School nurses and mental health Part 1

Leighton, Sharon; Worraker, Andrea; Nolan, Peter

doi:10.7748/mhp2003.12.7.4.14.c1783

Cited by 7 publications

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“…This may have exacerbated the difficulties of practitioners dealing with complex problems without appropriate specialist support (Thomas et al. 1982, Leighton et al. 2003).…”

Section: Discussionmentioning

confidence: 99%

The work of health visitors and school nurses with children with psychological and behavioural problems

Wilson

Furnivall

Barbour

et al. 2008

Journal of Advanced Nursing

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General practitioner and senior research fellow.Section of general practice and primary care, University of Glasgow, 1 Horselethill Rd, Glasgow, G12 9LX. email: Abstract:Aim This paper is a report of a study to describe the workload of health visitors and school nurses in relation to children and young people with psychological, emotional or behavioural problems, and to identify perceived challenges, obstacles and sources of satisfaction associated with this aspect of their work. Background There is little published information on the work done by non-specialist community nurses with children and young people who have psychological, emotional and behavioural problems. Method We analysed data from a survey of 1049 Scottish professionals working with children and young people. Data included quantitative responses and free text describing the cases seen by respondents. Responses from a sub-sample of 71 health visitors and 100 school nurses were analysed using a combination of descriptive statistics and analysis of themes emerging from the text. Findings Although community-based nurses saw a relatively small number of children with psychological, emotional or behavioural problems each week, dealing with these problems took up a disproportionate amount of time. The commonest types of problem were self-harm, externalising behaviours and family difficulties. Few respondents had received specific training in child and adolescent mental health but most expressed a wish to receive such training. ConclusionThe work of health visitors and school nurses in caring for children with mental health problems is substantial and important. Development of their public health role should not be at the expense of this important contribution. There is a need for rigorous evaluation of nursing mental health interventions among children and young people. KEYWORDSHealth visitors, school nurses, questionnaire, empirical research report, children, psychological problems, behavioural problems SUMMARY STATEMENT What is already known on this topic• There is some evidence that input by community-based nurses can have a major impact on the mental well-being of children and young people• Policy documents acknowledge the important role of both school nurses and health visitors, who are responsible for providing professional support for children and young people with psychological and behavioural problems.• Detailed information on the precise nature of school nurses' and health visitors' involvement -workload, demands, and satisfaction -is not available. 'What this study adds'• Health visitors and school nurses have substantial, but different, mental health caseloads • Nurses reported that a lack of training and support limited their ability to provide good quality care to children and young people• Self-harm, externalising behaviours and family difficulties were the commonest problems described.

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“…This may have exacerbated the difficulties of practitioners dealing with complex problems without appropriate specialist support (Thomas et al. 1982, Leighton et al. 2003).…”

Section: Discussionmentioning

confidence: 99%

The work of health visitors and school nurses with children with psychological and behavioural problems

Wilson

Furnivall

Barbour

et al. 2008

Journal of Advanced Nursing

View full text Add to dashboard Cite

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“…The CAMHS Review (2008) acknowledges that confidence can be an issue for school nurses, and education and training is an issue that has been previously picked up in the literature, although often with regard to childcare professionals in general (NHS HAS 1995, Leighton et al 2003, Etheridge 2004, Gowers et al 2004, CAMHS Review 2008, WHO/HBSCF 2008, Wilson et al 2008. Confidence and education are closely related, and it is likely that opportunities for formal education and training will also lead to enhanced confidence.…”

Section: Overcoming the Barriersmentioning

confidence: 99%

“…First, as Clarke et al (2003) and Chipman and Gooch (2003) note, CAMHS experts need to take the lead. Second, there needs to be clear and practical information about the specific mental health topics (such as eating disorders and self-harm) that concern school nurses (Leighton et al 2003, NISHYP 2006, Wilson et al 2008. Third, CAMHS experts need to support school nurses on a regular basis, preferably through a structured supervision system (Richardson & Partridge 2000, Chipman & Gooch 2003, Clarke et al 2003, Leighton et al 2003.…”

Section: Overcoming the Barriersmentioning

confidence: 99%

“…In the UK, Leighton et al (2003) undertook a small survey of school nurses together with a smallscale evaluation of a school nurse training programme in England, while Wilson et al (2008) undertook a larger survey of health visitors and school nurses in Scotland. Both studies found a wide range of mental health concerns in school nurse caseloads including major mental health problems like psychosis, self-harm and eating disorders.…”

Section: Introductionmentioning

confidence: 99%

“…While school nurses are well placed for primary care level mental health work with young people and while the literature details some efforts to develop, quantify and evaluate this aspect of their role, there are also indications that there may be difficulties engaging school nurses in such work -not necessarily through a lack of willingness but through a lack of confidence or limited relevant training (Leighton et al 2003, DeBell 2006, NISHYP 2006, Wilson et al 2008. Pressures on time and the demands of other important public health issues like sexual health and healthy eating may also be obstacles (Ball 2009).…”

Section: Introductionmentioning

confidence: 99%

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School nurses’ perspectives on managing mental health problems in children and young people

2012

Primary Health Care

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This is the accepted version of the paper.This version of the publication may differ from the final published version. Method. School nurses (n = 33) were purposively sampled from four school nursing teams in two English cities for a series of focus groups. The focus group data were audio-recorded, transcribed and subsequently analysed using 'framework'. Results. Four principal themes emerged from the data. In these themes, school nurses were found to value their involvement with the mental health of young people, recognising this as an important area of practice. Several obstacles to their work in this area were identified: heavy workloads, professional rivalries, a lack of confidence and limited education and training opportunities. The importance of support from local specialist mental health teams was emphasised. Permanent repository linkConclusions. School nurses can be engaged in mental health work though, as public health specialists, their role should focus on health promotion, assessment, signposting and early intervention activities. To facilitate mental health work, school nurses are able to draw on established interpersonal skills and supportive networks; however, workload and a lack of confidence need to be managed and it is important that they are supported by constructive relationships with local specialist mental health teams.Relevance to clinical practice. This study has implications for nurses and healthcare practitioners interested in enhancing the mental health of children and young people in school settings.

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School nurses’ involvement, attitudes and training needs for mental health work: a UK‐wide cross‐sectional study

Haddad

Butler

Tylee

2010

Journal of Advanced Nursing

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haddad m., butler g.s. & tylee a. (2010) School nurses’ involvement, attitudes and training needs for mental health work: a UK‐wide cross‐sectional study. Journal of Advanced Nursing 66(11), 2471–2480. Abstract Aim. The aim of this study was to identify school nurses’ views concerning the mental health aspects of their role, training requirements and attitudes towards depression in young people. Background. Mental health problems in children and young people have high prevalence worldwide; in the United Kingdom they affect nearly 12% of secondary school pupils. School nurses have a wide‐ranging role, and identifying and managing mental health problems is an important part of their work Methods. A cross‐sectional study was conducted using a postal questionnaire sent to a random sample of 700 school nurses throughout the United Kingdom in 2008. Questions concerned involvement in mental health work and training needs for this work. Attitudes were measured using the Depression Attitude Questionnaire Results. Questionnaires were returned by 258 (37%) nurses. Nearly half of respondents (46%) had not received any postregistration training in mental health, yet 93% agreed that this was an integral part of their job. Most (55%) noted that involvement with young people’s psychological problems occupied more than a quarter of their work time. Staff attitudes were broadly similar to those of other primary care professionals, and indicated a rejection of stigmatizing views of depression and strong acknowledgement of the role of the school nurse in providing support. Conclusion. Working with young people who self‐harm, and recognizing and being better equipped to assist in managing depression and anxiety are key topics for staff development programmes.

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School nurses and mental health Part 1

Cited by 7 publications

References 0 publications

The work of health visitors and school nurses with children with psychological and behavioural problems

The work of health visitors and school nurses with children with psychological and behavioural problems

School nurses’ perspectives on managing mental health problems in children and young people

School nurses’ involvement, attitudes and training needs for mental health work: a UK‐wide cross‐sectional study

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