The role of the primary mental health worker (PMHW) is relatively new within child and adolescent mental health services (CAMHS). Different organisational structures have emerged and it is important to study the advantages and disadvantages associated with different PMHW practice models. The current study uses a large, representative sample of PMHWs and operationalises practice models according to the PMHWs' self‐reported location and team alignment thus identifying three models (namely CAMHS outreach, primary care based, and dedicated PMHW team). Comparisons between the models are made in relation to organisation and management, inter‐agency links, and job satisfaction with the aim of exploring the strengths and weaknesses of each model. The results suggest that each model meets the aims of the role and there is greater similarity than dissimilarity between models. However, it also indicates that attention should be paid to improving the working environments and training and development opportunities for all PMHWs irrespective of model, but with particular consideration given to improving the support available to PMHWs working in primary care based models.
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11 December 2007
Review Article|
December 11 2007
Is there an optimum model of practice for the newly developed child and adolescent primary mental health worker posts?
Nicole Hickey;
Nicole Hickey
Academic Unit of Child and Adolescent Psychiatry, Imperial College London
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Tami Kramer;
Tami Kramer
Academic Unit of Child and Adolescent Psychiatry, Imperial College London
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M Garralda
M Garralda
Academic Unit of Child and Adolescent Psychiatry, Imperial College London
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Publisher: Emerald Publishing
Online ISSN: 2042-8707
Print ISSN: 1755-6228
© Emerald Group Publishing Limited
2007
The Journal of Mental Health Training, Education and Practice (2007) 2 (4): 10–18.
Citation
Hickey N, Kramer T, Garralda M (2007), "Is there an optimum model of practice for the newly developed child and adolescent primary mental health worker posts?". The Journal of Mental Health Training, Education and Practice, Vol. 2 No. 4 pp. 10–18, doi: https://doi.org/10.1108/17556228200700022
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