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Behavioural parent training (PT) interventions partially mediate risk factors for the development of child behavioural problems. Mindfulness skills could have benefit in alleviating the impact of these risk factors for parents who are socio-economically disadvantaged. The paper aims to discuss these issues.

A pre-post single group comparison of disadvantaged mothers attending the Mindfulness-Based Wellbeing for Parents (MBW-P) programme.

Changes were observed in facets of parental stress (Parenting Stress Index-Short Form; Abidin, 1995), depression (Beck Depression Inventory-II; Beck et al., 1996) and brooding (Ruminative Responses Scale; Nolen-Hoeksema and Morrow, 1991), with moderate to large effect sizes and incidences of clinical change.

The research design, although pragmatic, includes a small sample and no control or long-term comparison group.

Mothers considered as the “hardest to reach” group in terms of vulnerability, risk factors and being likely to gain from intervention demonstrated positive shifts post-intervention. A targeted mindfulness-based intervention, delivered pragmatically within a health service context, may have benefit in reducing the impact of risk factors on parental wellbeing.

To the authors’ knowledge, this is the first evaluation of a targeted mindfulness group delivered within routine health care settings, in identified “high risk” areas, by routine staff.

The NICE Guidelines for Schizophrenia are designed to give guidance on the best practice in treatment and management of schizophrenia. These guidelines have 13 standards which services can use for the purpose of audit. As schizophrenia is our service's most common diagnosis, an audit against the guidelines was undertaken. The results indicated that we met three of the standards. Recommendations have been implemented to improve practice on standards that were not met, and this has led to some creative practice development. Despite the labour‐intensive nature of the audit, the results gave a clear indication of areas where there was a need for improvement and will act as a good baseline for re‐audit.

This chapter provides an overview of the LEGACY project in the UK and its evaluation, focussing on the effectiveness of the different methodologies used for measuring learning gain. The overall impact of the project on participating institutions and the higher education sector as a whole, in terms of capacity building and developing communities of understanding, is also reviewed.