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Background: One common arrangement in the Norwegian child welfare system is the interprofessional collaborating team, not unlike the English core group. This team is often referred to as the ‘responsible team’ (RT) and is arranged when a child has needs that call for several services. Few studies about interprofessional collaboration focus on views of service users and, in particular, those of child and adolescent service users. Aims and objectives: The present study aims to explore adolescents’ subjective views about their participation in RTs. This study contributes further knowledge about the field of interprofessional collaboration, especially regarding the participation of adolescents. Design: Non-experimental, exploratory research design. Methods: Q-methodology was used to explore 26 adolescents’ subjective views about their collaboration within the responsible teams that were formed to support their welfare. Q-methodology is known as being particularly suitable for revealing vulnerable people’s nuanced subjective views and perspectives. The adolescents in this study were asked to rank order a set of 42 statements (Q-set). PQMethod was used to analyse the data. Results: Four factors emerged and revealed patterns of shared views among the adolescents. Factor 1: Optimistic and engaged despite bad experiences, Factor 2: Strive to not be defeated by their helpers, Factor 3: Battle weary and resigned, and Factor 4: Content, positive and full of trust. Implications: The present study may be relevant to researchers, health and social policy makers, in addition to professionals working in services that aim to improve children’s situations through interprofessional collaboration.

Despite the fact that the social work profession is considered to be a profession “promoting ... empowerment and liberation of individuals in order to attain greater level of well-being“, the inclusion of the user perspective is a relatively new and still much debated phenomenon. Having in mind that the involvement of service users as experience experts in social work practice, education and research is a very demanding and complex process, the paper analyses a number of challenges faced by social workers, teachers and researchers in their everyday work due to the requirement of inclusion of the service user perspective. The idea of service user involvement in planning, execution and evaluation of curricular contents is a quite recent one in Bosnia and Herzegovina since the social work education reflects the idea on professionals (social workers, teachers or researchers) as ultimate knowledge holders. The author defines two categories of factors obstructing the service user involvement in the education and research process: one is related to education institutions and the other to service users, i.e. their organizations, and discusses necessary prerequisites for stronger connections between institutions (departments of social work), practice and service users.

Background: Patient and public involvement in research (PPIR) may improve trial recruitment rates, but it is unclear how. Where trials use PPIR to improve design and conduct, many do not communicate this clearly to potential participants. Better communication of PPIR might encourage patient enrolment, as trials may be perceived as more socially valid, relevant and trustworthy. We aimed to evaluate the impact on recruitment of directly advertising PPIR to potential trial participants. Methods: This is a cluster trial, embedded within a host trial ('EQUIP') recruiting service users diagnosed with severe mental illness. The intervention was informed by a systematic review, a qualitative study, social comparison theory and a stakeholder workshop including service users and carers. Adopting Participatory Design approaches, we co-designed the recruitment intervention with PPIR partners using a leaflet to advertise the PPIR in EQUIP and sent potential participants invitations with the leaflet (intervention group) or not (control group). Primary outcome was the proportion of patients enrolled in EQUIP. Secondary outcomes included the proportions of patients who positively responded to the trial invitation. Results: Thirty-four community mental health teams were randomised and 8182 service users invited. For the primary outcome, 4% of patients in the PPIR group were enrolled versus 5.3% of the control group. The intervention was not effective for improving recruitment rates (adjusted OR = 0.75, 95% CI = 0.53 to 1.07, p = 0.113). For the secondary outcome of positive response, the intervention was not effective, with 7.3% of potential participants in the intervention group responding positively versus 7.9% of the control group (adjusted OR = 0.74, 95% CI = 0.53 to 1.04, p = 0.082). We did not find a positive impact of directly advertising PPIR on any other outcomes. Conclusion: To our knowledge, this is the largest ever embedded trial to evaluate a recruitment or PPIR intervention. Advertising PPIR did not improve enrolment rates or any other outcome. It is possible that rather than advertising PPIR being the means to improve recruitment, PPIR may have an alternative impact on trials by making them more attractive, acceptable and patient-centred. We discuss potential reasons for our findings and implications for recruitment practice and research. [ABSTRACT FROM AUTHOR]

I am a service user and academic working in a university social work department. My hybrid identity allows me to draw on different types of knowledge in all aspects of my work, including: academic, practice and experiential wisdom. Service user involvement is mandated across social work education but the scope and breadth of different kinds of participation is developed in diverse ways across university contexts. This article affirms the value of service user involvement in health and social care education, exploring its positive impact on students. When lecturers share personal experience of using services alongside practice and academic wisdom in the course of teaching, sometimes the value of experiential knowledge is doubted and its influence dismissed. I examine the importance of experiential wisdom in social work education, specifically when it is embedded in an academic role in a university social work department, and consider how it can be respected and valued. The parallel experiences of involving peer support workers in mental health services, who use their knowledge of recovery to mentor other service users, are then briefly examined, together with reflection of the concerns across mental health with professionals sharing their experiential wisdom with the people that they support. [ABSTRACT FROM AUTHOR]

The Supporting Transitions and Recovery (STAR) Learning Centre is a Recovery Education Centre designed to support housing tenure and community integration among people experiencing mental health challenges and housing instability in a large urban setting. Grounded in principles of emancipatory adult education, and user involvement in program design and delivery, the Recovery Education Centre supports student empowerment, and strengthens key domains of individual vulnerability to homelessness. The Centre can complement traditional mental health services and foster service provider reflexivity, confronting individual and institutional discrimination towards this population. [ABSTRACT FROM AUTHOR]

This paper draws on the feature articles in this special edition to explore the concepts of reality and normality and how they influence, and are influenced by, social conceptions and psychiatric classifications of and research on 'mental illness'/madness. It then considers the emergence and development of 'service user involvement' in research and co-production, and appraises the impact these have had on mental health research agenda. Particular attention is given to the impact of personal experience both as a source of research data and as a factor that affects the nature of such involvement in research; and how certain types of personal experience are privileged or face disadvantage in the research world. The paper explores co-production both in its current limited application in research and its potential to challenge existing research paradigms, identifies the obstacles to fulfilling this potential, and offers some ways these could be overcome. [ABSTRACT FROM AUTHOR]

Copyright of European Journal of Social Work is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

There is an increasing expectation that service users should contribute in a meaningful way to student nurse education courses. This article describes how service-user feedback on undergraduate student nurses’ performance during practice learning opportunities (PLOs) gives an insight into the qualities service users value in student nurses. At Cardiff University, the new Bachelor of Nursing course, launched in September 2012, took into account the Nursing and Midwifery (NMC) standards for preregistration, implementing a mechanism for service users to feed back on students’ clinical performance. To facilitate this service, user/carer feedback pages were inserted into the students’ bound clinical practice portfolio. A large sample of the clinical portfolios (n=100) from one cohort across adult, child and mental health nursing fields were examined at the end of year 1, year 2 and again at the end of year 3, and service users’ comments collated. In considering the words used by service users, the authors propose that they reflected the six fundamental values—or 6Cs—of care, compassion, competence, communication, courage and commitment that underpin the delivery of excellent care. Conclusions drawn from the feedback were that students exhibited the caring and professional qualities that service users value, and indeed showed the dignity and respect for patients and people that the profession demands. [ABSTRACT FROM AUTHOR]

Background: One common arrangement in the Norwegian child welfare system is the interprofessional collaborating team, not unlike the English core group. This team is often referred to as the 'responsible team' (RT) and is arranged when a child has needs that call for several services. Few studies about interprofessional collaboration focus on views of service users and, in particular, those of child and adolescent service users. Aims and objectives: The present study aims to explore adolescents' subjective views about their participation in RTs. This study contributes further knowledge about the field of interprofessional collaboration, especially regarding the participation of adolescents. Design: Non-experimental, exploratory research design. Methods: Q-methodology was used to explore 26 adolescents' subjective views about their collaboration within the responsible teams that were formed to support their welfare. Q-methodology is known as being particularly suitable for revealing vulnerable people's nuanced subjective views and perspectives. The adolescents in this study were asked to rank order a set of 42 statements (Q-set). PQMethod was used to analyse the data. Results: Four factors emerged and revealed patterns of shared views among the adolescents. Factor 1: Optimistic and engaged despite bad experiences, Factor 2: Strive to not be defeated by their helpers, Factor 3: Battle weary and resigned, and Factor 4: Content, positive and full of trust. Implications: The present study may be relevant to researchers, health and social policy makers, in addition to professionals working in services that aim to improve children's situations through interprofessional collaboration. [ABSTRACT FROM AUTHOR]

Background: Since 1990, health policy in England has stressed the importance of user involvement in shaping and delivering services. Aims: To explore mental health service user-led organisations (ULOs) in England, as they interact with decision-makers to bring about change desired by them with a focus on institutional norms behaviour and specialised knowledge impacting service users' relationships with services. Method: An ethnography of five ULOs in two provider organisations (NHS Trusts) including observing their meetings and interactions with decision-makers, conducting in-depth interviews and collecting reflective diaries kept by two members of each group. Results: During the study, one group ceased to operate. This was a group which refused to adopt the institutional rules and norms of managerial discourse. The other four groups survived by navigating the changing environment which existed at the time of the study, although often at some cost. Themes of autonomy and leadership were also identified. Conclusion: The current environment is one of the organisational complexity and change and the place of ULOs is an ambiguous one as they strive to maintain autonomy whilst at the same time being an acceptable voice to managers. [ABSTRACT FROM AUTHOR]

Accessible summary The government and NHS say it is important for people with learning disabilities to be able to take part in research if they want to., We asked five people with learning disabilities about participating in research. They said they wanted to participate in research to help make things better for other people with learning disabilities. They also said if research is not easy to understand, it can be hard for people with learning disabilities to take part., We also sent a questionnaire to clinicians working in a learning disabilities service. Thirty-four clinicians replied. They said research with people with learning disabilities was important to help improve services. They said, sometimes it is difficult to find the time, money and support to do research., Summary The importance of making research participation accessible for people with learning disabilities is emphasised in government and NHS research strategies. This evaluation explored the realities of this goal from the perceptions of people with learning disabilities and clinicians within an NHS learning disability service. People with learning disabilities participated in a focus group ( n = 5), and clinicians completed a questionnaire ( n = 34), to explore each groups' experience of research, and identify barriers that may prevent people with learning disabilities from participating. People with learning disabilities engaging in research was seen as essential to increase knowledge of learning disabilities, as well as promote development of appropriate services. Barriers to participation included ability, ethical considerations, practicalities and restriction by 'gatekeepers'. Clinicians also felt a lack of resources and support prevented them from fulfilling their roles within research. Implications and recommendations are discussed. [ABSTRACT FROM AUTHOR]

Background: There have been recent important advances in conceptualizing and operationalizing involvement in health research and health ‐ care service development. However, problems persist in the field that impact on the scope for meaningful involvement to become a routine – normalized – way of working in primary care. In this review, we focus on current practice to critically interrogate factors known to be relevant for normalization – definition, enrolment, enactment and appraisal. Method: Ours was a multidisciplinary, interagency team, with community representation. We searched EBSCO host for papers from 2007 to 2011 and engaged in an iterative, reflexive approach to sampling, appraising and analysing the literature following the principles of a critical interpretive synthesis approach and using Normalization Process Theory. Findings: Twenty ‐ six papers were chosen from 289 papers, as a purposeful sample of work that is reported as service user involvement in the field. Few papers provided a clear working definition of service user involvement. The dominant identified rationale for enrolling service users in primary care projects was linked with policy imperatives for co ‐ governance and emancipatory ideals. The majority of methodologies employed were standard health services research methods that do not qualify as research with service users. This indicates a lack of congruence between the stated aims and methods. Most studies only reported positive outcomes, raising questions about the balance or completeness of the published appraisals. Conclusion: To improve normalization of meaningful involvement in primary care, it is necessary to encourage explicit reporting of definitions, methodological innovation to enhance co ‐ governance and dissemination of research processes and findings. [ABSTRACT FROM AUTHOR]

Background: Psychiatric ward design may make an important contribution to patient outcomes and well-being. However, research is hampered by an inability to assess its effects robustly. This paper reports on a study which deployed innovative methods to capture service user and staff perceptions of ward design. Method: User generated measures of the impact of ward design were developed and tested on four acute adult wards using participatory methodology. Additionally, inpatients took photographs to illustrate their experience of the space in two wards. Data were compared across wards. Results: Satisfactory reliability indices emerged based on both service user and staff responses. Black and minority ethnic (BME) service users and those with a psychosis spectrum diagnosis have more positive views of the ward layout and fixtures. Staff members have more positive views than service users, while priorities of staff and service users differ. Inpatient photographs prioritise hygiene, privacy and control and address symbolic aspects of the ward environment. Conclusions: Participatory and visual methodologies can provide robust tools for an evaluation of the impact of psychiatric ward design on users. [ABSTRACT FROM AUTHOR]

Background: The concept of service user involvement is an evolving concept in the mental health‐care literature. Objective: This study sought to explore and analyse the concept of service user involvement as used in within the field of mental health care. Methodological approach: An evolutionary concept analysis was conducted using a literature‐based sample extracted from an electronic database search. One hundred and thirty‐four papers met the inclusion criteria and were analysed to discover key attributes, antecedents and consequences of service user involvement and to produce a definition of the concept. Findings: Five key attributes of service user involvement within the context of mental health care were identified: a person‐centred approach, informed decision making, advocacy, obtaining service user views and feedback and working in partnership. Discussion and conclusions: Clarity of the attributes and definition of the concept of service user involvement aims to promote understanding of the concept among key stakeholders including mental health professionals, service users and community and voluntary organizations. The findings of the research have utility in the areas of theory and policy development, research on service user involvement in mental health care and service user involvement in mental health practice. Directions for further research regarding the concept are identified. [ABSTRACT FROM AUTHOR]

Background: User involvement and recovery are now widely used terms within the mental health policy, research and practice discourse. However, there is a question mark about the impact these ideas have in everyday practice. Of interest is the degree of involvement in key transitions of care. In particular, admission to and discharge from acute inpatient mental health wards. Objective: To explore the nature of service user involvement in the admission and discharge process into and out of acute inpatient mental health care. Design: A qualitative study using focus groups. Setting and Participants: One acute, inpatient mental health ward was the focus of the study. Seven uniprofessional focus group interviews were conducted with ward staff, community staff and service users (total number of participants = 52). Conventional, thematic qualitative techniques were used to analyse the data. Results: The data analysed and presented in this article relate to the loss of the service user voice at the key transition points into and out of acute inpatient care. Due to the lack of resources (inpatient beds and community care follow‐up), the role service users could play was diminished. In their narratives, clinical staff associated the person with the process and used language which dehumanized the individual. Conclusion: Service users experience numerous care transitions into and out of hospital. As there is the potential for these encounters to have a lasting negative effect, the importance of ensuring service users have a voice in what is happening to them is crucial. [ABSTRACT FROM AUTHOR]

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The centrality of service user and carer involvement in social work education in England is now well established, both in policy and practice. However, research evidence suggests their involvement in student assessments is underdeveloped and under researched. This study focused on the positioning of service users and carers in relation to other stakeholders involved in the assessments of social work students in England. Using narrative research methodology, 21 participants, including service users, carers, social work students, social work employers and social work educators, were offered a semi-structured individual interview. Participants’ narratives revealed different power relations among those involved in social work students’ assessments and a lack of confidence among service users and carers in making failed assessment recommendations. The paper concludes by arguing the case for social work educators and service user organisations to provide joint training to support service users and carers in their role as assessors of social work students. [ABSTRACT FROM PUBLISHER]

This article outlines a pilot project to support the use of the Clinical Outcomes in Routine Evaluation (CORE) System by arts therapists1 and other Allied Health Professionals (AHPs) and the establishment of a Practice Research Network (PRN) to evaluate the use of the system in routine clinical practice. It describes the aims of the project, the establishment of the PRN, the data collected during the project and its impact on the practitioners involved. It draws initial conclusions from the project and discusses the strengths and limitations of this approach to measuring the outcomes of psychological therapy. [ABSTRACT FROM AUTHOR]

In previous research, meeting places have been favourably addressed by service users, but they have also been contested as exclusionary. In this participatory explorative study, we sought to perform a contextual analysis of meeting places in Norway based on a discourse analysis of three focus group discussions with 15 staff members. We asked the following question: how do meeting-place employees discuss their concrete and abstract encounters with service users and their experiences? We focused on service user involvement, which was largely analysed as neoliberal consultation and responsibilisation. Service users were positioned as resisting responsibility trickling down and defending staffed meeting places. Social democratic discourse was identified in the gaps of neoliberal discourse, which is noteworthy given that Norway is a social democracy. This relates to global concerns about displacements of democracy. We suggest that meeting places appear to hold the potential for staff and service users to collaborate more democratically. [ABSTRACT FROM PUBLISHER]

National Health Service (NHS) staff in the UK are required to undergo training about learning disabilities at the appropriate level for their role. However, this requirement does not apply to nurses in training and student nurses report fear and anxiety about caring for people with intellectual learning disabilities (ILDs). Young people with intellectual disabilities report feeling scared of nurses and parents feel staff do not listen to them or involve them in care. (i) For a university and special school for young people with server and complex ILDs to work in partnership to co-design a programme for nursing students, young people, their teachers, and parents. (ii) To deliver the programme online as part of the university's existing nursing courses. The partnership between the university and the special school focused on co-design of an interactive programme, parent involvement, safeguarding, and the design of accessible learning resources to support young people with severe and complex ILDs' engagement. The programme was informed by relational inquiry, service user and transformative pedagogies, and parents and teacher's knowledge and views about the young people. Delivery of the programme was designed to fit into existing nursing courses and enable students on placement and young people at home or in hospital to participate. A rights-based ethnographic evaluation was designed to support participant feedback and programme development. The Heritage2Health Virtual Arts and Drama Programme was piloted with nursing students at one UK university and young people with severe and complex ILDs from one special school, their parents and teachers. 15 nursing students (BSc Year 2 = 10, Year 3 = 3, MSc = 2) and 7 young people with severe and complex learning disabilities (age 11-14 yrs). Other participants were parents/guardians of young people (7), arts/drama facilitators (2), academic lecturers (2), special needs teachers (2), registered nurse (1). An 8-week dynamic programme of arts and drama. Sessions included 30-min start-up/presencing, 45-min storytelling/drama with young people and parents, 30-min reflection/close. Sessions were facilitated by 2 arts and drama specialists. The story of 'Ubuntu the Lion with the Long, Long, Mane' (by TNP) was used to explore difference and ways of being. The evaluation methods were participant observation, semi-structured interviews (2–6 weeks post) and thematic analysis. Participation in the programme was a challenging, creative, and reflective experience that was transformative for all. Nurses and young people's fears and anxieties about each other were revealed and addressed by participating in arts and drama activities together. Nursing students learnt how to adopt a relational orientation to young people and their parents and teachers. A co-designed programme for nursing students and young people with severe and complex ILDs can benefit student knowledge and skills and reduce fears and anxieties between nurses and young people with ILDs. With adequate planning and resources, the programme could be adopted by multidisciplinary partnerships between other universities and special schools. [ABSTRACT FROM AUTHOR]

Background: This study set out to measure the extent and perceived impact of service user involvement (SUI) in mental health services and to explore different forms of SUI, both collective and individual. The focus was on service users’ (SUs’) interactions with managers and other key decision-makers in the UK NHS and social care. The theoretical frameworks used were organisational theory and new social movement theory. Objectives: To explore the impact of service user involvement in mental health on shaping policy agendas and delivery specifically in terms of their impact on key decision-makers. Design: A mixed-methods design was used. Setting: The study took place in three NHS foundation trusts (FTs): two metropolitan and one rural. Methods: The methods included surveys, interviews, ethnographies, case studies and focus groups. Results: In the first phase of the study, which took the form of surveys, it was found that ‘ordinary’ SUs had a relatively high level of involvement in at least one service domain and that where they were involved they believed this had produced a positive impact on service development and delivery. Likewise a majority of front-line staff encouraged SUI and thought this had a positive impact although social workers were more likely to have directly participated in SUI initiatives than nurses. In the second phase of the study, which used qualitative methods, an ethnography of user-led organisations (ULOs) was conducted, which showed that ULOs were being forced to adapt in an organisational climate of change and complexity, and that decision-makers no longer claimed the high moral ground for working with ULOs, but expected them to work within a system of institutional behavioural norms. This posed many challenges for the ULOs. In phase 2 of the research we also examined the role of SU governors in NHS FTs. We posed the question of whether or not SU governors represented a shift away from more collective forms of organisation to a more individual form. It was found that SU governors, too, had to work within a system of norms deriving from the organisational structure and culture of the NHS, and this impacted on how far they were able to exercise influence. There was also evidence that user governors were beginning to organise collectively. In respect of individual forms of involvement we also attempted to run focus groups of people in receipt of personal budgets but concluded that, as yet, they are not embedded in mental health services. Conclusions: It was concluded that SUs and managers are working in a climate of dynamic and complex organisational change, of which user involvement is an integral part, and that this has impacted on the nature of SUI as a new social movement. Managers need to attend to this in their interactions with SUs and their organisations. Funding: The National Institute for Health Research Health Services and Delivery Research programme.

Purpose – The purpose of this paper is to evaluate how mental health service user involvement in health professional education adds value to student learning about recovery-oriented practice and to determine the quality and suitability of instruments used in studies to evaluate this involvement in terms of their: relationship to recovery-oriented practice; and psychometric properties. Design/methodology/approach – Studies of service user involvement were reviewed to identify their research objectives. These were mapped against an Australian recovery-oriented practice capability framework together with the constructs measured by instruments used in these studies. Psychometric properties for each instrument were evaluated using the COSMIN checklist. Findings – While research objectives are not stated in terms of recovery-oriented practice, they do relate to some elements of a recovery-oriented practice framework. No instrument measures outcomes against all recovery-oriented practice domains. The AQ has the strongest evidence for its psychometric properties. The most commonly used instrument measures only stigma and has poorly validated psychometric properties. Originality/value – This paper demonstrates that the “value add” of service user involvement in health professional education has been poorly defined and measured to date. Learning from lived experience is central to a recovery-orientation and is an expectation of health professional education programmes. Defining objectives for service user involvement in terms of recovery-oriented practice and developing an instrument which measures student learning against these objectives are important areas for ongoing research supporting improved approaches to supporting people’s recovery. [ABSTRACT FROM AUTHOR]

Copyright of Ergoscience is the property of Schulz-Kirchner Verlag Gmbh and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper will explore the experience of service user involvement in social work education, examining the challenges of involving 'seldom heard' service user voices. Over a six month period, a group of four people with learning disabilities were supported and enabled to take on an assessment role as Mentors for four first year BA(Hons) Social Work students at the University of the West of Scotland. The article will focus on an evaluation of this pilot project and will outline the partnership work between the university and placement agency in planning, preparing, and supporting the mentors to carry out their role in supporting students on placement and assessing their communication skills, value base and readiness to practise. Central to the planning process was the use of PATH - a person centred planning tool. The evaluation will detail the crucial role played by the support staff in the placement agency, without whom this project would not have been possible. The evaluation was carried out using a mixed methods approach and embraced the principles and values of participatory action research. The evaluation provides insight into the experiences of the mentors, the students and support staff, and demonstrates that with the right support in place, and with commitment to thorough planning and preparation, seldom heard service users can be meaningfully involved in social work education. [ABSTRACT FROM AUTHOR]

Background: Involving service users in planning their care is at the centre of policy initiatives to improve mental health care quality in England. Whilst users value care planning and want to be more involved in their own care, there is substantial empirical evidence that the majority of users are not fully involved in the care planning process. Our aim is to evaluate the effectiveness and cost-effectiveness of training for mental health professionals in improving user involvement with the care planning processes. Methods/Design: This is a cluster randomised controlled trial of community mental health teams in NHS Trusts in England allocated either to a training intervention to improve user and carer involvement in care planning or control (no training and care planning as usual). We will evaluate the effectiveness of the training intervention using a mixed design, including a 'cluster cohort' sample, a 'cluster cross-sectional' sample and process evaluation. Service users will be recruited from the caseloads of care co-ordinators. The primary outcome will be change in self-reported involvement in care planning as measured by the validated Health Care Climate Questionnaire. Secondary outcomes include involvement in care planning, satisfaction with services, medication side-effects, recovery and hope, mental health symptoms, alliance/engagement, well-being and quality of life. Cost- effectiveness will also be measured. A process evaluation informed by implementation theory will be undertaken to assess the extent to which the training was implemented and to gauge sustainability beyond the time-frame of the trial. Discussion: It is hoped that the trial will generate data to inform mental health care policy and practice on care planning. [ABSTRACT FROM AUTHOR]

Background: Health services research is expected to involve service users as active partners in the research process, but few examples report how this has been achieved in practice in trials. We implemented a model to involve service users in a multi-centre randomised controlled trial in pre-hospital emergency care. We used the generic Standard Operating Procedure (SOP) from our Clinical Trials Unit (CTU) as the basis for creating a model to fit the context and population of the SAFER 2 trial.Methods: In our model, we planned to involve service users at all stages in the trial through decision-making forums at 3 levels: 1) strategic; 2) site (e.g. Wales; London; East Midlands); 3) local. We linked with charities and community groups to recruit people with experience of our study population. We collected notes of meetings alongside other documentary evidence such as attendance records and study documentation to track how we implemented our model.Results: We involved service users at strategic, site and local level. We also added additional strategic level forums (Task and Finish Groups and Writing Days) where we included service users. Service user involvement varied in frequency and type across meetings, research stages and locations but stabilised and increased as the trial progressed.Conclusion: Involving service users in the SAFER 2 trial showed how it is feasible and achievable for patients, carers and potential patients sharing the demographic characteristics of our study population to collaborate in a multi-centre trial at the level which suited their health, location, skills and expertise. A standard model of involvement can be tailored by adopting a flexible approach to take account of the context and complexities of a multi-site trial.Trial Registration: Current Controlled Trials ISRCTN60481756. Registered: 13 March 2009. [ABSTRACT FROM AUTHOR]

Purpose – Making Safeguarding Personal (MSP) is a national programme to increase the involvement of adults at risk in the adult safeguarding process. The paper aims to discuss this issue. Design/methodology/approach – The implementation of MSP in the London Borough of Sutton involved three areas of analysis: a quantitative analysis of 47 safeguarding cases in which adults at risk were asked what they wanted the safeguarding intervention to achieve and whether or not these outcomes had been achieved; qualitative analysis of the service users’ experience of the safeguarding process using focus groups led by creative arts therapists; and interviews with social workers, team managers and administrators on their experience of the implementation of MSP. Findings – In 81 per cent of safeguarding cases, outcomes were achieved satisfactorily. The focus groups identified the importance of freedom of movement, freedom of association, being listened to and regular communication with a consistent person. The practitioner interviews identified themes of increased efficiency, increased effectiveness, empowerment; the transformation of relationships and the practice of new skills. Research limitations/implications – This research shows that focus groups led by therapists can be used to explore safety and safeguarding and supports the effectiveness of MSP in achieving person-centred outcomes. No baselines or control groups were used, so the extent of effectiveness is difficult to determine. The sample size is relatively small, so results may not be generalised. Practical implications – A number of learning points for practice are identified including how to chair and where to hold safeguarding meetings and changes to practice required to implement MSP. Originality/value – This is the first research into MSP using art, drama and music therapists to explore the experiences and view of adults at risk of safety and safeguarding. [ABSTRACT FROM AUTHOR]

Background Involving service users in research can be an effective way of improving the practicalities and acceptability of interventions for target end users. Objectives The current paper presented two consensus methods, not commonly used in consultation with service users, to develop a peer support intervention for family carers of people with dementia ( SHIELD Carer Supporter Programme). Design Study 1 was a modified Delphi process combined with a consensus conference to explore details of the intervention from the carer and volunteer perspective. Study 2 was an anonymous reader consultation to develop informed consent documents for the intervention trial. Median scores were used to measure and establish consensus. Open-ended responses were thematically analysed. Setting and participants Study 1: twenty-five delegates participated (eight were current/former carers) in the first round Delphi questionnaire, with 21 attending the conference. Five completed the Round 2 questionnaire. Study 2: six family carers and 11 people with dementia took part in the consultation. Results Study 1: the role of the peer supporters was developed in terms of relational and practical aspects of the intervention. Study 2: changes were made to the documents, reflecting service user input, but the effectiveness of this less discursive type of service user involvement was unclear. Discussion and conclusions Study 1 methods allowed for service users to contribute significantly and meaningfully, but maybe limiting some design innovation. Study 2 took a more traditional and less collaborative approach. This has implications for balancing the needs of the research with meaningful service user involvement in research. [ABSTRACT FROM AUTHOR]

As part of a course on changing attitudes developed by KREM, a Norwegian service user organization, narratives are used to explore and understand identity formation. The process is based on the role of shame in the lives of those whose life experiences lead to a reliance on government social benefits to sustain themselves. Shame is identified as an obstacle that affects everyday life and undermines one's capacity to take actions that can lead to and support self-sufficiency. Exploring oneself through the construction of the fairy tale can provide service users with a renewed sense of empowerment. Using identity formation and the concept of shame as the conceptual framework, this analysis focuses on the use of narratives to construct and interpret stories. It concludes with both practice and research implications of using narratives to acquire an understanding and sensitivity to service user perspectives. [ABSTRACT FROM AUTHOR]