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One Year Development Plan (1YDP)

One Year Development Plan (1YDP)

Overview

Level: Enhanced

Impact Assessments:

Reaction

Learning

Behaviour

Results

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

psychology@nes.scot.nhs.uk

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:

  • Dart et al. (2014). Earlier onset of complications in youth with type 2 diabetes. Diabetes Care. 37(2): 436-43.

  • Diabetes (type 1 and type 2) in children and young people: diagnosis and management NICE guideline [NG18] Published: 01 August 2015 Last updated: 11 May 2023

  • 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

Mental Health in Children, Young People and their Families

Engagement, Containment and Communication

Identification and Understanding of Need

Supports and Interventions

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