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News & Events

Community Conversations

Beth Ingram, a former AFNCCF Young Champion has recently launched a YouTube channel ‘Community Conversations’ which offers a space to share good practice, learning and insight and offers dialogue around topics such as young people, mental health, lived experience, shared decision-making and community values.

Click here to see her latest video discussing the meaning and value of outcome measures and wider issues around research evidence in youth mental health with CORC Director Miranda Wolpert.

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Data Digital Implementation groups News & Events

Data Implementation Group (July 2018)

The last Data Implementation Group was on 16th July at The LIFT, and included fantastic presentations from Emily Wentzel on the Kent Integrated Dataset – an extraordinary achievement, from Joanne Hillier on the thoughtful and strategic approach to using experience and outcome data taken by HERE (the Brighton and Hove Wellbeing Service) and from Michael Watson (NHS Improvement) on how experience and outcome data is used at strategic levels and it’s ongoing importance to system transformation.

If you’d like to join the mailing list for future events, you can contact neha.loison@annafreud.org.

Useful presentations from the day:

NB. Videos of the presentations will be added to our YouTube Channel over the next few weeks.

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Data Digital Implementation groups News & Events

Data Implementation Group

Our implementation group for all things data took place on 19th March. Delegates were treated to Kate Dalzell from CORC describing their process for establishing outcomes frameworks across systems accompanied by case studies of their work from across the country, and Rebecca Wheatcroft exploring how experience and outcome data has effectively been implemented in Greenwich CAMHS.

We also had a fascinating presentation from Jessica Rees on the outcome data that is emerging from the Young People’s Wellbeing Practitioners Project, and on POD, the system that is foundational to this. The event culminated with a group brainstorming session around the data challenges that delegates are facing.

If you’d like to join the mailing list for future events, you can contact neha.loison@annafreud.org.

Useful resources from the day:

 

 

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News & Events

Haringey CAMHS MURAL : The Brighten It Up Group

pic 1Following feedback from service-users on CAMHS whiteboards about wanting to see more decoration and colour in the CAMHS waiting rooms, a waiting room development project was set up. Three young people who use our CAMHS service met on a fortnightly basis with two clinicians to develop and create a mural in the CAMHS, St Ann’s waiting room. These young people, aged 14-16, have used CAMHS for a range of experiences and difficulties.

PIC 3 with caption

The initial brainstorming phase saw the young people think about the mood and message they wanted to create in the waiting area, sketching ideas and doing independent research. They considered the meaning of images such as fish, butterflies, water, yin-yang symbols and flowers, and thought about how to inspire hope and peace using imagery and colour. A participation worker from the National Gallery in London also joined a session to help inspire and provoke further thoughts about art by looking at famous pieces of artwork on postcards and engaging in activities.

pic 4 with caption

The young people then went on to plan and design a final sketch of the Mural. Elements from each member of the group were incorporated and agreed on. pic-2.png

The Proposal then went through a consultation phase. Feedback was invited from service-users by putting up the proposal in the waiting room and inviting written feedback. An anonymous piece of feedback suggested the design include ‘black love hearts’. A brief video of the sketch and the thinking behind the design was created and shared with the CAMHS team too and again feedback was invited.

We were subsequently invited to the National Gallery where a workshop was help to help develop confidence in making different paint marks, brush skills and being free with paint, looking at different lighting compositions in paintings and how art work can be divided up into sections.

pic 6 with caption

Written by: Meena Seda, CYP IAPT Therapist (Haringey CAMHS)

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News & Events

Assitants’ Shared Learning Group

The shared learning group for Assistants met yesterday on the 22nd of June. The group heard from Assistant Psychologists Jessica Rees and Emily Ventre who led a fun, interactive session on the CYP IAPT principle of Accountability.

They first introduced the concept of accountability, talked about the use and perception of outcomes in different services and discussed ways that assistant psychologists contribute to the implementation of the Accountability principle. The session ended with an in-depth look at the outcomes from the Children’s Well-being Practitioner Programme.

Resources:

Presentation – AP group- accountability

Notes the activities – Accountability – shared learning meeting Aug’18

 

 

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News & Events

CORC Director Miranda Wolpert explains the meaning of the key metrics used in the CORC analysis of CYP IAPT data. Click here to listen to the audio explanations.

The CORC report on Outcomes and Experience from Child and Young People’s Mental Health Services (2011 – 2015) summarises the key findings in terms of reliable change and recovery and explains the key terms used in the analysis.

The objectives of this report are to:

  1. Advance the understanding of outcomes and experience of children accessing services.
  2. Highlight the challenges encountered and suggest ways to address where possible.
  3. Consider the best ways to measure and capture outcomes in the future.

To view the full report, click here.

 

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News & Events

Module Lead – CYP IAPT Autism & Learning Disabilities

 Job Description

Title Module Lead – CYP IAPT Autism & Learning Disabilities
Reporting to Programme Director for CYP IAPT Therapist Course
Employer Anna Freud Centre
Salary £37,000 to £50,000 FTE per annum, plus 6% contributory pension scheme
Location 12 Maresfield Gardens, London NW3 5SU and 1st Floor, Jordan House, 47 Brunswick Place, London N1 6EB. From Spring 2019, this post will be based at 4-8 Rodney Street, London N1 9JH
Working hours 14 hours (4 sessions) per week
Holidays 27 days plus Bank Holidays (includes Christmas closure days) FTE
Term of contract Permanent. A secondment to this post would be considered.

 

The Anna Freud National Centre for Children and Families

The Centre is the leading national charity supporting young minds through innovative therapeutic practice, training and research. Our vision is a world in which children, young people and their families are effectively supported to build on their own strengths to achieve their goals in life. We care for young minds in five main ways:

1. Researching the underlying causes of childhood emotional distress using the latest neuroscience techniques;

2. Developing, piloting and evaluating new, cost-effective interventions and treatments for children and families facing mental health difficulties;

3. Supporting mental health and education services to improve their practice, through the collection and evaluation of outcomes data and shared decision making;

4. Offering teaching and training courses and building a global network of researchers, clinicians and mental health, social care and education professionals to ensure that new knowledge and ideas are shared as widely as possible;

5. Providing advice and leadership to national policy initiatives focused on improving children and young people’s mental health.

Children, Young People and Families are at the heart of everything we do; we are committed to discovering and understanding the best way to help children, parents and professionals. We believe our impact comes from partnership and collaboration. The Centre works in close partnership with a wide range of service providers, voluntary sectors and academic bodies including the Tavistock Clinic, UCL and Yale. The Centre has a learning partnership with the Child Outcomes Research Consortium (CORC) a collaboration of child mental health providers committed to using outcome data to inform service improvement. The CORC central and regional support team is based at the Centre. Also within the Centre is the Evidence Based Practice Unit (EBPU) a service development and evaluation unit based jointly across the Centre and UCL committed to developing and using evidence to inform best practice. The Centre leads on the School in Mind network and has supported the establishment of The Family School – an innovative provision providing excellent education and mental health support for children and parents together, for children aged 5-14 years excluded from mainstream education. Although a separate legal entity the Family School has a close relationship with the Centre. The Centre is developing and expanding its Kings Cross Campus so that The Family School will be located alongside Centre activities at Rodney Street in 2018.

 

Overview of the post

This post is within the CYP IAPT Programme. This programme was expanded in 2016 to include four new therapy modules of which Autism and Learning Disabilities is now a module in the CYP IAPT Therapist Course. The London CYP IAPT Programme is delivered in collaboration between UCL and KCL and the Centre provides a base for the UCL part of the collaboration.

 

Purpose of the post

The Module Lead would work with the CYP IAPT Programme Directors and with two national experts who will support the Module Lead in shaping and developing the module. The Module Lead would be responsible for setting up the effective delivery, assessment, and on-going development of the ASD module of the CYP IAPT Therapist Diploma Course. It is important that there is compliance with relevant University regulations. In addition, the post-holder should:

• Bring to the attention of the Programme Director(s) any concerns relating to the students’ academic work or general welfare;

• Be familiar with UCL and Centre guidelines, particularly those pertaining to staff and student welfare and the UCL requirements for assessment and accreditation of the module.

The Autism and Learning Disabilities module comprises sixty credits and will be delivered via a combination of didactic teaching and small group work that focuses on the presentation and discussion of clinical material. Assessment will be based upon the evaluation of both written course work and videos of students’ clinical practice.

The core aim of the Autism and Learning Disabilities programme is to increase theoretical and practical knowledge of autism and learning disabilities in young people, in order to enhance students’ clinical practice in assessment and intervention. To this end the module will have the following three modules: (1) Autism and Learning Disability Core

Knowledge and Skills; (2) Assessment; (3) Intervention, including post-diagnostic support and therapies for problems commonly associated with autism and learning disabilities.

Duties and responsibilities

 

1.1 Syllabus

To develop the module syllabus in consultation with other staff, the Programme Directors based on the CYP IAPT National Curriculum for Autism and Learning Disabilities. Typically the module syllabus would contain:

• An overall description of the Module outlining its aims and objectives as well as learning outcomes;

• A title for each lecture;

• A short paragraph providing a description of each lecture;

• A reading list comprising essential reading and additional readings in standard reference format;

• A PowerPoint presentation for each lecture;

• A clear plan of teaching methods (e.g. any small group working, role plays, formal lectures etc.) to be employed and a rationale as to how these relate to the teaching objectives.

The Course Administrator must be emailed a finalised description of the syllabus for the course handbook. The Centre Librarian should be provided with the list of all required readings in a timely fashion.

The post-holder will ensure that all material concerning the module is up to date – this includes descriptions in the Student Handbook, Staff Handbook, Centre and UCL webpages, Centre intranet, student Moodle pages and all publicity materials.

Submit an end of year UCL Module report form to the Course Director.

 

1.2 Delivery

The Module Lead is expected to deliver a substantial part of the teaching themselves. For these lectures, it is important that the post-holder:

• Provides a title and brief description of the lecture content (for use in the Student Handbook, Moodle pages and websites etc.);

• Compiles a reading list of essential /required readings and additional reading and submits these to the Librarian and the Course Administrator;

• Produces PowerPoint presentations or other delivery methods as appropriate;

• Forwards material to be given as student handouts in sufficient time to Course Administrators.

The post-holder will also organise and co-ordinate lectures, workshops and tutor groups with visiting speakers and other colleagues contributing to the module, in liaison with administrative staff. For these aspects to the programme the post-holder is expected to:

• Make initial contact and agree a date for the teaching and the content of the lecture. Provide the speaker with details of what is required (duration, content etc.). The Course Administrator can, if necessary, send out a confirmation letter to each speaker and a follow up thank-you letter;

• Obtain copies of the external speakers’ overheads / teaching plan, prior to the lecture, whenever possible.

 

1.3 Assessment

• Be responsible for the module assessment ensuring that marking criteria and the marking and any double marking or sampling processes are in line with best practice. Any changes to the module assessment should be in line with UCL MSc guidelines and made in consultation with the Programme Director and Course Tutor;

• Assessment questions should be accompanied by bullet point indicative answers equivalent to pass, merit and distinction levels for each question;

• Ensure that students receive high quality feedback on their coursework;

• Ensure that all marking takes place within UCL deadlines (normally within one month of submission);

• Attend the Exam Board each September (the date for this is usually agreed one year in advance). This is a mandatory requirement of the job.

 

1.4 Staff

• In consultation with the Course Directors and the PGS Senior Course Tutor, recruit teaching staff to deliver the course. This includes helping to develop any advertisements, job descriptions and person specifications required on the Module, as needed;

• Take part in staff interviews if required;

• Induct new staff, explaining the Module structure, delivery, assessment etc. and covering other issues such as Health and Safety;

• Meet at least once per term with all relevant teaching staff to discuss any concerns, receive feedback and dissemination any new information;

• Contribute to annual staff evaluation if required.

 

1.5 Student experience

• Be responsible in the first instance for addressing any matters to do with the student experience of the module;

• Make reasonable adjustments for students with a disability, in liaison with the Programme Director and Course Tutor;

• Report students of concern to the Programme Director and Course Tutor; in emergencies, follow the UCL process for reporting students of concern;

• Be available for student queries and respond to them, normally within three working days;

• Ensure effective collection of student feedback at the end of the module;

• Review student feedback, in collaboration with the Programme Director and Course Tutor, considering changes to module content and delivery as appropriate.

 

1.6 Continued professional development

• Gain additional experience and training relevant to the service;

• Maintain and develop skills in the area of professional and postgraduate teaching, training and supervision;

• Contribute to the development and maintenance of the highest professional standards of practice, through active participation in internal and external CPD training and development programmes, in consultation with line managers;

• Take part in the Centre’s annual review and development programme.

 

Other

• To actively follow and promote the Centre’s policies, including Equal Opportunities, Safeguarding and Information Governance;

• To maintain an awareness and observation of fire, health and safety regulations;

• The welfare of the children, young people and vulnerable adults who come into contact with our services either directly or indirectly is paramount and all staff have a responsibility to ensure that best practice is followed, including compliance with statutory requirements;

• If requested, in collaboration with other staff, assist in student selection and recruitment;

• To assist the Joint UCL Leads for CYP IAPT in planning, running and delivering the CYP IAPT programme;

• To contribute to the running of the CYP IAPT Course Leadership Team (CLT), to attend this meeting;

• To alert the Joint UCL CYP IAPT Leads of any difficulties in delivering the course programme;

• Attend other PGS committee meetings and staff meetings as required.

 

To be noted

This is not an exhaustive list of tasks; the post-holder will be asked to undertake any other ad hoc tasks commensurate with the scope and purpose of this post.

This job description reflects the present requirements of the post, and as duties and responsibilities change/develop, the job description will be reviewed and be subject to amendment in consultation with the post-holder.

The post-holder will be required to have an enhanced DBS disclosure which the Centre will apply for.

 

How to apply

For more information about this role and to apply, please go to annafreud.org/vacancies/.

We are unable to accept CVs.

 

Closing Date for Applications

Midnight, Sunday 12th August 2018

July 2018

 

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News & Events

Children and Young People’s Wellbeing Practitioner (CWP) Programme – Expressions of Interest for Cohort 3 (2019/2020)

 We will shortly be taking expressions of interest from Partnerships interested in taking on Children’s Wellbeing Practitioner (CWP) posts for the third cohort beginning in January 2019.

Please note that priority will be given to those partnerships that are able to demonstrate:

  • Strong sustainability plans beyond the training year – with evidence that these new roles have been discussed with commissioners and strategies put it place to sustain these posts using local funding. Innovative approaches to retention and sustainability will be favoured.
  • Clear supervisory arrangements
  • Comprehensive implementation plans – thinking particularly about ways in which this new workforce will be integrated with and compliment other teams/networks within the partnership

Background

The national programme was established in 2017 as a response to the target for offering an evidence based intervention to 70,000 more children and young people annually by 2020, by training up 1700 new staff in evidence based treatments, outlined in Implementing the Five Year Forward View for Mental Health. From April 2017, 15 CYP IAPT Partnerships were involved in the pilot; employing and training (in conjunction with UCL and KCL) a total of 60 CWPs across the London and the South East collaborative. During the second cohort, from April 2018, 21 Partnerships were involved in the programme; training up an additional 60 CWPs.

Providers (NHS, LA, VS) and CCGs can apply in partnership for funding to create up to 4 CWP training posts at band 4, which will come with resource to provide intense supervision and support. It is also possible for partnerships to apply for less than 4 posts, therefore, the proforma will ask partnerships to state if they would like to take on less than 4 CWPs and, if so, how many.

These posts will constitute a sub-service, equipped to see young people who wouldn’t otherwise reach local thresholds for CAMHS; they will be distinct roles, and not assistants to existing therapists.

Training

CWPs will undertake certificate level training for 1 year, hosted by either University College London (UCL) or Kings College London (KCL), anticipated to begin in January 2019 and subject to confirmation from HEE.

The CWPs will be trained over the course of a year to offer brief, focused evidence- based interventions in the form of low intensity support and guided self-help to young people who demonstrate mild/moderate:

  • Anxiety (primary and secondary school age)
  • Low mood (adolescents)
  • Common behavioural difficulties (working with parents for under 8s)

During the first term, CWPs will receive an initial three days a week of University led training, with a further two days a week allocated to work within their service under close supervision. During the second term, this reduces to one/two days a week University training, with three/four days for CWPs to put their skills into practice within their service, supported by local supervisors and service development leads.

Funding

Funding arrangements are currently being confirmed by HEE for year 3. However, it is anticipated that salary support will be available up to mid-point band 4 for each trainee (in addition to on costs and high-cost living area weighting where applicable), at £21,052 per CWP.

Placement support funding will also be available for the recruitment of a CWP supervisor and service development lead (see below).

Supervision and Service Development

In order to ensure that CWPs are supported during their first year in post, each partnership will need to ensure that appropriate supervisory arrangements are in place in time for the start of the programme in January 2019. During year 1 and 2, HEE provided £12,000 per CWP as ‘placement support’ funding for each service to recruit a CWP Supervisor/Service Development Lead (SSDL) to provide intense supervision and support for 1 day a week per CWP within their service. The SSDL will be required to attend workshops throughout the year, led by Duncan Law, to support them in setting up the new service. SSDLs will also be required to attend skills training session with their CWPs to support learning.

Case Management

When qualified, CWPs will see a high volume of children and young people. This reflects the relatively low level of need that will be addressed and the brief nature of the work that is intended.

During their training year the CWPs are expected to increase from a caseload of around 12 CYP at the very beginning of the training (post block-teaching period) to a caseload of 25-30 towards the end of the course, with the HEI stipulating the number of clinical hours required to for the practitioner to complete the training. Upon completing the first year of training, it is anticipated that CWPs will see approximately 90 cases during their first year as qualified CWPs, with the hope that this will continue to grow as they gain more experience within the role.

Outcomes Monitoring

CWPs are trained in a method of guided self-help for common mental health problems for children and young people and their parents. This approach uses evidence-based methods of intervention. Crucial to this approach is the need for the young person or parent to be able to track their progress against agreed goals. This is fundamental to the whole approach and contributes to the effectiveness of the intervention itself. Each session delivered by a CWP involves inviting young person to track progress by completing standard measures online so that this  can be scored and fed back to them in the session. This contrasts with previous methods of using paper-based outcome measures which were routinely completed but not scored in the session and often the client did not receive feedback on the information obtained by the measure.

It is necessary for all CWP s in training to have the facility to be able to feed back in session to the client. In London and the South East, this function has been supported by the use of POD, an online system which has been developed by UCL/AFNCCF. Feedback from CWPs and young people is that this system works very well. Alternative systems may be considered by Partnerships, but we would want them to ensure that alternative systems have the following capacities:

  1. Collect measures on phones or tablets in the session
  2. To provide immediate feedback the client
  3. To be able to aggregate individual outcomes with outcomes for the whole service.
  4. To be able to extract CWP data from whole service datasets.
  5. To be able to format data in such a way that it can contribute to national evaluation of the CWP programme.

The POD system also supports the CWP trainees to monitor their own learning goals and outcomes by tracking their self-rating of CWP competencies. This provides the CWPs with real time feedback within their training which mirrors the feedback that young people and parents would receive within their sessions. Overall POD is not just an outcomes monitoring tool for services. It is an integral part of the intervention and crucially provides outcomes for the clients themselves.

All new CWP partnerships will be given the opportunity to trial POD for the CWP programme for one year, free of charge. Beyond the first year of involvement, partnerships are able to continue to use POD for an annual license fee of £1000 per partnership (further details to follow).

Checklist of requirements

Before submitting an application for places on this programme, please ensure that you have read the checklist of requirements below and are happy that you can meet these requirements prior to the start of training in March 2018.

Equipment:

  • Provision of a video camera and SD card for recording sessions
  • Provision of an encrypted memory stick
  • Access to a tablet or laptop for each CWP (or the ability to purchase one in time for the start date)

Organisational:

  • Please note this year’s salary support arrangements (as specified under ‘funding’). Additional costs for travel and equipment, etc, will need to be discussed and managed locally.
  • Agreement from providers and commissioners within the local system as to where the CWP will be placed within the local context.
  • A discussion locally as to how this new post will be funded beyond the first year – this should be discussed with commissioners and integrated into Local Transformation Plans.

Management

Recruiting CWPs

If your partnership is successful in their application for CWPs this year, more details about the recruitment process will be sent out once your places have been confirmed. Candidates who apply for the CWP role will need to submit an application for both the university course and the job role within the partnership simultaneously and a link to apply to the CWP university course (hosted by either UCL or KCL depending on allocation) should be embedded into the partnership job advert.  Once confirmed as successful, each partnership will be sent all of the information they need to include in their advertisement relevant to the HEI application process.

In order for candidates to be considered for the role as CWP, they must meet the HEI’s minimum entry requirement to the course:

  • A minimum of a second-class Bachelor’s degree from a UK university or an overseas qualification of an equivalent standard in a relevant subject (e.g. psychology)
  • Motivation to undertake and complete the course
  • If candidate’s education has not been conducted in the English language, they will be expected to demonstrate evidence of an adequate level of English proficiency

How to apply

First, please read the CWP Operational Guidance for London and SE

Please then complete and return the following documents to Louise.Ellis@annafreud.org:

CWP Expression of Interest Form_Cohort 3 (2019-2020)

CWP Memorandum of Understanding

The deadline for expressions of interest will be the 15th July 2018.

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News & Events

Tier 4 Inpatient Training

London and South East CYP IAPT Tier 4 Training Expression of Interest Form

We are inviting expressions of interest from Tier 4 in-patient units within this Learning Collaborative to access the offer from HEE to take up CPD training to enhance provision for CYP and their parents/ carers. This pilot programme will fund a maximum of 6, NHS funded, in-patient units that can demonstrate best use of this in-house training.

Tier 4 Application Form

* Inpatient CAMHS Curriculum

*Applications must come from in-patient units rather than community services.

It is anticipated that the Tier 4 training will begin in late September 2018 and decisions will be made on the chosen units by the end of July through this application process.

Background

The Children and Young People’s Improving Access to Psychological Therapies programme (CYP IAPT) is a service transformation programme, funded by NHS England and Health Education England, that aims to improve existing Child and Adolescent Mental Health Services (CAMHS).  The CYP IAPT programme is a whole service transformation model that seeks to improve the quality of children and young people’s mental health services.  As such, it is different from the adult IAPT model, which is focused on setting up new services. The principles behind CYP-IAPT underpin the development and delivery of the ‘Local Transformation Plans’ and run throughout ‘Future in Mind’.

The CYP IAPT programme includes core principles as part of its service transformation:

  • Value and facilitate authentic participation of young people, parents, carers and communities at all levels of the service
  • Provide evidence-based practice and are flexible and adaptive to changes in evidence
  • Are committed to raising awareness of mental health issues in children and young people, and are active in decreasing stigma around mental ill-health
  • Demonstrate that they are accountable by adopting the rigorous monitoring of the clinical outcomes of the service, and
  • Actively work to improve access and engagement with service

These principles are co-dependent and are applied within a culture of collaboration and shared decision-making.

Training

This training will be based upon the CYP IAPT principles and sits alongside the current CYP IAPT modality trainings. It is a whole team approach with the aim that the training will be accessible to all: newly qualified staff, staff without a professional qualification alongside established staff from all disciplines.

The training will comprise of a mixed model of delivery including e-learning, action learning sets and seminars/ workshops delivered in the unit to ensure that it is accessible to all staff. Based on the feedback that the Collaborative has received from units who took part in a previous survey, a co-produced delivery model and content has been proposed.

Training will comprise of small group training, delivered over 10-15 days making up of small blocks of time over a period of 6 months.

The curriculum attached is being used as a guide and the training will deliver those elements of the CYP IAPT principles that have been identified by units as being helpful and these principles will be co -selected with each site. The training will be adapted to the specific needs of each unit to build upon existing good practice and facilitate closer integration with community services as well as sharing good practice across the network of services.

Funding

The funding from HEE is specifically for in-house training and will be delivered by the London & South East Learning Collaborative and other interested Tier 4 staff.

How to apply

Priority will be given to those sites that can demonstrate a willingness for the effective implementation of the CYP IAPT principles into their practice.

Interested partnerships should complete the attached application form and return to: neha.loison@annafreud.org

Deadline

In order to ensure that we are able to begin training delivery in September 2018, please submit your application as soon as possible.

The deadline for submissions has now been extended to 15th July 2018 by midnight.

 

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News & Events

Our new Data Meeting: 16th July 2018

Our next Data Meeting (Implementation Group for Data) will be on Monday 16th July 2018, at the Lift Islington, 45 White Lion St, London N1 9PW. Click here to register.

Already confirmed are presentations from Emily Weitzel on the Kent Integrated Dataset, and Joanne Hillier and Melanie Teulet on the approach to using experience and outcomes data at HERE, Brighton and Hove Wellbeing Service.

The Kent Integrated Dataset comprises individual-level linked electronic health records from the following services located in Kent and Medway: primary care providers (including out-of-hours providers and walk-in centres), community health providers, mental health services, acute hospitals (including accident and emergency, inpatient and outpatient episodes), public health services, adult social care and palliative hospices. The dataset includes records of every interaction between residents of Kent and Medway and these services, with some exceptions: (a) primary care records for a subset of patients who are registered with GP surgeries that are not yet signed-up to provide data. As of March 2017, 90% of primary care providers have agreed to submit data, with the remainder expected to join by the end of 2017, (b) care delivered in acute hospitals that is not funded through national NHS tariffs, such as privately funded care, and (c) records of Kent and Medway residents’ interactions with health and care providers that are located outside of Kent and Medway.

Brighton and Hove Wellbeing Service is a collaboration between HERE (a not-for-profit social enterprise owned by GP’s and primary care staff), YMCA Downslink Group, Sussex Partnership NHS Foundation Trust and Mind.  Together they deliver a primary care mental health service to both adults (including IAPT), and more recently children and young people.  The Wellbeing Service is a member of the CYP IAPT partnership for Brighton and Hove.   The use of experience and outcome data has been embedded in the service for adult IAPT over the past 6 years, and the collaboration has been using their learning to inform their use of data in their work with children and young people.  This data is flowed to NHS Digital within the Mental Health Services Dataset.