr whatever happened to British Rail
3. Pathway development project Project team
Stakeholder event
Outcome focused idealised pathway
Joint CAMHS Strategy
Commissioning priorities icing and glue
4. Outcomes An increase in the number of children with learning Disabilities who are:
Positively engaged in family life
Learning and achieving at school
Participating in consultation and decision making about issues that affect them
Interacting with their peers through inclusive leisure
Who have positive emotional well being as they enter adulthood / make the transition to adult L.D. services
5. All change New roles
NHS Commissioner / Provider split
World Class Commissioning
Foundation Trust status
New providers / TUPE arrangements
Complexities of contracting
6. Demands on commissioning capacity Size and complexity of portfolio for children
Childrens Trust
JAR
Darzi
New national contracts
Pathfinders
Etc etc
7. Issues for Providers Comfort zones
Competence and confidence
Complex pathway
Co-operation and competition
(organisations and disciplines)
8. Maintaining direction Securing resources
Working with stakeholders
Visual model
Clear service specifications
Promoting partnership working
Leadership at various levels
9. Key features of services Sustainability
Capacity building
10. The model
11. Performance management
12. Service delivery Over to Gill and Pippa
13. Outcomes in Full An increase in the number of children with learning Disabilities who are:
Positively engaged in family life
Learning and achieving at school
Participating in consultation and decision making about issues that affect them
Interacting with their peers through inclusive leisure
Who have positive emotional well being as they enter adulthood / make the transition to adult L.D. services
A reduction in the number of children with Learning Disabilities:
Whose parents/carers feels their learning disabled child has a negative impact on their family life due to the childs unmet mental health needs or lack of support with parenting.
Whose parents/carers feel the need to request that the child is accommodated because of their mental disturbance
Who exhibit self injurious behaviour that emanates from untreated mental health problems
Who exhibit challenging behaviour that emanates from untreated mental health problems
Whose undiagnosed mental health problems may disrupt their education
Who experience such severe mental health problems that they need specialist placements
These outcomes for children and young people will be supported by achieving an increase in the following outcomes for parents/carers of children with learning disabilities. An increase in the number of parents and carers who:
Who have greater understanding of factors affecting their childs emotional and mental well being
Feel well supported and confident to meet their childs mental health needs and deal with their childs behaviours.