nsw school link strat actionplan 2014 2017

NSW School-Link Strategy and Action Plan2014 – 2017

NSW MINISTRY OF HEALTH

73 Miller Street

NORTH SYDNEY NSW 2060

Tel. (02) 9391 9000

Fax. (02) 9391 9101

TTY. (02) 9391 9900

www.health.nsw.gov.au

For information on this document please contact:

School-Link Program Manager, MH-Children and Young People

(02) 9816 0397

This work is copyright. It may be reproduced in whole or in part for study or

training purposes subject to the inclusion of an acknowledgement of the source.

It may not be reproduced for commercial usage or sale. Reproduction for

purposes other than those indicated above requires written permission from

the NSW Ministry of Health.

SHPN (MHK) 130393

ISBN 978-1-76000-090-5

© NSW Ministry of Health 2015

February 2015

NSW SCHOOL-LINK STRATEGY AND ACTION PLAN 2014 – 2017 PAGE 1

Table of ContentsIntroduction 2

Purpose and scope of the Plan 4

Background and policy context 4

NSW School-Link Strategy 2014-2017 6

Vision 6

Mission 6

Aims and Objectives 6

Aim 1: Early identification of mental health issues 6

Aim 2: Provide access to evidence-informed mental health early intervention programs in schools and TAFEs 6

Aim 3: Early access to specialist mental health services 6

Aim 4: Support for the recovery journey 6

Strategic Focus – Early intervention and prevention of enduring mental health issues 6

Governance 7

Communication 8

Workforce 8

Action Plan 12

Appendix A – School-Link Evidence Check 2011 Summary 19

Appendix B – School-Link Strategic Review 2012 Summary of Recommendations 20

NSW SCHOOL-LINK STRATEGY AND ACTION PLAN 2014 – 2017

IntroductionThe NSW Government is committed to proactively caring for the mental health needs of children and young people and recognises the opportunity to identify these needs early in school and TAFE settings. Most children and young people in Australia between the ages of 4 and 17 years attend school or TAFE and approximately 14% of this group are reported to experience a mental health problem (Sawyer et al. 2000) .

Schools provide a venue where Health and Education working together can intervene early, or possibly prevent the onset of some mental health issues and support children and young people to manage any mental health issues that may emerge. Ensuring that mental health issues are identified early in the course of the illness reduces the potential burden and impact on quality of life for a young person and their family, and maximises their ability to live a meaningful and contributing life in a community of choice with or without the presence of mental health issues.

The NSW School-Link Initiative (School-Link) provides the capacity for NSW Health and the Department of Education and Communities (DEC) to work together to improve the mental health, wellbeing and resilience of children and young people in NSW. The NSW Ministry of Health funds Local Health Districts and Specialty Networks to employ School-Link Coordinators to implement the School-Link Initiative across approximately 3,000 NSW schools and TAFEs in partnership with teachers, school counsellors and specialist mental health staff. At a statewide level, the School-Link program is managed by MH-Children and Young People (MH-CYP), NSW Ministry of Health in partnership with DEC.

The School-Link Initiative is a mature partnership that has evolved over 14 years. During this time period, there has been significant growth in the provision of school-based mental health promotion programs including the emergence of new initiatives and organisations in the non-government sector such as headspace, KidsMatter and MindMatters. It is timely to review future directions for School-Link in the context of a changing environment with new

service providers and service partners to ensure a continuing, vital and relevant role for School-Link. This strategy reaffirms the significant role of the School-Link Initiative in the provision of specialist clinical mental health services by the public mental health service sector working in partnership with DEC.

School-Link strengthens the early identification of mental health issues for children and young people, provision of evidence-informed early intervention programs in schools and TAFEs, early access to specialist mental health services and support for the recovery journey.

The Initiative equips school and TAFE staff to more confidently identify and manage emerging mental health issues in their students and to strengthen their understanding of where to refer young people for the help they need. School-Link helps staff to better understand what the young person and their family may be experiencing and provides support at school/TAFE and referral to specialist mental health services.

"People with mental health problems want the same things as everyone else. A home, a decent education, good clinical treatment, a job or something meaningful to do, family, friends and healthy relationships, justice and rights."

Ms Janet Meagher AM National Mental Health Commissioner

Strong partnerships and a coordinated approachFrom strong partnership comes united action. Health and DEC have a long-standing partnership in this important work through the NSW School-Link Initiative, which commenced in 1999. This valuable Health and Education collaboration was formalised in 2009, through a Memorandum of Understanding (MoU) and both organisations continue to see School-Link as an essential platform for service delivery.

Whilst this plan focuses on the work of School-Link within a formal partnership with DEC, local Mental Health Services at times also partner with and provide services to Catholic and Independent Schools, where capacity allows.


Specialist mental health expertiseSpecialist mental health expertise can be accessed through School-Link Coordinators; school and TAFE counsellors; private mental health service providers; primary health care providers such as General Practitioners and Medicare Locals; and public mental health services such as Child and Adolescent Mental Health Services (CAMHS).

The School-Link Initiative enhances access to specialist mental health expertise through creating and maintaining a network of collaboration with these experts.

Working with the diverse needs of children, young people and their families in educational settings

Working with children and young people in schools and TAFEs can be a unique and challenging experience. Few individuals have the opportunity to assist children and young people experiencing mental health issues, in the way that school staff do. School staff form strong mentoring relationships with children and young people and develop a detailed understanding of their individual personalities, strengths, vulnerabilities and behaviours by working with students regularly. Some children may have particular preferences when accessing support which should be considered, for example, Aboriginal students may relate better to Aboriginal staff in teaching or support roles.

Having well-established relationships with students, an understanding of mental health issues and relationships with specialist mental health services puts education staff in a unique and powerful position to identify mental health issues early, and support children and young people to access appropriate help.

Children and young people’s development needs to be considered within a broad context of community, culture and spirituality. Particular challenges may result in disruption to the processes of normal development, including losses of or displacement from key relationships and places of meaning for children in out of home care and those experiencing cultural losses. Childhood and adolescence is not a universally acknowledged life stage and culture in itself may impact on psychosocial development through the timing of transitions

and expectations of how an individual will respond to developmental milestones.

Diversity exists amongst children and young people, families and communities in areas including class, gender, culture, religion, disablility, age, power, status, sexual preference and value system. School-Link recognises the growing diversity within the population and the increasing numbers of children and young people who come from, or whose parents come from, countries whose history, culture, religion, political, legal and educational systems differs from that of Australia. There is an increasingly complex and multilayered matrix of meanings, beliefs and ideas around health, mental health and wellbeing both within the community and the workforce.

The subtle differences in expression of mental health symptoms may vary from individual to individual and are often further complicated in families from immigrant and refugee backgrounds. Particular challenges for children and young people from refugee backgrounds include interrupted or absent parenting, issues of attachment, separation of families, exposure to war and trauma (directly or indirectly) and interrupted education.

School-Link aims to meet the diverse needs of local communities including priority populations, groups disadvantaged by geographical location, socio-economic circumstances, disability or other limiting factors by building strong connections across systems to ensure early intervention across all population groups.

Trust is an important component in engaging children, young people and their families. The impact of intergenerational trauma and dislocation from places of meaning may make this more difficult. Working in partnership with culturally safe programs and services is important for School-Link, to reduce barriers and increase access to suitable care for children and young people.

Providing culturally sensitive mental health programs and responses for families from immigrant and refugee backgrounds is essential. School-Link Coordinators can help to achieve this by continuing to support pathways into and strengthening partnerships with specialist


mental health services, such as the Transcultural Mental Health Centre. School-Link Coordinators also work and consult with a broad range of service providers such as CAMHS, Aboriginal Mental Health Services, Aboriginal Community Controlled Health Services, private, primary care and non government organisations, dependent on the specific needs of the community. Both NSW Health and DEC are aware of these complexities and support their workforce, through targeted professional development, to deliver culturally sensitive services.

Purpose and scope of the Plan

The NSW School-Link Initiative Strategy and Action Plan provides direction for School-Link for 2014-2017 and outlines actions in the context of the broader system changes for DEC and Health, including the expansion of service providers such as the Black Dog Institute and headspace.

The content and directions of the Plan have been informed by the School-Link Evidence Check, completed in 2011 by the Sax Institute and other evidence-informed research and programs from local, national and international areas. The Evidence Check describes some recommended evidence-informed prevention programs for school settings and the optimal age of program delivery. In addition, the Check reviews some collaborative care models through which these school-based programs may be delivered. A summary of the Evidence Check is contained in Appendix A.

PricewaterhouseCoopers (PwC) conducted a School-Link Strategic Review in 2012 for the NSW School-Link Management Committee and relevant recommendations have also been incorporated in the Plan. A summary of these recommendations is contained in Appendix B.

Background and policy context

Early identification of mental health problems and early access to specialist mental health services are the cornerstones of the School-Link Initiative. School-Link is one of a range of initiatives that was launched in 1999 to improve the mental health of adolescents and young people in NSW.

It has now operated for 14 years as a collaboration between NSW Ministry of Health and the NSW DEC.

The School-Link model was based on research identifying schools as an appropriate setting for the prevention of and early intervention in mental health issues in young people. Its implementation has now built a foundation of organisational support and infrastructure to achieve its objectives. The work of School-Link continues to align with National and State policies for Health and Education, which includes those identified below.

4th National Mental Health Plan: an agenda for collaborative government action in mental health 2009-2014

Priority Area Two in the 4th National Mental Health Plan identifies a commitment to implement targeted prevention and early intervention programs for children and their families. This includes programs completed through partnerships between mental health, schools and other related organisations.


The Roadmap for National Mental Health Reform Strategy 2012-2022

The work of School-Link is consistent with the following National Mental Health Reform strategies:

Strategy 4:Support integrated and recovery-oriented approaches to service delivery, including through the Mental Health Recovery Framework, to help reduce the recurrence of mental illness and, where possible, prevent future episodes of such illness.

Strategy 20:Better equip early childhood and education workers and institutions to support and assist children and young people who may be at risk of developing mental illness and their families.

Strategy 23:Improve the mental health awareness and competency of frontline professionals (including in health, education, the justice sector and community services) to identify and respond to the early signs of mental health issues and refer people to appropriate services and supports, including for people from culturally and linguistically diverse backgrounds.

Strategy 26:Build the competency of early childhood and education workers and institutions to identify and respond effectively to early signs of mental health issues.

Strategy 28:Expand screening activity at key life transition points and for at risk populations, with referral pathways to appropriate follow-up services and supports.

Strategy 42:Improve the awareness of and coordination among service providers to ensure that the education and employment needs and potential of those with mental health issues are identified, recognised and realised.

NSW State Plan: NSW 2021NSW 2021, a plan to make NSW number one is a 10-year plan to rebuild the economy, return quality services, renovate infrastructure, restore accountability to government, and strengthen our local environment and communities. NSW 2021 highlights a focus on illness prevention, including a strong focus on mental health, in order to reduce the burden of chronic disease on the health system and keep our community active and healthy. The work of School-Link aligns with this State plan focus through the early identification and access to treatment for mental health problems.

Department of Education and Communities Student Welfare, Good Discipline and Effective Learning - Student Welfare Policy

This policy articulates priorities in the areas of student wellbeing, health and child protection. It informs how staff members engage with programs and strategies that promote wellbeing, positive relationships and resilience of every student including vulnerable and at-risk students.


NSW School-Link Strategy 2014-2017

Vision

Children and young people in NSW achieve mental health and wellbeing through access to the right mental health treatment at the right time.

Mission

To provide a platform for collaboration where mental health professionals and educators work together, in partnership with children, young people and their families, to achieve optimal mental health, wellbeing and resilience for children and young people through the early identification of mental health issues and early access to specialist mental health services.

Aims and ObjectivesAim 1: Early identification of mental health issuesObjectives:1.1 Children and young people experiencing

mental health issues are identified early by schools and TAFEs and referred for specialist mental health care within primary health care, private and public mental health settings.

1.2 Prioritise the identification of children and young people experiencing developmental transitions and target problems that are likely to persist without intervention and where evidence-informed early intervention programs are available, for example, anxiety disorders and disruptive behaviour disorders.

Aim 2: Provide access to evidence-informed mental health early intervention programs in schools and TAFEsObjectives:2.1 Children and young people have access to

evidence-informed targeted early intervention programs.

2.2 The workforce delivering specialist mental health programs in schools and TAFEs is competent and supported.

Aim 3: Early access to specialist mental health servicesObjective: 3.1 Children and young people experiencing

mental health issues, and their families, are informed of the range of treatment options available, and are supported to choose the option that best suits their needs, including access to specialist mental health services when required.

Aim 4: Support for the recovery journeyObjectives:4.1 Children and young people experiencing

mental health issues have access to holistic, person centred care.

4.2 Children and young people experiencing mental health issues are engaged in education and other meaningful life roles.

4.3 Children and young people experiencing mental health issues have access to specialist support during times of transition.

Strategic Focus – Early intervention and prevention of enduring mental health issuesSchool-Link has developed a broader focus since its inception when the high school population was prioritised. The focus has:

■ Broadened to include younger children because the evidence shows that there are clear opportunities for earlier intervention and improved outcomes (Durlak, J.A., 1998) .

■ Sharpened to particular times of vulnerability for children and young people such as developmental transitions which present opportunities to detect and respond to problems before they become entrenched. For example, early childhood transitions can be an opportune time to detect and address anxiety disorders and disruptive behaviour disorders often emerge in middle childhood. The adolescent periods of developmental transition may be associated with vulnerability to a variety of mental health issues, including the emergence of mental illness.


■ Evolved to include a mixture of evidence-informed responses to individuals and programs to groups with target mental health issues.

School-Link resources will continue to be prioritised based on local needs balanced with the development of statewide programs consistent with evidence-informed practice.

Governance

Figure 1 outlines the governance structure for School-Link. The Health and Education CAMHS Steering Committee comprises MH-Children and Young People (MH-CYP) (Secretariat), consumer and carer and DEC representation. This committee will oversee CAMHS and Education partnership initiatives and report via MH-CYP to the statewide Child and Adolescent Mental Health Subcommittee, which is a subcommittee of the NSW Mental Health Program Council.

The Health and Education CAMHS Steering Committee will identify key projects and areas of focus for action locally or via time-limited working groups. Working group representatives will be nominated by the Child and Adolescent Mental Health Subcommittee and Psychological Counselling Services, DEC. The role of working groups will be to address particular items requiring statewide input and development.

Counselling Services Student Engagement &

Interagency Partnerships

Mental Health Program Council

Child & Adolescent Mental Health Subcommittee

Health & Education CAMHS Steering

Committee

Working Groups (time limited)

NSW Health

Department of Education and Communities

Figure 1: CAMHS and Education Partnership Governance Structure

Local governance structures within each Local Health District provide direction and guidance for the implementation of School-Link. Carer and consumer involvement and feedback in local School-Link service governance, planning, development and monitoring is essential to ensure services reflect the needs of target populations.

Routine activity reporting against the Strategy and Action Plan objectives will ensure a consistent approach to delivering School-Link across NSW.


Communication

For School-Link to assist children and young people to achieve wellbeing and resilience, the aims and objectives of the initiative need to be clearly communicated to staff working with this population in schools, TAFEs and CAMHS. The roles and responsibilities of NSW Health and NSW DEC partners in the prevention and treatment of mental illness in children and young people must also be clearly conveyed. The pathway defined in Figure 2 illustrates the consistent two-way flow of information between key School-Link stakeholders to ensure the effective implementation of the Initiative across NSW.

Statewide branding such as the use of a consistent logo will ensure a universally recognisable School-Link brand across NSW. Effective and consistent promotion of the aims and objectives of School-Link to stakeholders is essential and will be supported by the use of standardised resources such as a School-Link brochure and PowerPoint presentation.

Figure 2 - School-Link communication pathways

Department of Education and Communities

Mental Health Program Council

Child and Adolescent Mental Health

Sub-Committee

CAMHS Managers

Health and Education CAMHS Steering

Committee

Working Groups(time limited)

CAMHS Staff School-Link

Coordinators CAMHS/DECproject teams

Counselling ServicesStudent Engagement

& Interagency Partnerships

Learning & Engagement Coordinators

School Counselling Service

NSW Health

Workforce

School-Link Coordinators are Specialist Mental Health consultants and form the backbone of the NSW School-Link Initiative. A skilled School-Link Coordinator workforce with specialist knowledge and expertise to support schools, TAFEs and CAMHS to assist children and young people with mental health issues is fundamental to the success of the initiative.

The NSW School-Link Initiative will be strengthened locally through actively promoting School-Link as a specialist mental health service by:

■ incorporating the work of School-Link as part of core CAMHS business;

■ including School-Link Coordinators in local mental health service development and planning;

■ supporting the participation of School-Link Coordinators in professional development activities relevant to their role, including professional development in lived experience narratives; and


■ ensuring School-Link Coordinators have a good understanding of the relevant DEC policies, structures, practices and the ethos of schools and their systems.

The development of a comprehensive induction package for School-Link Coordinators at the statewide level will provide additional support for both School-Link Coordinators and their managers. The package coupled with the NSW CAMHS Competencies Framework and supporting tools will assist to further develop the knowledge and skills of the workforce and enhance service provision. Implementing culturally safe practice is a core component of working effectively with children, young people and their families and an essential element of a School-Link Coordinator’s professional development.

School-Link forums and communication involving DEC and Health partners will facilitate evidence-informed progression of the Initiative through the dissemination of research, resources, information on best practice and contemporary policy directions.

ReferencesSawyer, M. G., Arney, F. M. and Baghurst, P. A. et. al. (2000), The mental health of young people in Australia, Mental Health and Special Programs Branch, Commonwealth Department of Health and Aged Care, Canberra.

Durlak, J.A. (1998). Primary prevention mental health programs for children and adolescents are effective. Journal of Mental Health, 7, 463-469.


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d s

uic

ide

of

a m

emb

er o

f th

e sc

ho

ol/

TAF

E

com

mu

nit

y.

Loca

lly im

ple

men

t st

atew

ide

po

stve

ntio

n g

uid

elin

es f

ollo

win

g

the

suic

ide

of

a m

emb

er o

f th

e sc

ho

ol/

TAF

E c

om

mu

nit

y.

Dev

elo

p a

nd

rev

iew

sta

tew

ide

DE

C

po

stve

ntio

n g

uid

elin

es a

nd

fo

rmal

ise

CA

MH

S, D

EC

an

d k

ey p

artn

er r

ole

s an

d

resp

on

sib

iliti

es in

po

stve

ntio

n re

spo

nse

s.


Aim

2: P

rovi

de

acce

ss t

o e

vid

ence

-inf

orm

ed m

enta

l hea

lth

earl

y in

terv

enti

on

pro

gra

ms

in s

cho

ols

and

TA

FEs

cont

inue

dO

BJE

CTI

VES

AC

TIV

ITIE

S

Loca

l Hea

lth

Loca

l DE

CSt

ate

Par

tner

ship

2.1

Co

ntin

ued

- C

hild

ren

an

d y

ou

ng

peo

ple

hav

e ac

cess

to

evi

den

ce-

info

rmed

tar

get

ed e

arly

in

terv

enti

on

pro

gra

ms.

2.1.

2D

isse

min

ate

curr

ent

rese

arch

to

sch

oo

ls,

TAF

Es

and

CA

MH

S s

taff

on

evid

ence

in

form

ed p

reve

ntio

n an

d e

arly

in

terv

enti

on

pro

gra

ms

incl

ud

ing

lin

ks t

o

rese

arch

sym

po

siu

ms

and

rel

evan

t ev

ents

w

hen

ava

ilab

le.

En

cou

rag

e co

nsu

ltat

ion

wit

h

the

Sch

oo

l-lin

k C

oo

rdin

ato

r w

hen

em

bar

kin

g o

n sc

ho

ol o

r TA

FE

bas

ed m

enta

l hea

lth

p

reve

ntio

n an

d in

terv

enti

on

p

rog

ram

s.

Dis

sem

inat

e cu

rren

t re

sear

ch t

o S

cho

ol-

link

Co

ord

inat

ors

an

d C

AM

HS

man

ager

s o

n ev

iden

ce-b

ased

pre

vent

ion

and

ear

ly

inte

rven

tio

n p

rog

ram

s in

clu

din

g li

nks

to

re

sear

ch s

ymp

osi

um

s an

d r

elev

ant

even

ts

wh

en a

vaila

ble

.

2.1.

3F

acili

tate

acc

ess

to e

xper

t ad

vice

wh

en

aske

d b

y sc

ho

ol/

TAF

E r

e m

enta

l hea

lth

p

reve

ntio

n an

d in

terv

enti

on

pro

gra

ms.

2.1.4

Del

iver

sch

oo

l-b

ased

evi

den

ce-i

nfo

rmed

ea

rly

inte

rven

tio

n p

rog

ram

s p

rio

riti

sed

fo

r st

atew

ide

rollo

ut in

par

tner

ship

wit

h D

EC

.

Su

pp

ort

loca

l im

ple

men

tati

on

o

f ev

iden

ce-i

nfo

rmed

ear

ly

inte

rven

tio

n p

rog

ram

s.

Iden

tifi

cati

on

of

evid

ence

-bas

ed

pro

gra

ms,

iden

tifi

cati

on

of

reso

urc

es

req

uir

ed a

nd

ass

ista

nce

wit

h lo

cal

imp

lem

enta

tio

n.

2.2

Th

e w

ork

forc

e d

eliv

erin

g s

pec

ialis

t m

enta

l hea

lth

pro

gra

ms

and

ser

vice

s in

sch

oo

ls

and

TA

FE

s is

co

mp

eten

t an

d

sup

po

rted

.

2.2.

1E

nsu

re a

ll S

cho

ol-

Lin

k st

aff

hav

e co

mp

lete

d t

he

Sch

oo

l-L

ink

DV

D t

rain

ing

p

rog

ram

an

d t

he

Men

tal H

ealt

h

Pro

fess

ion

al O

nlin

e D

evel

op

men

t (M

H-P

OD

), in

clu

din

g m

od

ule

s o

n

reco

very

, rec

ove

ry-b

ased

pra

ctic

e an

d

care

r p

arti

cip

atio

n.

Co

ntin

ue

to e

nd

ors

e co

mp

leti

on

of

DV

D m

od

ule

s fo

r D

EC

co

un

sello

rs.

En

sure

su

pp

ly o

f th

e S

cho

ol-

Lin

k Tr

ain

ing

D

VD

pro

gra

m o

r fu

ture

eq

uiv

alen

t/s.

2.2.

2F

acili

tate

acc

ess

of

rele

vant

sta

ff (

Hea

lth

an

d D

EC

) to

evi

den

ce-i

nfo

rmed

p

rog

ram

s id

enti

fied

fo

r im

ple

men

tati

on

, e.

g. F

RIE

ND

S P

rog

ram

Tra

inin

g.

Fac

ilita

te a

cces

s o

f re

leva

nt

staf

f (H

ealt

h an

d D

EC

) to

ev

iden

ce-

info

rmed

pro

gra

ms

iden

tifi

ed f

or

imp

lem

enta

tio

n

e.g

. FR

IEN

DS

Pro

gra

m

Trai

nin

g.

Iden

tify

an

d s

up

po

rt t

rain

ing

nee

ds

wh

ere

evid

ence

-inf

orm

ed p

rog

ram

s ar

e id

enti

fied

fo

r im

ple

men

tati

on

e.g

. F

RIE

ND

S P

rog

ram

Tra

inin

g.


Aim

2: P

rovi

de

acce

ss t

o e

vid

ence

-inf

orm

ed m

enta

l hea

lth

earl

y in

terv

enti

on

pro

gra

ms

in s

cho

ols

and

TA

FEs

cont

inue

dO

BJE

CTI

VES

AC

TIV

ITIE

S

Loca

l Hea

lth

Loca

l DE

CSt

ate

Par

tner

ship

2.2

Co

ntin

ued

- T

he

wo

rkfo

rce

del

iver

ing

sp

ecia

list

men

tal

hea

lth

pro

gra

ms

and

ser

vice

s in

sch

oo

ls a

nd

TA

FE

s is

co

mp

eten

t an

d s

up

po

rted

.

2.2.

3P

rovi

de

a co

mp

reh

ensi

ve in

du

ctio

n fo

r S

cho

ol-

Lin

k C

oo

rdin

ato

rs a

t th

e lo

cal

leve

l.

Ori

ent

and

up

dat

e as

req

uir

ed,

Sch

oo

l-L

ink

Co

ord

inat

ors

to

D

EC

sta

ff, s

yste

ms

and

p

roce

sses

.

Dev

elo

p a

co

mp

reh

ensi

ve

ind

uct

ion

pac

kag

e fo

r S

cho

ol-

Lin

k C

oo

rdin

ato

rs.

Aim

3: E

arly

acc

ess

to s

pec

ialis

t m

enta

l hea

lth

serv

ices

3.1

Ch

ildre

n an

d y

ou

ng

peo

ple

ex

per

ien

cin

g m

enta

l hea

lth

is

sues

, an

d t

hei

r fa

mili

es, a

re

info

rmed

of

the

ran

ge

of

trea

tmen

t o

pti

on

s av

aila

ble

, an

d a

re s

up

po

rted

to

ch

oo

se

the

op

tio

n th

at b

est

suit

s th

eir

nee

ds,

incl

ud

ing

acc

ess

to

spec

ialis

t m

enta

l hea

lth

se

rvic

es w

hen

req

uir

ed.

3.1.

1F

acili

tate

an

d m

ap lo

cal p

artn

ersh

ips

wit

h re

leva

nt p

rim

ary

hea

lth

, pri

vate

an

d

oth

er p

ub

lic p

rovi

der

s to

pro

mo

te

refe

rral

pat

hway

s, e

ase

of

acce

ss a

nd

m

inim

ise

risk

of

loss

to

fo

llow

-up

, m

aint

ain

ing

cu

rren

cy o

f co

ntac

t in

form

atio

n. T

his

sh

ou

ld in

clu

de

cult

ura

lly s

pec

ific

serv

ices

an

d

Ab

ori

gin

al S

ervi

ces

such

as

Ab

ori

gin

al

Med

ical

Ser

vice

s an

d A

bo

rig

inal

Ch

ild

and

Fam

ily C

entr

es.

En

sure

dis

sem

inat

ion

of

refe

rral

m

ap a

nd

co

ntac

t in

form

atio

n.

Dev

elo

p a

Pat

hway

s an

d

Tran

siti

on

s G

uid

e in

co

nsu

ltat

ion

w

ith

con

sum

ers

and

car

ers

to

assi

st in

sm

oo

th r

efer

ral p

athw

ays

bet

wee

n D

EC

an

d m

enta

l hea

lth

se

rvic

e p

rovi

der

s.

3.1.

2P

rovi

de

tim

ely,

sp

ecia

list

men

tal h

ealt

h

con

sult

atio

n to

sch

oo

ls a

nd

TA

FE

s re

gar

din

g r

efer

ral o

f st

ud

ents

ex

per

ien

cin

g c

om

ple

x m

enta

l hea

lth

is

sues

.

En

cou

rag

e co

nsu

ltat

ion

wit

h

Sch

oo

l-L

ink

Co

ord

inat

or

or

loca

l C

AM

HS

tea

m a

s ap

pro

pri

ate,

w

hen

ref

erri

ng

stu

den

ts w

ith

co

mp

lex

men

tal h

ealt

h is

sues

.

Dev

elo

p a

sta

tew

ide

pic

ture

of

ho

w S

cho

ol-

Lin

k is

ass

isti

ng

ear

ly

acce

ss t

o s

pec

ialis

t m

enta

l hea

lth

se

rvic

es f

or

child

ren

and

yo

un

g

peo

ple

.

Aim

2: P

rovi

de

acce

ss t

o e

vid

ence

-inf

orm

ed m

enta

l hea

lth

earl

y in

terv

enti

on

pro

gra

ms

in s

cho

ols

and

TA

FEs

cont

inue

dO

BJE

CTI

VES

AC

TIV

ITIE

S

Loca

l Hea

lth

Loca

l DE

CSt

ate

Par

tner

ship

2.1

Co

ntin

ued

- C

hild

ren

an

d y

ou

ng

peo

ple

hav

e ac

cess

to

evi

den

ce-

info

rmed

tar

get

ed e

arly

in

terv

enti

on

pro

gra

ms.

2.1.

2D

isse

min

ate

curr

ent

rese

arch

to

sch

oo

ls,

TAF

Es

and

CA

MH

S s

taff

on

evid

ence

in

form

ed p

reve

ntio

n an

d e

arly

in

terv

enti

on

pro

gra

ms

incl

ud

ing

lin

ks t

o

rese

arch

sym

po

siu

ms

and

rel

evan

t ev

ents

w

hen

ava

ilab

le.

En

cou

rag

e co

nsu

ltat

ion

wit

h

the

Sch

oo

l-lin

k C

oo

rdin

ato

r w

hen

em

bar

kin

g o

n sc

ho

ol o

r TA

FE

bas

ed m

enta

l hea

lth

p

reve

ntio

n an

d in

terv

enti

on

p

rog

ram

s.

Dis

sem

inat

e cu

rren

t re

sear

ch t

o S

cho

ol-

link

Co

ord

inat

ors

an

d C

AM

HS

man

ager

s o

n ev

iden

ce-b

ased

pre

vent

ion

and

ear

ly

inte

rven

tio

n p

rog

ram

s in

clu

din

g li

nks

to

re

sear

ch s

ymp

osi

um

s an

d r

elev

ant

even

ts

wh

en a

vaila

ble

.

2.1.

3F

acili

tate

acc

ess

to e

xper

t ad

vice

wh

en

aske

d b

y sc

ho

ol/

TAF

E r

e m

enta

l hea

lth

p

reve

ntio

n an

d in

terv

enti

on

pro

gra

ms.

2.1.4

Del

iver

sch

oo

l-b

ased

evi

den

ce-i

nfo

rmed

ea

rly

inte

rven

tio

n p

rog

ram

s p

rio

riti

sed

fo

r st

atew

ide

rollo

ut in

par

tner

ship

wit

h D

EC

.

Su

pp

ort

loca

l im

ple

men

tati

on

o

f ev

iden

ce-i

nfo

rmed

ear

ly

inte

rven

tio

n p

rog

ram

s.

Iden

tifi

cati

on

of

evid

ence

-bas

ed

pro

gra

ms,

iden

tifi

cati

on

of

reso

urc

es

req

uir

ed a

nd

ass

ista

nce

wit

h lo

cal

imp

lem

enta

tio

n.

2.2

Th

e w

ork

forc

e d

eliv

erin

g s

pec

ialis

t m

enta

l hea

lth

pro

gra

ms

and

ser

vice

s in

sch

oo

ls

and

TA

FE

s is

co

mp

eten

t an

d

sup

po

rted

.

2.2.

1E

nsu

re a

ll S

cho

ol-

Lin

k st

aff

hav

e co

mp

lete

d t

he

Sch

oo

l-L

ink

DV

D t

rain

ing

p

rog

ram

an

d t

he

Men

tal H

ealt

h

Pro

fess

ion

al O

nlin

e D

evel

op

men

t (M

H-P

OD

), in

clu

din

g m

od

ule

s o

n

reco

very

, rec

ove

ry-b

ased

pra

ctic

e an

d

care

r p

arti

cip

atio

n.

Co

ntin

ue

to e

nd

ors

e co

mp

leti

on

of

DV

D m

od

ule

s fo

r D

EC

co

un

sello

rs.

En

sure

su

pp

ly o

f th

e S

cho

ol-

Lin

k Tr

ain

ing

D

VD

pro

gra

m o

r fu

ture

eq

uiv

alen

t/s.

2.2.

2F

acili

tate

acc

ess

of

rele

vant

sta

ff (

Hea

lth

an

d D

EC

) to

evi

den

ce-i

nfo

rmed

p

rog

ram

s id

enti

fied

fo

r im

ple

men

tati

on

, e.

g. F

RIE

ND

S P

rog

ram

Tra

inin

g.

Fac

ilita

te a

cces

s o

f re

leva

nt

staf

f (H

ealt

h an

d D

EC

) to

ev

iden

ce-

info

rmed

pro

gra

ms

iden

tifi

ed f

or

imp

lem

enta

tio

n

e.g

. FR

IEN

DS

Pro

gra

m

Trai

nin

g.

Iden

tify

an

d s

up

po

rt t

rain

ing

nee

ds

wh

ere

evid

ence

-inf

orm

ed p

rog

ram

s ar

e id

enti

fied

fo

r im

ple

men

tati

on

e.g

. F

RIE

ND

S P

rog

ram

Tra

inin

g.


Aim

3: E

arly

acc

ess

to s

pec

ialis

t m

enta

l hea

lth

serv

ices

co

ntin

ued

O

BJE

CTI

VES

AC

TIV

ITIE

S

Loca

l Hea

lth

Loca

l DE

CSt

ate

Par

tner

ship

3.1

Co

ntin

ued

-

Ch

ildre

n an

d y

ou

ng

p

eop

le e

xper

ien

cin

g

men

tal h

ealt

h is

sues

, an

d t

hei

r fa

mili

es, a

re

info

rmed

of

the

ran

ge

of

trea

tmen

t o

pti

on

s av

aila

ble

, an

d a

re

sup

po

rted

to

ch

oo

se

the

op

tio

n th

at b

est

suit

s th

eir

nee

ds,

in

clu

din

g a

cces

s to

sp

ecia

list

men

tal

hea

lth

serv

ices

wh

en

req

uir

ed.

3.1.

3P

rovi

de

tim

ely,

sp

ecia

list

con

sult

atio

n to

sc

ho

ol a

nd

TA

FE

s re

gar

din

g t

he

man

agem

ent

of

stu

den

ts e

xper

ien

cin

g

com

ple

x m

enta

l hea

lth

issu

es in

Ed

uca

tio

nal

se

ttin

gs.

Fac

ilita

te c

olla

bo

rati

ve c

are

and

re

cove

ry p

lan

nin

g w

ith

the

stu

den

t, t

hei

r fa

mily

an

d s

cho

ol/

TAF

E s

taff

wh

ere

app

rop

riat

e.

En

cou

rag

e co

nsu

ltat

ion

wit

h

Sch

oo

l-L

ink

Co

ord

inat

or

wh

en

assi

stin

g s

tud

ent

to m

anag

e co

mp

lex

men

tal h

ealt

h is

sues

in

sch

oo

l an

d T

AF

E s

etti

ng

s.


Aim

4: S

upp

ort

fo

r th

e re

cove

ry jo

urne

y O

BJE

CTI

VES

AC

TIV

ITIE

S

Loca

l Hea

lth

Loca

l DE

CSt

ate

Par

tner

ship

4.1

Ch

ildre

n an

d y

ou

ng

p

eop

le e

xper

ien

cin

g

men

tal h

ealt

h is

sues

h

ave

acce

ss t

o h

olis

tic,

p

erso

n ce

ntre

d c

are.

4.1.

1P

rovi

de

clin

ical

ser

vice

s an

d t

rain

ing

wh

ich

fo

cus

on

ho

listi

c ca

re o

f ch

ildre

n, y

ou

ng

p

eop

le a

nd

th

eir

fam

ilies

in t

he

cont

ext

of

bio

psy

cho

soci

al, c

ult

ura

l an

d e

nvir

on

men

tal

nee

ds.

In t

he

cont

ext

of

wo

rkin

g w

ith

A

bo

rig

inal

ch

ildre

n an

d y

ou

ng

peo

ple

, tr

ain

ing

sh

ou

ld r

eco

gn

ise

the

fam

ily

stru

ctu

re m

ay b

e d

iffe

rent

wh

en w

ork

ing

w

ith

this

po

pu

lati

on

.

Su

pp

ort

an

d p

rom

ote

tra

inin

g

wh

ich

focu

ses

on

ho

listi

c ca

re o

f ch

ildre

n, y

ou

ng

peo

ple

an

d t

hei

r fa

mili

es in

th

e co

ntex

t o

f b

iop

sych

oso

cial

, cu

ltu

ral a

nd

en

viro

nm

enta

l nee

ds.

In t

he

cont

ext

of

wo

rkin

g w

ith

A

bo

rig

inal

ch

ildre

n an

d y

ou

ng

p

eop

le, t

rain

ing

sh

ou

ld r

eco

gn

ise

the

fam

ily s

tru

ctu

re m

ay b

e d

iffe

rent

wh

en w

ork

ing

wit

h th

is

po

pu

lati

on

.

Dis

sem

inat

e in

form

atio

n o

n av

aila

ble

ev

iden

ce in

form

ed t

rain

ing

wh

ich

fo

cuse

s o

n h

olis

tic

care

of

child

ren

, yo

un

g p

eop

le a

nd

th

eir

fam

ilies

in

the

cont

ext

of

bio

psy

cho

soci

al,

cult

ura

l an

d e

nvir

on

men

tal n

eed

s. In

th

e co

ntex

t o

f w

ork

ing

wit

h

Ab

ori

gin

al c

hild

ren

and

yo

un

g

peo

ple

, tra

inin

g s

ho

uld

rec

og

nis

e th

e fa

mily

str

uct

ure

may

be

dif

fere

nt

wh

en w

ork

ing

wit

h th

is p

op

ula

tio

n.

4.1.

2F

acili

tate

ref

erra

ls f

or

child

ren

and

yo

un

g

peo

ple

wit

h m

enta

l hea

lth

issu

es t

o o

ther

re

leva

nt s

ervi

ces

to a

dd

ress

bro

ader

nee

ds

such

as

emp

loym

ent,

acc

om

mo

dat

ion

, p

hysi

cal h

ealt

h an

d s

oci

al a

nd

co

mm

un

ity

eng

agem

ent.

Fac

ilita

te r

efer

rals

fo

r ch

ildre

n an

d

you

ng

peo

ple

wit

h m

enta

l hea

lth

is

sues

to

oth

er r

elev

ant

serv

ices

to

ad

dre

ss b

road

er n

eed

s su

ch a

s em

plo

ymen

t, a

cco

mm

od

atio

n,

phy

sica

l hea

lth

and

so

cial

an

d

com

mu

nit

y en

gag

emen

t.

Sta

tew

ide

gu

idan

ce w

ill r

efle

ct a

h

olis

tic

and

inte

gra

ted

ap

pro

ach

to

the

care

of

child

ren

and

yo

un

g

peo

ple

wit

h m

enta

l hea

lth

issu

es a

nd

th

eir

fam

ilies

/car

ers,

an

d r

eco

gn

ise

and

em

bra

ce t

he

po

ssib

iliti

es f

or

reco

very

an

d w

ellb

ein

g c

reat

ed b

y th

eir

inh

eren

t st

ren

gth

an

d c

apac

ity.

4.1.

3F

acili

tate

ref

erra

ls f

or

child

ren

and

yo

un

g

peo

ple

wit

h m

enta

l hea

lth

issu

es t

o r

elev

ant

agen

cies

th

at p

rovi

de

cult

ura

lly s

afe

serv

ices

, in

clu

din

g T

ran

scu

ltu

ral M

enta

l H

ealt

h S

ervi

ces

and

Ab

ori

gin

al s

ervi

ces

such

as

Ab

ori

gin

al M

edic

al S

ervi

ces

and

A

bo

rig

inal

Ch

ild a

nd

Fam

ily C

entr

es.

Fac

ilita

te r

efer

rals

fo

r ch

ildre

n an

d

you

ng

peo

ple

wit

h m

enta

l hea

lth

is

sues

to

rel

evan

t ag

enci

es t

hat

p

rovi

de

cult

ura

lly s

afe

serv

ices

, in

clu

din

g T

ran

scu

ltu

ral M

enta

l H

ealt

h S

ervi

ces

and

Ab

ori

gin

al

serv

ices

su

ch a

s A

bo

rig

inal

M

edic

al S

ervi

ces

and

Ab

ori

gin

al

Ch

ild a

nd

Fam

ily C

entr

es.

Sta

tew

ide

gu

idan

ce w

ill p

rom

ote

cu

ltu

ral s

afet

y fo

r ch

ildre

n an

d

you

ng

peo

ple

wit

h m

enta

l hea

lth

is

sues

an

d t

hei

r fa

mili

es/c

arer

s.

Wo

rk in

par

tner

ship

wit

h ke

y st

akeh

old

ers

such

as

the

Tran

scu

ltu

ral M

enta

l Hea

lth

Cen

tre

and

th

e A

bo

rig

inal

Hea

lth

& M

edic

al

Res

earc

h C

entr

e.


Aim

4: S

upp

ort

fo

r th

e re

cove

ry jo

urne

y O

BJE

CTI

VES

AC

TIV

ITIE

S

Loca

l Hea

lth

Loca

l DE

CSt

ate

Par

tner

ship

4.2

Ch

ildre

n an

d

you

ng

peo

ple

ex

per

ien

cin

g m

enta

l h

ealt

h is

sues

are

su

pp

ort

ed t

o

par

tici

pat

e in

ed

uca

tio

n, t

he

com

mu

nit

y an

d o

ther

m

ean

ing

ful l

ife r

ole

s.

4.2

.1F

acili

tate

co

llab

ora

tive

car

e p

lan

nin

g w

ith

th

e st

ud

ent,

fam

ily a

nd

rel

evan

t st

aff

wh

ich

su

pp

ort

inte

gra

ted

car

e an

d o

pti

mu

m

eng

agem

ent

in a

nd

mas

tery

of

dev

elo

pm

enta

lly a

pp

rop

riat

e ac

tivi

ties

, su

ch

as; e

du

cati

on

, sp

ort

, so

cial

an

d c

om

mu

nit

y p

arti

cip

atio

n.

Par

tici

pat

e in

co

llab

ora

tive

car

e p

lan

nin

g w

ith

the

stu

den

t, f

amily

an

d r

elev

ant

staf

f w

hic

h su

pp

ort

in

teg

rate

d c

are

and

op

tim

um

en

gag

emen

t in

an

d m

aste

ry o

f d

evel

op

men

tally

ap

pro

pri

ate

acti

viti

es, s

uch

as;

ed

uca

tio

n,

spo

rt, s

oci

al a

nd

co

mm

un

ity.

4.3

Ch

ildre

n an

d

you

ng

peo

ple

ex

per

ien

cin

g m

enta

l h

ealt

h is

sues

hav

e ac

cess

to

sp

ecia

list

sup

po

rt d

uri

ng

tim

es

of

tran

siti

on

.

4.3

.1In

par

tner

ship

wit

h o

ther

sp

ecia

list

men

tal

hea

lth

serv

ice

staf

f, ac

t as

a s

pec

ialis

t re

sou

rce

to s

up

po

rt t

ran

siti

on

s fo

r th

e ch

ild

or

you

ng

per

son

bet

wee

n ed

uca

tio

nal

an

d

hea

lth

sett

ing

s (i

np

atie

nt, d

ay p

atie

nt)

ensu

rin

g c

lear

del

inea

tio

n o

f ro

les

wit

hin

th

e m

enta

l hea

lth

serv

ice.

Th

e d

evel

op

men

t o

f re

turn

to

sch

oo

l pla

ns

nee

d t

o b

alan

ce

hea

lth

and

ed

uca

tio

nal

nee

ds

of

stu

den

ts.

See

k th

e su

pp

ort

of

the

Sch

oo

l-L

ink

Co

ord

inat

or

to d

evel

op

loca

l p

roce

du

res

and

res

ou

rces

to

fa

cilit

ate

the

smo

oth

rei

nteg

rati

on

b

ack

to E

du

cati

on

of

child

ren

and

yo

un

g p

eop

le w

ho

hav

e ex

per

ien

ced

a s

ever

e m

enta

l h

ealt

h ep

iso

de.

Dev

elo

p g

uid

elin

es t

o a

ssis

t sc

ho

ols

in

tra

nsi

tio

nin

g s

tud

ents

wh

o h

ave

exp

erie

nce

d a

sev

ere

men

tal h

ealt

h

epis

od

e b

ack

to E

du

cati

on

sett

ing

s.


Appendix A – School-Link Evidence Check 2011 Summary

The School-Link Evidence Check, (Christensen et al. 2011), completed by the Sax Institute describes recommended evidence informed prevention programs for school settings and the optimal age of program delivery. In addition, the Check reviews collaborative care models through which these school based programs may be delivered.

Prevention programsThe Sax Institute findings suggest that there are effective prevention programs that can be introduced into schools to prevent the onset of mental disorders. The report identifies that these programs can be offered to prevent externalising disorders (such as Attention Deficit Hyperactivity Disorder, Conduct Disorder and Oppositional Defiant Disorder), substance abuse, depression, anxiety, social phobia and eating disorders.

Figure 1 below provides a summary of recommended programs and the age at which they have been found to be effective.

Shared Care Collaborative ModelsThe report identified a range of programs that included a component aimed at assisting young people in need of clinical mental health services. At this stage, the findings have been very limited on the success of these programs in reducing mental ill health in those at risk of a disorder.

Figure 1: Recommended programs and optimal point of delivery

Data from Hudson, Hiripi, Pope, & Kessler, 2007; Kessler, Berglund, Delmer, Jin, et al., 2005; Kovacs, Obroksy, Gatonis, & Richards, 1997; Lewinsohn, Clarke, Seely, Rhode, 19941 Median Range2 Interquartile Range

19

Appendix A – School-Link Evidence Check 2011 Summary

The School-Link Evidence Check, completed in 2011 by the Sax Institute describes recommended evidence informed prevention programs for school settings and the optimal age of program delivery. In addition, the Check reviews collaborative care models through which these school based programs may be delivered.

Prevention programs

The Sax Institute findings suggest that there are effective prevention programs that can be introduced into schools to prevent the onset of mental disorders. The report identifies that these programs can be offered to prevent externalising disorders (such as Attention Deficit Hyperactivity Disorder, Conduct Disorder and Oppositional Defiant Disorder), substance abuse, depression, anxiety, social phobia and eating disorders.

Figure 1 below provides a summary of recommended programs and the age at which they have been found to be effective.

Figure 1: Recommended programs and optimal point of delivery

Data from Hudson, Hiripi, Pope, & Kessler, 2007; Kessler, Berglund, Delmer, Jin, et al., 2005; Kovacs, Obroksy, Gatonis, & Richards, 1997; Lewinsohn, Clarke, Seely, Rhode, 19941 Median Range2 Interquartile Range

Shared Care Collaborative Models

The report identified a range of programs that included a component aimed at assisting young people in need of clinical mental health services. At this stage, the findings have been very limited on the success of these programs in reducing mental ill health in those at risk of a disorder.


Appendix B – School-Link Strategic Review 2012 Summary of Recommendations

PricewaterhouseCoopers (PwC) conducted a School-Link Strategic Review (PwC, 2012) for the NSW School-Link Management Committee. Broad stakeholder consultation was undertaken across Health, DEC and the community managed sector.

The Management Committee supported the following summarised recommendations and incorporated these into the 2014-2017 NSW School-Link Strategy and Action Plan:

■ Review School-Link governance structures

■ Clarify the role of School-Link in the context of the current NSW Government priorities

■ Develop a Strategic Plan which articulates the aims and objectives of School-Link and describes communication pathways

■ Use consistent language in describing the activities of School-Link such as prevention and early intervention

■ Explore the need to provide support for the early years and population transitioning

■ Develop and translate School-Link evidence summaries into practice

■ Establish relevant measures of success

■ Routinely conduct basic program reporting

■ Maintain the current platform of collaboration and explore opportunities for further linkages

Within the new School-Link governance structure, time limited working groups will complete discreet pieces of work for the Initiative. These groups will cover further recommendations made in the Review related to:

■ The development of statewide guidance, tools and resources

■ Workforce development

ReferencesChristensen, H., Calear, A., Tait, R., Gosling, J., Griffiths, K., Murray, K. School based intervention programs and shared care collaborative models targeting the prevention of or early intervention in child and adolescent mental health problems: An Evidence Check rapid review brokered by the Sax Institute for the NSW Ministry of Health, 2011.

(http://www.saxinstitute.org.au/contentUploadedByEWeb/Files/Adolescent%20Mental%20Health%20Report.pdf)

Price Waterhouse Coopers (2002) Strategic Review of the NSW School-Link Initiative. Review conducted by pwc for the NSW Ministry of Health.

SHPN (MHK) 130393

nsw school link strat actionplan 2014 2017

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