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TaMHS & Special Schools.

TaMHS & Special Schools. North Tyneside’s multi agency approach to the development & delivery of training – to increase capacity & improve pathways. Workshop Aims and Objectives An overview of North Tyneside’s TaMHS Phase 3 pilot across 6 special schools between 2010 – 2011

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TaMHS & Special Schools.

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  1. TaMHS & Special Schools. North Tyneside’s multi agency approach to the development & delivery of training – to increase capacity & improve pathways

  2. Workshop Aims and Objectives • An overview of North Tyneside’s TaMHS Phase 3 pilot across 6 special schools between 2010 – 2011 • Delivery of CAMHS training using a partnership approach between CAMHS PMHW Team & Education PSHE Team

  3. TaMHS Workshop facilitators Rhian Davies CAMHS PMHW Tina Yarborough CAMHS PMHW Elaine Robson LA PSHE Team Advisor Gill Hedworth LA PSHE Team Advisor

  4. TARGETED MENTAL HEALTH IN SCHOOLS (TaMHS) • North Tyneside Special School Phase 3 Pathfinder • Background & Context • Establishing an evidence base • North Tyneside special schools profile • Local TaMHS Training Programme • Northumbria University, Best Practice, Collaborative Study Days • Pathfinder Pilots within Special Schools • Securing improved outcomes and sustainability

  5. Local TaMHS Training Programme Over the period covering October 2010 to March 2011 the multi-disciplinary team delivered sessions covering general mental health awareness, ASD, ADHD and bereavement. 19 Special school training sessions – 443 attendees 11 ‘open access’ training sessions – 228 attendees Northumbria University, Best Practice, Collaborative Study Days 4 open access sessions covering ASD co-morbidity, ADHD co-morbidity, Raising Aspirations and Learning Disability Mental Health – 53 attendees

  6. Design considerations for a local TaMHS training programme. • New collaboration between CAMHS, PSHE & Special schools services - acknowledging professional anxieties, cultural differences, identification of shared terminology • The challenges - establishing relationships with Special Schools – knowledge and skill pools/previous poor experiences of CAMHS • Delivering to experts in learning • Ensuring relevance to the range of school and pupil needs. (Pre group visits to heads, request for relevant case studies) • Importance of a practical application in class –PSHE message. (Tool kits) • Emphasis on the quality of staffs current relationship with the pupils as a therapeutic process, and skills and knowledge in emotional well being and mental health ( NAMING IT)

  7. National CAMHS Support Service Everybody’s Business TaMHS – Targeted Mental Health training and education for Special Schools in North Tyneside Facilitated by CAMHS & LA PSHE Team 2010 – 2011 UNDERSTANDING MENTAL HEALTH

  8. Programme Content (Didactic teaching methods) Policy and research context – messages of : ‘Everybody’s Business’/SEAL/Healthy schools Prevalence rates national and regional CAMHS structure -Tiered approach TaMHS National Best Practice recommendations

  9. Group exercises ( delivered in whole & small groups) • Aim –to offer a practical application of theoretical knowledge. • Sharing current examples of good practice (peer learning) • eg snowball activity – a practical distancing technique • Assessment tools – • Everybody’s Business ‘continuum of definitions of mental health (definitions, identification, triggers, current management) • Individual live case studies application to Risk and Resilience framework and CSIP case study /question format (side coaching )

  10. PRACTICAL THERAPEUTIC TOOLS (PSHE resilience/emotional well being methods) Consideration of diverse needs of pupils /inclusion issues. Rally Robin warm ups (ref: Spencer Kegan) Positive petals (virtuous flower) Draw and Write - body maps (ref: Health for Life –publisher Nelson Thornes, Noreen Wetton) Worry Stones Secret friends Snowball activities

  11. Group Process Issues Factors impacting on Engagement and Resistance – Head teachers involvement in project board (dissemination of information) School cultures and values perceptions of pupils mental health needs and CAMHS Group dynamics – school hierarchies of interdisciplinary roles Facilitation team- reflection/adaptation processes

  12. Lessons learned The Challenges… Communication issues between project board and facilitators. Teaching ‘experts on learning’. Assumptions from history – poor relationships Fear of raising expectations Time constraints Working across “expert” and systems boundaries

  13. Lessons learned The successes… Positive PR Increased empowerment and support for schools Increased awareness of CAMHS service and child mental health School staff more confident managing EWB of pupils Collaborative knowledge/ practice /relationships to drive agenda Clearer pathways between services New CAMHS/LD PMHW post

  14. Outcomes from the TaMHS training Comparing the baseline responses of staff across the special schools/PRU with the end of project evaluation The rating scale used was 1 – 10 (ref: North Tyneside TaMHS Final Evaluation Report)

  15. Outcomes from the TaMHS training 4 of the following statements were used as a pre & post TaMHS training baseline & outcome measure on a scale of 1 – 10 for all staff attending the sessions • The level of awareness (pre 5.5 – post 6.8 = 1.3 increase) • Ability to apply techniques (pre 5.6 – post 6.9 = 1.3 increase) • Confidence in supporting mental health needs (pre 5.5 – post 6.9 = 1.4 increase) • Ability to access further support (pre 5.2 – post 7.4 = 2.2 increase) • Responses have all increased as an outcome of our intensive programme of TaMHS delivery that has been led and owned by Special Schools and supported by a wide range of multi-agency, multi-disciplinary partner professionals.

  16. Outcomes from the TaMHS training • Demonstrates increased awareness & confidence as an outcome of the programme of TaMHS delivery • Cost effective – facilitators time, number of attendees • Future rolling programme evaluation outcomes • Triangulation of data • Better GCSE results & OFSTED report in 1 school compared to previous results

  17. Future Plans Special schools Heads agreed funding for CAMHS/LD post Sustainability model of CAMHS/LD post Data collection – capturing CAMHS referrals CAMHS performance metrics What impact of TaMHS training on increased referrals, consultations Annual Special schools reports – measureable figures

  18. North Tyneside CAMHS PMHW Team Theresa Maddison Modern Matron Child Health Amy Langford PMHW YOS & Alcohol & Substance Use, N2L service Rhian Davies PMHW Sandra Telford PMHW Tina Yarborough PMHW PMHW post ( adolescents ) – appointed June 2011 CAMHS/LD post – appointed October 2011 Albion Road Resource Centre North Shields Tyne & Wear NE29 OHG Tel: 0191 2196685

  19. North Tyneside Education PSHE Team Joyce McCarty Health & Wellbeing school improvement Officer Elaine Robson Health & Wellbeing school improvement advisor Gill Hedworth Health & Wellbeing school improvement advisor The Langdale Centre Langdale Gardens Howdon Wallsend Tyne & wear Tel: 0191 6438500

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