statement of bianca bates - iceinquiry.nsw.gov.au€¦ · statement of bianca bates 16 may 2019...
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STATEMENT OF Bianca Bates
16 May 2019
Name Bianca Bates (professionally known as Bianca Smith)
Address
Occupation: Network Specialist Facilitator
On 16 May 2019, I, Bianca Bates, state:
1. This statement made by me accurately sets out the evidence that I would be prepared,
if necessary, to give in court as a witness. The statement is true to the best of my
knowledge and belief and I make it knowing that, if it is tendered in evidence, I will
be liable to prosecution if I have wilfully stated in it anything that I know to be false,
or do not believe to be true.
2. I have a Master of Education (Educational Leadership), Postgraduate Diploma in
Psychology, Bachelor of Education (Primary)/Bachelor of Social Sciences (Psychology),
Graduate Certificate of School Counselling, Graduate Certificate in Developmental
Trauma. I am a Registered Psychologist with the Australian Health Practitioner
Regulation Agency (AHPRA).
3. I have been employed by the NSW Department of Education (the department) as a
Networked Specialist Facilitator since January 2018. Prior to being appointed to that
role I have worked for the department as a School Counsellor (Registered Psychologist)
and before that as a Primary School Classroom Teacher.
4. As a Networked Specialist Facilitator (NSF), I support the strategic work of schools and
the department's School Services.
S. Working alone, no single individual or organisation can solve the underlying social,
health and economic issues that make it harder for some students to succeed at school.
Schools, families, service providers and government organisations need to work
Signature of Witness
Datil' 7
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together in an increasingly connected way to improve outcomes for our children and
young people.
6. As a NSF, I establish and maintain systemic, interagency relationships and build a
sustainable network of specialist support services for schools and an access point for
other agencies to connect with Education in regard to complex matters. Schools, with
the support of specialist staff, use the NSF to effectively and efficiently access and
coordinate interagency supports for students and families/carers, where and when
they are needed.
7. With School Services colleagues I support the coordination of resources to achieve
greater impact for and within schools, including the implementation of initiatives and
professional learning. I provide strategic leadership and undertake planning and
consultation with local education, interagency and community stakeholders and
interest groups to support the work of schools in supporting their students.
8. I work out of the Dubbo Education Office and am available to provide support to the
71 schools in the geographic area between Parkes, Wellington, Dubbo, Mudgee,
Coonabarabran, Brewarrina, Bourke, Coonamble, and Lightning Ridge. Approximately
17, 000 students attend the schools I work with.
9. I was asked to provide a witness statement to the Special Commission of Inquiry into
the Drug "Ice" addressing a number of matters identified by the Commission in a
letter to me dated 6 May 2019.
10. Wherever I have not had direct knowledge of a matter dealt with in this statement I
have relied upon information and advice provided to me by other departmental staff.
The approach the schools I work with take to drug education
11. I am aware that another witness is providing detailed information about the syllabus,
curriculum and teaching and learning resources so will only deal briefly with these issues
in my statement.
12. I am aware that drug education in NSW government schools reflects the whole of
government harm minimisation approach. It aims to promote resilience, and build on
knowledge, skills, attitudes and behaviours to enable young people to make responsible,
healthy and safe choices. Age appropriate drug education forms a part of the mandatory
I b.5. 11
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Kindergarten to Year 6 and 7 to 10 Personal Development Health and Physical Education
syllabus which is issued by the NSW Education Standards Authority.
13. Students in NSW government schools in Year 11 and/or Year 12 extend this learning
through the 25 hour mandatory Life Ready course.
14. The schools that I work with are able to access external providers to deliver age
appropriate drug education programs for students such as Life Education, who, in
partnership with schools deliver a curriculum based program to preschools, primary and
secondary schools. This includes a positive strength based approach to drug and health
education program delivered via a mobile learning centre.
15. However, in my professional experience, classroom teachers, with specific knowledge
of students and the learning context, are best placed to provide generalist drug
education. Although, external agencies have been engaged successfully on many
occasions in school settings to enhance existing drug education programs and respond
to individual school and student need.
16. As part of preparing this statement I asked some of the schools I work with whether
they are currently working with any external providers around drug education. I have
been advised that the following external agencies work closely with schools in the area
to provide individuals and cohorts of students with identified and targeted learning and
psychoeducation needs - headspace, local Aboriginal Medical/Health Services, NSW
Health, NSW Health School Link and NSW Police.
17. Agencies such as headspace often will present to cohorts of students in secondary
settings around wellbeing, mental health and drug education. Whilst not a specific
'program', as a result of working closely with Learning and Support Teams in schools,
external agencies are able to customise information to support each specific setting and
ensure connectivity with our young people.
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SCII.004.004.0003
Specific questions about Amphetamine Type Stimulants (ATS) including its prevalence
amongst students and their families, the impact on students and their families and school
communities of its use and
Whether the impact of ATS use is different from the impact of other drugs (for example
compared with alcohol, tobacco, cannabis and other illicit drugs
18. I don't know how prevalent the use of Ice is amongst the students that I work with.
However, I am able to comment specifically on my learnings from colleagues,
interagency partners and my own observations/interactions when working with young
people, their families and community.
19. In my professional experience as a Registered Psychologist, in both the NSF and School
Counsellor role, working regularly with young people, whilst the use of 'ice' may be
increasing in the communities I work with cannabis and alcohol are reported to me as
the more frequented substance by students in the schools I work with. Students have
reflected that this is because these substances are viewed more positively socially, less
invasive, easily accessible and perceived to be less harmful.
20. However, regular attendance as the NSW Department of Education representative at
the local Safety Action Meetings (SAM) and my involvement in the Operational Managers
Meeting (OMM) for the Family Investment Model (FIM) Multidisciplinary team illustrate
that the parental and community use is high in certain pockets.
21. My role in both forums is to provide an educational perspective into what are often
complex issues requiring a whole of government response to mitigate risk of harm for
our young people, their families and wider community stakeholders. The FIM OMM is
also a platform for managers within each government agency to review referrals that
have been submitted to the FIM team and approve the allocation of families to work
within this multidisciplinary cross sector team.
22. Reflecting on professional experience, observations, interactions with colleagues,
attendance at interagency meetings, professional learning and direct contact with young
people and their families, I have learnt ATS is readily available, cheap, and gives a
greater 'high' than other substances.
16 3' ./'
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23. I understand from my attendance at a number of interagency forums (i.e. SAM - where
incidents are discussed in detail to ensure a proactive service system response) that the
use of ATS comes with an increase in anti-social and maladaptive behaviour in the
community.
24. In my professional experience, from behaviours I have observed in young people and/or
their families, the effects of ATS include both the sought after effects, and negative
short-term and long term consequences. The impact of ATS can have both the intended
consequences ( outlined in paragraph 25 below) or adverse consequences ( outlined in
paragraph 26) depending on a number of factors including but not limited to the amount
taken, purity, physiological factors such as age and general health, individual tolerance
to the drug and the context in which the intoxicating effects are experienced.
25. For the drug user, in my professional experience (both through direct communication
and/or observation), ATS can provide an individual with a state of euphoria, mood
elevation, alertness, reduced fatigue, increased concentration, reduced appetite,
enhanced reflexes, perceived increase in confidence, energy, and reported increases in
physical strength.
26. Short term adverse effects that I have observed in young people and their families I
have had direct contact with at school indicating the possibility of an individual under
the influence of ATS would include restlessness, irritation, anxiety, agitation, reported
difficultly with sleeping, dilated pupils, parasitosis and profuse sweating.
27. For students the impact of a carer's substance misuse can be insurmountable on their
ability to access their education. In my professional experience, I know of students who
are up all night caring for their frightened siblings, no food in the house because money
has been spent on ATS.
28. This is evidenced often through interagency referrals for support, child wellbeing
reports, principals requesting support from the department's School Services personnel
around complex case management and also through my own direct interviews with
students and/or their families.
/(o.S.14
SCII.004.004.0005
29. I have also heard through my external agency network of an increase in reports of
students and family members prostituting themselves for money to purchase illicit
substances (including but limited to ATS) be it for themselves or others.
30. In my professional experience the impact ATS and other illicit substances has on families
is wide and varied. I have witnessed through my roles in the department that it has the
potential to impact a family financially, impact on a parent's capacity to care for their
children, issues pertaining to supervision, increased exposure to anti-social behaviour,
sexual and/or physical harm to young people given the increased adult presence at
times in the home (students often report a number of adults in the home together using
illicit substances), and higher risk of domestic and family violence.
31. Interactions I have had professionally with young people and/or their families who are
drug affected, have demonstrated the unpredictability of risk and behaviour from
individuals that are 'coming down' This is further supported by other agencies who
report through FIM and SAM that they are noticing trends and patterns of behaviour in
regards to how users are minimising the adverse effects of a 'come down'.
How schools identify a potential issue involving ATS use
32. Schools may learn of a potential issue involving ATS or more general illicit substance
use through the student voice, self-reports or from concerned family/community
members.
33. Principals at times have been able to report on specific circumstances when they are
requesting additional support from our School Services Team within the department.
However, more often than not, schools are notified by one of our external agency
counterparts that have significant involvement with the family (i.e. Family and
Community Services, Police, Juvenile Justice, Mission Australia etc).
34. This has been communicated via direct contact with the school, or other departmental
staff, or through an interagency meeting. This looks different in each community I work
in given the differences in resourcing and service provision each town has available to
them or is able to access remotely.
SCII.004.004.0006
anecdotal, informal
^
not^
35. However, key platforms to communicate include SAM and interagency Complex Case
Coordination (CCC) meetings (chaired by Family and Community Services).
36. Within a school setting, teachers and support staff are best placed to identify if a student
may be experiencing issues that require any kind of additional wellbeing support. Our
department has a priority to know, value and care for each student. Schools are able to
identify student wellbeing/welfare issues through the school's Learning and Support
Team, review of school level data, School Counsellor support referrals, external agency
involvement, and/or parent contact. Some schools have Clontarf and Girls Academies.
37. Possible wellbeing/welfare issues are also detected by the Education representative on
interagency meetings such as the SAM and CCC - associated planning and support for
the school and students can be provided as a follow up action to such meetings.
Supports schools provide to students, families and the broader school community who are
impacted by ATS
38. In my experience schools do provide support to students and their families impacted by
substance misuse by referring students and/or their families to agencies or individuals
that hold specialist knowledge and expertise.
39. In the first instance this will be through the Mandatory Reporting Guidelines and support
we can canvas from within the department's Child Wellbeing Unit if the issue does not
require a mandatory report to the FACS Child Protection Help Line.
40. Schools I work with often refer through the Family Referral Service (FRS) which is
funded by NSW Health so that families are linked in with appropriate supports in the
community as the FRS teams, where available, know the current provisions and
contractual agreements within the community.
41. In Dubbo, support includes intensive support referrals to the Family Investment Model
or through FACS completing a referral to the Multisystemic Therapy for Child Abuse and
Neglect (MSTCAN) team. MSTCAN is an intensive family preservation and restoration
model that targets causes of harm towards children.
SCII.004.004.0007
42. FACS have advised through their communication around this program that MSTCAN has
had success in addressing underlying trauma that may result from drug and alcohol
abuse and mental illness.
43. I am aware that some schools work with Mission Australia to complete a community
based referral to the Mac River Centre Residential Rehabilitation Program.
44. Mac River is located on the outskirts of Dubbo and supports young people aged 13-18
with chronic drug and alcohol issues who are willing to address their substance use. Mac
River provides inpatient residential drug and alcohol rehabilitation services to these
young people. I understand the residential stay in the program is 3 months, followed by
3 months aftercare.
45. Within the school setting, through the Learning and Support Team, school staff can refer
students with wellbeing needs to the School Counsellor and School Chaplains, Student
Support Officers and Year Advisors where available.
46. In addition, some schools have developed self-help and wellbeing hubs which are
physical spaces students can go in the school to access specialist support from resources
within and external to the department.
47. These spaces can include student and community access to targeted evidenced based
online mental health, drug and alcohol resources/platforms and in some spaces, a
visiting clinician from another agency (i.e. drug and alcohol worker, youth worker, sexual
health clinician, counsellor).
48. Schools also have models of check in /check out processes that include mentoring by a
known, respected and trusted staff member. These models are developed locally based
on student need.
Training and support provided by the Department of Education to school based staff to deal
effectively with students and families affected by ATS use
49. I am not aware of training for staff to deal specifically with those affected by ATS.
SCII.004.004.0008
50. Other than the curriculum and syllabus documentation pertaining to the educational
delivery of generalist drug education, resources are locally sourced based on
community/school need.
51. I am advised staff are briefed more in terms of how to respond in a crisis situation
referring to our department's emergency management and health and safety procedures
to keep the school community safe and Child Protection/Mandatory Reporting training.
52. I am also aware of a parent who was excluded from the school following repeated
aggressive and unpredictable behaviour on a school site. From personal observation, it
was evident that the parent was under the influence of an illicit substance and a police
response was required.
53. On occasion, I know of external agencies presenting to groups of staff around drug use;
however, I understand this is more targeted towards student use (i.e. headspace or
NSW Health Drug and Alcohol may present on the different types of drugs, drug trends,
the effect drugs have on young people and where to seek/refer for additional support -
although, nothing specially has been raised around ATS that I am aware of).
54. The department's school counselling service provides staff training around topics such
as trauma and mental health issues that may be a manifestation of drug use; however,
to my knowledge they do not provide any training specifically around ATS.
55. The department recently held a Wellbeing forum in Dubbo for 750 school staff in the
Western Region on the Term 2 staff development day with a number of expert speakers
addressing topics of, positive education, trauma, mental health, managing complex
behaviours, sensory classrooms, and sustainable healing in Indigenous culture. A copy
of a flyer for this forum is attached to my statement at Annexure A.
56. Hosting training days such as these provides staff, regardless of geographic location
with the opportunity to access quality professional learning to support students in their
settings.
How schools work with other agencies and services, including drug rehabilitation and
treatment services, to support students and families impacted by ATS
SCII.004.004.0009
57. The schools I work with work closely with external agencies to support students and
families impacted by substance misuse, including ATS. Knowing that we are not the
'experts' in this field, schools rely on relationships and connections with external
agencies to link families in with appropriate, evidence based support.
58. As mentioned above, schools and support staff, including School Services for example
the NSF have opportunities to work with the Mac River Rehabilitation Centre to provide
support to young people who are willing to address their substance use.
59. The Lincoln School (Lincoln Education Training Unit, a NSW Department of Education
school within the Orana Juvenile Justice Centre) provides the face-to-face onsite
education provision to the students accessing the Mac River program (run by Mission
Australia). This has been a recent initiative undertaken by the department and I
understand there have been improvements in school engagement for students whilst
accessing the Rehabilitation Centre (Lincoln School provides both the education program
within the justice centre, and the provision onsite at Mac River. Teachers travel between
worksites to ensure consistency for students).
60. The young people at Mac River are often already known by the staff from the Lincoln
School from a time the young person may have spent in custody. Where a pre-existing
relationship exists, this can be a protective factor to a young person's engagement in
the rehabilitation program, their access to schooling whilst at the rehabilitation centre,
and their successful transition back to their community, school, and/or alternate
program at the completion of the program. This initiative from the department has
meant that although there may be a number of changes in the young person's life,
Education is able to remain a stable and protective factor.
61. The Lincoln School communicates with the student's 'base school' around individualised
learning and support needs of each student so that the transition is as smooth as
possible for the young person.
62. This often includes complex case meetings with School Services personnel (Learning
and Wellbeing Team and NSF) if the young person is likely to require additional support
in terms of intensive risk and behaviour management planning, a Support class (smaller
class setting with Special Education Faculty) or Integration Funding Support for an
/io.S-l9
SCII.004.004.0010
eligible student in a mainstream class environment. The school learning and support
team and school counselling service are pivotal in this process.
63. I have been contacted by the local NSW Health Drug and Alcohol - Project Officer Youth
Drug & Alcohol Clinical Support Network who is leading a project around a proposed
model of how to engage with schools to support them in engaging young people with
drug or alcohol dependence. I understand this project may serve as a triage service to
the most appropriate referral source. An outline of the early stages of the model
presented to myself and another NSF colleague at Annexure B.
Barriers faced by schools in meeting the needs of students and their families impacted by
ATS, and how these barriers can be addressed
64. Schools often do not know for sure if a student and/or their family are impacted by
substance misuse including ATS. The information they may have is gathered anecdotally
from externally sources (be it providers, agencies or through interagency meetings such
as SAM or CCC).
65. At times, given capacity and resourcing constraints of other agencies, referrals for
additional supports are not allocated. I have been told this can occur because a case
does not meet the threshold for allocation or response. This can be frustrating for school
staff who are following processes in terms of Mandatory Reporting where they have
ongoing child protection concerns.
66. Given that young people are engaged in education up until the age of 17, staff can see
the longitudinal impact ATS use can have on their ability to access their education and
successful lifelong outcomes.
67. It is my understanding that in some rural settings, families may need to travel to a larger
town (like Dubbo) to access support. This is not always feasible or possible for some
families who experience high levels of disadvantage and do not have access to transport.
I am also aware that there are community factions in some areas which has an impact
on what services some families are willing to access to get support.
68. In my professional experience, I know that some families do not take up offers of
supportive referrals (re: substance misuse and wellbeing conce~ external agen,c~ie~s'-../----'
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SCII.004.004.0011
and sometimes child protection concerns can escalate and schools, rely on statutory
child protection bodies to provide a response where there are imminent safety concerns
for a young person.
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SCII.004.004.0012
REGISTRATIONS OPEN NSW A School·Unk -··,and !do<oloon w, rlo,,o Togo,tw
A FOCUS ON~
STAFF & STUDENT 'WJ
WELL-BEING Professional Learning for all school staff
MONDAY 29th APRIL 2019 DUBBO COLLEGE SENIOR CAMPUS
INCLUDING KEYNOTES FROM LEADING PROFESSIONALS:
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DR MICHAEL CARR GREGG CHILD & ADOLESCENT PSYCHOLOGIST
POSITIVE EDUCATION
How schools can promote resilience and flourishing in students - covers the key findings from resilience research, brain science, positive education and positive psychology.
GREGORY NICOLAU THE AUSTRALIAN CHILDHOOD TRAUMA GROUP
MAGICAL ART OF THE DESPERATE CHILD
Traumatised Students will find it difficult to regulate their emotions, leaving Teachers feeling exhausted & triggering unwanted reactions. Explore the skills to implement to provide a safe environment and build trusting relationships.
PLUS CHOOSE FROM A RANGE OF SPECIALISED MASTERCLASSES
~· NSW GOVERNMENT
A Department o f Education &
We stern NSW Loca l Hea l th Di stri c t Initiative
Cost: $11 0 per person
Registration Link:
http:/ /www.cvent.com/ d/ z6q811
COUNTS FOR 4.5 PL HOURS
SCII.004.004.0013
MASTERCLASSES WlTH YOUR CHOICE OF 2 PRACTICAL lt
ENGAGING MASTERCLASSES:
MENTAL HEALTH ISSUES FOR STAFF
Dr Michael Carr Gregg: Child a Adolescent Ps4chologist
Providinq stress management techniques and copinq strateqies to improve staff wellbeinq.
THE INTERPRETER: MAKING SENSE OF SENSELESS BEHAVIOUR
Gregor4 Nicolau: Australian Childhood Trauma Group
Explore interventions to assist in translatinq ct respondinq to the behaviour of traumatised children.
WE SHOULD TAKE FUN MORE SERIOUSLY
Mark Collard: Pla4meo. Student Engagement strategies.
Practical qames ct activities to use in the classroom to engage students in learning.
=========== MANAGING ANGRY ADOLESCENTS DIFFERENTLY
Kenneth Nathan: Interventions Plus
Helping 4ou to understand violent adolescents. de-escalatation skills and creative engaqement strategies.
A SENSORY CLASSROOM
Natalie Clarke: Occupational Therapist
Recognising sensor4 processinq difficulties ct making sensor4 adjustments in the classroom.
MENTAL HEALTH & AUTISM
Dr Rahda Sinkrath: Child a Adolescent Ps4chiatrist
The link between Autism ct Mental health. how to identif4 red flaqs ct support students.
SPECIFIC LEARNING DISORDERS
Centre for Effective Reading
Recognising the impact of learning disorders on student's well-being ct adjustments that can assist.
INTERGENERATIONAL TRAUMA AND SUSTAINABLE HEALING
Kinchela 804s Home Aboriginal Corporation [KBHAC)
Sharing healing strateqies to improve the well-being of Aboriginal students.
POSITIVE BEHAVIOUR FOR LEARNING (PBL) IN PRACTICE
Michelle Gavin: Assistant Principal Dunedoo Central School
The successes ct challenges implementing PBL at Dunedoo Central School. across primar4 ct secondar4.
~~ ~ \t .S" .lt\
SCII.004.004.0014
4'1. NSW GOVERNMENT
Health B Western NSW Local Health District
YOUTH DRUG AND ALCOHOL CLINICAL SUPPORT NETWORK
The Youth Drug and Alcohol Clinical Support Network (YDACS Network) consists of a number
of service providers working together to deliver a range of interventions for young people
(aged 10-18 years) with drug and alcohol dependence. The Network will include the
establishment of a specialist team of clinicians with expertise in drug and alcohol that will:
• build the capacity of service providers to engage with youth and deliver a range of
developmentally appropriate, evidence-based drug and alcohol interventions;
• work in partnership with service providers to deliver screening and assessment,
clinical consultation and review, and shared care coordination and treatment for
young people with moderate to severe substance dependence; and
• be primarily virtually based so that services can be provided more equitably across
Western NSW Local Health District (WNSWLHD) using telehealth technology.
Care and treatment delivered through the YDACS Network will be holistic, trauma informed,
age appropriate, family centric and culturally safe for young people experiencing drug and
alcohol addiction. Strong partnerships and referral pathways between WNSWLHD and local
NGO organisations will underpin the delivery of the YDACS Network (refer Figure 1 below).
Figure 1: YDACS Network Model of Care
SCII.004.004.0015
~-• NSW GOVERNMENT
Health Western NSW Local Health District
A stepped care approach will be applied so that different levels of treatment are offered
based on the complexity and acuity of the needs of the young person presenting. The
specialist team of youth drug and alcohol clinicians will be available to provide advice,
support and capacity building to service providers to deliver interventions across the
spectrum of treatment options appropriate to their organisational capacity. The team will
also provide direct treatment to young people, supported by a local support person, for high
acuity clients where no appropriate local service is available - refer Figure 2.
Types of Treatment Provided across the network
YDACSN Team to PROVIDE TREATMENT for higher acuity clients where there is no available appropriate service
YDACSN Team to BUILD CAPACITY of service providers to deliver treatment options appropriate to their organisational capacity
..... Individual
C Q)
..... Self Help Q)
C: Guided Self ro Help E ..... Brief ro
Q) Intervention ,_
I-Motivational > Interviewing :!:::
VI
Therapy E Family Inclusive .....
ro Therapy Q) ,_ residential I-Rehabilitation or > day program :!:::
VI
GP led C: Q)
ambulatory ..... withdrawal C:
Short-Term C: Q)
Care +-' C:
Coordination 5 0
__J
Case E Management ::,
Short-Medium "'C Care
Q)
Coordination and ~ ongoing engagement
Intensity of Treatment
Figure 2: Stepped Care Approach
..... C:
Medical a; Intervention E Opiod Treatment 1i:i Program ~
Hospitalisation I-
Intensive Counselling/ Multisystemic therapy
Detox/ withdrawal management (inpatient, outpatient, community)
Medium - long term facilitate care coordination and nogoing engagement
> :!::: VI c:: Q) ..... C:
....c::
.9fl I
Young people will be able to access support and treatment through various service
providers in the Network, with referral pathways in place amongst local services. A flow
chart outlining the role of the specialist team and other service providers in providing
support and treatment to patients is at Appendix A.
The model of care will be implemented through a phased approach, with initial
implementation in three pilot sites across regional and remote communities. Learnings from
the pilot sites will inform broader implementation of the YDACS Network across the District .
SCII.004.004.0016
~· Health Western NSW NSW
GOVERNMENT Local Health District
CAPACITY BUILDING
Capacity building activities will leverage off the existing skill sets of staff already engaging
with communities. A range of tools, resources and training and education opportunities will
be coordinated and delivered by the VDACS Network specialist team, guided by a Capacity
Building Framework. Activities will focus on building skills and confidence of staff in:
• engaging with young people;
• working with families;
• screening and assessment processes;
• providing trauma informed, culturally safe care;
• delivering evidence-based drug and alcohol interventions;
• harm minimisation;
• referral pathways; and
• using telehealth.
STAFFING
The specialised team of clinicians will be recruited to support the functions of the VDACS
Network and will operate 5 days a week {Monday to Friday), 8 hours per day. The team will
comprise of the following:
• Clinical Team Leader {1 FTE)
• Nurse Practitioner (.5 FTE)
• Clinical Nurse Specialist (.5 FTE)
• Mental Health/ Drug and Alcohol Clinician with experience in psychosocial
interventions such as a Psychologist, Social Worker Level IV, or Counsellor (1 FTE)
• Family based worker (delivering services face to face) (lFTE)
LINKS WITH EXISTING HELPLINES
A number of existing drug and alcohol helplines will complement the services delivered
through the VDACS Network. These helplines include:
• Alcohol and Other Drugs Information Service (ADIS), which provides 24 hour, 7 day a
week telephone counselling, support, referrals and information for those affected
by alcohol or other drugs (Ph: 1800 250 015);
• WNSWLHD Drug and Alcohol Helpline, which provides an intake service for referral
to drug and alcohol services during business hours, including triage for follow up by
the respective referral service (Ph: 1300 887 000);
• Family Drug Support 24/7 Support Line, which provides 24 hour, 7 days a week
telephone counselling, support, referrals and information to families impacted by
someone's drug use (Ph : 1300 368 186); and
• NSW Drug and Alcohol Specialist Advisory Service (DASAS), which provides advice to
health professionals on the clinical diagnosis and management of patients with drug
and alcohol related problems 24 hour/ 7 days a week (Ph: 1800 023 687).
IL. .'.\. i~
SCII.004.004.0017
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.r,,. ~-~ NSW GOVERNMENT
Health Western NSW Local Health District
~tk NSW GOVERNMENT
APPENDIX A - SERVICE FLOW CHART ACROSS THE CONTINUUM OF CARE
Initial Contact Screening Assess/ Plan/ Treat/ Review ) Ongoing Care Coordination
Aboriginal Health Worker/ AMS
Community Organisation or NGO Referral Service
Schools and School-Link Officers
Head space
Vocational and Further Education Providers
G Ps and Private Allied Health Practitioners
WNSW LHD D&A Service
-\ ~ }(~
~ Medium to High Intensity MH
Service e.g. CAM HS
Police --
~ Emergency and Acute or
Community Health Services
Mandated Services (JIRT, JJ, CP)
YDACSN Team provides advice, screening tools, education, brokerage and information to Screening Organisations and supports linkages to Assessment/Treatment Organisations
--
Screening Organisation provides initial
Assessment and /or Treatment/Intervention
I YDACSNTeam provides
advice and capacity building to
organisations and direct assessment/ treatment to young
people via telehealth in remote and unserviced areas
I Screening Organisation
refers to other Assessment/ Treatment
Organisation
Treatment Organisation in partnership with Young Person and
Family/Carer and other Care Coordination
Providers as appropr iate to identify,
goals, next steps, suitable care coordination
arrangements, and ongoing review
YDACSN Team provides direct care
Coordination in collaboration with local
organisations via telehealth in remote
and un-serviced areas
~ ---
\.
Young Person recovers and exits care with support and assertive
follow up by care Coordinator or Service Provider
_ii
Health Western NSW Local Health District
4
SCII.004.004.0018
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