Mapping the CAMHS workforce: 2003‐2006
| Date | 11 December 2007 |
| DOI | https://doi.org/10.1108/17556228200700024 |
| Pages | 30-39 |
| Published date | 11 December 2007 |
| Author | Richard Wistow |
| Subject Matter | Health & social care |
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Mapping the CAMHS workforce: 2003–2006
Abstract
This paper provides an overview of the national
child and adolescent mental health service
(CAMHS) mapping exercise, the workforce data
reported in the mapping between 2003 and 2006,
and how this data relates to current policy. The
paper will first outline key issues within current
CAMHS workforce policy and provide an
introduction to the mapping process itself in order
to establish the context in which the findings from
the mapping exercises are being presented. The
mapping is carried out by Durham University on
behalf of the Department of Health. Core trend
data is provided on the growth and development
of the specialist CAMHS.
Key words
CAMHS; mapping; workforce; trend data
‘CAMHS requires professionals from a range of
disciplines and therapeutic backgrounds in the
provision of assessment and treatment services;
teaching, specialist consultation and liaison services;
research and audit; and support, training, consultation
and face-to-face work within primary care settings’
(DoH, 2004, p28).
This paper will provide an overview of developments in
the CAMHS workforce reported across the 2003 to 2006
national CAMHS mapping exercises. Changes in the
overall workforce, vacancy rate and professional mix of
the workforce will all be explored, as will the professional
mix in different types of CAMHS teams and the amount
of time spent by specialist CAMHS workers supporting
Tier 1. Tier 1 includes services that contribute to the
mental health care of children and young people, but not
as a primary function, for example schools or general
practices (DoH, 2004, p44). Finally, the paper will
examine the CAMHS workforce in terms of capacity to
address the needs of the population.
CAMHS mapping and policy
Standard 9 of the National Service Framework for
Children, Young People and Maternity Services (NSF)
provides a number of recommendations regarding the
CAMHS workforce, including that, ‘arrangements are in
place to ensure that specialist multidisciplinary teams are of
sufficient size and have an appropriate skill-mix, training and
support to function effectively’ (DoH, 2004, p5). People with
the necessary skills and competencies to deliver a
comprehensive CAMHS include child psychiatrists,
clinical child psychologists, CAMHS trained nurses,
occupational therapists, social workers, child and
adolescent mental health workers, child psychotherapists,
family therapists, specialist teachers, a range of creative
therapists and other allied health professionals (DoH,
2004, pp29–30).
The Audit Commission also highlighted that the
composition of the CAMHS workforce was based on
historical service patterns and not on assessed needs. For
example, some areas of the country lacked clinical
psychologists, partly due to where these workers are
trained (Audit Commission, 1999, pp32–34). Standard 9
highlighted that providing high quality CAMHS ‘will
require a significant increase in the workforce’ (DoH, 2004,
p41). Standard 9 estimated that ‘viable’ Tier 3
multidisciplinary teams would require a minimum of 20
whole time equivalents (WTEs) per 100,000 total
population, and for a non-teaching service a minimum of
15 WTEs (DoH, 2004, p28). Indeed, the mapping has
been used as both a measure of increases in staffing and
of rates of workforce to population. For example, the
2006 DoH report on the implementation of Standard 9
cited the mapping when acknowledging the recent
expansion in the CAMHS workforce. The 2006 report also
highlighted the need for further recruitment to deliver
the full range of NSF requirements (DoH, 2006, p50).
‘Despite very significant advances in specialist services
staffing, there is still dissatisfaction with access to CAMHS in
many parts of the country. This is an indication of the extent
of unmet need and the requirement for further increases in
capacity’ (DoH, 2006, p51).
Richard Wistow, School of Applied Social Sciences, University of Durham
The Journal of Mental Health Training, Education and Practice Volume 2 Issue 4 December 2007 © Pavilion Journals (Brighton) Ltd
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