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Interagency collaboration between CAMHS and EPS: insights from Danish educational psychologists – a national study.

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Title: Interagency collaboration between CAMHS and EPS: insights from Danish educational psychologists – a national study.
Authors: Johnsen, Kirstine Marie (AUTHOR), Szulevicz, Thomas (AUTHOR), Telléus, Gry Kjaersdam (AUTHOR)
Source: Educational Psychology in Practice. Jun2025, Vol. 41 Issue 2, p166-191. 26p.
Subjects: Child mental health services, Mental health services, Educational psychologists, Interprofessional collaboration, Public sector
Abstract: Children and adolescents with mental health issues often navigate multiple services, making effective inter-agency collaboration crucial for cohesive care and support across sectors. This study explores the collaborative practices between educational psychologist services (EPS) and child and adolescent mental health services (CAMHS) from the perspective of educational psychologists (EPs). Using a triangulation approach that integrates both quantitative and qualitative data, the research offers a comprehensive understanding of these collaborative dynamics. Three hundred and fifty-three Danish EPs completed an online survey, revealing low collaboration frequency with CAMHS and a neutral to negative quality rating on the Perceptions of Interprofessional Collaboration Scale for Children with Multiple and Complex Needs (PICOCC: M = 4.158). The key barriers identified were time constraints and lack of resources. Additionally, the immense focus on diagnoses and referrals to CAMHS often overshadows EPs' work, limiting a holistic understanding of the child and hindering inter-agency collaboration. Practical implications, strategies for enhancing inter-agency collaboration, and suggestions for future research directions are discussed. [ABSTRACT FROM AUTHOR]
Copyright of Educational Psychology in Practice is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Interagency collaboration between CAMHS and EPS: insights from Danish educational psychologists – a national study.
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  Data: <searchLink fieldCode="AR" term="%22Johnsen%2C+Kirstine+Marie%22">Johnsen, Kirstine Marie</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Szulevicz%2C+Thomas%22">Szulevicz, Thomas</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Telléus%2C+Gry+Kjaersdam%22">Telléus, Gry Kjaersdam</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Educational+Psychology+in+Practice%22">Educational Psychology in Practice</searchLink>. Jun2025, Vol. 41 Issue 2, p166-191. 26p.
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  Data: <searchLink fieldCode="DE" term="%22Child+mental+health+services%22">Child mental health services</searchLink><br /><searchLink fieldCode="DE" term="%22Mental+health+services%22">Mental health services</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+psychologists%22">Educational psychologists</searchLink><br /><searchLink fieldCode="DE" term="%22Interprofessional+collaboration%22">Interprofessional collaboration</searchLink><br /><searchLink fieldCode="DE" term="%22Public+sector%22">Public sector</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Children and adolescents with mental health issues often navigate multiple services, making effective inter-agency collaboration crucial for cohesive care and support across sectors. This study explores the collaborative practices between educational psychologist services (EPS) and child and adolescent mental health services (CAMHS) from the perspective of educational psychologists (EPs). Using a triangulation approach that integrates both quantitative and qualitative data, the research offers a comprehensive understanding of these collaborative dynamics. Three hundred and fifty-three Danish EPs completed an online survey, revealing low collaboration frequency with CAMHS and a neutral to negative quality rating on the Perceptions of Interprofessional Collaboration Scale for Children with Multiple and Complex Needs (PICOCC: M = 4.158). The key barriers identified were time constraints and lack of resources. Additionally, the immense focus on diagnoses and referrals to CAMHS often overshadows EPs' work, limiting a holistic understanding of the child and hindering inter-agency collaboration. Practical implications, strategies for enhancing inter-agency collaboration, and suggestions for future research directions are discussed. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Educational Psychology in Practice is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/02667363.2025.2455717
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      – Code: eng
        Text: English
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        PageCount: 26
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      – SubjectFull: Child mental health services
        Type: general
      – SubjectFull: Mental health services
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      – SubjectFull: Educational psychologists
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      – SubjectFull: Interprofessional collaboration
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      – SubjectFull: Public sector
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              M: 06
              Text: Jun2025
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              Y: 2025
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