Values-based child and adolescent mental health services?

Recommendations on evaluating community based psychosocial programmes

“…This is not to say that attempts should not be made to come to terms with each of the variables, but it does plainly lead to the conclusion that we cannot and should not ignore science in endeavouring to intervene in a humanitarian manner and, vice versa, that we cannot ignore values in conducting scienti¢c research. Science and research are not and cannot be value free (Fulford & Williams, 2003;Williams & Fulford, 2007).…”

“…The last of the rights related recommendations deals with the important matter of directly involving the users of psychosocial programmes in designing and conducting evaluations. The central position of listening and language are reminiscent of Hare's approach to philosophy and philosophical method that arises in value-based practice (Hare, 1952;Fulford & Williams, 2003). 6.…”

Evidence into practice: the culture and context of modern professionalism in psychiatry

“…Both of these forces move service design in the same direction yet they are also in tension with each other. At the same time, there are pressures to broaden what we include within the definition of 'evidence' -hence, the publication of our Editorial Review, last year, on values-based practice in child and adolescent mental health services [4]. All the while, it is clear that there are continuing shifts in the capabilities and capacities of the workforce and the systems of provision within which professionals work.…”

“…In 2000, I explored the role of research evidence in translating policy into effective child and adolescent mental health services. Last year, Bill Fulford and I published an editorial review that introduced the concept of values-based practice in child and adolescent mental healthcare, and I have proposed its equivalent in policy development [4,5]. I explore, in a forthcoming chapter, some of the properties of evidence-based and values-based policy and draw parallels with evidencebased practice and values-based practice [5].…”

“….useful when parents, an adolescent, and the treating physician are considering treatment decisions or diagnostic dilemmas'. He claims that evidence-based dialogues can strengthen the alliance with parents by adding transparency, promoting shared decision-making, creating realistic expectations, and containing disagreements and building consensus (though very often, in my view, these differences are related to values diversity[4] and call for values-based practice, too).Thus, if we bring together the approaches of the Health Development Agency with the views of Hamilton, on evidence-based thinking, and Fulford and Williams, on the importance of twin tracking evidence-based and values-based practice, the process of taking evidence into practice has a series of linked stages in which the signals for evidence are understood, communicated, and combined with awareness of the impacts of diversity of values, needs and preferences in individualizing heathcare decisions.…”