Brief summary of a realist process evaluation of liaison and diversion services for children and young people

Liaison & Diversion (L&D) helps people, at the point of arrest, to access health or social care services. L&D services run across England, for anyone aged 10 and over (all-age model). Some research has shown that L&D is helpful, but the evidence is mixed and much of the research has...

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Bibliographic Details
Authors: Lennox, Charlotte (Author) ; Smith, Lucy (Author) ; Hefferman-Clarke, Rebecca (Author) ; Senior, Jane (Author) ; Dyer, Wendy (Author) ; Chitsabesan, Prathiba (Author) ; Hughes, Nathan 1978- (Author) ; Shaw, Jenny (Author)
Format: Electronic Article
Language:English
Published: 2025
In: The journal of forensic psychiatry & psychology
Year: 2025, Volume: 36, Issue: 5, Pages: 830-839
Online Access: Volltext (kostenfrei)
Check availability: HBZ Gateway
Keywords:
Mental Health
children and young people
Youth Justice
police custody
Arrest
Liaison & Diversion
Description
Summary:Liaison & Diversion (L&D) helps people, at the point of arrest, to access health or social care services. L&D services run across England, for anyone aged 10 and over (all-age model). Some research has shown that L&D is helpful, but the evidence is mixed and much of the research has not focused on children. Here, we present a summary of the research and the recommendations presented to NHS England. The study aimed to look at how L&D was delivered for children. Part one was a Rapid Realist Review (RRR) of the literature and undertaking realist interviews with people involved in developing and evaluating L&D. Part two consisted of mixed-methods data collection from six providers of L&D in England to see how L&D works. The RRR identified within the literature seven programme theories (procedural justice, child-centred approach, trauma informed approach, non-labelling, trained workforce, coordinated response and partnership working). The process evaluation showed that delivery was variable and limited by resources, which contributed to gaps in provision and the L&D model was not always working for children and in particular some children, e.g. those already known to services. A series of short- and long-term recommendations were highlighted.
ISSN:1478-9957
DOI:10.1080/14789949.2025.2536259