SWEMWBS PHQ9 and GAD7 scales for CLMH pilots
with consent approved by Ipsos MORI and BIS
8 July 2015 12.40-13.40
|Using clinical outcome tools - Dos and Don'ts||
Final version: 3 tools 1 sheet combined template with consent signed off by Ipsos MORI and BIS (18.8.2015)
Notes from Catina
We have agreed procedures with Ipsos for you to record on your Monitoring Information Return (MIR) if a learner:
- Is too distressed to complete the assessment/s (code 'D')
- Refuses to complete all 3 tools (at baseline or interim or final) code 'R'
- Refuses to complete one of the tools (on 1 or 2 or 3 assessment occasions)
- Refuses to complete a single question in a tool (on 1 or 2 or 3 or more occasions)
- Misses out a question (where we do not know the reason but they have not actually refused to do so) code M
You will find drop-down lists in your MiR workbook to make this quick and easy. If you need to add any notes that will help us to refine the drop-down lists for phase 2 please note them in the appropriate row for the learner's response in column 'AK'.
Other versions of the tools that you may need
I have attached examples below but before using with learners/in workforce training please always check the IAPT website to make sure you have the latest version/s.
Translations of the IAPT PHQ9 and GAD7 tools are at: http://www.iapt.nhs.uk/equalities/translations/ and of WEMWBS at: http://www2.warwick.ac.uk/fac/med/research/platform/wemwbs/researchers/languages/ (the no. of languages for both is limited. The latter also contains guidance on translating the scale)
The assessment of mental health problems in people who have learning difficulties/disabilities is a fairly specialist and under-developed area of mental health. It is not straightforward. The NHS continues to identify the need to improve diagnosis and treatment, including better understanding, tools and approaches. The Learning Disabilities Positive Practice Guide (2015) will be helpful in thinking about how you make your CLMH offer accessible to people with learning disabilities/difficulties. Essentially you have 2 choices:
- Make reasonable adjustments and provide support to learners with learning difficulties/disabilities to use the mainstream tools (there is guidance in the positive practice guide on how best to do this on how best to do this and preserve the reliability and validity of the measures)
- Use a specific easy read or learning disability tool (versions of PHQ9 and GAD7 and/or LD Core - both attached below)
- Ealing pilot , where they are using the Core LD tool and/or
- Caroline Lees at Barnsley pilot (whose specialist area is Learning Difficulties) as she prefers not to use either of the NHS forms and has herself been providing learning support instead to help learners with learning difficulties to complete the mainstream form (not easy she says).