|
delinquency
- the Dorset
Healthy
Alliance project
WOE: Medium
Non-
randomised
controlled trial |
Dorset Healthy
Alliance Project
(DHAP).” |
staff etc.
3. Counsellor/
therapist
- teacher-
counsellors
in addition to
class teachers
4. Social worker
- Educational
social worker
5. Teacher/
education
support staff
6. Health
care worker -
including Child
Protection
team |
the full-time co-
ordinator and was
the project social
worker (PSW)
in both primary
and secondary
project schools
From its
inception DHAP
was inter-
disciplinary and
multi-agency
in concept,
which led to the
establishment
of a steering
committee
of the Chief
Officers of the
four agencies:
Education,
Health, Probation
and Social Service
departments.
This inter-
disciplinary
collaboration
greatly facilitated
the work of the
project, and
was invaluable
at resolving
any inter-
departmental
communication
problems
Project was
fundamentally
based around
partnerships,
therefore
cooperation etc
was expected. |
who operated
as the full-time
co-ordinator
and was the
project social
worker (PSW)
in both primary
and secondary
project schools.
... he had the
task of ensuring
effective
inter-agency
collaboration. | |
'informally’ consult
and be consulted
by teachers about
various children and
families.
(c) the PSW, along
with the PST and
SST, were able to
provide a speedy
and appropriate
feedback to the
referring teacher,
thus further
enhancing trust,
and avoiding
any derogation
of the teacher’s
responsibilities. This
tended to create a
sense of partnership
(d) the team offered
direct and indirect
support to the
teachers in their
professional and
pastoral work with
children.
A crucial element in
the team’s success
was the total
acceptance of the
educational and
social objectives of
the school.
The project’s
introduction into
the schools early
established the
team’s credentials,
whilst also
providing them
with a structure of
work, thus giving a
framework for direct
intervention. |
from the school, 10 per cent
were extra-school, but nine per
cent and 22 per cent were child
and parental self-referrals.” (p
18 - this may only refer to part of
the service). Referrals reviewed
by project team leader (p 7) - not
entirely clear on what criteria,
(b)"troubled children within the
school situation” were eligible
for the services. No formal entry
criteria stated.
(c) "To reach the potential
caseload the team adopted two
simple but effective tactics.
In the first few weeks the PSW
would stand outside the gates
of the school and introduce
himself, and inform parents of
the team’s availability to respond
to any problems. The second
was to visit the estate in the
early evening, informing parents
who seldom or never came to
school of a forthcoming event
and asking whether they needed
any assistance in attending.
Initially, when seeing someone
from the school, parents usually
expected problems, but on
finding that it was a general
invitation, this was greatly
appreciated and encouraged the
school-community link. Indeed,
so successful was the school in
reaching out to families that
in the last year of the project,
every parent in both schools had
attended school at least once
for a non-disciplinary meeting.
This was unprecedented.” (p
11) Also apparently some pro-
active contact with families for
maintenance of service use.
(d) Dorset |
+ Peer support
Antisocial
behaviours
+ Antisocial
behaviour:
vandalism
(primary
school)
- Antisocial
behaviour:
Vandalism
(Middle school)
+ Antisocial
behaviour:
Vandalism
(Senior school)
+ Criminal
offences
(primary
school)
- Criminal
offences
(middle school)
+ Criminal
offences (senior
school)
+ Substance
misuse: alcohol
(Senior school)
No perception
outcomes |