Non-clinical community interventions: a systematised review of social prescribing schemes

Abstract Background: This review focused on evaluation of United Kingdom social prescribing schemes published in peer-reviewed journals and reports. Schemes, including arts, books, education, and exercise ‘on prescription’ refer patients to community sources of non-clinical intervention. Method: A systematised review protocol appraised primary research material evaluating social prescribing schemes published 2000-15. Searches were performed in electronic databases using keywords, and articles were screened for evaluation of patient data, referral process, assessment method and outcomes; non-evaluated articles were excluded. Results: Of 86 schemes located including pilots, 40 evaluated primary research material: 17 used quantitative methods including six randomised controlled trials; 16 qualitative methods, and seven mixed methods; 9 exclusively involved arts on prescription. Conclusions: Outcomes included increase in self-esteem and confidence; improvement in mental wellbeing and positive mood; and reduction in anxiety, depression and negative mood. Despite positive findings, the review identifies a number of gaps in the evidence base and makes recommendations for future evaluation and implementation of referral pathways

Accessibility and implementation in the UK NHS services of an effective depression relapse prevention programme:learning from mindfulness-based cognitive therapy through a mixed-methods study

Background: Depression affects as many as one in five people in their lifetime and often runs a recurrent lifetime course. Mindfulness-based cognitive therapy (MBCT) is an effective psychosocial approach that aims to help people at risk of depressive relapse to learn skills to stay well. However, there is an ‘implementation cliff’: access to those who could benefit from MBCT is variable and little is known about why that is the case, and how to promote sustainable implementation. As such, this study fills a gap in the literature about the implementation of MBCT. Objectives: To describe the existing provision of MBCT in the UK NHS, develop an understanding of the perceived costs and benefits of MBCT implementation, and explore the barriers and critical success factors for enhanced accessibility. We aimed to synthesise the evidence from multiple data sources to create an explanatory framework of the how and why of implementation, and to co-develop an implementation resource with key stakeholders. Design: A two-phase qualitative, exploratory and explanatory study, which was conceptually underpinned by the Promoting Action on Research Implementation in Health Services framework. Setting: UK NHS services. Methods: Phase 1 involved interviews with participants from 40 areas across the UK about the current provision of MBCT. Phase 2 involved 10 case studies purposively sampled with differing degrees of MBCT provision, and from each UK country. Case study methods included interviews with key stakeholders, including commissioners, managers, MBCT practitioners and teachers, and service users. Observations were conducted and key documents were also collected. Data were analysed using a modified approach to framework analysis. Emerging findings were verified through stakeholder discussions and workshops. Results: Phase 1: access to and the format of MBCT provision across the NHS remains variable. NHS services have typically adapted MBCT to their context and its integration into care pathways was also highly variable even within the same trust or health board. Participants’ accounts revealed stories of implementation journeys that were driven by committed individuals that were sometimes met by management commitment. Phase 2: a number of explanations emerged that explained successful implementation. Critically, facilitation was the central role of the MBCT implementers, who were self-designated individuals who ‘championed’ implementation, created networks and over time mobilised top-down organisational support. Our explanatory framework mapped out a prototypical implementation journey, often over many years. This involved implementers working through grassroots initiatives and over time mobilising top-down organisational support, and a continual fitting of evidence, with the MBCT intervention, contextual factors and the training/supervision of MBCT teachers. Key pivot points in the journey provided windows of challenge or opportunity. Limitations: The findings are largely based on informants’ accounts and, therefore, are at risk of the bias of self-reporting. Conclusions: Although access to MBCT across the UK is improving, it remains very patchy. This study provides an explanatory framework that helps us understand what facilitates and supports sustainable MBCT implementation. Future work: The framework and stakeholder workshops are being used to develop online implementation guidance

Common Core State Standards Tool Kit for NAACP Units

The NAACP Common Core State Standards Toolkit is intended to be a resource of information for NAACP units on Common Core Standards. The toolkit contains general background information, the NAACP’s resolution supporting Common Core Standards, a NAACP powerpoint on Common Core Standards, publications, sample letters, and other valuable information units need to understand and monitor the Common Core implementation process

Citizenship, adult learning and old age Conference report

Report of a conference held London (GB), 6 Jun 1992Available from British Library Document Supply Centre- DSC:3661.958F(ED--357-210)(microfiche) / BLDSC - British Library Document Supply CentreSIGLEGBUnited Kingdo

The support needs and experiences of newly formed adoptive families: findings from the Wales Adoption Study

© 2018, © The Author(s) 2018. This article reports on findings from the Wales Adoption Study which used a sequential, mixed-method design to explore the early support needs and experiences of newly formed adoptive families. Ninety-six adoptive parents completed a questionnaire four months post-placement and a sub-sample of 40 parents was interviewed in-depth five months thereafter. The main support needs of the families fell within five key domains: promoting children's health and development; strengthening family relationships; fostering children's identity; managing contact with birth parents and significant others; and financial and legal assistance. While the age and developmental stage of the child placed for adoption often influenced the nature of the support required across the various domains, the need for some form of support in every family was universal. Most, however, were not facing insurmountable difficulties. Arguably, many of the support needs identified could have been anticipated as they illustrate the complexities of ‘normal’ adoptive family life. The implications for social work practice are discussed

Mainstreaming in Massachusetts How special education became ordinary in one state in America

2.00Available from British Library Document Supply Centre- DSC:86/08919(Mainstreaming) / BLDSC - British Library Document Supply CentreSIGLEGBUnited Kingdo

DIFFERENCES IN THE DEVELOPMENT OF TACTILE FUNCTIONS IN PARTIALLY SIGHTED CHILDREN IN RELATION TO CATEGORY AND TYPE OF VISUAL IMPAIRMENT

The aim of this study was to examine the differences in the development of tactile functions in visually impaired (amblyopic) children in relation to the category and type of visual impairment. In the study, 30 respondents with visual impairment, aged 7-13 and of both genders were examined. Tactile functions assessment was performed using the LuriaNebraska Tactile Functions Assessment Scale ('C3'). A t-test was used to examine the significance of arithmetic mean differences. With respect to the category of visual impairment, it was found that there were statistically significant differences in arithmetic means on three variables of tactile perception. Respondents have equally developed tactile functions in relation to the type of visual impairment