Interested in CYP IAPT training? Fill in the expression of interest form and we will get in touch with course details and recruitment opportunities in June.
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 email@example.com.
Useful resources from the day:
- Approaches to Developing and Implementing Outcome and Measurement Frameworks (CORC)
- CYP IAPT Outcomes (Greenwich)
- POD for Data Meeting
- Problem Solving Data Issues (19.03.18)
On Friday 16th March, the London and South East CYP IAPT Learning Collaborative hosted a Shared Learning Event to celebrate and showcase all of the great work that has gone into the pilot year of the CWP programme. The CWP programme aims to skill up a new workforce in delivering brief, focused evidence-based interventions to children and young people who demonstrate mild to moderate anxiety, low mood and common behavioural difficulties. Over the last year, we have trained 60 CWPs across 15 CYP IAPT Partnerships.
The Shared Learning Event gave each Partnership the opportunity to present on their experiences of implementing this new programme and share learning about what has worked well and any challenges they have encountered when setting up a new CWP service. There was also an opportunity to look at CWP Activity, Experience and Outcomes Data collected over the past year and hear first-hand experiences from children and young people, parents and teachers involved in the programme.
If you are interested in finding out more about the CWP programme, please look at this booklet: CWP Booklet_Reflections from Year One.
Louise Ellis, CWP Project Manager
Of all the topics that the CYP IAPT Young Advisors have offered training on over the years, one of the most frequently requested is young people’s perspective on using routine outcome measures. In a video written and produced by the Young Advisors, they address some of the common concerns expressed to them by clinicians, present a young person’s perspective on outcome measures, and give some tips on how best to introduce them in practice.
Written by: Karima Abdou, Young Advisor
Following the success of last year’s Summer PIE (Participation Involvement Event), young people and participation workers from across the London and South East Learning Collaborative gathered once again to join the CYP IAPT young advisors on the 25th August 2017.
Passionate about participation in CAMHS, the event provided an opportunity for attendees to get talking and discuss the improvements they would like to see made to participation, as well as tips and tricks they find work well. The day was also a perfect opportunity for young people to network with others with similar experiences to their own, and gain insight into how to get more involved for those new to services.
The agenda for the day started off with an introduction and icebreaker, to get people acquainted and talking to others from outside their service. This was followed by a Participation Open Mic, allowing people the opportunity to share the work they have been doing throughout the year with their participation groups and celebrate the achievements of others. There was also a Q&A session with the young advisors answering any questions that arose after the initial introductions.
In the breaks, attendees had the opportunity to play on the SmartGym Cardio Wall and FitLights equipment. As always competition got heated with everyone battling it out for the ever-increasing high score!
The day also included a talk on teaching participation by David Trickey a Clinical Course Tutor and the young advisors, opening up interesting discussions at each table about what makes a good participation worker and advice the young people would give to those on the course, eager to improve.
After everyone had a chance to grab something to eat at lunch the conversation took a techy turn, with a mini Hackathon workshop where attendees came up with tech solutions to the troubles their partners faced when waking up in the morning. This gave everyone a taste of the Hackathons where young people can come along and pitch their app ideas, with the opportunity to get it developed by a team of coders.
The day came to a close with an Involvement Open Mic, giving organisations the opportunity to showcase the work they do and advertise the opportunities they provide to the young people attending. Those speaking were Nick Morgan from the AFNCCF Young Champions, a representative from the King’s College Research Advisory Group as well as a speaker from Time to Change. The day then ended with some group feedback and discussions on how the Summer PIE 2 could have been improved and pointers to keep in mind for next year.
The CYP IAPT young advisors would like to send out a massive thank you to all of those who attended the Summer PIE 2 and made the day a wonderful success. It was brilliant seeing both familiar and new faces, and having the opportunity to celebrate amazing participation work.
For those wishing to stay in touch with the young advisors, you can email them at firstname.lastname@example.org or follow their adventures on Twitter @cypiaptyadvisor.
Stonewall has produced the Stonewall School Report 2017. The study shows that while progress has been made over the last decade, many LGBT young people continue to face significant challenges in Britain’s schools.
Please see below for the report’s foreword written by Ruth Hunt, Chief Executive. Or click here for the full report.
Ten years ago, Stonewall launched the first School Report, a ground-breaking study into the experiences of 1,100 lesbian, gay and bi pupils in Britain’s schools. Published four years after the repeal of Section 28, it revealed a startling picture: two in three lesbian, gay and bi pupils had been bullied at school because of their sexual orientation, and just one in four schools said this bullying was wrong.
In response, over the past decade Stonewall has worked with governments, schools and local authorities across Britain to help them combat this bullying and create inclusive schools. In 2015 Stonewall extended its remit to campaign for trans equality, and I am delighted that this report includes the specific experiences of trans pupils.
School Report 2017, a study of over 3,700 lesbian, gay, bi and trans (LGBT) pupils across Britain, demonstrates the continued impact of this work. Since the 2007 School Report, the number of lesbian, gay and bi pupils bullied because of their sexual orientation has fallen by almost a third. The number of schools who say this bullying is wrong has nearly trebled, and homophobic remarks are far less likely to be heard. Thanks to the dedication of teachers, schools and governments across Britain, more LGBT young people than ever are able to be themselves at school.
But while there is much to celebrate, this study shows how much there is left to do. Nearly half of LGBT young people are still bullied for being LGBT at school, and only one in five have learnt about safe sex in relation to same-sex relationships at school. LGBT young people continue to experience unacceptably high levels of poor mental health. Online, nearly all LGBT pupils are exposed to offensive content about LGBT people, and just one in three think that online companies will do something about it if reported.
For trans pupils in particular, the findings are alarming: nearly two in three trans pupils are bullied for being LGBT at school, one in ten have received death threats, and more than two in five have tried to take their own lives. While a growing number of schools are supporting their trans pupils, too many are not equipped to do so. It is vital that this is remedied as a matter of urgency.
At the same time, LGBT young people who are disabled, or who receive free school meals, are at heightened risk of being bullied and experiencing poor mental health. LGBT young people who are black, Asian and minority ethnic are particularly unlikely to have someone at home they can talk to about being LGBT, while bi and trans young people suffer from a persistent lack of role models at school. It is clear that much remains to be done until every young person in Britain can grow up free to reach their full potential.
But while the challenges that remain are significant, there is cause for optimism. Thanks to government and cross-party support, compulsory relationships and sex education (RSE) is set to become a reality in England’s schools. This is a vital step towards ensuring that all young people are equipped to make informed decisions about their lives and relationships. It is crucial that updated RSE guidance explicitly includes LGBT young people, and is supported by high-quality resources and training for teachers.
As we look ahead, we must keep sight of our shared mission: to create a world where every young person can grow up happy, healthy and supported to reach their full potential. While much has changed over the past decade, it is clear we cannot be complacent in the fight for equality. So let’s reflect on what’s been achieved, establish what needs to be done, and work together to create a world where every young person can be themselves.
You might have read our blog post about the Sexual Orientation and Gender Identity Guide, which has been developed in collaboration with Hertfordshire Partnership University NHS Foundation Trust (HPFT). Paired with this the HPFT wrote a report about monitoring the sexuality and gender identity of the children and young people using HPFT Child and Adolescent Mental Health Services; shedding light on the benefits, barriers and recommendations for practice.
After initially embarking on the project to develop a monitoring tool for sexual orientation and gender identity in CAMHS the HPFT adjusted the aims of this piece of work to start thinking about whether it was necessary to monitor sexual orientation and gender identity in CAMHS at all. They felt this was an important place to start as the development of the tool needs to follow a rationale.
In order to develop a rationale the HPFT looked at existing research of why monitoring in health services is important and specifically what current ways to monitor sexual orientation and gender identity are being used. A lot of the research indicated that there is a high prevalence of mental health difficulties in those identifying as LGBT*Q which suggests the importance of monitoring in health services to ensure that services are accessible to these individuals, and if they aren’t ensuring services think about ways they can be.
Young people were asked in a focus group within an inpatient setting as well as in the community along with parents and carers through a questionnaire for their opinions of whether sexual orientation and gender identity should be monitored, what age they felt young people should be asked about their sexual orientation and gender identity, how they would like to be asked i.e. through face to face discussion or via a form and what a tool might look like.
It was felt generally that sexual orientation and gender identity should be monitored in health services however there were some differing opinions about what age young people should be asked, requiring some further thought and feedback from more young people and carers if a monitoring tool was to be developed.
Following the results short, medium and long term recommendations could be made as to how to proceed with developing a tool for CAMHS starting with on-going training for staff working in HPFT around mental health issues in the LGBT*Q community followed by the development of a tool and the roll out of this. This project has highlighted the importance on the involvement of staff, young people and carers when thinking about developing a tool. Staff needs to feel motivated to use the tool meaningfully, young people feel comfortable and confident to use the tool if they want to and carers feel that their children are being asked appropriate questions.
The government has recently published a data analysis on health behaviour in school age children. The series of 3 reports focus on self-harm, cyber bullying and the emotional wellbeing of adolescent girls.
These reports examine the data and explore what protective factors may exist in a young person’s life which may be linked to their mental health outcomes, ranging from personal attributes, family, school, peer and wider community context.
We are excited to launch a free new resource that provides information, considerations and suggestions for commissioners using clinical outcomes for service improvement. This guide was jointly developed with the Healthy London Partnership, who work across health and social care, and with the Greater London Authority, Public Health England, NHS England, London’s councils, clinical commissioning groups, and Health Education England to improve the health of London. CYP IAPT data meeting attendees also input into the content.
One of the core principles of CYP IAPT is Accountability. The programme helps to embed outcome monitoring into the day to day work in services in order to aid meaningful conversations and allow for greater collaboration with CYP, help with problem identification, enable both CYP and therapists to track progression and also see when things aren’t working. Collecting data about outcomes is also an important way to demonstrate the effectiveness of services and interventions, and can flag up areas for improvement.
The guide covers the following areas:
Clinical Outcomes and Service Improvement
- Why Clinical Outcomes?
- National Policy and Initiatives
What do I need to know about services?
- Quantity and Quality
What sort of data do I need?
- Types of outcomes
- Clinical outcomes in practice
- Questionnaire scoring
- Reliable change and recovery
How do I get this data?
- Data Variables
How should I understand the data?
- Mindful data use
How can data be improved?
- What services want you to know
- Potential Actions
Useful Links and references
We will be updating future versions of the guide according to feedback. If you would like to let us know your thoughts, please get in touch
We have created a Google map to show the geographic spread of the London and South East CYP IAPT Learning Collaborative and the range of services that have joined their local partnership.