Page 1

Your FON can be downloaded from


December 2011

Free Occasional Newsletter Project News |CAMHS Press | Interview of the month | CORC Corner |

In 2012 do not miss EBPU Masterclasses — Kidstime Workshop

Quality improvement to support CAMHS Jasmine Hoffman, a Quality Improvement Lead and a Project Manager for the Closing the Gap Project

Choosing website and booklet update CAMHS EBPU has successfully launched a website based on the ‘Choosing what’s best for you’ booklet. has been carefully designed to be easily explored and used by children, young people and their family members as well as the professionals trying to help them. We are hoping to have an updated version of the “Choosing” booklet completed by the end of 2012. We expect to see a new section on Child Maltreatment and updates on ADHD, Conduct Disorder and Self-Harm. New recommendations will follow.

CYP Think tank


The EBPU Children’s Think Tank is a consultation group of young people who help us to ensure that our materials, research, and general approach are accessible and young peoplefriendly. It is a fun, interactive way of hearing young people’s opinions about the work we do at the AFC, and it is also a great opportunity for young people to get involved in research and participation themselves. The Think Tank consists of four two-hour meetings held over the course of a year and led by a few members of the EBPU team. During these meetings the young people take part in a selection of games, activities and discussions, focusing on a few projects we are doing here at the centre.

he last few months, at the EBPU, have been especially inspirational for those who are interested in young people’s involvement and user participation. In November, Carly Raby ran the first two of four Masterclasses on the subject. EBPU also successfully started the CYP Think-Tank for the year 2011-12, with two sessions that have already provided us with meaningful results (see inside for how the young people would describe CAMHS practitioners). Samantha and Miranda also went to a couple of meetings of the National Young People Advisory Group of NCB, seeking feedback on the function and design of the new IAPT questionnaires and The first meeting took place on Saturday forms that will be widely used by young people.


e are also pleased to be able to say that the EBPU secured a few new grants (BOND, Payments by Results and Children’s IAPT) and successfully submitted the final report on findings from the TAMHS evaluation. Slavi

5th November and the second one on 10th December, between 11am and 1pm at the AFC continued on page 3

December 2011


PROJECT NEWS Closing the Gap: Shared Decision Making in CAMHS (2010-2012)

Currency Development (2011)

Hearing Voices

Commissioned by The Health Foundation this project seeks to empower children, young people and their families to make informed choices and become active partners in their treatment. There are more details in the main interview of this issue.

A collaboration with our colleagues at the Institute of Psychiatry, we are evaluating tools developed for currency allocation within London pilot sites as part of the Payment By Results project. This work has been commissioned by the Payment by Results in CAMHS Project Board.

Hearing Voices is a project evaluating the London Voice Collective, a service which provides advice, support and workshops/groups for young people who hear voices. The aim of the evaluation is to try to work out what aspects of the service are working well, and how we can improve it.

CODE – Child Outcomes Explained (2009-2012)

Evaluating Kidstime Workshops

Thurza Honey has recently been appointed as Research Officer for this project and will be working on it over the coming months.


Commissioned by the Department of Health, this project is being undertaken by CAMHS EBPU in consultation with CORC and aims to create nationally accessible web and paper based tools that will help practitioners, commissioners, children and young people to make real use of a range of outcome data in a meaningful way CPRU- Child Health Policy Research Unit - Policy Research Unit for Children, Young People and Families (2011- 2016) Commissioned by Department of Health and launched in January 2011, this is one of seven units funded by the DH to help provide research based advice to inform policy funding for up to five years. The unit is led by Professor Terence Stephenson of the Royal College of Paediatric and Child Health and the EBPU leads the mental health strand of work within this unit. Current projects include modelling repeated outcome data over time and focussing particularly on trajectories of change for children with severe behavioural problems.

December 2011

Kidstime workshops are monthly events for parents and children where one or both parents have mental health problems. The workshops’ main aim is to explore and discuss mental health issues in a simple and non-stigmatising way. CAMHS EBPU was asked to evaluate the effectiveness of these workshops and is now involved with trying to help others who wish to set up similar workshops in their own area. Part of this will include holding a workshop designed to explain to people the practicalities of setting up such workshops. This Free training and consultation event is due to take place on 15th February 2012 in London at the AFC and already over 200 people have applied to attend. The recently published Kidstime Training Manual and pilot site evaluation report will be available on the day. Those interested in setting up Kidstime will be invited to participate in a Randomised Control Trial, which would include ongoing supervision and training by experienced facilitators.

Improving Access to Psychological Therapy IAPT (2011-) The EBPU is part of the expert reference group for the IAPT initiative and has been asked to lead the group looking at best means of evaluation and data collection for this imitative. Payment by Results (PbR) This project is looking at how children with emotional, behavioural and wider difficulties are being supported and how much these kinds of support might cost so that the right amount of funding is provided for children with such problems. CAMHS EBPU is one of the partner agencies (along with the Tavistock and South London and Maudsley Trust) to provide a project team to develop ideas as to the best way to take forward PbR in CAMHS. PbR involves developing systems for categorising CAMHS processes and outcomes to aid the development of payment systems.


BOND (2011-13) This is a collaborative project led by YoungMinds which will last for 2 Years from September 2011. The aim of this programme is to build up the capacity of Voluntary and Community Sector Organisations (VCSOs) to deliver early intervention mental health support for children and young people. TAMHS – Targeted Mental Health in Schools (2008-11) This project was commissioned by the Department for Children, Schools and Families (now Department for Education) to investigate the impact of a government initiative to improve mental health in schools and to examine the ways schools try to help children when they feel sad, worried and troubled. It is now drawing to a close and we pass on our congratulations to the TaMHs team, especially to Jessica Deighton, Miranda Wolpert and Praveetha Patalay, who worked hard analysing data collected over the last 3 years to meet the deadline for the final report.

Masterclasses (2010-2013) CAMHS EBPU has funding from the Department of Health to run a series of Masterclasses aimed at developing the skills of practitioners and managers in terms of undertaking meaningful local evaluation, outcomes informed and evidence based practice and ensuring appropriate user participation.

Classes have taken place in Peterborough and Manchester with around 40 people attending so far. The next two classes will be taking place in London where we expect a further 80 people to attend. Planning for the next Masterclass on “Developing Evidence Based and Outcomes Informed Practice in CAMHS” which will be happening in March and April next year is already underway. Classes will again be taking place in Manchester and London, but we will also be trying a new venue elsewhere in the country. We will release more details about this Masterclass early next year.

Brief report on the EBPU and CORC Information Gathering Trip to the US Back in March, a few members of the EBPU and CORC teams visited US in order to find out about how children and young people suffering from mental health problems are treated there. The hope was to share learning and experience and Jasmine Hoffman reports here on her experience of the trip:

During September and October we ran Masterclasses on ‘the 7 steps to quality improvement’ which were attended by 62 people. Classes took place in Peterborough, London and Manchester.

“It was all a big hurricane of information. The trip involved going to see different institutions and meeting with different professors, academics and also service providers to find out about the ideas that they have for improving the CAMHS service model. Routine Outcome Monitoring and doing structured, evidence based practice, is something that they are quite advanced in. I also learnt how far ahead we are, in the UK, with our ideas about involving young people in their own care. “

We have also completed the first two classes of our current Masterclass on ‘Children and Young People’s Involvement and User Participation’.

“They have lots of great ideas and are very impressive with where they’ve got to with their different methods for capturing information in the US, but

they are still promoting the medicated model of ‘the practitioner knows best’ and that the patient is someone who has treatment done to them. Things are slowly starting to change, there were a few participation groups or advocates for service users, but by no means are they as advanced as us. “ “We went to get lots from them on their methods for routine outcome monitoring and evidence based practice, but I really feel quite strongly that they got a lot from us in terms of the ideas behind user participation and engaging people in their care. So that was really exciting, I think it was a real joint two- way learning opportunity – so that was quite touching!”

CYP Think tank continues from page 1

(House 21) and we got loads of really helpful feedback from the young people who attended! We talked to them specifically about the unit, our work, our publications and projects and the way we communicate with young people at present and they gave us their views; encouragement where we are on track and really useful suggestions where we may need some small changes. We will be circulating more detail of the feedback once the group has agreed on the write-up, in the meantime if you have anything you would like us to take to the group for their thoughts in future sessions please let us know, we meet next on 17th March. We are always looking for young people to participate in the Think Tank and so if you know of any young people who might be interested in getting involved then we’d be really keen to hear from you or them!

December 2011


INTERVIEW OF THE MONTH Quality improvement to support CAMHS Jasmine Hoffman, a Quality Improvement Lead at the EBPU and a Project Manager for the Closing the Gap Project

The interview with Jasmine took place on 16 November 2011. She talks about the Closing the Gap project, funded by the Health Foundation in October 2011 and other exciting activities at the EBPU. Can you demystify the term of Quality Improvement? What is that really? Quality improvement is a specific methodology that aims to reduce the gap between current practice and desired practice, through testing out and refining new methods and approaches before rolling them out more widely. The basis of quality improvement is really around having a hunch that a specific change could lead to improvement (e.g., improved experience or outcomes for CAMHS) and carrying out a series of tests to see if that really is the case or not. Obviously, your hunch should be reasonably sound – perhaps based on a previous observation, or applying ideas that are known to work in other contexts and settings. If an evidence base exists for your area of interest, this can be a good place to start when thinking about improvement. QI is an iterative learning process to build up evidence through observation. As a general rule of thumb, it can be quite helpful to use 1,3,5,all approach. That is – test out your hunch with just one person/ situation and observe how that went. If it seems to have had a positive effect, that’s great, move on to testing with 3 different people/ situations, and then with 5. If it hasn’t worked as well as you wanted, you can make some alterations before testing on a larger scale. Have you applied QI to projects at EBPU? In terms of applying the methodology, that’s exactly what we are doing for the Closing the Gap: Shared Decision Making in CAMHS project. We’ve learnt the key principles from the Health Foundation (funders for the project), and now we are now working in collabDecember 2011

oration with four project teams to test out different approaches in SDM, to see what works for our service users in CAMHS. We also recently introduced a training course in QI for the CAMHS community – as part of the Masterclasses programme. It was a great success, I was really pleased with how well different practitioners took to the QI methodology – I guess this is because it’s such a simple way of helping to overcome all the reasons for not trying something that you can usually find at the beginning of a change process. So are there specific tools that you use for Quality Improvement? Yes if I were to name two ‘tools’ they would be ‘PDSA cycles’ and ‘run charts’. PDSA stands for ‘Plan, Do, Study, Act’, i.e., it’s all about planning something, doing something, studying something and acting accordingly. This seems really simple but it really helps with keeping on track with testing out new approaches. Run charts are a quick way of illustrating how the QI process is going – through keeping track over time with measurement. The plots are a simple scatter chart– with time (say the month) on the x axis and whatever you are measuring (say % of CYP that feel listened to) on the y axis. You can annotate run charts with notes about the different things you are testing. Overtime this may help to illustrate whether certain interventions are making a difference. So tell us more about the Closing the Gap project. How is this developing and what is happening at the moment?

Well in terms of the organisation of this project, it’s a collaborative effort between EBPU, YoungMinds and CORC, funded by the Health Foundation for two years. Our steering group, consisting of around 10 of us across these 3 organisations, meet once a month to discuss how the project is going and what needs to happen next. We are supported by Berkshire Consultancy, who is commissioned by HF to support us to take the project forward in an effective way. We also have got support from OPM (Office for Public Management) who are helping with the measurement and evaluation aspects of the projects. We are working with 4 project teams to test out different ways of putting SDM into practice – in a variety of contexts ranging from preventative outreach care to more high security settings. We selected these teams following a competitive process based on 23 initial applications. The teams are: • Bradford community CAMHS team • BANES OSCA team (Bath and North East Somerset Outreach Service for Children and Adolescents) based in Bristol. • East Sussex community CAMHS team, including speech and language therapists and play therapists within the project team • “Bluebird House” – an inpatient unit in Southern England We have also come up with a working definition of what we think SDM is, that includes 5 steps towards empowering


children and young people to take a more active role in the decisions about their care, and translated these into CYP friendly language which has really helped to move our project forward. The 5 steps are: • Agreeing key problems and goals together • Practitioners supporting CYP to understand the options available to them • Agreeing which options for help to try • Reviewing progress together • Discussing options in light of progress and making any changes if necessary Testing of these steps is currently underway across all 4 project teams. In terms of specific activities being tried out, well that’s different for each team, depending on their contexts and which bits of SDM they are most interested in developing. Lots of the work we are doing to support the 4 project teams at the moment is around developing scripts and prompts to help practitioners engage CYP and their families in shared decision making within the actual clinic room. How many young people would be reached through those services? Well because it’s a project that involves testing out approaches before rolling out more widely, we really are talking about small numbers at this early stage. At the moment we are more interested in the qualitative observations of how this is working, to figure out what the best way of doing things is, before being ready to number crunch and run analyses to test out statistical significance of what we are doing….

Improvement Facilitator) – and we all work very closely to drive forward different aspects of this project. Neus started working with us in September and brings her own experience of working with CAMHS previously she has already been instrumental at helping to embed the processes that we are now taking forward in the project. So, there are three of you who are working on this project? Three of us from EBPU yes – Miranda, Neus, and myself. But don’t forget we are also working in close collaboration with our steering group and the four project teams. In fact, it’s probably worth mentioning that the SDM project is not only about the relationship CYP and their practitioners… we’re also trying to cultivate this kind of working relationship between us (the central project team) and the four sites. So it’s not just us doing the work, it’s the steering group too, and the four project teams - we are collaborating together. It all sounds interesting and exciting and lots of work as well. Can you remind me about the goals of the project. Sure, in a nutshell we hope that SDM will improve service quality in terms of effectiveness, efficiency and person centredness – which will then (we hope) lead to improved experiences and outcomes for CYP and their families. So the sorts of things we’re talking about are: • Improving the experiences of young people, so that they feel more listened to and more involved in their care decisions.

• Increased use of goal setting, and for CYP to be arriving at their goals faster because they are engaged in an ongoing feedback loop that allows for small care adjustments to be made as they go • Decreased DNA (did not attend) rates because CYP are feeling more genuinely involved in their CAMHS journey, and therefore more inclined to come along to appointments. We hope that if all these processes are working smoothly, and CYP are getting better faster, then practitioners stress levels will decrease because everybody is on the same page. It sounds to me like you are putting a lot of work into qualitative work and understanding how people feel and how therapy works. How does this combine with CORC which is mainly focused on quantitative data analyse? And with YoungMinds as well? Well, our collaboration works like this: EBPU is contributing knowledge and expertise in evidence based practice; YoungMinds is contributing knowledge and expertise in user participation; and CORC is contributing expertise and information in routine outcome monitoring. Although the learnings that we are expecting to gain from the project are more of the qualitative variety, the framework for routine outcome monitoring is session by session monitoring whereby the young person and the practitioner together come to an appointment and discuss and document how things are going and discuss that and make decisions about their treatment in light of

When you are mentioning qualitative work, are you planning to do analyses of some kind? Yes, we are thinking this through with the support of OPM at the moment. Qualitative analysis will probably involve a number of observations, surveys, interviews, both with CYP and practitioners, and we are also quite keen to do some video diaries. Sounds very interesting and intense. How do you manage your time and who is doing all this fascinating work? Yes, it is very intense. We are working at such an extraordinarily fast pace that at the end of every week I am always astounded at how much we have actually got through. I can’t take all the credit for our project though! Our central team also consists of Miranda and Neus Abrines (Service December 2011


that information. That expertise and knowledge is something that CORC are helping us to implement and as part of this project each of our team members will be having CORC membership to help them pull that data together in a useful way. Is there anything else about Closing the Gap and Shared Decision Making that you would like to add? I mentioned that we had 23 applications for the project at the outset and we were so excited about that, that we decided to create a virtual network to maintain interest in the CAMHS community and allow the CAMHS community to be a part of the project in its infancy as we’re developing it because I think there’s already so much key learning that we can be disseminating more widely. That’s really good, congratulations. You have also done lots of other work here at the EBPU? Yes I’m doing lots, they’re working me hard here at the EBPU! Closing the Gap officially takes up about three days per week. The other projects that I’m involved in and taking a lead in are the Hearing Voices project, Kidstime Evaluation and also the Masterclasses. The Hearing Voices project and the Kidstime evaluation are two of the SDE (Service Development and Evaluation) projects at the EBPU. Kidstime is coming to an end and we’re just working on the training and consultation event for that. Just to give you some context, the Kidstime intervention is a workshop for young people whose parents have mental health problems. The idea is it’s a time for these young people to come together and take a break from being carers. Those workshops happen on a monthly basis at different sites in Hackney and in Camden and Islington. The work of the Anna Freud Centre was around doing an evaluation of that intervention and now we’re looking at sharing the knowledge of that evaluation more widely to the community. Then there’s the Hearing Voices which is a service that’s run by Mind which

December 2011

is supporting young people who hear voices and educating them, their families and also practitioners in hearing voices and supporting them to lead as normal lives as they can and to accept that they hear voices. We’re doing an evaluation of that service at the moment and that’s really at its infancy we’re at the planning and developing a methodology for that. Kidstime was a three year evaluation that’s just in its finishing stages and now we’re at the start of a new three year evaluation for hearing voices. Before you go on, do you have any ideas about how you’re going to take Hearing Voices forward? Well as with planning for any evaluation, I think it’s probably always quite useful

Recently we have been awarded a grant and some support, again from the Health Foundation, to take forward the development and establish the virtual network and we will be looking to grow this as the project continues. to have a clear idea about what you want to achieve by the end of it so you can put plans in place to get the information you need to help you get there! In terms of what we expect to find, I couldn’t tell you. But that’s what our fieldwork will hopefully uncover. Thurza Honey is the Research Officer for this piece of work. Can you tell me a little bit about Masterclasses? So the Masterclasses are a series of training modules for CAMHS practitioners and CAMHS commissioners and service managers. We’re in the second year of delivering the Masterclasses, it was a three year programme with funding from the Department of Health to educate the CAMHS community in key components of good practice. Last year the modules were in Evidence Based Practice, User Participation, and Local Evaluation. This year we replaced

Local Evaluation with a module in Quality Improvement. The idea is for those three different topics, there are four classes that practitioners can go to, so all in all, we hold twelve classes per year. So with the last class, you were very much involved, what was your experience of that? I was responsible for developing the training materials for the QI Masterclass and supporting Miranda to deliver them. QI is a novel concept for many CAMHS practitioners so we were really encouraged by how much they really embraced this new way of working. We heard lots of comments that they felt liberated by the simple framework and the suggestion to start small-scale with one young person. I do really enjoy being involved in the Masterclasses because it gives me direct contact with the front line services and an opportunity to hear about what’s really going on, on the ground! I often find that informal discussions really help to shape our ideas for taking projects forward in all sorts of ways, because you get to learn about common challenges being faced and possible areas that may capture the interests of the community. What are the three major things you would like to see coming out of your projects, and sticking with the EBPU? My contribution? I just feel I really love this kind of work. When I come to work I don’t feel like I’m doing a job, I feel like I’m just doing something that I’m genuinely interested in. I’ve got my experience in public health, I’ve had experience of working in a private health care system as well, so I’ve got these different sorts of experiences and methods that I’ve picked up along the way that I’m now putting into the sort of work I’m doing to formalise systems and on that macro level that’s sort of where I feel I can make a contribution in terms of the way things are done. Strangely enough, with the shared decision making project there’s a balance between being formalised, which is what I’m used to, and then actually being quite open and


more causal in that sort of approach. So I’m actually now learning about that balance and pulling back from some of the more bureaucratic ways of working that I’ve learnt up to now. But I’m really interested in this thinking about the quality of care standards and I think I could probably contribute a lot in that area and just in terms of networking and joining the CAMHS community up and shared decision making itself being at the forefront of the health system, I feel really excited about that. Even if I’m only here to the end of my project, if I could say I’ve contributed to setting up a new way of working then I will feel so proud. I feel so delighted to be working in such a forward thinking team and just having the opportunity to try things and knowing it’s OK to try things, it doesn’t mean it has to work, but you can still try it. That’s a really good approach to pushing the barriers down and finding new horizons. Good times ahead! Thank you, is there anything else you would like to add? Yes! That I think EBPU is a really exciting place to be working and I think we’ve got a really strong team! I feel we’re at the stage now where we’re pulling together our experiences and expertise in such a useful way and there are so many interesting projects that we’re all working on which can really benefit from cross fertilisation! We have a team leads strategic away day coming up soon, where we will be focusing on how to create opportunities for more joint working within the team – I’m quite looking forward to that – should be a really interesting time! ■

Out of Africa Jenna Bradley, Senior Research officer from CORC and genuine animal lover, recently enjoyed a week long safari in Kenya. Enchanted by lions, genets and other animals she saw, she also brought us back a wonderful photo taken by her boyfriend, so that we too can enjoy a slightly less dynamic view of Africa.

Welcomes and Goodbyes Andy Fugard finally settled down in London and is now working full time as the CORC Lead and the Data Analyst for CAMHS EBPU. Dion Terrelonge has

CORC CORNER The CAMHS Outcomes Research Consortium (CORC) is a collaboration between child and adolescent mental health services (CAMHS) staff across the UK with the aim of instituting a common model of routine outcome evaluation and analysing the data derived. Over half of all CAMHS staff in England are now members, with members also in Scotland, Wales, Norway and Sweden. There are now over 70 collaborating services within the consortium. Recent News: CORC held its first ever international conference in July. The conference was titled “Transforming practice through outcomes. Learning from US and UK experience” and included talks by Professors Leonard Bickman and John Weisz from the US, along with talks by Professor Peter Fonagy and our very own Dr Miranda Wolpert. Professor Fonagy provided a perspective from his experience in Adult Mental Health, whilst Professors Weisz and Bickman presented on their own experiences and the models of

joined CORC as a Research Officer, whilst Emily Stepley has joined CORC as a Research Assistant. Samantha Murphy has also now been appointed a Research Officer for CORC with a special responsibility for user involvement – which we’re delighted she’s taking forward. We also, extend a warm welcome to two new CORC Data Assistants, Harriet Hockaday and Charlotte Wray. CAMHS EBPU has been joined by Neus Abrines-Jaume and Anke Görzig. Neus is our Service Improvement Facilitator and will support the Closing the Gap: Shared Decision Making project. Anke has joined us as a Research Fellow

working they’ve developed in the US. Finally, Dr Wolpert gave a presentation reflecting on the experiences of CORC. The final discussion of the day also included a live, cross Atlantic connection with colleagues working in the US. Over 100 people attended the conference and gave very positive feedback. As part of the learning collaboration CORC organises two Forums every year for its members to get together and discuss important issues. The latest forum took place on 21st November under the title “Collaboratively Making a Difference for Children and Families”. Along with a presentation from the CORC Central Team, Dr Sami Tamimi gave a talk about OO-CAMHS and the attendees were given an update on the progress of the Payment by Results, Closing the Gap and voluntary sector developments in schools. The forum was well attended with over 70 people joining the CORC Central Team on the day.

and will be particularly focused on our involvement with the Child Health Policy Research Unit. Halina Flannery, who joined CORC in mid-2009, left to undertake a Clinical Doctorate. We wish her the best of luck with her future endeavours. We are also looking forward to the first EBPU babies. Our Research Lead and Deputy for EBPU, Jessica Deighton, is expecting twins and in order to celebrate this wonderful news we are having a party and a dinner on the 7th February.

Prepared and designed by Slavi Savic; assisted by Thomas Booker; If you want to comment or to give feedback please email; If you would like to be on the mailing list please email; All other information can be found on our website:

December 2011


CAMHS Press CAMHS PRESS is the publishing arm of CAMHS EBPU and is responsible for publishing booklets aimed at children, young people, and parents, as well as information and resources for professionals. Our two most recent publications (“How to Get up and Go when you’re feeling low” and “I gotta feeling: Top Tips for Feeling Good”) were developed as part of the Help4Pupils project and are designed to help children when they are feeling sad, worried or troubled.

How to order: All of our booklets are freely available as PDFs on our website. Alternatively, booklets can be ordered directly by sending an email to ebpu@ You must include the following details when ordering: • Title of the booklet • Number of copies (see the details about suggested quantities) • Name and address of person to invoice (only if the booklets are not free) • Name and address to send the booklets to PLEASE NOTE: Booklets will not be posted until payment has been made.

Both “I gotta feeling’ and ‘How to Get up and Go’ have proven popular. So far we’ve sent out almost 2100 copies of ‘I Gotta Feeling’ to some 70 schools and related organisations, whilst ‘How to Get up and Go’ has proven even more popular with over 2400 copies sent out to over 80 schools and related organisations. The first 2500 copies of each booklet are available for free with a maximum of 30 per organisation. As you can see we have almost reached this threshold so if you want to get hold of some free copies for your organisation get your orders in quickly. Booklets for Children:

Booklets for Professionals: worried or troubled. It is full of fun simple tips on what to do to improve their mood and maintain emotional wellbeing.

I Gotta Feeling, Top tips For Feeling Good, 2011 (Aimed at primary school children).

We have 1000 copies available free of charge (maximum of 30 per school/ organisation). Once these free copies have gone, we charge £25 per 30 booklets including P&P (orders must be in multiples of 30 i.e. 30, 60, 90 etc.) A Mental Health Care Pathway for children and young people with learning disabilities. A resource pack for service planners and practitioners 2007

This booklet has been designed by Help4Pupils to help children when they are feeling sad, worried or troubled. It is full of fun simple tips on what to do to improve their mood and maintain emotional wellbeing. We have 2500 copies available free of charge (maximum of 30 per school/ organisation). Once these free copies have gone, we charge £25 per 30 booklets including P&P (orders must be in multiples of 30 i.e. 30, 60, 90 etc.)

A resource pack for services to help them become more accessible to children with learning disabilities. Up to five booklets for free Choosing What’s Best For You, What Scientists have found helps children and young people who are sad, worried or troubled, 2007 A booklet that explains the latest research in this area to children and families to help them make treatment choices. More than 25,000 copies have so far been distributed across the UK and beyond. The booklet is currently being translated into Swedish

How to Get Up and Go when you’re feeling low, Top tips for feeling good, 2011 (Aimed at secondary school pupils) This booklet has been designed by Help4Pupils to help children when they are feeling sad,

December 2011

Up to five booklets for free. Please also note that we have a very limited supply of these left.

Up to five booklets free. For more than 5 copies, orders must be in multiples of 50 (i.e. 50,100,150 etc.) £60 for every 50 copies

Knowing Where to Look How to find the evidence you need. Psychological health, emotional wellbeing and mental health in children and young people, 2008 A booklet to help you find, analyse and use information to develop and deliver services to support the emotional, psychological and mental health needs of children and young people. Authored by Paula Lavis and published in partnership with YoungMinds and the Department for Children, Schools & Families.

Drawing on the Evidence. Advice for mental health professionals working with children and adolescents, 2002 A booklet that explains the latest research in this area to busy practitioners to help them make appropriate treatment choices. 10,000 copies have now been distributed across the UK and beyond.

Up to five booklets for free. Please also note that we have a very limited supply of these left.

CAMHS EBPU - Newsletter Issue 5  

CAMHS EBPU Newsletter

Read more
Read more
Similar to
Popular now
Just for you