Dates: 2005-2006
Funding organisation: Higher Education Academy Subject Centre for Social Work and Social Policy (SWAP)
Researchers: Suzy Braye, Michael Preston-Shoot, Amanda Thorpe

Project summary
This project explored the processes and outcomes of social work students' learning about the law while on practice placement. It brought together in a series of workshops educators, practice teachers, managers, students, service users and carers to explore law learning in practice, drawing upon the methodology of 'user reviews' in education research. Previous work on law in social work education by two of the researchers had identified that law often had a low profile in student placements, and that more needed to be done to maximise the benefit of learning about law in practice. This project therefore:

a) reviewed and clarified law-related learning opportunities in student placement

b) built knowledge and understanding of the learning processes that occur in relation to law in practice

c) reviewed the barriers to students' law learning on placement, and ways of overcoming these

d) developed resources for use by practice teachers and others in promoting students' law learning.

Publications

• Braye, S., Preston-Shoot, M. and Thorpe, A. (2006) Social Work Law in Practice: A Research Project to Explore Social Work Students' Law Learning on Practice Placement. Southampton : Higher Education Academy SWAP
• Braye, S., Preston-Shoot, M. and Thorpe, A. (2007) 'Beyond the classroom: law learning in practice'. Journal of Social Work, 7, (3), 322-340

Dates: 2005-2006
Funding organisation: Social Care Institute for Excellence (SCIE)
Researchers: Suzy Braye, Michael Preston-Shoot

Project summary
This project was a development from the Knowledge Review on learning, teaching and assessment of law in social work education. It:

• reviewed and summarised the key messages from the knowledge review, bringing to the attention of wide audience the findings of both the international research review and the UK practice survey
• provided examples of innovatory, exemplary or cutting-edge practice in law teaching for social work students, offering ideas that can be built upon by others in their future practice
• summarised how knowledge, skills and values can be organised in education practice to ensure that students have:
  * good technical understanding of the law and the ability to apply it to situations encountered in practice
  * sound awareness of the ethical and moral dimensions of applying the law in practice
  * critical understanding of the role of law in promoting human rights and social justice.

Publications
Braye, S. and Preston-Shoot, M. (2006) Teaching, Learning and Assessment of Law in Social Work Education: A Resource Guide. London: Social Care Institute for Excellence.

Dates: 2007-2008
Researchers: Suzy Braye, Michael Preston-Shoot, Veronica Wigley

Project summary
Knowledge of legal rules is recognised in many countries as an essential component of social work practice and, in the UK at least, is one of the core components of social work education. There are, however, no studies that focus specifically on the role of law in social workers' decision making, and little information about the sources of law upon which social workers' practice is based.

This pilot study explores how social workers construct their understanding of a given situation in order to explore both the nature of their decision about intervention (ie its meaning for the social worker) and how it addresses objectives as formulated by the social worker. Through a series of conversations, interviews and focus groups, its purpose is to:

• gather information about the extent to which legal considerations are a reference point for social workers;
• explore qualitative research approaches which may be suitable for use in a larger scale study.

Dates: 1999-2001
Funding organisation: Department of Health
Researchers: Suzy Braye, Pauline Ing

Project summary
This research comprised an evaluation of Sustain, a child and adolescent mental health project for looked after children run by Staffordshire Social Services, South Staffordshire Health Authority, and South Staffordshire NHS Trust, funded by the Department of Health Mental Health Grant as part of a national demonstration programme. The focus of the research was on both process and outcomes, tracking the project through its development phases and identifying both the challenges and opportunities afforded by new ways of working. The methods included:

• literature review
• agency stakeholder interviews repeated over time
• questionnaire survey of foster carers
• focus groups with social workers, residential staff and foster carers
• individual interviews with young people using the project, and their carers
• monitoring of placement moves
• economic analysis of project activity.

The project developed a new and distinctive model of co-working that was both therapeutic and empowering for young people and carers. It made a significant contribution to the experienced well-being of individual children using its services, with some increase in placement stability.

Publications

• Braye, S. (with Ing, P.) (2002) Supporting the Carers of Looked After Children: An Evaluation of the Sustain Project. Staffordshire University

Conferences

• 'Sustaining young people and their carers: Findings from evaluation of pilot project promoting young people's mental health': Department of Health Dissemination Conference, May 2002

Dates: 2000-2001
Funding organisation: Re-Solv, the national society for the prevention of solvent and volatile substance abuse, as part of a project funded by the Department of Health
Researchers: Suzy Braye, Jane Boylan, Claire Worley

Project summary
The research was undertaken as part of a project by Re-Solv, funded by the Department of Health, to produce training materials for those working with vulnerable young people. The research comprised two linked studies:

a) A literature review on Volatile Substance Abuse and Young People

b) A study of the training needs of social services staff working with young people at risk of volatile substance abuse. This study fulfilled a number of objectives:
   (i) Via focus groups, researchers identified:
       * staff awareness of services already offered
       * staff perceptions of the boundaries and limitations of those services
       * staff perceptions of their own role in relation to VSA by young people
       * gaps in social services staff understanding and knowledge of VSA
       * information and skills needs of staff

   (ii) These findings were located within the context of legal, political and structural framework for social
        services departments in responding to the needs of young people in relation to VSA

   (iii) Recommendations were made for training materials to meet the needs of social services staff in
         relation to VSA

   (iv) Recommendations were made for the subsequent evaluation of Training materials produced by
         Re-Solv.

Publications

• Braye, S., Boylan, J. and Worley C. (2006) 'Life's a gas: the training needs of practitioners and carers working with young people using volatile substances', Social Work Education, 25, (6) 591-607
• Braye, S., Boylan, J. and Worley, C. (2001) Social Services Training Needs In Relation To Volatile Substance Abuse By Young People Looked After By Local Authorities. Staffordshire University

Conferences
'The training needs of social care practitioners in relation to volatile substance abuse by young people in foster and residential care': National Children's Bureau Professional Seminar, Birmingham, May 2002.

Dates: 2000-2001
Funding organisation: Re-Solv, the national society for the prevention of solvent and volatile substance abuse, as part of a project funded by the Department of Health
Researchers: Suzy Braye, Jane Boylan, Claire Worley

Publications

• Braye, S., Boylan, J. and Worley C. (2006) 'Life's a gas: the training needs of practitioners and carers working with young people using volatile substances', Social Work Education, 25, 6, 591-607
• Braye, S. (with Boylan, J. and Worley, C.) (2001) Social Services Training Needs In Relation To Volatile Substance Abuse By Young People Looked After By Local Authorities. Staffordshire University

Dates: 2003-2004
Funding organisation: St Helen's Social Services and St Helens Primary Care Trust
Researchers: Suzy Braye, Ruth Melville, Anne Pope, Moira Rangel

Project summary
This project took place in the context of rapid developments in intermediate care for older people, and the implementation of a number of pilot projects for rehabilitation and reablement provision. Reablement aims to help older people rebuild the independence skills they need to continue to live in their own homes following a period of ill-health or a gradual loss of independence. In St Helens, it was a service provided by a multi-disciplinary team, bringing together the skills of nurses, social workers, occupational therapists, physiotherapists and reablement assistants. The staff provided individualised programmes, both residential and domiciliary, to help people re-learn personal care and daily living skills and regain confidence in living independently, supported by community networks and resources.

The research evaluated the impact of reablement provision as perceived by people using the service. Forty service users were interviewed at the start of their reablement programme. Of these, 34 participated in a further interview at discharge from reablement, and 24 in a follow-up interview six weeks later. Carers and keyworkers were also interviewed. The study demonstrated that reablement represents a remarkable coalition of interests, meeting national policy objectives, according with professional values and promoting goals that are valued by service users and carers themselves. The service enabled many individuals to make key achievements and gains in independence.

Publications

• Braye, S., Melville, R., Pope, A. and Rangel, M. (2004) Promoting Independence : Reablement in St Helens. University of Liverpool

Conferences

• 'Promoting Independence: The Perspectives of Older People on 'Reablement' Programs'. National Institute for People with Disabilities, International Social Work Conference, New York, May 2005
• 'Choosing Independence? Older People's Participation in Rehabilitation Service Decisions'. School of Social Work Research Seminar, Monmouth University, New Jersey, US, February 2005

Dates: 2000-2002
Funding organisation: Staffordshire Reablement Partnership
Researchers: Suzy Braye, Veronica Wigley

Project summary
This project took place in the context of rapid developments in intermediate care for older people, and the implementation of a number of pilot projects for rehabilitation and reablement provision. Reablement aims to bring practitioners from different disciplines together to help older people rebuild the independence skills they need to continue to live in their own homes following a period of ill-health or a gradual loss of independence. The research was an evaluation designed to provide evidence about what reablement policies had been formulated; how are they were being operationalised; what outcomes were being achieved; what were the views of key stakeholders, including service users and carers?

The methods comprised:

a) documentary analysis of policy and procedures relating to reablement

b) interviews with key individual respondents from a range of agencies (including policy formulators, strategic and operational managers)

c) focus groups with health and social care practitioners

d) focus groups with agencies representing the interests of service users and their carers

e) tracking a sample of 60 service users through their reablement programme through:

• individual interviews prior to their programme, at discharge from their programme and at a follow up point six to eight weeks later
• assessment of these service users' independence levels at all three points, through both self-assessment and professional assessment
• interviews with a sample of their carers
• interviews with a sample of their professional key-workers
• gathering data on all individuals' care-package costs.

The evaluation found that the reablement service was a genuinely collaborative service, which successfully crossed agency and disciplinary boundaries. The skill mix within the service was highly effective. It was appropriately targeted and access was flexible and experienced as 'user friendly'. It provided holistic, creative responses to older people's needs, with good levels of participation and positive changes in independence resulted from it. The service was valued by those whose needs it aimed to meet, and it demonstrated the potential for substantial cost savings.

Publications

• Braye, S. and Wigley, V. (2002) Promoting Independence - Reablement Provision for Older People in Staffordshire. Staffordshire University

Conferences

• 'Rehabilitation and reablement: improving outcomes for older people': Liverpool City Council (Housing, Supported Living and Com Safety Portfolio) Performance Review Day, November 2002
• 'Promoting citizenship? Older people's participation in reablement': Biennial Conference of the International Association of Schools of Social Work, Montpellier, July 2002
• 'Promoting Independence in Staffordshire - An Evaluation of Reablement Provision': Making Research Count - Keele University Intermediate Care Seminar, Shrewsbury, April 2002
• 'Evaluation Findings': Staffordshire Social Services Second Multi-Agency Network Conference 'Reablement in Staffordshire - Evaluation and Evolution': Staffordshire Reablement Network Conference, December 2001

Dates: 2002
Funding organisation: Department of Health
Researcher: Barry Luckock

Project summary
This was an evaluation of a multi-disciplinary and multi-agency Attachment Project, a three year initiative designed to improve services to family members in adoptive and permanent foster homes. The study was jointly commissioned by Brighton & Hove Council and South Downs Health Care Trust and was funded by the Department of Health.

Publications
Hart, A., Luckock, B. and Gerhardt, C. (2002), The Attachment Project in context. Developing therapeutic and social support services to adoptive and long-term families in Brighton and Hove: a research-based evaluation (University of Brighton, Faculty of Health)

Dates: 1999-2000
Funding organisation: National Lottery Charities Board Health and Social Care Research Programme
Researchers: Suzy Braye, Pauline Ing

Project summary
The research evaluated a project providing services for disabled children and their families, run for Derbyshire Social Services by the Buxton Volunteer Bureau. The evaluation explored the extent to which service objectives and expectations were being met, and the outcomes of provision as experienced by those using the service. This included a focus both on the views of parents, and on the view of professionals making referrals to the service, to identify its location within the range of provision available to families.

The methods included:

• focus groups with parents and carers of disabled children to explore their needs and expectations of services
• focus groups with social work practitioners and managers
• semi-structured interviews with families using the service, and with their social worker
• statistics on service use and costs.

The evaluation demonstrated that the service made a considerable contribution, for some families going beyond that which was originally envisaged. It was a service constantly in evolution, meeting different and changing needs as a result of its location in a service network with notable gaps. Concerns arose about the extent to which the service was compensating for gaps in mainstream provision for disabled children, becoming part of families' essential survival network rather than a 'quality of life' addition. Equally ownership of the service was located uncomfortably between professionals and families themselves, raising important questions about working practices and objectives of intervention.

Publications

• Braye, S. (with Ing, P.) (2000) Services for Disabled Children, Staffordshire University
• Braye, S. (2000) 'Disabled children and social care: law and practice', in J. Cooper (ed) Law, Rights and Disability. London: Jessica Kingsley

Conferences

• 'Mixed markets, mixed messages: developing social care for disabled children': Fifth International Network Conference 'Dilemmas in Human Services Management', Staffordshire University, September 2001.

Dates: 2005-2007
Funding organisation: West Sussex County Council
Researcher: Barry Luckock

Project summary
The aim of this evaluation was to assess the extent to which a new 'Hub' model of integrated and inclusive working had been successful in achieving the goals set for it. The focus was on the effectiveness of the working practices and new governance arrangements put in place in the early months of the project. Of particular interest here was the new system of 'common assessment' using the electronic CAF, multi-agency action planning and review meetings that directly include parents and children and the use of the lead professional role to provide focus and co-ordination to services provided. The objective was to inform future integrated service development in West Sussex and beyond. A subsequent evaluation will consider the impact on child welfare and family outcomes of these new ways of working in the Hub and elsewhere.

Publications
Luckock, B., Marrable, T., and Jacklin, A. (2007), Littlehampton Hub Evaluation, Final Report (University of Sussex School of Social Work and Social Care and School of Education).

Project summary
Over many years Suzy Braye (working with Michael Preston-Shoot at the University of Bedfordshire ) has contributed to the development of the discipline of social work law, identifying key features of the relationship between legal rules and professional practice and exploring the learning, teaching and assessment of law in social work education. They have worked with colleagues in North America, Australia and Hong Kong to develop international understandings of the diversity of those relationships created by different national jurisdictions, exploring both commonalities and differences in professional education. Most recently, they have undertaken a piece of work for the Social Care Institute for Excellence to develop e-learning objects for use by social work educators and students. These are available at http://www.scie.org.uk/publications/elearning/index.asp One of these resources in 2007 won first prize from the Association for Learning Technology for innovation in e-learning.

Books and reports

•  Braye, S., Preston-Shoot, M. and Thorpe, A. (2006) Social Work Law in Practice. Southampton: Higher Education Academy SWAP.
• Braye, S. and Preston-Shoot, M. (2006) Teaching, Learning and Assessment of Law in Social Work Education: A Resource Guide, London: Social Care Institute for Excellence.
• Braye, S. and Preston-Shoot, M. (with Cull, L-A., Johns, R., Roche, J.) (2005) Learning, Teaching and Assessment of Law on Social Work Education: A Knowledge Review. London: Social Care Institute for Excellence.
• Braye, S. And Preston-Shoot, M. (1997) Practising Social Work Law (2nd ed). London: Macmillan.
• Braye, S. and Preston-Shoot, M. (1995) Empowering Practice in Social Care. Buckingham: Open University Press.

Refereed journal articles

•  Braye, S., Preston-Shoot, M. and Thorpe, A. (2007) 'Beyond the classroom: law learning in practice'. Journal of Social Work, 7, (3), 322-340.
• Braye, S. and Preston-Shoot, M. (2007) 'On systematic reviews in social work: observations from teaching, learning and assessment of law in social work education', British Journal of Social Work, 37, (2), 313-334.
• Braye, S., Preston-Shoot, M. and Johns, R. (2006) 'Lost in translation? Teaching law to non-lawyers: reviewing the evidence from social work', The Law Teacher, 40, (2), 131-150.
• Braye, S. and Preston-Shoot, M. (2006) 'Broadening the vision: law teaching, social work and civil society', International Social Work, 49, (3), 376-389.
• Braye, S. and Preston-Shoot, M. (2006) 'The role of law in welfare reform: critical perspectives on the relationship between law and social work practice', International Journal of Social Welfare, 15, 19-26.
• Braye, S., Preston-Shoot, M. and Johns, R. (2005) Law in Social Work Education: Reviewing the Evidence on Teaching, Learning and Assessment', Social Work Education, 24(5),547-563.
• Cooper, H., Braye, S. and Geyer, R. (2004) 'Complexity and Interprofessional education', Learning and Teaching in Health & Social Care, 3(4), 179-189.
• Braye, S., Lebacq, M., Mann, F. & Midwinter, E. (2003) 'Learning social work law: an enquiry-based approach to developing knowledge and skills'. Social Work Education, 22(5), 479-492.
• Braye, S. and Preston-Shoot, M. (2002) 'Social work and the law', in R. Adams, L. Dominelli and M. Payne (eds) Social Work: Themes, Issues and Critical Debates, 2nd Edition. London: Macmillan.
• Braye, S. and Preston-Shoot, M. (2001) 'Social work practice and accountability', in J. Roche and L. Cull (eds) The Law and Social Work: Contemporary Issues for Practice, London: Palgrave.
• Braye, S. (2000) 'Disabled children and social care: law and practice', in J. Cooper (ed) Law, Rights and Disability. London: Jessica Kingsley.
• Braye, S. and Preston-Shoot, M. (1999) 'Accountability, administrative law and social work practice: redressing or reinforcing the power imbalance?' Journal of Social Welfare and Family Law, 21(3), 235-257.
• Braye, S. and Preston-Shoot, M. (1998) 'Social work and the law', in R. Adams, L. Dominelli and M. Payne (eds) Social Work: Themes, Issues and Critical Debates. London: Macmillan, 56-66.
• Braye, S. and Preston-Shoot, M. (1994) 'Partners in community care? Rethinking the relationship between the law and social work practice', Journal of Social Welfare and Family Law, 2, 163-183.
• Braye, S. (1993) 'Building competence in social work law for the Diploma in Social Work', Social Work Education, 12, (Special Issue), 28-38.
• Braye, S. and Preston-Shoot, M. (1992) 'Honourable intentions: partnership and written agreements in welfare law', Journal of Social Welfare and Family Law, 6, 511-528.
• Braye, S. and Preston-Shoot, M. (1991) 'On acquiring law competence for social work: teaching, practice and assessment', Social Work Education, 10(1), 12-29.
• Braye, S. and Preston-Shoot, M. (1990) 'On teaching and applying the law in social work: it is not that simple', British Journal of Social Work, 20(4), 333-353.

Dates: 2005 - 2006
Funding organisation: Social Care Institute for Excellence (SCIE)
Researchers: Michelle Lefevre and Barry Luckock

Project summary
This knowledge review looked at what is known about the social care needs of children with complex health care needs and explored how best to meet these needs in ways that least disrupt the ordinary life of children and their families. It describes the knowledge that is available, highlights the evidence that has merged and draws practice points from the evidence.

Publications
Marchant, R., Lefevre, M., Jones, M., Luckock, B., Walker, A (2007) 'Necessary stuff' - Knowledge Review: the social care needs of children with complex health care needs and their families (SCIE, 2007)