Finally, we measured specialists' self-perceptions of their reported change and we did not check with external assessments or observations by others whether these changes had taken place.
DISCERN was developed through an iterative process involving clinical specialists, self-help group representatives, GPs, a consumer health information expert, a healthcare consumer, a lay medical publisher, a medical journalist, and representatives from the Plain English Campaign, the Community Health Council, and the NHS Centre for reviews and Dissemination [ 19].
These range from dedicated, specialist self-contained applications such as iSpot, through the development of specialist websites that can link to social network sites to obtain information and images, to the general collection of data from social networks based on what has been uploaded, rather than through specialist groups or using any form of instructions to participants.
Most of the assessments were carried out by a mental health nurse, including mental health liaison nurses and specialist self-harm teams (3109/4075), followed by a psychiatrist (799/4075) and 167 by another mental health professional (eg, social worker).
Specialist self-harm teams (ie, any liaison psychiatric service with at least one member of staff located within the emergency department) were in place in the majority of hospitals (29/32).
Seventy-six per cent (3109/4075) of assessments were carried out by a mental health nurse (including mental health liaison nurses and those from specialist self-harm teams and crisis teams), 20% (799) by a psychiatrist (any grade) and 4% (167) by another mental health professional (such as a social worker).
With the exception of these factors, there are no significant differences in the specialists and self-contained teachers' self-report data.
Perhaps this is in part because there is no clear point of entry into the capacity building profession; most specialists are self-taught or mentored by others and there are few professional training courses available.
The difference between specialists and self-contained in mathematics is not significant.
In addition, we have presented results of the interviews and surveys of specialists and self-contained teachers and discussed some possible interpretations of these results.
Through the online survey, we collected quantitative data about specialists and self-contained teachers' planning time for their mathematics and science instruction.
