Multidisciplinary post-registered education in child and adolescent mental health services

Baldwin, Laurence

doi:10.1016/j.nedt.2004.09.007

Cited by 5 publications

(1 citation statement)

References 4 publications

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“…This has resulted in poor recruitment, capacity and retention (Royal College of Psychiatrists, 2006). The inadequate content relating to child and adolescent mental health in pre-registration training, diverse career pathways into specialist CAMHS, and recent service pressures for expansion of specialist posts are the main explanations for why a sizable proportion of specialist CAMHS lack the capacity to offer in-depth training in child and adolescent mental health (Royal College of Nursing, 2004;Baldwin, 2005). Although important service reconfigurations are currently taking place, recent reports also highlight gaps in training and education for the workforce that is employed to support the trained specialists and to deliver service reforms that are intended by government policy (Musselwhite & Freshwater, 2006;Nixon, 2006).…”

Section: Introductionmentioning

confidence: 99%

Facilitating and limiting factors of training available to staff of specialist CAMHS

Edwards

Williams²,

Dogra³

et al. 2008

The Journal of Mental Health Training, Education and Practice

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Specialist CAMHS provide skilled assessment and interventions for children, young people and their families who have mental health disorders. The training needs of the staff who work in specialist CAMHS are not always clear or prioritised, due to the complexities and differing contexts in which specialist CAMHS are provided. The aim of this paper was to establish stakeholders' experiences of service complexities and challenges that affect training within specialist CAMHS. The project employed interviews to gain wide‐ranging consultation with key stakeholder groups. The sample consisted of 45 participants recruited from policy departments, professional bodies, higher education providers, commissioners, service managers, and practitioners. The participants identified a number of themes that limit training, and put forward solutions on how these could be facilitated in the future. Emerging themes related to leadership and the role of service managers, strategic management of training, commissioning, levels of staff training, resources, impact of training on service users, and availability of training programmes. The findings emphasise the need for the strategic workforce planning of training to meet service delivery goals. Policy, commissioning, workforce training strategies, service needs, and delivery of training should be integrated and closely linked.

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Section: Introductionmentioning

confidence: 99%