Research Library

This study systematically reviewed all research estimating the prevalence of mental health disorders and symptoms among children living in residential care provision like the UK. The findings highlight the high prevalence of mental health difficulties among this population and the need for further research to guide policy and practice in different countries. Authors: Westlake M. F., Hillman S., Kerr-Davies A., Viziteu A., Silver M., Dykiert D.

Absence from school is more frequent for children with chronic health conditions (CHCs) than their peers and may be one reason why average academic attainment scores are lower among children with CHCs. Authors: Jay, M. A., Sanders-Ellis, D., Blackburn, R., Deighton, J., & Gilbert, R.

This study aimed to explore early adolescents’ lived experiences of a school- and community-based prevention program, including what helps, why, and when. Authors: Stapley, E., Eisenstadt, M., Demkowicz, O., Stock, S., O'neill, A., Deighton, J., & Ungar, M.

Social prescribing is a mechanism of connecting patients with non-medical forms of support within the community and has been shown to improve mental health and wellbeing in adult populations. In the last few years, it has been used in child and youth settings with promising results. Currently, pathways are being developed for social prescribing in Child and Adolescent Mental Health Services (CAMHS) to support children and young people on treatment waiting lists. The Wellbeing While Waiting study will evaluate whether social prescribing benefits the mental health and wellbeing of children and young people. Authors: Fancourt, D., Burton. A, Bu. F, Deighton. J, Turner. R, Wright. J, Bradbury. A, Tibber. M, Talwar. S, & Hayes. D.

The analysis of personalised measures, such as goals, can be explored in a number of ways to meet the needs of exploring outcomes in the room with the client on a one-to-one level, but also any requirements of aggregating the scores up to explore service evaluation. We came up with four quadrants of analysis to illustrate the main ways we suggest the data can be considered. We used goal based outcomes as our worked example. The four quadrants are: 1. Individual goal progress on single goals 2. Individual goal progress by aggregated goals 3. Team/service level progress by goal theme 4. Team/service level progress by aggregate goal scores Authors: Jacob, J., Rae, J. P., Allegranti, B., Duncan, C. & Cooper, M.

We aimed to investigate if HeadStart was effective in ameliorating school outcomes such as absence, exclusion and attainment. We also aimed to explore if synthetic control method was an appropriate methodology to investigate the effectiveness of area level interventions.

This study aims to explore the process of collecting and using cost data from programme implementers’ perspectives, in the context of delivering a prevention and early intervention programme in a real-world setting. Authors: Stapley, E., Herbert, K., Cattan, S., Deighton, J. (2022).

This briefing summarises learning from the first year of the HeadStart programme, drawing on research interviews conducted with staff members at each partnership as part of the qualitative evaluation of HeadStart led by the Learning Team in the EBPU. Author: Stapley, E. (2017).

This briefing will direct attention to different models of participation that currently exist within various systems of care and support. It is important to note that while many more participation models exist, the focus of this briefing is on those that make a clear distinction between categories of involvement and differentiate between the roles of providers and service users within their models. Authors: Dolaty, S., Tait, N., Brunskill, H. (2022).