1 Evaluation Taking Care Nico Jabin Senior evaluation officer Last updated: March 2013

This training Is aimed at NSPCC CSPs and PTMs Concentrates on what you should do and how 2

Evaluating outcomes, implementation and costs Are we achieving the desired outcomes? –Are we reducing recurring abuse and neglect? How is the implementation working? –How useful are framework, case history, etc.? Are we cost effective? –What are the costs / savings to the taxpayer? 3

Remember one thing: CHECKLIST 4 CHECKLIST document on the T Drive T:\07 LAC\03 Reunification\ Evaluation\

A little background Our model is evidence-based –but we don’t know whether or how it works in practice We run a randomised- controlled trial to test it –Each case is randomly assigned to the project or a control group –Outcomes are compared 5 Children in care NSPCC’smodelBusiness asusual Compare outcomes

Three Two evaluation tasks 1.Obtaining consent 2.Administering the SDQ 3.Administering the Client Service Receipt Inventory (CSRI) 6

1. OBTAINING CONSENT 7

Ethical requirement to obtain consent for research Participants should know what’s happening –information sheet, advice and support for participants –signed consent form Participants are free to choose not to participate –informed consent –withdrawal possible at any time Participants and others are protected from harm –confidentiality unless harm –debriefing 8

In practice: Ask main carer for consent when you obtain all other consent –Forms are linked in the CHECKLIST document Information sheet, consent form and complaints form –Talk carer through the information and complaints forms –Carer must sign consent form to give consent –Carer keeps information sheet and complaints form Report back, even if consent not given –Link to spreadsheet in CHECKLIST –File the consent form locally 9

2. STRENGTHS AND DIFFICULTIES QUESTIONNAIRE (SDQ) 10

Strengths and Difficulties Questionnaire Very short: 25 questions, 5 minutes to complete –Identifies emotional, conduct, hyperactivity and peer relationship problems, and pro-social behaviours We use three versions – all linked in CHECKLIST –Adult-completed, for child 3-4 years old –Adult-completed, for child 4-16 years old –Child-completed, for child years old You will get results for your own use We measure before and after, to measure change –Second measure six months after project ends, so we need contact details 11

In practice: We want every ‘appropriate adult’ and 11+ child –If we meet them anyway, e.g. at LAC Review Appropriate = “knows the child well” –Main carer, foster carer, teacher, grandmother, social worker As early as possible, within 3 months Separate consent form –Must be filled in –Asks for address so we can follow up for “After” measure Report consent on spreadsheet, SDQ on PIMS –Link to forms, spreadsheet and PIMS in CHECKLIST 12

INTERVIEW PREPARATION Of course, there is a little more: 13

Interview preparation 80 interviews with parents and children Three reasons for interviews –Location studies: 4 locations, about 7 staff interviews each –Case studies: 15 cases, 2 interviews with parents / children, 1 with social worker –Parent interviews: 50 interviews All parent and child interviews carried out by Loughborough University 14

In practice: We will approach you if we want to interview –1. You make a judgement if it’s safe to interview –2. You obtain written consent and contact details –3. The interviewer makes arrangements directly, with your input regarding rooms Similar consent issues –No-one has to take part, confidentiality unless risk of harm –Children can bring a ‘trusted person’, e.g. foster parent, SW Two types of information sheets for children –For children aged 7-12 use a script for talking to child 15

And finally… CHECKLIST on T-Drive (Evaluation folder) We will ask you to fill in two surveys: – The self-efficacy survey –A final project experience survey The case file review will take place without you You can always ask questions: or 16

17 If you have questions or problems, please get in touch! Nico Jabin