An Evaluation of UK Government Policy on Mental
health and behavior in schools
Table of Contents
1 Introduction ............................................................................................................................... 1 2 Market failure ............................................................................................................................ 2 2.1 Merit goods....................................................................................................................2 2.2 Public goods...................................................................................................................2 2.3 Impertfect competition...................................................................................................2 2.4 Externalities...................................................................................................................2 3 UK Governments policy ......................................................................................................... 1 3.1 Introduction to the policy...............................................................................................2 3.2 instruments used.............................................................................................................2 3.3 Justification of the performance of policy......................................................................2 4 Conclusion ................................................................................................................................ 2 References ......................................................................................................................................... 5 Appendices ........................................................................................................................................ 6
Appendix I: ............................................................................................................................... 6 Appendix II: .............................................................................................................................. 6
F7J8 34 Economic Issues：An Introduction Assessment 3
1 Introduction
This report aims to explain the‘market failure’and the role of government in relative to merit goods, public goods, imperfect composition and externalities.The policy about mental health and behavior in school will also be introduced.Then it will describe the instruments used to achieve the policy and evaluate the policy.
2 Market failure
Market fail, that is, they do not provide all of the goods and services needed by the government,nor by society(SQA,2013a p184).
2.1 Merit goods
The government provides services that might not be provided by the private sector in sufficient quantities or of a sufficient quantity (SQA,2013a p188).For instance,medical services,education and so on.In China,the government provides the public universities and nine year education,which support children to go to school and get a better education.
2.2 Public goods
These are commodities, which would not be provided by the private sector because they would find that many people, even if they benefited from them, would refuse to pay(SQA,2013b p190), for example, grills in the park and Automatic Pet Water Fountain and so on.In many countries, the government provides the Automatic Pet Water Fountain, which is convenient for passerby to drink water whenever they want.
2.3 Imperfect competition
A company which control their own market , and they have no rival. A monoplist can adjust prices output in the market.for example, on February 5, 1991, pierpont Morgan bought Andrew Carnegie, Rockefeller,several iron ore and all the steel business,
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F7J8 34 Economic Issues：An Introduction Assessment 3
became the largest steel company , 65% of steel production by their control.The government could establish perfect competition through the establishment of enterprise competition policy (Peter,2013)
2.4 Externalities
An externality is an effect of a purchase or use decision by one set of parties on others who did not have a choice and whose interests were not taken into account (SQA,2013d p188).
For example, the negative externalities include car exhaust, smoking, kara OK noisy,which will do harm to the environment and people’ health.As far as I am concerned, the government should have odd-and-even license plate rule and provide new energy electric vehicle.The positive externalities include new technology like purify the water and restoration of historical buildings.I think the government should support the enterprise to create more new technology.
3 UK Governments policy
3.1 Introduction to the policy--Mental health and behavior in schools
The purpose of this policy is to let all pupils benefit from learning and developing in a well ordered school environment that fosters and rewards good behaviour and sanctions poor and disruptive behaviour. Their behaviour and discipline in schools advice sets out the powers and duties for school staff and approaches they can adopt to manage behaviour in their schools. It also says that schools should consider whether continuing disruptive behaviour might be a result of unmet educational or other needs. Published on16 June 2014，last updated on18 March 2016(Gov,UK,16 June 2014)
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F7J8 34 Economic Issues：An Introduction Assessment 3
3.2 Instruments used
Instruments- economic variables that governments can control directly for example, tax, public spending(SQA,2013e p194).
The government take actions via government spending and relevant regulation.They found the Child and Adolescent Mental Health Services to deal with it.The specific services offered by CAMHS vary depending on the needs of the local area. The best way to influence those services overall is to get involved with the local health and wellbeing board.
The government take actions to help them in referring pupils effectively to specialist CAMHS and otherwise working well with the service for the benefit of their vulnerable pupils. These include:
1.The government hire some people documenting evidence of the
symptoms or behaviour that are causing concern,encouraging the pupil and their parents/carers to speak to their GP
2. The government spent some money working with local specialist
CAMHS to make the referral process as quick and efficient as possible(Spence, S.H. 2003)
3.1 Justification of the performance of the policy
I think the policy is successful, the mental health care benefits can make children to have a happier life.Thanks to the policy, children now have the ability to develop psychologically, emotionally, intellectually and spiritually.
However,I think the policy also has some disadvantages.It has greatly increased government pressure.For example, Set up the CAMHS organization to support the school and some public organization。
All pupils had benefit from learning and developing in a well ordered school environment that fosters and rewards good behaviour and sanctions poor and
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F7J8 34 Economic Issues：An Introduction Assessment 3
disruptive behaviour(Mental Health Foundation (2002) A bright future for all: promoting mental health in education, London)
4 Conclusion
Finally, the report explains the four aspects of market failure, evaluate the policy on on Mental health and behavior in schools, to help the little kids to get a better life, the overall effect is good.
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F7J8 34 Economic Issues：An Introduction Assessment 3
References
Scottish Qualifications Authority.(2009).Analysing and Presenting Complex Communication. Beijing:China Economic Times Press.
Gov.UK.(2014). government policy:Mental health and behavior in schools [Online.]Avaliable
from:
https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/508847/Mental_Health_and_Behaviour_-_advice_for_Schools_160316.pdf[Accessed 24th November,2017]
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F7J8 34 Economic Issues：An Introduction Assessment 3
Appendices
Appendix I:Instruments used
Referring serious cases to CAMHS 4.6. The specific services offered by CAMHS vary depending on the needs of the local area. The best way to influence those services overall is to get involved with your local health and wellbeing board, as detailed above. 4.7. Schools have told us, however, that several things can be helpful to them in referring pupils effectively to specialist CAMHS and otherwise working well with the service for the benefit of their vulnerable pupils. These include: • using a clear process for identifying children in need of further support (such as the Strengths and Difficulties Questionnaire detailed at section 3); • documenting evidence of the symptoms or behaviour that are causing concern (and including this with the referral); • encouraging the pupil and their parents/carers to speak to their GP, where appropriate; • working with local specialist CAMHS to make the referral process as quick and efficient as possible – for example by being clear who can refer, by ensuring schools have access to the relevant forms and by sharing information about when decisions will be taken and fed back; • understanding the criteria that will be used by specialist CAMHS in determining whether a particular pupil needs their services; • having a close working relationship with local specialist CAMHS, including knowing who to call to discuss a possible referral and allowing pupils to access CAMHS professionals at school – see, for example, Case Study 8); and • consulting CAMHS about the most effective things the school can do to support children whose needs aren’t so severe that they require specialist CAMHS
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Appendix II:Annex A – Facts about mental health problems in children and young
people Good mental health 5.1. Children who are mentally healthy have the ability to: • develop psychologically, emotionally, intellectually and spiritually; • initiate, develop and sustain mutually satisfying personal relationships; • use and enjoy solitude; • become aware of others and empathise with them; • play and learn; • develop a sense of right and wrong; and • resolve (face) problems and setbacks and learn from them.28 Mental health problems in children and young people 5.2. Some children experience a range of emotional and behavioural problems that are outside the normal range for their age or gender. These children and young people could be described as experiencing mental health problems or disorders. 5.3. Mental health professionals have defined these as: • emotional disorders, e.g. phobias, anxiety states and depression; • conduct disorders, e.g. stealing, defiance, fire-setting, aggression and antisocial behaviour; • hyperkinetic disorders, e.g. disturbance of activity and attention; • developmental disorders, e.g. delay in acquiring certain skills such as speech, social ability or bladder control, primarily affecting children with autism and those with pervasive developmental disorders; • attachment disorders, e.g. children who are markedly distressed or socially impaired as a result of an extremely abnormal pattern of attachment to parents or major care givers; and 28 Mental Health Foundation (2002) A bright future for all: promoting mental health in education, London: MHF. 34 • other mental health problems include eating disorders, habit disorders, posttraumatic stress syndromes; somatic disorders; and psychotic disorders e.g. schizophrenia and manic depressive disorder.29 5.4. Many of these problems will be experienced as mild and transitory challenges for the child and their family, whereas others will have serious and longer lasting effects. When a problem is particularly severe or persistent over time, or when a number of these difficulties are experienced at the same time, children are often described as having mental health disorders.
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F7J8 34 Economic Issues：An Introduction Assessment 3
HND Global Trade and Business Group Award – Graded Unit 2 Checklist
Student Name :___________________________________________
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