Procedures (Contact with Other Services)
The team has developed good working models with colleagues in other agencies to provide a joined-up approach to meeting the needs of young people within the context of their every day lives and experiences.
When a young person is referred through special education, the team encourages the use of the school review and monitoring systems already arranged around that young person as a multi-agency forum for the discussion of mental health difficulties. The team would be involved in advising, supporting and planning within this group.
Team prioritises presenting problems which threaten school placement. Mainly special education schools involved for young people with learning disabilities in Glasgow. Outwith Glasgow some areas have full integration policy. With parental consent, schools will always be involved in assessment of children and adolescents; are often also involved in interventions. Referrals are taken from schools and advice and information passed back as appropriate.
Identify involvement at referral / triage assessment stage. Where EP is actively involved, roles can be negotiated on a case-by-case basis.
School Health Service
Referrals received through SHS- encouraging this system to invite LD-CAMHS into multi-agency review processes. Named doctors responsible for Complex LD SEN schools.
Speech and Language therapy
Reciprocal agreement to identify SaLT involved (currently or previously) and for SaLT to identify LD team involvement in their caseload. Aim is to facilitate joint approach and support for implementation of school based strategies.
For communication needs liaise directly with SaLT involved (currently or previously). LD-CAMHS SaLT is involved jointly with LD-CAMHS clinicians in complex cases where specific skills are required in working with communication needs in mental health disorders.
Care Managers –children affected by disability, in area children and families teams. Remit – Care Managers ring fenced for disability needs, workers linked to Resource Team; network of disability workers across area teams. With consent, social work care managers will be involved in assessment of children and adolescents where appropriate. Referrals taken from social workers and joint working/ liaison as appropriate. Work with social workers takes place on a case by case basis.
Disability Resource Screening Group Remit – funding issues; consultation advice to area teams; manage budget and placements of residential and respite places: manage budget and access to outreach services e.g. Capability, NCH, play-schemes etc; school referrals. Team representatives attend Disability Resource Screening Groups in SW C&F Health and Disability teams in each CHP area. Consultation on complex cases is provided and cases in common are discussed within a representative group from children’s services.
Adult LD partnership
For older adolescents, close links are maintained with adult learning disability services to facilitate the transition to adult services where required. This includes cases discussion and information sharing with the receiving service; periods of joint working before a case is transferred. Age 16+: Referrals are transferred where reason for referral is primarily concerned with transition to adult services. Referral passed to LD-CAMHS from adult service where reason for referral concerned with adolescent issues / still within school system. Regular contact and professional links exist.
Psychiatric liaison team- Royal Hospital for Sick Children
Ward 6b neurological/metabolic/endocrine. Joint working/consultation models established, on case by case basis.
Fraser of Allander - neurology
Tuesday neuroscience clinical diagnostic meeting- LD-CAMHS Psychiatrist attends with liaison psychologists, neurologists and geneticists. Within LD-CAMHS the consultant psychiatrist undertakes liaison role: models of joint working developing as such cases are highlighted at the weekly clinical meetings. Often referred to LD-CAMHS where no mental health problem but more where behaviour aspects of condition require psychological input, in absence of other services.