Integrated children’s services: Evaluating practice to support learning for new roles

The Every Child Matters agenda is leading to significant change for the children’s workforce. Higher Education can play a significant role in this process, appropriately aligning student learning with the new ways of working. However, it has been noted that integrated services are not yet well developed and the common core is ‘not yet visible in practice throughout the workforce’. This places constraints on the ability of students to critically engage with the proposed new ways of working. The aim of this project was primarily to identify and develop appropriate resource materials and tools to support a critical understanding of the Integrated Children’s Services agenda in practice settings associated with a Foundation Degree (Working with Children, Young People and their Families). A secondary aim was to contribute to appropriate work-based support for student learning in new roles

A fig leaf for action: Critical perspectives on youth policy in the UK

This paper discusses the changing approaches that governments in the Uk have adopted in response to youth issues and the extent to which these are reflected in dominant social constructions of youth. Our discussion offers a perspective on youth policy in the Uk in 2014 set within an historical context with a particular focus on policy from England. We outline the debates and issues facing youth policy as a result of the opportunities and tensions created by recent transformations of local authority services and changes to the way in which youth work is funded and consider the implications of this for young people. Finally we consider some of the key elements to youth policy in the current era of austerity. The picture of youth policy in the Uk highlights the extent to which ideological crusades based on moral panics and deficit models of youth have given rise to a stream of policies which have successively failed to connect with the lives of young people whilst redirecting the blame onto young people themselves. We argue that constantly changing and underfunded initiatives have done little more than provide a «fig leaf» to provide the illusion that something is being done

Connected identities : professional identity in transition

This thesis outlines the impact on professional identities of the shift towards 'joined-up working' and the blurring of role distinctions embodied in much current government policy. Set within a context of continuously developing policy concerning the delivery of services to children and young people, and in particular in relation to workforce reform and 'modernisation', this thesis adopts an emergent or Grounded Theory approach to uncovering the experiences of a sample of Connexions Personal Advisers (PA) as they adapted to the change in and challenge to their professional identities. The introduction of the Connexions Personal Adviser was one of the first attempts to create a new 'modern, flexible, holistic' role, but as is explained in this thesis, it is unlikely to be the last. The experience of these PAs, therefore, represents an important contribution to our understanding of how professional identity can be understood during times of change. Grounded Theory is an inductive approach within which theories are 'grounded' and built up systematically from emergent data. This thesis offers an analysis of the experience of a sample of Connexions PAs gathered through a questionnaire and semi-structured interviews. An emergent theme has been the significance of inclusive and adaptive practitioner networks within which to explore the challenges to professional values brought about by the introduction of new roles. In this analysis 'identity' is not seen as a fixed construct needing to be 'changed', but as one that is continuously moulded and shaped as discourses about practice develop. The thesis presents a dynamic and iterative conceptualisation of the 'Connected Identity' - conceived as an ongoing dialogue that, if managed and supported appropriately, can lead to the development of an invigorated and transformative practice that leaves the practitioners involved feeling energised and enthusiastic for their work.EThOS - Electronic Theses Online ServiceGBUnited Kingdo

Brentry & Henbury Children's Centre, final report of knowledge cafe evaluation event, 2nd February 2011

Researchers from UWE were invited to facilitate a Knowledge Cafe event with the aim of exploring the views and experiences of key stakeholders and to see if there are any ways of improving the activities and services the centre provides. A Knowledge Cafe approach involves participants in open, creative and reflective conversations as a way of exploring and responding to shared experiences and key issues

Facts4Life: Phase II evaluation of the school-based resource. Final evaluation report

In April 2015 members of UWE's Centre for Public Health and Wellbeing were commissioned to undertake an evaluation of a school-based intervention, known as ‘Facts4Life'. The broad aim of the evaluation was to better understand the impact of Facts4Life on Gloucestershire-based pupils and their teachers, and to determine the costs associated with Facts4Life implementation in a school setting. This final evaluation report presents the findings from the research

Leadership course evaluation with patient and public involvement

Executive Summary1. This project had two components, the evaluation of a Developing and Enhancing Leadership and Management Skills programme delivered to 150 frontline supervisory and senior managers in North Bristol NHS Trust and the implementation of guidelines for Patient and Public Involvement (PPI) in research.2. Evaluation data were collected through three knowledge café events engaging 36 staff. These events were used to facilitate and record meaningful conversations that were focused around five questions. Follow-up interviews were conducted with a further 15 staff.3. The PPI guidelines were applied throughout the project and the experiences of the two service users involved were recorded through ongoing dialogue and review of guideline implementation.4. Data from the events and interviews suggested the programme had benefits for staff. These included the development of new insights and better understanding of the roles and experiences of other leaders in the Trust. Immediate and sustained outcomes were also reported for the individuals and organisation. Staff felt that they moved forward professionally and had insight into the “bigger picture”. They also welcomed delivery from external facilitators who had a refreshing approach.5. Staff were also able to demonstrate new learning. In particular the programme had changed their approach to handling leadership issues and their use of tools and skills. Managers reported taking a different approach to the management of more challenging situations, planning responses rather than reacting and encouraging problem-solving and reflection in staff.6. Staff reflected on a number of issues that affected their ability to apply learning in practice. They commented on the need for a learning culture, with a strategy to support the implementation of new learning. They felt senior managerial support with the implementation of change was crucial. Having the time to implement learning was important and access to ongoing support to implement change would also be helpful, through perhaps knowledge café events or supervision and coaching.7. The service users found their involvement in this research to be largely positive, though there is a need to ensure all academics are attuned to the needs of service users engaged in projects.8. A number of recommendations emerged, such as: continue to include a wide range of staff in the same programme to allow sharing of expertise; consider delivering to an even wider range of staff including team leaders; maintain external consultancy role in delivery; consider post-course follow-up and include this in the initial contracting. There was also a recommendation that the organisation undertake internal reflections that explore the current learning culture and identify ways of supporting staff to implement learning in practice.9. The UWE guidelines for PPI in research were evaluated as being fit for purpose and could usefully guide service user and carer involvement in a range of evaluation and research projects

Clinician perspectives on what constitutes good practice in community services for people with complex emotional needs: A qualitative thematic meta-synthesis

INTRODUCTION: The need to improve the quality of community mental health services for people with Complex Emotional Needs (CEN) (who may have a diagnosis of 'personality disorder') is recognised internationally and has become a renewed policy priority in England. Such improvement requires positive engagement from clinicians across the service system, and their perspectives on achieving good practice need to be understood. AIM: To synthesise qualitative evidence on clinician perspectives on what constitutes good practice, and what helps or prevents it being achieved, in community mental health services for people with CEN. METHODS: Six bibliographic databases were searched for studies published since 2003 and supplementary citation tracking was conducted. Studies that used any recognised qualitative method and reported clinician experiences and perspectives on community-based mental health services for adults with CEN were eligible for this review, including generic and specialist settings. Meta-synthesis was used to generate and synthesise over-arching themes across included studies. RESULTS: Twenty-nine papers were eligible for inclusion, most with samples given a 'personality disorder' diagnosis. Six over-arching themes were identified: 1. The use and misuse of diagnosis; 2. The patient journey into services: nowhere to go; 3. Therapeutic relationships: connection and distance; 4. The nature of treatment: not doing too much or too little; 5. Managing safety issues and crises: being measured and proactive; 6. Clinician and wider service needs: whose needs are they anyway? The overall quality of the evidence was moderate. DISCUSSION: Through summarising the literature on clinician perspectives on good practice for people with CEN, over-arching priorities were identified on which there appears to be substantial consensus. In their focus on needs such as for a long-term perspective on treatment journeys, high quality and consistent therapeutic relationships, and a balanced approach to safety, clinician priorities are mainly congruent with those found in studies on service user views. They also identify clinician needs that should be met for good care to be provided, including for supervision, joint working and organisational support