Child and Adolescent Mental Health Service

Cheryl Walder, Child and Adolescent Mental Health Service Team Manager, Registered Mental Health Nurse... 

Child and Adolescent Mental Health Service (CAMHS) <18s Close links with paediatrics, schools and GPs Emphasises family working and psychological interventions... 

Work closely with GPs, Child and Adolescent Mental Health Services (CAMHS), schools, employer, etc. 

Any additional services which are part of the PRU such as Child and Adolescent Mental Health Services will not be inspected direaly but in future may be part of the Joint Area Reviews. 

CAMHS Child and Adolescent Mental Health Services... 

Hoagwood, K., Burns, B. J., Kiser, L., Ringeisen, H., Schoenwald, S. K. (2001). Evidence-based practice in child and adolescent mental health services. Psychiatric Services, 52,1179-1189. 

Bickman, L., Noser, K. (1999). Meeting the challenges in the delivery of child and adolescent mental health services in the next millennium The continuous quality improvement approach. Applied and Preventive Psychology, 8, 247-255. 

Luk, E. S. L., Staiger, P., Mathai, J., Wong, L., Birleson, R, Adler, R. (2001). Evaluation of outcome in child and adolescent mental health services Children with persistent conduct problems. Clinical Child Psychology and Psychiatry, 6,109-124. 

The advancement of reforms in systems of child and adolescent mental health and education, such as the Child and Adolescent Service System Program (cassp Day Roberts, 1991 Hodges, Nesman, Hernandez, 1998) and revisions and improvements to the Individuals with Disabilities Education Act (Douglas, 1998 Tirozzi Uro, 1997). 

Clauss-Ehlers, C. S., Weist, M. (2002). Qiildren are news worthy Working effectively with the media to improve systems of child and adolescent mental health. In H. Ghuman, M. Weist, R. Sarles (Eds.), Providing mental health services to youth where they are School and community-based approaches. 

National Institute of Mental Health. Implementation of the national plan for research on child and adolescent mental disorders. PA-91-46. Washington, DC US Dept of Health and Human Services, Public Health Service, Alcohol, Drug Abuse, and Mental Health Administration, 1991. 

Attkisson, C.C., Rosenblatt, A., and Hoagwood, K. (1996) Research ethics and human subjects protection in child mental health services research and community studies. In Hoagyvood, K., Jensen, P.S., and Fisher, C.B., eds. Ethical Issues in Mental Health Research with Children and Adolescents. Mahwah, NJ Lawrence Erlbaum Associates, pp. 43-58. 

Child psychiatry in Japan has a relatively long history of its own. In the 1950s, several medical schools started child psychiatric services in their departments of psychiatry, primarily through child psychiatrists who had trained in the United States. In 1959, clinical psychiatrists and allied professionals who were interested in mental health and disorders of children first established the Japanese Society of Child Psychiatry. This society published the first issue of the Japanese Journal of Child Psychiatry and Allied Disciplines in 1960, the same year as the Journal of Child Psychology and Psychiatry and Allied Disciplines in the United Kingdom, a year ahead of the Journal of the American Academy of Child Psychiatry in the United States, and well over 30 years before European Child and Adolescent Psychiatry. 

Day, C Roberts, M. C. (1991). Activities of the Children and Adolescent Service System Program for improving mental health services for children and families. Journal of Clinical Child Psychology, 20, 340-350. 

Leaf, P. J, Alegria, M Cohen, R, Goodman, S. H., Horowitz, S. M., Houen, C. W., Narrow, W. E., Vaden-Kieman, M., Regeier, D. A. (1996). Mental health service use in the community and schools Results from the 4 community MECA study. Journal of American Academy of Child and Adolescent Psychiatry, 35, 889-897. 

Acknowledgments. This chapter was prepared in conjunction with work done by the Center for Mental Health in Schools at the University of California, Los Angeles, which is partially supported by funds from the U.S. Department of Health and Human Services, specifically from (1) the Office of Adolescent Health in the Maternal and Child Health Bmeau of the Health Resources and Services Administration and (2) from the Center for Mental Health Services, Substance Abuse and Mental Health Services Administration. 

CCMHP is the current federal program providing coordinated, community-based, family-centered, cultmally competent, accessible, and least restrictive services for children and adolescents with serious emotional, behavioral, or mental disorders accompanied by functional impairment. Development of these systems of care is based on the premise that the mental health needs of children, adolescents, and their families can be met in their home, school, and community environments (Substance Abuse and Mental Health Services Administration, 1999). A variety of community agencies are involved, including mental health, child welfare, education, and juvenile justice. Funded service systems are tailored to the needs of individual children and adolescents and include evaluation and diagnosis. 

Child and adolescent psychiatrists may consult in school settings and with other mental health professionals and school staff. They also participate in diagnostic evaluations and make treatment recommendations. Because psychiatrists are relatively few in number, compared to the other mental health professionals, their role as consultant allows for maximal use of their expertise. In keeping with their genearal training emphasis on the more severe psychiatric disorders, child and adolescent psychiatrists tend to be more involved with students in mental health and special education fecilities as well as with public school students eligible for special education services. 

Mental health should not be viewed strictly as a direct service rather interventions should seek to influence school climate and address schoolwide challenges. For instance, providing school staff with assistance on child and adolescent development issues, conflict resolution strategies, classroom behavior management, and promotion of self-discipline should be on the agenda. 

Garland, A. F., Besinger, B. A. (1996). Adolescents perceptions of outpatient mental health services. Journal of Child and Family Studies, 5(3), 355-375. 

Henggeler, S. W. (1994). A consensus Conclusion of the APA Task Force report on innovative models of mental health services for children, adolescents, and their families. Journal of Clinical Child Psychology, 23(Suppl.), 3-6. 

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