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Evaluation team Manchester team • Professor Neil Humphrey • Lawrence Wo • Kirstin Kerr • Michael Wigelsworth • Ann Lendrum
CommonRoom team • Kate Martin • Naomi Gilchrist • Amy Feltham
Advisors • Professor Peter Fonagy • Dr Chih Hoong Sin • Professor Angie Hart • Dr Nick Midgley
EBPU team • Dr Jess Deighton (lead) • Dr Miranda Wolpert • Jeni Page • Isobel Fleming • Praveetha Patalay • Julian Edbrooke-Child Fieldwork team • Mia Eisenstadt • Charlotte Payne • Ritika Chokhani • Sarah Clark • Stephanie Henwood
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Evaluation Framework
3 main questions:
• What have partnerships done to increase resilience?
• Has resilience increased among children at partnership sites?
• How do these change relate to what partnerships have done?
What is the source that feeds these questions?
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Evaluation Framework: Overview
What is the source that feeds these questions?
• Activity and process data
• Common measurement framework
• Qualitative fieldwork
• Fact finding
• Local evaluation information
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An evidence pipeline
• Joining all strands of activity
• Quantitative and qualitative
• Local and national
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An evidence pipeline
What have partnerships done to increase resilience? (Including taking account of local context)
– Activity and process data (TIDieRs, change Logs, project docs etc.) – Jan – July 2015
– Local evaluation summaries from each partnership
– Fact finding around support for children not in school
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An evidence pipeline
Has resilience increased among children at partnership sites?
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An evidence pipeline: Qualitative fieldwork
2 stages 1. Scoping (Feb to Jul):
– 2 site visits to each partnership – shadowing partnership staff/interventions – Drawing on relevant documents – Interviews with partnership staff, delivery staff,
and other stakeholders – Build a plan for stage 2
2. In-depth case study (Sept 2015-Jun 2016) – Evaluating one key intervention – 3 site visits to each partnership – Bespoke evaluation based on toolkit
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An evidence pipeline: Common Measurement Framework
• 3 outcomes – Young people are better able to
cope in difficult circumstances and do well in school and in life.
– Building resilience helps to prevent the onset of common mental health problems.
– Learning from different approaches contributes to an evidence base for service re-design and for investment in prevention.
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An evidence pipeline: Common Measurement Framework
4 Measures Measure Example questions
General well-being The Child Outcome Rating Scale
Me (How am I doing) Family (How are things in my family)
Mental Health Me and My School
I am unhappy I lose my temper I am calm
Resilience Student resilience survey
I can work out my problems I know where to go for help when I have a problems
QALY EQ-5DY
Doing usual activities I have no problems doing my usual activities I have some problems doing my usual activities I have a lot of problems doing my usual activities
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An evidence pipeline: Common Measurement Framework
• Local evaluation findings
– Quantitative and qualitative
– If shared by April 2016
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An evidence pipeline
How do these change relate to what partnerships have done?
– Linking CMF data with qualitative work and activity data
– Also local evaluations if shared
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The evidence pipeline
Local evaluation summaries
– current
Activity and process data
– current-July 2015
Out of school facts
– Feb-Jul 2015 (with potential follow-up)
National quantitative (CMF) – Feb-May 2015 – Jan-April 2016 Local evaluation – By April 2016 Qualitative fieldwork – Scoping: Feb-
July 2015 – In depth: Sept
2015-May 2016