This film shows extracts from an assessment of the capacity of a man with learning disabilities to make different financial decisions. It is designed as a training tool for mental capacity assessments.
Assessment resources and services
This report explores the complex ethical issues surrounding the commissioning and provision of telecare and the difficult decisions that professionals may face.
Keeping personal budgets personal: learning from the experiences of older people, people with mental health problems and their carers
A report into the experiences of older people and people with mental health problems in using personal budgets.
Personal budgets briefing: learning from the experiences of people with mental health problems and their carers
This briefing looks at the experiences of older people and people with mental health problems in using personal budgets.
Finding excellence in adult social care services: an overview of selected approaches to excellence in social care
The Care Quality Commission (CQC) commissioned the Social Care Institute for Excellence (SCIE) to define excellence in adult social care service in England to inform the CQCs new quality information scheme for regulated adult care services. This overview looks at some of the tools currently in use to measure quality in social care, many of which informed our final definition.
In the fourth of our new series on personalisation for professionals, this briefing summarises the implications for carers.
This At a glance summary identifies what needs to change to improve service planning, delivery and practice to help improve the health, wellbeing and life chances of families affected by parental mental ill health.
Summary presenting the key messages from SCIE's study of shared living schemes, aimed at local authority managers, care managers and commissioners.
The guide examines aspects of assessment in social work and goes on to consider teaching and learning of assessment.
This guide focuses on learning, teaching and assessing law in social work education. It is not the purpose of the guide to prescribe law curriculum content. Rather, its purpose is to set out the key choices that those engaged in learning, teaching and assessing law must consider. This is followed by examples of how that learning, teaching and assessment might be enriched, for example through the involvement of experts by experience, or the use of case studies