May 2011

Free Occasional Newsletter Project News |CAMHS Press | Latest Events | Interview of the month | CORC Corner |

MASTERCLASS ReportWe have now completed the first series of DH funded Masterclasses on ‘Local Evaluation in CAMHS’, ‘Children and Young People’s Involve-ment and User Participation’ and ‘Developing Evidence Based and Outcomes Informed Practice in CAMHS’. Series one of the Master Classes was well attended, with 472 front-line practitioners participating across the four locations: Bristol, Durham, Manchester and London.

With ‘journey’ season in full swing at the EBPU don’t miss the next step. Not only have we been working

hard on creating new resource material for young people accessing services called ‘My Journey,’ involving extensive national consultation with CAMHS practitioners, young service users, academics and graphic designers but we have also been working hard to develop one new website: www.choosing.org.uk which launched in April. Please have a look and let us know what you think ebpu@annafreud.org

EBPU has been going through an exciting shift between projects, some finishing and some just starting and we

have seen stimulating and rewarding interest in the EBPU Masterclass that is now celebrating the end of a successful first year.

In March, the leading team of EBPU experts, joined by colleagues from

Young Minds and CORC, went on an information gathering visit to the east coast of the US to meet academics and practitioners from various institutions including Yale, but we will know more about it in the next newsletter. Stay tuned.

Slavi

continued on page 2

BREAKING NE WS

The collaboration between EBPU and Young Minds have successfully secured 3 years (2011-14) Department of Health Funding

(£90,000) for Developing Informed Choice in Child Mental Health Services.

A portrait of a researcher in the

field of Mental Health

Jessica Deighton, Research fellow at EBPU and the

deputy director of the unit

Save up by ordering free copy for your

classrooms year 4-6 and year 7-11

Your FON can be downloaded from www.ucl.ac.uk/clinical-psychology/EBPU

ISSUE No. 4 May 2011

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May 2011

We were very pleased with overall delegate feedback for the first series of Masterclasses, with 94% of the returned feedback forms (235 out of 250) rating the classes as excellent or good. There were a number of requests from delegates (especially following the evidence base and outcomes informed practice module) for future Master Classes to include an element of advanced training for those who have already attended earlier classes. Addi-tional comments indicate that the inter-active sessions were very well received. Based on delegate feedback themes, we have refined aspects of content and format for next year’s Master Class programme. This includes incorporating advanced classes into the ‘user participa-tion’ and ‘evidence based and outcomes informed practice’ modules and devel-oping a module on quality improvement in CAMHS.

For all Master Classes in series 1, Bristol and Durham were less well attended than Manchester and London, and London in particular was oversub-scribed. We have changed the locations for next year’s Master Classes in light of this. Series 2 of the Masterclasses will now be held in Manchester, London and Peterborough only, with advanced classes being hosted onsite at the Anna Freud Centre in London.

Series 2 of the Masterclasses will kick off from September 2011 with Quality Im-provement event in London

If you would like to be one of the first to hear more, you can subscribe to the EBPU mailing list at the following link: www.surveymonkey.com/s/EBPUMailingList

We look forward to seeing you soon!

PROJECT NEWS

EBPU Projects Summery

CPRU- Child Policy Research Unit - Policy Research Unit for Children young people and Families (2011- 2016)

This unit, led by professor Terence Stephenson, Royal College of Paedi-atrics and Child Health, is commis-sioned by Department of Health and launched in January 2011. Its role is to provide advice to policy makers to help ensure evidence based policy making in relation to child health generally. The EBPU leads the mental health strand of work within this unit.

Increasing Access Psychological Therapy IAPT (2011-)

The EBPU is part of the expert reference group for the IAPT initiative and Miranda has been asked to lead the group looking at best means of evalua-tion and data collection for this imitative

Closing the Gap (2010-2012)

Commissioned by The Health Foun-dation this joint initiative with CORC and Young Minds seeks to empower children, young people and their families to make informed choices and become active partners in their treatment. Services are invited to bid to take part in this initiative – closing date 13th June 2011.

Currency development (2011)

A collaboration with our colleagues at the Institute of Psychiatry, we worked on evaluating tools developed for currency allocation within London pilot sites as part of the Payment By Results project. This work was commissioned by the Payment by Results in CAMHS Project Board

Masterclasses (2010-2013)

CAMHS EBPU has funding from the Department of Health to run a series of master classes aimed at developing the skills of practitioners and managers in terms of undertaking meaning-ful quality improvement in CAMHS, outcomes informed and evidence

TAMHS – Targeted Mental Health in Schools (2008-11)

TAMHS research project commissioned by DCSF (now DfE) explores the impact of a government initiative to improve mental health in schools and examines the ways schools try to help children when they feel sad, worried or troubled. All data are now collected and analyses are underway.

based outcomes and ensuring appropri-ate user participation.

CODE – Child Outcomes Data Explained (2009-2012)

Commissioned by the Department of Health, this project is being undertaken by CAMHS EBPU in consultation with CORC and aims to create nationally ac-cessible web and paper based tools that will help practitioners, commissioners, children and young people to make real use of a range of outcome data in a meaningful way

MASTERCLASS Reportcontinues from page 1

CODE EVENT Report As part of the process of developing materials, a consultation event took place on the 17th March. The event was attended by around 35 people coming from a broad range of services and pro-fessions, as well as a few young people. The feedback provided on the materials being developed was very useful and is being considered with regards to what the next step is for the booklets etc. In particular, this event provided the first glimpses of the “My Journey” booklet and the feedback on this from a range of different viewpoints will be important in the development of this resource. For anyone who could not make the event (or even those who did!) the PowerPoint

presentation used at this event is now available on the CAMHS EBPU webpage

http://www.ucl.ac.uk/clinical-psychology/EBPU/presentations/presentations.php

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May 2011

INTERVIEW OF THE MONTH

A Portrait Of A Researcher In The Field Of Mental HealthJessica Deighton, Research Fellow

at CAMHS EBPU and the Deputy Director of the Unit

On 10th of March 2011, I met with Jessica in order to ask her few questions about the research she does for EBPU. As always, her

friendly disposition and open approach to people and activities made for an enjoyable conversation, and helped me appreciate even more essential qualities of people working in the field of mental health that are not always included in the job description.

It’ll be three years in May since I started at the EBPU. I pretty much came straight from my PhD, which I did in Cardiff. I was looking at the impact of family conflict on chil-dren’s well being and, therefore, how they adapted to school and their academic attainment, with my research based in south Wales schools. It slotted in nicely to the TAMHS project at the EBPU [TaMHS stands for Targeted Mental Health in Schools].

How would you describe the relationship between research and mental health practice and how they work together?

It’s probably the same with a lot of things once you come to understand them more, but, for me, particularly with mental health, it’s really impor-tant that the research makes sense to the people doing the practice. Because it’s quite a hard concept to pin down in terms of different perspectives, on whether we should adhere to a medi-cal model, whether there are actually categories of mental illness or sliding scales of well being to maladjusted be-haviour. Mental health is not an easy thing to measure because it relies on people’s perspectives, it’s not like tak-ing somebody’s temperature; it’s much more elusive. So, trying to pin down the research in any sort of conclusive way can be quite hard. But, I think, all the more reason to spend time think-ing about that and what that means. Some of the things that make it difficult are some of the things that make it re-ally interesting. If the mental health of a child is different for the parent thinking about that child, than it is for the child thinking about themselves, than it is for a clinician who sees that child, then you

may ask, why is that? And how does that work? And given that we know that, how can we make sense of out-come information? And how can we use that information in a useful way to help children who have difficulties? So I think there are theoretical issues and there are also practicalities, and there is a danger that research can become very ivory tower, high brow. That’s all very well, but unless it’s going to actu-ally be useful for the people who can take it and do something with it, as far as I see it, it’s not achieving the aims it should be achieving.

If I understand, you not only put your efforts into understanding various strands in mental health and research, but also into how to adapt it for the people who will use the research. What do you find most difficult?

Partly it’s the difference in perceptions people have of the others involved. There are lots of very experienced, very skilled professionals who come from very different contexts, so it’s trying to get a sort of communication between these people, with some kind of com-mon goals, or common understand-ing we can get out of things. I think, as researchers, we can slip into a kind of attitude which is, ‘we’ve done this wonderful research and we know how it really is if only we could tell the peo-ple who don’t understand what we’ve written.’ And that’s not how it is. It’s not just a case of running some research,

writing a paper and then translating that into language that other types of professionals will understand. There are all sorts of things that might mean that research is not as useful as it could’ve been for the people who might be able to use it. It’s about keeping those peo-ple in mind from the start and consult-ing with them or working closely with them to find out what are the practical obstacles that can make this kind of theoretical piece of research applicable or not applicable? It’s not a difficulty as such. But it’s just about remember-ing that you have pieces of knowledge shared by lots of people and not get-ting carried away with the feeling that you’ve got the absolute answers to eve-rything.

How do you, as the one who is doing this research, and collecting the data, keep the child in mind? They are the ones who are on the receiving end.

Although what you’re presenting are the child’s views, in a way, especially where there’s self-report data, some-times you can feel like you’ve ticked that box because you’ve got them to fill in a questionnaire. It’s not quite the same as having their views in a very full way.

So, in terms of the research, I think we’ve always tried to be able to incorporate that into the design, by using more qualitative components where we’ve asked the children to convey what they want to convey to us, in their own

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Schools had feedback every year on how their school is doing. So they

get an idea of whether their school climate scores are particularly better, for example, then others in their local authority. But also they get that every year so providing that they’ve made sure that the same kids take part every year, they should have a sense of the project’s impact. They may see that behavioural and emotional difficulties are reducing over time.

words. So with the TAMHS project, for example, we went into classrooms and asked them all sorts of questions about what was available in their schools. And they created posters for us to say what was around, and if children were upset what would they do and what could the school do for them. And that’s part of it, but I think that the part that’s been re-ally useful for me and I’m sure for oth-ers, has been the Young People’s Think Tank. I never really appreciated how hard a task it was until we started do-ing the Help4Pupils materials, to try and use language that you imagine chil-dren will understand, that they would actually accept and not find awkward or patronising. So having a group of young people who can say, “well we don’t use that word”, “we wouldn’t like it if it looked this, but we would like it if it looked like that”. All those things that allow us to give that group a voice, but also help young people feel that we’re trying to give things to them and the research is not just about our status or circulating things to experts or govern-ment departments. Its about giving things back to young people as well. I think it’s a model that might have start-ed with ‘Choosing’, with the idea that we have things that we will feed back to children and that at every level we try and give something useful back again. So I’d like to think that that’s where we consider children. It’s just a case of each time a new project starts to try to think about, what can we do and how can we include young people and not margin-alise them.

What projects are you involved with now?

The main project that I’m working on is the Child Policy Research Unit, which is for the Department of Health. This is just starting up and it’s got two strands at the moment, one of which is looking at outcomes for children with conduct problems whose parents have received parenting training and whether chil-dren are differentially susceptible to in-tervention basically. That’s the idea but we’ll be using existing datasets which I haven’t actually seen yet. That particu-lar project with the policy unit is two years. But the whole policy unit runs for 5 years.

The other side is looking at things which overlap with other projects at the moment but it’s to do with model-ling outcome data. It could be model-ling the kind of data that CORC has,

and finding useful ways of doing that. What are the best measures to do that with? What statistical analysis would be most robust to underpin that kind of thing? And what ways of presenting those statistics would be useful? But it would also be looking at measures that are taken session by session, with chil-dren seeing services and how we model those kinds of data. So it’s quite statisti-cal. A question that’s central to the unit is how can we use routine outcome data and how can we make it usable? Do people improve when they use it? How can people learn from it? How can it be used with children? But this is much more about the statistical side of it, the modelling side of it really. So that’s one project. TAMHS which is com-ing to a close really, but given we’ve just had the last year of data, we’ll be running most of the analysis in the next four months.

Tell me more about TAMHS. It was a few years of work and valuable experi-ences. So, what’s the first thing which comes to mind when you think about TAMHS?

I suppose that the thing that I’ve really enjoyed about it, and the thing I probably most as-sociate with it, is the group of people that have worked on it. That has been a real eye opener

for me, coming from an academic in-stitution where we worked as a small group and very independently from each other. While this has been a wide collaboration of professionals, primarily academics, but with people from an ed-ucational background, psychiatry, work on early years settings, educational psy-chology. It’s just been a rich experience to listen to all the conversations that have happened. But also it’s taught me that no-one can be an expert on eve-rything. It was a nice environment for people to ask questions within because we had the statistical expert, qualitative expert, expert on education, expert on mental health problems, and so on. It’s

just been a really nice mix, which feels like cross fertilisation, and I include the research team here in that as well. There have been some really enthusiastic team members. Watching people grow in their skills and take the lead on things has been really nice. But in terms of the actual project itself, I think it’s been real-ly interesting to watch something from its conception to how it’s played out across the country. People who have had to conceive of this project, develop a model, have to employ a team and make it work. Just looking at the differ-ent solutions people have come up with to the same kinds of questions is really interesting.

What area of UK is covered by TAMHS?

It’s the whole of England. I think there are now 152 local authorities in Eng-land, and we covered 98 with the evaluation. We covered urban and ru-ral areas. There’s a real variety in there and I imagine the reason why they’ve come up with such different models. But also, you get a sense of how differ-ent the CAMHS and schools support work in different areas and it’s partly down to geographical region and the demographic mix. The research itself has been an eye opener, given this was a nationally driven evaluation, schools have been quite willing to take part and quite keen to ring us and ask us about their feedback. It’s been quite nice to be able to meet with people in different regions. It’s been quite well set up to be able to network.

Schools had feedback every year on how their school is doing. Schools get information on the levels of emotional

EBPU FON/5

May 2011

and behavioural difficulties and school climate in their school compared to their local area and the national figures. So they get an idea of whether their school climate scores are particularly better, for example, then others in their local authority. But also they get that every year so providing that they’ve made sure that the same kids take part every year, they should have a sense of, hopefully if the project has had an impact. They may see that behavioural and emotional difficulties are reducing over time. In some areas that might not be the case but there may be all sorts of reasons why those figures change. We have tried to give them some guidance on what their feedback might mean and what kind of cautions they might want to bear in mind when they’re in-terpreting the feedback.

So every year you were in touch with them and giving them instructions?

Yes, we had the task, that the research team have diligently done every year, of ringing schools up and reminding them of evaluation timescales, and the indi-vidual surveys. And then at the end of that period while they get a break over Christmas, we’d match the data and we’d feedback to them by February half term.

What else do you offer as part of the TAMHS project?

We also offer TAMHS Schools free pdfs of the EBPU help4pupils materials on a first come, first served basis.

That is something, not like youve just reported to authorities like the government or the Depart-ment for Education. So, how are you feeling now that you will be finalising this project?

I think it’ll be strange. Certainly in terms of the team here, it’ll be a real wrench. But actually, they’re moving onto excit-ing things. At the moment they’re all applying for some sort of post graduate study or doctorate courses. So it’s re-ally nice to see people moving on. But I think I’m going to feel a bit bereft when I see the TAMHS room empty. And in terms of the wider research group too. But the hope is that, because it’s an area that brought a lot people’s interests to-gether, they’re the kind of people we could collaborate with again in the fu-ture and, in fact, people are linking in on new things already. So hopefully it’s not completely the end of that. But the important thing is to focus on publica-tions and to making sure we do justice

to this project and let people know what we have found. It’s one thing to report to schools and to the govern-ment. It’s different thing to give the messages in terms of what have we learnt about prevalence rates now? What can we do with this measure that we’ve developed? How can we add to our understanding and the evidence base, in terms of what we know and

what we’ve learnt through the project.

Now you’ve been working for three years at EBPU, and managing exciting projects. What are your impressions of EBPU? What is unique about this unit? And how do you see it developing in the future, from a researcher perspective?

When I was doing my PhD, I always felt this was the kind of thing I really wanted to be doing. But I didn’t know if it existed. I love the research and I can become very data focused given half an opportunity. But what I always want to do is use that in a way that is as useful and as meaningful as it could be. In other words, it’s important for me to absolutely be in the interface between research and practice. It’s so that both academics and the people practising understand each other more and so that you can both bring knowledge together, to make more meaningful, more sensible research and a collec-tive knowledge that moves things for-ward. I think that is what EBPU does. There are lots of people who will say

that they are committed to finding an application for their research and there will be many people who say they try to look to evidence for their practice. But I think actually achieving a true bal-ance between research and practice is not easily achieved and its something that EBPU absolutely does. And I think in that way it’s fairly unique. And in a way acts as a sort of a translation serv-

ice between sort of the academics and the practitioners but also becomes very much involved in those two worlds as well and I think in the future I would absolutely want it to still be doing that, to keep the balance between research and practice and be aware that there are pitfalls and benefits and learn-ing from both of those. At the moment it feels like an explosion of interest in things like routine outcome data and it would be really nice for us to be able to share some of our learning so far, but also to push ourselves for-ward in terms of what we can do, what can

find out and what we can feedback to people and how we can link into what other people are exploring.

Where do you see your research developing now? You’ve been researching into one particular area of education and mental health. In which direc-tion do you think you will be moving now? Do you have any preferences or interests?

Well I think I’ve certainly got key pri-orities for me and some of them are around the publications that feed things back to the academic field. Be-cause I feel that’s the one bit we really need to focus on at the moment. Hav-ing gone to a conference the other day and listening to Sir Ian Kennedy talking about how we need to consider chil-dren’s services much more holistically. So instead of separating child health and child mental health and education and divide a child into sections like that, we’ve got to think much more about how those things interact and trying to bring integrated services together. And I think that’s an area that fits my inter-

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Welcome to Andy

CAMHS EBPU is pleased to welcome Andy Fugard as the new Data Analyst for the unit. Andy will be formally joining us later in the year from the University of Salzburg, Austria, where he is Post Doctoral Research Fellow. Andy completed his PhD in Psychology and Neuroinformatics at the University of Edinburgh and adds yet another dimension to the team here. We all wish him a warm welcome and look forward to working with him in the near future.

STAFF and other NEWS

Draw More

One of Slavi Savic’s abstract drawings “Moonlight on my street” has been selected for the Rootstein Hopkins Foundation Drawing Exhibition. The exhibition will be held at the Morely Gallery in Waterloo from 11 May to 11 June 2011.

Hot tip

If you would like to have some free

advertising, put your web address at the

bottom of your email signature.

Visits to our website have risen greatly since we tried this simple technique.

‘Child Outcomes Data Explained’ (CODE) event “Straight from the Drawing Board” provided the first glimpses of the “My Journey” booklet and the feedback on this from a range of different viewpoints.

ests of the cross over between the men-tal health and the academic. But it also fundamentally seems important to not fragment support for children. Looking at research that views the child not as either mentally ill or mentally well or either having a mental health problem or an academic attainment problem or a health problem of some other kind. Instead thinking of that child in terms of how they’re doing on the whole and how do those things relate to one an-other and what’s the best way to sup-port them across all these contexts in a joined up way.

As an academic and researcher, who in your field inspires you?

I went to my first conference in Atlanta, quite early in my PhD. I was presenting a poster and there’s a researcher in the States called Dante Cicchetti who I’d read lots of papers by, on a vast range of things – on risk and resilience and other such things. I met him at the conference and was just completely awestruck. He was incredibly enthusiastic to meet me and I thought he must meet 101 PhD students every day at every conference he goes to. But he managed to really in-stil an enthusiasm in me by saying “Well you be fantastic, be the best you can be” and really emphatically shaking my hand. And I have to say it really stayed with me and it sounds ridiculous, but actually just having somebody who’s editor of various journals and really well thought of, actually taking the time to tell you to do your best was really fan-tastic. I went away thinking well OK I will!

Also, those in the research group for the TaMHS evaluation have been really im-pressive and I have learnt some really valuable lessons from them. It’s made me think that being an impressive aca-demic is not about always coming up with the very best ideas first time, it’s more about putting ideas out there and also being open to other’s views and expertise. So the idea of not being self conscious and just really actively brain-storming and then if something doesn’t work out fine, next idea, next course of action and for me that was a real eye opener. Some of the best ideas in those meetings have been a real team effort.

And it goes without saying I’m learning an awful lot from Miranda in the three years I’ve been here. Seeing how she gets enthused by something and man-ages to keep the momentum of it to

turn it into something concrete I think is a real gift I’ve not seen in many people and I’m trying to capture that to be able to do it myself and I hope I’m achieving it.

The other thing that’s nice, that’s grow-ing in EBPU is the mix of people now. So we have different expertise. I think it started from a position of having CORC at the base, and sort of being the most solid project and that’s probably still the case in a way that it’s an ongoing programme. But now we have people like Jasmine who comes from a quality improvement background and a very different health setting, people like Eren with a very strong statistical back-ground and a whole range of others that I won’t try and mention or I’ll get in trouble by missing somebody out. But I think that having not just a network of people to link in as research groups on projects but having that in house and you with your graphics and I think, it’s enriching to have that kind of mix of people. ■

EBPU FON/7

May 2011

The CAMHS Outcomes Research Con-sortium (CORC) is a learning collabora-tion between CAMHS providers across the UK with the aim of instituting effective and routine use of outcome measures in work with children. The CORC collaboration includes over half of all CAMHS services in England, with members also in Scotland, Wales, and Scandinavia. There are now over 70 col-laborating services within the consor-tium.

CORC works very closely with CAMHS EBPU and is collaborating with EBPU on several projects including CODE and Closing the Gap.

Recent News:

CORC are currently interviewing for a new Data Assistant and a new Research Assistant Psychologist to join the central team.

CORC has also just introduced a new logo for their members to use, and so we look forward to seeing more of CORC in the future.

The latest CORC Forum took place on the 4th April with the theme of ‘Col-

CORC CORNER

Prepared and designed by Slavi Savic; assisted by Thomas Booker; If you want to comment or to give feedback please email Slavica.Savic@annafreud.org; If you would like to be on the mailing list please email ebpu@annafreud.org; All other information can be found on our website: www.ucl.ac.uk/clinical-psychology/EBPU/

We are pleased to offer you the opportunity to attend First CORC International Confer-ence on Transforming Practice Through Outcomes, Learning from US and UK Experience, held in London on 11 July 2011

This is a unique opportunity to hear US experts Professor Leonard Bickman and Profes-sor John Weisz and UK experts Professor Peter Fonagy and Dr Miranda Wolpert on Mental Health and Outcome Research.

The conference is open to all. If

laborating to Improve Quality Through Outcomes’. The forum was well attended with around 50 members taking part. The next CORC Forum will taking place in November with more details to follow later in the year.

For more information on CORC, you can visit their website at: www.corc.uk.net

you are CORC member you are welcome to reg-ister free of charge (5 members per grouping).

If you are not a CORC member you are also wel-come to register for this conference and will be charged conference registration fee of £150.

ADOPT A BOOK

Recycling doesn’t have to be boring

This is an interesting initiative already tried successfully on a national and local basis and now organised for those in EBPU or very close by.

Initially we asked for you to give us the titles of 2 books that you have and like and were willing to give up for adoption by a col-league in the EBPU. We can now offer you the following titles which will be given on first come first serve bases to those who email ebpu@annafreud.org

Titles:

The Curious Incident of the Dog in the Nighttime -Mark Haddon

Eastern ApproachesFitzroy Maclean

For Whom the Bell Tolls -Ernest Hemingway

The Girl with the Dragon TattooStieg Larsson

Half of a Yellow Sun -Chimamanda Ngozi Adichie

One Day -David Nicholls

The Power BookJeanette Winterson

The Prince of Mist -Carlos Ruiz ZafónStuart: A Life Backwards -Alexander Masters

The Time Traveller’s Wife -Audrey Niffenegger

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May 2011

I Gotta Feeling, Top tips For Feeling Good, 2011 (Aimed at primary school children).

This booklet has been de-signed by Help4Pupils to help children when they are feeling sad, worried or trou-bled. It is full of fun simple tips on what to do to im-prove their mood and main-tain emotional wellbeing.

We have 2500 copies availa-ble free of charge (maximum of 30 per school/organisa-tion). Once these free copies have gone, we charge £25 per 30 booklets including P&P (orders must be in mul-tiples of 30 i.e. 30, 60, 90 etc.)

CAMHS Press

CAMHS PRESS is the publishing arm of CAMHS EBPU and is responsible for publishing booklets aimed at children,

young people, and parents, as well as information and re-sources for professionals. Our two most recent publications (“How to Get up and Go when you’re feeling low” and “I gotta feeling: Top Tips for Feeling Good”) have been devel-oped as part of the Help4Pupils project and are designed to help children when they are feeling sad, worried or troubled. The next booklet we are currently planning to produce is “My Journey”, the earliest version of which was reviewed at the recent CODE event. The booklets currently available are listed below

Booklets for Children:

How to Get Up and Go when you’re feeling low, Top tips for feeling good, 2011 (Aimed at secondary school pupils)

This booklet has been de-signed by Help4Pupils to help children when they are feeling sad, worried or trou-

bled. It is full of fun simple tips on what to do to im-prove their mood and main-tain emotional wellbeing.

We have 2500 copies availa-ble free of charge (maximum of 30 per school/organisa-tion). Once these free copies have gone, we charge £25 per 30 booklets including P&P (orders must be in mul-tiples of 30 i.e. 30, 60, 90 etc.)

Choosing What’s Best For You, What Scientists have found helps children and young people who are sad, worried or troubled, 2007

A booklet that explains the latest research in this area to children and families to help them make treatment choic-es. More than 25,000 copies have so far been distributed across the UK and beyond. The booklet is currently be-ing translated into Swedish

Up to five booklets free. For more than 5 copies, orders must be in multiples of 50 (i.e. 50,100,150 etc.) £60 for every 50 copies

Booklets for Professionals:

A Mental Health Care Pathway for children and young people with learn-ing disabilities. A resource pack for service planners and practitioners 2007

A resource pack for services to help them become more accessible to children with learning disabilities.

Up to five booklets for free

Drawing on the Evidence. Advice for mental health professionals working with children and adoles-cents 2002

A booklet that explains the latest research in this area to busy practitioners to help them make appropriate treatment choices. 10,000 copies have now been dis-tributed across the UK and beyond.

Up to five booklets for free. Please also note that we have a very limited supply of these left.

Knowing Where to Look How to find the evidence you need. Psychological health, emotional wellbe-ing and mental health in children and young people 2008

A booklet to help you find, analyse and use information to develop and deliver serv-ices to support the emotion-al, psychological and mental health needs of children and young people. Authored by Paula Lavis and published in partnership with Young-Minds and the Department for Children, Schools & Fami-lies.

Up to five booklets for free. Please also note that we have a very limited supply of these left.

How to order:All of our booklets are freely available as PDFs on our website. Alternatively, booklets can be ordered directly by sending an email to ebpu@annafreud.org. You must include the following details when ordering:• Title of the booklet• Number of copies (see the details about

suggested quantities)• Name and address of person to invoice (only if

the booklets are not free)• Name and address to send the booklets toPLEASE NOTE: Booklets will not be posted until payment has been made.