scholarly journals Making care programming work

1994 ◽  
Vol 1 (2) ◽  
pp. 41-46 ◽  
Author(s):  
David Kingdon

It is hard to disagree with the principles of the care programme approach (SPCR, 1993; Kingdon, 1994) but it has been much harder to agree how to put them into practice. What should be ‘just good practice’ becomes more complex the more it is discussed by clinical teams.

2018 ◽  
Vol 43 (3) ◽  
pp. 104-105
Author(s):  
Peter Tyrer

The Care Programme Approach was a valiant attempt to improve the aftercare of people with severe mental illness after discharge from hospital. It was introduced as a response to a scandal, not an advance in knowledge, and has always suffered by being a reaction to events rather than a trailblazer for the future. It may have dragged the worst of care upwards, but at the expense of creating a bureaucratic monstrosity that has hindered good practice by excessive attention to risk, and vastly increased paperwork with intangible benefit. It needs to be simplified to allow practitioners greater scope for collaborative solutions, less minatory oversight and better use of strained resources.Declaration of interestNone.


1997 ◽  
Vol 21 (7) ◽  
pp. 432-434 ◽  
Author(s):  
P. E. Watson

In common with other psychiatric units throughout the land, we have been struggling to come to terms with the Government directives regarding the Care Programme Approach. A great deal of time has been spent attempting to devise a system which is workable and useful but which might leave some time for face-to-face contact with patients; implementing it forces the psychiatrist into a catch–22 situation. If things are seriously wrong for a patient, the psychiatrist could be criticised for not putting somebody on CPA, or criticised for putting them on it but not carrying the process through thoroughly enough. In spite of this, I have participated in the scheme, if only because the consensus would seem to be that it is necessary to have the system in place, mainly as a defensive measure or in the hope of ensuring adequate resources. My overwhelming feeling, however, has been that it has been a time-consuming way of formalising good practice, and that the time spent filling in the forms would be better spent talking to the patients. I have always felt uncomfortable listing needs and solutions with the patient and ‘the team’, because it seemed reductionist, but I thought that this was my idiosyncratic response, and that I should get on with it. Recently, however, there was a near disaster with a patient which served to strengthen my reservations.


2002 ◽  
Vol 26 (7) ◽  
pp. 266-268 ◽  
Author(s):  
Roger Howells ◽  
Amanda Thompsell

This paper describes the implementation, merits and future potential of the eCPA – a computer-based Care Programme Approach (CPA) system for care planning. The system is designed to improve the quality of information in CPA care plans and, for the first time, to enable the rapid and standardised adoption of evidence-based good practice by all community mental health team (CMHT) staff.


2017 ◽  
Vol 22 (1) ◽  
pp. 28-37 ◽  
Author(s):  
James Colman Kerrigan ◽  
Caroline Hopper

Purpose The purpose of this paper is to explore the implementation of learning disability (LD) policy among LD commissioners and managers in Kent (South East England) and a neighbouring area. Design/methodology/approach Participants’ views were elicited by semi-structured interviews focussed on two key national policy documents: Valuing People (DH, 2001) and the Mansell report (DH, 1993; 2007a). Findings Valuing People had a significant impact at the time of publication but initial enthusiasm and impetus faded over time. The Mansell report was thought to have had little impact on local services. Good progress was reported with respect to the development of more integrated services. Limited progress was identified with respect to the development of local mental health and challenging behaviour services. Factors influencing policy implementation were identified. Originality/value The similarity of findings to those of McGill et al. (2010) suggest their more general relevance. In the light of the subsequent investigation into Winterbourne View, common themes from both studies are considered in relation to the current Transforming Care programme in England.


2010 ◽  
Vol 13 (2) ◽  
pp. 40-48 ◽  
Author(s):  
John Wm. Folkins

A class of 58 students in Introduction to Communication Disorders was divided into eight teams of approximately seven students each. The teams sat together all semester and participated in at least one team activity (team discussions, in-class written assignments, and team quizzes) in every class period. Teams also were used for taking roll and reviewing for examinations. There was no decline in student evaluation of the overall effectiveness of the course or in examination scores when compared to when this course was taught with half the number of students and no teams. Students evaluated the team experience highly and appeared to enjoy competition among teams. Using teams was successful in creating experiences that foster student learning as embodied in Chickering and Gameson’s principles of good practice.


2016 ◽  
Vol 30 (4) ◽  
pp. 213-225 ◽  
Author(s):  
Helvi Koch ◽  
Nadine Spörer
Keyword(s):  

Zusammenfassung. Ziel war es, die Effektivität zweier Interventionen zur Förderung der Lesekompetenz von Fünftklässlern zu untersuchen. Beide Treatments wurden von Regellehrkräften implementiert. Die eine Intervention war das reziproke Lehren, welches um Selbstregulationsprozeduren angereichert wurde (RT+SRL). Die zweite war eine von Lehrkräften konzipierte lesestrategiebasierte Unterrichtseinheit (Good Practice, GP). Zusätzlich gab es eine No-Treatment-Kontrollgruppe (KG0). Insgesamt nahmen an der Studie N = 244 Schüler teil. Im Rahmen eines Pre-, Post-, Follow-Up-Test-Untersuchungsplans kamen standardisierte Leseverständnisaufgaben, selbstkonstruierte Lesestrategieaufgaben und eine Selbstwirksamkeitsskala zum Einsatz. Kontrastierende Einzelvergleichsanalysen ergaben, dass sich die Schüler der Treatmentbedingung RT+SRL im Vergleich zu den Schülern der Kontrollgruppe zum Post-Test signifikant stärker im Leseverständnis, in der Lesestrategieanwendung und in der Selbstwirksamkeit verbesserten. Gleiches galt für die Lesestrategieanwendung zum Follow-Up-Test. Schüler der Bedingung GP konnten im Vergleich zu KG0-Schülern weder zum Post- noch zum Follow-Up-Test vorteilige Ergebnisse in den drei Kriteriumsmaßen erzielen.


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