This document summarizes a study exploring the experiences and challenges of community agency employees who act as primary points of contact for families of children with suspected developmental disabilities. Focus groups were conducted with agency staff to discuss barriers, referral processes, and collaborating with physicians. Preliminary results identified themes around parental education, acceptance of diagnoses, differences in physician opinions, and quality of services. The goal is to develop an interdisciplinary model of care integrating health professionals and community services to better support these families. Future directions include additional focus groups with teachers and physicians to inform the development of an urban child development center.
Therapeutic work with CYP who have been sexually abused and assaulted camhs t...NHSECYPMH
We are a specialist post sexual abuse team in a CAMH service. Post abuse work is sometimes seen as “not CAMHS business”. Future in Mind proposal 24 is clear that it is.
Outcomes for children and young people seen in specialist mental health servicesNHSECYPMH
This workshop aims to enable viewers to take evidence from recent research as well as the collective ‘on the ground’ learning from the Child Outcomes Research Consortium (CORC) members and apply it to their service or individual practice in order to improve mental health outcomes for children and young people.
Open Talk - Decision Making with young people: Children and Young People's Me...NHSECYPMH
This presentation will:
*Set out some of the dilemmas of Shared Decision Making – particularly with groups of CYP who we may feel find it hard to make positive decisions for themselves – for example CYP with eating disorders or psychosis and other vulnerable groups.
* Look at developments in practice around Shared Decision Making
* Share some down right good ideas on how to improve on your Shared Decision Making skills and knowledge
Developments in Urgent Care Services: Children and Young People's Mental Heal...NHSECYPMH
This presentation goes through the urgent care work that has been achieved within CYPS in TEWV and further developments in urgent care mental health services for young people and their families.
CYP IAPT: Children and Young People's Mental Health Conference 2017NHSECYPMH
The document discusses the long-term benefits of early intervention for children and families. It provides evidence from several long-term studies showing that early intervention programs aimed at improving social-emotional skills, parenting support, and treating childhood mental health disorders can lead to positive outcomes lasting into adulthood, including reduced mental illness, antisocial behavior, substance abuse, and criminal activity as well as increased well-being and life success. The studies find early intervention can generate high cost savings to society through reductions in later public expenditures.
Healthy Minds – Sheffield’s Work in Schools: Children and Young People's Ment...NHSECYPMH
This presentation focuses on the work of Sheffield's “Healthy Minds Framework”, which we have developed as part of our participation in the CAMHS School Link Programme.
Using Coronial Records to Understand Deaths of Infants Through Co-sleepingBASPCAN
Joe Clarke, South Eastern Health & Social Care Trust
Catherine Coyle, Public Health Agency, Northern Ireland
Sharon Beattie, Safeguarding Board for Northern Ireland
Cathy MacPherson, South Eastern Health & Social Care Trust
Una Turbitt, Public Health Agency, Northern Ireland
Brid Farell, Public Health Agency, Northern Ireland
Anne Lazenbatt, Queens University, Belfast, Northern Ireland
Lisa Bunting, Queens University, Belfast, Northern Ireland
John Devaney, Queens University, Belfast, Northern Ireland
Therapeutic work with CYP who have been sexually abused and assaulted camhs t...NHSECYPMH
We are a specialist post sexual abuse team in a CAMH service. Post abuse work is sometimes seen as “not CAMHS business”. Future in Mind proposal 24 is clear that it is.
Outcomes for children and young people seen in specialist mental health servicesNHSECYPMH
This workshop aims to enable viewers to take evidence from recent research as well as the collective ‘on the ground’ learning from the Child Outcomes Research Consortium (CORC) members and apply it to their service or individual practice in order to improve mental health outcomes for children and young people.
Open Talk - Decision Making with young people: Children and Young People's Me...NHSECYPMH
This presentation will:
*Set out some of the dilemmas of Shared Decision Making – particularly with groups of CYP who we may feel find it hard to make positive decisions for themselves – for example CYP with eating disorders or psychosis and other vulnerable groups.
* Look at developments in practice around Shared Decision Making
* Share some down right good ideas on how to improve on your Shared Decision Making skills and knowledge
Developments in Urgent Care Services: Children and Young People's Mental Heal...NHSECYPMH
This presentation goes through the urgent care work that has been achieved within CYPS in TEWV and further developments in urgent care mental health services for young people and their families.
CYP IAPT: Children and Young People's Mental Health Conference 2017NHSECYPMH
The document discusses the long-term benefits of early intervention for children and families. It provides evidence from several long-term studies showing that early intervention programs aimed at improving social-emotional skills, parenting support, and treating childhood mental health disorders can lead to positive outcomes lasting into adulthood, including reduced mental illness, antisocial behavior, substance abuse, and criminal activity as well as increased well-being and life success. The studies find early intervention can generate high cost savings to society through reductions in later public expenditures.
Healthy Minds – Sheffield’s Work in Schools: Children and Young People's Ment...NHSECYPMH
This presentation focuses on the work of Sheffield's “Healthy Minds Framework”, which we have developed as part of our participation in the CAMHS School Link Programme.
Using Coronial Records to Understand Deaths of Infants Through Co-sleepingBASPCAN
Joe Clarke, South Eastern Health & Social Care Trust
Catherine Coyle, Public Health Agency, Northern Ireland
Sharon Beattie, Safeguarding Board for Northern Ireland
Cathy MacPherson, South Eastern Health & Social Care Trust
Una Turbitt, Public Health Agency, Northern Ireland
Brid Farell, Public Health Agency, Northern Ireland
Anne Lazenbatt, Queens University, Belfast, Northern Ireland
Lisa Bunting, Queens University, Belfast, Northern Ireland
John Devaney, Queens University, Belfast, Northern Ireland
Delivering a Drop in Mental Health Service: Children and Young People's Menta...NHSECYPMH
The Children’s Society as part of the Forward Thinking Birmingham consortium is delivering a radical new approach to supporting children, young people and young adults up to 25 in Birmingham. The service is called Pause.
Transforming CYP Community Eating Disorders Services: Children and Young Peop...NHSECYPMH
The Durham and Darlington Eating Disorders Team shares with you our progress; reflecting on both successes and challenges, and offering the chance to share experiences. There are further developments and challenges ahead and we will consider what the future may hold.
ISPCAN Jamaica 2018 - The Impact of Domestic Violence on Children's Functioni...Christine Wekerle
The Impact of Domestic Violence on Children's Functioning: Care Planning Approaches to Foster Trauma-Informed Care
Shannon Stewart, Yasmin Garad, Natalia Lapshini
Risk Reduction Through Family Therapy (RRFT)BASPCAN
An integrative approach to treating substance use problems and PTSD among maltreated youth.
Carla Kmett Danielson PhD
Medical University of South Caolina
Expanding the Reach of EBT's Through Brokers: Lessons from Project BEST & PATSBASPCAN
Prof. Benjamin E. Saunders, PhD
Prof. Rochelle F. Hanson, PhD
Angela D. Moreland, PhD
National Crime Victims Research and Treatment Center
Department of Psychiatry and Behavioral Sciences
Medical University of South Carolina Charleston SC USA
CUES ED. Children and Young People's National Conference 2017NHSECYPMH
- Approximately 20% of children under 16 experience significant anxiety, and 1 in 10 children aged 5-16 have a diagnosable mental health condition. Childhood emotional and behavioral issues increase vulnerability in adulthood.
- The document discusses a universal, evidence-based, 6-session program called "Who I Am and What I Can" that aims to improve emotional well-being and resilience in primary school children through engaging activities and CBT strategies.
- Evaluations found the program helped children understand their feelings better, develop coping strategies, and improved behavioral and emotional outcomes. It also reduced stigma around mental health by normalizing difficult experiences.
The document outlines the DISCOVER Workshop Programme, an open-access CBT group intervention for teenagers with anxiety and stress. It discusses the high rates of mental health issues in teenagers and barriers to them accessing support. The DISCOVER programme was developed to address this issue by bringing CBT-based support into schools. It involves a 4-month programme including an initial assessment, workshop sessions teaching coping strategies, goal setting with follow-ups, and evaluation. Research found DISCOVER significantly reduced anxiety and depression and improved wellbeing compared to a waitlist control. Students and staff provided positive feedback, and next steps involve expanding the programme.
Presentation by author, Di Wilcox, on The Magic Coat: Creating calm, confident and caring kids. Presented at the Western Australian Mental Health Conference 2019.
The study evaluated the impact of an art intervention program called Fostering Art on adolescent foster youth. Participants reported lower perceived stress levels after the program compared to before, though the difference was not statistically significant. The majority of participants felt the program added stability to their lives and allowed them to connect with other foster youth. Participants also reported that the program was an environment where they could express themselves and their feelings. The study was limited by a small sample size and lack of a comparison group.
Presentation slides from the Hunter Institute's recent Youth Mental Health: Engaging Schools and Families event with Professor Mark Weist. For more info visit www.himh.org.au
"Let's play with the blocks together."
Child: "Okay."
Peer
Mediated
Peer: "Do you want to build a tower with me?"
Child: "Yes."
Peer
Initiated
Peer: "Look at the castle I made. Want to help me add a moat?"
Child: "Sure!"
Adult
Facilitated
Adult: "Jake likes trains. Do you want to show him your train?"
Child: "Here is my train."
Peer: "Cool train!"
Child
Directed
Michelle Duprey, LMSW, Starfish Family Services NedranaeHunt
The document discusses various ways that the integrated health care (IHC) model has been expanded to other settings beyond traditional medical clinics. Examples mentioned include integrating behavioral health services in community mental health clinics, sexual assault centers, pediatric practices, and obstetrics/gynecology practices. Specific programs discussed include integrated infant mental health services, behavioral health consultation, medical care coordination, mental health services in schools, and programs addressing neonatal abstinence syndrome, workforce development, and the Michigan Child Collaborative Care program.
This document summarizes a meeting of the Division of Student Affairs & Academic Support at the University of South Carolina. It discusses the university's goals to increase mental health services and suicide prevention efforts, including supporting over 1,000 donors for the Give 4 Garnet campaign. It provides an overview of current mental health statistics and services at USC, recommendations from a suicide prevention task force, and new initiatives like the SAMHSA grant to enhance services for at-risk student populations. The summary highlights USC's efforts to identify at-risk students, ensure access to treatment, respond to crises, and increase help-seeking through programs that address the specific needs of diverse groups on campus.
Prevention and Early Intervention Programme Dave Mckenna
The document discusses a restorative practice approach used in schools to resolve conflicts, with positive feedback from students and teachers. It also describes a Family Learning Signature tool used to assess family strengths and challenges. Key agencies involved in a prevention and early intervention project are listed, along with their roles. The Local Service Board has provided funding and oversight for the project.
This document summarizes a student's experience assisting with the delivery of Parent-Child Interaction Therapy (PCIT) as part of Delaware's B.E.S.T. program. PCIT is an evidence-based practice that improves parent-child relationships and reduces behavioral problems in children aged 2-7 by changing parent-child interaction patterns through live coaching. The student helped set up therapy rooms, provided childcare, entered data, and plans to create and pilot a questionnaire to understand clinicians' perspectives on delivering PCIT in community settings.
Child Illness Resilience Program: Summary of outcomes.
Program managed by the Hunter Institute of Mental Health with funding from the Greater Charitable Foundation and support from Kaleidoscope, John Hunter Children's Hospital.
The Response Ability initiative, developed by the Hunter Institute of Mental Health and funded by the Australian Government Department of Health, provides specialised resources and practical support to assist in the preparation of teachers and educators.
www.responseability.org
The Child Illness Resilience Program: Promoting the wellbeing and resilience of families living with childhood chronic illness. Presentation at the 16th International Mental Health Conference by the Hunter Institute of Mental Health.
3.6.2 AWHN Conference 6 2010 Chancellor 6:
MOSAIC (MOtherS’ Advocates In the Community) a randomised trial of mentor mother support to reduce partner abuse and depression among pregnant and recent mothers
Presentation of current evidence for promotion of mental wellbeing and prevention of mental disorders. The presentation argues for moving from research to action, using the mental health in all policies approach.
This document summarizes a panel presentation on resources for early identification of children at risk for developmental delays. It discusses the objectives of reviewing developmental screening tools, increasing awareness of Help Me Grow (HMG) as a resource, and how HMG can support home visitors. It provides data on child well-being trends in South Carolina and the US. It then outlines challenges in developmental screening and solutions like HMG, a system for linking families to services. HMG launched in South Carolina in 2012 and has expanded access through a call center and outreach events while collecting data to improve the system.
Can Grassroots Parent Educational Programs Compete with Nationally Prominent ...BASPCAN
Margaret Coombes examines whether grassroots parent education programs can compete with nationally prominent programs to prevent child abuse. Through a community research collaborative with a university and non-profit agency, Coombes evaluates an interactive parent education program run by the non-profit agency. Focus groups with parents, social workers, and agency staff find the program facilitates positive communication and support. Parents report improved parenting skills, relationships with children, and outlooks. The program offers childcare, transportation assistance, and connections to other services. Preliminary findings suggest the grassroots program achieves outcomes comparable to larger programs at lower cost. Further evaluation of impacts on child protection recidivism rates is planned.
Delivering a Drop in Mental Health Service: Children and Young People's Menta...NHSECYPMH
The Children’s Society as part of the Forward Thinking Birmingham consortium is delivering a radical new approach to supporting children, young people and young adults up to 25 in Birmingham. The service is called Pause.
Transforming CYP Community Eating Disorders Services: Children and Young Peop...NHSECYPMH
The Durham and Darlington Eating Disorders Team shares with you our progress; reflecting on both successes and challenges, and offering the chance to share experiences. There are further developments and challenges ahead and we will consider what the future may hold.
ISPCAN Jamaica 2018 - The Impact of Domestic Violence on Children's Functioni...Christine Wekerle
The Impact of Domestic Violence on Children's Functioning: Care Planning Approaches to Foster Trauma-Informed Care
Shannon Stewart, Yasmin Garad, Natalia Lapshini
Risk Reduction Through Family Therapy (RRFT)BASPCAN
An integrative approach to treating substance use problems and PTSD among maltreated youth.
Carla Kmett Danielson PhD
Medical University of South Caolina
Expanding the Reach of EBT's Through Brokers: Lessons from Project BEST & PATSBASPCAN
Prof. Benjamin E. Saunders, PhD
Prof. Rochelle F. Hanson, PhD
Angela D. Moreland, PhD
National Crime Victims Research and Treatment Center
Department of Psychiatry and Behavioral Sciences
Medical University of South Carolina Charleston SC USA
CUES ED. Children and Young People's National Conference 2017NHSECYPMH
- Approximately 20% of children under 16 experience significant anxiety, and 1 in 10 children aged 5-16 have a diagnosable mental health condition. Childhood emotional and behavioral issues increase vulnerability in adulthood.
- The document discusses a universal, evidence-based, 6-session program called "Who I Am and What I Can" that aims to improve emotional well-being and resilience in primary school children through engaging activities and CBT strategies.
- Evaluations found the program helped children understand their feelings better, develop coping strategies, and improved behavioral and emotional outcomes. It also reduced stigma around mental health by normalizing difficult experiences.
The document outlines the DISCOVER Workshop Programme, an open-access CBT group intervention for teenagers with anxiety and stress. It discusses the high rates of mental health issues in teenagers and barriers to them accessing support. The DISCOVER programme was developed to address this issue by bringing CBT-based support into schools. It involves a 4-month programme including an initial assessment, workshop sessions teaching coping strategies, goal setting with follow-ups, and evaluation. Research found DISCOVER significantly reduced anxiety and depression and improved wellbeing compared to a waitlist control. Students and staff provided positive feedback, and next steps involve expanding the programme.
Presentation by author, Di Wilcox, on The Magic Coat: Creating calm, confident and caring kids. Presented at the Western Australian Mental Health Conference 2019.
The study evaluated the impact of an art intervention program called Fostering Art on adolescent foster youth. Participants reported lower perceived stress levels after the program compared to before, though the difference was not statistically significant. The majority of participants felt the program added stability to their lives and allowed them to connect with other foster youth. Participants also reported that the program was an environment where they could express themselves and their feelings. The study was limited by a small sample size and lack of a comparison group.
Presentation slides from the Hunter Institute's recent Youth Mental Health: Engaging Schools and Families event with Professor Mark Weist. For more info visit www.himh.org.au
"Let's play with the blocks together."
Child: "Okay."
Peer
Mediated
Peer: "Do you want to build a tower with me?"
Child: "Yes."
Peer
Initiated
Peer: "Look at the castle I made. Want to help me add a moat?"
Child: "Sure!"
Adult
Facilitated
Adult: "Jake likes trains. Do you want to show him your train?"
Child: "Here is my train."
Peer: "Cool train!"
Child
Directed
Michelle Duprey, LMSW, Starfish Family Services NedranaeHunt
The document discusses various ways that the integrated health care (IHC) model has been expanded to other settings beyond traditional medical clinics. Examples mentioned include integrating behavioral health services in community mental health clinics, sexual assault centers, pediatric practices, and obstetrics/gynecology practices. Specific programs discussed include integrated infant mental health services, behavioral health consultation, medical care coordination, mental health services in schools, and programs addressing neonatal abstinence syndrome, workforce development, and the Michigan Child Collaborative Care program.
This document summarizes a meeting of the Division of Student Affairs & Academic Support at the University of South Carolina. It discusses the university's goals to increase mental health services and suicide prevention efforts, including supporting over 1,000 donors for the Give 4 Garnet campaign. It provides an overview of current mental health statistics and services at USC, recommendations from a suicide prevention task force, and new initiatives like the SAMHSA grant to enhance services for at-risk student populations. The summary highlights USC's efforts to identify at-risk students, ensure access to treatment, respond to crises, and increase help-seeking through programs that address the specific needs of diverse groups on campus.
Prevention and Early Intervention Programme Dave Mckenna
The document discusses a restorative practice approach used in schools to resolve conflicts, with positive feedback from students and teachers. It also describes a Family Learning Signature tool used to assess family strengths and challenges. Key agencies involved in a prevention and early intervention project are listed, along with their roles. The Local Service Board has provided funding and oversight for the project.
This document summarizes a student's experience assisting with the delivery of Parent-Child Interaction Therapy (PCIT) as part of Delaware's B.E.S.T. program. PCIT is an evidence-based practice that improves parent-child relationships and reduces behavioral problems in children aged 2-7 by changing parent-child interaction patterns through live coaching. The student helped set up therapy rooms, provided childcare, entered data, and plans to create and pilot a questionnaire to understand clinicians' perspectives on delivering PCIT in community settings.
Child Illness Resilience Program: Summary of outcomes.
Program managed by the Hunter Institute of Mental Health with funding from the Greater Charitable Foundation and support from Kaleidoscope, John Hunter Children's Hospital.
The Response Ability initiative, developed by the Hunter Institute of Mental Health and funded by the Australian Government Department of Health, provides specialised resources and practical support to assist in the preparation of teachers and educators.
www.responseability.org
The Child Illness Resilience Program: Promoting the wellbeing and resilience of families living with childhood chronic illness. Presentation at the 16th International Mental Health Conference by the Hunter Institute of Mental Health.
3.6.2 AWHN Conference 6 2010 Chancellor 6:
MOSAIC (MOtherS’ Advocates In the Community) a randomised trial of mentor mother support to reduce partner abuse and depression among pregnant and recent mothers
Presentation of current evidence for promotion of mental wellbeing and prevention of mental disorders. The presentation argues for moving from research to action, using the mental health in all policies approach.
This document summarizes a panel presentation on resources for early identification of children at risk for developmental delays. It discusses the objectives of reviewing developmental screening tools, increasing awareness of Help Me Grow (HMG) as a resource, and how HMG can support home visitors. It provides data on child well-being trends in South Carolina and the US. It then outlines challenges in developmental screening and solutions like HMG, a system for linking families to services. HMG launched in South Carolina in 2012 and has expanded access through a call center and outreach events while collecting data to improve the system.
Can Grassroots Parent Educational Programs Compete with Nationally Prominent ...BASPCAN
Margaret Coombes examines whether grassroots parent education programs can compete with nationally prominent programs to prevent child abuse. Through a community research collaborative with a university and non-profit agency, Coombes evaluates an interactive parent education program run by the non-profit agency. Focus groups with parents, social workers, and agency staff find the program facilitates positive communication and support. Parents report improved parenting skills, relationships with children, and outlooks. The program offers childcare, transportation assistance, and connections to other services. Preliminary findings suggest the grassroots program achieves outcomes comparable to larger programs at lower cost. Further evaluation of impacts on child protection recidivism rates is planned.
The document discusses assessments used to evaluate a child named Helen for autism spectrum disorder at 15, 23, and 32 months of age. Assessments measured expressive language, cognitive communication, social communication, and communication modalities. Results from these assessments can help diagnose autism early and facilitate early interventions that are important for shaping behaviors. The assessments and goals set based on the results help children with autism learn skills to be successful in social interactions and relationships.
Sharing Learning and Best Practices Between Professionals Working with Young ...BASPCAN
Assessment and Intervention.
Dora Pereira, PhD and Isabel Silva, PhD
Faculty of Psychology and Education Sciences
University of Coimbra, Coimbra, Portugal
Using a brief solution focussed approach with children in careBASPCAN
This document summarizes an evaluation of the NSPCC Face to Face service, which provides brief solution-focused therapy to children in care. Key findings include:
- Children in care have significantly higher rates of mental health issues than other children.
- The Face to Face model aims to provide timely, flexible, child-led support over 8 sessions using solution-focused brief therapy.
- An evaluation of over 1,500 children found clinically significant improvements in well-being and a reduction in distress levels immediately after and 3 months after the intervention.
- Children reported increased confidence, control, and hope as well as improved relationships and outlook. Practitioners felt the child-centered, strengths-based approach facilitated change.
Peer Mentoring: Transition from Adolescent to Adult Care
Cathy Evanochko, Co-Chair, CORD Chair, TS Canada ST
Rare Disease Day Conference 2020 March 9-10
This document discusses family assessment in pediatric nursing. It states that comprehensive family assessment is important for developing an effective treatment plan and involves gathering information from multiple sources to understand what the family knows and can do to support the child's development. The nurse's role is to collect assessment data through observation and active listening when interacting with patients and families. Key areas of assessment include the family structure and environment, socioeconomic factors, educational background, and how the family functions. High quality assessments are child-centered, identify strengths as well as difficulties, and are ongoing rather than a single event. Barriers to assessment include balancing focus between the child and family relationships while avoiding bias. The document also provides examples of tools like genograms and ecomaps
From Uganda to Lebanon: Experiences with Integrating Early Childhood Developm...CORE Group
This document discusses integrating early childhood development, health and nutrition programs in Uganda and Lebanon. It provides an overview of early childhood development and the importance of a holistic approach. It then details a project in Northern Uganda that trained health staff and peer educators to provide early childhood development messages to caregivers. Evaluation findings showed improvements in caregiver-child relationships, health behaviors, and decreased family violence. The document argues that early childhood development can help address protection issues by promoting nurturing relationships and protective factors against child abuse and neglect.
Mentoring: A Promising Intervention for Children of PrisonersMentor Michigan
This document discusses mentoring as a promising intervention for children of prisoners. It provides an overview of the issue, including that over 2 million children in the US have an incarcerated parent. Children of prisoners face many risks like poverty and instability. The document explores the developmental impacts of parental incarceration on children and how mentoring can help by providing social support and hope. It offers strategies for mentoring programs to address the needs of this vulnerable population, including special training for mentors on the impacts of incarceration.
This document discusses the benefits of evidence-based parenting programs, such as Triple P, for addressing behavioral issues in children. It notes that Triple P has been shown to reduce problem behaviors by 37.5% and improve parental well-being. The document advocates for implementing Triple P and similar programs on a large scale to help more families and prevent issues from escalating. It argues that parenting support should be integrated across sectors and made widely accessible to improve outcomes for children and families.
Beyond Checklists: Care Planning for Children with Special Health Care Needs ...LucilePackardFoundation
What does it take to create and implement an effective, family-centered plan of care for a child with special health care needs? In this webinar, two expert speakers discussed their approaches to the process of care planning in two very different settings—Children's Hospital of Philadelphia and a small private practice in Vermont.
School Counselling: Collaboratively Responding to adolescent fallout from co...FRSA Communications
This document discusses challenges facing adolescents and families today, including financial stress, family breakdown, substance use, and decreased time spent with children. It notes that family and school connectedness can help address issues like mental health problems and disengagement. Barriers to help seeking include stigma, confidentiality concerns, and a preference to solve problems independently. The document advocates for increased collaboration between family services and schools to engage vulnerable youth and families, promote help seeking, and improve outcomes through early intervention.
This document discusses efforts to promote early childhood development and school readiness through healthcare partnerships in Holland, Michigan. It outlines the goals of the Healthy Task Force initiative to use the medical community for parental education and connect children to resources. Key partners in this work include healthcare providers, schools, colleges, health departments, and community organizations. The initiative employs strategies like Reach Out and Read, developmental screenings, care coordination, and nursing student outreach to support at-risk young children and their families. Evaluation data suggests these collaborative efforts are helping to improve early literacy, learning, and healthcare outcomes in the community.
This document summarizes a presentation about supporting families of children with Auditory Neuropathy Spectrum Disorder (ANSD). It discusses the challenges these families face due to contradictory information from professionals and a lack of understanding about ANSD. Through interviews, common themes from families were identified. These included a desire to understand what their child can hear, relying on self-education rather than professional support, and having to constantly explain ANSD. The document outlines families' experiences from birth to school-age and key issues at each stage, such as developmental delays, communication options, and social skill difficulties. It also identifies factors that did not help families, such as a "wait and see" approach and lack of professional knowledge about ANSD.
Transforming Care: Share and Learn Webinar – 29 March 2018NHS England
Topic One: "The ERIN Initiative"
Guest speakers: Susan Holloway, NHS Chorley & South Ribble CCG and NHS Greater Preston CCG and Sheila Roberts, Lancashire Care NHS Foundation Trust
The aim of "The ERIN (Education, Resources, Interventions and Networking) Initiative" is to provide a local, accessible, responsive, early assessment and intervention service for children aged 0-5 years who may be placed on the pre-school Autism Spectrum Disorder (ASD) pathway.
This webinar reports on the progress made during a pilot which commenced on 1st October 2017 to implement a service which deals with complex/challenging behaviors of children who may or may not go on to have a diagnosis with autism.
Topic Two: An introduction and brief overview of the Source4Networks platform
Session led by Rob Cockburn, Sustainable Improvement Team, NHS England
This topic provides an introduction and brief overview of the Source4Networks platform and its potential to support the Transforming Care Programme.
Promoting the well being of children in out of home care:BASPCAN
The document discusses research on involving children and parents in the care planning and review process for children in out-of-home care. It finds that while the system aims to involve all parties, there are challenges in balancing different perspectives. Interviews revealed that children's experience of reviews depends on how positive and reassuring the meeting is. While most children attend, older children are more likely to be involved. The roles of social workers and independent reviewing officers in facilitating involvement are examined, alongside key dilemmas around openness, privacy, and formality versus responsiveness. Involving birth parents in plans and children's lives can help if done sensitively.
Children and youth with TBI: Challenges and promising practicescbirtpresent
This document summarizes Ann Glang's presentation at the Alaska Brain Injury conference on educating children with traumatic brain injuries. The key points are:
1) Educating children with TBI is challenging due to a lack of understanding of TBI, different expectations between parents and educators, and the invisible nature of the disability.
2) Promising practices for supporting students with TBI include models for improving hospital to school transition, comprehensive training for school-based support teams, and evidence-based training and resource materials.
3) The National Collaborative on Childhood Brain Injury aims to address gaps and make recommendations to build statewide capacity for supporting students with brain injuries.
How can partners support one another to prevent perinatal depression and anxi...Pam Pilkington
Copyright Partners to Parents 2016.
Award winning speech presented at the Australasian Marce Society for Perinatal Mental Health 2015 Conference.
Findings used to create www.partnerstoparents.org
In this webinar, Marian Williams, PhD, Associate Professor of Clinical Pediatrics at the USC UCEDD and Program Area Lead in Early Childhood Mental Health Programs, and Co-Director
of Interdisciplinary Training discussed:
- A project to increase access to early screening and intervention for youn children in underserved communities
- Why screening is critical; what is screened
- Red flags for autism spectrum disorder
- What services are recommended for young children with developmental concerns
- How we can keep children from falling through the cracks
Here are the key similarities and differences between the two articles on authentic assessment:
Similarities:
- Both discuss authentic assessment as being performance-based and evaluating students in natural environments like home or classroom rather than standardized tests.
- They view authentic assessment as providing a holistic picture of students' strengths and weaknesses by observing real-life application of skills.
Differences:
- Bergen (1993) focuses on authentic assessment for young children through caregiver observation at home, while Dennis et al. (2013) examines its use for school-aged children in the classroom.
- Bergen emphasizes caregivers collaborating with teachers, while Dennis et al. place more responsibility on teachers to design and implement authentic assessments.
-
Similar to KRSS Seminar Presentation Edit Version 6 (20)
1. Exploring the Role of Community
Agency Employees When Acting as
Primary Point of Care Contacts for
Families of Children with Suspected
Developmental Disabilities in
Toronto, ON
Dr. Ripudaman Minhas
Department of Pediatrics, St. Michael’s Hospital, Toronto
Canada
Division of Developmental Pediatrics, Department of
Pediatrics, University of Toronto, Toronto Canada
Keenan Research Centre of the Li Ka Shing Knowledge
Institute , St. Michael’s Hospital, Toronto, Canada
Jean Phan
Keenan Research Summer Student Program
3. Background
• 1.7% of children under 5-years
old had received a
developmental diagnosis in
Canada
• Of the 318,905 children aged 0
to 4 years living in Toronto, over
5,000 young children are living
with a developmental diagnosis
in Toronto
• 1.7% = low estimate because
many children are undiagnosed
8. • Unclear what the
processes are for
screenings services and
what barriers , concerns
and experiences these
agencies face
• Understanding of this
will allow for the
development of
recommendations to
improve this assessment
pathway.
• Current disconnect
between physicians and
community agency
workers
Background
9. Primary Objective:
• Explore the experiences and challenges that community agency
employees and school program staff face in their role of a primary point of
care contact for families with children showing signs of developmental
delay.
Primary Goal:
• to develop a Centre for Urban Child Development (CUCD), an
interdisciplinary (health professionals, allied health professionals,
community agency workers and school staff), community-based model of
developmental care for children from an urban population
10. Methods
2-3 Focus Groups
• 6-8 members of community agencies and preschool staff offering
assessments, referrals or early intervention programs for children with a
suspected or diagnosed DD.
Participants
• Inclusion Criteria:
• Members of community agencies that provide assessment, referral,
interventional or liaising services to families of children with
suspected or diagnosed DD in the Toronto.
• Exclusion Criteria
• Members of community agencies that do not follow-up with
patients after their initial assessment
11. Focus Group Questions
Working with Families
• Describe the steps you take in your role when you notice or a parent
approaches you about a child with a possible developmental concern?
• Do you encounter barriers or challenges in being a primary point of care
contact for families of children with development disabilities?
• How are families referred to your agency or how do they first access initial
services?
Working with Physicians
• Do you communicate with the families’ pediatricians or family physicians?
• Do you ever collaborate with the primary care physician of your clients in
designing or carrying out their interventional programs?
• What would be the ideal role of a physician in making your job as a primary
point of care contact more effective?
13. • “Getting families to move to a place where they’re willing to look
at a diagnosis and willing to be able to accept a diagnosis…”
Parental Denial and Acceptance
• “If we can normalize it, like I can talk about asthma just as
eloquently and normally as I can talk about ASD or cerebral
palsy or Down’s syndrome or any of those other things…”
Normalization of Developmental Concerns
• “It’s the education piece. I think the more knowledge that
we give to families about it and the more comfortable we
can make them…we could just educate them about it and
take all the fear away from it, then it empowers them to be
able to deal with it in a different way…”
Parent Education
14. • “Families that have been to the family doctor and they’ve,
oh don’t worry about it, wait and see and all that kind of
stuff. Once they get a different message from us around
what our views are…”
Differences in Opinions
• “A change in referrals, that there are certain other
professions that can refer to developmental
pediatricians…they can decide through our assessment if
that’s valid…”
Referral Process
• “Is it quality service?...We have so little time to prepare for
our sessions. I have like a caseload of 150 kids on my
caseload which is huge because before there used to be
100 … We are so scared that we might miss kids, kids may
fall through the cracks.”
Quality of Services
15. • “Developmental pediatricians have asked me if I thought
parents were ready for a diagnosis. I was like what
difference does that make? Does that mean you’re not
giving a diagnosis if they’re not ready?
Diagnosis Timing
• “But also making sure that the news are being delivered at
the right time and in a respectful way. I had a mum two
weeks ago that came to my initial meeting with a form that
was like a checklist and her daughter’s name at the top with
the birth date and …Moderate, severe, mild, like checklist
and then a bunch of phone numbers at the bottom to call.
There was not conversation. It was here you go, thanks for
coming out, and she was like …”
Diagnosis Presentation
• “It’s going to have to be a collaboration between the doctors the
workers in supporting all these families and provide the services,
but also making sure that the news are being delivered at the
right time."
Collaborative Relationships with Doctors
16. Discussion
• Raises insight to area of improvement regarding the access to services and
developmental assessments .
• Reveals the disconnect between community workers and doctors and how it
impacts the support for families with children with DD.
• Highlights the need for a comprehensive assessment and integration of services
and professionals .
Limitations
• Severity of concerns may only be relevant to community agency worker in
Toronto
• Participant invited did not have experience with in home service with hard to
reach families
• Information about the demographics of families that access the services were
not asked about
• Recruitment bias—voluntary participation so there might be a characteristic
about those that participated that bias the results
17. Future Directions
• Future Focus Groups:
• Educational staff working in pre-school programs with children
between 0-6 that have been involved in initially identifying or referring
a child with developmental concerns will be invited.
• Connecting with TDSB and inviting kindergarten teachers
• Centre for Urban Child Development (CUCD)
focus group participants will be invited back for a presentation of our
results
Focus groups will be conducted with primary care physicians to discuss
their experiences
Comparative analysis between both focus groups will be conducted to
design the (CUCD)
18. Conclusion
Major Themes:
• Holistic approach to support children with DD
• Educating and supporting families
• Integrating services
• Accessible resources
Our Role:
• Build a platform that allow community agency worker and health
professional to work together to support children with DD
• Centre for Urban Children Development
19. References
• Dawson, G., Rogers, S., Munson, J., Smith, M., Winter, J., Greenson, J., Donaldson, A., & Varley, J. (2009). Randomized, Controlled Trial of an
Intervention for Toddlers With Autism: The Early Start Denver Model. Pediatrics, 125(1): e17-e23.
• Einfeld, S. L., Tonge, B. J., & Clarke, K. S. (2013). Prevention and early intervention for behaviour in children with developmental disabilities.
Current Opinion in Psychiatry, 26(3): 263-269.
• Head, L. S., & Abbeduto, L. (2007). Recognizing the role of parents in developmental outcomes: A systems approach to evaluating the child
with developmental disabilities. Mental Retardation and Developmental Disabilities Research Reviews, 13: 293-301.
• King, T., & Glascoe, F. P. (2003). Developmental surveillance of infants and young children in pediatric primary care. Current Opinion in
Pediatrics, 15(6): 624-629.
• King, G., Lindsay, S., Klassen, A., Esses, V. and Mesterman, R. (2011). Barriers to Health Service Utilization by Immigrant Families Raising a
Disabled Child: Unmet Needs and the Role of Discrimination. [online] Toronto: Citizenship and Immigration Canada. Available at:
http://p2pcanada.ca/wp-content/uploads/2011/09/families-with-disabled-child-final-report1.pdf [Accessed 29 Oct. 2015].
• Majnemer, A. (1998). Benefits of Early Intervention for Children With Developmental Disabilities. Seminars in Pediatric Neurology, 5(1): 61-
69.
• McCain, M. N., Mustard, J. F., & Shanker, S. (2007). Early years study 2: Putting science into action. Toronto, ON: Council for Early Child
Development.
• Osei, M., Toffoli, M., & Grant, S. (2014). Toronto public health’s child development and nutrition screening: A community approach. The
Newsletter of Infant Mental Health Promotion, 62: 1-5.
• Rabiee, F. (2004). Focus-group interview and data analysis. Proceedings of the Nutrition Society, 63: 655-660.
• Ramey, C. T. & Ramey S. L. (1998). Early Intervention and Early Experience. American Psychologist, 53(2): 109-120.
• Sansosti, F. J., Lavik, K. B., & Sansosti, J. M. (2012). Family Experiences Through the Autism Diagnostic Process. Focus on Autism and Other
Developmental Disabilities, 27(2): 81-92.
• Silverstein, M., Sand, N., Glascoe, F. P., Gupta, V. B., Tonniges, T. P., & O’Connor, K. G. Pediatrician practices regarding referral to early
intervention services: Is an established diagnosis important? Ambulatory Pediatrics, 6(2): 105-109.
• Statistics Canada. (2006). Participation and Activity Limitation Survey (PALS), 2001, 2006. Ottawa, Ontario: Statistics Canada.
• Statistics Canada (2012). Focus on Geography Series, 2011 Census. Statistics Canada Catalogue no. 98-310-XWE2011004. Ottawa, Ontario:
Analytical products, 2011 Census.
• Watson, S. L. (2008). Families and Differential Diagnosis of Developmental Disability. Journal on Developmental Disabilities, 14(3): 51-61.
• Zuckerman, K. E., Lindly, O. J., & Sinche, B. K. (2015). Parental concerns, provider response, and timeliness of autism spectrum disorder
diagnosis. Journal of Pediatrics, 166(6): 1431-1439.e1.
Editor's Notes
In 2006, 1.7% of children under 5-years old had received a developmental diagnosis in Canada
total of 318,905 children aged 0 to 4 years living in Toronto, Ontario, according to Statistics Canada (2012), one may expect to find over 5,000 young children living with a developmental diagnosis in the city.
1.7% is a low estimate because it is assumed that many children currently remain undiagnosed
There are long waits times for a developmental assessment to obtain a diagnoses and Diagnoses are critical to supporting children with developmental delay (DD) - they are often required for families to access appropriate early intervention services
Developmental services are presently the most promising method of improving educational and behavioral skills and promoting further healthy development in children but many of these services also have long wait times. Name some of this (ie ABA, speech and lanaguage..early intervention)
In the literature most common route to diagnosis occurs when parents raise concerns about their child’s development to a physician, who then conducts a formal assessment and makes the diagnosis or initiates a specialist referral.
An alternative route of diagnosis that is less explored in the literature is the community agency screening and referring children suspected of having DD before they are seen by a primary care physician.
This is used by families with disadvantaged social determinants of health; including families with language barriers, newcomer status, lack of transportation, or lack of awareness of local services.
In Toronto, community agencies, government-funded programs offer a variety of free programs for families of children aged 0-6-years that educate parents about the normal development of children and promote improved parenting skills.
These community agency worker have direct interaction with pre-school aged children and spend a longer time with these children compared to physician who see them at annual clinic appointments.
This allows them to play a significant role in identifying children at risk of DD
Thus, in Toronto, community agency personnel and educational staff can act as the primary point of care contact for families by initially identifying
children with suspected developmental concerns and connecting families to appropriate referrals or early intervention programs.
Currently, over 250 community agency members have been trained by Toronto Public Health (TPH) to conduct developmental sessions
public health campaign called “Don’t Wait and See with a Child’s Development” ( shown above) was used to raise awareness about how to access developmental screening in the community, and connect families to screening services, they also made referrals when necessary
Unclear what the processes are for screenings services and what barriers and experiences these agencies face
Understanding of this allow for the development of recommendations to improve this assessment pathway.
Bridging the disconnect between community worker and community agency worker
2 to 3 focus groups will be conducted and each focus group with be comprised of 6-8 members of community agencies and preschool staff that offer assessments, referrals or early intervention programs for children with a suspected or diagnosed DD.
Participants were included if they are members of community agencies that provide assessment, referral, interventional or liaising services to families of children with suspected or diagnosed DD in the Toronto area
They will be excluded if they do not follow-up with patients after their initial assessment will not be or the staff that has not interacted with children with DD
Participants were asked questions pertaining to their experiences working with families and physician. The questions asked were how the individual approach or are approached by the parent about a child development, if they encountered barrier or challenges in being a primary point of care contact and how are the families referred or get initial services
In addition they were asked about their experience working with physician, whether there is a line of communication, collaboration and what their ideal physician would be
These are a few of the themes that appeared when conducting the focus groups such parental education, normalization of development concerns, parental denial and acceptance, the referral process, difference in opinion, quality of services, diagnosis timing and presentation, quality of developmental assessments and appointments, and their need for the collaborative relationship with doctors.
These themes and the participants statements will be addressed in next few slides
During the focus group sessions community agency worker believed that parental denial and path to acceptance was a barrier. Indicated by their statement above that “A big part of their job is getting families to move to a place where they’re willing to look at a diagnose and accept it.”
They also believed that normalization and parent education was key to being able to support parents with their child diagnoses which is supported through the statements “ if we can normalize it.. Like I can talk about asthma just as eloquently and normally as I can talk about ASD or cerebral palsy or Down’s syndrome and and “ It’s the education piece… we could educate them about it and take all the fear away from it, then it empowers them to be able to deal with it in a different way, It’s like here’s the diagnosis, it’s something you may have never heard of before, here’s a list of phone numbers to call and best of luck to you.. They don’t really know what it means and they don’t really, it’s hard for families.
Other barriers or challenges were the differences opinions they had regarding the diagnosis. Sometimes the doctors would tell them to wait and see but the community workers believed that there are indication of developmental delays indicated right here
Also, They believed that the referral process was can be very inefficient and hopes that maybe that can be changed so that not only medical doctors can make the referral for a development assessment but other professional (seen through the statement here)
There is also the quality of services that they worry about because of a long waitlist of families trying to access developmental services the caseloads for these services are quite large and seem to be getting bigger, there are little time to prepare for sessions and they are often afraid that some kids get may get missed. ( and here)
Other Concerns of theirs are when the diagnosis is given and how it is given. From the statements above it is presented that sometimes doctors also have difficulties presenting a diagnosis and other time some doctors may just give the families a piece of paper with the diagnosis and then contact numbers to services without a conversation…
Lastly some of the concerns and barriers presented leads up to community workers wanting a collaborative relationship with doctors so that they can help these parents through this journey as best as possible and this is seen through the statement “ it going to have to be a collaboration between the dotors, the workers in supporting all these families and provide the services.. But also making sure the news are being deliver at the right time
The most prevalent themes will indicate the common challenges and concerns and raises insight to area of improvement regarding the access to services and developmental assessments
Reveals the disconnection between community workers and doctors and how it impacts the support for families with children with DD
The need for a comprehensive assessment and integration of services and professionals
Limitation
Severity of concerns may only be relevant to community agency worker in Toronto
Participant invited did not have experience with in home service with hard to reach families
Information about the demographics of families that access the services were not asked about
Recruitment bias—voluntary participation so there might be a characteristic about those that participated that bias the results
In conclusion, through the focus groups the biggest theme was community worker is that they would like a more holistic approach to supporting children with DD. This entails supporting and educating the families of children with DD, integrating all services include health services that are offered for children with DD, and lastly, making resources accessible by providing more resources so that there isn’t a long wait list.
Therefore, our role is to establish a platform that allows community agency worker and health professionals can worker together to support children with DD and their families and hopefully then those concerns will be addressed