Similar University of Wales Aberystwyth, sy23 3DA, uk... A history of the Royal Blind Society of New South Wales... West of England & South Wales Women’s History Network...
Cynulliad Cenedlaethol Cymru The National Assembly for Wales... It emerged that varying degrees of Mental Health Problems were often a reason that pupils missed long periods of schooling.
The National Assembly for Wales (NAW) report that “25% of children with emotional disorders had been absent from school for 11 days or more within the past term” (NAW, 2001, p.16).
For this reason, it was decided that Project Two would investigate pupils with Mental Health Problems in greater detail.
This phase of research used documents which detailed existing provision for pupils with Mental Health Problems such as the National Assembly of Wales (NAW) consultation document “Everybody’s Business” (2001). As “Everybody’s Business” documents required CAMHS provision, various stakeholders were consulted to see if this policy was an accurate reflection of their practice and if improvements had been made to it for the purposes of day to day working.
The main themes running throughout the questionnaires, regarding problems with inter-agency working, suggestions as to how these problems could be overcome, and the nature and frequency of contact with other stakeholders, were identified.
These themes were then compared with the main documents involved in this study, namely “Everybody’s Business” (NAW, 2001), its predecessor “Together We Stand” (HAS, 1995) and also the “National Service Framework for Children, Young People and Maternity Services in Wales” (WAG, 2004) to see how these research findings compared with those in the published literature.century that “…serious medical interest began to be shown in the emotional and intellectual problems of young people and the importance of a developmental perspective in understanding disorder”.(Black, 1993 in Williams & Kerfoot, (Eds.) 2005 p.2).This document described the current 4-Tier structure of CAMHS provision in Wales and was used as a springboard for this research and subsequent questionnaire design. By carrying out this part of the research, I was able to gain a greater understanding of how pupils with Mental Health Problems (MHD) and Mental Health Disorders (MHD) were provided for, and what my role as a secondary school teacher should be.This knowledge could then be passed onto my colleagues and used as a basis for improving practice.Questionnaires (Appendix 1) were sent out to various stakeholders with respect to CAMHS, using both contacts made during Project One (all of whom indicated they would be happy to be contacted in the future), and also to new contacts that developed as the research progressed (Appendix 2).