| Foreword |
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ix | |
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| Preface |
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xi | |
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| Acknowledgement |
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xiii | |
| Introduction |
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1 | (18) |
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1 | (1) |
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2 | (1) |
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The burden of mental illness |
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2 | (6) |
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Child and Adolescent Psychiatry in Singapore |
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8 | (6) |
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National Mental Health Blueprint |
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14 | (5) |
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19 | (16) |
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A population-based model of care |
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19 | (4) |
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REACH --- A step towards community-centric model of care |
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23 | (1) |
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Operationalising the community-centric model of care |
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24 | (1) |
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Collaboration across sectors: The whole-of-government approach |
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24 | (1) |
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Collaboration across agencies: A multi-agency network |
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25 | (1) |
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Collaboration across disciplines: A multidisciplinary team |
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26 | (1) |
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27 | (3) |
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30 | (1) |
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Towards a vision of community-centric personalised services |
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31 | (4) |
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Chapter 2 Mental Health OutREACH: Processes and Services |
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35 | (12) |
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36 | (8) |
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44 | (3) |
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Chapter 3 Supporting Schools: Strengthening the First Line of Defence for Students with Mental Health Difficulties |
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47 | (30) |
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A need for a partnership between the mental health and education systems |
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47 | (2) |
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REACH in Mainstream Schools |
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49 | (1) |
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The landscape of mainstream schools in Singapore |
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49 | (1) |
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Pilot phase of REACH in mainstream schools |
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49 | (2) |
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REACH Helpline: Advice and referrals of new cases |
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51 | (2) |
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REACH Assessments: Mental health assessments and beyond |
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53 | (2) |
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REACH-supported interventions and referrals to other services |
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55 | (3) |
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Benefits and challenges of school-based assessments and interventions |
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58 | (1) |
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Mental health training for school counsellors |
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59 | (2) |
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Improving children's mental health --- Outcome data for mainstream schools |
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61 | (2) |
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Summary of REACH in mainstream schools |
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63 | (1) |
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REACH in Special Education (SPED) Schools |
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64 | (1) |
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64 | (1) |
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The landscape of SPED schools in Singapore |
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64 | (1) |
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Common issues faced by SPED schools and caregivers in the area of mental health |
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65 | (2) |
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Consideration for collaboration between REACH and SPED schools |
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67 | (3) |
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The implementation of REACH services to SPED schools |
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70 | (2) |
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Caregivers and SPED schools' perspective on REACH services |
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72 | (5) |
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Chapter 4 Partnership with VWOs |
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77 | (14) |
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Start with a common reason |
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77 | (2) |
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Choosing workable partners |
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79 | (3) |
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Partnership with MOH and NCSS |
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82 | (1) |
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83 | (2) |
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Extending the partnership beyond the initial four partners |
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85 | (3) |
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Training Outline for VWO Partners |
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88 | (3) |
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Chapter 5 Partnership with General Practitioners (GPs) |
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91 | (14) |
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The Vision and a GP solution |
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91 | (2) |
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93 | (1) |
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Planning for GP Partnership: Implementation framework |
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94 | (5) |
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Reviewing and Adapting Implementation |
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99 | (2) |
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101 | (1) |
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101 | (2) |
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About the GPs cited in this chapter |
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103 | (2) |
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105 | (22) |
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Tapping on programmes and services from the Clinic Guidance Clinic |
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106 | (8) |
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Programme to Meet the Rising Needs |
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114 | (2) |
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Using IT as Bridge to Community |
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116 | (5) |
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Linking Up with Research Programmes |
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121 | (6) |
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Chapter 7 Taking Stock and REACHing Beyond |
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127 | (12) |
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127 | (1) |
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Learning point 1 A stepped model of care is effective in improving mental health of children and adolescents in the community |
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128 | (2) |
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Learning point 2 Evaluation of outcomes is necessary but can be challenging |
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130 | (1) |
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Learning point 3 Planning for information management as an enabler is important |
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130 | (2) |
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Learning point 4 Training and capacity building is an effective lever to improve mental healthcare |
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132 | (1) |
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Learning point 5 A network of community partners for REACH can be built upon a foundation of roll-out in mainstream schools |
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133 | (1) |
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134 | (5) |
| Abbreviations for Key Institutions and Organisations |
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139 | (2) |
| Glossary of Mental Disorders in REACH Chronicles |
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141 | (4) |
| Appendix A Role descriptions of REACH team members |
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145 | (10) |
| Appendix B List of Special Education Schools in Singapore |
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155 | (2) |
| Appendix C List of REACH --- VWO partners |
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157 | (4) |
| References |
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161 | |
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