Ten Capabilities

Page 1
The Ten Essential Shared Capabilities
Module 1:
Getting started – guidance notes
Welcome to Module 1. This module introduces you to the Ten Essential Shared
Capabilities (ESCs) learning materials (CD-ROM and print version) and explains how you
can get the most out of them. It starts with a general description and then divides into
two sections:
Notes for learners.
Notes for facilitators and managers.
At the end of the module you will fi nd brief biographical notes on the authors and
editors of these learning materials.
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Contents
1. Description of learning materials ............................................................ 2
2. Notes for learners .................................................................................. 6
3. Notes for facilitators and managers ........................................................ 10
4. Notes on editors and writers ................................................................... 32
Module 1: Getting started – guidance notes Page 2
1. Description of learning materials
Overall learning outcome
After completing this programme, learners will be able to: describe the Ten Essential
Shared Capabilities (ESCs), explain how they are supported by evidence-based and
values-based practice, and give examples of how they relate to key areas in mental
health work.
‘The ESCs should form part of the basic building blocks for all staff who work
in mental health whether they are professionally qualifi ed or not or whether
they work in the NHS, the social care fi eld or the private and voluntary sectors.
The ESCs are also likely to have value for all staff who work in services that have
contact with people with mental health problems.’
From The Ten Essential Shared Capabilities – A Framework for the Whole of the
Mental Health Workforce (2004 – Department of Health/NHSU/The Sainsbury
Centre for Mental Health/National Institute for Mental Health in England) (p. 4)
We hope that people in all roles and settings who are involved in mental health work
will use these learning materials to become familiar with the ESC framework.
This covers all of the following groups:
Professionally affi liated and non-professionally affi liated workers from all
disciplines and sectors.
Line managers and supervisors.
Chief executives, chairs, non-executive directors and trustees.
Support, time and recovery (STR) workers, community development workers
(CDW) and other people in new roles.
Support workers and assistant/associate workers.
Service users and carers (as learners and learning facilitators).
Students who are training to do mental health work.
Advocacy workers.
Volunteers.
The content is designed to be stimulating, engaging and accessible both to those who
are new to this area of work and to those who are more experienced. The focus is
on practical applications of the ESC, refl ective practice and identifi cation of personal
learning goals. Each module includes links to further learning so that learners can
explore issues in more depth.
The ESCs cover the whole age range and apply to all types of mental health practice.
Although these learning materials are mainly aimed at those working with service users
aged between 18 and 65, the contents are relevant to work with younger and older
people too.
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Module 1: Getting started – guidance notes Page 3
Service user and carer focus
Service users and carers are at the centre of this learning programme and have been
actively involved in developing the materials. This refl ects the way in which the Ten
ESCs were developed:
‘In 2003, a national steering group was established to guide the development
of the ESCs. The ESCs were developed through consultation with service users,
carers, managers, academics and practitioners. To facilitate this process, a
number of focus groups were held across England in order to sample opinion
and seek feedback. In the main, they have what might be termed an “outward
focus” and are explicitly and deliberately centred upon the needs of service users
and carers.’
From The Ten Essential Shared Capabilities – A Framework for the Whole of the
Mental Health Workforce (2004 – Department of Health/NHSU/The Sainsbury
Centre for Mental Health/National Institute for Mental Health in England) (p. 4)
How to use the learning materials
The ESC learning material consists of seven modules, which should take approximately
16 hours to complete. A period of 6 to 8 weeks should be allowed to work through
the whole learning programme, so that there is time for refl ection and application of
learning between modules.
Modules (with estimated timings)
Module 1: Getting started – guidance notes (this module) 1 hour
Module 2: The Ten Essential Shared Capabilities 3.5 hours
Module 3: Involving service users and carers 3.5 hours
Module 4: Values-based practice 2.5 hours
Module 5: Race equality and cultural capability 2.5 hours
Module 6: Developing socially inclusive practice 2.5 hours
Module 7: Personal action plan and learning review 1 hour
Modules 1 and 2 must be completed fi rst.
Modules 3 to 6 can be completed in any order.
Module 7 must be completed last.
Wherever possible learning should take place within a group. This will help to put
individual experiences into a broader context and enhance what is learnt.
All the learning materials on the CD-ROM are also provided in printed format.
The CD-ROM includes additional resources (PDFs) that are not available on paper.
Using the CD-ROM and the printed materials will give maximum fl exibility.
The Ten Essential Shared Capabilities
Module 1: Getting started – guidance notes Page 4
Installing the program
The CD-ROM runs on a minimum machine specifi cation of:
Component Target
Screen size 800 600 monitor, 16 bit colour
Operating system Windows 98 and above, Mac OS 8.5 and above
Browser Internet Explorer 5 and above, Netscape Navigator 6 and above
Insert the CD-ROM in your computer’s CD-ROM drive. On PCs the program will
automatically open in a browser. If you are running the CD-ROM on a Mac or
experience problems with the auto-start, open (or drag and drop) the index.html fi le
in a browser window.
Additional software
If you do not have a browser installed on your machine, you can install Firefox 1.0.4
from the CD-ROM. Run the installation fi les Firefox_1.0.4.exe (Firefox 1.0.4.dmg for
Macs) from the ‘software’ directory.
Adobe Reader 7 is also included on the CD-ROM; if you don’t have Acrobat installed on
your machine you will need to install this to view the PDF documents.
How to use the CD-ROM
From the main menu select a module and progress through the slides using the slide
control panel. Each module is broken down into sections: the section headings appear
in the left-hand menu.
The Ten Essential Shared Capabilities
Module 1: Getting started – guidance notes Page 5
The CD-ROM is supported by self-assessed ‘learning activities’ (Word documents) for
each module, accessed from the main programme pages.
Alternate between the main programme and the learning activities by using the task
bar. Once you have completed a module you can print or save a learning activity.
How to get online
You can complete this programme using the paper learning materials and the
CD-ROM – you don’t have to access the Internet. However, if you do go online
you will be able to access websites that contain lots of interesting material on
mental health issues. Links are provided in these learning materials but please note
that NHSU is not responsible for the content of external websites.
If you don’t have access to a computer at home or at work but would like to learn
how to use the Internet, the fi rst step is to go to your learning centre or local public
library. All public libraries have computers linked to the Internet that you can use free
of charge. These are often in demand and you will probably need to book in advance.
Most librarians will help you to get started and show you what to do.
Useful websites for learning how to use the Internet include:
http://bbc.co.uk/webwise/course/
Learning via the Internet – a free BBC guide to using the Internet for
learning.
http://www.teachingideas.co.uk/welcome/
A ‘how to use the Internet’ site – mainly aimed at children but good for
adults, especially if you have little experience of using the Internet.
http://www.vts.rdn.ac.uk
The RDN Virtual Training Suite aims to help people develop their Internet
skills. It’s mainly aimed at students, lecturers and researchers in UK higher
and further education, but is freely available to others.
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Module 1: Getting started – guidance notes Page 6
2. Notes for learners
Hopes and concerns
Activity 1.1
Before you start working through these learning materials please think carefully about:
Your hopes, personal values and goals – the things you hope to get from this
programme and why it is important for you:
Your fears and concerns – things you may not like, or may fi nd diffi cult:
The Ten Essential Shared Capabilities
Module 1: Getting started – guidance notes Page 7
Personal action plan
The concept of ‘personal development and learning’ is central to these learning
materials.
Indeed, it is one of the Ten ESCs:
Personal development and learning. Keeping up to date with changes in practice
and participating in lifelong learning, personal and professional development for
one’s self and colleagues through supervision, appraisal and refl ective practice.
(ESC 10)
In this learning programme, you will:
refl ect on past learning (Module 1 – this module)
assess yourself using the Ten Essential Shared Capabilities and set learning
goals (Module 2)
apply what you learn to your own role and refl ect on individual, team and
organisational performance
review what you have learned from this programme and prepare a personal
action plan (Module 7).
To start this process, please answer two brief, but important, sets of questions:
Activity 1.2
Coming into mental health work – your goals
Why did you fi rst become interested in mental health work?
What was your main goal in becoming involved?
What will help you to achieve this goal?
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The Ten Essential Shared Capabilities
Module 1: Getting started – guidance notes Page 8
Learning experiences in mental health work
What is the most important thing you have learned about mental health work?
Please note some good learning experiences in your current or previous roles:
Refl ect on these learning experiences and name three things that made them good:
Think about your continuing development and note any plans you have for future
learning (refer to your Personal Development Plan if you have one):
What do you hope to get from working through these ESC learning materials?
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Module 1: Getting started – guidance notes Page 9
Having completed this activity you may want to talk to your line manager, supervisor or
mentor about creating (or updating) your own Personal Development Plan.
Self-assessment
As you work through the ESC modules you will assess yourself by:
completing a self-assessment activity and setting learning goals for this
programme (Module 2)
using the ESC learning materials to refl ect on your own role and values (this
is a core part of the programme)
answering three key questions to review what you have learnt from Modules
3–6
reviewing what you have learnt from the programme as a whole and
producing a personal action plan (Module 7).
Although you should complete these tasks as an individual you will fi nd it helpful to
discuss your ideas with others. You may be able to do this through a learning group,
through meetings with your supervisor, line manager or mentor, or through an informal
arrangement with a colleague.
When you discuss your ideas with others, you will fi nd that although they may share
many of your own hopes, fears and values, there may also be surprising differences.
The importance of recognising and respecting the differences between us, while
‘owning’ our own personal hopes, fears and values, is a theme that you will fi nd runs
right through the Ten ESCs – besides ESC 2 Respecting Diversity, for example, this is
the key to ESC 1 Working in Partnership, to ESC 5 Promoting Recovery, and to ESC 7
Providing Service User Centred Care. Values-based practice, which is introduced in
Module 4, gives us the skills to do this.
At the end of the programme you will be asked to review these learning materials
and send feedback on them. We want to fi nd out how relevant and useful they are to
people in a wide range of roles and settings.
Now that you have completed this module, you are ready to move on to Module 2:
The Ten Essential Shared Capabilities.
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The Ten Essential Shared Capabilities
Module 1: Getting started – guidance notes Page 10
3. Notes for facilitators and managers
Learners do not need to complete this section
You will fi nd it helpful to refer to the learning materials as you work through these notes.
Support for learners
Although learners can complete the ESC learning modules independently, their learning
will be enhanced if they share and discuss ideas with others. This can be achieved
through setting up a learning group or using existing opportunities such as supervision,
team meetings or away days.
Where possible learning support should be provided for the duration of the
programme. Most learners will take 6–8 weeks to work through all seven modules,
allowing time in between for the refl ection and application of learning. Facilitators and
managers may want to leave support sessions relatively open and allow learners to set
the agenda by raising specifi c issues relating to modules, or sharing their experiences
of learning.
A more structured approach to supporting learners can also be used as outlined below.
Each session consists of two parts and should take around two hours.
Session 1: Getting started (Modules 1 and 2)
Introduction to the Ten Essential Shared Capabilities (Module 2)
Session 2: Involving service users and carers (part 1) (Module 3)
Involving service users and carers (part 2)
Session 3: Values-based practice (Module 4)
Race equality and cultural capability (Module 5)
Session 4: Developing socially inclusive practice (Module 6)
Personal action plans and learning review (Module 7)
Learning group sessions should be held after learners have completed the relevant
module(s) so that they come with recent experience of thinking about the topic on
their own.
The Ten Essential Shared Capabilities
Module 1: Getting started – guidance notes Page 11
Here are some detailed suggestions for each session.
Session 1: Part one: Getting started
Facilitator’s plan
Put up two fl ipcharts headed ‘more capable’ and ‘less capable’. Ask learners
to work in pairs and discuss how they rated themselves against the Ten ESCs
using these two headings.
Ask learners to transfer their fi ndings onto the fl ipcharts by using Post-its®
or writing directly onto the paper.
Look at each fl ipchart and discuss. Is there uniformity across the group, or
are there signifi cant differences? What does this suggest?
Split learners into small groups and ask them to record goals and concerns
they identifi ed in relation to this programme.
Ask each group to present their list of goals and concerns.
Compare the two lists. Discuss goals people have identifi ed and ask the
group to suggest ways of addressing concerns.
Session 1: Part two: Introduction to the Ten Essential Shared Capabilities
Facilitator’s plan
Briefl y present the Ten ESCs.
Discuss any ESCs that appeared on the fl ipchart sheet under the heading
‘less capable’. You may want to refer learners to work they did and goals
that they set in Module 2.
Point learners towards additional resources included or signposted in the ESC
learning materials. Make sure that they know how to access these.
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Module 1: Getting started – guidance notes Page 12
Session 2: Part one: Involving service users and carers (1)
Facilitator’s plan
Use the statements on ‘recovery’ from Module 3 as an introduction and then
refer to the National Institute for Mental Health in England (NIMHE) Guiding
Statement on Recovery (2005) in Module 2.
Divide learners into small groups to discuss:
(a) how they would defi ne recovery
(b) helpful ways of working in partnership with service users and carers to
promote recovery.
Ask for feedback from each group.
Present the 12 guiding principles for the delivery of recovery-orientated
mental health services (from NIMHE Guiding Statement on Recovery [2005]).
Session 2: Part two: Involving service users and carers (2)
Facilitator’s plan
Ask learners to work in pairs or groups of three and share the cycles of hope
that they created while doing Module 3.
Revisit the cycles of hopelessness and hope (Basset et al 2004) from
Module 3.
Review key points about hope:
Hope is infectious and catching.
Hopeful mental health workers infect each other – similarly workers
who have no hope (hope-less workers) infect each other.
Hope is a key ingredient in successful treatment outcomes and the
recovery of service users.
Service user successes have a positive impact on workers’
hopefulness.
It is not diffi cult to see from such fi ndings that a mental health
service that both establishes and maintains an overall atmosphere
and ambience of hope is likely to work better for both the providers
and users of the service.
(from Psychosis Revisited [2003] Basset T, Cooke A, Read J, Pavilion/
BPS)
You may also want to use some video/DVD material in this session. A useful resource is:
Open Up Training Pack – Mental Health Media.
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The Ten Essential Shared Capabilities
Module 1: Getting started – guidance notes Page 13
This pack contains suffi cient material for a four-day course and gives the service users
tools to tackle discrimination. It covers:
facts about discrimination and rights
guidance on getting started
details about what works
ideas on how to start an initiative
information on fi nding allies
advice on speaking out and effectively putting across messages
developing and implementing an action plan.
For more information contact: Mental Health Media, 356 Holloway Road, London
N7 6PA or visit http://www.mhmedia.com
Session 3: Part one: Values-based practice
Facilitator’s plan
Learners worked on ‘Mila’s account’ in Module 4 (see below). Divide them
into small groups and ask them to look at this account again. Get them
to focus on how they related Mila’s account to the ‘ten pointers to good
process’.
Facilitate feedback from the groups and see if there is agreement amongst
participants about this activity.
Discuss, in particular, any differences and how these might refl ect differences
of values.
Review the importance of the four key skills of values-based practice (VBP)
(awareness, reasoning, knowledge and communication) and of the other
‘10 pointers to good process’ for resolving such differences in a way that
respects Mila’s needs and concerns.
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Module 1: Getting started – guidance notes Page 14
Mila’s account
‘Basically I’ve had a shit life. I had a hell of a childhood with abuse, racism and foster
care. I came into services when I was 11 years old. I think it must have been because
I was harming myself pretty badly by then. Being part of child mental health services
wasn’t too bad – they pissed me off sometimes but I generally got the feeling they
wanted to help me, it was just so diffi cult. But when I was 18 years old they moved
me into adult services and I had my fi rst admission on an adult ward. My god, what
a shock – they looked at me as if I was a criminal. I felt they hated me, saw me as a
time waster stopping all the people who were really ill from getting help. I know I was
diffi cult; I was just all over the place, my moods seemed so extreme. I felt wretched
all the time and nobody seemed to understand. They kept telling me to stop being so
attention-seeking and take some responsibility for myself. But I just felt like exploding
all the time and the more they didn’t like me and ignored me the more I wanted to
hurt myself and the more they said I was attention-seeking. No one told me I had
been diagnosed as having a personality disorder – I don’t know if they treated me the
way they did because of how I behaved or because they had been told my diagnosis.
I just know it was a shit time and no one seemed happy, me or them.’
The Ten Essential Shared Capabilities
Module 1: Getting started – guidance notes Page 15
Session 3: Part two: Race equality and cultural capability
Facilitator’s plan
In Module 5, participants are introduced to a holistic assessment model from
Dutt and Ferns (Department of Health/Race Equality Unit 1998). This model
has 12 components:
i Holistic assessment – individual needs are assessed within a wider
socio-economic context, as well as health and basic physical care needs.
ii Challenging stereotypes – assessment of needs is not based on
‘assumptions’ or ‘stereotypes’ of people but on a careful assessment of
individual circumstances.
ii Reinforcing cultural heritage – discovering a person’s chosen lifestyle and
strengthening their cultural identity to increase opportunities for personal
growth and development.
iv Culturally appropriate services – identifying cultural and religious needs in
an accurate way which can then facilitate the development of culturally
appropriate services.
v Overcoming language barriers – attending to the person’s communication
needs to enable fuller participation in the assessment process.
vi Outreach and preventive work – needs are assessed with a view to
involving community-based resources in providing support for the person
and preventing crises from occurring.
vii Focus on discriminatory barriers – needs analysis is not based on a
discriminatory view of the person as a ‘cause’ of the problems but
focuses on problematic social processes which exclude the person from
ordinary community living.
viii Appropriate intervention – interventions are culturally appropriate and
strengthen cultural identity to increase opportunities for personal growth
and development.
ix Family/carer support – individual needs of the person are assessed within
a context of the signifi cant personal relationships with family and friends.
x Range of treatment options – needs should not be restricted to artifi cially
narrow aspects of the person’s life defi ned by professionals and service
organisations, but should encompass the whole of a person’s life.
xi Empowerment and advocacy – ensuring that the person and his/her
family fully participate in the assessment process with independent
advocacy or self-advocacy support if required.
xii Safeguarding rights – establishing checks on the quality of the
assessment process and ensuring that the person has proper access to a
complaints procedure if required.
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The Ten Essential Shared Capabilities
Module 1: Getting started – guidance notes Page 16
Split participants into small groups. Divide the 12 components equally
between the groups. The task for each group is to map each component
against the Ten ESCs using the grid below. The question they should answer
in each case is: ‘Which ESCs would a mental health worker need to work in
this way?’ Encourage learners to relate this activity to work they are actually
doing with service users and carers.
Facilitate feedback from the small groups.
Draw out and discuss any common themes.
ESC
Component
1 2 3 4 5 6 7 8 9 10 Comments
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The Ten Essential Shared Capabilities
Module 1: Getting started – guidance notes Page 17
Session 4: Part one: Developing socially inclusive practice
Facilitator’s plan
Ask participants to record a number of things that enrich their lives using a
separate Post-it® for each one they identify.
Invite participants to stick their Post-its® onto a fl ipchart sheet.
Read out examples of things that have been recorded and arrange Post-its®
in categories, involving everyone in the process. You should have both
common and unique items.
Ask the question ‘How can we work with service users to help them enrich
their lives?’ Draw on ideas from the whole group.
Divide participants into small groups and give each group a copy of the
‘Cycle of Exclusion’ diagram from Module 6 (Social Exclusion Unit 2004).
It is best to draw this onto two fl ipchart sheets before the session. Ask each
group to record ways of breaking this cycle of exclusion.
Ask for feedback from the small groups and draw (or get them to draw) their
ideas onto these fl ipcharts.
You may also want to use some video/DVD material in this session. A useful resource
for potential learning materials is:
In This World – Social Exclusion Unit fi lm on mental health (2004). This 13-minute
fi lm is available (free of charge) from the Social Exclusion Unit (see http://www.
socialexclusionunit.gov.uk). It shows three examples of service users moving towards
greater social inclusion.
Session 4: Part two: Personal action plan and learning review
Facilitator’s plan
Evaluation of the ESC learning materials
Remind learners that they have been using pilot learning materials. Ask them
to complete the learner feedback and evaluation sheet included in Module
7. While they are doing this, please complete the facilitator feedback and
evaluation form yourself.
Briefl y discuss:
The extent to which people’s individual learning goals have been met.
How people feel about their original fears and concerns now.
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Module 1: Getting started – guidance notes Page 18
Ask each participant to share one aspect of his or her personal action plan.
Generate a brief discussion about future learning goals. Encourage learners
to think creatively about sustaining learning through:
using learning resources (libraries, learning centres, online)
work-based learning (action learning sets, team development)
individual supervision, line management, coaching or mentoring
‘follow-on’ learning opportunities (make sure they know how to
access information, advice and guidance).
Additional resources
1. Resource Library
The Ten Essential Shared Capabilities CD-ROM contains further reading for each
module.
Module 2: The Ten Essential Shared Capabilities
Clarke S (2004) Acute Inpatient Mental Health Care: Education, Training & Continuing
Professional Development for All. London: National Institute for Mental Health in
England/The Sainsbury Centre for Mental Health
Department of Health (2004) The National Service Framework for Mental Health – Five
Years On. London: Department of Health Publications
Department of Health (2001) The Journey to Recovery – The Government’s Vision for
Mental Health Care. London: Department of Health Publications
Department of Health (1999) Effective Care Co-ordination in Mental Health Services.
Modernising the Care Programme Approach. A Policy Booklet. London: Department of
Health Publications
Department of Health (2002) The National Suicide Prevention Strategy for England.
London: Department of Health Publications
Department of Health (2002) Women’s Mental Health: Into the Mainstream: Strategic
Development of Mental Health Care For Women. London: Department of Health
Publications
Department of Health (2003) Mainstreaming Gender & Women’s Mental Health
Implementation Guidance. London: Department of Health Publications
Duffy D, Ryan T and Purdy R (2005) National Institute for Mental Health in England,
Preventing Suicide: A Toolkit for Mental Health Services. London: National Institute for
Mental Health in England
National Institute for Clinical Excellence (2003) Guidance on the use of
electroconvulsive therapy. Technical Appraisal Guidance 59. London: National Institute
for Clinical Excellence
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The Ten Essential Shared Capabilities
Module 1: Getting started – guidance notes Page 19
National Institute for Clinical Excellence (2002) Guidance on the use of newer (atypical)
antipsychotic drugs for the treatment of schizophrenia. Technical Appraisal Guidance
43. London: National Institute for Clinical Excellence
National Institute for Clinical Excellence (2002) Schizophrenia: Core Interventions in the
Treatment and Management of Schizophrenia in Primary and Secondary Care. Clinical
Guideline 1. London: National Institute for Clinical Excellence
National Institute for Mental Health in England (2003) Early Intervention For People
With Psychosis: An Expert Briefi ng. London: National Institute for Mental Health in
England
National Institute for Mental Health in England (2004) Emerging Best Practices in
Mental Health Recovery. London: National Institute for Mental Health in England
National Institute for Mental Health in England (2005) National Institute for Mental
Health in England Guiding Statement on Recovery. London: National Institute for
Mental Health in England
National Institute for Mental Health in England (2003) Mental Health Policy
Implementation Guide Support, Time & Recovery (STR) Workers. London: National
Institute for Mental Health in England
National Institute for Mental Health in England (2003) Self Help Interventions for
Mental Health Problems: An Expert Briefi ng. London: National Institute for Mental
Health in England
National Institute for Mental Health in England (2004) The Ten Essential Shared
Capabilities: a framework for the whole of the mental health services. London: National
Institute for Mental Health in England and the Sainsbury Centre for Mental Health
The Sainsbury Centre for Mental Health (1998) Briefi ng 1 – Keys to Engagement
– Review of Care for People With Severe Mental Illness Who Are Hard to Engage With
Services. London: The Sainsbury Centre for Mental Health
The Sainsbury Centre for Mental Health (1998) Briefi ng 4 – Acute Problems – A Survey
of the Quality of Care in Acute Psychiatric Wards. London: The Sainsbury Centre for
Mental Health
The Sainsbury Centre for Mental Health (2001) Briefi ng 13 – An Executive Briefi ng
on Mental Health Promotion: Implementing Standard One of the National Service
Framework. London: Mentality and The Sainsbury Centre for Mental Health
The Sainsbury Centre for Mental Health (2001) The Capable Practitioner A Framework
and List of Practitioner Capabilities Required to Implement the National Service
Framework for Mental Health. London: The Sainsbury Centre for Mental Health
The Sainsbury Centre For Mental Health (2003) Briefi ng 23 – A Window of Opportunity
A Practical Guide for Developing Early Intervention in Psychiatric Services. London:
The Sainsbury Centre for Mental Health
The Ten Essential Shared Capabilities
Module 1: Getting started – guidance notes Page 20
The Sainsbury Centre for Mental Health (2005) The Sainsbury Centre for Mental Health
Publications List (2005). London: The Sainsbury Centre for Mental Health
Module 3: Involving service users and carers
Department of Health and National Institute for Mental Health in England (2003)
Self-help interventions for mental health problems. Expert Briefi ng. London:
Department of Health Publications
The Mental Health Foundation (2000) The Mental Health Foundation Strategies for
Living – A Summary Report of User-Led Research into People’s Strategies for Living with
Mental Distress. London: The Mental Health Foundation
Pinfold V and Corry P (2003) Who Cares? The experiences of mental health carers
accessing services and information. London: Rethink
Rose D (2001) Users Voices: an executive summary. London: The Sainsbury Centre for
Mental Health
The Sainsbury Centre for Mental Health (2003) Doing it For Real: A Guide to Setting Up
and Undertaking a User-Focused Monitoring Project. London: The Sainsbury Centre for
Mental Health
The Church of England Archbishops’ Council (2004) Practising Mental Health:
A Resource for Spiritual & Pastoral Care. London: National Institute for Mental Health
in England
Module 4: Values-based practice
Allott P, Loganathan L and Fulford KWM (Bill) (2002) Discovering Hope For Recovery.
In Innovation in Community Mental Health: International Perspectives. Special issue of
the Canadian Journal of Community Mental Health, 21(2), pp 13–33
The above pdf is included with the kind permission of Diane Hiebert-Murphy, Senior
Editor, Canadian Journal of Community Mental Health
Colombo A, Bendelow G, Fulford KWM and Williams S (2003) Behaviour. Openmind
125: 10–12
Fulford KWM, Williamson T and Woodbridge K (2002) Values-Added Practice
(a Values-Awareness Workshop). Mental Health Today. October, pp 25–27
West Midlands Mental Health Partnership (2003) Values in Action: Developing a
Values Based Practice in Mental Health. Available from West Midlands Mental Health
Partnership
The above PDF reproduced with the kind permission of Roslyn Hope of the National
Institute for Mental Health in England West Midlands Development Centre
Woodbridge K and Fulford KWM (2004) Whose Values? A workbook for Values-Based
Practice in mental health care. London: The Sainsbury Centre for Mental Health
The Ten Essential Shared Capabilities
Module 1: Getting started – guidance notes Page 21
Woodbridge K and Fulford KWM (2004) Right, wrong and respect. Mental Health
Today. Sept 2004: 28–30
Module 5: Race equality and cultural capability
Norfolk, Suffolk and Cambridge Strategic Health Authority (2003) Independent Inquiry
into the Death of David Bennett. Cambridge: CNSC SHA
Department of Health (2005) Delivering Race Equality in Mental Health Care, An Action
Plan for Reform Inside and Outside Services and the Government’s Response to the
Independent Inquiry into the Death of David Bennett. London: Department of Health
Publications
Department of Health (2005) Mental Health Policy Implication Guide Community
Development Workers for Black & Minority Ethnic Communities Interim Guidance.
London: Department of Health Publications
Ferns P (2003) Letting Through Light: Ealing Service User’s Audit. London: Ferns
Associates
National Institute for Mental Health in England (2004) Celebrating Our Cultures:
Guidelines for Mental Health Promotion with the South Asian Community. London:
National Institute for Mental Health in England
National Institute for Mental Health in England (2004) Celebrating Our Cultures:
Guidelines for Mental Health Promotion with Black & Minority Ethnic Communities.
London: National Institute for Mental Health in England
National Institute for Mental Health in England (2004) Celebrating Our Cultures: Mental
Health Promotion with Refugees & Asylum Seekers. London: National Institute for
Mental Health in England
National Institute for Mental Health in England (2004) Celebrating Our Cultures: Mental
Health Promotion with the African Caribbean Community. London: National Institute
for Mental Health in England
National Institute for Mental Health in England (2004) Celebrating Our Cultures: Mental
Health Promotion with the Chinese Community. London: National Institute for Mental
Health in England
National Institute for Mental Health in England (2004) Celebrating Our Cultures: Mental
Health Promotion with the Irish Community. London: National Institute for Mental
Health in England
O’Connor W and Nazroo J (2002) Ethnic Differences in the Context and Experience of
Psychiatric Illness: A qualitative study. A study carried out on behalf of the Department
of Health by the National Centre for Social Research. The Department of Epidemiology
and Public Health at the Royal Free and University College Medical School. London:
Department of Health Publications
The Ten Essential Shared Capabilities
Module 1: Getting started – guidance notes Page 22
The Sainsbury Centre for Mental Health (2001) Booklet 2 Case Study – A Cultural
Sensitivity Audit tool for Mental Health Services. London: The Sainsbury Centre for
Mental Health
The Sainsbury Centre for Mental Health (2002) Briefi ng 17 – Breaking the Circles of
Fear: A Review of the Relationship Between Mental Health Services and African and
Caribbean Communities. London: The Sainsbury Centre for Mental Health
The Sainsbury Centre for Mental Health (2005) The Agenda; the new newsletter
for Breaking the Circles of Fear – Improving Mental Health Services to African and
Caribbean Communities. London: The Sainsbury Centre for Mental Health
Walls P and Sashidharan S P (September 2003) Real Voices – Survey Findings From a
Series of Community Consultation Events Involving Black & Minority Ethnic Groups in
England. Report prepared for Department of Health. London: Department of Health
Publications
Module 6: Developing Socially Inclusive Practice
National Institute for Mental Health in England (2003) Employment for People with
Mental Health Problems: An Expert Briefi ng. London: National Institute for Mental
Health in England
National Institute for Mental Health in England (2003) Making Inclusion Work Social
Inclusion Resource Pack on Service Mapping & Outcome Measurement. London:
National Institute for Mental Health in England
The Sainsbury Centre for Mental Health (2002) Briefi ng 15 – An Executive Briefi ng on
‘Working for Inclusion’. London: The Sainsbury Centre for Mental Health
The Sainsbury Centre for Mental Health (2003) Briefi ng 25 – Getting a Move On:
addressing the housing and support issues facing people with mental health needs.
London: The Sainsbury Centre for Mental Health
Social Exclusion Unit (2005) Action on Mental Health: A Guide to Promoting Social
Inclusion. London: Offi ce of the Deputy Prime Minister
Social Exclusion Unit (2004) Mental Health and Social Exclusion. London: Offi ce of the
Deputy Prime Minister
Module 7: Personal Activity Plan and Learning Review
Department of Health (2001) Working Together – Learning Together: A Framework for
Lifelong Learning for the NHS. London: Department of Health Publications
2. Using the Internet and websites
It is well worth encouraging learners to make use of the Internet – it’s a good way of
getting access to information quickly. There are literally thousands of websites devoted
to every aspect of mental health and more appearing every week. Have a look at
http://www.psychnet-uk.com It has all kinds of useful links and information.
The Ten Essential Shared Capabilities
Module 1: Getting started – guidance notes Page 23
In these learning materials, we’ve listed a number of websites that learners may fi nd
interesting. It’s important to note that this is not an exhaustive list, and please note that
NHSU is not responsible for the content of external websites.
If you search under each of the Ten ESCs you will fi nd lots of relevant and useful
material including some from a non-mental health background. This can help to
stimulate fresh thinking and new ideas. Searching using the keywords ‘Respecting
Diversity’ throws up hundreds of sites devoted to challenging racism, sexism and other
prejudices.
Try searching for each of the ESCs in turn and see what you fi nd. If you come across
something you think we should know about, please contact the editors by email at
esc@scmh.org.uk
If learners don’t have access to a computer and are keen to learn how to use the
Internet, encourage them to go to a learning centre or local public library. All public
libraries have computers linked to the Internet that can be used free of charge. They
are often in demand and may need to be booked in advance. Most librarians will help
people to get started and show them what to do.
Useful websites for learning how to use the Internet include:
http://bbc.co.uk/webwise/course/
Learning via the Internet – a free BBC guide to using the Internet for learning.
http://www.teachingideas.co.uk/welcome/
A ‘how to use the Internet’ site – mainly aimed at children but good for adults,
especially those with little experience of using the Internet.
http://www.vts.rdn.ac.uk
The RDN Virtual Training Suite aims to help people develop their Internet skills. Mainly
aimed at students, lecturers and researchers in UK higher and further education, but
freely available to others.
Government
http://www.direct.gov.uk
This website has information about access to public computers and free training on
how to use them. It lists UK online centres, which were set up to help as many people
as possible access the Internet.
http://www.dh.gov.uk
For everything to do with the Department of Health – news and offi cial publications.
You can search within the website using keywords.
http://www.nimhe.org.uk
The National Institute for Mental Health in England website has details of all activities,
work programmes, reports and publications.
The Ten Essential Shared Capabilities
Module 1: Getting started – guidance notes Page 24
http://www.socialexclusionunit.gov.uk
This website includes copies of all government reports on social exclusion.
http://www.newtsnni.gov.uk
The New Targeting Social Need (New TSN) Unit. Consultation documents and reports
on Social Inclusion in Northern Ireland.
http://www.nice.org.uk
National Institute for Clinical Excellence – this site includes access to all NICE reports.
http://www.scie.org.uk
The website of the Social Care Institute for Excellence.
http://www.offi cial-documents.co.uk
A website for copies of offi cial government reports.
http://www.healthcarecommission.org.uk
The website of the Healthcare Commission.
Professional and regulatory organisations
http://www.basw.co.uk
British Association of Social Workers website.
http://www.rcpsych.ac.uk
The Royal College of Psychiatry – look for the fact sheets on mental health problems
– free to download and very informative.
http://www.bps.org.uk
The British Psychological Society website.
http://www.cot.org.uk
The British Association of Occupational Therapists and the College of Occupational
Therapists.
http://www.nmc-uk.org
The Nursing and Midwifery Council – the regulatory body for all nurses and midwives.
http://www.rcn.org.uk
Royal College of Nursing.
http://www.csp.org.uk
Chartered Society of Physiotherapists.
National mental health organisations
http://www.mind.org.uk
MIND – The National Association for Mental Health. Website has lots of useful
information not just about MIND’s activities but also about mental health in general.
There is an online bookshop with a wide range of fact-sheets and brochures.
The Ten Essential Shared Capabilities
Module 1: Getting started – guidance notes Page 25
http://www.u-kan.co.uk
The new website for the United Kingdom Advocacy Network.
http://www.mentalhealth.org.uk
A website with comprehensive information about the Mental Health Foundation and
links to other mental health websites. It includes an interactive zone with bulletin
boards and discussion groups.
http://www.scmh.org.uk
The Sainsbury Centre for Mental Health – information about SCMH work programmes,
publications and free downloads of briefi ng papers and some reports.
http://www.rethink.org
The national association devoted to making life better for everyone affected by severe
and enduring mental health problems.
http://www.asylumonline.net
The offi cial website for Asylum magazine. Asylum was founded in 1986 inspired by
the radical ideas of the day. It is still in the forefront of the struggle for democracy and
inclusion.
http://www.critpsynet.freeuk.com
The Critical Psychiatry website. It hosts the Critical Mental Health Forum which is a
group of mental health service users, carers, professionals, academics and others who
are critical of current theory and practice in mental health services. It has been meeting
since January 2001.
http://www.youngminds.org.uk
Young Minds – the national association for people concerned with the welfare of
young people experiencing mental health problems.
http://www.samh.org.uk
The Scottish Association for Mental Health.
Working in partnership
http://www.power2u.org/recovery/people_can.html
The National Empowerment Centre in the USA – lots of very useful materials and
information. Includes articles by Dr Daniel Fisher, a psychiatrist with personal experience
of recovery from Schizophrenia.
http://www.mindfreedom.org
The website of a membership organisation with up-to-date news about service user
campaigns in the USA and internationally.
http://www.1stpm.org/articles/lifestory.html
1st Person is a magazine devoted to giving accounts, opinion and artwork from the
perspectives of people who have had mental health conditions. The site is no longer
kept up to date so some accounts are about 3 years old.
The Ten Essential Shared Capabilities
Module 1: Getting started – guidance notes Page 26
http://www.pendulum.org
An online support group for people with bi-polar disorders.
http://www.mhhe.ltsn.ac.uk
Mental Health in Higher Education – useful reports on partnership working and
involving service users in education.
Respecting diversity
http://www.offi cial-documents.co.uk/document/deps/doh/edcepi/cover.htm
A link to Ethnic Differences in the Context and Experience of Psychiatric Illness:
A Qualitative Study (EDCEPI) A Survey carried out on behalf of the Department of
Health by: National Centre for Social Research Department of Epidemiology and Public
Health at the Royal Free and University College Medical School ISBN: 011 3225865.
http://www.blink.org.uk/bm/index.asp
The Black Information Link – challenging racism and campaigning for equality.
http://www.drc-gb.org/newsroom/healthinvestigation.asp
The disability rights commission.
http://www.cmha.org.uk
Chinese Mental Health Association.
http://www.multikulti.org.uk
Information, advice and learning materials in a variety of languages – some useful
mental health resources.
http://www.mentalhealth.harpweb.org
This website has been designed to help health professionals in assisting asylum seekers
and refugees with mental health issues.
Practising ethically
http://www.bacp.co.uk/ethical_framework/
An ethical framework for good practice in counselling and psychotherapy.
http://www.gmc-uk.org/standards/default.htm
The General Medical Council standards for good practice.
http://www.bps.org.uk/the-society/ethics-rules-charter-code-of-conduct/prof-pract/profpract_
home.cfm
Professional practice guidelines from the British Psychological Society.
http://www.nmc-uk.org/nmc/main/publications/$standardsAndGuidance
Codes of practice and other guidelines from the Nursing and Midwifery Council.
http://www.cot.co.uk/public/publications/list/ethics/p1/intro.php
Code of Practice for Occupational Therapists.
The Ten Essential Shared Capabilities
Module 1: Getting started – guidance notes Page 27
http://www.csp.org.uk/thecsp/rulesofconduct/rulesofprofessionalconduct.cfm
Code of conduct for Physiotherapists.
Challenging inequality
http://www.who.int/mental_health/prevention/genderwomen/en/
The World Health Organization on inequality and mental health.
http://www.inequalityagenda.co.uk
An independent organisation providing research and development around inequality
especially relating to women’s mental health.
http://www.diligio.com
Lots of resources on Social Role Valorisation.
http://www.oneworld.net/themes/topic/topic_134_1.shtml
The OneWorld database contains thousands of documents on social exclusion from the
partners’ websites.
http://www.thresholdwomen.org.uk
A pioneering organisation on women and mental health.
http://www.blink.org.uk
The website of the 1990 Trust. The fi rst national Black organisation set up to protect
and pioneer the interest of Britain’s Black Communities. Their approach is to engage
in policy development and to articulate the needs of Black communities from a Black
perspective.
http://www.womens-mental-health.man.ac.uk
The fi rst national centre for research around women and mental health.
Promoting recovery
http://akmhcweb.org/recovery/rec.htm
The Alaska mental health consumers network website – lots of interesting material
on recovery and links to recovery-related websites throughout the USA.
http://www.tidal-model.co.uk
A website devoted to the tidal model – focused on helping people recover their
mental health.
http://www.scottishrecovery.net
The Scottish Recovery Network – see the paper on Elements of Recovery.
http://www.mentality.org.uk
Mental health promotion at the Sainsbury Centre for Mental Health – lots of very useful
publications.
The Ten Essential Shared Capabilities
Module 1: Getting started – guidance notes Page 28
http://mentalhelp.net
Mental Help Net is a website dedicated to educating the public about mental health,
wellness, and family and relationship issues and concerns.
http://www.mhselfhelp.org
The USA National Mental Health Consumers’ Self-Help Clearinghouse, helps to connect
individuals to self-help and advocacy resources.
Identifying people’s needs and strengths
http://www.amicus-mhna.org/guideassessment.htm
Mental Health Nurses Association Guidance on assessment.
http://www.socwel.ku.edu/publications/strengths/
Provides access to lots of resources on strengths approaches including links to other sites.
Providing service user centred care
http://www.patient.co.uk
A website with plenty of resources aimed at service users across the entire health care
spectrum including mental health.
Making a difference
http://www.nfao.co.uk
The National Forum for Assertive Outreach.
http://www.kingsfund.org.uk/pdf/assertive.pdf
The Kings Fund reading and resource list on Assertive Outreach.
http://www.tulip.org.uk
Tulip works with clients experiencing mental health needs ranging from emotional
distress to severe and enduring mental health problems. Vulnerable groups served
include women, refugees, Black and Minority Ethnic (BME) groups and clients with a
dual diagnosis.
http://www.actassociation.org
The USA Assertive Community Treatment Association.
http://www.iris-initiative.org.uk
A UK website entirely devoted to early intervention with information on clinical
practice, research and training.
http://www.eppic.org.au
The Early Psychosis Prevention and Intervention Centre – a website with lots of very useful
resources for clinical practice and education and training.
http://www.iepa.org.au
An international organisation for the study and treatment of early psychosis.
The Ten Essential Shared Capabilities
Module 1: Getting started – guidance notes Page 29
http://www.cognitivetherapy.com
An independent website with lots of useful information on CBT (Cognitive Behaviour
Therapy).
http://www.babcp.org.uk
The British Association for Behavioural and Cognitive Psychotherapy.
http://www.defeatdepression.org
This site provides accessible information, education, support about all aspects of
depression. The site is specifi cally designed for service users, carers and families.
http://nice.org.uk
National Institute for Clinical Excellence.
Promoting safety and positive risk taking
http://www.nimhe.org.uk/downloads/Educ&TrainingAIP.pdf
Online version of Clarke S (2004) Acute Inpatient Mental Health Care: Education,
Training and Continuing Professional Development for All. London: National Institute
for Mental Health in England/The Sainsbury Centre for Mental Health.
http://www.mentalhealthcare.org.uk/schizophrenia/mentalhealthprofessionals/risk/
management/
Risk management in mental health services.
http://www.aic.gov.au/publications/tandi2/tandi281.html
Risk assessment materials from Australia.
http://www.fhsc.salford.ac.uk/hcprdu/projects/risk_assessment.htm
Risk assessment – outline of research with a link to the report.
http://www.practicebasedevidence.com/pbe.htm
A useful website – see the section on positive risk taking.
http://www.jrf.org.uk/default.asp
The Joseph Rowntree Foundation. See the article Mental health service users and their
involvement in risk assessment and management. It gives an overview of a project led
by Joan Langan and Vivien Lindow – the full report is now available and can be ordered
from this site.
http://www.papyrus-uk.org/papyrus-what-is-papyrus.html
A UK charity devoted to suicide prevention.
http://www.nimhe.org.uk/priorities/suicide.asp
The National Institute for Mental Health in England work programme on suicide
reduction.
The Ten Essential Shared Capabilities
Module 1: Getting started – guidance notes Page 30
Personal development and learning
http://www.mdx.ac.uk/www/study/mhhtim.htm
An informative mental health history website regularly updated by the owner
Andrew Roberts.
http://www.lifelonglearning.co.uk
Government website to promote lifelong learning.
http://www.learndirect.co.uk
learndirect: a searchable website – training programmes throughout the UK.
http://www.learndirectscotland.com
learndirect for Scotland.
http://www.open.ac.uk
The Open University – the national distance learning provider.
http://crll.gcal.ac.uk
Centre for Research in Life Long Learning.
Advocacy in mental health services
Four websites focusing on advocacy hosted by different organisations:
http://www.nnaa.org.uk
http://www.pacehealth.org.uk/advocacy.html
http://www.mind.org.uk/NR/rdonlyres/E44C98AD-4C85-4C91-AA16-
49170AF9C2CB/0/IndependenthealthadvocacyMHApolicy.pdf
http://www.u-kan.co.uk
Values and values-based practice
http://www.scmh.org.uk
The Sainsbury Centre for Mental Health website includes information about the
training workbook for Values-Based Practice, Whose Values?, on which Module 4 is
based.
http://www.connects.org.uk/conferences
This website, which is hosted by the Mental Health Foundation, includes two online
conferences on values and values-based practice and is one of the places where the
National Institute for Mental Health in England Framework for Values for Mental Health
is published. (Requires registration to log in to website.)
http://www.nice.org.uk
National Institute for Clinical Excellence (NICE). Schizophrenia guidelines and other
information.
The Ten Essential Shared Capabilities
Module 1: Getting started – guidance notes Page 31
http://www.nimhe.org.uk
National Institute for Mental Health in England. For information regarding
implementation guides and mental health policy.
http://www.nmc-uk.org
Code of professional conduct for nursing and midwifery.
http://www.rcpsych.ac.uk/publications/cr/council/cr83.pdf
The duties of a doctor registered with the General Medical Council.
http://www.scie.org.uk
Social Care Institute for Excellence. For information regarding social models of care
and other general social care information.
http://www.skillsforhealth.org.uk
The Health Functional Map and other curriculum support tools published by Skills
for Health.
http://www2.warwick.ac.uk/fac/med/meded/study/pemh/vbp_introduction/
An introduction to values-based practice on the Warwick University website. The
University of Warwick and Warwick Medical School were partners with The Sainsbury
Centre for Mental Health in the production of the training workbook for values-based
practice.
NHSU is not responsible for the content of external internet sites.
The Ten Essential Shared Capabilities
Module 1: Getting started – guidance notes Page 32
4. Notes on editors and writers
Editors:
Thurstine Basset
Peter Lindley
Rose Barton
Project Management:
Gabrielle Henderson, NHSU
Project advisers:
Roslyn Hope, NIMHE
Ian Baguley, University of Lincoln and NIMHE
Writers:
Thurstine Basset and Peter Lindley (Modules 1, 2 and 7)
Laura Lea, with Thurstine Basset and Peter Campbell (Module 3)
Kim Woodbridge and Bill Fulford (Module 4)
Errol Francis with Ian Gittens (Module 5)
Peter Bates (Module 6)
Brief notes on editors and writers:
Thurstine Basset is an Independent Training and Development Consultant.
Peter Lindley works for the Workforce Development Section, The Sainsbury Centre for
Mental Health.
Rose Barton is Director of the Ashcroft Project based in Norfolk, a voluntary sector
mental health service for women.
Peter Bates is Senior Consultant (Mental Health) at the National Development Team.
His work includes secondment to the National Institute for Mental Health in England
and the Social Exclusion Unit. He is the editor of Working for Inclusion – making social
inclusion a reality for people with severe mental health problems (The Sainsbury Centre
for Mental Health 2002). He was editor of the mental health magazine A Life in the
Day from 2002–04.
Errol Francis is the joint lead for the ‘Breaking the Circles of Fear’ programme at
The Sainsbury Centre for Mental Health.
Bill (KWM) Fulford is Professor of Philosophy and Mental Health in the Department
of Philosophy, University of Warwick and Honorary Consultant Psychiatrist in the
Department of Psychiatry, University of Oxford. He is also National Fellow for
Values-Based Practice at the National Institute for Mental Health in England. He has
published widely on philosophical and ethical aspects of mental health.
The Ten Essential Shared Capabilities
Module 1: Getting started – guidance notes Page 33
Laura Lea is a member of CAPITAL (Clients And Professionals In Training And
Learning). She co-ordinates a local mental health service user group and is involved
in training mental health workers. As someone who actively manages her mental
health she seeks to inform people about the reality of living with mental distress and
receiving care.
Kim Woodbridge works at SCMH where she takes a lead on Social Inclusion and
Values in Mental Health. She has also completed, with colleagues, a recent pilot study
on leadership and empowerment training for service users. Kim is completing a DProf
at Middlesex University where she is currently researching Values and the concept of
risk in mental health practice. Her publications include Whose values? A workbook
for values based practice, co-authored with Prof Bill Fulford. She is also an honorary
lecturer at the University of Warwick and honorary employee of the East London and
City Mental Health NHS Trust.
Peter Campbell is an independent service user/survivor. He works as an author, trainer/
educator and campaigner.
Ian Gittens is the NHSU Strategy Lead on Equality, Diversity and Human Rights. He has
published several documents including titles on race equality in education. Ian gained
his Doctorate at Birmingham University and has worked for government departments
and national public sector organisations to develop their race equality capability and
undertake effective race equality impact assessments.
Editorial Review Panel:
John Allcock
Barbara Crosland
Ian Gittens
Lisa Hill
Frank Keating
Anne McCrudden
Sally Pidd
Dean Pinnock
David Redgrove
Jeremy Rees
Malcolm Rutt
Premila Trivedi
Technical Editors:
Worth Media is a BAFTA and IVCA award-winning provider of research, consultancy
and digital services, including web design.
The Ten Essential Shared Capabilities
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