Facilitating and limiting factors of training available to staff of specialist CAMHS

Ruth Edwards, Richard Williams, Nisha Dogra, Michelle O'Reilly, Panos Vostanis

Research output: Contribution to journalArticlepeer-review

Abstract

Specialist CAMHS provide skilled assessment and interventions for children, young people and their families who have mental health disorders. The training needs of the staff who work in Specialist CAMHS are not always clear or prioritised, due to the complexities and differing contexts in which specialist CAMHS are provided. The aim of this paper was to establish stakeholders' experiences of service complexities and challenges that affect training within specialist CAMHS. The project employed interviews to gain wide-ranging consultation with key stakeholder groups. The sample consisted of 45 participants recruited from policy departments, professional bodies, higher education providers, commissioners, service managers, and practitioners. The participants identified a number of themes that limit training, and put forward solutions on how these could be facilitated in the future. Emerging themes related to leadership and the role of service managers, strategic management of training, commissioning, levels of staff training, resources, impact of training on service users, and availability of training programmes. The findings emphasise the need for the strategic workforce planning of training to meet service delivery goals. Policy, commissioning, workforce training strategies, service needs, and delivery of training should be integrated and closely linked.
Original languageEnglish
Pages (from-to)22 - 31
Number of pages9
JournalThe Journal of Mental Health Training, Education and Practice
Volume3
Issue number3
DOIs
Publication statusE-pub ahead of print - 1 Sept 2008

Keywords

  • training
  • education
  • competencies
  • camhs
  • staff

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