Self-Harm Teams and Crisis/Liaison Teams; What CAMH Nurses Bring to the Acute Moments in Young People’s Lives. Nursing Notes

Document Content and Description Below

Self-Harm Teams and Crisis/Liaison Teams; What CAMH Nurses Bring to the Acute Moments in Young People’s Lives Notts Healthcare NHSFT Self-harm pathways (used with kind permission) 10.2 Definitio ... n of Crisis 10.3 Use of Crisis Point The Role and Key Skills of CAMH Nurses The Role and Key Skills of CAMH Nurses Therapeutic Relationship Personal and Professional Boundaries 7 Personal and Professional Boundaries Physical Environment Confidentiality Risk and Needs Assessment Mental Health Problems Motivation and Links Between Self-Harm and Attempted Suicide Care Plan, Safety Plan and Follow-Up Communication Skills Emotional Containment Parents/Carers Parents/Carers Documentation and IT Skills Learning the Skills Named in This Chapter In summary, CAMH nurses bring skills of care and compassion, develop a therapeutic relationship by listening and being non-judgemental, and are skilled in identifying and managing mental health problems. They get ‘alongside’ young people to work in collaboration with them and their families in helping them understand and manage or move on from self-harm. Thanks to all the young people and parents, including those that have contributed to this chapter, who have helped me develop my skills through the therapeutic relationships created with them and the valuable feedback given by them. References 1. Baldwin L (2008) The discourse of professional identity in child and adolescent mental health services. PhD thesis, University of Nottingham. Access from the University of Nottingham repository eprints.nottingham.ac.uk/10504/1/LBaldwinThesis2008.pdf 2. Callaghan P, Gamble C (eds) (2015) Oxford handbook of mental health nursing, 2nd edn. Oxford University Press, Oxford 3. Callaghan P, Playle J, Cooper L (eds) (2009) Mental health nursing skills. Oxford University Press, Oxford 4. Covey SR (1989) The 7 habits of highly effective people: powerful lessons in personal change. Free Press, New York 5. DH (2012) Compassion in practice: nursing, midwifery and care staff our vision and strategy December. Published to www.commissioningboard.nhs.uk in electronic format only 6. Fruggeri L (2012) Different levels of psychotherapeutic competence. J Fam Ther 34(1):91–105Crossref 7. Gray AJ (2002) Stigma in psychiatry. J R Soc Med 95(2):72–76Crossref 8. Hawton K, Bergen H, Kapur N, Cooper J, Steeg S, Ness J, Waters K (2012) Repetition of self-harm and suicide following self-harm in children and adolescents: findings from the multicentre study of self-harm in England. J Child Psychol Psychiatry 53:1212–1219Crossref 9. Horvath AO (2001) The alliance. Psychother Theory Res Pract Train 38(4):365–372Crossref 10. Kapur N (2017). www.youtube.com/watch?v=fpmSqTQNeHc. Accessed 26 Apr 2019 11. Lang WP, Little M, Cronen V (1990) The systemic professional: domains of action and the question of neutrality. Human Syst J Syst Consult Manag 1:39–56 12. Manning JC, Walker GM, Carter T, Aubeeluck A, Witchell M, Coad J (2018) Children & Young People Mental Health Safety Assessment Tool (CYPMH SAT) study: protocol for the development and psychometric evaluation of an assessment tool to identify immediate risk of self-harm and suicide in children and young people (10–19 years) in acute paediatric hospital settings. BMJ Open 8:e020964. doi.org/10.1136/bmjopen-2017- 02096CrossrefPubMedPubMedCentral 13. McDougall T, Armstrong M, Trainor G (2010) Helping children and young people who self-harm: an introduction to self-harming and suicidal behaviours for health professionals. Routledge, LondonCrossref 14. National Collaborating Centre for Mental Health (NCCMH) (2018) Self-harm and suicide prevention competence framework: children and young people. Health Education England, London 15. National Collaborating Centre of Mental Health (NCCMH) (2016) Achieving better access to 24/7 urgent and emergency mental health care. Part 4: implementing the evidence-based treatment pathway for Mental Health Services for Children and Young People. NHS England, London 16. National Institute for Health and Clinical Excellence (NICE) (2004) Self-harm: the short-term physical and psychological management and secondary prevention of self-harm in primary and secondary care (NICE Clinical Guidance 16). NICE, London 17. Nursing and Midwifery Council (NMC) (2018) The code: professional standards of practice and behaviour for nurses, midwives and nursing associates. NMC, London5/20/2020 Self-Harm Teams and Crisis/Liaison Teams; What CAMH Nurses Bring to the Acute Moments in Young People’s Lives | Nurse Key https://nursekey.com/self-harm-teams-and-crisisliaison-teams-what-camh-nurses-bring-to-the-acute-moments-in-young-peoples-lives/ 8/8 18. Peplau HE (1952) Interpersonal relations in nursing. G P Putnam, New York 19. Rogers C (1951) Client-centred therapy: its current practice, implications and theory. Constable, London 20. Schön D (1983) The reflective practitioner: how professionals think in action. Temple Smith, London 21. Townsend E, Wadman R, Sayal K, Armstrong M, Harroe C, Majumder P (2016a) Uncovering key patterns in self-harm in adolescents: sequence analysis using the Card Sort Task for Self-harm (CaTS). J Affect Disord 206:161–168Crossref 22. Townsend E, Wadman R, Berry A, Sawyer C, Sayal K, Armstrong M, Harroe C, Majumder P, Vostanis P Clarke D (2016b) The ‘listen-up!’ project: understanding and helping looked-after young people who self-harm. Final report. Department of Health Policy Research Programme Project 023/0164 [Show More]

Last updated: 3 years ago

Preview 1 out of 8 pages