Suchergebnisse

Intro -- What Works in Reducing Inequalities in Child Health? -- Contents -- Tables and figures -- Figures -- Tables -- Acknowledgements -- Foreword -- Preface -- 1. Introduction -- Inequalities and health -- What are the causes of the causes of ill health and inequalities in health? -- What do health inequalities mean for children? -- Why do inequalities matter? -- Poverty, inequality and the NHS -- Death and disease in childhood -- Policy reports and the importance of prevention -- What works? -- Research, policy and practice -- And when there is no evidence? -- 2. What kinds of studies help us understand what works? -- The challenge of evaluation at a local level -- Does it work? How can we design and deliver effective services? -- Systematic reviews -- The contribution of different research designs -- An assets-based approach drawing on lay and scientific evidence -- What doesn't work? -- Making it work -- 3. What works in early life? Infancy and the pre-school period -- Death in and before the first year -- What works in making a difference? -- Cost-effectiveness and early intervention -- An intervention not to be tried at home -- 4. What works in childhood and adolescence? -- What are the problems? -- What are some of the solutions? -- Education -- Disabled children and their families -- Adolescence -- Teenage pregnancy -- Young smokers -- Mental health and substance abuse -- Tackling obesity in children and young people -- What may not help -- 5. What works in keeping children safe? -- Background -- What doesn't work? -- What works in making a difference? -- Drawing on children and parents' safe-keeping strategies - or what are people doing right? -- Child safety and local authorities which consult parents and children -- Child protection (non-accidental injury) -- 6. What works for vulnerable groups? -- General health and immunisation.

This article describes the background to the What Works initiative launched by Barnardo's in the early 1990s, with a focus on the What Works for Children series of reports published from 1995 onwards. The author describes the intellectual and social context of the initiative, the approach taken, and some of the barriers to and levers for the adoption of research in practice are identified. The article describes more briefly the ways in which those in the Research and Development (R&D) team at Barnardo's worked towards knowledge transfer, both inside and outside the organisation. The article concludes with reflections on the impact of Barnardo's initiatives, the journey still to be travelled to strengthen the knowledge base of those providing services to children in education, health and social work, and the need for further work both to strengthen the evidence base and to increase synergies between research, policy and practice.

In September 2004, the publication of a National Service Framework (NSF) for children set standards for what children and their families, young people, and expectant mothers can expect from the National Health Service. This article describes some of what the NSF includes, and why it is important.