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Legislative Assembly for the ACT: Week 5 Hansard (25 May) . . Page.. 2224..

of substance abuse on people with a mental illness, has a reduced impact of substance abuse on people with a mental illness occurred;

(2) If so, what supporting figures or information can be provided to support that reduced impact; if not, why not.

Mr Corbell

: The answer to the member's question is:

(1) The nature of Comorbidity is such that any new input into the area of treatment will take a significant period of time to impact.

(2) Indicators of the impact of this funding enhancement will be seen through a higher percentage of clinically managed consumers being identified with co-morbidity issues. Another indicator can be seen by the number of requests for consultation and clinical support by the drug and alcohol mental health worker.

The worker is actively involved in the cultural change, education and training of service providers through the 'dual diagnosis project' within the Alcohol and Drug Program and in his daily contacts with staff.

He also maintains an information and resource database and regularly circulates readings related to Co-morbidity Dual diagnosis to workers in the field. Individual clinical contacts with mental health workers also involve a component of education about substance misuse and useful approaches in this area.

Staff training occurs through orientation, new graduate program and the continuing education program within MHACT.


(Question No 1441)

Mr Smyth asked the Minister for Education, Youth and Family Services, upon notice, on 31 March 2004:

(1) In each ACT Government school, how many teachers have the qualifications to teach the specialised subjects of (a) physical education, (b) art and craft, (c) technical development for example woodwork and (d) music;

(2) How many of these specialist teachers are working as full time teachers in these positions.

Ms Gallagher

: The answer to Mr Smyth's question is:

(1) Comprehensive data is not kept in the form requested. Most ACT teachers are required to be able to teach across a range of key learning areas. Some teachers specialise in individual subject areas to meet the needs of specific schools and the available skills and qualifications are matched to those needs. The supply of teachers with specific qualifications or experience in physical education, art and music currently exceeds the demand in those areas. There are occasions of unmet demand for technology (for example, woodwork) teachers.

(2) See part (1).

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