Independent Mental Health Advocacy (IMHA)

A suite of 12 resources which includes short films, reports, at a glance summaries and tools on Independent Mental Health Advocacy. The resources aim to raise awareness and understanding of the IMHA role amongst service users and mental health staff; improve access IMHA, help providing an understand what a good service looks like, and how outcomes can be measured. The resources have been produced by the Social Care Institute for Excellence in partnership with The University of Central Lancashire (UCLan) in Preston.

Named Social Worker: baseline report

Part of Named Social Worker

This Baseline report brings together the core hypothesis that each of the six pilot sites involved in the Named Social Worker programme is testing, an analysis of emerging themes, an outline of the programme’s approach to evaluation and mini case studies illustrating different elements of implementation.

Evaluation of the Care Assistant Development Programme: Learning from early implementation - SCIE evaluation report for HC-One

Part of Care providers – improvement support

An independent evaluation of a Care Assistant Development Programme (CADP), a programme designed to develop senior carers into nursing assistants in HC-One care homes. The programme consists of blended face-to-face and e-learning, ongoing assessment, and mentoring support from a qualified nurse. The evaluation aimed to examine the impact of the CADP on the quality of care, inform the future development of CADP and validate the Programme against national good practice markets for the delivery of good care. It draws on interviews with key stakeholders, surveys with nursing assistants, residents and relatives, and case studies of individuals involved in the programme. The findings focus on recruitment to the programme; how it was communicated; training and development; implementing the nursing assistant role; and emerging impacts of the programme. The evaluation found evidence of early successes. These include high retention rates, with the programme recording a 97 per cent completion rate. Nursing assistants also felt the programme prepared them well for their new roles, with 89 per cent of those surveyed saying they felt supported by their nurse mentor. Residents reported their experience of care from nursing assistants was positive. Staff also felt residents experienced better care due to reduced agency use, more person centred care and more timely and responsive care due to increased capacity across the home. The report makes recommendations for the future development of the programme.

Reablement: SCIE e-learning resource

Part of Reablement

Reablement is about helping people regain the ability to look after themselves following illness or injury. This e-learning resource explains what reablement is, how it differs from home care and intermediate care, and why and how the service should be delivered. The first module is for managers who are involved in the planning and commissioning of services. It looks at how reablement is developing across England, why it is important to offer the service and how to evaluate the success of the service. The second module is designed for care workers. It covers how to carry out a reablement assessment and agree goals and support plans for people, and developing better coping skills for dealing with the emotions that reablement brings out in others and in yourself.

Therapeutic approaches to social work in residential child care settings

Following a regional review of residential child care in 2007, the five health and social care (HSC) Trusts in Northern Ireland introduced 'therapeutic approaches' in a number of children's homes and in the regional secure units. The approaches were used to help staff understand how trauma effects children and young people. This report gives the results of an evaluation of these approaches. The five approaches evaluated were Sanctuary, CARE (Children and Residential Experiences), Social pedagogy, ARC (Attachment, Self-regulation and Competency) and MAP (Model of Attachment Practice). The evaluation looked at the evidence for each of the chosen models and explored their similarities and differences. It also gathered the experiences of key stakeholders – including managers, staff and young people – of using the models and their effects. The report also gives the results of an analysis of the patterns in reporting untoward incidents. Staff reported that the training did improve their practice and young people noticed a improved 'atmosphere'. The report is available as a pdf document and online resource.

Therapeutic approaches to social work in residential child care settings

At a glance 58: Therapeutic approaches to social work in residential child care settings

Towards co-production: taking participation to the next level

Part of Co-production

SCIE will move to a model of coproduction, including developing a new service user and carer network

User involvement in adult safeguarding

This report is about involving people who use services in adult safeguarding. It looks at policies and practice, barriers and lessons learned from evaluating adult safeguarding processes.

Think child, think parent, think family: interim evaluation report

interim evaluation of parental mental health guidance pilots.

Reflections from the SCIE Learning Together London pilots: an interim report

Part of Learning Together

The Social Care Institute for Excellence (SCIE) worked in collaboration with the London Safeguarding Children Board (LSCB) to pilot the SCIE Learning Together model for case reviews in seven London Local Safeguarding Children Boards (LSCBs). This report presents on some of the interim findings from the (LSCBs) participating in the pilots of the SCIE Learning Together model. It draws primarily on verbal feedback provided by Lead Reviewers over the course of the training, and includes direct quotations. Issues discussed include the engagement of staff and implementation issues. The report aims to share with non-participating LSCBs the experience of taking part in the pilot.