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Yes.
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okay.
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Oh.
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Because I I don't know you very well , actually , but yeah.
| false |
QMSum_55
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okay.
|
Oh.
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Because I I don't know you very well , actually , but yeah.
|
I'm Matthew. You know.
| false |
QMSum_55
|
Oh.
|
Because I I don't know you very well , actually , but yeah.
|
I'm Matthew. You know.
|
Okay. Mael.
| false |
QMSum_55
|
Because I I don't know you very well , actually , but yeah.
|
I'm Matthew. You know.
|
Okay. Mael.
|
Matth s uh
| false |
QMSum_55
|
I'm Matthew. You know.
|
Okay. Mael.
|
Matth s uh
|
Happy to meet you.
| false |
QMSum_55
|
Okay. Mael.
|
Matth s uh
|
Happy to meet you.
|
Anna.
| false |
QMSum_55
|
Matth s uh
|
Happy to meet you.
|
Anna.
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Anna.
| false |
QMSum_55
|
Happy to meet you.
|
Anna.
|
Anna.
|
Okay. It's very uh
| false |
QMSum_55
|
Anna.
|
Anna.
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Okay. It's very uh
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A and I'm Nanne.
| false |
QMSum_55
|
Anna.
|
Okay. It's very uh
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A and I'm Nanne.
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And um uh Matthew , yeah.
| false |
QMSum_55
|
Okay. It's very uh
|
A and I'm Nanne.
|
And um uh Matthew , yeah.
|
So
| false |
QMSum_55
|
A and I'm Nanne.
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And um uh Matthew , yeah.
|
So
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I thi think you know me ,
| false |
QMSum_55
|
And um uh Matthew , yeah.
|
So
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I thi think you know me ,
|
Uh so yeah uh Just uh on your web page but uh yeah not uh not face to face.
| false |
QMSum_55
|
So
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I thi think you know me ,
|
Uh so yeah uh Just uh on your web page but uh yeah not uh not face to face.
|
Yes.
| false |
QMSum_55
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I thi think you know me ,
|
Uh so yeah uh Just uh on your web page but uh yeah not uh not face to face.
|
Yes.
|
yeah ? right yeah.
| false |
QMSum_55
|
Uh so yeah uh Just uh on your web page but uh yeah not uh not face to face.
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Yes.
|
yeah ? right yeah.
|
So. Um S
| false |
QMSum_55
|
Yes.
|
yeah ? right yeah.
|
So. Um S
|
So.
| false |
QMSum_55
|
yeah ? right yeah.
|
So. Um S
|
So.
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So mm
| false |
QMSum_55
|
So. Um S
|
So.
|
So mm
|
S s
| false |
QMSum_55
|
So.
|
So mm
|
S s
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Mm.
| false |
QMSum_55
|
So mm
|
S s
|
Mm.
|
Are there some other very important things to to do well ,
| false |
QMSum_55
|
S s
|
Mm.
|
Are there some other very important things to to do well ,
|
So
| false |
QMSum_55
|
Mm.
|
Are there some other very important things to to do well ,
|
So
|
So I
| false |
QMSum_55
|
Are there some other very important things to to do well ,
|
So
|
So I
|
to specify in this first phase of of the project. So the browse function , as you m mentioned.
| false |
QMSum_55
|
So
|
So I
|
to specify in this first phase of of the project. So the browse function , as you m mentioned.
|
Mm. Yeah. Oth yeah.
| false |
QMSum_55
|
So I
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to specify in this first phase of of the project. So the browse function , as you m mentioned.
|
Mm. Yeah. Oth yeah.
|
And uh , you'd need the usual ones , like the changing the volume , changing the the channel and then you uh
| false |
QMSum_55
|
to specify in this first phase of of the project. So the browse function , as you m mentioned.
|
Mm. Yeah. Oth yeah.
|
And uh , you'd need the usual ones , like the changing the volume , changing the the channel and then you uh
|
Yes. Yeah.
| false |
QMSum_55
|
Mm. Yeah. Oth yeah.
|
And uh , you'd need the usual ones , like the changing the volume , changing the the channel and then you uh
|
Yes. Yeah.
|
Today we have uh um teletext and all those things. Tomorrow you might have a some more functions which might come through that , so
| false |
QMSum_55
|
And uh , you'd need the usual ones , like the changing the volume , changing the the channel and then you uh
|
Yes. Yeah.
|
Today we have uh um teletext and all those things. Tomorrow you might have a some more functions which might come through that , so
|
Yes.
| false |
QMSum_55
|
Yes. Yeah.
|
Today we have uh um teletext and all those things. Tomorrow you might have a some more functions which might come through that , so
|
Yes.
|
Like what ? Like internet on the on T_V_ ?
| false |
QMSum_55
|
Today we have uh um teletext and all those things. Tomorrow you might have a some more functions which might come through that , so
|
Yes.
|
Like what ? Like internet on the on T_V_ ?
|
Mm.
| false |
QMSum_55
|
Yes.
|
Like what ? Like internet on the on T_V_ ?
|
Mm.
|
Yeah I_P_O_ or. Now we are looking for television things or I_P_. For example personal video recorder and all those stuffs are coming up.
| false |
QMSum_55
|
Like what ? Like internet on the on T_V_ ?
|
Mm.
|
Yeah I_P_O_ or. Now we are looking for television things or I_P_. For example personal video recorder and all those stuffs are coming up.
|
Yeah.
| false |
QMSum_55
|
Mm.
|
Yeah I_P_O_ or. Now we are looking for television things or I_P_. For example personal video recorder and all those stuffs are coming up.
|
Yeah.
|
Mm. But we can't really design for something that hasn't been invented yet.
| false |
QMSum_55
|
Yeah I_P_O_ or. Now we are looking for television things or I_P_. For example personal video recorder and all those stuffs are coming up.
|
Yeah.
|
Mm. But we can't really design for something that hasn't been invented yet.
|
Yeah. Ah it's it's it's it's coming up , actually. The personal video recorder and all those things it is coming up.
| false |
QMSum_55
|
Yeah.
|
Mm. But we can't really design for something that hasn't been invented yet.
|
Yeah. Ah it's it's it's it's coming up , actually. The personal video recorder and all those things it is coming up.
|
Mm , well uh I I think Uh w y you two should should , I think , think this over uh w espec what , what functionality.
| false |
QMSum_55
|
Mm. But we can't really design for something that hasn't been invented yet.
|
Yeah. Ah it's it's it's it's coming up , actually. The personal video recorder and all those things it is coming up.
|
Mm , well uh I I think Uh w y you two should should , I think , think this over uh w espec what , what functionality.
|
Actually , yeah
| false |
QMSum_55
|
Yeah. Ah it's it's it's it's coming up , actually. The personal video recorder and all those things it is coming up.
|
Mm , well uh I I think Uh w y you two should should , I think , think this over uh w espec what , what functionality.
|
Actually , yeah
|
Let's Let's take
| false |
QMSum_55
|
Mm , well uh I I think Uh w y you two should should , I think , think this over uh w espec what , what functionality.
|
Actually , yeah
|
Let's Let's take
|
w Of course , and first before um designing the func well thinking about the functionalities , we need to know what are the user requirements.
| false |
QMSum_55
|
Actually , yeah
|
Let's Let's take
|
w Of course , and first before um designing the func well thinking about the functionalities , we need to know what are the user requirements.
|
Mm. Yeah.
| false |
QMSum_55
|
Let's Let's take
|
w Of course , and first before um designing the func well thinking about the functionalities , we need to know what are the user requirements.
|
Mm. Yeah.
|
Um then if they need internet , then we would be able to to p to propose something with uh uh T_V_ over I_P_.
| false |
QMSum_55
|
w Of course , and first before um designing the func well thinking about the functionalities , we need to know what are the user requirements.
|
Mm. Yeah.
|
Um then if they need internet , then we would be able to to p to propose something with uh uh T_V_ over I_P_.
|
Mm-hmm.
| false |
QMSum_55
|
Mm. Yeah.
|
Um then if they need internet , then we would be able to to p to propose something with uh uh T_V_ over I_P_.
|
Mm-hmm.
|
Yeah. Mm. Yeah. But Ninety percent of the time , ninety nine percent of the time , people will be using the main functions , the volume , the different channels , so we can have all the fancy things as well but the main controls need to be very obvious and very easy to use.
| false |
QMSum_55
|
Um then if they need internet , then we would be able to to p to propose something with uh uh T_V_ over I_P_.
|
Mm-hmm.
|
Yeah. Mm. Yeah. But Ninety percent of the time , ninety nine percent of the time , people will be using the main functions , the volume , the different channels , so we can have all the fancy things as well but the main controls need to be very obvious and very easy to use.
|
Mm mm mm. Keep k keep in mind i it's a it's a twenty five Euro unit , so uh uh the the very fancy stuff uh w we can leave that out , I think.
| false |
QMSum_55
|
Mm-hmm.
|
Yeah. Mm. Yeah. But Ninety percent of the time , ninety nine percent of the time , people will be using the main functions , the volume , the different channels , so we can have all the fancy things as well but the main controls need to be very obvious and very easy to use.
|
Mm mm mm. Keep k keep in mind i it's a it's a twenty five Euro unit , so uh uh the the very fancy stuff uh w we can leave that out , I think.
|
Mm.
| false |
QMSum_55
|
Yeah. Mm. Yeah. But Ninety percent of the time , ninety nine percent of the time , people will be using the main functions , the volume , the different channels , so we can have all the fancy things as well but the main controls need to be very obvious and very easy to use.
|
Mm mm mm. Keep k keep in mind i it's a it's a twenty five Euro unit , so uh uh the the very fancy stuff uh w we can leave that out , I think.
|
Mm.
|
So twenty five Euro you expect a quite , well normal but good functioning user friendly remote control.
| false |
QMSum_55
|
Mm mm mm. Keep k keep in mind i it's a it's a twenty five Euro unit , so uh uh the the very fancy stuff uh w we can leave that out , I think.
|
Mm.
|
So twenty five Euro you expect a quite , well normal but good functioning user friendly remote control.
|
Mm.
| false |
QMSum_55
|
Mm.
|
So twenty five Euro you expect a quite , well normal but good functioning user friendly remote control.
|
Mm.
|
Oh in that case you can you always hook up with uh someone who is providing that and you know , you you sell their product as well as your product with them , you know.
| false |
QMSum_55
|
So twenty five Euro you expect a quite , well normal but good functioning user friendly remote control.
|
Mm.
|
Oh in that case you can you always hook up with uh someone who is providing that and you know , you you sell their product as well as your product with them , you know.
|
Mm. So try and get T_V_ manufacturers to
| false |
QMSum_55
|
Mm.
|
Oh in that case you can you always hook up with uh someone who is providing that and you know , you you sell their product as well as your product with them , you know.
|
Mm. So try and get T_V_ manufacturers to
|
Yeah.
| false |
QMSum_55
|
Oh in that case you can you always hook up with uh someone who is providing that and you know , you you sell their product as well as your product with them , you know.
|
Mm. So try and get T_V_ manufacturers to
|
Yeah.
|
Yeah , but w w we want to design a new one. Mm.
| false |
QMSum_55
|
Mm. So try and get T_V_ manufacturers to
|
Yeah.
|
Yeah , but w w we want to design a new one. Mm.
|
No , it's okay , yeah I understand. So we need some numbering buttons , some teletext things
| false |
QMSum_55
|
Yeah.
|
Yeah , but w w we want to design a new one. Mm.
|
No , it's okay , yeah I understand. So we need some numbering buttons , some teletext things
|
Yeah.
| false |
QMSum_55
|
Yeah , but w w we want to design a new one. Mm.
|
No , it's okay , yeah I understand. So we need some numbering buttons , some teletext things
|
Yeah.
|
and then um
| false |
QMSum_55
|
No , it's okay , yeah I understand. So we need some numbering buttons , some teletext things
|
Yeah.
|
and then um
|
The Yeah , the main is browsing. Yeah.
| false |
QMSum_55
|
Yeah.
|
and then um
|
The Yeah , the main is browsing. Yeah.
|
Yes , but but but ab about the spec the buttons , the buttons uh that will be on it. I I think we can discuss that in the in the next meeting.
| false |
QMSum_55
|
and then um
|
The Yeah , the main is browsing. Yeah.
|
Yes , but but but ab about the spec the buttons , the buttons uh that will be on it. I I think we can discuss that in the in the next meeting.
|
Yeah. Yeah.
| false |
QMSum_55
|
The Yeah , the main is browsing. Yeah.
|
Yes , but but but ab about the spec the buttons , the buttons uh that will be on it. I I think we can discuss that in the in the next meeting.
|
Yeah. Yeah.
|
Uh I would like to get this wrapped up and go to an end of this meeting.
| false |
QMSum_55
|
Yes , but but but ab about the spec the buttons , the buttons uh that will be on it. I I think we can discuss that in the in the next meeting.
|
Yeah. Yeah.
|
Uh I would like to get this wrapped up and go to an end of this meeting.
|
Okay.
| false |
QMSum_55
|
Yeah. Yeah.
|
Uh I would like to get this wrapped up and go to an end of this meeting.
|
Okay.
|
So
| false |
QMSum_55
|
Uh I would like to get this wrapped up and go to an end of this meeting.
|
Okay.
|
So
|
Okay , we are alread mm. Mm.
| false |
QMSum_55
|
Okay.
|
So
|
Okay , we are alread mm. Mm.
|
So
| false |
QMSum_55
|
So
|
Okay , we are alread mm. Mm.
|
So
|
Okay.
| false |
QMSum_55
|
Okay , we are alread mm. Mm.
|
So
|
Okay.
|
you know now the basic the basic things.
| false |
QMSum_55
|
So
|
Okay.
|
you know now the basic the basic things.
|
Mm-hmm.
| false |
QMSum_55
|
Okay.
|
you know now the basic the basic things.
|
Mm-hmm.
|
Yeah.
| false |
QMSum_55
|
you know now the basic the basic things.
|
Mm-hmm.
|
Yeah.
|
well just just for the next meeting , um
| false |
QMSum_55
|
Mm-hmm.
|
Yeah.
|
well just just for the next meeting , um
|
well , uh , you wor yes , work on a design , keep it general , I mean so w we will be still fle flexible with maybe adding some functions. So
| false |
QMSum_55
|
Yeah.
|
well just just for the next meeting , um
|
well , uh , you wor yes , work on a design , keep it general , I mean so w we will be still fle flexible with maybe adding some functions. So
|
Mm-hmm.
| false |
QMSum_55
|
well just just for the next meeting , um
|
well , uh , you wor yes , work on a design , keep it general , I mean so w we will be still fle flexible with maybe adding some functions. So
|
Mm-hmm.
|
Um you will be working on on technical function design , so
| false |
QMSum_55
|
well , uh , you wor yes , work on a design , keep it general , I mean so w we will be still fle flexible with maybe adding some functions. So
|
Mm-hmm.
|
Um you will be working on on technical function design , so
|
Yeah , sure.
| false |
QMSum_55
|
Mm-hmm.
|
Um you will be working on on technical function design , so
|
Yeah , sure.
|
And uh you and you and uh uh uh well , think about requirements ,
| false |
QMSum_55
|
Um you will be working on on technical function design , so
|
Yeah , sure.
|
And uh you and you and uh uh uh well , think about requirements ,
|
Mm-hmm.
| false |
QMSum_55
|
Yeah , sure.
|
And uh you and you and uh uh uh well , think about requirements ,
|
Mm-hmm.
|
eh ? Does it need internet , or or do do we stay at basic basic television uh interface.
| false |
QMSum_55
|
And uh you and you and uh uh uh well , think about requirements ,
|
Mm-hmm.
|
eh ? Does it need internet , or or do do we stay at basic basic television uh interface.
| null | false |
QMSum_55
|
Good afternoon. Can I welcome Members to the virtual meeting of the Children, Young People and Education Committee this afternoon? In accordance with Standing Order 34.19, I've determined that the public are excluded from the committee's meeting, in order to protect public health. In accordance with Standing Order 34.21, notice of this decision was included in the agenda for this meeting, which was published last Thursday. This meeting is, however, being broadcast live on Senedd.tv, with all participants joining via video-conference. A record of proceedings will be published as usual. Aside from the procedural adaptation related to conducting proceedings remotely, all other Standing Order requirements for committees remain in place. The meeting is bilingual, and simultaneous translation from Welsh to English is available. Can I remind everyone that the microphones will be controlled centrally, so there's no need to turn them on and off individually? We've received apologies for absence from Hefin David AM, and there is no substitution. Can I ask Members if there are any declarations of interest, please? No. Okay, thank you. Can I just note for the record that if for any reason I drop out of the meeting, the committee has agreed that Dawn Bowden AM will temporarily chair while I try to rejoin? Moving on, then, to item 2 this afternoon, which is an evidence session with the Welsh Government in relation to the impact of the coronavirus pandemic on health and social services as they relate to children and young people in Wales. I'm very pleased to welcome Vaughan Gething AM, the Minister for Health and Social Services; Julie Morgan AM, Deputy Minister for Health and Social Services; Albert Heaney, deputy director general of the health and social services group; Nicola Edwards, deputy director, childcare, play and early years; Jean White, chief nursing officer; and Tracey Breheny, who is deputy director of mental health, substance misuse and vulnerable groups. Thank you all very much for your attendance today—we appreciate your time. We've got lots of questions that we'd like to cover, which we'll go straight into, with questions from Siân Gwenllian.
| null |
Good afternoon. How much do we understand about how this virus impacts children and young people, and their role in transmitting the virus? And how important is it that this is considered in the Welsh Government's exit strategy, especially in the context of reopening schools?
|
Okay. I think it's fair to say that our understanding is developing across all age ranges about the virus and its impact. It's still the case that children and young people are less likely to be affected significantly by COVID-19 than people with a range of healthcare conditions, and in particular the age grade that we've seen, and that's underpinned the advice we've given to the whole population about self-isolation by people in age categories, as well as the extremely vulnerable group we advise to shield. We still don't understand everything about the role that children have to play in the transmitting of the virus, and this is one of the difficulties we face. Because in cold and flu, children transmit the virus and they're also susceptible, in particular to the flu, as well; that's why we have a childhood immunisation programme for the flu as well. We do know that there's some developing evidence about what's called a Kawasaki-like syndrome, but that's affecting very small numbers of children. We have one possible case in Wales—a child who's in critical care—but that isn't confirmed. That's still a developing knowledge base. So, the rest of the world is still trying to understand that too. But the generals still apply—that children are less likely to be affected than older people, but can nevertheless still become unwell, and that's, if you like, one of the few positives in this condition. But as I say, we're still learning, so I won't try and present a fully accurate or finalised picture of knowledge in this area.
| false |
QMSum_213
|
Good afternoon. Can I welcome Members to the virtual meeting of the Children, Young People and Education Committee this afternoon? In accordance with Standing Order 34.19, I've determined that the public are excluded from the committee's meeting, in order to protect public health. In accordance with Standing Order 34.21, notice of this decision was included in the agenda for this meeting, which was published last Thursday. This meeting is, however, being broadcast live on Senedd.tv, with all participants joining via video-conference. A record of proceedings will be published as usual. Aside from the procedural adaptation related to conducting proceedings remotely, all other Standing Order requirements for committees remain in place. The meeting is bilingual, and simultaneous translation from Welsh to English is available. Can I remind everyone that the microphones will be controlled centrally, so there's no need to turn them on and off individually? We've received apologies for absence from Hefin David AM, and there is no substitution. Can I ask Members if there are any declarations of interest, please? No. Okay, thank you. Can I just note for the record that if for any reason I drop out of the meeting, the committee has agreed that Dawn Bowden AM will temporarily chair while I try to rejoin? Moving on, then, to item 2 this afternoon, which is an evidence session with the Welsh Government in relation to the impact of the coronavirus pandemic on health and social services as they relate to children and young people in Wales. I'm very pleased to welcome Vaughan Gething AM, the Minister for Health and Social Services; Julie Morgan AM, Deputy Minister for Health and Social Services; Albert Heaney, deputy director general of the health and social services group; Nicola Edwards, deputy director, childcare, play and early years; Jean White, chief nursing officer; and Tracey Breheny, who is deputy director of mental health, substance misuse and vulnerable groups. Thank you all very much for your attendance today—we appreciate your time. We've got lots of questions that we'd like to cover, which we'll go straight into, with questions from Siân Gwenllian.
|
Good afternoon. How much do we understand about how this virus impacts children and young people, and their role in transmitting the virus? And how important is it that this is considered in the Welsh Government's exit strategy, especially in the context of reopening schools?
|
Okay. I think it's fair to say that our understanding is developing across all age ranges about the virus and its impact. It's still the case that children and young people are less likely to be affected significantly by COVID-19 than people with a range of healthcare conditions, and in particular the age grade that we've seen, and that's underpinned the advice we've given to the whole population about self-isolation by people in age categories, as well as the extremely vulnerable group we advise to shield. We still don't understand everything about the role that children have to play in the transmitting of the virus, and this is one of the difficulties we face. Because in cold and flu, children transmit the virus and they're also susceptible, in particular to the flu, as well; that's why we have a childhood immunisation programme for the flu as well. We do know that there's some developing evidence about what's called a Kawasaki-like syndrome, but that's affecting very small numbers of children. We have one possible case in Wales—a child who's in critical care—but that isn't confirmed. That's still a developing knowledge base. So, the rest of the world is still trying to understand that too. But the generals still apply—that children are less likely to be affected than older people, but can nevertheless still become unwell, and that's, if you like, one of the few positives in this condition. But as I say, we're still learning, so I won't try and present a fully accurate or finalised picture of knowledge in this area.
|
And in terms—[Inaudible.]
| false |
QMSum_213
|
Good afternoon. How much do we understand about how this virus impacts children and young people, and their role in transmitting the virus? And how important is it that this is considered in the Welsh Government's exit strategy, especially in the context of reopening schools?
|
Okay. I think it's fair to say that our understanding is developing across all age ranges about the virus and its impact. It's still the case that children and young people are less likely to be affected significantly by COVID-19 than people with a range of healthcare conditions, and in particular the age grade that we've seen, and that's underpinned the advice we've given to the whole population about self-isolation by people in age categories, as well as the extremely vulnerable group we advise to shield. We still don't understand everything about the role that children have to play in the transmitting of the virus, and this is one of the difficulties we face. Because in cold and flu, children transmit the virus and they're also susceptible, in particular to the flu, as well; that's why we have a childhood immunisation programme for the flu as well. We do know that there's some developing evidence about what's called a Kawasaki-like syndrome, but that's affecting very small numbers of children. We have one possible case in Wales—a child who's in critical care—but that isn't confirmed. That's still a developing knowledge base. So, the rest of the world is still trying to understand that too. But the generals still apply—that children are less likely to be affected than older people, but can nevertheless still become unwell, and that's, if you like, one of the few positives in this condition. But as I say, we're still learning, so I won't try and present a fully accurate or finalised picture of knowledge in this area.
|
And in terms—[Inaudible.]
|
Chair. Sorry. Excuse me, Chair. Sorry—with apologies to the Member, my translation stopped after a while, so I heard the first part translated, and then it just fell off. I'm really sorry, but I didn't want to try to answer a different question to the one that may be being asked, and don't think that's fair to the Member or other members of the committee.
| false |
QMSum_213
|
Okay. I think it's fair to say that our understanding is developing across all age ranges about the virus and its impact. It's still the case that children and young people are less likely to be affected significantly by COVID-19 than people with a range of healthcare conditions, and in particular the age grade that we've seen, and that's underpinned the advice we've given to the whole population about self-isolation by people in age categories, as well as the extremely vulnerable group we advise to shield. We still don't understand everything about the role that children have to play in the transmitting of the virus, and this is one of the difficulties we face. Because in cold and flu, children transmit the virus and they're also susceptible, in particular to the flu, as well; that's why we have a childhood immunisation programme for the flu as well. We do know that there's some developing evidence about what's called a Kawasaki-like syndrome, but that's affecting very small numbers of children. We have one possible case in Wales—a child who's in critical care—but that isn't confirmed. That's still a developing knowledge base. So, the rest of the world is still trying to understand that too. But the generals still apply—that children are less likely to be affected than older people, but can nevertheless still become unwell, and that's, if you like, one of the few positives in this condition. But as I say, we're still learning, so I won't try and present a fully accurate or finalised picture of knowledge in this area.
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And in terms—[Inaudible.]
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Chair. Sorry. Excuse me, Chair. Sorry—with apologies to the Member, my translation stopped after a while, so I heard the first part translated, and then it just fell off. I'm really sorry, but I didn't want to try to answer a different question to the one that may be being asked, and don't think that's fair to the Member or other members of the committee.
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Can we check that translation is back on, please, and maybe Siân could repeat her question?
| false |
QMSum_213
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And in terms—[Inaudible.]
|
Chair. Sorry. Excuse me, Chair. Sorry—with apologies to the Member, my translation stopped after a while, so I heard the first part translated, and then it just fell off. I'm really sorry, but I didn't want to try to answer a different question to the one that may be being asked, and don't think that's fair to the Member or other members of the committee.
|
Can we check that translation is back on, please, and maybe Siân could repeat her question?
|
I can hear it, yes.
| false |
QMSum_213
|
Chair. Sorry. Excuse me, Chair. Sorry—with apologies to the Member, my translation stopped after a while, so I heard the first part translated, and then it just fell off. I'm really sorry, but I didn't want to try to answer a different question to the one that may be being asked, and don't think that's fair to the Member or other members of the committee.
|
Can we check that translation is back on, please, and maybe Siân could repeat her question?
|
I can hear it, yes.
|
Okay, Siân, would you mind repeating that, please?
| false |
QMSum_213
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Can we check that translation is back on, please, and maybe Siân could repeat her question?
|
I can hear it, yes.
|
Okay, Siân, would you mind repeating that, please?
|
Not at all. I was discussing NHS services, including critical care services, and I was asking whether there is sufficient capacity in place to manage any increase. We, of course, hope that there won't be any increase, but should there be an increase, particularly in paediatric cases of coronavirus—let's say such a thing were to happen and this rare syndrome that you mentioned did emerge here in Wales—do we have the capacity in place to deal with these, and with the impact of coronavirus more generally on children?
| false |
QMSum_213
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I can hear it, yes.
|
Okay, Siân, would you mind repeating that, please?
|
Not at all. I was discussing NHS services, including critical care services, and I was asking whether there is sufficient capacity in place to manage any increase. We, of course, hope that there won't be any increase, but should there be an increase, particularly in paediatric cases of coronavirus—let's say such a thing were to happen and this rare syndrome that you mentioned did emerge here in Wales—do we have the capacity in place to deal with these, and with the impact of coronavirus more generally on children?
|
At this point in time, the answer is 'yes', and there is always a significant caveat, though, and the 'but' that comes in there is that despite the fact that we've got a plan for surge capacity in paediatric care—. So, when we increased critical care right across the national health service, we of course looked at paediatric care as part of that as well. So, we can flex up our capacity. But the challenge in all of that this is—it's part of my caution and the Government's caution about moves out of lockdown. So, it's much easier to go into lockdown than to come out of it, and I know you heard evidence from the Minister for Education last week about the approach that she wants to take and the principles behind doing that. So, actually, we'll need to think carefully about if we are reopening schools, even on a limited basis, what that then does to the circulation of coronavirus within that group of children as well as within the wider community, and then to try to understand whether the current capacity we have planned for in surge capacity is still going to be enough, because, actually, one of the real success stories of the first stage of the fight with coronavirus is that we haven't had our critical care capacity filled up. It's been extended, and the extension has meant that we haven't been overtopped. If we hadn't done that, we definitely would have been. And we'll need to carry on testing ourselves and seeing what's happening and looking at the evidence and making sure that the plan we already have got that we published for paediatric critical care is still fit for purpose, and again to reconsider if we need to do things differently. But that's part of the difficulty of being a Minister at the moment—you don't know everything that's coming, and on this disease in particular, we do know that we're still learning with each passing day.
| false |
QMSum_213
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Okay, Siân, would you mind repeating that, please?
|
Not at all. I was discussing NHS services, including critical care services, and I was asking whether there is sufficient capacity in place to manage any increase. We, of course, hope that there won't be any increase, but should there be an increase, particularly in paediatric cases of coronavirus—let's say such a thing were to happen and this rare syndrome that you mentioned did emerge here in Wales—do we have the capacity in place to deal with these, and with the impact of coronavirus more generally on children?
|
At this point in time, the answer is 'yes', and there is always a significant caveat, though, and the 'but' that comes in there is that despite the fact that we've got a plan for surge capacity in paediatric care—. So, when we increased critical care right across the national health service, we of course looked at paediatric care as part of that as well. So, we can flex up our capacity. But the challenge in all of that this is—it's part of my caution and the Government's caution about moves out of lockdown. So, it's much easier to go into lockdown than to come out of it, and I know you heard evidence from the Minister for Education last week about the approach that she wants to take and the principles behind doing that. So, actually, we'll need to think carefully about if we are reopening schools, even on a limited basis, what that then does to the circulation of coronavirus within that group of children as well as within the wider community, and then to try to understand whether the current capacity we have planned for in surge capacity is still going to be enough, because, actually, one of the real success stories of the first stage of the fight with coronavirus is that we haven't had our critical care capacity filled up. It's been extended, and the extension has meant that we haven't been overtopped. If we hadn't done that, we definitely would have been. And we'll need to carry on testing ourselves and seeing what's happening and looking at the evidence and making sure that the plan we already have got that we published for paediatric critical care is still fit for purpose, and again to reconsider if we need to do things differently. But that's part of the difficulty of being a Minister at the moment—you don't know everything that's coming, and on this disease in particular, we do know that we're still learning with each passing day.
|
[Inaudible.]—Siân?
| false |
QMSum_213
|
Not at all. I was discussing NHS services, including critical care services, and I was asking whether there is sufficient capacity in place to manage any increase. We, of course, hope that there won't be any increase, but should there be an increase, particularly in paediatric cases of coronavirus—let's say such a thing were to happen and this rare syndrome that you mentioned did emerge here in Wales—do we have the capacity in place to deal with these, and with the impact of coronavirus more generally on children?
|
At this point in time, the answer is 'yes', and there is always a significant caveat, though, and the 'but' that comes in there is that despite the fact that we've got a plan for surge capacity in paediatric care—. So, when we increased critical care right across the national health service, we of course looked at paediatric care as part of that as well. So, we can flex up our capacity. But the challenge in all of that this is—it's part of my caution and the Government's caution about moves out of lockdown. So, it's much easier to go into lockdown than to come out of it, and I know you heard evidence from the Minister for Education last week about the approach that she wants to take and the principles behind doing that. So, actually, we'll need to think carefully about if we are reopening schools, even on a limited basis, what that then does to the circulation of coronavirus within that group of children as well as within the wider community, and then to try to understand whether the current capacity we have planned for in surge capacity is still going to be enough, because, actually, one of the real success stories of the first stage of the fight with coronavirus is that we haven't had our critical care capacity filled up. It's been extended, and the extension has meant that we haven't been overtopped. If we hadn't done that, we definitely would have been. And we'll need to carry on testing ourselves and seeing what's happening and looking at the evidence and making sure that the plan we already have got that we published for paediatric critical care is still fit for purpose, and again to reconsider if we need to do things differently. But that's part of the difficulty of being a Minister at the moment—you don't know everything that's coming, and on this disease in particular, we do know that we're still learning with each passing day.
|
[Inaudible.]—Siân?
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Hello. Yes, those are the questions I had on that section.
| false |
QMSum_213
|
At this point in time, the answer is 'yes', and there is always a significant caveat, though, and the 'but' that comes in there is that despite the fact that we've got a plan for surge capacity in paediatric care—. So, when we increased critical care right across the national health service, we of course looked at paediatric care as part of that as well. So, we can flex up our capacity. But the challenge in all of that this is—it's part of my caution and the Government's caution about moves out of lockdown. So, it's much easier to go into lockdown than to come out of it, and I know you heard evidence from the Minister for Education last week about the approach that she wants to take and the principles behind doing that. So, actually, we'll need to think carefully about if we are reopening schools, even on a limited basis, what that then does to the circulation of coronavirus within that group of children as well as within the wider community, and then to try to understand whether the current capacity we have planned for in surge capacity is still going to be enough, because, actually, one of the real success stories of the first stage of the fight with coronavirus is that we haven't had our critical care capacity filled up. It's been extended, and the extension has meant that we haven't been overtopped. If we hadn't done that, we definitely would have been. And we'll need to carry on testing ourselves and seeing what's happening and looking at the evidence and making sure that the plan we already have got that we published for paediatric critical care is still fit for purpose, and again to reconsider if we need to do things differently. But that's part of the difficulty of being a Minister at the moment—you don't know everything that's coming, and on this disease in particular, we do know that we're still learning with each passing day.
|
[Inaudible.]—Siân?
|
Hello. Yes, those are the questions I had on that section.
|
Okay. Lovely. Thank you very much. Right, we'll move on now then to some question on access to health services from Dawn Bowden.
| false |
QMSum_213
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[Inaudible.]—Siân?
|
Hello. Yes, those are the questions I had on that section.
|
Okay. Lovely. Thank you very much. Right, we'll move on now then to some question on access to health services from Dawn Bowden.
|
Thank you, Chair. Minister, just some concern that you will have heard about in terms of parents and carers maybe not taking their children into the healthcare system for other conditions while the coronavirus pandemic is with us. How are you monitoring that situation at the moment and have you had to look at your own commutation strategy in relation to that?
| false |
QMSum_213
|
Hello. Yes, those are the questions I had on that section.
|
Okay. Lovely. Thank you very much. Right, we'll move on now then to some question on access to health services from Dawn Bowden.
|
Thank you, Chair. Minister, just some concern that you will have heard about in terms of parents and carers maybe not taking their children into the healthcare system for other conditions while the coronavirus pandemic is with us. How are you monitoring that situation at the moment and have you had to look at your own commutation strategy in relation to that?
|
We've had to look at some specifics around communication, so challenges about not just different languages, but about how we get messages to people in a very different environment, and it's really challenging. So, for example, our health visitor service has absolutely not stopped. We've had to think about the way it works, and I had this conversation earlier this week with the chief nurse. But the bigger challenge are parents refusing to engage with the service. I understand people's fear and anxiety, but that then means that their family, and in particular their child, isn't getting the sort of proactive care that we would want them to have. So, there's a real concern both at the professional leadership end and for the chief nurse and for Ministers as well about how we can get through. That's actually about rebuilding people's confidence in the service, and that isn't straightforward because there's a broader concern about coronavirus still circulating. But I think for us it's really important to reiterate that we have thought again about how to provide the service. We've thought about how to protect staff and families and the very clear message to parents is to please make sure that when health and care professionals are calling to help and support your family, please discuss your concerns with them. We're doing even more remotely, via telephone and online as well. There are times you need to be physically in the same place, for example on routine vaccinations, because we certainly haven't stopped that programme either, and I really wouldn't want to see that one of the unintended consequences of what we've done is that if parents don't engage with that service, we could potentially see a rise in other diseases. We're all, I think—not just you in your constituency, but others who are on this call and others as well—seeing an occasional reappearance of measles, and that's because people didn't engage with the vaccination programme. I don't want, either myself or a different health Minister in the future, to be sat here talking about how in years to come the failure to engage in a vaccination programme has led to clearly avoidable but significant harm to children and young people and the communities they live in.
| true |
QMSum_213
|
Okay. Lovely. Thank you very much. Right, we'll move on now then to some question on access to health services from Dawn Bowden.
|
Thank you, Chair. Minister, just some concern that you will have heard about in terms of parents and carers maybe not taking their children into the healthcare system for other conditions while the coronavirus pandemic is with us. How are you monitoring that situation at the moment and have you had to look at your own commutation strategy in relation to that?
|
We've had to look at some specifics around communication, so challenges about not just different languages, but about how we get messages to people in a very different environment, and it's really challenging. So, for example, our health visitor service has absolutely not stopped. We've had to think about the way it works, and I had this conversation earlier this week with the chief nurse. But the bigger challenge are parents refusing to engage with the service. I understand people's fear and anxiety, but that then means that their family, and in particular their child, isn't getting the sort of proactive care that we would want them to have. So, there's a real concern both at the professional leadership end and for the chief nurse and for Ministers as well about how we can get through. That's actually about rebuilding people's confidence in the service, and that isn't straightforward because there's a broader concern about coronavirus still circulating. But I think for us it's really important to reiterate that we have thought again about how to provide the service. We've thought about how to protect staff and families and the very clear message to parents is to please make sure that when health and care professionals are calling to help and support your family, please discuss your concerns with them. We're doing even more remotely, via telephone and online as well. There are times you need to be physically in the same place, for example on routine vaccinations, because we certainly haven't stopped that programme either, and I really wouldn't want to see that one of the unintended consequences of what we've done is that if parents don't engage with that service, we could potentially see a rise in other diseases. We're all, I think—not just you in your constituency, but others who are on this call and others as well—seeing an occasional reappearance of measles, and that's because people didn't engage with the vaccination programme. I don't want, either myself or a different health Minister in the future, to be sat here talking about how in years to come the failure to engage in a vaccination programme has led to clearly avoidable but significant harm to children and young people and the communities they live in.
|
Thank you. Jean, you wanted to come in.
| false |
QMSum_213
|
Thank you, Chair. Minister, just some concern that you will have heard about in terms of parents and carers maybe not taking their children into the healthcare system for other conditions while the coronavirus pandemic is with us. How are you monitoring that situation at the moment and have you had to look at your own commutation strategy in relation to that?
|
We've had to look at some specifics around communication, so challenges about not just different languages, but about how we get messages to people in a very different environment, and it's really challenging. So, for example, our health visitor service has absolutely not stopped. We've had to think about the way it works, and I had this conversation earlier this week with the chief nurse. But the bigger challenge are parents refusing to engage with the service. I understand people's fear and anxiety, but that then means that their family, and in particular their child, isn't getting the sort of proactive care that we would want them to have. So, there's a real concern both at the professional leadership end and for the chief nurse and for Ministers as well about how we can get through. That's actually about rebuilding people's confidence in the service, and that isn't straightforward because there's a broader concern about coronavirus still circulating. But I think for us it's really important to reiterate that we have thought again about how to provide the service. We've thought about how to protect staff and families and the very clear message to parents is to please make sure that when health and care professionals are calling to help and support your family, please discuss your concerns with them. We're doing even more remotely, via telephone and online as well. There are times you need to be physically in the same place, for example on routine vaccinations, because we certainly haven't stopped that programme either, and I really wouldn't want to see that one of the unintended consequences of what we've done is that if parents don't engage with that service, we could potentially see a rise in other diseases. We're all, I think—not just you in your constituency, but others who are on this call and others as well—seeing an occasional reappearance of measles, and that's because people didn't engage with the vaccination programme. I don't want, either myself or a different health Minister in the future, to be sat here talking about how in years to come the failure to engage in a vaccination programme has led to clearly avoidable but significant harm to children and young people and the communities they live in.
|
Thank you. Jean, you wanted to come in.
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You need to unmute yourself. Oh, no—
| false |
QMSum_213
|
We've had to look at some specifics around communication, so challenges about not just different languages, but about how we get messages to people in a very different environment, and it's really challenging. So, for example, our health visitor service has absolutely not stopped. We've had to think about the way it works, and I had this conversation earlier this week with the chief nurse. But the bigger challenge are parents refusing to engage with the service. I understand people's fear and anxiety, but that then means that their family, and in particular their child, isn't getting the sort of proactive care that we would want them to have. So, there's a real concern both at the professional leadership end and for the chief nurse and for Ministers as well about how we can get through. That's actually about rebuilding people's confidence in the service, and that isn't straightforward because there's a broader concern about coronavirus still circulating. But I think for us it's really important to reiterate that we have thought again about how to provide the service. We've thought about how to protect staff and families and the very clear message to parents is to please make sure that when health and care professionals are calling to help and support your family, please discuss your concerns with them. We're doing even more remotely, via telephone and online as well. There are times you need to be physically in the same place, for example on routine vaccinations, because we certainly haven't stopped that programme either, and I really wouldn't want to see that one of the unintended consequences of what we've done is that if parents don't engage with that service, we could potentially see a rise in other diseases. We're all, I think—not just you in your constituency, but others who are on this call and others as well—seeing an occasional reappearance of measles, and that's because people didn't engage with the vaccination programme. I don't want, either myself or a different health Minister in the future, to be sat here talking about how in years to come the failure to engage in a vaccination programme has led to clearly avoidable but significant harm to children and young people and the communities they live in.
|
Thank you. Jean, you wanted to come in.
|
You need to unmute yourself. Oh, no—
|
Thank you. I just want to add to what the Minister said. So, I approached the immunisation lead in Public Health Wales to see exactly what has been happening recently and they said at the very beginning of the outbreak parents were very reluctant about coming forward for their routine immunisations, but recently, through lots of energy from the immunisation clinics and the leads within it reaching out to families, that trend seems to have turned and there's now a much better attendance. One of the most important things we can do to protect our children is to make sure they have their vaccinations. So, yes, there was a bit of a downturn, but it does seem to be improving at the moment. Thank you.
| false |
QMSum_213
|
Thank you. Jean, you wanted to come in.
|
You need to unmute yourself. Oh, no—
|
Thank you. I just want to add to what the Minister said. So, I approached the immunisation lead in Public Health Wales to see exactly what has been happening recently and they said at the very beginning of the outbreak parents were very reluctant about coming forward for their routine immunisations, but recently, through lots of energy from the immunisation clinics and the leads within it reaching out to families, that trend seems to have turned and there's now a much better attendance. One of the most important things we can do to protect our children is to make sure they have their vaccinations. So, yes, there was a bit of a downturn, but it does seem to be improving at the moment. Thank you.
|
Okay, thank you. And that answered my second question, Chair, so I'm happy to leave it there. Thank you.
| false |
QMSum_213
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You need to unmute yourself. Oh, no—
|
Thank you. I just want to add to what the Minister said. So, I approached the immunisation lead in Public Health Wales to see exactly what has been happening recently and they said at the very beginning of the outbreak parents were very reluctant about coming forward for their routine immunisations, but recently, through lots of energy from the immunisation clinics and the leads within it reaching out to families, that trend seems to have turned and there's now a much better attendance. One of the most important things we can do to protect our children is to make sure they have their vaccinations. So, yes, there was a bit of a downturn, but it does seem to be improving at the moment. Thank you.
|
Okay, thank you. And that answered my second question, Chair, so I'm happy to leave it there. Thank you.
|
Okay, thank you very much. We're going to go on now to some questions about mental health from Siân Gwenllian. Siân.
| false |
QMSum_213
|
Thank you. I just want to add to what the Minister said. So, I approached the immunisation lead in Public Health Wales to see exactly what has been happening recently and they said at the very beginning of the outbreak parents were very reluctant about coming forward for their routine immunisations, but recently, through lots of energy from the immunisation clinics and the leads within it reaching out to families, that trend seems to have turned and there's now a much better attendance. One of the most important things we can do to protect our children is to make sure they have their vaccinations. So, yes, there was a bit of a downturn, but it does seem to be improving at the moment. Thank you.
|
Okay, thank you. And that answered my second question, Chair, so I'm happy to leave it there. Thank you.
|
Okay, thank you very much. We're going to go on now to some questions about mental health from Siân Gwenllian. Siân.
|
It's a cause of great concern to us all, of course, in terms of the impact of this crisis on mental health and well-being among our children and young people. So, what assessment has the Government undertaken of the impact on these aspects in young people and what work is being done to understand the impact of the pandemic? What longer term measures will be put in place and what support services will be put in place?
| true |
QMSum_213
|
Okay, thank you. And that answered my second question, Chair, so I'm happy to leave it there. Thank you.
|
Okay, thank you very much. We're going to go on now to some questions about mental health from Siân Gwenllian. Siân.
|
It's a cause of great concern to us all, of course, in terms of the impact of this crisis on mental health and well-being among our children and young people. So, what assessment has the Government undertaken of the impact on these aspects in young people and what work is being done to understand the impact of the pandemic? What longer term measures will be put in place and what support services will be put in place?
|
Again, I think it's helpful that you've already heard from the education Minister last week, because I think the first of her key principles for returning to school is the impact on the emotional health and well-being of children. So, children's mental health was a central concern and remains so for both myself and the education Minister. Part of the honest challenge, again, is that we don't fully understand the impact on the mental health and well-being of children but we do expect there will have been an impact. So, we're working together with both health boards and our own knowledge and analytical services across the Government to both try to further understand what that is and the difference. Until we have more contact with families, we may not fully understand that, and that's a real point of concern for me. In all of the unknowns within this, the impact on mental health and well-being is absolutely one of them, because we're looking at how we then develop not just a recovery plan for the economy but a recovery plan around mental health, how we support people, and that will have to be informed by the understanding of what's happening when we get more engagement with families about the level of need, and then how we need to think about that. Obviously, it's a key factor for their return to school, but, actually, for the life children and young people lead outside the school environment, and that will be difficult because we're going to phase out of lockdown—it's not going to be a one-hit measure. That absolutely isn't going to happen. We're going to be looking at, at each point, what difference has been made, what more we can do. And, again, there are the efforts we're making to make sure that our online support services and our telephone support services—that we keep on reminding people that they're there and are available, and we want people to make use of them, because I know, as this committee said, we'd much rather be able to support people and intervene earlier rather than wait until there's a much bigger problem in a period of months in the future.
| false |
QMSum_213
|
Okay, thank you very much. We're going to go on now to some questions about mental health from Siân Gwenllian. Siân.
|
It's a cause of great concern to us all, of course, in terms of the impact of this crisis on mental health and well-being among our children and young people. So, what assessment has the Government undertaken of the impact on these aspects in young people and what work is being done to understand the impact of the pandemic? What longer term measures will be put in place and what support services will be put in place?
|
Again, I think it's helpful that you've already heard from the education Minister last week, because I think the first of her key principles for returning to school is the impact on the emotional health and well-being of children. So, children's mental health was a central concern and remains so for both myself and the education Minister. Part of the honest challenge, again, is that we don't fully understand the impact on the mental health and well-being of children but we do expect there will have been an impact. So, we're working together with both health boards and our own knowledge and analytical services across the Government to both try to further understand what that is and the difference. Until we have more contact with families, we may not fully understand that, and that's a real point of concern for me. In all of the unknowns within this, the impact on mental health and well-being is absolutely one of them, because we're looking at how we then develop not just a recovery plan for the economy but a recovery plan around mental health, how we support people, and that will have to be informed by the understanding of what's happening when we get more engagement with families about the level of need, and then how we need to think about that. Obviously, it's a key factor for their return to school, but, actually, for the life children and young people lead outside the school environment, and that will be difficult because we're going to phase out of lockdown—it's not going to be a one-hit measure. That absolutely isn't going to happen. We're going to be looking at, at each point, what difference has been made, what more we can do. And, again, there are the efforts we're making to make sure that our online support services and our telephone support services—that we keep on reminding people that they're there and are available, and we want people to make use of them, because I know, as this committee said, we'd much rather be able to support people and intervene earlier rather than wait until there's a much bigger problem in a period of months in the future.
|
So, in reality, there's been no assessment undertaken because it's difficult to do that. So, the full picture in terms of the outcomes of the crisis—you don't know what they are at the moment as things stand.
| false |
QMSum_213
|
It's a cause of great concern to us all, of course, in terms of the impact of this crisis on mental health and well-being among our children and young people. So, what assessment has the Government undertaken of the impact on these aspects in young people and what work is being done to understand the impact of the pandemic? What longer term measures will be put in place and what support services will be put in place?
|
Again, I think it's helpful that you've already heard from the education Minister last week, because I think the first of her key principles for returning to school is the impact on the emotional health and well-being of children. So, children's mental health was a central concern and remains so for both myself and the education Minister. Part of the honest challenge, again, is that we don't fully understand the impact on the mental health and well-being of children but we do expect there will have been an impact. So, we're working together with both health boards and our own knowledge and analytical services across the Government to both try to further understand what that is and the difference. Until we have more contact with families, we may not fully understand that, and that's a real point of concern for me. In all of the unknowns within this, the impact on mental health and well-being is absolutely one of them, because we're looking at how we then develop not just a recovery plan for the economy but a recovery plan around mental health, how we support people, and that will have to be informed by the understanding of what's happening when we get more engagement with families about the level of need, and then how we need to think about that. Obviously, it's a key factor for their return to school, but, actually, for the life children and young people lead outside the school environment, and that will be difficult because we're going to phase out of lockdown—it's not going to be a one-hit measure. That absolutely isn't going to happen. We're going to be looking at, at each point, what difference has been made, what more we can do. And, again, there are the efforts we're making to make sure that our online support services and our telephone support services—that we keep on reminding people that they're there and are available, and we want people to make use of them, because I know, as this committee said, we'd much rather be able to support people and intervene earlier rather than wait until there's a much bigger problem in a period of months in the future.
|
So, in reality, there's been no assessment undertaken because it's difficult to do that. So, the full picture in terms of the outcomes of the crisis—you don't know what they are at the moment as things stand.
|
We can't know, because we don't have that level of contact. There is a development—. I wouldn't say that no work's being done, but I couldn't tell you honestly that that work is finalised and we have a definitive understanding of the picture. If I tried to say that, then I'm sure you'd ask me, 'How on earth can you say that? If you're not having regular contact with people, you can't possibly understand the picture.' And it's much better to say, 'We don't understand the full picture. We know there'll have been an impact. We're working alongside health boards and others, but we'll know more as we carry on having more contact with families.' I'll look at a variety of different areas, again, both to reform the recovery plan, but also then to understand what we need to do at various points in the future, and the picture that we're seeing isn't straightforward and we need to make sure that we don't try to pretend to ourselves or to the public that there is a one-off measure that will allow us to be successful in all the areas that we'd want to be.
| false |
QMSum_213
|
Again, I think it's helpful that you've already heard from the education Minister last week, because I think the first of her key principles for returning to school is the impact on the emotional health and well-being of children. So, children's mental health was a central concern and remains so for both myself and the education Minister. Part of the honest challenge, again, is that we don't fully understand the impact on the mental health and well-being of children but we do expect there will have been an impact. So, we're working together with both health boards and our own knowledge and analytical services across the Government to both try to further understand what that is and the difference. Until we have more contact with families, we may not fully understand that, and that's a real point of concern for me. In all of the unknowns within this, the impact on mental health and well-being is absolutely one of them, because we're looking at how we then develop not just a recovery plan for the economy but a recovery plan around mental health, how we support people, and that will have to be informed by the understanding of what's happening when we get more engagement with families about the level of need, and then how we need to think about that. Obviously, it's a key factor for their return to school, but, actually, for the life children and young people lead outside the school environment, and that will be difficult because we're going to phase out of lockdown—it's not going to be a one-hit measure. That absolutely isn't going to happen. We're going to be looking at, at each point, what difference has been made, what more we can do. And, again, there are the efforts we're making to make sure that our online support services and our telephone support services—that we keep on reminding people that they're there and are available, and we want people to make use of them, because I know, as this committee said, we'd much rather be able to support people and intervene earlier rather than wait until there's a much bigger problem in a period of months in the future.
|
So, in reality, there's been no assessment undertaken because it's difficult to do that. So, the full picture in terms of the outcomes of the crisis—you don't know what they are at the moment as things stand.
|
We can't know, because we don't have that level of contact. There is a development—. I wouldn't say that no work's being done, but I couldn't tell you honestly that that work is finalised and we have a definitive understanding of the picture. If I tried to say that, then I'm sure you'd ask me, 'How on earth can you say that? If you're not having regular contact with people, you can't possibly understand the picture.' And it's much better to say, 'We don't understand the full picture. We know there'll have been an impact. We're working alongside health boards and others, but we'll know more as we carry on having more contact with families.' I'll look at a variety of different areas, again, both to reform the recovery plan, but also then to understand what we need to do at various points in the future, and the picture that we're seeing isn't straightforward and we need to make sure that we don't try to pretend to ourselves or to the public that there is a one-off measure that will allow us to be successful in all the areas that we'd want to be.
|
But can you give the committee an assurance today that this area of mental health and well-being is going to be a priority for you as health Minister?
| false |
QMSum_213
|
So, in reality, there's been no assessment undertaken because it's difficult to do that. So, the full picture in terms of the outcomes of the crisis—you don't know what they are at the moment as things stand.
|
We can't know, because we don't have that level of contact. There is a development—. I wouldn't say that no work's being done, but I couldn't tell you honestly that that work is finalised and we have a definitive understanding of the picture. If I tried to say that, then I'm sure you'd ask me, 'How on earth can you say that? If you're not having regular contact with people, you can't possibly understand the picture.' And it's much better to say, 'We don't understand the full picture. We know there'll have been an impact. We're working alongside health boards and others, but we'll know more as we carry on having more contact with families.' I'll look at a variety of different areas, again, both to reform the recovery plan, but also then to understand what we need to do at various points in the future, and the picture that we're seeing isn't straightforward and we need to make sure that we don't try to pretend to ourselves or to the public that there is a one-off measure that will allow us to be successful in all the areas that we'd want to be.
|
But can you give the committee an assurance today that this area of mental health and well-being is going to be a priority for you as health Minister?
|
Of course. Not just on the work we've done in the past; not just because it's one of the key principles for the education Minister about the reopening of schools, but it is a real worry list for me about how we understand the impact on the mental health and well-being of children and young people, and to move forwards, that we don't end up with an entire generation of children and young people who grow up with a range of damage because we haven't thought about what that will look like. So, the mental health recovery plan will of course be of very real importance to me. In amongst all the other priorities I have, I'm certainly not going to allow the mental health and well-being of children and young people to be forgotten.
| false |
QMSum_213
|
We can't know, because we don't have that level of contact. There is a development—. I wouldn't say that no work's being done, but I couldn't tell you honestly that that work is finalised and we have a definitive understanding of the picture. If I tried to say that, then I'm sure you'd ask me, 'How on earth can you say that? If you're not having regular contact with people, you can't possibly understand the picture.' And it's much better to say, 'We don't understand the full picture. We know there'll have been an impact. We're working alongside health boards and others, but we'll know more as we carry on having more contact with families.' I'll look at a variety of different areas, again, both to reform the recovery plan, but also then to understand what we need to do at various points in the future, and the picture that we're seeing isn't straightforward and we need to make sure that we don't try to pretend to ourselves or to the public that there is a one-off measure that will allow us to be successful in all the areas that we'd want to be.
|
But can you give the committee an assurance today that this area of mental health and well-being is going to be a priority for you as health Minister?
|
Of course. Not just on the work we've done in the past; not just because it's one of the key principles for the education Minister about the reopening of schools, but it is a real worry list for me about how we understand the impact on the mental health and well-being of children and young people, and to move forwards, that we don't end up with an entire generation of children and young people who grow up with a range of damage because we haven't thought about what that will look like. So, the mental health recovery plan will of course be of very real importance to me. In amongst all the other priorities I have, I'm certainly not going to allow the mental health and well-being of children and young people to be forgotten.
|
And how does the current capacity in terms of child and adolescent mental health services compare to service capacity prior to the coronavirus outbreak in Wales? Have you had to shift some resources over from CAMHS, for example, in order to deal with more general aspects of coronavirus?
| false |
QMSum_213
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