Teaching Medical Students About Attention Deficit Hyperactivity Disorder (ADHD): The Design And Development Of An E-Learning Resource.

In this paper, we describe how an e-learning resource on Attention Deficit Hyperactivity Disorder (ADHD) for medical students was designed and developed. The aim of the resource was to provide students with essential knowledge and understanding about ADHD prior to their attendance at a classroom teaching session as well as to serve as a revision tool. The paper focuses on the way in which instructional design, educational and multimedia principles were used to inform the development of the resource.

Teaching undergraduate medical students Child and Adolescent Psychiatry (CAP): a Delphi study on curriculum content.

Background: The prevalence of psychiatric disorders in children and young people is high but despite this, many doctors have difficulty identifying and managing psychiatric disorders presenting in this age group. The purpose of this study was to determine appropriate curriculum content in Child and Adolescent Psychiatry (CAP) for a Graduate Entry Medicine (GEM) course. Doctors with a background in primary care who were also involved in undergraduate teaching rated how necessary they considered a number of knowledge, skills and attitudes items were for inclusion in the CAP curriculum.

The mini-PAT as a multi-source feedback tool for trainees in child and adolescent psychiatry: assessing whether it is fit for purpose.

This paper discusses the research supporting the use of multi-source feedback (MSF) for doctors and describes the mini-Peer Assessment Tool (mini-PAT), the MSF instrument currently used to assess trainees in child and adolescent psychiatry. The relevance of issues raised in the literature about MSF tools in general is examined in relation to trainees in child and adolescent psychiatry as well as the appropriateness of the mini-PAT for this group. Suggestions for change including modifications to existing MSF tools or the development of a specialty-specific MSF instrument are offered.

Attention deficit hyperactivity disorder.

Attention deficit hyperactivity disorder is a highly heritable medical condition which mainly affects school-aged children although it is increasingly being recognized in adults. The exact cause remains unknown, but the condition responds well to evidence-based interventions.

Schools: Central to Providing Comprehensive CAMH Services in the Future?

It is now widely agreed that meeting the mental health needs of children and young people is a task only possible if all children's services work together. Recent epidemiological data indicate that schools are a key entry point to mental health services for children and young people, and have an important role in the assessment and management of children with neurodevelopmental disorders. This paper explores the rationale for collaborative working between health and educational professionals, examines some examples of good practice, explores factors contributing to their success or failure and considers future developments.

Attention Deficit Hyperactivity Disorder: New Ways of Working in Primary Care.

Children diagnosed with Attention Deficit Hyperactivity Disorder (ADHD) and prescribed pharmacotherapy require ongoing regular follow-up for many years. Recent literature outlining the role of primary care in the ongoing medication monitoring of children and young people with ADHD is reviewed. We propose that a General Practitioner with a Specialist Interest (GPwSI) model could be developed in relation to ADHD to ensure that shared care arrangements between CAMHS and primary care for children with ADHD are in place.

The community intensive therapy team: development and philosophy of a new service.

The Community Intensive Therapy Team (CITT) has been operating since 1998. It was developed to cater for the needs of patients with complex difficulties referred to a specialist Child and Adolescent Health Service (CAMHS) in South Wales, UK. The patients served by the CITT are comparable with patients who might be referred for admission to an inpatient unit and include patients with eating disorders, psychosis, affective disorders, adjustment disorders or repetitive self-harm.

Development of multi-agency referral pathways for attention-deficit hyperactivity disorder, developmental coordination disorder and autistic spectrum disorders: reflections on the process and suggestions for new ways of working.

This article summarizes the rationale for multi-agency working when assessing children and young people with suspected neurodevelopmental disorders such as attention-deficit hyperactivity disorder, developmental coordination disorder and autistic spectrum disorders. Details of referral pathways that have been drawn up for each separate disorder are given and the process through which multi-agency agreement was reached is described. Key features thought to be common to all three pathways are discussed and factors thought to have contributed to successful multi-agency working highlighted.

Multi-agency voices: a thematic analysis of multi-agency working practices within the setting of a Child and Adolescent Mental Health Service.

This qualitative study aims to explore the types and purpose of discourse emerging when professionals from a Child and Adolescent Mental Health Service meet with professionals from other agencies to discuss cases. The aim reflects current political and contextual agendas influencing agencies to work more closely together and obstacles to achieving this goal highlighted in the literature such as the need for agencies to develop a common language to discuss children of concern. Data were collected through eight audio-taped meetings involving CAMHS and members of other agencies such as social services and education.

Multi-Agency Collaboration: The Challenges for CAMHS.

The importance of multi-agency collaboration has been emphasised in virtually every piece of recently published guidance relating to the development of children's services including CAMHS. The Government Green Paper, Every child matters (DfES, 2003), which proposes the development of Children's Trusts, will further impact on this agenda. Surprisingly, there has been much less written about factors contributing to the success of multi-agency collaboration than there has about barriers to it.

Prescribing Practices in Child and Adolescent Psychiatry: Change Over Time 1993-2000.

Background: Prescribing practices amongst child and adolescent psychiatrists in other countries appear to have changed in the past 10 years. This study sought to examine changes over the same time period in the UK.

Method: A questionnaire survey of prescribing practices of child and adolescent psychiatrists in Oxford Region and Wales was compared with results of a similar survey of Oxford Region 7 years previously.

ADHD: A Survey of Psychiatric and Paediatric Practice.

Most child and adolescent psychiatrists and community paediatricians have a heavy commitment to the assessment and management of children with ADHD. The paediatric approach is heavily biased toward clinical investigation and psychostimulant treatment. Child and adolescent psychiatrists prioritise mental health assessment and have access to a wider range of treatment options.