SSKS

Resources selected by NHS Education for Scotland for inclusion in Social Services Knowledge Scotland (SSKS).

Understanding Glasgow: the Glasgow indicators project

Understanding Glasgow sets out to describe the city and its people. The website aims to create an accessible resource that will inform a wide audience about issues of importance to Glasgow's population (e.g. health, poverty, education, environment, etc) and that will illustrate trends, make comparisons both within the city and with other cities, allow progress to be monitored and encourage discussion and engagement about the future of the city.

Keys to life: Improving quality of life for people with learning disabilities: easy read version

The new learning disability strategy in Scotland, following on from and building on the principles and successes of The same as you, the original review of services for people with a learning disability, published in 2000.

Keys to life: improving quality of life for people with learning disabilities

The new learning disability strategy in Scotland, following on from, and building on the principles and successes of The same as you?, the original review of service for people with a learning disability, published in 2000.

Effective supervision in a variety of settings

Social Care Institute for Excellence (SCIE) guide 50 was published: May 2013. Review date is May 2016. This guide provides information about how to achieve good supervision within an organisational culture that values both the people who work there and the people it offers services to.

Maximising the potential of reablement

Social Care Institute for Excellence (SCIE) Guide 49 published in May 2013. Review date is May 2016

Dying well at home: the case for integrated working

This guide is about enabling people who want to die at home to do so and improving the quality of care they receive. In the context of this guide, ‘home’ means the place where a person usually lives. This includes ‘extra care’, sheltered housing accommodation and tenancy-based accommodation such as supported living, but not care homes. The guide is aimed at practitioners and managers supporting people with end of life care needs across the health, social care and housing sectors.

SCIE report 65: early intervention: decision-making in local authority children’s services

This is a study of local authority decision-making in respect to long-term decision making and early intervention services. The study seeks to gain a better understanding of the factors that facilitate and hinder delivery of improved outcomes for children and families over the longer-term. This report synthesises the data gathered from: a literature review; 30 telephone interviews with senior officers and members in local authorities in England; and feedback from 49 subject matter experts attending five regional events.

Report 64: reviewing the impact of the Social care governance workbook

This report was published by Social Care Institute for Excellence (SCIE) in April 2013. Review date is April 2016. It describes the social care and wider governance arrangements in Northern Ireland and explains how the workbook was introduced and used in the trusts.

SCIE report 63: Improving personal budgets for older people: a research overview

This short report is an evidence overview of key pieces of UK research between 2007 and 2012, which focused on the implementation and uptake of personal budgets and direct payments for older people (including those with dementia) in England. The report was published by the Social Care Institute for Excellence (SCIE) in January 2013. It is not a systematic research review or an exhaustive examination of published research on the topic.

Early and effective intervention for children and young people who offend : information sharing to promote wellbeing : fact sheet 12

This fact sheet 12 was published by the Youth Justice National Development Team at the Criminal Justice Social Work Development Centre (CJSW). It concerns the early and effective intervention for children and young people who offend.