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The names of countries given in the following list may differ from the official names of States.The dates indicated are those on which the Swiss Federal Department of Foreign Affairs received the official instrument from the State that was ratifying, acceding to or succeeding to the Conventions or Protocols or accepting the competence of the Commission provided for under Article 90 of Protocol I. They thus represent neither the date on which ratification, accession, succession or acceptance of the Commission was decided upon nor that on which the corresponding instrument was sent.

The implementation and evaluation of the Finnish National Schizophrenia Program (I98I-7) concerning treatment and rehabilitation of long-stay patients is described. The results of the Program were evaluated by (I) national statistics, (2) questionnaire data sent to leading workers of hospital districts and (3) placement data of a follow-up sample consisting of I30 long- stay schizophrenic patients. The Finnish National Schizophrenia Program was a success in the sense that its rehabilitation models were widely applied and accepted during the I0-year period. The number of long-stay patients was greatly reduced and the majority was successfully placed in the community. Because of the comprehensiveness of the Program there is no clear way of estimating the 'real' effects of the Program from the 'natural' development without the Program. The problems of evaluation of comprehensive programs are discussed.

This article examines the nature of policy evaluation with particular reference to the twin concepts of deadweight and additionality. Two different perspectives on evaluation are presented, namely: (a) a 'control' model based on assessing the value for money of a policy intervention where emphasis is often placed on the measurement of deadweight and additionality and (b) a 'helping' model where the emphasis is on providing feedback on the policy or program in question, thereby leading to a mutual learning process. A critical analysis is presented of the way in which the concepts of deadweight and additionality are treated in evaluations, with evidence drawn from the evaluation of various industrial support schemes in Northern Ireland.

This paper recommends a method of evaluating a community crime prevention program called Communities that Care. The distinctive feature of this program is that it systematically assesses local risk factors for youth crime and implements tried and tested prevention strategies to tackle them. The evaluation design involves comparing experimental and control communities and taking measures of key outcome variables (crime, delinquency, substance abuse and adolescent problem behaviour) before and after the intervention package. The design is justified by reference to internal validity, methods of statistical analysis are discussed, and previous community crime prevention programs in the UK are reviewed.

The article suggests that in evaluations of health and social care in the UK, especially those that are officially sponsored, users have occupied a minimal role. It is argued that this is largely because such studies are conducted in the context of a dominant positivistic paradigm, particularly in medicine, that emphasizes 'scientific' as opposed to lay knowledge and the merits of experimental designs. The article focuses mainly on mental health where de institutionalization policies, and a growing emphasis on social treatments, together create a greater need for evaluations to incorporate users in more empowering ways. At the same time, a current interest in 'consultation' has generated many innovative and exciting new inputs for service users—for example, citizens' juries—that offer important lessons for user participation in evaluation. The paper argues that although much consultation has not been assessed itself, lessons may still be learned about the value of lay involvement, and which participation models exist that can be used to inform the future development of evaluations in health and social care.

In recent years the Nordic countries have required user participation in many assessments within the social, health care and education sectors. The article presents a method—User Participation in Quality Assessment (the UPQA method)—which attempts to implement the requirement for user participation in assessment through a dialogue oriented interaction between actors in the field and between the field and the evaluator. The basis for the UPQA method is bottom-up action learning and exploratory evaluation. The purpose of the UPQA method is, through a process oriented assessment, to contribute to organizational learning in the setting being assessed. Through organizational learning the practice field is helped to understand what promotes/hinders the implementation of user needs and requirements. The purpose is to establish a basis for assessing and preparing for change in the organization and to carry out a bottom-up oriented institutional analysis. The article firstly reviews the theoretical understanding of the social problems which form the background for the development of the method. It is argued that the users should define the evaluation questions. From the users' point of view the purpose of evaluation is to initiate organizational learning by challenging the institutional order in the context being evaluated. In the light of a previous theoretical discussion of the concepts of institutional order and organizational learning, the UPQA method is then elaborated. Finally, the method is located within broader scientific theory.