scholarly journals What are the effective features of consultation? A mixed methods analysis

2021 ◽  
Author(s):  
Patrick Langford
Keyword(s):  
Mixed Methods ◽  
Expert Knowledge ◽  
Qualitative Comparative Analysis ◽  
Young Person ◽  
Shared Understanding ◽  
Children And Young People ◽  
Large Heterogeneity ◽  
Key Features ◽  
Outcomes For Children ◽  
Target Monitoring

Consultation is an integral part of many Educational Psychologist’s (EPs) work. Yet there is a large heterogeneity in understanding and use of this tool. Such diversity makes evaluating its efficacy difficult. This research therefore sought to identify what the effective features of consultation are by linking observed features to changes in agreed outcomes for children and young people (CYP). Mixed methods were employed to explore what EPs believe are the key features of consultation, what the barriers to effective consultation are, what happens in a consultation for a child or young person, and what combination of features can be identified in consultations which lead to positive changes for CYP. To explore EP views towards the effective features of consultation, 30 EPs were interviewed. Observable features of consultation were tallied for six consultations. For those consultations, goals were identified by participants and a baseline rating was given for each goal using Target Monitoring Evaluation (TME) forms. There were 10 goals identified. Change for these goals was recorded through completing the same form 6-8 weeks later, to allow analysis of which combination of features were present for children with differing progress towards outcomes. This was assessed using Qualitative Comparative Analysis (QCA). The most effective features of consultation, as identified by EPs, included the expert knowledge EPs have, the collaborative nature of consultation, and creating a shared understanding of the CYP and context for all participants. Consultations which were most likely to see positive change for CYP were ones in which the consultation was not dominated by gaining an understanding of the presenting problem. These results give clarity as to what the features of an effective consultation are through a mixed methods analysis. The findings have implications for EPs who use consultation, as well as consultees and those whom consultations are for.

scholarly journals What are the effective features of consultation? A mixed methods approach

2021 ◽  
Author(s):  
Patrick Langford
Keyword(s):  
Mixed Methods ◽  
Expert Knowledge ◽  
Qualitative Comparative Analysis ◽  
Young Person ◽  
Shared Understanding ◽  
Children And Young People ◽  
Mixed Methods Approach ◽  
Large Heterogeneity ◽  
Outcomes For Children ◽  
Target Monitoring

Consultation is an integral part of many Educational Psychologist’s (EPs) work. Yet there is a large heterogeneity in understanding and use of this tool. Such diversity makes evaluating its efficacy difficult. This research therefore sought to identify what the effective features of consultation are by linking observed features to changes in agreed outcomes for children and young people (CYP). Mixed methods were employed to explore what EPs believe are the key features of consultation, what the barriers to effective consultation are, what happens in a consultation for a child or young person, and what combination of features can be identified in consultations which lead to positive changes for CYP.To explore EP views towards the effective features of consultation, 30 EPs were interviewed. Observable features of consultation were tallied for six consultations. For those consultations, goals were identified by participants and a baseline rating was given for each goal using Target Monitoring Evaluation (TME) forms. There were 10 goals identified. Change for these goals was recorded through completing the same form 6-8 weeks later, to allow analysis of which combination of features were present for children with differing progress towards outcomes. This was assessed using Qualitative Comparative Analysis (QCA). The most effective features of consultation, as identified by EPs, included the expert knowledge EPs have, the collaborative nature of consultation, and creating a shared understanding of the CYP and context for all participants. Consultations which were most likely to see positive change for CYP were ones in which the consultation was not dominated by gaining an understanding of the presenting problem. These results give clarity as to what the features of an effective consultation are through a mixed methods analysis. The findings have implications for EPs who use consultation, as well as consultees and those whom consultations are for.

scholarly journals MAINTAINING CHILDREN'S MENTAL HEALTH IN THE RISKS OF THE 21st CENTURY

2020 ◽  
Vol 14 (2) ◽  
pp. 84-86
Author(s):  
Sergii Boltivets
Keyword(s):  
Mental Health ◽  
Young People ◽  
Social World ◽  
Young Person ◽  
Children And Youth ◽  
Future Generations ◽  
Children And Young People ◽  
Living Things ◽  
The Social ◽  
Mental Abilities

Among the threats and dangers of the future, our duty to the younger and future generations is to develop the instincts, feelings and self-preservation of children and young people, who by their very birth suffer from inventions, conflicts and crises inherited by all previous older generations. The dominants of future self-preservation are in the mental development of children and youth, the main of which we consider mental abilities, development of feelings and especially - a sense of empathy for all living things, as well as - the imagination of every child and young person. her own life and the lives of others. Our common methodology should be to understand that the social world is not simplified, but complicated, and we have a duty to prepare our children and young people to solve these complications.

Aftercare

2020 ◽  
pp. 299-311
Author(s):  
Kenneth McK. Norrie
Keyword(s):  
Young People ◽  
Child Protection ◽  
Local Authority ◽  
Young Person ◽  
Continuing Care ◽  
Formal Care ◽  
Children And Young People ◽  
Care Leavers ◽  
Industrial Schools ◽  
And Training

Aftercare, the duties owed to young people after they leave formal care, has always been an inherent aspect of the child protection process in Scotland, perhaps more so indeed in the early days when the assumption was that child protection necessitated the permanent removal of the child from the parent’s care. Early aftercare obligations were primarily around assistance in finding employment for young people when they reached school-leaving age, though managers of reformatory and industrial schools also had obligations to supervise the young person who had left their care for three years or until their 21st birthday. Latterly, education and training grants were made available, as were other forms of financial assistance. Finally, the Children and Young People (Scotland) Act 2014 imposed on local authority the obligation of “continuing care” towards young people who had previously been “looked after” by the local authority, and on a range of public bodies to act as “corporate parents” to such care leavers.

scholarly journals Interventions and practice models for improving health and psychosocial outcomes of children and young people in out-of-home care: protocol for a systematic review

BMJ Open ◽  
2019 ◽  
Vol 9 (9) ◽  
pp. e031362
Author(s):  
Emma Galvin ◽  
Renée O'donnell ◽  
Helen Skouteris ◽  
Nick Halfpenny ◽  
Aya Mousa
Keyword(s):  
Systematic Review ◽  
Young People ◽  
Home Care ◽  
Psychosocial Outcomes ◽  
Children And Young People ◽  
Out Of Home Care ◽  
Practice Models ◽  
Outcomes For Children ◽  
The Impact ◽  
Improve Health

IntroductionChildren and young people placed in out-of-home care (OoHC) are often affected by a history of trauma and adverse childhood experiences. Trauma in early childhood can impact on children’s health and psychosocial development, whereas early interventions can improve children’s development and placement stability. Although several interventions and practice models have been developed to improve health and psychosocial outcomes for children and young people in OoHC, there remains a lack of rigorous research examining the impact of these interventions in OoHC settings, as there are no systematic reviews examining the impact these interventions and practice models have on the children and young people they serve. We aim to conduct a comprehensive systematic review to examine the effectiveness of interventions and practice models for improving health and psychosocial outcomes in children and young people living in OoHC and to identify relevant knowledge gaps.Methods and analysisMajor electronic databases including Medline, Medline in-process and other non-indexed citations, Embase, Cumulative Index to Nursing and Allied Health Literature, PsycInfo, Sociological Abstracts and all Evidence-Based Medicine Reviews incorporating: Cochrane Database of Systematic Reviews, American College of PhysiciansJournal Club, Database of Abstracts of Reviews of Effects,Cochrane Central Register of Controlled Trials, CochraneMethodology Register, Health Technology Assessment and National Health Service Economic Evaluation Database, will be systematically searched for any studies published between 2008 and 2018 of interventions and practice models developed to improve health and psychosocial outcomes for children and young people in OoHC. Two independent reviewers will assess titles and abstracts for eligibility according to prespecified selection criteria and will perform data extraction and quality appraisal. Meta-analyses and/or metaregression will be conducted where appropriate.Ethics and disseminationThis study will not collect primary data and formal ethical approval is therefore not required. Findings from this systematic review will be disseminated in a peer-reviewed publication and conference presentations.PROSPERO registration numberCRD42019115082.

Treasuring the Social in Social Pedagogy

2015 ◽  
Vol 40 (4) ◽  
pp. 348-350 ◽  
Author(s):  
Robyn Kemp
Keyword(s):  
Social Work ◽  
Young People ◽  
Social Worker ◽  
Social Care ◽  
Children And Young People ◽  
Social Pedagogy ◽  
The Social ◽  
Vulnerable People ◽  
Management Positions ◽  
Outcomes For Children

Robyn is a UK-qualified social worker who has a deeply held passion for, and some 30 years of experience working with disenfranchised and/or vulnerable people and children and young people in care. She has a strong interest in social pedagogy and residential childcare both operationally and strategically. Since 1995, she has been in a variety of management positions and has developed and delivered training, conferences, workshops and consultancy on children's social work and social care for the statutory, voluntary and independent sectors. Her work has aimed at improving both the experiences and outcomes for children and young people in or on the edge of care and raising the profile of those affected by, and working within, the social work and social care sectors.

P4-276: Health services development research with people with dementia: Key features, factors, and learning from a multi-site, mixed methods study

2015 ◽  
Vol 11 (7S_Part_19) ◽  
pp. P891-P891
Author(s):  
Michael Bowen ◽  
Rosa Pepe ◽  
Sarah Buchanan ◽  
David Edgar ◽  
Lesley Hall ◽  
...  
Keyword(s):  
Mixed Methods ◽  
Health Services ◽  
Mixed Methods Study ◽  
Development Research ◽  
People With Dementia ◽  
Key Features
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