Projects we’ve funded: 2015

Early Years Speech and Language Therapy – consolidating the evidence base

PI: Jane Stokes, University of Greenwich
Co-Applicant: Frances Johnstone, Oxleas NHS Foundation Trust

The Speech and Language Therapy Service at Oxleas identified a need for clinical colleagues to be working with the latest evidence base when designing pathways of care for children with communication difficulties in the early years. This project aims to address that need by focusing on researching the evidence base for the integration of speech and language therapy in early year’s settings. It forms the basis for a strong collaboration between the University of Greenwich and the Speech and Language Therapy Service at Oxleas, with links made to Health Visitors and Early Years practitioners in both organisations.  A small group of speech and language therapy students will work together with colleagues in practice in searching the literature, identifying key research trends to support the planning of service delivery.

Parents, carers and early year’s educators will be involved in the project, facilitated through the service user links that the speech and language therapy team and the University of Greenwich already has. Oxleas are an integrated mental health and community trust and colleagues within CAMHS working in early years will be involved in this project.

Evaluating the process of involving service users’ views in the pre-registration learning disabilities nursing curriculum

PI: Dr John Crowley, University of Greenwich
Co-Applicant: Jane Menzies, MENCAP, Bexley

People living with learning disabilities have higher levels of healthcare need, yet experience poorer service provision and have less involvement in service planning, than other groups.  Involving and obtaining the views of people with learning disabilities’ in developing and planning publicly funded services is essential for providing services that are accessible and acceptable to this group. To improve this situation it is imperative that nurses are exposed to initiatives that involve people with learning disabilities in developing and planning health provision. This should occur throughout their nursing career, particularly in formative periods such as when they are studying.

The University of Greenwich (UoG) and Bexley MENCAP have been working in partnership since 2012 to ensure that people living with learning disabilities have a voice in developing and planning the pre-registration learning disabilities nursing curriculum – this includes focus groups with people living with learning disabilities about their expectations of nursing and health service delivery which feed into the curriculum, resulting in an action plan for the curriculum and delivering course content.

The aim of this project is to evaluate the educational impact of involving people living with learning disabilities in the pre-registration nursing curriculum. The evaluation will be formative, hence the outcomes of the study will inform the future design and planning of this initiative.

Music therapy with children exposed to domestic violence – a multi-disciplinary approach

PI: Luke Annesley, Oxleas Music Therapy Service

This project aims to evaluate partnership work between Oxleas Music Therapy Service, CAMHS and Housing for Women, focusing on interventions with children and families exposed to domestic abuse. Children in this situation can face a complex range of challenges, including difficulties with affect regulation, problems with peer relationships, somatic responses, learning disabilities and low self-esteem. The most recent project ran from 2012-2015, exploring a new model of working in partnership with the CAMHS EIT (Early Intervention Team – tier 2), where a consultation model was used for work with parents, extending to systemic interventions when appropriate, alongside individual music therapy work with the child. Recent NICE guidelines (2014) on domestic violence, which mention ‘the importance of working concurrently with both the non-abusive parent or carer and child’, have provided a rationale for this type of multi-disciplinary work.