The peer challenge programme is an integral part of the sector-led improvement programme. While originally conceived as a centrally run system with a number of ‘early adopter’ councils, peer challenge has developed on a regional basis. Each region now has its own programme manager, a lead-Chief Executive, a lead-Lead Member for Children’s Services, and a leadDirector of Children’s Services (DCS) who drive forward the regional approach.
Very little is currently known about the practice of using offenders as peer mentors. This study seeks to begin to address this gap in our knowledge and has four key objectives: • to develop the evidence-base regarding the practice of using offenders in peer mentoring roles • to establish what works (and what does not) • to identify the individual and wider benefits and how these can be maximised in future provision • to develop principles of 'best practice'.
Consumer Focus wished to undertake a research project to examine experiences of care leavers and to identify the barriers they face accessing a range of public services for the first time.
This page contains the findings of systematic reviews undertaken by the EPPI-Centre Health Promotion and Public Health Reviews Facility. This topic is included in the EPPI-Centre knowledge library. The Knowledge Pages facility enables users to search for the key messages within specific subject areas to which EPPI-Centre reviews have contributed.
The aim of this review is to examine critically the claim that the peer-delivered approach is a more appropriate and effective method of promoting the health of young people (aged 11 to 24 years) than more traditional approaches. This systematic review was published by EPPI-Centre in 2001 .Systematic reviews aim to find as much as possible of the research relevant to the particular research questions, and use explicit methods to identify what can reliably be said on the basis of these studies.
There is a statutory requirement on mainstream schools to provide effective learning opportunities for all pupils by setting suitable learning challenges, responding to pupils' diverse learning needs and overcoming potential barriers to learning and assessment. While research has sought to establish the effectiveness of particular pedagogies or the impact of school actions on pupil participation, there has been no prior systematic review that can answer the question of which pedagogical approaches can effectively include children with SEN aged 7-14 in mainstream classrooms.
This systematic review was published by EPPI-Centre in 2011.Systematic reviews aim to find as much as possible of the research relevant to the particular research questions, and use explicit methods to identify what can reliably be said on the basis of these studies.
The aim of the review was to fill this gap by addressing, through a systematic review, the research evidence of the impact on students in secondary schools of self and peer assessment. Evidence of how any impact depends on particular circumstances has been sought so that, where trustworthy evidence is found, implications for policy and practice can be identified.
One of a suite of discussion papers, which focuses on one element of the community brokerage model and its link to the New Script for Social Work.
The paper aims to explore and support the development of peer support as an intrinsic element of a community based approach.
Research on peer effects in teenage motherhood.