Collaboration in commissioning and delivering child and adolescent mental health services

Williams, Richard; Salmon, Gill

doi:10.1097/00001504-200207000-00002

Cited by 21 publications

(24 citation statements)

References 9 publications

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“…The present study examined 43 young people who were involved in sexual abuse, either as victims or perpetrators. They were identified out of the 300 in‐patient admissions, over a 5‐year period, to a British specialist child and adolescent psychiatry department for young people with intellectual disability: a Tier Four, children‐first service model on the Health Advisory Service classification (Williams & Richardson 1995). Although primarily for the north‐east of England, referrals to the department are received from a much wider geographical area.…”

Section: Methodsmentioning

confidence: 99%

Sexual abuse in children and adolescents with intellectual disability

Balogh

Bretherton²,

Whibley

et al. 2001

J intellect Disabil Res

114

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The present authors conducted a study of the occurrence of victimization and the perpetration of sexual abuse among 43 in-patients with intellectual disability aged between 9 and 21 years who were admitted to a child and adolescent psychiatric in-patient department over a period of 5 years. A retrospective case-note review was employed that explored the nature and severity of abuse in relation to the age, gender and level of disability. The prevalence of abuse or abusive behaviour, i.e. 14% of 300 admissions, did not change over time. In 13 out of the 43 cases, the issue of sexual abuse was identified after admission. Victimization alone occurred in 21 cases, perpetration alone in six cases, and both victimization and perpetration in 16 cases. Fifty per cent of the victims had been abused by a member of their close or extended family. Most cases (62%) were adolescents. There was only one instance of a victim being abused by a female. However, there were five girls who were perpetrators, all of whom had previously been victims. By contrast, 11 out of the 17 male perpetrators had been victims. Despite difficulties of disclosure, it was possible to establish that severely disabled patients had suffered sexual abuse. The present data support theories which (1) recognize gender differences in sexual abuse patterns and (2) have a developmental perspective, incorporating the influence of adolescence.

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Section: Methodsmentioning

confidence: 99%

Sexual abuse in children and adolescents with intellectual disability

Balogh

Bretherton²,

Whibley

et al. 2001

J intellect Disabil Res

114

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“…There have been a number of papers written which discuss obstacles to multi‐agency collaboration in relation to children's services (Easen, Atkins, & Dyson, 2000; Miller & Ahmad, 2000; Salmon, 2004; Williams & Salmon, 2002). One barrier to collaboration between education and health is the different way the agencies function and their differing ways of working (Axelrod, 1990).…”

Section: Obstacles To Multi‐agency Collaborationmentioning

confidence: 99%

“…Multi‐agency collaboration is thought to be essential for delivering co‐ordinated services to particular groups of children including those who have disabilities, have mental health problems or who are otherwise in special circumstances (DoH/DfES, 2004; WAG, 2004). It would be unreasonable to expect any one professional or agency to be able to manage such children alone as the range of difficulties they present with may affect any or all of their health, general development, education or behaviour (Williams & Salmon, 2002).…”

mentioning

confidence: 99%

Schools: Central to Providing Comprehensive CAMH Services in the Future?

Salmon¹,

Kirby

2008

Child Adoles Ment Health

Self Cite

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It is now widely agreed that meeting the mental health needs of children and young people is a task only possible if all children's services work together. Recent epidemiological data indicate that schools are a key entry point to mental health services for children and young people, and have an important role in the assessment and management of children with neurodevelopmental disorders. This paper explores the rationale for collaborative working between health and educational professionals, examines some examples of good practice, explores factors contributing to their success or failure and considers future developments.

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“…Nonetheless, there are all too often uneasy tensions within teams that stem back to unrecognized or avoided differences of values between the different disciplines that constitute the teams. As Williams and Salmon [7,8] have shown, these differences form one of an array of factors lying behind the limitations and failures of collaboration.…”

Section: Skills Area 1: Awareness Of Valuesmentioning

confidence: 99%

“…Last year in this journal, we looked at certain realities in child and adolescent mental healthcare. The requirements on services are characterized by the complexity of both the problems faced by young people and their families and the complexity of the task of integrating, across teams and agencies, the responses they often require [7,8]. We looked at challenges in decisionmaking imposed by uncertainty and the sources of uncertainty [4].…”

Section: Introductionmentioning

confidence: 99%