The action imperative to do things differently?

2020 ◽  
pp. 209-222
Author(s):  
Alison Body
Keyword(s):  
Civil Society ◽  
Early Intervention ◽  
Health Education ◽  
Social Care ◽  
Policy Rule ◽  
Vulnerable Children ◽  
Policy Makers ◽  
Early Intervention Services ◽  
Traditional Institutions ◽  
The Uk

Chapter 8, the conclusion of this book discusses the potential way forwards. Children’s services are in crisis and change is an imperative. Traditional institutions such as health, education and social care, are in crisis. Whilst this break down of traditional institutions and subsequent blurring of the boundaries creates significant problems for vulnerable children, it now provides the ‘action imperative’ to develop innovative commissioning responses. We therefore conclude this chapter by proposing commissioning approaches which step outside of the traditional and policy ‘rule bound’ boundaries to find collective solutions. Reflecting on the policy drivers outlined in the UK Civil Society Strategy 2018, collaborative commissioning as a concept is receiving increased attention from policy makers, practitioners and academics alike. As an emerging idea however it is still an unknown. In this concluding chapter we discuss the potential of collaborative commissioning as a way forwards for children’s early intervention services and the continued unknowns surrounding it.

scholarly journals Early Intervention Services for First Episode of Psychosis in South London and the Maudsley (SLaM): 20 Years of Care and Research for Young People

2020 ◽  
Vol 11 ◽  
Author(s):  
Paolo Fusar-Poli ◽  
Serena Lai ◽  
Marta Di Forti ◽  
Eduardo Iacoponi ◽  
Graham Thornicroft ◽  
...  
Keyword(s):  
Early Intervention ◽  
Clinical Research ◽  
Psychiatric Hospitals ◽  
First Episode ◽  
Scientific Publications ◽  
Early Intervention Services ◽  
White Ethnicity ◽  
Service Characteristics ◽  
Accident And Emergency ◽  
The Uk

Introduction: Early Intervention for a first episode of Psychosis (EI) is essential to improve outcomes. There is limited research describing real-world implementation of EI services.Method: Analysis of service characteristics, outcomes (described through a retrospective 2007–2017 Electronic Health Record (EHR) cohort study) and clinical research relating to the first 20 years of implementation of EI services in South London and Maudsley (SLaM) Trust.Results: SLaM EI are standalone services serving 443,050 young individuals in South-London, where (2017) incidence of psychosis (58.3–71.9 cases per 100,000 person-years) is greater than the national average. From 2007–2017 (when the EHR was established), 1,200 individuals (62.67% male, mean age 24.38 years, 88.17% single; two-thirds of non-white ethnicity) received NICE-compliant EI care. Pathways to EI services came mainly (75.26%) through inpatient (39.83%) or community (19.33%) mental health services or Accident and Emergency departments (A&E) (16%). At 6 year follow-up 34.92% of patients were still being prescribed antipsychotics. The 3 month and 6 year cumulative proportions of those receiving clozapine were 0.75 and 7.33%; those compulsorily admitted to psychiatric hospitals 26.92 and 57.25%; those admitted to physical health hospitals 6.83 and 31.17%, respectively. Average 3 months and 6 year days spent in hospital were 0.82 and 1.85, respectively; mean 6 year attendance at A&E was 3.01. SLaM EI clinical research attracted £58 million grant income and numerous high-impact scientific publications.Conclusions: SLaM EI services represent one of the largest, most established services of its kind, and are a leading model for development of similar services in the UK and worldwide.

scholarly journals Early intervention in psychosis: obstacles and opportunities

2005 ◽  
Vol 11 (1) ◽  
pp. 71-78 ◽  
Author(s):  
Swaran P. Singh ◽  
Helen L. Fisher
Keyword(s):  
Early Intervention ◽  
Psychotic Disorders ◽  
Evidence Base ◽  
Early Intervention Services ◽  
Department Of Health ◽  
Short And Long Term ◽  
Intervention Services ◽  
The Uk ◽  
Early Intervention In Psychosis

By focusing therapeutic effort on the early stages of psychotic disorders, effective early intervention should improve short- and long-term outcomes. Strategies include pre-psychotic and prodromal interventions to prevent emergence of psychosis, detecting untreated cases in the community and facilitating recovery in established cases of psychosis. The evidence base for each of these strategies is currently limited, although several international trials are under way. The Department of Health in the UK has announced the intention of setting up 50 early intervention services nationally, several of which are already operational. In this article, we briefly discuss the differing ways in which early intervention is conceptualised, summarise the evidence supporting it in established cases of psychosis, suggest appropriate service models and describe two early intervention services in south-west London.

scholarly journals More than words can say: Why health and social care policy makers should reconsider their position on informal interpreters

2020 ◽  
pp. 026101832091181
Author(s):  
Sarah Pollock
Keyword(s):  
Language Proficiency ◽  
English Language ◽  
Social Care ◽  
Self Report ◽  
Policy And Practice ◽  
Policy Makers ◽  
Health And Social Care ◽  
Language Brokers ◽  
Language Broker ◽  
The Uk

In the UK, individuals with limited English-language proficiency (LEP) self-report poorer health and face challenges accessing health and social care support. Health and social care policies in English speaking countries provide practitioners with guidance that ensures access to public service interpreters for individuals who require them. The guidance simultaneously discourages the use of informal language brokers, including family and friends, suggesting that they are not educated or objective enough to conduct this role, and that they present unmanageable risks. This poses a challenge, as research exploring patient and service user choices, finds that individuals consistently prefer an informal language broker. The paper explores the contradiction between a legislative shift towards empowerment and choice within social work and the policies that restrict these rights in relation to interpretation. Exploring these challenges with a focus on policy and practice, leads to the suggestion that individuals should be empowered to choose who provides their language support. In contrast, existing policies increase the power imbalance between professionals and users of services, significantly affecting the life chances of those with LEP.

scholarly journals A lost decade? A renewed case for adult social care reform in England

2020 ◽  
pp. 1-32
Author(s):  
JON GLASBY ◽  
YANAN ZHANG ◽  
MATTHEW R. BENNETT ◽  
PATRICK HALL
Keyword(s):  
Social Care ◽  
Current System ◽  
Policy Makers ◽  
Department Of Health ◽  
Working Age ◽  
Lost Decade ◽  
The Uk ◽  
The Impact ◽  
The Relationship ◽  
Urgent Action

Abstract Drawing on a 2010 analysis of the reform and costs of adult social care commissioned by Downing Street and the UK Department of Health, this paper sets out projected future costs under different reform scenarios, reviews what happened in practice from 2010-19, explores the impact of the growing gap between need and funding, and explores the relationship between future spending and economic growth. In the process, it identifies a ‘lost decade’ in which policy makers failed to act on the warnings which they received in 2010, draws attention to the disproportionate impact of cuts on older people (compared to services for people of working age) and calls for urgent action before the current system becomes unsustainable.

The policy and service delivery field of early intervention services

2020 ◽  
pp. 63-80
Author(s):  
Alison Body
Keyword(s):  
Early Intervention ◽  
Service Delivery ◽  
Lived Experience ◽  
Social Care ◽  
Voluntary Sector ◽  
Early Intervention Services ◽  
The Past ◽  
Intervention Services ◽  
Intervention Policy

In chapter 3, we provide a contemporary policy overview – covering the past decade from 2008-2018 – and how that has translated into practice. We outline the realities of early intervention policy and begin to look at the lived experience of delivering services on the frontline. What is evident is that practice in children’s social care and early intervention is struggling to keep up with the demands and the diversity of demands placed upon services. Voluntary sector and statutory services are facing increasing cuts as thresholds for defining a ‘child in need’ increasingly shift up. Children’s outcomes and the services available to them are widely varied depending on the type of support they require and where they live.

scholarly journals Social Pedagogy from a Scottish Perspective

2012 ◽  
Author(s):  
Mark Smith
Keyword(s):  
Social Welfare ◽  
Social Care ◽  
Policy Makers ◽  
Social Pedagogy ◽  
University Of Edinburgh ◽  
Scottish Government ◽  
Considerable Work ◽  
The Uk ◽  
Current Concerns ◽  
The University

There is growing interest across the UK around whether European models of social pedagogy might offer a conceptual framework within which to locate social care and social welfare work. Pilot programmes that seek to introduce and apply social pedagogical principles in practice settings are emerging, including in Scotland, where a joint BA run by The University of Aberdeen in conjunction with Camphill Schools was the first qualifying programme in social pedagogy in the UK. Many of these pockets of interest can seem only loosely connected to one another. ‘Scottish Conversations’, an initiative based around The University of Edinburgh, was conceived of to bring together practitioners, academics and policy makers with an interest in social pedagogy, to explore the possibilities and implications of introducing social pedagogical ways of working in Scotland. Considerable work has already been undertaken on this by the children’s charity ‘Children in Scotland’, supported by The Scottish Government. Our intention in this paper is to draw upon existing work and to encapsulate, within one document, key themes from the literature on social pedagogy, and to consider its relevance and possible application in a Scottish context. Specifically, we suggest that social pedagogy offers a means through which distinctively Scottish ideas around social welfare and education might be reframed in a way that resonates with current concerns about the role and direction of social work and social care more broadly. In this sense, we do not restrict our focus to areas of practice such as residential child care with which social pedagogy is most often associated, but consider its features to have relevance across a broad range of provision and professional groupings.

Introduction: Hiding in plain sight or Disappearing in the rear view mirror?: Whatever happened to the revolution in information for Health and Social Care – Learning from England and Australia

2014 ◽  
Vol 13 (4) ◽  
pp. 563-568
Author(s):  
Rob Wilson ◽  
Susan Baines ◽  
Ian McLoughlin
Keyword(s):  
Information Systems ◽  
Social Policy ◽  
Public Services ◽  
Social Care ◽  
The State ◽  
Policy Makers ◽  
Rear View Mirror ◽  
Care Services ◽  
Health And Social Care ◽  
The Uk

This themed section has at its heart reflections on the development of policy of, and for, information in health and social care over the last ten years in both the UK and Australia. It addresses a set of concerns often overlooked within social policy, namely the use of information and information systems as tools by organisations, policy makers and practitioners in the modernisation or transformation of public services, including in this case health and social care. Not long ago, in both countries, information was perceived as a panacea for the problems of integrating care services between health and social care organisations and these organisations and the patient, client or user of services. The authors focus upon England and Australia and contrast them briefly with other countries in Europe where the state plays a range of roles in the provision of health and social care.

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