dc.contributor.author | Ford, Tamsin | |
dc.contributor.author | Hutchings, J | |
dc.contributor.author | Bywater, T | |
dc.contributor.author | Goodman, A | |
dc.contributor.author | Goodman, R | |
dc.date.accessioned | 2013-10-17T09:53:38Z | |
dc.date.issued | 2009-06 | |
dc.description.abstract | Routine outcome monitoring may improve clinical services but remains controversial, partly because the absence of a control group makes interpretation difficult. | en_GB |
dc.identifier.citation | British Journal of Psychiatry, 2009, Vol. 194, Issue 6, pp. 552 - 558 | en_GB |
dc.identifier.doi | 10.1192/bjp.bp.108.052373 | |
dc.identifier.uri | http://hdl.handle.net/10871/13812 | |
dc.language.iso | en | en_GB |
dc.publisher | Royal College of Psychiatrists | en_GB |
dc.relation.url | http://www.ncbi.nlm.nih.gov/pubmed/19478298 | en_GB |
dc.relation.url | http://bjp.rcpsych.org/content/194/6/552.long | en_GB |
dc.subject | Adolescent | en_GB |
dc.subject | Algorithms | en_GB |
dc.subject | Child | en_GB |
dc.subject | Child Behavior Disorders | en_GB |
dc.subject | Child, Preschool | en_GB |
dc.subject | Humans | en_GB |
dc.subject | Questionnaires | en_GB |
dc.subject | Reproducibility of Results | en_GB |
dc.subject | Research Design | en_GB |
dc.title | Strengths and Difficulties Questionnaire Added Value Scores: evaluating effectiveness in child mental health interventions | en_GB |
dc.type | Article | en_GB |
dc.date.available | 2013-10-17T09:53:38Z | |
dc.identifier.issn | 0007-1250 | |
exeter.place-of-publication | England | |
dc.description | addresses: Institute of Health Services Research, Peninsula College of Medicine and Dentistry, St Luke's Campus, Heavitree Road, Exeter EX2 8UT, UK. tamsin.ford@pms.ac.uk | en_GB |
dc.description | This is an author-produced electronic version of an article accepted for publication in the British Journal of Psychiatry. The definitive publisher-authenticated version is available online at http://bjp.rcpsych.org | en_GB |
dc.identifier.journal | British Journal of Psychiatry | en_GB |