Table 3.
Items reaching consensus in one panel only
| Category | Item | Public panel | Professional panel | ||
| Median (IQR) | % | Median (IQR) | % | ||
| Promotion and prevention | |||||
| Access to trusted information and support | Children, young people and their parents trust information about emotional well-being and healthy living that they receive from other (than GPs) health professionals (eg, paediatricians, nurses, mental health workers). | 8.5 (1.8) | 82* | 8 (1.0) | 75 |
| Access to trusted information and support | Children, young people and their parents trust information about emotional well-being and healthy living that they receive from websites (eg, mental health charities, National Health Service). | 8 (0.3) | 81† | 7.5 (1.3) | 44 |
| Access to trusted information and support | Create a website that explains causes and signs of mental health problems, and how to get help. | 8 (1.5) | 75 | 9 (2) | 88† |
| The role of schools in promotion and prevention | Schools can reduce bullying on the internet during the school day by not allowing pupils to use mobile phones and other personal electronic devices (tablets, iPods, personal computers). | 8 (2) | 81† | 8 (2.2) | 50 |
| Getting help | |||||
| Access to services and support | Services should be based on need and not on some arbitrary criteria, such as age: someone might be 20 but feel like 16. Instead, the move to adult services should be flexible, depending on the person. | 9 (2) | 81† | 8.5 (4) | 59 |
| Access to services and support | Young people and parents who are confident in themselves find it easier to get the help they need to deal with their problems. | 9 (2) | 81† | 8 (1) | 72 |
| Access to services and support | If a young person is sure that what they say to a GP will not be told to their family, they are more likely to trust the GP and openly talk about their worries. | 8 (2) | 81* | 8 (2) | 56 |
| Access to services and support | Mental health services should allow parents and children to go to them directly (also called self-referral). If people have to wait for a referral from a GP or another professional, their problems might continue to get worse while they wait. | 8 (1.75) | 82* | 7 (2) | 41 |
| Access to services and support | Teach professionals to first help children and young people to decide what kind of support they need, and then to help children and young people to find that support. | 8 (1) | 69 | 8 (1.25) | 81† |
| Access to services and support | Set up a mental health advice service that children, young people and parents can access 24 hours a day. | 10 (1.75) | 86* | 9 (2.25) | 72 |
| Access to services and support | Offer counselling or talking therapies to all children and young people if there is a chance they could benefit from it, regardless of how big or small their problems are. | 10 (1.75) | 82* | 8 (3) | 59 |
| Preventing relapse; supporting CYP after diagnosis | Organise groups where children and young people experiencing mental health problems can meet and talk to other children and young people in a similar situation. | 9 (1) | 81† | 8 (2.25) | 78 |
| Preventing relapse; supporting CYP after diagnosis | Have mental health services keep in contact with children and families to support them after they have overcome a crisis. | 9 (2) | 90* | 8 (1.25) | 63 |
| Measuring success | |||||
| Knowledge about mental health problems. | 8 (1.5) | 75 | 9 (1.25) | 88† | |
| Transforming services; working together* | |||||
| Transparent strategy | We need to have a clear overview of levels of investment made into children’s mental health across all agencies. | - | - | 8 (2) | 88† |
| Transparent strategy | The outcomes measured by services working with children, young people and their families should be closely linked to a local plan for mental health services, which has been agreed by all relevant agencies. | - | - | 8 (1.5) | 84† |
| Communication and co-ordination | Establish a shared vision between decision makers and professionals of all levels with respect to the design and delivery of effective services. | - | - | 8 (1.25) | 81† |
| Communication and co-ordination | Having a shared set of outcomes that all services measure (as a minimum standard) would help services to work together more effectively, because it creates a sense of joint ownership. | - | - | 8 (1.25) | 81† |
| Communication and co-ordination | For services to work together more efficiently, it is essential that they share information about children, young people and families in their care. | - | - | 8 (1.5) | 81† |
| Communication and co-ordination | If there was a named point of contact in mental health services for schools, it would improve the communication between services, and it would improve referral accuracy. | - | - | 8 (1) | 85* |
| Communication and co-ordination | Ensure that school-based counselling services work together with mental health services. | - | - | 10(1) | 94† |
| Implementation | Speed up the processes of making changes—too many good ideas get stuck in the decision making pipeline. | - | - | 8 (2) | 81† |
*Indicates in which panel and round consensus was reached.
†Note these items were only rated by the professional panel.
CYP, children and young people.