The depression report: a new deal for depression and anxiety disorders.

Crippling depression and chronic anxiety are the biggest causes of misery in Britain today. They are the great submerged problem, which shame keeps out of sight. But if you mention them, you soon discover how many families are affected. According to the respected Psychiatric Morbidity Survey, one in six of us would be diagnosed as having depression or chronic anxiety disorder, which means that one family in three is affected. That is the bad news. The good news is that we now have evidence-based psychological therapies that can lift at least a half of those affected out of their depression or their chronic fear. These new therapies are not endless nor backwardlooking treatments. They are short, forward-looking treatments that enable people to challenge their negative thinking and build on the positive side of their personalities and situations. The most developed of these therapies is cognitive behaviour therapy (CBT). The official guidelines from the National Institute for Clinical Excellence (NICE) say these treatments should be available to all people with depression or anxiety disorders or schizophrenia, unless the problem is very mild or recent. But the NICE guidelines cannot be implemented because we do not have enough therapists. In most areas waiting lists for therapy are over nine months, or there is no waiting list at all because there are no therapists. So, if you go to the GP, all that can be provided is medication (plus at some surgeries a little counselling). But many people will not take medication, either because they dislike the side effects or because they want to control their own mood. The result is tragic. Only one in four of those who suffer from depression or chronic anxiety is receiving any kind of treatment. The rest continue to suffer, even though at least half of them could be cured at a cost of no more than £750. This is a waste of people’s lives. It is also costing a lot of money. For depression and anxiety make it difficult or impossible to work, and drive people onto Incapacity Benefits. We now have a million people on Incapacity Benefits because of mental illness – more than the total number of unemployed people receiving unemployment benefits. At one time unemployment was our biggest social problem, but we have done a lot to reduce it. So mental illness is now the biggest problem, and we know what to do about it. It is time to use that knowledge. 2 But can we afford the £750 it costs to treat someone? The money which the government spends will pay for itself. For someone on Incapacity Benefit costs us £750 a month in extra benefits and lost taxes. If the person works just a month more as a result of the treatment, the treatment pays for itself. So we have a massive problem – the biggest problem they have for one in three of our families. But we also have a solution that can improve the lives of millions of families, and cost the taxpayer nothing. We should implement the NICE guidelines; and most people with mental illness should be offered the choice of psychological therapy. Everyone who wants something done should write to their MP calling for action.

Using school performance feedback: perceptions of primary school principals

The present study focuses on the perception of primary school principals of school performance feedback (SPF) and of the actual use of this information. This study is part of a larger project which aims to develop a new school performance feedback system (SPFS). The study builds on an eclectic framework that integrates the literature on SPFSs. Through in-depth interviews with 16 school principals, 4 clusters of factors influencing school feedback use were identified: context, school and user, SPFS, and support. This study refines the description of feedback use in terms of phases and types of use and effects on school improvement. Although school performance feedback can be seen as an important instrument for school improvement, no systematic use of feedback by school principals was observed. This was partly explained by a lack of skills, time, and support

Act 35, New School Performance Ratings, and School Choice

Act 35 was a product of the Lakeview v Huckabee case and the related Extraordinary Legislative Session. The law § 6-15-2101 of the Arkansas code required the establishment of three school ratings: a rating of the school’s current academic performance (or status), a rating of the school’s academic improvement (see the OEP policy brief on the new improvement rating) 1 , and a rating based on the school’s fiscal practices. The first set of improvement scores were reported based on the standardized tests administered in spring of 2007 and 2008. The first ratings based on current academic performance are to be based on the 2009-2010 school year, but these ratings have not yet been released to the schools or public as of this writing. In this policy brief, we describe the guidelines shaping this new school rating

High School Employment, School Performance, and College Entry

The proportion of U.S. high school students working during the school year ranges from 23% in the freshman year to 75% in the senior year. This study estimates how cumulative work histories during the high school years affect probability of dropout, high school academic performance, and the probability of attending college. Variation in individual date of birth and in state truancy laws along with the strength of local demand for low-skill labor are used as instruments for endogenous work hours during the high school career. Working more hours during the academic year does not affect high school academic performance. However, increased high school work intensity raises the likelihood of completing high school but lowers the probability of going to college. These results are similar for boys and girls, and so working during high school does not explain the widening gap in college entry between men and women.child labor; GPA; college enrollment; dropout; truancy age

Evaluating the provision of school performance information for school choice

We develop and implement a framework for determining the optimal performance metrics to help parents choose a school. This approach combines the three major critiques of the usefulness of performance tables into a natural metric. We implement this for 500,000 students in England for a range of performance measures. Using performance tables is strongly better than choosing at random: a child who attends the highest ex ante performing school within their choice set will ex post do better than the average outcome in their choice set twice as often as they will do worse

Role of Mothers\u27 Nutritional Knowledge, Nutritional Factors on the School Performance

A cross sectional study was carried out to investigate the effects of mothers\u27 nutritional knowledge, health and nutritional factors and socio-economic parameters on school performance among class five students of University Laboratory School, Dhaka. All of the eighty students were selected for this study. This study found there is a strong relationship between mother\u27s knowledge score and school performance. It was found that mothers\u27 knowledge score was responsible for 91.1 percent change in school performance. The mean BMI of the mothers was 20.44. We found that the school performance measured by class roll number of the students is significantly related with mothers BMI. There was an imperfect negative association between socio-economic parameters and school performance. But the relationship between the school performances with socio-economic parameters was strongly significant. This study also observed the relationship between Individual Dietary Diversity Score (IDDS) of respondent and marks achieved in class 4 final exam. It is alarming that consumption percentage were low for eggs (30) and milk and milk products (37.5), but majority of the students who consumed milk and milk products (63.3%) and eggs (66.7%) got the highest marks

Performance Management in Portfolio School Districts

Explores the challenges of performance-based oversight of portfolio districts -- districts trying to provide diverse types of schools with common standards and accountability -- and the capacities needed. Includes profiles and best practices