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About BERRI
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The BERRI has been developed by a Consultant Clinical Psychologist, Dr Miriam Silver. It was informed by foster carers and residential care staff, care leavers and professionals. Dr Silver has a deep knowledge of the issues for children and families who have experienced adversity, abuse and/or trauma:
  • 20 years experience working with Children who are in Care, adopted or have complex needs
  • 16 years in the NHS, working in and managing CAMHS services
  • Expert to the family court in 250+ cases, including care proceedings and complex custody disputes
  • 5 years as national lead for LAC – British Psychological Society
  • On committee for NICE guidance for children with attachment difficulties and SCIE guidance for Looked After Children's mental health
  • Chapter lead for children with high social care needs in What good looks like in psychological services for children, young people and their families
  • Author of Attachment in Common Sense and Doodles, an acclaimed book on attachment and trauma (5000+ copies sold)
  • Trained over 1000 staff + given numerous conference keynotes

Learn more about Dr Silver from her LinkedIn, or learn about her opinions and experiences from her blog
 
Why did we develop BERRI?
The challenge is to improve outcomes for children who have experienced adversity or have complex needs, as current outcomes are poor. This is particularly true of children who are in public care:
  • Attainments of LAC lower than rest of population
  • 50x risk of homeless, addiction, prison, inpatient mental health, their own children coming into Care
  • Ongoing cost to public purse (up to £2 million/care leaver)
We know that Adverse Childhood Experiences are a vulnerability factor that affects all sorts of health conditions, and socioeconomic outcomes for people, and these are particularly prevalent for children in Care.
It is doubly unfair that children who were the victim of adversity, abuse and/or trauma in their childhood go on to continue to have worse outcomes throughout their life. Our mission is to change this. We believe that such change starts with understanding the nature of the problem, and measuring what works.
Click here to find out more how BERRI was developed.

 
Why do we need outcome measures?
When we are thinking about children in Care, adopted, on the edge of Care, involved in criminal justice services, or who have poor school attendance this is a highly complex population of children and young people who deserve the best possible care. Such care is expensive and paid for from the public purse. Looked After children go on to worse outcomes than their peers, which are also expensive to the public purse. Commissioners (and Ofsted inspectors) need to know that the placement is actively addressing the children’s complex needs, and is of the highest possible quality. Quality care is a worthwhile investment as it improves the life chances and long-term outcomes for children – something that also saves money in the long-term.
At the moment most children’s social care services don’t use any validated outcome metrics. This means that we don’t know whether the placements and services are effective in making measurable change for the child. We can’t compare the outcomes from different types of placement or service, and we can’t tell whether commissioners are getting good value for money for the public purse.
The BERRI Provides Reliable Outcome Metrics:
  • identifies needs and tracks progress in complex children
  • provides a measure of efficacy, quality and outcomes
  • can show what works and can improve outcomes
  • can match needs to services or placements
 

How was BERRI developed?

Dr Silver is a clinical psychologist who has been involved in mental health services for complex children for two decades. She has managed and developed services in the NHS and social care sectors, specialising in children with complex needs including those with neurodevelopmental conditions, and those who are Looked After, adopted or on the edge of Care. In 2005 she recognised that it was hard for carers and social care staff to identify the mental health needs of this group, and they were often referred to Child and Adolescent Mental Health Services (CAMHS) when in crisis. They often presented with a mixture of mental health needs, attachment difficulties, normal responses to traumatic life experiences, and the fact that their placements were at risk or had broken down with a mixture of mental health needs, attachment difficulties, normal responses to traumatic life experiences, and the fact that their placements were at risk or had broken down. The people concerned about the child or young person often didn't speak the language of CAMHS and made referrals that (despite showing genuine need) didn't meet the criteria of the service. This meant that they were turned away, and the majority of children with complex psychological needs did not access CAMH services". Dr Silver felt that this was unfair. It was compounding injustice that the children with the greatest needs were finding it hardest to access the right help. She decided it was time to try something new, and set about designing a measure that would help to map these needs in a way that would allow people to address them better, and CAMH services to be able to prioritise referrals and suggest alternative sources of support for the issues they didn't cover.

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The starting point for the new questionnaire was a series of focus groups in which Dr Silver asked people involved with complex children what the issues were that might lead them to seek the input of someone like her or might lead to a referral to CAMHS. She also asked what factors about the child influenced or determined the types of placements or services that were required by a child, the issues that placed placements at risk or made carers feel there were needs they were unable to meet. One focus group concentrated on children in residential care and contained residential care workers, children's home managers, social workers responsible for a child in residential care, the nurse responsible for LAC medicals of children in a local residential home, a clinician from CAMHS who specialised in LAC, and a service manager who was responsible for Local Authority placements in the area. The second group focused on children in foster care and included foster carers, link Social Workers who support foster carers, social workers for children placed in foster care, a nurse responsible for LAC medicals for fostered children, a clinician from CAMHS who specialised in LAC, and a service manager who was responsible for Local Authority placements in the area. Dr Silver recorded all of their suggestions on flipchart sheets. She then sorted these into themes, and discovered that they overlapped significantly between the two groups, and that the best way to understand the concerns was with five themes: Behaviour, Emotional wellbeing, Risk (to self and others), Relationships/attachment and Indicators of specific neurodevelopmental or mental health conditions (eg learning disability, autism, OCD, psychosis).

 

We then converted this information into a questionnaire that we piloted with a large range of users, including a lot of clinical psychologists with an interest in Looked After and adopted children. That gave us feedback about usability, and the need to incorporate a checklist of life events that might influence the scores given. We used a system in which we score both the frequency of particular issues and the level of difficulty they present, as Dr Silver's prior research about challenging behaviour showed that this is the best model of how great a challenge a person presents to carers or services. This makes intuitive sense - a person who is aggressive every day is more difficult to manage than someone who is aggressive once a month. Yet there can be a range of aggressive behaviours from getting into someone's personal space in a threatening way, to pushing, to physical assault. It is the combination of behaviours being more severe and occurring more often that is the most challenging to services. And the challenge a child presents is best measured by the total of all the different issues they present, so the total scores allow us to compare the needs of different children or to see how a particular child changes over time. The pattern of these issues can help to identify where interventions are required.

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We subsequently sought feedback from care leavers and other experts by experience, before refining BERRI and building our online tools around it. We have then trained a large number of users to use the system. Once BERRI was working well with services for Looked After Children we looked at how we could make it accessible to wider groups of children with complex needs. We still continue to improve the system based on user-feedback, and to develop new features. As we gain more research data we continue to refine the tools to make them even more useful.