NSW School-Link Strategy and Action Plan 2014 – 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
PAGE 2 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.
NSW SCHOOL-LINK STRATEGY AND ACTION PLAN 2014 – 2017 PAGE 3
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
PAGE 4 NSW SCHOOL-LINK STRATEGY AND ACTION PLAN 2014 – 2017
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.
NSW SCHOOL-LINK STRATEGY AND ACTION PLAN 2014 – 2017 PAGE 5
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.
PAGE 6 NSW SCHOOL-LINK STRATEGY AND ACTION PLAN 2014 – 2017
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.
NSW SCHOOL-LINK STRATEGY AND ACTION PLAN 2014 – 2017 PAGE 7
■ 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.
PAGE 8 NSW SCHOOL-LINK STRATEGY AND ACTION PLAN 2014 – 2017
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
NSW SCHOOL-LINK STRATEGY AND ACTION PLAN 2014 – 2017 PAGE 9
■ 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.
PAGE 12 NSW SCHOOL-LINK STRATEGY AND ACTION PLAN 2014 – 2017
Aim
1: E
arly
iden
tific
atio
n of
men
tal h
ealt
h is
sues
OB
JEC
TIV
ESA
CTI
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IES
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l Hea
lth
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l DE
CSt
ate
Par
tner
ship
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hild
ren
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g
peo
ple
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erie
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enta
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es a
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arly
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ls a
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mar
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ub
lic
men
tal h
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ttin
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e ex
per
t m
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l hea
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ls w
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kin
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NSW SCHOOL-LINK STRATEGY AND ACTION PLAN 2014 – 2017 PAGE 13
Aim
1: E
arly
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tific
atio
n of
men
tal h
ealt
h is
sues
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JEC
TIV
ESA
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IES
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l DE
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ate
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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
2.1
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d y
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ng
p
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le h
ave
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ss t
o
evid
ence
-inf
orm
ed
targ
eted
ear
ly
inte
rven
tio
n p
rog
ram
s.
2.1.1
Su
pp
ort
sch
oo
ls a
nd
TA
FE
s to
co
mp
reh
ensi
vely
imp
lem
ent
stat
ewid
e p
ost
vent
ion
gu
idel
ines
fo
llow
ing
th
e su
icid
e o
r at
tem
pte
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.
PAGE 14 NSW SCHOOL-LINK STRATEGY AND ACTION PLAN 2014 – 2017
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.
NSW SCHOOL-LINK STRATEGY AND ACTION PLAN 2014 – 2017 PAGE 15
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.
PAGE 16 NSW SCHOOL-LINK STRATEGY AND ACTION PLAN 2014 – 2017
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.
NSW SCHOOL-LINK STRATEGY AND ACTION PLAN 2014 – 2017 PAGE 17
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.
PAGE 18 NSW SCHOOL-LINK STRATEGY AND ACTION PLAN 2014 – 2017
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.
NSW SCHOOL-LINK STRATEGY AND ACTION PLAN 2014 – 2017 PAGE 19
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.
PAGE 20 NSW SCHOOL-LINK STRATEGY AND ACTION PLAN 2014 – 2017
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.