Mental Capital and Wellbeing Project Process
Analysis of future challenges
The starting point was to generate a vision for the size and nature of future challenges associated with mental capital and wellbeing, and to assess how the situation might change over the next 20 years. This analysis was predicated on the assumption that existing policies and expenditure remain unchanged. To make this first phase of the analysis tractable, the work was divided into five broad areas, as indicated in the table below. Reports that document the findings from each of these five areas are now available from the Project Outputs page.
| Project Area | Team Leader |
|---|
| A - Learning through life | Professor Leon Feinstein
Institute of Education |
| B - Mental health | Professor Rachel Jenkins
Institute of Psychiatry |
| C - Wellbeing and work | Professor Philip Dewe
Birkbeck College
and Professor Michiel Kompier
Radboud University |
| D - Learning difficulties | Professor Usha Goswami
University of Cambridge |
| E - Mental capital through life | Professor Tom Kirkwood
Newcastle University |
The five areas were chosen to map closely onto the interests of important Government Departments, although it was recognised from the outset that the areas were inter-related. Therefore, consideration across the five has also been undertaken – the results of that cross-cutting analysis is reported in the final Project report.
Supporting evidence and analysis
The above analysis was informed by:
- Consideration of the underpinning science associated with each of the five areas. This was informed by approximately 80 commissioned reviews – these set out the current state-of-the-art of science in diverse fields, and also scientific developments of particular interest.
- Reviews of certain socio-economic factors. These were performed when the existing literature was deemed insufficient for the purposes of the Project. In particular, these reviews addressed the relationship of the physical environment to wellbeing, and the evolving use of information and communication technology
- Economic analysis. This has taken a broad view of the direct and indirect impacts of important issues – such as specific learning difficulties and mental health problems.
- Systems analysis relating to each of the five areas.
Analysis of strategic options
Having identified important challenges for the future, the Project identified and analysed possible interventions and strategic options for addressing them. Here the analysis has taken a lifecourse approach, recognising that some choices and interventions may interact with each other; some may affect several challenges at different stages in the lifecourse; and some may have lasting impacts. Consideration was also given to practicalities affecting the effective realisation of the interventions: for example, cost-benefit analysis; issues of ethics; governance; and public attitudes. The findings of this work have been published in the final Project report.
Development of a stakeholder engagement document
From the outset, the Project has involved a wide range of leading stakeholders. The Project worked closely with these to develop a comprehensive plan to take forward the findings of the Project. That plan was announced at the time of the launch of the final Project report in October 2008 and is available from the "Project Outputs" page.