HND大二经济学导论报告参考Outcome三

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 2

2.2 2

2.3 2

2.2

3 UK Governments policy ......................................................................................................... 1

3.1 Introduction to 2

3.2 2

3.3 Justification of the performance 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 policy

about mental health and behavior in school will also be 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 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 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 example, on February 5, 1991, pierpont Morgan

bought Andrew Carnegie, Rockefeller,several iron ore and all the steel business,

1

F7J8 34 Economic Issues：An Introduction Assessment 3

became the largest steel company , 65% of steel production by their

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’ far as I am

concerned, the government should have odd-and-even license plate rule and provide

new energy electric 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)

2

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

found the Child and Adolescent Mental Health Services to deal with 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:

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 to the policy, children now have the ability to develop

psychologically, emotionally, intellectually and spiritually.

However,I think the policy also has some has greatly increased

government 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

3

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.

4

F7J8 34 Economic Issues：An Introduction Assessment 3

References

Scottish Qualifications Authority.(2009).Analysing and Presenting Complex

Communication. Beijing:China Economic Times Press.

.(2014). government policy:Mental health and behavior in schools

[Online.]Avaliable from:

/government/uploads/system/uploads/attachment_data/file/508847/Mental_Health_and_Behaviour_-_advice_for_Schools_[Accessed

24th November,2017]

5

on

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

6

F7J8 34 Economic Issues：An Introduction Assessment 3

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.

7

F7J8 34 Economic Issues：An Introduction Assessment 3

HND Global Trade and Business

Group Award – Graded Unit 2

Checklist

Student Name :___________________________________________

The information below identifies the items that must be submitted to meet

assessment criteria for GU2

Please ensure that this is checklist is submitted with assessment and with a ‘tick’ in

each box

Stage 2 : Developing

• Stage 2 : Developing

• Cover Page

• Explanation of how issue affects business and access, collate & analyse

info from sources

• Assessment of implications of effect for the business

• Statement of conclusion

• Content Page

• Summary

• References

• Appendices

Signed: _______________________________ Date Submitted:__________

Received by:___________________________ Date Received:___________

8