scholarly journals A Theory of Change for online therapy and support services for children and young people: A collaborative qualitative exploration (Preprint)

10.2196/23193 ◽  
2020 ◽  
Author(s):  
Terry Hanley ◽  
Aaron Sefi ◽  
Janet Grauberg ◽  
Julie Prescott ◽  
Andre Etchebarne
Keyword(s):  
Young People ◽  
Support Services ◽  
Theory Of Change ◽  
Online Therapy ◽  
Children And Young People ◽  
Qualitative Exploration

scholarly journals A Theory of Change for online therapy and support services for children and young people (Preprint)

2020 ◽  
Author(s):  
Terry Hanley ◽  
Aaron Sefi ◽  
Janet Grauberg ◽  
Julie Prescott ◽  
Andre Etchebarne
Keyword(s):  
Young People ◽  
Support Services ◽  
Professional Staff ◽  
Theory Of Change ◽  
Online Therapy ◽  
Children And Young People ◽  
Health And Wellbeing ◽  
Qualitative Research Design ◽  
Online Counselling ◽  
Key Stakeholders

BACKGROUND Online counselling and support has become increasingly commonplace for children and young people (CYP). Currently there is limited research that focuses upon the mechanisms of change within complex telepsychology platforms, a factor that makes designing and implementing outcome measures challenging. OBJECTIVE This project set out to articulate a Theory of Change (ToC) for Kooth, an online therapy and support platform for children and young people (CYP). METHODS A collaborative qualitative research design, involving professional staff, academic partners, and young people was utilised to develop the ToC. Three major reflective phases were engaged in. These were, (i) a scoping workshop involving professional staff and academic partners, (ii) a series of explorative projects were completed to inform the development of the ToC, and (iii) the draft ToC was reviewed for coherence by key stakeholders (young people, online professionals and service managers). RESULTS The collaboratively developed ToC is presented. This is divided up into (i) the conditions that lead to individuals wanting to access online therapy and support (e.g. individuals wanting support there and then/quickly), (ii) the mode of service delivery (e.g. skilled and experienced professionals able to build empathetic relationships with CYP), and (iii) the observed and reported changes that occur as a consequence of using the service (e.g. individuals being better able to manage current and future situations). CONCLUSIONS Developing the ToC helps to shed light upon how online therapy and support services aid the mental health and wellbeing of CYP. Further, it helps to understand the development of ‘Positive Virtual Ecosystems’ (+VE) and can be used to devise evaluative tools for CYP telepsychology providers.

Hospital-based education support for students with chronic health conditions

2016 ◽  
Vol 40 (2) ◽  
pp. 213 ◽  
Author(s):  
Liza J. Hopkins
Keyword(s):  
Young People ◽  
Support Services ◽  
Best Practice ◽  
Good Practice ◽  
Theory And Practice ◽  
Health Conditions ◽  
Educational Support ◽  
Children And Young People ◽  
Published Evidence ◽  
Education Support

Objective To examine the evidence for best practice in educational support to hospitalised students and describe the existing supports available across each Australian state and territory. Methods A descriptive approach to the diversity of current practice and a review of the published evidence for best practice. Results We have constructed a model of best-practice in education support to hospitalised students. We found that education support services in each state met some of the criteria for best practice, but no one state service met all of the criteria. Conclusions All Australian states and territories make provision for hospitalised students to continue with their education, however the services in some states are closer to the best-practice model than others. What is known about the topic? It is well known that children and young people living with health conditions are at higher risk of educational underachievement and premature disengagement from school than their healthy peers. Although each state and territory across Australia offers some form of educational support to students during periods of hospitalisation, this support differs widely in each jurisdiction in fundamentals such as which students are eligible for support, where the support is delivered, how it is delivered and who coordinates the support. Published evidence in the literature suggests that the elements of good practice in education support have been well identified but, in practice, lack of policy direction can hinder the implementation of coordinated support. What does this paper add? This paper draws together the different models in place to support students in hospital in each state and territory and identifies the common issues that are faced by hospital education support services, as well as identifying areas where practice differs across settings. It also identifies the elements of good practice from the literature and links the elements of theory and practice to present a model of education support that addresses the needs of students with health conditions in an integrated and child-centred way. What are the implications for practitioners? Education support has developed over many decades in a variety of different forms across the states and territories of Australia. This paper brings together for the first time the published evidence for good practice in this area with existing models of practice to identify ways in which both healthcare professionals and education professionals can work together to improve the health, well being and education of children and young people living with health conditions.

scholarly journals Demand and capacity in an ADHD team: reducing the wait times for an ADHD assessment to 12 weeks

2019 ◽  
Vol 8 (4) ◽  
pp. e000653 ◽  
Author(s):  
Laura Ann Roughan ◽  
Jamie Stafford
Keyword(s):  
Young People ◽  
Average Length ◽  
Theory Of Change ◽  
School Age Children ◽  
Wait Times ◽  
Children And Young People ◽  
Adhd Assessment ◽  
Long Term Impact ◽  
The Uk ◽  
Demand And Capacity

Attention deficit hyperactivity disorder (ADHD) is a behavioural disorder characterised by the core symptoms of hyperactivity, impulsivity and inattention. ADHD is thought to affect about 3%–9% of school-age children and young people in the UK. With increased awareness and early identification of ADHD, and the long-term impact of the condition, there is a growing demand for ADHD services for both assessment and treatment of children and young people with the condition. Demand and capacity modelling carried out in October 2017 identified the ADHD pathway team in City and Hackney Child and Adolescent Mental Health Service (CAMHS) were working at 127% utilisation, indicating a mismatch between capacity and demand. A quality improvement (QI) project was implemented to improve efficiency and effectiveness of processes within the team and to support the increasing demand within the limited capacity and resource. The aim of the project was to reduce the average length of time from initial referral to CAMHS to ‘ADHD assessment feedback’ to 12 weeks by September 2018, which is in line with trust-level targets. The team followed the model for improvement and guidance from East London Foundation Trust (ELFT) QI Microsite to structure the project. They used a variety of tools to develop a theory of change, and used Plan-Do-Study-Act cycles to test change ideas. Overall wait times have reduced from 28 weeks to below our target of 12 weeks. Data examining the entry point to the ADHD pathway to completion of the ADHD assessment and feedback reduced from an average of 87 days, to an average of 18 days.The diagnostic rate has increased from 62% to 78% (due to more appropriate screening and referrals). The QI approach was systematic and supported the development of more efficient systems; reducing wait times and increasing capacity to manage the demand. Team engagement in ‘change’, by embedding QI into fortnightly team meetings, has resulted in collective ownership and responsibility across team members. A monitoring system is supporting the sustainability and maintenance of improvement.

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