Improving outcomes for children and young people at risk of or living with conduct disorders: A Human Learning Systems Approach.

Swift, Mark, O'Hare, Gary, MacGugan, Lynne, Parmentier, Henk and Heseltine Institute for Public Policy, Practice and Place Improving outcomes for children and young people at risk of or living with conduct disorders: A Human Learning Systems Approach. [Report]

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Abstract

Key takeaways 1. Conduct disorders are one of the most common mental health disorders in children and young people. Urgent action is required at local, regional and national level to tackle this pressing health inequality challenge and ensure every child has the best start in life. 2. Conduct disorders in children were the focus for Halton’s Complete Care Community (CCC) project. CCC is a national programme which aims to utilise local Primary Care Networks to tackle key health inequality challenges working with partners. Adopting a Human Learning System (HLS) approach has enabled stakeholders to better embrace the complexity inherent in challenges of this nature and work effectively with that complexity to explore ways forward. 3. The project consisted of three phases: discovery, dreaming and delivery. These have provided helpful structure to the CCC project, while also allowing ample flexibility to approach each phase in novel and creative ways. Energising and motivating stakeholder groups is an important consideration when dealing with complex health challenges that require a significant input of time and effort. 4. The HLS approach focuses attention on the prerequisites for system change. This includes building trust among stakeholders and connecting on a human level, prioritising learning first and foremost, and mapping the system, its interdependencies, and connections. This helped us work effectively with the complexity of the challenge at hand. 5. A series of recommendations are proposed for policy makers and health leaders to improve outcomes for children, young people and families affected by conduct disorders which are: increase awareness among professionals and the public; build capacity for early intervention and prevention including evidence-based parent/guardian training programmes; and improve access to practical advice and emotional support.

Item Type:	Report
Depositing User:	Symplectic Admin
Date Deposited:	05 Apr 2024 14:46
Last Modified:	05 Apr 2024 14:54
DOI:	10.17638/03172462
URI:	https://livrepository.liverpool.ac.uk/id/eprint/3172462