Is headspace making a difference to young people’s lives?

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3. Access and Engagement with Centres environment and staff prior to receiving treatment: We devote a lot of our resources here to community engagement and developing that community partnership with schools and clubs and the community in general (Site Manager) In the true sense of early intervention and prevention I think you have to have a very active community engagement and community awareness model, as well as your clinical services (Site Manager) It’s good that we have community engagement – what they call soft entry – so we can sort of demystify headspace. We’ve got things like school holiday programs, so people can come in and not necessarily see a worker and have an appointment, but still they come into headspace and they’re getting to learn about us and getting to meet us as workers (Youth Worker) Some staff reported that community engagement events were successful in drawing in vulnerable young people: I think we’re reaching more people with very few staff. I think – you know in the last few days there has been a really good example of that – the community event, the connecting with other agencies and other people in schools and a number a young people have come here that would never have come here otherwise. It’s just a really good example of how we can maybe make a difference to a lot more people (Clinical Leader) Interviewed staff felt that the engagement strategies implemented by their centres were improving awareness of mental health literacy at a community level. Indeed, in the Centre Managers’ Survey, 69% (n=20/29) of respondents rated their centre as very effective in raising the awareness of youth mental health issues. The remaining 31% (n=9/29) rated their centre as effective in raising awareness. Finally, it was also clear in interviews with young people that positive engagement with headspace practitioners helped to enhance mental health literacy at an individual level. Social Policy Research Centre 2015 headspace Evaluation Final Report 40
4. Outcomes of headspace Clients The primary focus of the evaluation is to assess the effectiveness of the headspace program in achieving outcomes for young people receiving headspace services. Three key research questions guided our analysis: • How do young people’s outcomes change after using headspace services? • How do the outcomes of young people using headspace services differ from the outcomes of young people across the population not using headspace services? • According to clients, parents/carers and service providers, how and why has headspace contributed to/not contributed to changes in client outcomes? To answer the first two questions, we used the program minimum data set (hCSA) and survey data collected from a sample of headspace clients and a comparison group of young people. The final question is answered by drawing on qualitative data collected from program stakeholders. hCSA data was used to examine changes in outcome indicators for clients at different points in time throughout their headspace treatment. The hCSA data is advantageous in that it is population level data. While the hCSA contains a smaller number of outcome indicators than the young people surveys, it is a valuable source of data that provides specific information about services accessed by clients as well as the dosage and duration of treatment. The survey data enabled evaluators to examine changes in multiple outcome indicators for headspace clients, and to compare these with changes for a comparative group of young people. The sample sizes differ for different outcome areas. This is a result of both the data source and the completion and quality of the data within the datasets. As outlined in Chapter 2, the outcomes analysis uses two complementary measures of effectiveness, and draws on measures of both statistical and clinical significance. These methods are also supplemented by observed patterns of change in client outcomes throughout their headspace treatment and triangulated (where feasible) with other analyses. The two primary methodological approaches that have been used are: • The difference-in-difference (DID) approach, and • The clinically significant change (CSC) method. The young people survey data has been analysed using the DID approach – a method of analysis outlined in Chapter 2. This approach compares the results of a sub-set of the headspace client population (the intervention group) with two comparison groups of young people (those that have received an alternative form of mental health treatment, and those that have received no treatment). To achieve a closer alignment between the treatment and comparison groups, the samples were matched on four key variables using propensity score matching (K10 score, age, gender and days out of role). The hCSA data was analysed using the Clinically Significant Change (CSC) method as outlined Chapter 2. The CSC method focuses on clients’ changes in psychological distress and classifies individuals along a continuum from a clinically significant improvement to a clinically significant decline. Significance includes two measures of change – a reliable change and a clinically significant Social Policy Research Centre 2015 headspace Evaluation Final Report 41
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7. Conclusion The evaluation of hea
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7. Conclusion Overall the evaluatio
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Appendix A Evaluation scope areas h
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Appendix B The current model of hea
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Appendix B Figure B5 Cost per young
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Appendix B The concept of access as
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Appendix B Figure B7 Heard of heads
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Figure B10 Proportion of headspace
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Appendix B Table B5 Females 18-25 y
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Appendix B Figure B18 SA1s within 1
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Figure B20 Hypothetical allocation
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Appendix B Evaluation of the curren
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Appendix B Level of funding availab
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Appendix B for greater flexibility
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Appendix B Additional consideration
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Appendix C Data Cleaning and Analys
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Appendix C different client groups.
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Appendix E Characteristics HS clien
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Appendix G Supplementary material f
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State (youth population) a headspac
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Round Region State Additional youth
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Appendix G Table G25 Centres alloca
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References Atkins, D.C., Bedics, J.
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References Smith, E., Jones, T., Wa
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Is headspace making a difference to young people’s lives?

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