Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages Description/Paper Instructions
Child And Adolescent Mental Health Services
2
MAT-133-T6555: Final Project
A qualitative exploration of attitudes towards the use of outcome measures in child and adolescent mental health services
Angelica De Hoyos
Southern New Hampshire University
MAT-133-T6555
Focus
The research project that I selected is “A qualitative exploration of attitudes towards the use of outcome measures in child and adolescent mental health services” written by Evelyn Sharples, Chuan Qin, Vinita Goveas, Dawid Gondek, Jessica Deighton, Miranda Wolpert and Julian Edbrooke-Childs which I will give credit to in the reference page below. The purpose of the research was to explore clinician attitudes regarding recent policies on the implementation of outcome measures in child and adolescent mental health services. This research study was conducted because evidence has suggested that there is a disparity between policy recommendations and outcome measures in clinical practices that aren’t being implemented. As the research paper suggests, outcome monitoring has resulted in the belief that policy recommendations are not lining up to the services provided by clinicians in practice. Semi-structured interviews were conducted with several CAMHS clinicians from a Mental Health Trust in South London providing researchers with further insight of their practices and setting a comparison of what is being recommended as to what is being practiced (Deighton et al., 2017).
Population
There was a sum of nine Child and Adolescent Mental Health (CAMHS) clinicians from a Mental Health Trust in South London was developed in this research. Each clinician had seven distinct jobs and, on several occasions, had diverse ways in practicing their modalities. These clinicians were gathered to be interviewed and recorded for 17 to 41 minutes each individually. Three of the clinicians reported using outcome measures regularly in every session as a result of CYP IAPT training; four clinicians reported using measures at assessment, review and discharged. Two clinicians did not use outcome measures regularly but worked in special services, with more higher intensity cases (Deighton et al., 2017). Authorization was obtained from these clinicians before being interviewed and before being recorded.
Research Questions
The researchers wanted to explore the clinician’s attitudes to outcome measures, the disparity between policy recommendations and if they were implementing the outcome measures in their services. The researchers used extensive interviews with all nine clinicians derived from a Mental Health Trust in South London. This research is fundamental to the clients that are receiving the treatment from these clinicians. The main focus should be on identifying and reducing the barriers and making sure clinicians are using outcome measures regularly.
Analysis
Research Methods
This research has been classified mainly as “service level or service evaluation” to all nine clinicians. Researchers had four superordinate themes emerged from the analysis, standardization, training, practical experience and resources each in which it was discussed in detail. In addition, two levels of implementation of outcome measures emerged in the analysis, the service level which measures across a service to inform service improvement and the session level which it measures the outcome of each individual clinical session (Deighton et al., 2017). The interviewer, co-author (VG) working within the same trust used four initial phases for an overall analysis critical realist approach, these four phases were as follows: Phase 1: familiarization with data through transcribing and rereading. Phase 2: NVivo was used to code interesting aspects of the data in a systematic way. Phase 3: similar codes were then grouped into themes. Phase 4: section data was then checked by interviewer to ensure consistency of coding (Deighton et al., 2017).
Outcome
Since there was no graphical representation of data used in this research study, an inductive thematic analysis was used with the objective of allowing emerging patterns in the data to inform the themes. The data was labeled, assigning words of codes, creating themes from the interview. This allowed to identify important information in the data to stand out related to the research question.
Clinician’s training and practical experience in service and session level developed a support system for clinicians through learning collaboration. Clinicians who struggled with the outcome measured showed that they had no experience and created a barrier in sessions which would make them change their attitudes in a negative way. Clinicians who had the appropriate training and knew how to use outcome measures in their clinical sessions were very positive when it came to their attitudes. When clinicians gather the proper information and have the proper resources, this will help them in their daily lifes. These types of resources will help not only the clinician but also the patient and family members in being able to use their session time and provide better service to all patients providing them with a better treatment.
Conclusion
Overall, I do not believe it was a big enough research, with only nine employees from Mental Health Trust participating in it. It would have been a more detailed research if they would have included more clinicians, to have a less bias vision when writing about the clinician’s negative and positive attitudes. I believe if the interviewer would have collected more information to reinforce, the interviewer would have had a more solid result regarding clinician’s outcome measures during their clinical sessions and service. But with this small research there was enough information and evidence to support the research hypothesis.
RUBRIC
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. GET THIS PROJECT NOW BY CLICKING ON THIS LINK TO PLACE THE ORDER
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