This paper will focus on Evidence-Based Psychological Treatment for Children and Young People and aim to critically discuss the Basic Skills Component Domains within this area. It will look at the challenges of applying them to the authors work setting of Tier 3 Children and Adolescent Mental health service (CAMHS).
This paper has been divided into four parts. The first section defines and gives a brief explanation of the Basic Skills Component Domains of working with Children and young people including- Core competences for working with children and young people, Fundamental Cognitive Behavioural Therapy (CBT) Skills, Fundamental parent training skills, Cultural aspects of childhood and Parenting, Working with groups of young people and parents, Service user participation, Treatment outcomes and evaluation, assessment of common childhood disorders and supervision for CBT and Parenting. The second section of the essay critically discusses the challenges of applying the Basic Skills Component Domains to a Tier 3 CAMHS setting. The third section concludes the implications of applying these domains to the workplace and suggests further areas of development for the Children’s and Young People’s Improving Access to Psychological Therapies (IAPT) project. 2. Core competences for working with children and young people
As part of the Children and Young Peoples Improving Access to Psychological Therapies service (CYP IAPT) functions/competences and levels of work of staff need to be understood.
Roth, Calder and Pilling (2011) identified eight areas of core competencies for staff working with children and adolescents with mental health difficulties in CAMHS. They also included additional competencies which will be demonstrated by some but not all of the CAMHS team, such as, skills in
References: Adams, R (2008) Empowerment, Participation and Social Work. Basingstoke, Palgrave. Macmillan. Adams, R. (2012) Working with Children and Families. Knowledge and Contexts for practice. Palgrave. Macmillan. Arnstein S R (1971). “Eight rungs on the ladder of citizen participation”. in Cahn SE, Cahn E, Passett BA (eds) Citizen Participation: effecting community change. New York, Praeger Publications. Bandura, A. (1977). Social learning theory. Englewood Cliffs, New Jersey: Prentice-Hall. Barker, P. ( 2004). Basic child psychiatry. (7th edition). Blackwell Publishing. Beckhard, R. and Harris, R. (1987). Organisational transitions: Managing complex change. Workingham: Addison- Wesley. Bower P, Jerrim S, Gask L. Primary care mental health workers: role expectations, conflict and ambiguity. Health and Social Care in the Community. 2004 Jul;12(4):336-45. Callias, M. (1992). Evaluation of interventions with children and adolescents. In: Lane, D and Mille, A. Child and Adolescent therapy. A handbook, p39-64. Open University Press, Milton Keynes. Carr, A. (2004). The handbook of child and adolescent clinical psychiatry: A contextual approach. Brunner- Routledge, Hove and New York. Cooper, M. Hooper, C and Thompson, M. (2005). Child and adolescent mental health: Theory and practice. Edward Arnold, LTD. Delgadillo, J. McMillan, D. Leach, C. Lucock, M. Gilbody, S. and Wood, N. (2012) Benchmarking Routine Psychological Services: A discussion of Challenges and Methods. Behavioural and Cognitive Psychotherapy: Page 1-15. Leeds Community Healthcare Trust. DFDES (2003) Every Child Matters, Green Paper, London, HMSO. https://www.education.gov.uk/publications/standard/publicationDetail/Page1/CM5860 DFDES (2004) Common Core of Skills, Knowledge and Competence for the Children’s workforce, London, DfES Freidburg , R & McClure, J. (2002). Clinical Practice of Cognitive Therapy with Children and Adolescents: The Nuts and Bolts. London: Guildford. Forehand, R and McMahon, R J. (1981). Helping the non-compliant child. A clinicians guide to effective parent training. Guildford press, New York. IAPT (2008). Children and young people positive practice guide. London: Department of Health. http://www.iapt.nhs.uk/silo/files/children-and-young-people--positive-practice-guide.pdf IAPT (2011a) IAPT (2010) Counselling for Depression Competency Framework. London: Department of Health. http://www.iapt.nhs.uk/silo/files/counselling-for-depression-competency-framework.pdf IAPT (2011b) Jenner, S. (1999). The Parent/ Child game. The Proven key to a happier family. Bloomsbury. Kaplan, C. A., Thompson, A.E. and Searson, S.M. (1995) .Cognitive behaviour therapy in Children and adolescents. Archives of disease in childhood. 73 (5), p472. Kazdin, A. (1995) . Conduct disorders in Childhood and adolescence (2nd edition). Thousand Oaks, CA: Sage. National Institute for health and clinical excellence (2007). Depression: management of depression in primary and secondary care. London: NICE. http://www.nice.org.uk/CG023 Reneeke, M Richards, D, A. and Borglin, G. (2011). Implementation of psychological therapies for anxiety and depression in routine practice: Two year prospective cohort study. Journal of affective disorders. 133. P51-160. Elsevier. Roth, A., Calder, F. and Pilling, S. (2011). Competences for workers in CAMHS. London: University College London. Stallard, P. (2005). A Clinicians guide to Think Good Feel Good: a cognitive behavioural therapy workbook for children and young people. Chichester: Wiley. Webster- Stratton, C (2006). The Incredible Years: A Trouble Shooting Guide for Parents of Children Aged 3-8 Years (Revised Edition). Toronto: Umbrella Press. Appendix 1: Arnstein S R (1971). “Eight rungs on the ladder of citizen participation”. decision-making seats, or full managerial power.” Source: Arnstein (1971) | |