Fulfilling Lives: Supporting people with multiple needs, Evaluation Report, Year 1

This report is prepared for the Big Lottery Fund (the Fund) by the national evaluationteam and provides emerging findings and lessons learned from the first year of thenational evaluation of the Fulfilling Lives: Supporting people with multiple needsinitiative hereafter referred to as Fulfilling Lives (multiple needs).The national evaluation has been designed to determine the degree to which the initiativeis successfully achieving its aims and how they are being achieved. The evaluation will beboth formative and summative in nature, in that, it will inform the ongoing design and delivery of Fulfilling Lives (multiple needs) and its component projects as well as assessoverall achievements and value for money to inform future decision and policy making.Within this context, the evaluation has a number of objectives:— To track and assess the achievements of the initiative and to estimate the extent to whichthese are attributable to the projects and interventions delivered.— To calculate the costs of the projects and the corresponding value of benefits to theexchequer and wider society. This will enable an assessment of value for money of theprogramme and for individual interventions.— To identify what interventions and approaches work well, for which people, families andcommunities and in which circumstances and contexts.— To assess the extent to which the Big Lottery Fund's principles are incorporated into projectdesign and delivery and to determine the degree to which these principles affect successfuldelivery and outcomes.— To explore project implementation, understand problems faced and to facilitate theidentification of solutions and lessons learned

Silver Dreams Fund Learning and Evaluation Contract: Final report June 2014

This is a summary of the Final Report which presents the findings of the evaluation of the Big Lottery Fund's Silver Dreams Fund conducted by Ecorys.The Silver Dreams Fund was a £10 million programme which sought to address the gaps in provision by challenging organisations to come up with an innovative idea for a project that would "pioneer ways to help vulnerable older people deal more effectively with life-changing events".Our approach involved both formative and summative elements and was based upon a robust and evidence-based outcome evaluation framework. In addition, we have also undertaken an evaluation of the new programme management processes employed by the Big Lottery Fund which has been reported separately.In summary, the evaluation involved:- development of an evaluation framework and common indicators to measure outcomes;- provision of a package of self-evaluation support to projects;- programme level work to provide independent primary qualitative research and to validate findings from self-evaluations;- a range of learning activities; and- analysis and reporting

The Integrated Vocational Route (IVR): an employer-driven learning programme in health & social care practice at the FE/HE interface

In 2006, the Open University Awarding Body, Faculty of Health & Social Care and the Vocational Qualifications Assessment Centre began exploratory discussions with health and social care (HSC) employers regarding the creation of a flexible programme of vocational and academic development which would seek to bridge the FE-HE divide, embed learning in the workplace rather than the classroom and facilitate progression in this field of practice. The product of these discussions was the ‘Integrated Vocational Route’ (IVR). The IVR is designed to meet the needs of support staff directly involved in the provision of health and/or social care who have higher career aspirations and employers seeking to develop those non-professional care workers in their organisation whom they believe have the greatest potential to progress to more senior roles. The original programme integrates a Level 3 HSC (Adults) National Vocational Qualification (NVQ) within the OU K101 ‘An Introduction to Health and Social Care’ module (offering 60 credits at NQF Level 4). Successful completion of the IVR will therefore provide both a ‘Certificate of Health and Social Care’ (60 credits at NQF Level 4) and a full NVQ Level 3 HSC Adults award. HSC employer consultation and briefings in twelve UK towns and cities helped shape the IVR model and four organisations (Newcastle City Council, Northumberland, Tyne & Wear NHS Trust, Salisbury Foundation NHS Trust and Social Work Information & Interpretation Services [SWIIS] Foster Care Scotland) have been particularly influential in determining IVR design and models of delivery. One such model enables both the IVR tutor and assessor roles to be undertaken by staff within a partner organisation and tutorials to be held in the workplace. Most of the IVR learning and support materials are available online and a bespoke, user-friendly electronic portfolio has been created for the integrated NVQ. By simultaneously developing and assessing academic skills, knowledge and competence related to care practice, the IVR offers better preparation for progression to qualifying routes such as nursing and social work and scope for credit transfer. A second IVR integrating a full Level 3 HSC Children and Young People (CYP) NVQ within the K101 module was offered for the first time in 2009. The IVR is currently being re-developed to accommodate the new vocational Diploma qualifications which replace Level 3 NVQs from 2011

Mental health-related conversations on social media and crisis episodes: a time-series regression analysis

We aimed to investigate whether daily fluctuations in mental health-relevant Twitter posts are associated with daily fluctuations in mental health crisis episodes. We conducted a primary and replicated time-series analysis of retrospectively collected data from Twitter and two London mental healthcare providers. Daily numbers of ‘crisis episodes’ were defined as incident inpatient, home treatment team and crisis house referrals between 2010 and 2014. Higher volumes of depression and schizophrenia tweets were associated with higher numbers of same-day crisis episodes for both sites. After adjusting for temporal trends, seven-day lagged analyses showed significant positive associations on day 1, changing to negative associations by day 4 and reverting to positive associations by day 7. There was a 15% increase in crisis episodes on days with above-median schizophrenia-related Twitter posts. A temporal association was thus found between Twitter-wide mental health-related social media content and crisis episodes in mental healthcare replicated across two services. Seven-day associations are consistent with both precipitating and longer-term risk associations. Sizes of effects were large enough to have potential local and national relevance and further research is needed to evaluate how services might better anticipate times of higher risk and identify the most vulnerable groups

Empowerment or Engagement? Digital Health Technologies for Mental Healthcare

We argue that while digital health technologies (e.g. artificial intelligence, smartphones, and virtual reality) present significant opportunities for improving the delivery of healthcare, key concepts that are used to evaluate and understand their impact can obscure significant ethical issues related to patient engagement and experience. Specifically, we focus on the concept of empowerment and ask whether it is adequate for addressing some significant ethical concerns that relate to digital health technologies for mental healthcare. We frame these concerns using five key ethical principles for AI ethics (i.e. autonomy, beneficence, non-maleficence, justice, and explicability), which have their roots in the bioethical literature, in order to critically evaluate the role that digital health technologies will have in the future of digital healthcare

Effective Approaches With Young Adults: A Guide for Probation Services

The aim of this guide is to give probation practitioners, whether in the National Probation Service or Community Rehabilitation Companies, the tools to deliver a more effective approach to young adults. It provides practical suggestions for effective ways to engage young adults and support their desistance from crime. It also includes suggestions for managers on what they can do to enable practitioners to improve outcomes within probation services

FrAmework for Multi-Agency Environments (FAME) : Final Report of the Learning & Evaluation Strand

Framework for Multi-agency Environments (FAME) was one of the Local Government On-Line funded National Projects sponsored by the Office of the Deputy Prime Minister (ODPM). Within FAME there were six local projects (known as strands) led by English local authorities in partnership with service providers. Each strand aimed to improve a particular set of services (for example, to vulnerable older people or disabled children) through effective and appropriate exchange of information. These local projects worked with IT suppliers (known as technology partners) to produce a technical system to facilitate the exchange and management of client / patient information across agency boundaries. Not all the outputs of FAME were in the form of IT systems. Improvements to business processes and information sharing practices were also expected. Newcastle University led two further strands, the Generic Framework and Learning & Evaluation. The Generic Framework identifies and describes nine building blocks that are essential to effective multi-agency working. The FAME website http://www.fame-uk.org contains details of these building blocks, together with a ‘how to’ guide and a toolkit to support local authorities and their partners in assessing their ‘readiness’ for multi-agency working. This is the report of the Learning & Evaluation strand. The Learning & Evaluation team worked closely with the local FAME project teams, who were supportive of our work and generous with their time. Throughout the project we reported back to the local teams both individually and collectively. Evaluation was thoroughgoing and critical, not an exercise in public relations or advocacy. It is important to stress that learning is likely to be gained from what did not work as well as from what did. Problems and setbacks, as well as successes, are therefore documented and analysed in the report

Big data analytics:Computational intelligence techniques and application areas

Big Data has significant impact in developing functional smart cities and supporting modern societies. In this paper, we investigate the importance of Big Data in modern life and economy, and discuss challenges arising from Big Data utilization. Different computational intelligence techniques have been considered as tools for Big Data analytics. We also explore the powerful combination of Big Data and Computational Intelligence (CI) and identify a number of areas, where novel applications in real world smart city problems can be developed by utilizing these powerful tools and techniques. We present a case study for intelligent transportation in the context of a smart city, and a novel data modelling methodology based on a biologically inspired universal generative modelling approach called Hierarchical Spatial-Temporal State Machine (HSTSM). We further discuss various implications of policy, protection, valuation and commercialization related to Big Data, its applications and deployment