The BERRI system was designed and developed by award winning Consultant Clinical Psychologist, Dr Miriam Silver, who is a 2023 "Women in Innovation" award winner.
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
Trained over 1000 staff + given numerous conference keynotes
Learn more about Dr Silver from her
or learn about her opinions and experiences from her blog
Dr Miriam Silver Consultant Clinical Psychologist & CEO
Ben Paul Head of Growth and Success
Emma Marriott Operations and Finance Officer
Dr Lucy McGregor Clinical Psychologist
Dr Lakshman Ganatra Clinical Psychologist
Dr Liam Gilligan Clinical Psychologist
Poppy Hargrave Project Assistant
Ailsa McGrath Assistant Psychologist
Kelly Chan Placement Student
Tegai Lansdell Chief Technical Officer
Dr Miriam Silver
Consultant Clinical Psychologist & CEO
Miriam is a Consultant Clinical Psychologist and our Chief Executive Officer. She designed BERRI and manages our research and clinical services, as well as providing some of our training and consultations. She loves SCUBA diving and has "ninja muscles" from weightlifting - you can't see them unless you know they know they are there!
Head of Growth and Success
Ben is the Head of Growth and Success at BERRI. He supports organisations from point of enquiry throughout their time using BERRI, ensuring they get most out of the system and additional clinical services. Outside of work, he enjoys long walks in the countryside and loyally watching his football team fail to win trophies.
Operations and Finance Officer
Emma Marriott is the Operations and Finance Officer. She also manages the court work caseload, sends out the invoices and dabbles with HR related matters. Mum of boys, trainer aficionado & lover of all things coconut, she always has show-stopping nails.
Dr Lucy McGregor
Passionate around delivering high quality care and transformative change around all levels of children, young people and family's lives. Enjoys anything food related, walks along the beach and spending time with my family which currently centres around soft play!
Dr Lakshman Ganatra
Everyone calls him Lucky, because it’s easier to say and sounds more fun. Lucky is a Clinical Psychologist. He tries to help people make sense of what’s going on for them or overcome difficulties. In the absence of super-powers he uses talking and listening. He owns a dog called Mango that looks like a cute teddy bear, acts like a cat and sounds like a monkey.
Dr Liam Gilligan
Liam is a Clinical Psychologist undertaking specialist assessment, consultation, supervision and therapeutic work, alongside supporting training and research at BERRI. He loves scary movies, spicy food and taking the kids swimming – although has found that combining these passions can only end in chaos!
Poppy is a Project Assistant. She uses her love for statistics to help analyse the BERRI data to produce valuable findings for enhancing the tool. She also assists with court and neurodevelopmental assessments. Poppy loves to dance and has performed in over 15 dance shows!
Ailsa is an Assistant Psychologist specialising in research and data analysis. Her role involves exploring patterns in the BERRI data to bring insights and constantly improve the BERRI output reports. As a self-proclaimed foodie, outside of work you’ll find her seeking out the best dinner spots wherever she goes.
Kelly is a neuroscience student at the University of Manchester. Kelly is awful at committing to long term hobbies; in the past year she has cycled through sewing, hiking, ice skating, painting, yoga and many more - her current obsession is gardening. She however does have a love for cooking, having learned from her Grandpa at the age of just 5.
Chief Technical Officer
Teg is our Chief Technical officer, managing everything from IT support to making sure our website and tools work properly. He loves video games and he hasn't shaved since the start of the pandemic.
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 children in care and adopted children 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.
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.
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 and young people 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.