Primary Mental Health Workers - Birmingham


Published on

Primary Mental Health Worker implementation in Birmingham

Published in: Technology, Business
  • Be the first to comment

  • Be the first to like this

No Downloads
Total views
On SlideShare
From Embeds
Number of Embeds
Embeds 0
No embeds

No notes for slide

Primary Mental Health Workers - Birmingham

  1. 1. Where will you be? In 6 months time
  2. 2. Objectives from 2006 <ul><li>The recruitment and retention of staff </li></ul><ul><li>Connecting with local networks and communities targeting extended school clusters </li></ul><ul><li>Providing information for parents and front line workers regarding child mental health and specialist child mental health services – likely to be delivered as part of initiatives within extended school clusters. </li></ul>
  3. 3. Objectives from 2006 <ul><li>Ensuring there is core information and resources in Children’s Centres and other appropriate places within each locality </li></ul><ul><li>Improving access to specialist CAMHS by contributing to the development and improvement of Single Point of Access - offering consultation and advice to potential referrers. </li></ul><ul><li>Contributing to local initiatives which positively enhance children’s mental health (capacity building) e.g. supporting and developing initiatives around Triple P. </li></ul>
  4. 4. Core areas of competence <ul><li>Assessment </li></ul><ul><li>Intervention </li></ul><ul><li>Consultation </li></ul><ul><li>Training </li></ul><ul><li>Network </li></ul><ul><li>Governance </li></ul>
  5. 5. Networking <ul><li>Knowing your area – who are the main referrers </li></ul><ul><li>Links with extended school clusters </li></ul><ul><li>Making the most of those who do promote mental health </li></ul><ul><li>Targeting areas of significant difficulty e.g. high referrers, high level of need, problems with access </li></ul>
  6. 6. Assessment <ul><li>Engaging children, young people and families </li></ul><ul><li>Asking appropriate questions </li></ul><ul><li>Having a structure, content and process for an assessment interview </li></ul><ul><li>Able to assess mental health risk, severity and complexity </li></ul><ul><li>Have an agreed understanding of the problem </li></ul><ul><li>Communicate effectively with child, family, and others re: assessment and plan </li></ul>
  7. 7. Intervention <ul><li>Provide brief packages of care – linked to assessment – maximum 6 sessions </li></ul><ul><li>Provide Triple P type interventions – group and individual </li></ul><ul><li>Providing information to parents and professionals re: mental health </li></ul><ul><li>Signposting where appropriate </li></ul>
  8. 8. Consultation <ul><li>Engage / link with front line workers </li></ul><ul><li>Capacity to listen to others who are frustrated / stressed etc. </li></ul><ul><li>Agree areas of difficulty and potential for action plan </li></ul><ul><li>Signpost/help access appropriate services </li></ul><ul><li>Give advice support access to further mental consultation (where appropriate) </li></ul>
  9. 9. Training <ul><li>Provide an engaging / informative training session </li></ul><ul><li>Knowledge based training – what is CAMHS, what is mental health, how to make an effective referral etc. </li></ul><ul><li>Skills based training - Triple P, how to deal with bullying, helping others to have an impact on child mental health. </li></ul><ul><li>Connecting with users – local communities </li></ul>
  10. 10. Governance <ul><li>Upto date with safeguarding, risk assessment training </li></ul><ul><li>Actively involved in audit, monitoring recording </li></ul><ul><li>Working on outcomes e.g. via clinical work and consultation </li></ul><ul><li>Supervision – clarity about standards </li></ul>
  11. 11. Monitoring Progress <ul><li>Nationally driven processes of KSF / PDR / PDP </li></ul><ul><li>Knowledge and Skills Frameworks – maps the competencies you are expected to have </li></ul><ul><li>Personal Development Review – evaluating current level of competencies </li></ul><ul><li>Personal Development Plan – the agreed commitment needed to establish competency development </li></ul>
  12. 12. What next? <ul><li>Some aspects of job should get simpler / clearer </li></ul><ul><li>Increasing emphasis on doing rather than talking about doing </li></ul><ul><li>Likely to experience pressure – service demand / service change </li></ul><ul><li>Feeding back – reporting success / obstacles etc. </li></ul>