Future of Child and Adolescent Mental Health Services: How best to support wellbeing
|
|
- Dorothy Atkins
- 5 years ago
- Views:
Transcription
1 Future of Child and Adolescent Mental Health Services: How best to support wellbeing Dr Miranda Wolpert Reader in Evidence Based Practice and Research, UCL Director of Evidence Based Practice Unit, the Anna Freud Centre Director of Child Outcomes Research Consortium Mental Health Theme Lead Child Policy Research Unit
2 Future of CAMHS Historical context Current challenges and opportunities Future prospects Research into nature of current provision: modelling needs based grouping
3 CAMHS challenges Child guidance vs Child Psychiatry Promoting wellness vs treating Illness Children vs young adults Working with parents vs working with autonomous children Working in schools vs working in clinics Small part of mental health services vs small part of child educational services
4 CAMHS History Resources not sufficient for need Lack of standardisation Lack of common language Lack of data 1 in 5 of those identified in need accessed service (Ford et al 2007) RCT evidence suggests 30% not improve (Warren et al 2010)
5 Current Delivery Challenges Rising need for girls with emotional problems though plateau or improvement behaviour problems in boys (Fink et al., 2015) Schools first point of contact but ongoing challenges in relationship between schools and CAMHS (Fazel et al., 2014) Increased pressure on services with reports of increased rates of self harm and complexity of referrals (Hindley 2014)
6 Delivery Opportunities High interest and commitment Increasingly aligned models of what good looks like Ring fenced funding to support ongoing transformation Increased collaborative working DH, Dfe, NHSE and PHE Data to flow nationally from NHS services from 2016 New national survey Cross-sector data initiatives being piloted by CORC and others
7 Aligned policy
8 Support on mental health literacy 8
9 Supporting choice 9
10 Finding support
11 Considering need Support for shared decision making (Mulley) Patient activation focusses on self management (Greenhalgh) Increased awareness of negative consequences of treatment (Glasziou) Focus on value in healthcare (Gray) Interest in more focussed payment systems
12 Need Need is defined as the identified approach collaboratively agreed via a process of shared decision making between service provider and service user. It includes both judgement of the appropriateness of interventions offered and the informed choices of children, young people and their carers regarding the approach... that is best for them, within the parameters and scope of the commissioned service Wolpert, M., Vostanis, P., Young, S., Clark, B., Davies, R., Fleming, I., Whale, A. (2015). Child and Adolescent Mental Health Services Payment System Project: Final Report. London: CAMHS Press. p.7
13 CAMHS Future?
14 Understanding CAMHS case mix and resource use Payment Systems Project : 14
15 Project Group Dr Miranda Wolpert, Professor Panos Vostanis, Simon Young, Dr Bruce Clark Dr Roger Davies, Dr Isobel Fleming Dr Lynne Howey Pat Howley Amy Macdougall Dr Peter Martin Tony Martin Charlotte Payne Benjamin Ritchie Dr Rob Senior Dr Ann York Dr Andy Whale
16 Analysis of data from existing datasets: Child Outcomes Research Consortium (CORC) ( ) 38,794 periods of contact for children (0-18) from 107 clinical teams in 21 services, submitted to CORC between March 2012 and December Modal number of appointments was 1; 24% of periods of contact were closed after the first appointment. Half of all cases were closed after three appointments or fewer had been attended. 37.8% of all appointments were attended by the 5.25% most resource-intensive patients, who attended more than 30 appointments each (Wolpert, et al., 2015, p.21) Greater resource use was associated with greater clinician-rated severity (e.g. on CGAS child global assessment scale) Some problems were more highly represented in the resource-intensive group such as eating disorders and psychosis. Great variability in terms of the amount of resource use, and type and severity of problem No correlation was possible to find in terms of any other indicators of need available in the dataset (Vostanis, et al., 2015; Wolpert, et al., 2015).
17 Analysis of resource use in relation to need by those accessing NHS outpatient CAMHS collected specifically as part of the Payment System Pilot Project ( ) 4573 episodes of care from 11 NHS outpatient CAMHS with resource information and case mix (current view) information Current View (Jones et al., 2013) 30 presenting problems7 (e.g. social anxiety, family relationship problems, carer management of child s behaviour) 4 contextual problems (relation to home, school, community, and service engagement 2 education, employment or training issues (attendance and attainment), 14 complexity factors (e.g. presence of learning disability, parental health issues, refugee status)
18
19 Categorising Mental Health problems 1. Anxious away from care givers (Separation anxiety) 11.Extremes of mood (Bipolar disorder) 21.Family relationship difficulties 2. Anxious in social situations (Social anxiety/phobia) 12. Delusional beliefs and hallucinations (Psychosis) 22. Problems in attachment to parent/carer (Attachment problems) 3. General anxiety (generalised anxiety) 13. Drug and alcohol difficulties (Substance abuse) 23. Peer relationship difficulties 4. Compelled to do or think things (OCD) 14. Difficulties sitting still or concentrating (ADHD/Hyperactivity) 24. Persistent difficulties managing relationships with others (includes emerging personality disorder) 5. Panics (Panic Disorder) 15. Behavioural difficulties (CD or ODD) 25. Does not speak (selective mutism) 6. Avoids going out (Agoraphobia) 16. Poses risk to others 26. Gender discomfort Issues (GID) 7. Avoids specific things (Specific phobia) 17.Carer management of CYP behaviour (e.g. management of child) 27. Unexplained physical symptoms 8. Repetitive problematic behaviours (Habit problems) 18. Doesn t go to the toilet in time (Elimination problems) 28. Unexplained developmental difficulties 9. Depression/low mood (Depression) 19. Disturbed by traumatic event (PTSD) 29.Self-care issues (includes medical care management, obesity) 10.Self-harm (Self injury or selfharm) 20.Eating issues (Anorexia/Bulimia) 30. Adjustment to health issues See pages 15, 17 and 19 in Current view Tool Completion guide
20 Note: N = Forty periods of contact were recorded to have attended more than thirty appointments. These are not shown in this graph, but are included in the analysis.
21 What does clustering ( grouping ) mean? Note: These images represent simulated illustrations only. No CAMHS data were used to make them.
22 Grouping Development: Three approaches Approach 1: Regression Trees Approach 2: K-medoids Cluster Analysis Approach 3: Conceptually guided grouping
23 Categorising Mental Health problems 1. Anxious away from care givers (Separation anxiety) 11.Extremes of mood (Bipolar disorder) 21.Family relationship difficulties 2. Anxious in social situations (Social anxiety/phobia) 12. Delusional beliefs and hallucinations (Psychosis) 22. Problems in attachment to parent/carer (Attachment problems) 3. General anxiety (generalised anxiety) 13. Drug and alcohol difficulties (Substance abuse) 23. Peer relationship difficulties 4. Compelled to do or think things (OCD) 14. Difficulties sitting still or concentrating (ADHD/Hyperactivity) 24. Persistent difficulties managing relationships with others (includes emerging personality disorder) 5. Panics (Panic Disorder) 15. Behavioural difficulties (CD or ODD) 25. Does not speak (selective mutism) 6. Avoids going out (Agoraphobia) 16. Poses risk to others 26. Gender discomfort Issues (GID) 7. Avoids specific things (Specific phobia) 17.Carer management of CYP behaviour (e.g. management of child) 27. Unexplained physical symptoms 8. Repetitive problematic behaviours (Habit problems) 18. Doesn t go to the toilet in time (Elimination problems) 28. Unexplained developmental difficulties 9. Depression/low mood (Depression) 19. Disturbed by traumatic event (PTSD) 29.Self-care issues (includes medical care management, obesity) 10.Self-harm (Self injury or selfharm) 20.Eating issues (Anorexia/Bulimia) 30. Adjustment to health issues
24 Table 1: Predicted resource use for needs-based groupings, from payment systems project analysis Needs-based groupings Predicted % in grouping based on application of the algorithm 95% confidence interval of group percentage Predicted average no. of sessions 95% confidence interval of estimated average appointments Predicted % resource use for a typical service* Informal confidence range for predicted resource use** Getting advice 28% 27%-29% % 20%-29% Getting help 61% 60%-62% % 53%-65% Getting more help 11% 11%-12% % 13%-22% Total 100% % --
25 Illustrative indication of relative grouping sizes based on analysis of Current View data collected Sep 2012-June 2014 Draft groupings Getting Advice: Signposting and Self-management Advice [A1] Getting Advice: Neurodevelopmental Assessment [A2] Getting Help: Guided by NICE Guideline 16 and/or Guideline 133 (Self-harm) [H1] Getting Help: Guided by NICE Guideline 26 (PTSD) [H2] Getting Help: Guided by NICE Guideline 28 (Depression) [H3] Getting Help: Guided by NICE Guideline 31 (OCD) [H4] Getting Help: Guided by NICE Guideline 38 (Bipolar Disorder) [H5] Getting Help: Guided by NICE Guideline 72 (ADHD) [H6] Getting Help: Guided by NICE Guideline 113 (GAD and/or Panic Disorder) [H7] Getting Help: Guided by NICE Guideline 158 (Antisocial Behaviour and/or Conduct Disorders) [H8] Getting Help: Guided by NICE Guideline 159 (Social Anxiety Disorder) [H9] Getting Help: Guided by NICE Guideline 170 (Autism Spectrum) [H10] Getting Help: With Co-occurring Behavioural* And Emotional** Difficulties [H21] Getting Help: With Co-occurring Emotional** Difficulties [H22] Getting Help: With a Difficulty or Co-occurring Difficulties Not Covered by H1-H10, MH1-MH3 or H21-H22 [H23] Getting More Help: Guided by NICE Guideline 9 (Eating Disorders) [MH1] Getting More Help: Guided by NICE Guideline 155 (Psychosis) and/or Guideline 38 (Bipolar Disorder) [MH3] Getting More Help: With Co-occurring Difficulties of Severe Impact [MH9] Percentage of periods of contact in sample 30 % 3% 6% 2% 6% 1% 1% 6% 4% 5% 2% 2% 2% 8% 16 % 1% 1% 8% Total sample size: 4573 periods of contact in the community (i.e. does not include inpatient periods of contact) from 11 CAMH services. Data were collected between September 2012 and June Current View tools were usually completed after the first contact within a period of contact. Percentages sum to more than 100%, because each group has been rounded to the nearest whole percentage, and because a child can be in the grouping Getting Advice: Neurodevelopmental Assessment (A2) at the same time as being in one of the other groupings. Apart from A2 all other groupings are mutually exclusive. * Behavioural difficulties (Conduct Disorder or Oppositional Defiant Disorder). ** For the purpose of grouping assignment emotional difficulties are defined as: Depression/low mood (Depression); Panics (Panic Disorder); Anxious generally (Generalized anxiety); Compelled to do or think things (OCD); Anxious in social situations (Social anxiety/phobia); Anxious away from caregivers (Separation anxiety); Avoids going out (Agoraphobia); Avoids specific things (Specific phobia).
26 Illustrative indication of distributions of appointments by grouping based on analysis of Current View and appointments data collected Sep 2012-June 2014 Total sample size: 4573 periods Number of appointments attended between period of contact start date and discharge date inclusive (binary log scale) of contact in the community (i.e. does not include inpatient periods of contact) from 11 CAMH services. Data were collected between September 2012 and June Current View tools were usually completed after the first contact within a period of contact. Key to box plots <- Upper quartile <- Median <- Lower quartile A1 H6 H10 H5 H8 H3 Legend to grouping labels A1: Getting Advice: Signposting and Self-management Advice H1: Getting Help: Guided by NICE Guideline 16 and/or Guideline 133 (Self-harm) H2: Getting Help: Guided by NICE Guideline 26 (PTSD) H3: Getting Help: Guided by NICE Guideline 28 (Depression) H4: Getting Help: Guided by NICE Guideline 31 (OCD) H5: Getting Help: Guided by NICE Guideline 38 (Bipolar Disorder) H6: Getting Help: Guided by NICE Guideline 72 (ADHD) H7: Getting Help: Guided by NICE Guideline 113 (GAD and/or Panic Disorder) H8: Getting Help: Guided by NICE Guideline 158 (Antisocial Behaviour and/or Conduct Disorders) H9: Getting Help: Guided by NICE Guideline 159 (Social Anxiety Disorder) H10: Getting Help: Guided by NICE Guideline 170 (Autism Spectrum) H7 H4 H2 H1 Draft groupings H9 H21 H23 H22 MH1 MH9 MH3 H21: Getting Help: With Co-occurring Behavioural* And Emotional** Difficulties H22: Getting Help: With Co-occurring Emotional** Difficulties H23: Getting Help: With a Difficulty or Co-occurring Difficulties Not Covered by H1-H10, MH1-MH3 or H21-H22 MH1: Getting More Help: Guided by NICE Guideline 9 (Eating Disorders) MH3: Getting More Help: Guided by NICE Guideline 155 (Psychosis) and/or Guideline 38 (Bipolar Disorder) MH9: Getting More Help: With Co-occurring Difficulties of Severe Impact * Behavioural difficulties (Conduct Disorder or Oppositional Defiant Disorder). ** For the purpose of grouping assignment emotional difficulties are defined as: Depression/low mood (Depression); Panics (Panic Disorder); Anxious generally (Generalized anxiety); Compelled to do or think things (OCD); Anxious in social situations (Social anxiety/phobia); Anxious away from caregivers (Separation anxiety); Avoids going out (Agoraphobia); Avoids specific things (Specific phobia). N.B. Getting Advice: Neurodevelopmental Assessment (A2) is not shown as additional appointments that may be associated with this grouping cannot be discerned in this data set.
27 Testing the relevance of complexity factors (etc.) for predicting resource use
28 Choosing clusters via shared decision making Hypothesised Need Care package Possible elements algorithm (based on current view tool) Example of shared decision potentially overriding algorithm Adjusting to life circumstances Signposting No problem rated more than mild Severe difficulties but choose self management A single problem on CV form rated moderate that does not fit any NICE guidance Concern about depression agree to wait Temporary or mild difficulties Managing chronic difficulties Selfmanagement support Choice appointment 28
29 Choosing outcome focussed via shared decision making 29
30 CAMHS Future? Increased focus on coping and resilience More explicit about limitations and dangers of intervention Greater emphasis on shared standards and consideration of routine data across systems Greater clarity of aim of any intervention in terms of needs being met
31 Contact
You said we did. Report on improvements being made to Children s and Adolescent Mental Health Services. December 2014
You said we did Report on improvements being made to Children s and Adolescent Mental Health Services December 2014 Bracknell and Ascot Clinical Commissioning Group Newbury and Community Clinical Commissioning
More informationPROGRAM REQUIREMENTS FOR RESIDENCY EDUCATION IN DEVELOPMENTAL-BEHAVIORAL PEDIATRICS
In addition to complying with the Program Requirements for Residency Education in the Subspecialties of Pediatrics, programs in developmental-behavioral pediatrics also must comply with the following requirements,
More informationReviewed December 2015 Next Review December 2017 SEN and Disabilities POLICY SEND
Reviewed December 2015 Next Review December 2017 SEN and Disabilities POLICY SEND Bewdley Primary School is committed to safeguarding and promoting the welfare of children and young people and expects
More informationSTAFF DEVELOPMENT in SPECIAL EDUCATION
STAFF DEVELOPMENT in SPECIAL EDUCATION Factors Affecting Curriculum for Students with Special Needs AASEP s Staff Development Course FACTORS AFFECTING CURRICULUM Copyright AASEP (2006) 1 of 10 After taking
More informationSpecial Educational Needs and Disabilities Policy Taverham and Drayton Cluster
Special Educational Needs and Disabilities Policy Taverham and Drayton Cluster Drayton Infant School Drayton CE Junior School Ghost Hill Infant School & Nursery Nightingale First School Taverham VC CE
More informationSpecial Educational Needs and Disability (SEND) Policy. November 2016
Special Educational Needs and Disability (SEND) Policy November 2016 This Policy complies with the statutory requirement laid out in the SEND Code of Practice 0 25 (January 2015) and has been written with
More informationChildren and Adults with Attention-Deficit/Hyperactivity Disorder Public Policy Agenda for Children
Children and Adults with Attention-Deficit/Hyperactivity Disorder Public Policy Agenda for Children 2008 2009 Accepted by the Board of Directors October 31, 2008 Introduction CHADD (Children and Adults
More informationSpecial Educational Needs & Disabilities (SEND) Policy
Thamesmead School Special Educational Needs & Disabilities (SEND) Policy 2016-2017 Person Responsible Governors Committee Review Period P.Rodin Standards & Performance Annually Date of Review July 2016
More informationMENTAL HEALTH FACILITATION SKILLS FOR EDUCATORS. Dr. Lindsey Nichols, LCPC, NCC
MENTAL HEALTH FACILITATION SKILLS FOR EDUCATORS Dr. Lindsey Nichols, LCPC, NCC Session Overview Introductions Understanding connection between mental health needs and academic success Common types of mental
More informationPost-intervention multi-informant survey on knowledge, attitudes and practices (KAP) on disability and inclusive education
Leonard Cheshire Disability and Inclusive Development Centre University College London Promoting the provision of inclusive primary education for children with disabilities in Mashonaland, West Province,
More informationMatthew Taylor Morris, Ph.D.
Matthew Taylor Morris, Ph.D. Home: 203 Prospect St. Blacksburg, VA 24060 (540) 922-2763 mmorris1@vt.edu MMorris@nrvcs.state.va.us ACADEMIC PREPARATION: Doctorate of Philosophy, Human Development, December
More informationPersonal Tutoring at Staffordshire University
Personal Tutoring at Staffordshire University Staff Guidelines 1 Contents Introduction 3 Staff Development for Personal Tutors 3 Roles and responsibilities of personal tutors 3 Frequency of meetings 4
More informationExecutive Guide to Simulation for Health
Executive Guide to Simulation for Health Simulation is used by Healthcare and Human Service organizations across the World to improve their systems of care and reduce costs. Simulation offers evidence
More informationSpecialists in Child and Adolescent Psychiatry
A Competency Based Curriculum for Specialist Training in Psychiatry Specialists in Child and Adolescent Psychiatry Royal College of Psychiatrists Approved 14 May 2013 (update approved 2 October 2014, revised
More informationSEN INFORMATION REPORT
SEN INFORMATION REPORT Kinds of special educational needs Hinchingbrooke is an Academy school. We have the provision to meet the needs of students with moderate learning difficulties, dyslexia and dyspraxia,
More informationImproving recruitment, hiring, and retention practices for VA psychologists: An analysis of the benefits of Title 38
Improving recruitment, hiring, and retention practices for VA psychologists: An analysis of the benefits of Title 38 Introduction / Summary Recent attention to Veterans mental health services has again
More informationCoping with Crisis Helping Children With Special Needs
Traumatic Loss Coalitions for Youth Phone: 732-235-2810 Fax: 732-235-9861 http://ubhc.rutgers.edu/tlc Coping with Crisis Helping Children With Special Needs Tips for School Personnel and Parents * National
More informationCORE CURRICULUM FOR REIKI
CORE CURRICULUM FOR REIKI Published July 2017 by The Complementary and Natural Healthcare Council (CNHC) copyright CNHC Contents Introduction... page 3 Overall aims of the course... page 3 Learning outcomes
More informationSample Iep Goals For Anxiety
Sample Iep Goals For Anxiety Free PDF ebook Download: Sample Iep Goals For Anxiety Download or Read Online ebook sample iep goals for anxiety in PDF Format From The Best User Guide Database student have
More informationFort Lauderdale Conference
Our Mission At Social Thinking, our mission is to help people develop their social competencies to better connect with others and live happier, more meaningful lives. We create unique treatment frameworks
More informationSpecial Educational Needs School Information Report
Special Educational Needs School Information Report At Holy Trinity Primary School we strive to support all children to enable them to achieve at school. In order to do this many steps are taken to support
More informationGlenn County Special Education Local Plan Area. SELPA Agreement
Page 1 of 10 Educational Mental Health Related Services, A Tiered Approach Draft Final March 21, 2012 Introduction Until 6-30-10, special education students with severe socio-emotional problems who did
More informationMilton Keynes Schools Speech and Language Therapy Service. Central and North West London NHS Foundation Trust. Additional support for schools
1 Milton Keynes Schools Speech and Language Therapy Service Central and North West London NHS Foundation Trust Additional support for schools 2 Overview Many schools are now reporting an increase in the
More informationSpecial Educational Needs and Disability (SEND) Policy
Special Educational Needs and Disability (SEND) Policy Policy Date: March 2017 Renewal Date: March 2018 Owner: Daniela Pinger, SENCO Special Educational Needs and Disability (SEND) Policy 1. Ethos and
More informationSpecial Educational Needs and Disabilities
Special Educational Needs and Disabilities Guru Nanak Sikh Academy- Secondary Phase Welcome to Guru Nanak Sikh Academy (GNSA) Special Educational Needs and Disabilities (SEND) information report page.
More informationTHE UNIVERSITY OF WESTERN ONTARIO. Department of Psychology
THE UNIVERSITY OF WESTERN ONTARIO LONDON CANADA Department of Psychology 2011-2012 Psychology 2301A (formerly 260A) Section 001 Introduction to Clinical Psychology 1.0 CALENDAR DESCRIPTION This course
More informationBrief Home-Based Data Collection of Low Frequency Behaviors
Georgia Southern University Digital Commons@Georgia Southern Georgia Association for Positive Behavior Support Conference Dec 4th, 9:45 AM - 10:45 AM Brief Home-Based Data Collection of Low Frequency Behaviors
More informationSpecial Education Services Program/Service Descriptions
Special Education Services Program/Service Descriptions SES Program/Service Characteristics Specially Designed Instruction Level Class Size Autism (AU) A developmental disability significantly affecting
More informationKnowle DGE Learning Centre. PSHE Policy
Knowle DGE Learning Centre PSHE Policy Knowle DGE Learning Centre PSHE POLICY Our Mission Staff and Governors of the Learning Centre believe that young people at Knowle DGE will DISCOVER new learning opportunities
More informationMERTON COUNCIL. SEN Support
MERTON COUNCIL SEN Support Support for children and young people with Special Educational Needs (SEN) in maintained schools, colleges and Early Years settings Information for parents www.merton.gov.uk
More informationBILD Physical Intervention Training Accreditation Scheme
BILD Physical Intervention Training Accreditation Scheme The BILD Physical Intervention Training Accreditation Scheme (PITAS) has long been seen as an indicator of quality and good practice for those providing
More informationTeen Stress and Depression
Wellness Teen Stress and Depression TABLE OF CONTENTS Note to Teachers 2 Standards 3 Levels of Learning 4 Library 5 Student Activities 6 Assessments 7 Modifications 8 Health Wellness Secondary 9-12 Donna
More informationREDUCING STRESS AND BUILDING RESILIENCY IN STUDENTS
REDUCING STRESS AND BUILDING RESILIENCY IN STUDENTS Presentation to Lexington School Committee by the Collaborative to Reduce Student Stress February 26, 2013 Topics we will cover: School-related Stress
More information5 Early years providers
5 Early years providers What this chapter covers This chapter explains the action early years providers should take to meet their duties in relation to identifying and supporting all children with special
More informationSEN SUPPORT ACTION PLAN Page 1 of 13 Read Schools to include all settings where appropriate.
SEN SUPPORT ACTION PLAN -18 Page 1 of 13 Read Schools to include all settings where appropriate. The AIM of this action plan is that SEN children achieve their best possible outcomes. Target: to narrow
More information2. CONTINUUM OF SUPPORTS AND SERVICES
Continuum of Supports and Services 2. CONTINUUM OF SUPPORTS AND SERVICES This section will review a five-step process for accessing supports and services examine each step to determine who is involved
More informationNo Parent Left Behind
No Parent Left Behind Navigating the Special Education Universe SUSAN M. BREFACH, Ed.D. Page i Introduction How To Know If This Book Is For You Parents have become so convinced that educators know what
More informationTHE FIELD LEARNING PLAN
THE FIELD LEARNING PLAN School of Social Work - University of Pittsburgh FOUNDATION FIELD PLACEMENT Term: Fall Year: 2009 Student's Name: THE STUDENT Field Liaison: Name of Agency/Organization: Agency/Organization
More informationGreek Teachers' Perceptions on the Effective Strategies and Interventions for Addressing Children with Depression in School Context
Science Journal of Education 2017; 5(4): 185-191 http://www.sciencepublishinggroup.com/j/sjedu doi: 10.11648/j.sjedu.20170504.20 ISSN: 2329-0900 (Print); ISSN: 2329-0897 (Online) Greek Teachers' Perceptions
More informationHow can schools and CAMHS work best together?
How can schools and CAMHS work best together? Preliminary results from the national school survey Helen Sharpe & Miranda Wolpert In collaboration with Tamsin Ford, Chris Owen and Russell Viner 28 th July
More informationMaximizing Learning Through Course Alignment and Experience with Different Types of Knowledge
Innov High Educ (2009) 34:93 103 DOI 10.1007/s10755-009-9095-2 Maximizing Learning Through Course Alignment and Experience with Different Types of Knowledge Phyllis Blumberg Published online: 3 February
More informationTHE IMPACT OF STATE-WIDE NUMERACY TESTING ON THE TEACHING OF MATHEMATICS IN PRIMARY SCHOOLS
THE IMPACT OF STATE-WIDE NUMERACY TESTING ON THE TEACHING OF MATHEMATICS IN PRIMARY SCHOOLS Steven Nisbet Griffith University This paper reports on teachers views of the effects of compulsory numeracy
More informationGUIDELINES FOR COMBINED TRAINING IN PEDIATRICS AND MEDICAL GENETICS LEADING TO DUAL CERTIFICATION
GUIDELINES FOR COMBINED TRAINING IN PEDIATRICS AND MEDICAL GENETICS LEADING TO DUAL CERTIFICATION PREAMBLE This document is intended to provide educational guidance to program directors in pediatrics and
More informationINTRODUCTION TO PSYCHOLOGY
INTRODUCTION TO PSYCHOLOGY General Information: Instructor: Email: Required Books: Supplemental Novels: Mr. Robert W. Dill rdill@fhrangers.org Spencer A. Rathus, Psychology: Principles in Practice. Austin,
More informationDyslexia and Dyscalculia Screeners Digital. Guidance and Information for Teachers
Dyslexia and Dyscalculia Screeners Digital Guidance and Information for Teachers Digital Tests from GL Assessment For fully comprehensive information about using digital tests from GL Assessment, please
More informationCurriculum Vitae of. JOHN W. LIEDEL, M.D. Developmental-Behavioral Pediatrician
Updated July 07, 2009 of JOHN W. LIEDEL, M.D. Developmental-Behavioral Pediatrician EDUCATIONAL AND PROFESSIONAL EXPERIENCE: Children's Program 7707 SW Capitol Hwy. 97219 August 1987 - Present The Children's
More informationAssessment. the international training and education center on hiv. Continued on page 4
the international training and education center on hiv I-TECH Approach to Curriculum Development: The ADDIE Framework Assessment I-TECH utilizes the ADDIE model of instructional design as the guiding framework
More informationCORRELATION FLORIDA DEPARTMENT OF EDUCATION INSTRUCTIONAL MATERIALS CORRELATION COURSE STANDARDS / BENCHMARKS. 1 of 16
SUBJECT: Career and Technical Education GRADE LEVEL: 9, 10, 11, 12 COURSE TITLE: COURSE CODE: 8909010 Introduction to the Teaching Profession CORRELATION FLORIDA DEPARTMENT OF EDUCATION INSTRUCTIONAL MATERIALS
More informationExaminee Information. Assessment Information
A WPS TEST REPORT by Patti L. Harrison, Ph.D., and Thomas Oakland, Ph.D. Copyright 2010 by Western Psychological Services www.wpspublish.com Version 1.210 Examinee Information ID Number: Sample-02 Name:
More informationEarl of March SS Physical and Health Education Grade 11 Summative Project (15%)
Earl of March SS Physical and Health Education Grade 11 Summative Project (15%) Student Name: PPL 3OQ/P - Summative Project (8%) Task 1 - Time and Stress Management Assignment Objective: To understand,
More information2014 Comprehensive Survey of Lawyer Assistance Programs
2014 Comprehensive Survey of Lawyer Assistance Programs A m e r i c a n B a r A s s o c i a t i o n 3 2 1 N. C l a r k S t r e e t C h i c a g o, I L 6 0 6 5 4 Copyright 2015 by the American Bar Association.
More informationExecutive Summary. Abraxas Naperville Bridge. Eileen Roberts, Program Manager th St Woodridge, IL
Eileen Roberts, Program Manager 2221 64th St Woodridge, IL 60517-2180 Document Generated On January 18, 2017 TABLE OF CONTENTS Introduction 1 Description of the School 2 School's Purpose 4 Notable Achievements
More informationThe whole school approach and pastoral care
The whole school approach and pastoral care Acknowledgement of Country We would like to acknowledge the traditional custodians of this land and pay our respects to the Elders past, present and future for
More informationClinical Review Criteria Related to Speech Therapy 1
Clinical Review Criteria Related to Speech Therapy 1 I. Definition Speech therapy is covered for restoration or improved speech in members who have a speechlanguage disorder as a result of a non-chronic
More informationSUPPORTING AND EDUCATING TRAUMATIZED STUDENTS. CSSP Conference 2014 Barb Bieber
SUPPORTING AND EDUCATING TRAUMATIZED STUDENTS CSSP Conference 2014 Barb Bieber IS TRAUMA AN EPIDEMIC? It s widespread - affecting more than 20% of the population It s effects are far-reaching It s influences
More informationHealth and well-being in Scottish schools and how Jigsaw can contribute
Health and well-being in Scottish schools and how Jigsaw can contribute Principles and Practice Curriculum for Excellence, the Scottish national curriculum, plays an important role in promoting the health
More information101 Solution-Focused Questions For Help With Anxiety By Fredrike Bannink
101 Solution-Focused Questions For Help With Anxiety By Fredrike Bannink If you are searching for the ebook by Fredrike Bannink 101 Solution-Focused Questions for Help with Anxiety in pdf form, then you've
More informationPost Test Attendance Record for online program and evaluation (2 pages) Complete the payment portion of the Attendance Record and enclose payment
Thank you for choosing MSU School of Social Work for your continuing education needs. You are only a few steps away from earning online continuing education credit! Step 1. Download the Understanding the
More informationPSYC 620, Section 001: Traineeship in School Psychology Fall 2016
PSYC 620, Section 001: Traineeship in School Psychology Fall 2016 Instructor: Gary Alderman Office Location: Kinard 110B Office Hours: Mon: 11:45-3:30; Tues: 10:30-12:30 Email: aldermang@winthrop.edu Phone:
More informationAdvances in Assessment The Wright Institute*
3 2 1 Advances in Assessment Training @ The Wright Institute* Child Assessment The Wright Institute Assessment Clinic WI Sanctuary Project 2nd Year Assessment Program *Contact and Referral information
More informationProgram Alignment CARF Child and Youth Services Standards. Nonviolent Crisis Intervention Training Program
Program Alignment 2009 CARF Child and Youth Services Standards Manual: Section 2.G Nonviolent Practices & The goal is to eliminate the use of seclusion and restraint in child and youth services, as the
More informationLocal authority National Indicator Map 2009
November 2009 1 The Home Access programme Local authority National Map 2009 Delivered by 2 Contents: Section 1 About the National Map Section 2 National Map tables Section 3 National supporting evidence
More informationConsultation skills teaching in primary care TEACHING CONSULTING SKILLS * * * * INTRODUCTION
Education for Primary Care (2013) 24: 206 18 2013 Radcliffe Publishing Limited Teaching exchange We start this time with the last of Paul Silverston s articles about undergraduate teaching in primary care.
More informationSY 6200 Behavioral Assessment, Analysis, and Intervention Spring 2016, 3 Credits
SY 6200 Behavioral Assessment, Analysis, and Intervention Spring 2016, 3 Credits Instructor: Christina Flanders, Psy.D., NCSP Office: Samuel Read Hall, Rm 303 Email: caflanders1@plymouth.edu Office Hours:
More informationGTA Orientation, August 14, 2014 Allison Kidd & Shannon Lavey
GTA Orientation, August 14, 2014 Allison Kidd & Shannon Lavey Marla Roll Director Shannon Lavey Service Coordinator and Provider Allison Kidd Assistive Technology IT Coordinator Accessibility Specialist
More informationBullying Prevention in. School-wide Positive Behaviour Support. Information from this presentation comes from: Bullying in schools.
Bullying Prevention in School-wide Positive Behaviour Support Carmen Poirier and Kent McIntosh University of British Columbia National Association of School Psychologists Convention March 5 th, 2010 Information
More informationSecond Step Suite and the Whole School, Whole Community, Whole Child (WSCC) Model
Second Step Suite and the Whole School, Whole Community, Whole Child (WSCC) Model suite The Second Step Suite and the WSCC model share the common goals of supporting the safety, well-being, and success
More informationDISCIPLINARY PROCEDURES
DISCIPLINARY PROCEDURES Student Misconduct & Professional Conduct Policy and Procedures The School s disciplinary procedures are currently under review and we are in the process of consulting with staff
More informationARLINGTON PUBLIC SCHOOLS Discipline
All staff members of the Arlington Public Schools have authority to maintain the orderly behavior of students. Students in Arlington Public Schools are expected to demonstrate responsibility and self-discipline
More informationIUPUI Office of Student Conduct Disciplinary Procedures for Alleged Violations of Personal Misconduct
IUPUI Office of Student Conduct Disciplinary Procedures for Alleged Violations of Personal Misconduct Preamble IUPUI disciplinary procedures determine responsibility and appropriate consequences for violations
More informationThe Complete Brain Exercise Book: Train Your Brain - Improve Memory, Language, Motor Skills And More By Fraser Smith
The Complete Brain Exercise Book: Train Your Brain - Improve Memory, Language, Motor Skills And More By Fraser Smith If searched for the ebook The Complete Brain Exercise Book: Train Your Brain - Improve
More informationShockwheat. Statistics 1, Activity 1
Statistics 1, Activity 1 Shockwheat Students require real experiences with situations involving data and with situations involving chance. They will best learn about these concepts on an intuitive or informal
More informationAlcohol and Other Drug Education Programmes GUIDE FOR SCHOOLS
Alcohol and Other Drug Education Programmes GUIDE FOR SCHOOLS DECEMBER 2014 Published in 2014 by the Ministry of Education Enquiries should be made to the Curriculum Teaching and Learning Group Ministry
More informationDuke University. Trinity College of Arts & Sciences/ Pratt School of Engineering Application for Readmission to Duke
Office Use Only Durham, North Carolina Application Fee $30 received Trinity College of Arts & Sciences/ Pratt School of Engineering Application for Readmission to Duke BEFORE completing this application,
More informationTHE HEAD START CHILD OUTCOMES FRAMEWORK
THE HEAD START CHILD OUTCOMES FRAMEWORK Released in 2000, the Head Start Child Outcomes Framework is intended to guide Head Start programs in their curriculum planning and ongoing assessment of the progress
More information- COURSE DESCRIPTIONS - (*From Online Graduate Catalog )
DEPARTMENT OF COUNSELOR EDUCATION AND FAMILY STUDIES PH.D. COUNSELOR EDUCATION & SUPERVISION - COURSE DESCRIPTIONS - (*From Online Graduate Catalog 2015-2016) 2015-2016 Page 1 of 5 PH.D. COUNSELOR EDUCATION
More informationClassroom Teacher Primary Setting Job Description
Classroom Teacher Primary Setting Job Description Christian Ethos To work with the Headteacher and colleagues to create, inspire and embody the Christian ethos and culture of this Church Academy, securing
More informationThameside Primary School Rationale for Assessment against the National Curriculum
Thameside Primary School Rationale for Assessment against the National Curriculum We are a rights respecting school: Article 28: (Right to education): All children have the right to a primary education.
More informationGuidance for using the icat_sr: Intervention Complexity Assessment Tool for Systematic Reviews Version 1.0
Guidance for using the icat_sr: Intervention Complexity Assessment Tool for Systematic Reviews Version 1.0 Simon Lewin Maggie Hendry Jackie Chandler Andrew D Oxman Susan Michie Sasha Shepperd Barnaby C
More informationThe School Discipline Process. A Handbook for Maryland Families and Professionals
The School Discipline Process A Handbook for Maryland Families and Professionals MARYLAND DISABILITY LAW CENTER Maryland Disability Law Center (MDLC) is a private, non-profit law firm. MDLC is designated
More informationDevelopmental coordination disorder DCD. Overview. Gross & fine motor skill. Elisabeth Hill The importance of motor development
Developmental coordination disorder Overview The importance of motor development Elisabeth Hill e.hill@gold.ac.uk DCD Developmental coordination disorder: Diagnosis Behaviour, brain & Intervention Gross
More informationBayley scales of Infant and Toddler Development Third edition
Bayley scales of Infant and Toddler Development Third edition Carol Andrew, EdD,, OTR Assistant Professor of Pediatrics Dartmouth Hitchcock Medical Center Lebanon, New Hampshire, USA Revision goals Update
More informationClinical Child Psychology Postdoctoral Fellowship
The Clinical Child Psychology Postdoctoral Fellowship Children s Hospital Los Angeles University Center for Excellence in Developmental Disabilities Clinical Child Psychology Postdoctoral Fellowship 2014-2015
More informationKnowledge Synthesis and Integration: Changing Models, Changing Practices
Knowledge Synthesis and Integration: Changing Models, Changing Practices Irvine, California March 16, 2009 Allan Best, Managing Partner, InSource University of British Columbia Diane Finegood, Simon Fraser
More informationJuvenile Detention Alternatives Initiative Inter-site Conference. Improving Conditions in Detention Centers: Recent Innovations New Incentive System
Juvenile Detention Alternatives Initiative Inter-site Conference Improving Conditions in Detention Centers: Recent Innovations New Incentive System (NIS) Commonwealth of Massachusetts Department of Youth
More informationSpecial Educational Needs Policy (including Disability)
Special Educational Needs Policy (including Disability) To be reviewed annually Chair of Governors, Lyn Schlich Signed January 2017 East Preston Infant School SPECIAL EDUCATION NEEDS [SEN] POLICY CONTENTS
More informationEstablishing an evidence base for the Smiling Mind Education Program
Smiling Mind Establishing an evidence base for the Smiling Mind Education Program - Preliminary results from a large study conducted by Deakin University and InsightSRC 1,853 students from 12 Victorian
More informationPower of Ten Leadership Academy Class Curriculum
Power of Ten Leadership Academy 2017-2018 Class Curriculum Dates marked with an asterisk (*) are tentative and subject to change Skills Lab Personal Effectiveness, Leadership, and Communications Friday,
More informationPerson Centered Positive Behavior Support Plan (PC PBS) Report Scoring Criteria & Checklist (Rev ) P. 1 of 8
Scoring Criteria & Checklist (Rev. 3 5 07) P. 1 of 8 Name: Case Name: Case #: Rater: Date: Critical Features Note: The plan needs to meet all of the critical features listed below, and needs to obtain
More informationN NEW YORK CITY COLLEGE OF TECHNOLOGY The City University of New York School of Arts & Sciences Department of Social Science Course Outline
Course code: PSY 2403 Course title: Abnormal Psychology Class hours/credits: 3 class hours, 3 credits Prerequisite: PSY 1101 Pathways: Individual and Society N NEW YORK CITY COLLEGE OF TECHNOLOGY The City
More informationTun your everyday simulation activity into research
Tun your everyday simulation activity into research Chaoyan Dong, PhD, Sengkang Health, SingHealth Md Khairulamin Sungkai, UBD Pre-conference workshop presented at the inaugual conference Pan Asia Simulation
More informationDeveloping needs led child and adolescent mental health services: issues and prospects
European Child & Adolescent Psychiatry 8:1±10 (1999) Ó Steinkop Verlag 1999 REVIEW ARTICLE FOR DEBATE R.C. Harrington M. Kerfoot C. Verduyn Developing needs led child and adolescent mental health services:
More informationThe GSAPP Gazette Weekly Newsletter
CALENDAR OF EVENTS Friday, October 10th 2008 Dissertation Defense Kevin Lynn 3:30pm A302 Evaluating Potential Obstacles to Mandated Reporting of Child Abuse and Neglect by Educators in a Suburban Public
More informationThomas Jefferson University Hospital. Institutional Policies and Procedures For Graduate Medical Education Programs
Thomas Jefferson University Hospital Institutional Policies and Procedures For Graduate Medical Education Programs Table of Contents Dispute Resolution Procedure 1 Duty Hours 2 Duty Hours Requests for
More informationFor More Information
THE ARTS CHILD POLICY CIVIL JUSTICE EDUCATION ENERGY AND ENVIRONMENT This PDF document was made available from www.rand.org as a public service of the RAND Corporation. Jump down to document6 HEALTH AND
More informationPost-16 transport to education and training. Statutory guidance for local authorities
Post-16 transport to education and training Statutory guidance for local authorities February 2014 Contents Summary 3 Key points 4 The policy landscape 4 Extent and coverage of the 16-18 transport duty
More informationProbability and Statistics Curriculum Pacing Guide
Unit 1 Terms PS.SPMJ.3 PS.SPMJ.5 Plan and conduct a survey to answer a statistical question. Recognize how the plan addresses sampling technique, randomization, measurement of experimental error and methods
More informationExclusions Policy. Policy reviewed: May 2016 Policy review date: May OAT Model Policy
Exclusions Policy Policy reviewed: May 2016 Policy review date: May 2018 OAT Model Policy 1 Contents Action to be invoked by Senior Staff in Serious Disciplinary Matters 1. When a serious incident occurs,
More informationParamedic Science Program
Paramedic Science Program Paramedic Science Program Faculty Chair Michael Mikitish Chair, Emergency Services Department Emergency Medical Services (EMS) An Associate of Science degree in Paramedic Science
More information(Still) Unskilled and Unaware of It?
(Still) Unskilled and Unaware of It? Ramblings Some Thoughts on First Year Transitions in HE Paul Latreille Oxford Brookes Friday 13 January 2017 Study / academic skills Particular academic abilities
More information