Lit tl er, N a d i n e ( 2 0 1 6 ) I n t e g r a ti n g CYP IAPT p r i n ci pl e s in t o S C P H N p r a c ti c e . B ri ti s h Jo u r n a l of S c h o ol N u r si n g , 1 1 ( 8). p . 4 1 1 .
Do w n l o a d e d fr o m : h t t p ://i n si g h t . c u m b r i a . a c . u k /i d/ e p ri n t/ 2 5 1 0 /
U s a g e o f a n y i t e m s f r o m t h e U n i v e r s i t y o f C u m b r i a’ s i n s t i t u t i o n a l r e p o s i t o r y ‘I n s i g h t ’ m u s t c o n f o r m t o t h e f o l l o w i n g f a i r u s a g e g u i d e l i n e s .
Any it e m a n d it s a s s o ci a t e d m e t a d a t a h el d i n t h e U niv e r si ty of C u m b r i a ’s in s ti t u ti o n al r e p o si t o r y I n si g h t ( u nl e s s s t a t e d o t h e r wi s e o n t h e m e t a d a t a r e c o r d ) m a y b e c o pi e d , di s pl ay e d o r p e rf o r m e d , a n d s t o r e d i n li n e wi t h t h e JIS C f ai r d e a li n g g ui d eli n e s ( av ail a bl e h e r e) fo r e d u c a t i o n al a n d n o t-fo r-p r ofi t a c tiviti e s
p r o v i d e d t h a t
• t h e a u t h o r s , ti tl e a n d full bi blio g r a p h i c d e t ail s of t h e it e m a r e ci t e d cl e a rly w h e n a n y p a r t
of t h e w o r k is r ef e r r e d t o v e r b a lly o r i n t h e w ri t t e n fo r m
• a h y p e rli n k/ U RL t o t h e o ri gi n al I n si g h t r e c o r d of t h a t it e m is i n cl u d e d i n a n y ci t a ti o n s of t h e w o r k
• t h e c o n t e n t is n o t c h a n g e d i n a n y w a y
• all fil e s r e q ui r e d fo r u s a g e of t h e it e m a r e k e p t t o g e t h e r wi t h t h e m a i n it e m fil e.
Yo u m a y n o t
• s ell a n y p a r t of a n it e m
• r e f e r t o a n y p a r t of a n it e m wi t h o u t ci t a ti o n
• a m e n d a n y it e m o r c o n t e x t u ali s e it i n a w a y t h a t will i m p u g n t h e c r e a t o r ’s r e p u t a t i o n
• r e m ov e o r a l t e r t h e c o py ri g h t s t a t e m e n t o n a n it e m .
T h e full p oli cy c a n b e fo u n d h e r e.
Representation: National Forum of School Health Educators
Title: Integrating CYP IAPT principles into SCPHN Practice
Author: Nadine Littler
Institutional Affiliation: University of Cumbria
Full Details:
Senior Lecturer/Pathway Lead Specialist Community Public Health Nursing (School Nursing).
University of Cumbria,
Department of Nursing, Health & Professional Practice,
Hornby Room 08, Bowerham Rd Campus, Lancaster,
LA1 3JD
Office Tel: 01524 385682
email: [email protected]
Note: The best form of contact is via my email address above.
mental health problems in children and young people (WHO, 2004; Green et al; 2005; RCP 2010; DH 2015) over recent years. In addition to this, complaints of huge waiting lists children and young people are experiencing, as well as the number of referrals (23%) being rejected by specialist services for treatment and support is becoming ever increasingly apparent (Firth 2016).
Therefore in order to address this crisis, the following document ‘Future in
mind’ (DH 2015, p.13) was introduced to target several key areas of mental
health care for children and young people these being: “promoting resilience, prevention and early intervention, developing the workforce, accountability and
transparency, improving access to support and care for the most vulnerable”.
However following a review being undertaken on the progress and challenges of its implementation, several barriers still exist impacting on the transformation of mental health services (Firth 2016).
Transforming mental health services for CYP:
One of the biggest challenges involves developing the current and future workforce, as 83% of Trusts who responded to the study reported experiencing recruitment difficulties (Firth 2016). Therefore to address this, one recommendation made in this report, suggests Health Education England should work with trusts and local health commissioners to adopt a strategy on supporting training needs for specialist and universal staff, as it is recognised that “the children and young people’s mental health system is much broader than
(CYP IAPT) Programmes:
Children and young people’s improving access to psychological therapies programmes (CYP IAPT) are designed to change the way mental health services are provided for children and young people. Practitioners undertaking this post graduate programme will gain an understanding of evidence based psychological therapies to treat a range of mental health issues in children and young people such as anxiety, depression and conduct problems. Therefore they will develop skills in cognitive behavioural therapy parent training, systematic family practice or interpersonal psychotherapy for adolescents dependent upon the selected modules chosen.
and future practitioners, as we move towards developing a 0-19 service.
By undertaking further development of knowledge and skills within this field, this would support the school nursing role in practice by ensuring early identification and intervention of mental health issues in children, young people and their families as soon as possible. Furthermore this would assist in improving access to support and treatment and will prevent huge numbers of referrals to an already stretched CAMHS system.
Mental Health Locality Leads:
References:
Department of Health (2012a) Getting it right for children, young people and families. Maximising the contribution of the school nursing team: vision and call to action. London, The Stationary Office.
Department of Health (2015) Future in mind – promoting, protecting and improving our children and young people’s mental health and wellbeing. NHS England.
Firth, E (2016) Children and Young People’s Mental Health: State of the Nation. Education Policy Institute.
Firth, E (2016) Progress and challenges in the transformation of children and young people’s mental health care – a report of the Education Policy Institutes’ Mental Health Commission. Education Policy Institute.
Green, H. McGinnity, A. Meltzer, H. Ford, T. Goodman, R. (2005) Mental health of children and young people in Great Britain. London; Palgrave Macmillan.
