Table 2 Mapping of themes and key concepts onto the model components
Model component | Explanation | Derived from theme (key concepts) |
|---|---|---|
CORE CHARACTERISTICS (BLUE ELEMENTS) | ||
 Rapid access and short waiting times | CYP can access services quickly and, once accessed, therapies and support are provided in a timely manner | Pathways to support (referral routes; speed of access; waiting lists; accessibility at all stages of the CYP’s journey) Service engagement (confidentiality) |
 Opportunities to learn practical skills and strategies for self-care | The key to providing effective and acceptable support for CYP experiencing common mental health problems is the provision of skills to enable CYP and families to help themselves | Learning and understanding (acquiring skills for self-care; impact of learning skills for self-care) |
 Individualised support | Services offer choice and flexibility to CYP/families, considering the needs, views interests and hobbies of CYP | Service engagement (personalised services; involvement; choice) Learning and understanding (acquiring skills for self-care; personalised approaches to learning; involvement) |
 Clear and accessible information | Clear information about services is provided to CYP, parents and professionals using a variety of media (not all families have private access to the internet); information is available to help CYP and families navigate the most appropriate services when given a choice | Pathways to support (referral routes; availability of information) |
 Compassionate and competent staff | Staff are approachable, caring, empathic and person-centred; staff are appropriately qualified and experienced | Service engagement (practitioner qualities; positive relationships; continuity of care) Learning and understanding (practitioner learning) |
 Aftercare planning | Processes and systems for navigating out of services as well as into services are available; covers transitions to adult services, ongoing support, potential for re-referrals and continuity of care | Pathways to support (post-service support) Service engagement (positive relationships; continuity of care) |
UNDERPINNING CHARACTERISTICS (GREEN ELEMENTS) | ||
 Values that respect confidentiality | CYP’s autonomy and perspectives on confidentiality are prioritised and balanced against any safeguarding concerns | Service engagement (confidentiality) |
 Engagement and involvement of CYP at the core | Activities and therapies provided are accessible, engaging, developmentally appropriate, creative and fun; CYP are involved in shared decision-making for their own care as well as for service design and delivery | Pathways to support (physical accessibility and convenience of service) Service engagement (personalised services; involvement) Learning and understanding (personalised approaches to learning; involvement) |
 Collaborative relationships: with CYP, families and other disciplines and agencies | Trust is predicated on good interagency/interprofessional relationships and good therapeutic (practitioner-CYP/family) relationships | Pathways to support (referral routes; post-service support) Service engagement (positive relationships) Learning and understanding (practitioner learning) |
 A learning culture | A learning culture is demonstrated through good team relationships and a reflective learning environment that includes learning from each other as well as from those using services | Service engagement (choice; practitioner qualities; positive relationships) Learning and understanding (practitioner learning) |