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10 monthly Saturdays: 10am to 4.30pm; Dates: 6th October 2018, 3rd November, 1st December,
5th January 2019, 2nd February, 2nd March, 6th April, 11th May, 8th June, 13th July
VENUE: Birkbeck, University of London, Malet Street, Bloomsbury, London, WC1E 7HX
WHO THE COURSE IS FOR
Join the bpf’s flagship introductory course – now in
its third year. Psychotherapy Today has been
specifically designed for those who are either
considering a psychotherapy training and/or are
curious about psychoanalytic and Jungian thinking
and how these ideas can be applied to the world in
which we live. The course aims to kindle curiosity,
encourage critical thinking, make connections, and
investigate differences in a creative and inclusive
group setting, enabling students to develop their
own associations and ideas.
You may already be working in related professions,
such as a GP, nursery nurse or social worker, or you
may come from a completely different background.
Life experience is strongly valued.
ABOUT THE COURSE
On each Saturday, two seminars are delivered on a
specific theme; one seminar offers a psychoanalytic,
the other a Jungian perspective. The aim of the
course is to consider how these ways of thinking can
be useful tools for reflecting on and understanding a
broad range of issues. Each seminar is followed by a
facilitated group discussion, in which you can explore
and discuss key ideas. All seminar leaders and
discussion facilitators are bpf psychoanalytic
psychotherapists, Jungian analysts, child and
adolescent psychotherapists or psychoanalysts
working in private practice, the voluntary sector and the NHS.
HOW TO SIGN UP
Please contact: Sandra Pereira, MSc, Postgraduate
and Public Courses Officer:
Tel: 020 8452 9823
or visit: http://bit.ly/2tE0m7N
For syllabus and course content queries please
contact Wayne Full, Psychotherapy Today Course
It couldn’t be simpler.
Cuts to children’s mental health services are real, devastating and have no justification or mandate.
Sign the petition here: https://www.change.org/en-GB/petitions/stop-cuts-children-mental-health-services
Questionnaire Survey of BACCH Members to Ascertain Perceived Training Needs in Child Mental Health
Rachel Atkinson, Max Davie
The work of Community Paediatricians has a large and increasing behavioural/ mental health component, involving both joint work and liaison with CAMHS, and work within community health services, education and social care aimed at promoting and safeguarding the emotional and mental well-being of children and young people. As a result, Community Paediatricians frequently voice a need for greater understanding of children’s mental health. Informally, this has been found to include requirements for better understanding of the relationship between emotional and developmental processes, ways of working with families around behaviour, as well as specific therapeutic methods and ways of working in specialist CAMHS.
The aim of this survey was to develop this informal understanding into a more rigorous analysis of the training needs of Community Paediatricians in this area, with a view to developing training materials and courses, jointly between BACCH and BPMHG.
A survey was designed using Survey Monkey, and sent via the BACCH electronic mailing list to all members in August 2013. The survey questions are shown in the Appendix. A ranking scoring analysis was applied to questions requiring respondents to rank their opinions. A higher score indicates that a particular response was given a higher number of top rankings in composite.
64 responses were received, out of a BACCH emailing list of 1089
60 of 64 respondents (93.75%) said they would value training in child mental health. The answers given by respondents to the questions asked are shown below.
1.“How often are Child Mental Health skills and knowledge involved in the management of the children you see?”
Most people felt they need skills in mental health for every, or most children seen.
|Every time I see a child||35||54.69|
|Every one or two days||19||29.69|
|Once or twice a week||5||7.81|
|Once or twice a month||3||4.69|
2.“If training was offered by BACCH/ PMHA what form would you prefer?”
Respondents ranked answers by preference. Average ranking was fairly even, though a blended model of training was the most popular, with E-Learning second.
|Answer given||Ranking composite score|
|Series of one day events||2.33|
|Single course over several days||2.21|
3.“How far would you be prepared to go for this training?”
Most respondents were happy to travel for training, within reason.
|Anywhere in the UK (within reason)||25||39.06|
|Within my deanery||31||48.44|
|Within my local area.||8||12.50|
4.“What in your view would be the main purposes of training in Child and Adolescent Mental Health for Community Paediatricians?”
Respondents felt that skills would enable better practice rather than better referral.
|Answer Given||Average ranking|
|To Give clarity to our analysis||2.98|
|For a holistic approach||2.94|
|To enable Paediatricians to help with behavioural problems||2.52|
|To enable better referral to CAMHS||1.58|
5.“Please indicate which topics within Child and Adolescent Mental Health are of most interest to you”
Answers were ranked by preference, and two groups of answers clearly emerged. The skills relating to everyday practice formed a more highly ranked group, with high ranking scores (6 to 8), and the other group comprised specific therapeutic skills, was less in demand, with lower scores (3 to 4). In the table below the shaded answers in the top part of the table below represent the popular interests. This seems to reflect a desire among respondents to improve everyday Paediatric practice by improving skills and understanding.
|Answer Given||Composite Ranking Score|
|Gaining skills to help families who are struggling with their children’s behaviour||7.84|
|Understanding Attachment, its relationship with neurodevelopment and its consequences||7.24|
|Gaining skills in engaging with children to get their views and perspective||6.70|
|Gain skills in detecting disorders and disturbances of mood, intervening and referring appropriately||6.30|
|Gaining skills to promote and safeguard good mental health in all children and young people||6.09|
|Helping children and young people with long-term conditions to safeguard their mental health||4.86|
|Understanding the nature and management of Conduct Disorders, and their relationship to development||4.74|
|The appropriate use of psychopharmacology in community paediatrics.||4.51|
|Understanding Family Therapy and its use||3.67|
|Understanding Cognitive Behavioural Therapy and its use||3.33|
6. Characteristics of Respondents
How long had they been in their current post? The answers varied between 1 and 27 years
And how senior or junior were the respondents? They were a mainly senior and experienced group.
|What group of doctor?||Number (percentage)|
|ST 6 to 8||2 (3.23%)|
|Staff Grade Doctor||3 (4.84%)|
|Associate Specialist||16 (25.81%)|
The conclusions of this survey need to be treated with some caution, as the response rate was relatively low, but on the other hand they accord with our own informal discussions with colleagues. The important conclusions are these:
- Community Paediatricians as a group, would value training in Child and Adolescent Mental health.
- This training would help them do a better and more satisfying assessment and management of the children seen on a daily basis.
- Training should focus not on specific paediatric diagnoses, but on generic mental health skills.
- The training should focus on improving skills for everyday assessments, not so much on learning new techniques such as Cognitive Behavioural Therapy
- A blended model of learning, combining e-learning, study days and tutoring, is preferred.
- Although many people are prepared to travel far for this training, there is a strong preference for local availability.
So what do we intend to do about this?
In a joint venture between BACCH, the PMHA and the RCPCH, we plan to deliver as close to the training that BACCH members want as we possibly can. We need to start small: partly due to resource constraints, and partly because we need to learn from every step.
In mental health work the need to back up relevant knowledge with well-honed skills and reflective, considered attitudes. Our model reflects the fact that simple didactic study days cannot fulfil this function.
The proposed model is as follows:
September-December 2014: Delegates sign up for training, and commit to complete 4-6 e-learning modules from MindEd and the Healthy Child Programme (precise details tbc). Anyone working in community paeds is welcome, from ST4 to clinical director.
January 2015: Delegates spend time thinking about the mental health aspects of their work and prepare an anonymised case to discuss with the group
February 2015: the study day: How to manage emotions and behaviour in community practice, is held at the RCPCH. The day will be practice-based, with Q&A expert sessions interspersed with case-based small group workshops.
We propose to run the workshops on:
Helping families to understand and influence children’s behaviour
Advanced skills in engaging with families, children and young people
Detecting disturbances of mood in children and young people
And expert Q&As on:
- Understanding attachment in the context of psychological development.
- Promoting and safeguarding mental health in children and young people
Ongoing support: certificates will be issued at the end of the study day, but those who wish to will be invited to join the PMHA Google+ group, for further facilitated discussion.
What happens then will depend on you!
We want to know what YOU think of our proposed model, and whether you think our survey is representative of the true training need in Community Paediatrics. Have we missed out a crucial workshop we MUST have in February? Email firstname.lastname@example.org or leave a comment under this article at pmha-uk.org. We look forward to hearing from you.
Please take the time to answer these questions and give us your view:
1. Would you value extra training in current methods and knowledge in treating and preventing problems with children’s/family’s mental and emotional health?
2. In your view how often are Child Mental Health skills and knowledge involved in the management of the children you see?
Every one or two days
Once or twice a week
Once or twice a month
Other, plase specify……………………..
3. If training was offerred by BACCH/ BPMHG what form would you prefer
Please rank by preference
A series of one day events spread over a six to nine month period,
A single course over several days
An e-learning module/series of modules
A ‘blended learning’ model of e-learning combined with study days and tutoring.
Other: Please specify……………………………………………
4. How far would you be prepared to go for this training (tick one)
Anywhere in the UK (within reason)
Within my deanery
Within my local area.
5. What in your view woud be the main purposes of training in Child and Adolescent Mental Health for Community Paediatricians?
Please rank by preference
To help give clarity in the initial assessment of complex cases to inform a clear management plan
To enable paediatricians to work with families encountering problems with behaviour, feeding, sleep, toileting, physical symptoms etc.
To enable Community Paediatricians to refer to specialist CAMHS more appropriately
Other, please specify……………………………………………………………….
6.Please indicate which topics within Child and Adolescent Mental Health are of most interest to you:
Please rank by preference
Gaining skills to help families who are struggling with their children’s behaviour
Gaining skills to promote and safeguard good mental health in all children and young people.
Gain skills in detecting disorders and disturbances of mood, intervening and referring appropriately
Understanding Attachment, its relationship with neurodevelopment and its consequences
Understanding Family Therapy and its use
Understanding Cognitive Behavioural Therapy and its use
Understanding the nature and management of Conduct Disorders, and their relationship to development
Helping children and young people with long-term conditions to safeguard their mental health
The appropriate use of psychopharmacology in community paediatrics.
Other, please specify……………………………..
7. If you have any comments or ideas on Mental health training for Community Pediatricians please write them here:
The George Still Forum have released details of their twin ADHD days in September, one covering the nuts and blots on the 18th, and a masterclass on the 19th on more advanced aspects.
Contact email@example.com for more details
By max Davie: PMHA convenor
This is a version of the talk I gave last week to the Primary care and pubic health conference at the NEC Birmingham. The main purpose of this post is to reinforce some of the messages in that talk to delegates, and help with signposting to other resources. It may also be of interest to other professionals curious about these conditions.
Professionals and parents are increasingly aware that children are being diagnosed with developmental disorders, but it’s not always clear what these are, or how to spot them. My aim is to help with this.
The term neurodevelopmental disorders is often confusingly defined. For me this is a group of inter-related patterns of abnormal neurodevelopment, which show themselves in characteristic patterns of behaviour, and lead to functional impairment in the child. Put another way, these are just patterns of dysfunction that more or less cluster around certain diagnostic terms.
This piece is not about the causative pathways that lead to these conditions, nor about the anatomical, physiological or genetic correlates, but about spotting and differentiating these patterns, in order to inform intervention.
I’ll try to cover ASD, ADHD, DCD, and a few other topics. Basically, when I run out of energy, I’ll stop.
We are delighted to annouce the West Midlands PMHA study day, to be held on 11th July in Burton-upon-Trent.
The programme, found here Paediatric_Mental_health_study_day_11_July_2014_2020414 includes talks on the following
- Neuropsychiatric conditions in childhood (OCD, PANDAS, etc)
- Eating Disorders: Physical Manifestation and MARSIPAN Guidelines
- Bereavement: how it affects children, and its significance
- Medically Unexplained Symptoms
- MindED and its application to Paediatric practice and training
- Attachment issues in Paediatric Practice
- Adherence in Paediatrics
- And workshops on Self Harm Workshop and Managing Challenging Behaviour
Contact Hannah.firstname.lastname@example.org if interested