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Effect of strengths-based care: Community Led Support

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  • Prunty, Jonathan
  • Zhang, Jinbao
  • Toma, Madalina
  • Miller, Robin
  • Forder, Julien

Abstract

Strengths-based models of care are increasingly popular with policymakers, but evidence of their effectiveness is currently limited. This study examines the impact that a strengths-based care programme – Community Led Support (CLS) – has had on new and existing clients in England. Specifically, we used a difference-in-difference approach to estimate the treatment effect of CLS on care provision, reviews, and expenditure, using the Short and Long Term (SALT) dataset published by NHS Digital (2016 to 2021). Within local authorities that implemented CLS, we found evidence of changing care pathways for new clients, including a ten percentage-point reduction in funded care provision – though evidence for increased signposting to alternative services in this dataset was mixed. For existing clients, we found evidence of general improvements in the quality of practice, as indicated by higher ratios of planned to unplanned care reviews. These improvements were also realised without concomitant increases in expenditure rates. We believe these results can contribute toward an evidence base for CLS, and for strengths-based practice more generally.

Suggested Citation

  • Prunty, Jonathan & Zhang, Jinbao & Toma, Madalina & Miller, Robin & Forder, Julien, 2024. "Effect of strengths-based care: Community Led Support," SocArXiv 5jmbk, Center for Open Science.
    • Handle: RePEc:osf:socarx:5jmbk
    DOI: 10.31219/osf.io/5jmbk
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    References listed on IDEAS

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    1. Baker, Andrew C. & Larcker, David F. & Wang, Charles C.Y., 2022. "How much should we trust staggered difference-in-differences estimates?," Journal of Financial Economics, Elsevier, vol. 144(2), pages 370-395.
    2. Alberto Abadie & Susan Athey & Guido W Imbens & Jeffrey M Wooldridge, 2023. "When Should You Adjust Standard Errors for Clustering?," The Quarterly Journal of Economics, President and Fellows of Harvard College, vol. 138(1), pages 1-35.
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