One Year Development Plan (1YDP)
The 1YDP supports new to CAMHS staff whose core professional training does not cover the knowledge and skills necessary for work in CAMHS. The 1YPD has three sections:
1. Essential CAMHS
• Learners will complete both Foundation and Specialist Learning Programmes - five e-learning modules along with learning portfolios, supported by local Essential CAMHS supervisors.
• Further details about Essential CAMHS are available as a separate entry in the Digital Learning Map, because it can also be completed on its own, by a range of staff.
2. NES workshops build on the learning from Essential CAMHS
• A half-day induction session including a session about self-care and an introduction to the wider range of NES trainings available to them.
• Working with Parents (two-days)
• Brief Behavioural Activation (two-days)
• Trauma (two-days)
• Physical Health Monitoring (two-days)
• Intellectual Disability and Positive Behaviour Support (one day each).
3. Local training events where available. Many elements of the 1YDP are also available locally to wider staff groups.
• Let’s Introduce Anxiety management (LIAM)
• Brief Behavioural Activation
• Trauma
Is there a cost for this learning resource? :
No
Has this resource been accredited or endorsed by any organisation? :
NHS Education for Scotland (NES)
Training model:
This training package is only available to new CAMHS staff who are nominated by their local NES-funded CAMHS Learning Co-ordinators. Attendees are all NHS clinicians at Grade 5 or above, who have recently joined specialist CAMHS teams in Scotland. They will have a relevant core professional background (such as Nursing, Speech and Language Therapy and Occupational Therapy). The trainers are either NES staff or commissioned experts. The 1YDP takes a blended learning approach. Essential CAMHS is delivered via 5 e-learning modules and learning portfolios supported by local supervisors. NES workshops are delivered live using MS Teams, or face-to-face delivery when possible. The workshops are interactive and include small group exercises. The cohorts are closed groups of learners who complete the programme together to encourage peer support and engagement in active learning, e.g., role play. Local training events are delivered in person or via MS Teams often to a wider group of staff.
Staff capacity and time commitment:
As a part of the nomination process, line managers and CAMHS learning co-ordinators confirm that learners will be released to attend the nine training days, have ring-fenced time to complete three half-days of self-directed learning and Essential CAMHS learning programmes and portfolios. Services must ensure that learners have a local clinical supervisor who will coach the new skills into practice and supervise completion of essential CAMHS.
Author/developer:
NHS Education for Scotland (NES)
Contact for Further Development
Please contact psychology@nes.scot.nhs.uk for further information
Link to resource
Quality dimensions
Usability
Intended Learning Outcomes (ILOs)
Specified Content - The training is captured in Power Point slides along with detailed delivery notes. Training content is reviewed and agreed with Specialist Practice Level staff in the Scottish CAMHS workforce to ensure it is fit for purpose. The Brief Behavioural Activation for Depressed Adolescents, and the CAMHS: Introduction to working with children and young people who have experienced trauma, use the same training materials as those used in the wider role out of these programmes.
Supports
Supports - Workforce
The One Year Development Plan is part of a programme to skill up the CAMHS work force. Implementation is supported by a NES-funded network of CAMHS Learning Co-ordinators who ensure the appropriate selection and support of learners for their service. As part of the nomination process, health boards must ensure that learners have appropriate supervision in place, and time to attend training, and complete supporting activity. This encourages the translation of skills into practice.
Supports - Technology
NES delivers the training either face-to-face (in which case NES provides the training venue) or via Teams in which case attendees must have access to work laptops and internet connections. Prior to training, learners are invited to highlight any training needs. During the induction session, learners are provided with training on using the remote delivery platform.
Supports - Administrative
NES and the CAMHS Learning Co-ordinators manage the administrative aspects such as communication with learners, booking rooms, sending Teams links etc
Supports - Financial
NES provides the training and funds the CAMHS Learning Co-ordinators. Learners are provided with all the training materials they require. Health Boards must fund the staff and supervision time, and travel if required
Evidence base
Each component was written following review of current evidence and reviewed by specialists in the field.
Brief Behavioural Activation for Depressed Adolescents uses the Pass and Reynolds (2021) model. A summary of the evidence base is available in the Early Intervention Framework where the evidence of intervention has been rated as 4+, meaning the intervention has demonstrated evidence of effectiveness based on one rigorous, external research study and has demonstrated a causal relationship between the programme and child mental health outcomes.
Working with parents. These workshops introduce three models of working with parents; the Incredible Years parenting programme, the Triple P Positive Parenting Programme, and the Solihull Parenting Programme: Understanding your child's behaviour. A summary of the evidence base for each module is available at the Early Intervention Framework. Each programme has demonstrated evidence of effectiveness based on one rigorous research study and has demonstrated a causal relationship between the programme and child mental health outcomes.
CAMHS: An Introduction to working with children and young people who have experienced trauma. This two-day training covers similar knowledge and skills to the adult safety and stabilisation training, with Day 1 focused on Assessment and Formulation and Day 2 focused on Core Skills. The content is informed by National Trauma Training Programme
Physical Health Monitoring in CAMHS. This training was commissioned by NES and written by experts in the field. It draws on the following literature:
Public Health:
Diabetes:
- Anderson et al. (2001). The prevalence of comorbid depression in adults with diabetes: a meta-analysis. Diabetes Care. 24(6):1069-78.
- Goff et al. (2023). Managing diabetes in the psychiatric in-patient setting: Knowledge, attitudes, and skills of healthcare professionals. BJPsych Bulletin,1-7.
Asthma:
- Amelink et al. (2013). Anxiety, depression, and personality traits in severe, prednisone-dependent asthma. Respir Med. 108(3): 438-44.
- Lawson et al. (2017). The relationship between childhood asthma and mental health conditions. European Respiratory Journal. 50 (suppl. 61).
Epilepsy:
- Jackson & Turkington (2005). Depression and anxiety in epilepsy, Journal of Neurology, Neurosurgery & Psychiatry 2005; 76: i45-i47.
- Kanner (2000). Psychosis of Epilepsy: A Neurologist's Perspective. Epilepsy Behav. 1(4):219-227.
- Epilepsy Foundation: Stress, Mood & Seizures: https://www.epilepsy.com/learn/challenges-epilepsy/moods-and-behavior/mood-and-behavior-101/stress-mood-and-seizures
- Williams et al. (2016). Epilepsy and attention-deficit hyperactivity disorder: links, risks, and challenges. Neuropsychiatr Dis Treat. 12: 287-296.
- Cormac & Gray D (2012). Essentials of Physical Health in Psychiatry. Cambridge University Press/RCPsych Publications.
Introduction to Intellectual Disability and Positive Behaviour Support were commissioned by NES in liaison with the CAMHS Learning Disability Network. The following work informed the training:
- Albin et al. (1996), Contextual Fit for Behavioural Support Plans: A model of “goodness of fit”, in Koegel et al. (eds), Positive Behavioural Support: Including People with Difficult Behaviour in the Community.
- Allen (1999). Mediator analysis: an overview of recent research on carers supporting people with intellectual disability and challenging behaviour. Journal of Intellectual Disability Research, 43(4), 325–
- Carr et al. (1999). Positive Behaviour Support for People with Developmental Disabilities: A Research Synthesis (Monographs of the American Association on Mental Retardation). American Association on Intellectual and Developmental Disabilities.
- Davies et al. (2020). Using functional assessments to involve service users in their positive behaviour support plan. Learning Disability Practice, 23(1), 38–
- Deveau & McGill (2013). Leadership at the front line: Impact of practice leadership management style on staff experience in services for people with intellectual disability and challenging behaviour. Journal of Intellectual & Developmental Disability, 39(1).
- Durand & Crimmins (1988). Identifying the variables maintaining self-injurious behaviour. Journal of Autism and Developmental Disorders, 18(1), 99–
- Gore et al. (2019). Making it Meaningful: Caregiver Goal Selection in Positive Behavioural Support. Journal of Child and Family Studies, 28(6), 1703–
- Gore et al. (2013) Definition and scope for positive behavioural support. International Journal of Positive Behavioural Support, 3 (2). pp. 14-23.
- Hastings et al. (2013) A conceptual framework for understanding why challenging behaviours occur in people with developmental disabilities. International Journal of Positive Behavioural Support, 3, 5–
- Heineman (2015). Positive Behaviour Support for Individuals with Behaviour Challenges. Behaviour Analysis in Practice, 8(1), 101–
Freeman et al. (2015). Integrating best practice in person-centred planning, wraparound, and positive behaviour support to enhance quality of life. In: Brown et al. (2015) Individual Positive Behaviour Supports: A standards-based guide to practices in school and community-based settings. Chapter: 13. Publisher: MD: Brookes
Impact assessments
Reaction
Workshop evaluation forms are completed for each training and used to inform improvements in the training content / delivery.
Learning
Pre and Post skills and confidence against Intended Learning Outcomes are collected for each training event.
Behaviour
Impact of training, is rated by attendees in terms of behaviour change during clinical practice and is collected and analysed by NES.
Results
For the Brief Behavioural Activation component of the training, data is collected on children and young people's mental health and wellbeing. This is not collected for the other elements of the training.
KSF dimension information in relation to the learning resource
Child Development and Attachment
Included in Training (Knowledge)
- Understand the factors that support optimal brain and psychological development in infancy, childhood and adolescence
- Understand theories of child development including physical, cognitive and social - emotional development, and how they relate to supporting the child
Not Included in Training (Knowledge)
Included in Training (Knowledge)
- Have a good understanding of attachment theory, including its limitations and critiques
- Understand how difficulties in early relationships can impact; - cognitive, emotional, and social skills - parent-child, sibling and peer relationships - Emotional wellbeing - Self-regulation - Mental health Resilience
- Know about the importance of the care-givers’ experiences of attachment relationships and being parented (including the experience of developmental trauma and adverse experiences) and how these can impact parenting capacity and ability to form secure attachments with their own children
- Know about evidence-based interventions that support parent-child attachments and parenting capacity
Not Included in Training (Knowledge)
Included in Training (Knowledge)
- Understand how play links with child development and relationships
- Be aware of potential barriers to play
- Understand how to link language to play to support language and communication development
Not Included in Training (Knowledge)
Included in Training (Knowledge)
- Be aware of the interaction between developmental stage, and the number and nature of transitions at any one time
- Be aware of the potential impact of family transitions, such as a family member moving out of home, retirement, on both child and young person and their family
- Be aware of the impact on children, young and their families of not being able to complete developmental tasks
Not Included in Training (Knowledge)
Included in Training (Knowledge)
- Understand theories of family lifecycle across social contexts and cultures to understand the developmental tasks of specific families
- Know the core principles of, and responsibility to uphold, the Human Rights and Equality Acts in their practice, including the PANEL principles (Participation, Accountability, Non-Discrimination and Equality, Empowerment and Legality)
- Understand that mental health, distress and disorder are viewed through the lens of cultural, religious and social norms, and gender, and that these may impact on the child or young person’s mental health
Not Included in Training (Knowledge)
- Be aware of how to improve health outcomes for individuals, families and communities to address inequalities and support people’s access to occupational, vocational and leisure opportunities
Included in Training (Knowledge)
- Understand how the impact of trauma can present across stages of child and adolescent development
- Be aware that repeated complex developmental trauma can affect neurodevelopment, functioning and development of the self
- Be aware that trauma occurring at critical developmental points, such as in infancy and childhood, has particularly damaging effects due to its potential to disrupt healthy development
Not Included in Training (Knowledge)
Included in Training (Knowledge)
- Be aware of the impact of neurodiversity on attachment, and parental attunement
- Be aware of current research and clinical evidence, in relation to co-occurring mental health and medical conditions, such as, epilepsy, sensory processing and restricted eating
- Understand the links between speech, language and communication needs and social disadvantage: poverty can result in a reduction of opportunities for learning of language
- Be aware that children and young people with language and communication difficulties are at greater risk of developing behavioural, cognitive, emotional and social difficulties
- Be aware of the role of communication in accessing and being able to benefit from a service
Not Included in Training (Knowledge)
Mental Health in Children, Young People and their Families
Included in Training (Knowledge)
- Understand social, psychological, family and biological factors associated with the development and maintenance of mental health problems
- Be aware of the role that inequalities play at an individual, community and population level to increase the risk of mental ill health, self-harm and/or suicide
- Be aware of the role of social exclusion, isolation and lack of access to services and support on mental ill health
- Know the relevant national policies and national guidelines relating to your work with children and young people’s mental health including, National Institute for Health and Care Excellence (NICE), Scottish Intercollegiate Guidelines Network (SIGN), and National Standard Frameworks
Not Included in Training (Knowledge)
- Have a detailed knowledge about the theories of mental health and mental illness
Included in Training (Knowledge)
Not Included in Training (Knowledge)
- Have a detailed knowledge of how mental health difficulties present from infancy to adolescence
- Have detailed knowledge about how mental health difficulties may present in children or young people with differences in development, such as neurodiverse children and young people
Included in Training (Knowledge)
- Be aware of the importance of trauma-informed approaches to underpin medical procedures
Not Included in Training (Knowledge)
Included in Training (Knowledge)
- Be aware of the diagnostic criteria for child and adolescent mental health conditions specified in the main classification systems, such as Diagnostic and Statistical Manual of Mental Disorders (DSM) or International Classification of Diseases (ICD)
- Understand the rationale for using diagnostic systems and how a diagnosis fits within a wider understanding/formulation of presenting difficulties
Not Included in Training (Knowledge)
Included in Training (Knowledge)
- Be aware of the wider environmental influences on health including the availability of good quality housing, green space, employment, education and access to social and cultural opportunities
- Be aware of the key areas where there is strong evidence for action such as poverty, unemployment, childhood adversity, low income, social isolation, and problem debt
- Know how to improve health outcomes for individuals, families and communities to address inequalities and support people’s access to occupational, vocational and leisure opportunities
Not Included in Training (Knowledge)
Included in Training (Knowledge)
- Be aware of the importance of obtaining a history of parental mental health difficulties and neurodevelopmental conditions during assessment and formulation of the child and young person’s strengths and difficulties
Not Included in Training (Knowledge)
Included in Training (Knowledge)
- Be aware that there may be a lack of understanding of mental health issues by family, friends, and others
- Understand how bullying, physical violence or harassment may influence the development of distress and mental ill-health and impede helpseeking behaviour
- Be aware that stigma exists at several levels including public, societal, systems, structures and individual levels
- Know how self-stigma may impact a child or young person’s ability to access support and services
- Know how stigma can be multifactorial, and people may experience multiple stigmas in relation to mental health, and wider equality issues
- Be aware of societal discrimination issues such as structural racism
Not Included in Training (Knowledge)
Engagement, Containment and Communication
Included in Training (Knowledge)
- Understand what makes an effective therapeutic alliance including unconditional positive regard and the importance of therapeutic boundaries
- Be aware of the types of things that can negatively impact a therapeutic alliance including being distant, distracted, overly rigid or critical or making inappropriate self-disclosure
Not Included in Training (Knowledge)
Included in Training (Knowledge)
- Maintain a good therapeutic relationship within a protocoldriven intervention, such as cognitive behaviour therapy informed approaches
- Take steps to reduce the power imbalance where possible
- Consider ways that access to and use of services could be facilitated to allow for engagement for example, home visiting, flexible working, linking families with community resources
- Empower children, young people and their families by using collaborative working practice
Not Included in Training (Knowledge)
- Be able to recognise and address threats to the therapeutic alliance including being able to manage rupture and repair
- Be able to make sense of and use process issues in therapy, for example transference and countertransference
- Be able to conduct assessments and therapy sessions via interpreters or advocates when this will aid engagement and communication with a child or young person and their family
Included in Training (Knowledge)
- Understand theories of emotional containment, including how these are applied within intervention approaches and programmes
- Understand models of supervision and use supervision for managing the emotional impact of work on the self
- Know that emotional containment within the context of therapeutic relationships can make a significant contribution to managing clinical risk
Not Included in Training (Knowledge)
Included in Training (Knowledge)
- Be able to get alongside the child or young person’s experience and convey your felt understanding of that experience so making strong emotions more tolerable
- Be able to help parents and other adults to support the child or young person’s capacity to express emotion appropriately
Not Included in Training (Knowledge)
- Elicit emotions that facilitate change and provide containment of strong emotions which interfere with effective change
Included in Training (Knowledge)
- Understand the impact of child development and neurodiversity on the child and family’s understanding of, and participation in, clinical work
- Be aware of the importance of ensuring all children, young people and their families can fully participate in assessments and interventions
Not Included in Training (Knowledge)
Included in Training (Knowledge)
- Be able to support parents to modify and adapt their language and communication to take account of their child’s needs
- Be able to adapt an assessment to match the strengths and abilities of a child or young person which may include use of questionnaires with visuals or at different language levels depending on need
- Engage families with physical and sensory impairment or poor physical health (for example by offering them a choice in assessment venue, or altering the pace and content of the session)
Not Included in Training (Knowledge)
Included in Training (Knowledge)
- Be aware of the Mental Health Act and the different levels of restrictions within the act and the least restrictive alternative
- Be aware of the young person’s and named person’s legal rights within the Mental Health Act
- Be aware of advocacy available to ensure young people have access to an independent representative
Not Included in Training (Knowledge)
Included in Training (Knowledge)
- Be able to assess a child or young person’s capacity to consent to information sharing using adaptations to ensure understanding if necessary
- Seek legal advice about specific circumstances when consent can be accepted from a person who has care or control of the child, but who does not have parental rights or responsibilities
Not Included in Training (Knowledge)
Identification and Understanding of Need
Included in Training (Knowledge)
- Be aware that the initial assessment generates working hypotheses which may need to be updated or corrected in response to obtaining further information during the course of contact with the family
- Be aware that the assessment process can, in itself, be helpful as it provides an opportunity for new understanding
Not Included in Training (Knowledge)
Included in Training (Knowledge)
- Be able to co-ordinate a multidimensional assessment using multiple methods (observations, interviews, measures), sources (child, family, school) and levels (physical, emotional, cognitive, social, cultural)
- Acknowledge and evaluate the different views of the difficulties and aims for intervention (child, family, school)
- Be able to focus assessment, such as develop initial hypotheses and get more information from partner agencies in advance
- Be able to engage all family members in mental health assessment in an empathic, respectful and evenhanded way
- Make explicit and value the unique perspective of each individual on the functioning of the family
Not Included in Training (Knowledge)
Included in Training (Knowledge)
Not Included in Training (Knowledge)
- Knowledge of the use, and interpretation of structured assessments
Included in Training (Knowledge)
- Be able to use play as a therapeutic method including to assess the quality and nature of relationships between children and their parents
- Be able to take a history of the child’s strengths and difficulties, development, family, school and medical history, within the family’s social and cultural context
- Be able to ask about topics such as early family relationships in a sensitive non-blaming manner
- Explore with families their own understanding and beliefs about parenting, childhood, adolescence and the meaning of family
- Be able to draw on knowledge, theory and research about child and family development and mental health, to focus on topics which appear to be problematic or of particular significance for the child, such as taking a more detailed developmental history if there are indicators of developmental delays
Not Included in Training (Knowledge)
- Observe, describe and interpret a child/young person’s behaviour and interactions in the context of relevant theories
- Be able to conduct and interpret structured mental health, cognitive, functional, and developmental assessments and any neurodevelopmental assessments as appropriate
Included in Training (Knowledge)
- Be aware that the assessment of risk may need to be an ongoing process due to the dynamic nature of some risk factors
- Know about assessment and management processes
- Be aware of the cumulative and interactive nature of different types of risk, such as parental risk factors limiting the ability to support and protect a child or young person at risk of self-harm
- Know national and local policies, standards, procedures and legislation
Not Included in Training (Knowledge)
- Have knowledge of risk assessment measures and their limitations
Included in Training (Knowledge)
- Be able to carry out a comprehensive risk assessment which combines information from multiple sources including such as clinical interviews, measures, observations, other family members and other agencies
- Be able to conduct a risk formulation which identifies factors which are likely to increase the risk of harm, and factors which are likely to decrease the risk of harm
- Be able to conduct risk management planning in collaboration with children, young people and families and inter-agency colleagues
- Be able to escalate concerns (within own or other agencies) when the implementation of the risk management plan is problematic and where necessary, express a concern or position that is different from the views of others and do so during (rather than subsequent to) any meeting
- Be able to highlight when information is missing, contradictory or unclear
- Record and report on interventions/ any part of the plan that the clinician is responsible for
- Be able to refer to, and work with, more specialised agencies, such as inpatient units or forensic services, in line with local referral protocols
- Work with others to enact Mental Health Act legislation if required
Not Included in Training (Knowledge)
Included in Training (Knowledge)
Not Included in Training (Knowledge)
- Know theories of supervision regarding how best to provide support for workers including supporting critical thinking and self-awareness for self and others
Included in Training (Knowledge)
- Provide support and guidance for others working with children and young people at risk of harm
Not Included in Training (Knowledge)
Included in Training (Knowledge)
- Knowledge of generic formulations including, predisposing, precipitating, maintaining and protective factors
- Understand that the formulation may include an embedded mental health or neurodevelopmental diagnosis
Not Included in Training (Knowledge)
- Knowledge of one relevant theoretical model
Included in Training (Knowledge)
- Within a coaching relationship, be able to identify and formulate mild to moderate mental health difficulties, within protocol driven programmes
- Integrate information from various sources and contexts
- Assess and respond to children, young people and families’ understanding and beliefs regarding mental health
- Be able to contribute to a diagnostic assessment of neurodevelopmental and mental health difficulties, and consult with colleagues around whether diagnostic criteria are met
- Identify and describe a child’s developmental needs, acknowledging gaps which may have occurred in developmental experiences and skill acquisition, for example, as a result of trauma and adversity
- Be able to discuss the use of diagnosis with a child or young person and their family
- Be able to consider the reasons for any different perspectives amongst the child, young person and their family, and all working with them, related to the formulation
- Able to adapt the pace and amount of information and level of complexity to the family’s level of understanding and emotional readiness to accept the information
- Able to seek the views of the child and family throughout the feedback process
Not Included in Training (Knowledge)
- Apply theoretical models, such as, psychodynamic, cognitive behaviour therapy, systemic therapy, to collaboratively develop, communicate formulations to guide intervention
Supports and Interventions
Included in Training (Knowledge)
- Know about protocol driven programmes for mild to moderate mental health difficulties: individual or group delivery
Not Included in Training (Knowledge)
- Keep up to date with evidence-base and draw upon knowledge of therapeutic models appropriate to work setting (such as, behavioural, cognitive behavioural therapy, systemic therapies, psychodynamic, interventions based on social learning theory)
- Know the range of psychological interventions that may be indicated when a young person may be at risk of self-harm or suicide
- Knowledge of the range of interventions offered by your service and by other services
- Know about the range of social care options that may improve the quality and length of life for children and young people living with mental ill health, including access to self-directed support
- Know theory and models underpinning group intervention
Included in Training (Knowledge)
- Support parent’s emotional regulation, attunement and confidence to understand and meet their child’s needs
- Support parents to understand and meet their child’s needs at an appropriate developmental level
- Explain the value of play to parents and support them if necessary
- Support others to deliver universal/ preventative intervention in social and emotional learning
- Deliver targeted approaches for mild to moderate mental health difficulties, such as cognitive behaviour therapy informed programmes
- Be able to deliver effective, evidence-based interventions to support attachment and optimal child development
Not Included in Training (Knowledge)
- Apply knowledge of therapeutic models and evidence-based practice to inform decision-making about the range of interventions employed
- Be able to plan and deliver group interventions
Included in Training (Knowledge)
- Be able to share knowledge about how mental health presents across the age range
- Be able to share knowledge on the impact on developmental difference on mental health difficulties
- Help parents to understand the impact of trauma on attachment, and develop strategies to manage this and help the child feel safe
- Be able to explain concepts in mental health in helpful, easy to understand, and non-stigmatising ways
Not Included in Training (Knowledge)
Not Included in Training (Knowledge)
- Understand the process of beginning, middle and end of therapy
- Be aware of how to respond to unplanned endings, including local procedures in response to ‘failure to attend’ appointments
- Be aware of local services that can continue to support children and young people that can continue to support at the end of contact with service
Included in Training (Knowledge)
- Be able to work with planned endings: preparation; risk; exploration of feelings in connection with ending; opportunity for reflection on the process of intervention; preparation for transition to another service where appropriate
Not Included in Training (Knowledge)
- Be able to incorporate understanding of transitions into wider understanding of a child or young person
- Be able to work with premature or unplanned endings
Included in Training (Knowledge)
Not Included in Training (Knowledge)
- Be aware of systemic factors that support and challenge multidisciplinary and multi-agency working
Included in Training (Knowledge)
Not Included in Training (Knowledge)
- Develop multi-disciplinary and multi-agency holistic support and intervention plans/pathways with clearly stated responsibilities for delivery
- Co-ordinate multi professional/ multi agency assessments and interventions
Included in Training (Knowledge)
- Be aware of commonly used measures including their purpose and application such as, outcome measures and goal-based outcomes
Not Included in Training (Knowledge)
Included in Training (Knowledge)
- Be able to use outcome measures and goal setting as part of protocol driven intervention
- Be able to explain the use of measures to people being asked to complete them
- Develop mechanisms for monitoring clinical outcomes which focus on positive outcomes that are important to the individual and link to the formulation and intervention plan
- Seek information from multiple sources, including children and young people, on change and integrate feedback into intervention planning
Not Included in Training (Knowledge)
Included in Training (Knowledge)
- Be aware of the role of medication in the treatment of children and young people with mental health problems, including in conjunction with psychological intervention
Not Included in Training (Knowledge)
Included in Training (Knowledge)
- Be able to identify when medication may be helpful and seek specialist opinion
- Be able to monitor medication efficacy and side effect and report to prescriber
- Be aware of when urgent action / assistance is required due to side effects of medication, such as oculogyric crisis
Not Included in Training (Knowledge)
Included in Training (Knowledge)
- Know the purpose and theoretical models of supervision and learning and how supervision of clinical practice enhances the quality of the interventions delivered
Not Included in Training (Knowledge)
Included in Training (Knowledge)
- Be able to work collaboratively with supervisor; use self-appraisal and reflection; engage in active learning; use supervision to reflect on developing personal and professional roles; reflect on supervision quality.
- Be able to determine the appropriateness to target interventions according to need and deliver interventions under coaching or refer on for more specialist support
Not Included in Training (Knowledge)
- Discuss clinical work with supervisor as an active and engaged participant, without becoming passive or avoidant, or defensive or aggressive
- When supervising colleagues, take reasonable steps to ensure that they recognise the limits of their competence and do not attempt to practice beyond them
Included in Training (Knowledge)
- Be clear that the aim of any intervention is not to try to cure neurodiversity, but to understand needs and access support, strategies, and medication where appropriate.
- Be able to use guidelines about ways to respond so that needs are met, such as National Institute for Health and Care Excellence (NICE), Scottish Intercollegiate Guidelines Network (SIGN)
- Consider sensory processing issues in the development of any support or intervention plan
- Design support and interventions plans that address medium to longer term needs, such as plans for future transitions
- Apply knowledge of environmental factors to deliver effective interventions for complex needs
- Consider the impact on the child young person and family in relation to complex and co-occurring conditions
Not Included in Training (Knowledge)
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