Evaluation of the Solihull Approach in Kent: drawing conclusions from the data

Project report


Hassett, A. 2015. Evaluation of the Solihull Approach in Kent: drawing conclusions from the data.
AuthorsHassett, A.
TypeProject report
Abstract

• The Solihull Approach is both a theoretical framework and a comprehensive resource pack developed by practitioners for practitioners. It is designed to be used as a brief intervention and is supported by a comprehensive resource pack which contains evidence based information for practitioner, carers and young people. This framework has been rolled out across Kent county. Data from various sources has been collected over several years and has been summarised to offer some comment on the efficacy of the training.
• Using a training evaluation framework developed by Kirkpatrick (1998) various levels of impact were assessed including participant views of the training, perceptions of change in their behaviour and impact on outcomes for children and families.
• The course feedback shows a high level of satisfaction with the training in terms of content, framework and delivery. A survey of participants 1 year after the courses revealed that over 90% were using the skills, making use of the resources and felt more confident. However 40% were experiencing difficulties in accessing the practice development sessions.
• An evaluation of outcomes for children and families was undertaken using pre- and post work assessment measures. Despite the challenges encountered using measures in a frontline setting the data does suggest that there were positive outcomes for those children and their families who worked with a Solihull Approach trained practitioner. The Strengths and Difficulties Questionnaire both Parent and Child versions indicated that there were significant differences. The BAI also indicated that parent’s anxiety levels had improved. It is important to bear in mind that these are only indicative as the number of participants was small.
• Parent interviews also indicate that based on their descriptions of what was helpful practitioners were making use of the model.
• Data from 2 qualitative research studies indicates the positive impact of the training. A mix methods study exploring and evaluating frontline education practitioners’ experiences of The School Years Solihull Approach training within a multi-agency context revealed that the training has the potential to facilitate multi-agency working and enhance training practices within universal children’s service more generally. The second study looked at the experiences of Solihull Approach trained school and community nurses, in use the Solihull Approach in their school drop-in sessions. The study also explored the experiences of pupils who have attended drop-ins with Solihull Approach trained nurses. This study revealed that participants were using the framework and that young people found these drop-ins useful.
• Taking the data as a whole it would appear that the Solihull Approach training is having both a positive impact on the practitioners being trained as well as on the young people and families they are working with.

Year2015
Output statusUnpublished
Publication process dates
Deposited08 Dec 2016
AcceptedDec 2015
Accepted author manuscript
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