Education to support implementation of the national delivery plan for children and young people
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Education to support implementation of the National Delivery Plan for Children and Young People. Psychology Adolescent Care Advanced Practice. Psychology. Dr Terri Carney Consultant Clinical Psychologist Programme Director NES (Seconded Post 0.5wte). Psychology. What?

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Education to support implementation of the National Delivery Plan for Children and Young People

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Education to support implementation of the

National Delivery Plan for Children and Young People

  • Psychology

  • Adolescent Care

  • Advanced Practice


  • Dr Terri Carney

  • Consultant Clinical Psychologist

  • Programme Director NES (Seconded Post 0.5wte)



An agreed objective of the National Delivery Plan (NDP) & NHS for Scotland (NES) is to deliver improved psychological capacity in Specialist Children’s Services


By promoting psychological awareness and skill to multidisciplinary staff within Specialist Services

Initial Work - Develop educational resources on cross-categorical aspects of psychosocial care including:

Adjustment to diagnosis

Adherence to treatment


Initiate the delivery and evaluation of these resources


  • Why?

  • The management of long term conditions is linked to health behaviour and lifestyle

  • Non-adherence has been estimated to compromise the health outcomes of paediatric treatment by an average of 33% and by as much as 71% (DiMatteo et al 2002)

  • Rates of non-adherence to medication treatment range from 25% to 60% for Children & Young People (Carter et al 2003)

  • Children and Young People with physical health conditions are twice as vulnerable to developing mental health or behavioural problems than those in good health (Needs Assessment CAMH 2003)

  • Today’s Young People are at risk of being the first generation in modern history to be less healthy than their parents (Rollnick et al 2008)

  • Evidence base for the effectiveness of Psychosocial interventions


  • When?

  • Feb (2010)– Programme Director Paediatric Psychology commenced post

  • Feb-June (2010) – Literature review and associated reading, scoping of existing resources, establishment of a Working Group, Engagement with the Paediatric Psychology Network and other stakeholders, development of educational resources (ongoing)

  • September (2010) – National Stakeholder’s event to present draft educational resources, amendments made resources to go out to consultation

  • Oct (2010) – Delivery of ‘Train the Trainers’ Training

  • Nov (2010) – Jan 2011 Delivery of Training. Two day training in each region (West, East & North)

  • Jan – March (2011) – Evaluation. Reviewing local systems of sustainability & impact


  • Sustainability

  • Cascade local delivery of training

  • Identify and train local champions who will lead future local training (flexibility to ensure local training needs met)

  • Resources available to all staff within Specialist Services

  • Development of a local infrastructure to ensure training is applied in practice and monitor impact

  • Evaluation


  • Additionality

  • More children, young people and their families will have access to a wider range of psychosocial knowledge and skill at the appropriate level

  • Earlier identification and intervention of psychosocial difficulty resulting in reduced co-morbidity and the development of secondary problems

  • Initiating adaptive health behaviour from the onset and improving health outcomes

  • Enhanced psychological competence throughout Specialist Children’s Services ensuring the most cost -effective way delivering psychological care

  • And finally, early days but…Article for Pulse 5th May 2010 by Gareth Iacobucci - linking data from IAPT to GP records found that the programme is reducing hospital admissions, length of stay, outpatient activity and attendance at casualty (at Hillingdon & Merton for every £1 invested in a psychologist, they saved £3 in acute admission rates)


  • Potential Future Work

  • Requirement to oversee this initial work and evaluate longer term impact on clinical practice and health outcomes for Children and Young People

  • Develop education on other psychosocial aspects of care ( e.g. mood management, coping with bereavement)

  • Develop educational support for multidisciplinary staff on condition specific psychological care

  • Support psychological education at all levels in response to identified gaps

Adolescent Care

  • External Commission

  • Links with RCPCH resources

  • Pilot in place

Advanced Practice

  • JMU

  • Southbank University

  • 3 Succession Planning Cohorts

  • Minimum 40 students prepared

  • HEI new modules ready to be delivered from September

Advanced Practice - HEIs

  • All at Scottish Credit & Qualifications Framework SCQF) Level II

  • Pathophysiology for Advanced Child Health Practitioners –

  • Edinburgh Napier University

  • Advanced Paediatric Decision Making –

  • University of West of Scotland

  • Advanced Paediatric Practice –

  • Queen Margaret University

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