MENTAL HEALTH SELF MANAGEMENT PROGRAMME.
#Mental Health https://developing-better-mentalhealth.blogspot.com/2021/10/asn-your-homebusiness.html http://paulamps70.depress1on.hop.clickbank.net
"supporting and changing your mind set"
"Simply The best social education resource ever."
From the Desk of Paul Thompson.
CHANGE YOUR MIND SET.
www.readthesighns.org
wanting to harm yourself
hearing voices or seeing things
drugs and alcohol
withdrawing from other people
changes in eating patterns
changes in sleeping patterns
severe anxiety, panic or fear
feeling worthless and hopeless
no pleasure in life
In a manic period, a sufferer may be hyperactive, speak rappidly, have dilussions and be elated and then irritable.
"supporting and changing your mind set"
"Simply The best social education resource ever."
WHAT TO DO: IF...
MENTAL HEALTH SELF MANAGEMENT PROGRAMME.
"supporting and changing your mind set"
Chapter 1. Managing your Mental Health
4. WHAT TO DO: IF...you're ready to commit to a self improvement programme, or a
MENTAL HEALTH SELF MANAGEMENT PROGRAMME.
it will take focus and determination to meet your objectives.
However,once you do' you will feel like an entirely different person.
Introduction to
Mental Health 1 Page 1
The Ten Essential Shared Capabilities.
Getting started - guidance notes
Welcome & introduces you to the Ten Essential Shared Capabilities.
How to Manage your mental health.
The long walk back to health
Chapter 2. WHAT TO DO: IF IT IS YOU!
5. Novel Creation Notes: Or JUST WRITE WHAT YOU FEEL...it's good theropy.
Chapter 2 The Ten Essential Shared Capabilities
Module 1: Getting started - guidance notes Page1. 14
Chapter 3 Inclussion and Service Users.
WHAT TO DO: IF...
6 Continue Novel writing.
Chapter 3 CHAPTER THREE. Inclussion and Service users.
The Ten Essential Shared Capabilities
Module 1: Getting started - guidance notes Page 16-19
CHANGE YOUR MIND SET.
www.readthesighns.org
wanting to harm yourself
hearing voices or seeing things
drugs and alcohol
withdrawing from other people
changes in eating patterns
changes in sleeping patterns
severe anxiety, panic or fear
feeling worthless and hopeless
no pleasure in life
Chapter 4. How to Read and Make Body Movements for Maximum Success
TABLE OF CONTENTS
Introduction 4
Chapter 1: Reading the Signs 6
Chapter 2: Mirroring 21
Chapter 3: Body Language in Negotiations 25
Chapter 4: Body Language in Selling 28
Chapter 5: Body Language in Job Interviews 34
Chapter 6: Body Language in Meetings 40
Chapter 7: Body Language in Flirting 42
Conclusion 49
Summary: 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.
•
•
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
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, reflective practice and identif 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.
7. 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 affiliated and non-professionally affi liated workers from alldisciplines 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).
Resources: There are extensive resources available throughout the learning material.Some skill is required by the user to identify appropreate source links. Here are a few examples;
8.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.
FOR USER CONVIENIANCE.
You can get in touch with National Mind & your local Mind for information & provission.
for example, counselling and support groups.
www.mind.co.uk
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
Managing your Mental Health Programme.
Chapter 1. Managing your Mental Health
WHAT TO DO: IF...
MENTAL HEALTH SELF MANAGEMENT PROGRAMME.
"supporting and changing your mind set"
Mental Health.
Psychotherapy is the generic tearm for all forms of non-medical treatment for mental,emotional or behavioural problems.It includescounselling, psychoanalysis and Group therapy, and aimsat helping people to acheive personal insight and self-development.Furthermore,psychology isthe studdy of human and animal behaviour and all its processes.Psychologists studdy emotions, perception, memory, development,intelligence,behaviour,personality, mental illness and the relationship between mind and body.
Introduction.
You can always talk to your GP about your mental and emotional health.many schools and colleges also have trained counsellors who can help. Anything you discuss with a GP or counsellor will stay confidential.
Your GP can't pass anything on without informing you.
if you are still unsure , contact a helpline first and talk through the options for getting help and support.
Intrestingly psychology encompassess dozens of schools and Divisions,however, the lack of a unified approach, and difficulty in definittely proving anything, means that psychology is not always considered a mainstream science.
On the other hand'Psychiatry'is concerned with curing mental disorders, psychology is not a branch of medicine.
During ones life mental health problems will accure for many, during peace and war.For all servivers of MH, it is a long road indeed, requiring more than medication.It requires Education,Self-development. New skills will need to be learned,which will vary from each individual.For example people skills, and Anger Management and a great deal of deturmination.
The Aquisission of a personal tools kit is of paramount importance. Skills Development and Self-Management are key and will be used on the road to survival,all this in addition to medical provission.Ideally these new skills can then be shared in order to help others.
Facilataters and assistant facillitaters are needed for group work.the ideal group size is between 8 & 12 participunts.All though 'Flexability'is the key here.
"It's a long walk back from war."
Many of those who liberated the Falklands arround 30 years ago still suffer from mental health problems caused by their experinces.
If you're a veteran, where ever you served & what ever you're age, its never too late to get the help you need.You can find help here:
www.combatstress.org.uk
What they do
Supporting us
For Veterans and families
For medical professionals
Enemy Within
For Veterans and families
Symptoms of trauma
People react to traumatic experiences in different ways. Here are some symptoms you may recognise:
•Feeling isolated
•Frequent periods of withdrawal into oneself
•Nightmares/flashbacks/insomnia
•Anger or aggressive behaviour
•Feeling distrustful and suspicious/blaming others
•Misuse of alcohol/drugs/gambling and/or food
•Seeking out high-risk/dangerous pursuits
•Work-related or relationship problems
•Feeling numb and empty
•Feeling suicidal
•Self harm and self-destructive tendencies
•Being easily moved to tears
•Avoidance of people and places
•Panic attacks/anxiety/depression/mood swings.
If you (or someone you know) may be suffering from any of the above, please call us for a free, informal chat. Just click on the "Need help & advice" button above to find your nearest Community Outreach Support Team.
You can also contact the Combat Stress 24-Hour Helpline for the military community and their families. The Helpline can advise on various issues from mental health to practical support.
The helpline is on 0800 138 1619, text: 07537 404 719 (standard charges may apply for texts), or email: combat.stress@rethink.org
You might also like to download and read a very helpful leaflet produced by an organisation called STEPS: Steps Towards Empowerment & Positive Survival.
Need help & advice
Donate Now
Search:
Symptoms of trauma
Help on your doorstep and beyond
Support for partners
Combat Stress is a Registered Charity: England & Wales No. 206002; Scotland No. SC 038828 / Company Limited by Guarantee No. 256353.
Furthermore,all psychoanalysts have to undergo a period of analysis themselves before being allowed to set up in practice.
You can get in touch with National Mind & your local Mind for information & provission.
for example, counselling and support groups.
www.mind.co.uk
Moreover, 'Pychoanalysis'is a form of 'Psychotherapy' developed by Sigmund Freud, based on the theory that mental and emotional problems are rooted deep in the unconscious mind.
Pschoanalysis uses skillful questioning,dream analysis, free association & other methods to help to discover the causes of personal difficulties.
Moreover,in Briton, anyone may practice as a psychotherapist, but exponents of spicific approches such as Freudian psychoanalysisset theire own standards for practitioners.
Novel Creation Notes: Or JUST WRITE WHAT YOU FEEL...it's good theropy.
You may have written the entire story already, in which case the word processor can be used for the power of its spell checking or others of its useful tools.
If you have used a note taker, you will now need to take each of the steps, with all their content, and weave dynamic language to bring the story alive.
We have formatted this document in line with the conventions required by most literary agents and publishers. This governs the font type and size, spacings and margins. You can of course change each of these, but we would recommend that you check that your work conforms to agent/publisher requirements first.
We have kept your text in the blocks that you created – within each of the 12 steps. As you scroll down, you will see the headings for each step, an introduction to the section, and then the words that you typed in.
We have left the introductions in place to help you navigate. In time – or straight away – you will need to remove our the comments, so that you are left with just the text that comprises your story. However, at this stage they should continue to prompt you – and of course the detail on each of the steps remains in Newnovelist Help, so you can turn to that at any stage. You can also use the Newnovelist.com community section if you need help at any stage.
Don’t forget that you can also print out your notes pages, the character descriptions and the Ordinary and Extraordinary Worlds – individually or as a single report.
Good luck with the rest of your writing.
STORY CREATION STEP 1
HOME
In this section, you introduced the Hero in their "Ordinary World".
You have probably suggested the Hero's beliefs and needs.
The Hero probably had some interaction with their Helpers that populate the Ordinary World, and there was possibly some foreshadowing of the Extraordinary World.
In a sense, this step should suggest an imbalance in the Hero's World, an imbalance that, by the story's end, will be corrected.
The scenes in this step should take up about 2% of your story, but re note that this is a guideline only - your story's need is the final arbiter.
How to Self-Manage your Mental Health.
NOTE: In the first instance, please see your GP.
MENTAL HEALTH SELF MANAGEMENT PROGRAMME.
Why-There are currently many cut backs in provission at a time when the needs of many are requiring support.
If you need help, seek help from the professionals, who are few and over streched.
Concurrently, however, work through my programme, whilest waighting for your appointments.
The aim is to prepare you to self manage your Mental Health in conjunction with any direct or indirect support from the NHS, or Private Practitioners.
There is no cost to you.However, I ask that you work hard. The foundations are about self-education,management and distraction techniques, and about you!
Your mission is to become an expert about your self.
So read on, and all the very best, kind regards, Paul.
MENTAL HEALTH SELF MANAGEMENT PROGRAMME.
Furthermore,it will take focus and determination to meet your objectives.
However,once you do' you will feel like an entirely different person.
WHAT TO DO: IF IT IS YOU!
1.So what if it is you? Firstly you need to find out more information. if you have been experiencing some of the sighns for a few weeks or longer,don't ignore it,however.don't panic either.
Start to write your feelings down.
Get books out of the library.
remember. you are not alone. Thousands of people have gone through very similar feelings, and come out the other side.
2.Talk about it. Secondly, find someone who will take you seriously and really listen. explain clearly what's going on, and be as honest as you can.You could ring one of the help lines in this programme. They will listen to you and take you seriously, and your call will be confidential.
3.Reach out...so seek and ye shall find. help is out there.contact a local support group.
http://www.mind.org.uk/help
Speak to your GP or to a counsellor at school or college. it takes courage to take the first step.but you won't regret it.
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.
•
•
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.
•
•
•
•
•
•
•
•
•
The Ten Essential Shared Capabilities
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 reflection and application of
learning between modules.
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.
•
•
•
The Ten Essential Shared Capabilities
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?
•
•
•
•
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?
1.
2.
3.
The Ten Essential Shared Capabilities
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.
•
•
•
•
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.
If you can consentrate and read the following text, we can say ' You have started the long walk back.
Mental Health, BASIC INFANTRY.
My Hero's are the basic infantry soldiers and how he and she soldiered on throughout our History.
Good examples can be found during the American Civil War.
The poor bloody infantry take the blunt of it.So lets concider some facts.
Federal Blankets.
Firstly, the Federal Blankets were all alike.There was no choice for either individuals or branch of service.Many soldiers concidered them much the same as horse blankets used back home on the farm.
Blankets were usually woolen grey in colour, with a black U.S., 4ins long, located in the center of the regulation 7ft long and 5ft 6ins wide blanket which waighed 5 pounds.
Furthermore,Confederate blankets were much less uniform in colour and size.Often the confederate soldier would use a piece of old carpet as a blanket, and often had nothing at all.
Secondly, most Federal soldiers were provided with a woolen blanket and a rubber watter proof blanket or multy purpose poncho.
To be attached to a variaty of knapsacks issued by varius federal formations.However,many confederate soldiers used hommade cloth satchels in lieu of the military knapsack. Moreover, confederates used knapsacks only to a limited extent after 1862.
Southern Soldiers sent home their nonessentials, and wrapped all their real necessities into a blanket. they tied the ends of the blanket together,and then covered it with the Yankee rubber blanket. They carried it slung over the left shoulder from where it crossed the body to the right hip.
Bowie knifes.
All individuals must of concidered how they would conduct themselves in close quarter battle.Early in the war many volunteers on both sides were presented with bowie knifes of various patterns and length.They were more popular with southern troops than with northern, but even federales used them.
However, veterans recalled that the knife s were soon abandoned, especially by the feds, who found that their own issue equipment was sufficiant.
Furthermore,Confederate soldies were not so well armed and therefore, the bowie knife remained popular with them.the bowie knife was standared equipment with many confederate soldiers, who termed all sheath knives "bowie" no matter their size.
Moreover,they were made in limitless sizes and shapes.For example, the state of Georger purchased large numbers from overa 100 different markets.These knives had 18-inch blades, weighing about 3 pounds.
The Battle of Shiloh, 1862.
How did they soldier on?
The old Triangle,he thought, went gingle jangle,as he awoke to the more familiare sound.The damp, dark room began to stir into life. The noise of key chains in the locks wipped away any remaining cobwebs, welcomming them back to hell."Comon Henry,move your ass,slops out" Ging said. men shuffled into a cue to enmpty the contents of their buckets from the night before.
There were 25 men in this part hf the make shift prisson, on the outskerts of Shiloh,in the year of 1862.Henry Morton Stanley earned fame in 1872 for his discovery of Dr. David Livingstone in the interior of Africa (see Stanley Finds Livingstone, 1872 <<http://www.eyewitnesstohistory.com/stanley.htm>>).
Ten years earlier, the 21-year-old Stanley had enlisted in the Confederate Army and on April 6, 1862 he found himself preparing for battle at Shiloh. He later described that day and we join his story as his unit readies itself for the fight:
In April 1862 General Ulysses S. Grant's army was encamped along the Tennessee River just north of the Mississippi border; poised to strike a blow into the heartland of the South. Grant had been at this location for about a month, awaiting the arrival of additional troops under General Buell before he began his march southward. Twenty miles to the south, in Corinth, Mississippi, Confederate General Albert Sidney Johnston ordered his troops northward with the plan of attacking Grant before Buell arrived. The stage was set for one of the Civil War's bloodiest battles. On the morning of April 6, Johnston's force surprised Grant in an attack that slowly pushed the Union troops back from the high ground they occupied towards the Tennessee River. Fighting was fierce.
Many of the Union troops fled to the rear upon the initial Confederate assault and by afternoon General Johnston was confident that victory was within his grasp. However, Union resistance stiffened. Fighting around the white-washed Shiloh Church was particularly vicious. In a wooded thicket the Confederates labeled "the Hornets' Nest" the Northern troops struggled for nearly six hours before finally surrendering. The Union soldiers stalled the Confederate onslaught by exchanging their precious lives for time in which reinforcements could arrive.
The Battle Begins - Violets for Protection: Henry Morton Stanley earned fame in 1872 for his discovery of Dr. David Livingstone in the interior of Africa (see Stanley Finds Livingstone, 1872 <<http://www.eyewitnesstohistory.com/stanley.htm>>). Ten years earlier, the 21-year-old Stanley had enlisted in the Confederate Army and on April 6, 1862 he found himself preparing for battle at Shiloh.
What would be important to the likes of Henry Parker & Henry Stanley, as well as all the other Toms standing side by side on the fireing line? Who they are standing next to? Ready Ammo, A servicable rifle? A pair of good boots on their feet? Can you find the inner strenth to fight after the long march in the wind & rain?Can we stand and fire 2 to 3 rounds a minute. will we die or loose a limb?
Henry Stanley later described that day and we join his story as his unit readies itself for the fight:
The battle's name, Shiloh, came from the name of a small, whitewashed church around which much of the early fighting took place. Shiloh means "place of peace" in Hebrew.
"Day broke with every promise of a fine day. Next to me, on my right, was a boy of seventeen, Henry Parker. I remember it because, while we stood-at-ease, he drew my attention to some violets at his feet, and said, 'It would be a good idea put a few into my cap. Perhaps the Yanks won't shoot me if they see me wearing such flowers, for they are a sign of peace.' 'Capital,' said I, 'I will do the same.' We plucked a bunch, and arranged the violets in our caps. The men in the ranks laughed at our proceedings, and had not the enemy been so near, their merry mood might have been communicated to the army.
We loaded our muskets, and arranged our cartridge pouches ready for use. Our weapons were the obsolete flintlocks and the ammunition was rolled in cartridge-paper, which contained powder, a round ball, and three buckshot. When we loaded we had to tear the paper with our teeth, empty a little powder into the pan, lock it, empty the rest of the powder into the barrel, press paper and ball into the muzzle, and ram home.
Then the Orderly-sergeant called the roll, and we knew that the Dixie Greys were present to a man. Soon after, there was a commotion, and we dressed up smartly. A young Aide galloped along our front, gave some instructions to the Brigadier Hindman, who confided the same to his Colonels, and presently we swayed forward in line, with shouldered arms. Newton Story, big, broad, and straight, bore our company-banner of gay silk, at which the ladies of our neighbourhood had laboured. As we tramped solemnly and silently through the thin forest, and over its grass, still in its withered and wintry hue, I noticed that the sun was not far from appearing, that our regiment was keeping its formation admirably, that the woods would have been a grand place for a picnic; and I thought it strange that a Sunday should have been chosen to disturb the holy calm of those woods.
Before we had gone five hundred paces, our serenity was disturbed by some desultory firing in front. It was then a quarter-past five. 'They are at it already,' we whispered to each other. 'Stand by, gentlemen,' - for we were all gentlemen volunteers at this time, - said our Captain, L. G. Smith. Our steps became unconsciously brisker, and alertness was noticeable in everybody.
The firing continued at intervals deliberate and scattered, as at target-practice. We drew nearer to the firing, and soon a sharper rattling of musketry was heard. 'That is the enemy waking up,' we said. Within a few minutes, there was another explosive burst of musketry, the air was pierced by many missiles, which hummed and pinged sharply by our ears, pattered through the tree-tops and brought twigs and leaves down on us. 'Those are bullets,' Henry whispered with awe." The Power of the Rebel Yell: Stanley and his regiment come under fire but advance towards the Union lines steadily firing, loading, and firing their muskets as they proceed: "After a steady exchange of musketry, which lasted some time, we heard the order: 'Fix Bayonets! On the double-quick!' in tones that thrilled us. There was a simultaneous bound forward, each soul doing his best for the emergency. The Federals appeared inclined to await us; but, at this juncture, our men raised a yell, thousands responded to it, and burst out into the wildest yelling it has ever been my lot to hear.
It drove all sanity and order from among us. It served the double purpose of relieving pent-up feelings, and transmitting encouragement along the attacking line. I rejoiced in the shouting like the rest. It reminded me that there were about four hundred companies like the Dixie Greys, who shared our feelings. Most of us, engrossed with the musket-work, had forgotten the fact; but the wave after wave of human voices, louder than all other battle-sounds together, penetrated to every sense, and stimulated our energies to the utmost. 'They fly!' was echoed from lip to lip. It accelerated our pace, and filled us with a noble rage. Then I knew what the Berserker passion was! It deluged us with rapture, and transfigured each Southerner into an exulting victor.
At such a moment, nothing could have halted us. Those savage yells, and the sight of thousands of racing figures coming towards them, discomfited the blue-coats; and when we arrived upon the place where they had stood, they had vanished. Then we caught sight of their beautiful array of tents, before which they had made their stand, after being roused from their Sunday-morning sleep, and huddled into line, at hearing their pickets challenge our skirmishers. The half-dressed dead and wounded showed what a surprise our attack had been. " Under Fire: Continuing to advance, Stanley and the Confederates come upon another Union camp and are met by a hail of bullets and cannon fire: "After being exposed for a few seconds to this fearful downpour, we heard the order to 'Lie down, men, and continue your firing!' Before me was a prostrate tree, about fifteen inches in diameter, with a narrow strip of light between it and the ground. Behind this shelter a dozen of us flung ourselves.
The security it appeared to offer restored me to my individuality. We could fight, and think, and observe, better than out in the open. But it was a terrible period! How the cannon bellowed, and their shells plunged and bounded, and flew with screeching hisses over us! Their sharp rending explosions and hurtling fragments made us shrink and cower, despite our utmost efforts to be cool and collected. I marveled, as I heard the unintermitting patter, snip, thud, and hum of the bullets, how anyone could live under this raining death. I could hear the balls beating a merciless tattoo on the outer surface of the log, pinging vivaciously as they flew off at a tangent from it, and thudding into something or other, at the rate of a hundred a second. One, here and there, found its way under the log, and buried itself in a comrade's body. One man raised his chest, as if to yawn, and jostled me. I turned to him, and saw that a bullet had gored his whole face, and penetrated into his chest. Another ball struck a man a deadly rap on the head, and he turned on his back and showed his ghastly white face to the sky. 'It is getting too warm, boys!' cried a soldier, and he uttered a vehement curse upon keeping soldiers hugging the ground until every ounce of courage was chilled. He lifted his head a little too high, and a bullet skimmed over the top of the log and hit him fairly in the centre of his forehead, and he fell heavily on his face. But his thought had been instantaneously general; and the officers, with one voice, ordered the charge; and cries of 'Forward, forward!' raised us, as with a spring, to our feet, and changed the complexion of our feelings.
The pulse of action beat feverishly once more; and, though overhead was crowded with peril, we were unable to give it so much attention as when we lay stretched on the ground. Just as we bent our bodies for the onset, a boy's voice cried out, 'Oh, stop, please stop a bit, I have been hurt, and can't move!' I turned to look, and saw Henry Parker, standing on one leg, and dolefully regarding his smashed foot. In another second, we were striding impetuously towards the enemy, vigorously plying our muskets, stopping only to prime the pan and ram the load down, when, with a spring or two, we would fetch up with the front, aim, and fire.
Our progress was not so continuously rapid as we desired, for the blues were obdurate; but at this moment we were gladdened at the sight of a battery galloping to our assistance. It was time for the nerve-shaking cannon to speak. After two rounds of shell and canister, we felt the pressure on us slightly relaxed; but we were still somewhat sluggish in disposition, though the officers' voices rang out imperiously. Newton Story at this juncture strode forward rapidly with the Dixies' banner, until he was quite sixty yards ahead of the foremost. Finding himself alone, he halted; and turning to us smilingly, said, 'Why don't you come on, boys?' You see there is no danger!' His smile and words acted on us like magic. We raised the yell, and sprang lightly and hopefully towards him. 'Let's give them hell, boys!' said one. 'Plug them plum-centre, every time!'
It was all very encouraging, for the yelling and shouting were taken up by thousands. 'Forward, forward; don't give them breathing time!' was cried. We instinctively obeyed, and soon came in clear view of the blue-coats, who were scornfully unconcerned at first; but, seeing the leaping tide of men coming on at a tremendous pace, their front dissolved, and they fled in double-quick retreat. Again we felt the 'glorious joy of heroes.' It carried us on exultantly, rejoicing in the spirit which recognises nothing but the prey.
We were no longer an army of soldiers, but so many school-boys racing; in which length of legs, wind, and condition tell. " Captured! The ferocious fighting continues throughout the morning and into the afternoon with horrendous consequences for both sides.
As light gives way to dark, Stanley and the remnants of his exhausted unit take refuge in an abandoned Union camp to await the dawn and the continuation of the attack: "At daylight, I fell in with my Company, but there were only about fifty of the Dixies present. Almost immediately after, symptoms of the coming battle were manifest. Regiments were hurried into line, but, even to my inexperienced eyes, the troops were in ill-condition for repeating the efforts of Sunday. However, in brief time, in consequence of our pickets being driven in on us, we were moved forward in skirmishing order. With my musket on the trail I found myself in active motion, more active than otherwise I would have been, perhaps, because Captain Smith had said, 'Now, Mr. Stanley, if you please, step briskly forward!' This singling-out of me wounded my amour-propre, and sent me forward like a rocket. In a short time, we met our opponents in the same formation as ourselves, and advancing most resolutely. We threw ourselves behind such trees as were near us, fired, loaded, and darted forward to another shelter. Presently, I found myself in an open, grassy space, with no convenient tree or stump near; but, seeing a shallow hollow some twenty paces ahead, I made a dash for it, and plied my musket with haste.
I became so absorbed with some blue figures in front of me, that I did not pay sufficient heed to my companion greys; the open space was too dangerous, perhaps, for their advance; for, had they emerged, I should have known they were pressing forward. Seeing my blues in about the same proportion, I assumed that the greys were keeping their position, and never once thought of retreat. However, as, despite our firing, the blues were coming uncomfortably near, I rose from my hollow; but, to my speechless amazement, I found myself a solitary grey, in a line of blue skirmishers! My companions had retreated!
The next I heard was, 'Down with that gun, Secesh, or I'll drill a hole through you! Drop it, quick!' Half a dozen of the enemy were covering me at the same instant, and I dropped my weapon, incontinently. Two men sp rang at my collar, and marched me, unresisting, into the ranks of the terrible Yankees. I was a prisoner!"
With nightfall, fighting subsided. Grant's forces were pinned against the Tennessee River but the exhausted Confederates were short of their goal of complete victory. One casualty of the afternoon's combat was General Johnston who lost his life while directing his troops from the front lines. His death severely affected the Confederate's morale and their belief in victory. Buell's reinforcements finally arrived during the night as did forces under General William H. Wallace, strengthening the Union lines with 22,500 fresh troops.
With the break of dawn, Grant attacked, pushing the exhausted Confederates steadily back until they finally began a retreat in the early afternoon that left the field to the Union forces. The confrontation had been a slaughter on both sides. Corpses littered areas of the battlefield to the extent that, as General Grant described, "it would have been possible to walk across the clearing in any direction stepping on dead bodies without a foot touching the ground." Nearly 100,000 troops had faced each other and almost 24,000 ended as casualties. This horrendous outcome was a wake-up call to the nation announcing that the continuing war would be costly for both sides.
Henry Morton Stanley earned fame in 1872 for his discovery of Dr. David Livingstone in the interior of Africa (see Stanley Finds Livingstone, 1872 <<http://www.eyewitnesstohistory.com/stanley.htm>>). Ten years earlier, the 21-year-old Stanley had enlisted in the Confederate Army and on April 6, 1862 he found himself preparing for battle at Shiloh. He later described that day and we join his story as his unit readies itself for the fight:
References: Stanley's account appears in - Stanley, Henry M., The Autobiography of Henry M. Stanley (1909); Foote, Shelby, The Civil War vol. I (1986). How To Cite This Article: "The Battle of Shiloh, 1862" EyeWitness to History, www.eyewitnesstohistory.com <http://www.eyewitnesstohistory.com/>
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Mostly, you're alone. just you, your pain, and your bedroom door. preferably,lockrd.
In the first instance see your GP,get some information, talk to someone, visit Mind.
Don't just hang arround for help to come to you. Be proactive and help yourself.
Adopt a posative mental attitude.
You can recover from mental health-Mind state...1 in 4 adults will suffer from mental health problems..." I say it is probly more."
Posative Affirmations are important...write some down, stick them where you can see them.
"I can do...." what every it is you are working on.
you must keep replacing bad thoughts with poaative thoughts.
STORY CREATION STEP 2
CHALLENGE
In this step you focused on two main scenes or sequences of scenes:
1) Point of Attack – where the Hero is presented directly with the strange world (the "Extraordinary World"). Something from the Extraordinary World (usually the World of the Antagonist) is witnessed or experienced by the Hero that is a kind of challenge, or "call to adventure."
2) Initial Reaction and Ultimate Response to Point of Attack – where you developed how the Hero responded.
The Hero usually reacts negatively in some way to the Point of Attack, not wishing to become involved in - or simply not fully appreciating - the problem being presented.
The scenes in this step should take up about 6% of your story. Again, note that this is a guideline only; your story's need is the final arbiter.
Facilitators and managers may want to leave support sessions relatively open and allow learners to set the agenda by raising specific 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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The Ten Essential Shared Capabilities
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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The Ten Essential Shared Capabilities
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.
Chapter 2.WHAT TO DO: IF IT IS YOU!
OK, Now it is time to start work!
Are you Angry,Sad,Happy or Hurt? Life is a rollercoaster."I'm moody and irritable and can't be bothered to do anything. Sometimes I feel so fed up I feel like crying."
What to do if it is someone you know.
1.Talk about it.
it is good to talk, however, be patient. if you think someone has been experiencing some of thr sighns for a few weeks or longer,and you're worried about them,you will need to remain patient. They may want to tak about it - but they may not.You can't force someone to talk if they're not ready.
the main thing is to let them knowthat you are there for them,that you care about them,and thatyou won't judge them.
2.Get Informed.
try to share any rlivant information with your friend,by visiting www.readthesighns.org and other websites listed.Furthermore,if they are prepared to talk to other people, for example, a GP or counsellor, and give them your full support.
but remember you are not an expert.you can,t take on someones else's problems. and you need to look after yourself. i.e. Manage your own problems.
Moreover;you may want to get some advice and support for yourself from one of the phone lines and helpful web sites.
Again you can always talk to your GP about your mental and emotional health.many schools and colleges also have trained counsellors who can help. Anything you discuss with a GP or counsellor will stay confidential.
Your GP can't pass anything on without informing you.
if you are still unsure , contact a helpline first and talk through the options for getting help and support. www.readthesighns.org all the sighns in more detail, plus info on specific mental health problems and how to get help.
STORY CREATION STEP 5
POINT OF NO RETURN
At this point the Hero steps squarely into the World of the Antagonist. He or she is at the point of no return and committed to the journey ("crossing the threshold").
The Hero is fully in the midst of a different, wondrous, perhaps fearful, World. At this stage, you should bring out clearly the Hero's reactions to the Extraordinary World, especially to those things that would cause wonderment - and perhaps even fear - in the Hero.
The Hero also comes in contact with many of the Antagonist's Helpers but not generally or substantially with the Antagonist. Although the Antagonist might appear - at least symbolically - for the first time, the focus is clearly on the Antagonist's Helpers, not the Antagonist. The story shows how the Antagonist's Helpers go about carrying out the wishes of the Antagonist and generally how they interact with the Antagonist. If your Hero does interact with the Antagonist the Antagonist's needs should begin to be explained.
This step is the first major turning point of the story. If we think of a story as having three acts, this is the transition to Act II and what all the preparation up to now has been about.
Caution: Good stories never make the mistake of having the Hero appear suddenly in a new place for no obvious reason. They do NOT, in other words, change their plot at this Step. Rather, this Step has a change of direction only; the plot must continue its logical progression.
The scenes in this step should take up about 3% of your story.
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ESC
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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.
1.
2.
3.
4.
5.
6.
1.
•
•
The Ten Essential Shared Capabilities
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
2.
•
•
•
•
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 Briefing. 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/>
CHANGE YOUR MIND SET.
www.readthesighns.org
wanting to harm yourself
hearing voices or seeing things
drugs and alcohol
withdrawing from other people
changes in eating patterns
changes in sleeping patterns
severe anxiety, panic or fear
feeling worthless and hopeless
no pleasure in life
"supporting and changing your mind set"
"Simply The best social education resource ever."
STORY CREATION STEP 3
MENTOR
In this Story Creation Step you focused on the following sequence of scenes:
1) Meeting with the mentor/helper
The mentor/helper (or helpers) will assist the Hero in resolving the major issue of the story. The mentor explains what has happened, clarifying to the Hero the call to adventure. The Mentor, in effect, tells the Hero that he has the burden of fully answering the call.
Although the Mentor advises or befriends the Hero, he/she does not usually accompany the Hero on the "journey."
2) Rejection, mind-changing event and agreement
You have probably had your hero rejecting the call. Finally, however, something unusual happens in the Ordinary World that causes the Hero to decide to accept the call. This step, therefore, reveals the traits of the Hero that cause the Hero to change their mind.
The scenes in this step should take up about 5% of your story. As you already know - this is a guideline only; your story's need is the final arbiter.
DRUGS & ALCOHOL.
Sometimes,it worries you. But mostly, you try not to think about it.
Can you see a pattern developing? keep a diary-how much you drink and when, you can even note how much you spend/save.
Do Drugs and/or Alcohol play a definite part in your life-or you're worried that it is heading that way?
If you have real cravings for one or more substances. You realise that you're using substances to deal with feeling anxious, stressed or down.
Another key question-Are you self medicating? If You can admit to yourself that you are. Then you have started on the road to recovery. put your name on the list at your local Drug and Alcohol unit.
There will be a waiting list.You will not be able to fully adress MH problens on till you have addressed drug and alcohol problems.
<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/EducHYPERLINK "http://www.nimhe.org.uk/downloads/Educ%26TrainingAIP.pdf"HYPERLINK "http://www.nimhe.org.uk/downloads/Educ%26TrainingAIP.pdf%22%26HYPERLINK"&HYPERLINK "http://www.nimhe.org.uk/downloads/Educ%26TrainingAIP.pdf%22%26HYPERLINK"HYPERLINK "http://www.nimhe.org.uk/downloads/Educ%26TrainingAIP.pdf"TrainingAIP.pdf <http://www.nimhe.org.uk/downloads/Educ%26TrainingAIP.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.
The Ten Essential Shared Capabilities
STORY CREATION STEP 4
THE EDGE OF ADVENTURE
Story-Creation Step 4 is the point at which the Hero's "journey" is about to begin. The Hero is at the edge of the adventure, the edge of the Extraordinary World of the Antagonist. This Step includes some event, planning, preparation, or other experience that sets up the first major turning point of the story, which is to come at the next Step.
The scenes in this step should take up about 10% of your story - a guideline only!
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Post–Traumatic Stress Disorder (PTSD) – Caused by a traumatic or terrifying past experience, PTSD symptoms include flashbacks, nightmares, or constant fear.
Healing Emotional & Psychological Trauma – When bad things happen, it can take time to get over the pain and feel safe again. But no matter how long it’s been, you can heal and move on.
www.bbc.co.uk/health/mental info on all aspects of mental health, including treatment and help.
STORY CREATION STEP 6-see the next chapter...
Chapter 3 Inclussion and Service Users.
CHAPTER THREE. Inclussion and Service users.
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.
TESTS BY ANTAGONIST'S HELPERS
Your Hero is now in a near-continuous push-and-pull - a "test" - with the Antagonist's Helpers.
The Hero is, in a sense, being tested. And through those tests (and through the tests to come, especially in Step 7) the Hero begins - very gradually and very subtly - a learning process (usually about themselves), a process that will lead to a major change/discovery later in the story.
The scenes in this step should take up about 22% of your story.
Furthermore post traumatic stress syndrome is the anxiety that comes on after a particularly violent event, such as war, rape, torture,anatural disaster or a crash.
Sufferers may suffer flashbacks, recurring nightmares,depression and feelings of ailienation or guilt.
MOREOVER, No pleasure in life!
Sports, hobbies, mates, flirting-whatever.
None of it matters,and none of it feels good.
This feels like the world has gone grey. there is no colour left in your life.
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You're just not interested in things that used to give you pleasure.
STORY CREATION STEP 7
TESTS BY ANTAGONIST
Step 7 continues the push-and-pull begun in the sixth Story-Creation Step. The Hero is now, however, facing a number of challenges and difficulties coming directly from the Antagonist, while the Antagonist's Helpers are largely in the background.
As in the last step, the Hero is still, in a sense, being tested. And through those tests, the Hero continues a very gradual and subtle learning process, a process that will lead to a major change/discovery later in the story.
The scenes in this step should take up about 11% of your story.
FEELING WORTHLESS AND HOPELESS.
This feels like being stuck in a pit, full of despair. Youcan,t see a way out. And you think it,s your fault.
in your head, you beat yourself up. You think you're pathetic. there is something wrong with you. so you can't talk about it. and you can't ask for help.
www.thesite.org/info/health in-depth sections on key mental health problems,plus active message boards.
in addition to the above, you may allso find sighns indicated by changes in your eat ing patterns, or notice them in people close to you.this is where your relationship with food gets very intence your eating becomes all bound up with how you feel.
How To Lose Body Fat Enjoyably
Losing weight is often a problem for people due to two reasons. Firstly, it’s the misinformation that they are bombarded with, most of which contradicts itself and each other…and is often downright false.
Secondly, there may often be issues with mindset that can stop a person from either making lifestyle changes to accommodate their new diet or from having the strength to say "no!" when friends say "oh, go on…".
Losing weight does not have to be some major upheaval. In fact, it’s far easier to lose weight gradually and enjoyably over a longer period of time than it is to try and change your daily habits overnight.
If you aim to lose 2 lbs per week, you’ll still enjoy a varied diet and will not have to become a gym rat at the same time.
In order to maintain a 2lbs per week loss (which is easier than you think), we’ll need to look at improving the diet, exercise habits, and detoxifying our system.
Healthy Diet
The basics apply here more than anything else, particularly when starting out. Make sure you’re eating plenty of fruit and vegetables each week, and that you aim to drink at least a few glasses of water a day (or more if you can). Avoid sugary foods where possible and swap out for fruit snacks instead. Do not drink fruit juice instead of water or fruit however, as the sugar content will pile on pounds quickly.
Try to cook your meats and fish in a non stick frying pan so that cooking oil is not required, and if you insist on chips/fries, then oven bake or grill them for a healthier meal.
Finally, try to eat smaller meals but more often throughout the day. This will keep your body burning fat as it no longer needs to store fat and sugars from previous meals. Eating more regularly helps keep your metabolism up and reduces the need for cravings too.
Exercise
Some of us cringe at the thought of exercise, but any form of exercise is sufficient providing you do it at least 3 times a week or more. You don’t need to be a gym rat to stay fit, but you do need to get up and move about for 30 minutes at least 3 times per week, so that your heart is beating faster than it would at its’ normal resting rate.
Even if it means a brisk walk to the shops and back, this can be enough to shed the pounds over the months ahead. In fact, walking is one of the best exercises you can do, because it burns the most actual fat from your body, and not just carbs.
Essentially, that is all there is to it.
You don’t need to go mad with the diet or exercise plans; you just need to be able to stick to them. Obviously you’re going to have to curb your fatty snacks such as crisps and chocolate, but you’ll find that if you follow a plan that fills your day with eating the right foods (not all salads and fruit either!) then you’ll never feel hungry enough to snack in the first place. For more information on such a diet, check.
OK, Now it is time to start work!
In addition to the above signs, some may have a feeling of paranoia.furthermore,paranoia is a feeling of persecution or belief that all events are connected to, and conspiring against oneself.
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What's on your mind?
"Sometimes I get a funny feeling in my stomach and I don't know what it is. i just don't feel right."
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STORY CREATION STEP 8
DESPAIR
This step – which is about 2/3 of the way through - is both the personal-crisis moment for the Hero and the point of near-triumph for the Antagonist.
Since the Antagonist has gained an overwhelming advantage over the Hero in their ongoing "push and pull" in Steps 6 and 7, the Hero is now facing his/her darkest time. The Hero suffers either a serious reversal of fortune or maybe even a confrontation with death itself.
It is, in short, the personal-crisis moment for the Hero. (At the end of the story, of course, there is also a crisis, but generally that will be a plot crisis - the final resolution, as it were, of the elements that have been building all along - not a personal crisis.) For up until this time there have been many conflicts; that is what makes for a good story. However, in all those instances, the Hero (as well as the audience/readers) has a sense of hopefulness. Even though the Antagonist and the Antagonist's Helpers have constantly been creating difficulties for the Hero, the Hero hasn't given up, or even pretended to give up...UNTIL NOW!
Since the Hero is in the darkest and most fearsome parts of the Antagonist's (Extraordinary) World, Step 8 is where we'll get to know the Antagonist personally. Interwoven throughout this Step is the presence of the Antagonist and the Antagonist's (Extraordinary) World.
The scenes in this step should take up about 12% of your story.
Furthermore, Food can effect mood.
So either you don't eat enough,always going a bit hungry.or you stuff yourself with junk food, looking for comfort.
Whether it's out of control, or over-controlled, the truth is you are using food as a way of dealing with your feelings, and your life.
So, changes in your eating patterns are important to note.Moreover, is your behaviour connected to what you eat? you need to keep a food diary and moniter how you feel and behave.adjust your diet accordingly.
SEVERE ANXIETY, PANIC OR FEAR.
When you feel like this,there are no words to express it. it's justbig, scary, and out of controle.You feel like a car, going out of control.
Moreover,your heart races,you feel you can't breathe. Sometimes you feel you're going to black out.All you can do is try to hold on.
STORY CREATION STEP 9
CHAIN BREAK
In Story-Creation Step 9 the story is now leading directly to a major resolution that will, at least to some degree, resolve all the controversy that has been building from the beginning. It is the most important Step in any story, for it is the stage at which the Hero bounces back from the depths of despair and gets a second chance, a new lease on life.
This Step should reveal a profound change in the Hero, and their most remarkable qualities and strengths should also be brought out. They undergo a "Transformation," in which they gain new knowledge about themself or their World, often becoming more moral and self-responsible than before. Because of all that has happened to the Hero in the other Steps - especially the previous Step - the Hero now makes a critical choice based on a new set of beliefs or some soul-changing knowledge.
The events and actions occurring at this Step should illustrate how the Antagonist, perhaps unwittingly, causes the Hero's change.
This Step should bring the Hero to a new stage at which they have at least a fighting chance for the final confrontation with the Antagonist.
The scenes in this step should take up about 3% of your story.
**More on PTSD...Coping with Traumatic Stress - When disasters happen, you may experience a wide range of intense emotions. Learn what you can do to deal with the emotional aftermath.
Post–Traumatic Stress Disorder (PTSD) – Caused by a traumatic or terrifying past experience, PTSD symptoms include flashbacks, nightmares, or constant fear.
Healing Emotional & Psychological Trauma – When bad things happen, it can take time to get over the pain and feel safe again. But no matter how long it’s been, you can heal and move on.
STORY CREATION STEP 10
READY FOR THE FIGHT
Story-Creation Step 10 is generally a setting up of the confrontation to come in the next Step.
In many stories, Step 10 can begin with a short incident or a recounting of events by the Hero. This incident (or recounting of events) explains how the Hero got from the point of the major change (which occurred in the previous Step) to his/her current situation. It may be very short; sometimes it does not occur at all.
In some stories (most Intense Love stories, for example) the confrontation, which normally begins at the next Step, is so long that it actually begins at THIS Step. In such instances, this Step might start with only a very short confrontation set-up scene (if it has one at all) before beginning the confrontation.
The majority of this Step is devoted to readying the main characters for the confrontation, which will begin immediately in the next Step.
The Antagonist, now desperate, is preparing for a confrontation with the Hero and is, perhaps, pursuing the Hero. Remember that the Antagonist has (in the previous Steps) had all of their sophisticated plans and efforts thwarted by the Hero. The Hero has been winning lately in spite of - and often because of - the Antagonist's best efforts. The Antagonist, therefore, might now conclude that the only way to deal with the Hero is to remove them -- and, in some cases, actually to kill the Hero. Thus, this Step always gives the sense that the stakes are now very high.
The scenes in this step should take up about 11% of your story.
CHANGES IN SLEEPING PATTERNS.
No Sleep?sometimes you lie awake for houres, agitated and restless.Or you sleep and sleep,and then sleep some more. maybe you wake up early,with thoughts pressing in on you. or you stay under the duvet, trying, trying to avoid reality. you just can't face the world.
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This lack of sleep go's on for weeks and it stops you doing ordanary things.
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furthermore, you never feel rested.You're just dragging yourself around.
STORY CREATION STEP 11
If you would like a copie of my CD, send me you details, In will keep them safe.
paulhere70@gmail.co.uk
•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.
•
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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The Ten Essential Shared Capabilities
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 first.
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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The Ten Essential Shared Capabilities
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 find difficult:
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?
1.
2.
3.
The Ten Essential Shared Capabilities
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.
•
•
•
•
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.
1.
2.
3.
4.
5.
6.
1.
2.
3.
The Ten Essential Shared Capabilities
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.
1.
2.
3.
4.
1.
2.
3.
•
•
•
•
•
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.
•
•
•
•
•
•
•
1.
2.
3.
4.
The Ten Essential Shared Capabilities
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.
1.
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
1
2
3
4
5
6
7
8
9
10
11
12
2.
3.
4.
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.
1.
2.
3.
4.
5.
6.
1.
•
•
The Ten Essential Shared Capabilities
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).
Depression.
there are reasons for depression, such as redundancy or a death of a spouse and it is a normal part of the grieving process.
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Only when there appeares to be no outside caurses of depression,when the condition appears to be chronic or when the condition appears to be chronic or when it is part of MANIC DEPRESSION, is depression regarded as a treatable mental illness.
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schizophrenia,brain damage, alcoholism and manic depression may all lead to the development of paranoia.
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women who suffer from post-natal depression may have to be treated for depression.
Writers & Artists - are apparently six times more likly to suffer mood swings than the rest of the rest of the population.
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CONFRONTATION
This is when the Hero confronts the Antagonist directly. Although the Hero may have had other dealings with the Antagonist in past Steps, this time the Hero has already made his or her critical choice. So this confrontation marks the Hero's public display of their new self.
The confrontation marks the Hero's general proving of themself, applying what has been learned.
This Step is the resolution of all the plot development to this point. And, therefore this Step is not so much about the character as it is about the plot. For the Hero has already had their personal (character) Transformation. Now they have simply to take ACTION to resolve the general challenge that the Antagonist has been presenting since almost the beginning of the story.
Not surprisingly, then, this Step is usually the most exciting Step.
Often, a result of the confrontation is the "death" of the Antagonist. Although the "death" might be a literal death, it will more often be only a symbolic one, referring, for example, to the Antagonist's loss of power or control over the Hero.
The scenes in this step should take up about 10% of your story.
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STORY CREATION STEP 12
RESOLUTION
The final Story-Creation Step is composed of two main parts:
1) Final Resolution of Conflict
The final conflict is resolved when the Hero experiences his or her Ultimate Transformation and becomes a new person..
2) Restoration of balance/return to the Ordinary World
The Hero physically returns to the Ordinary World after the final resolution. But it is the Hero's inner life that comes into balance. And this balance brings forth joy.
By the time the Hero reaches the ultimate transformation, they have usually learned some moral lesson from both the personal transformation (step 9) and the major conflict (Step 10) as well as from all the other experiences in the story. In this Step, therefore, the action and descriptions of the Hero help to illustrate the moral of the story.
The scenes in this step should take up about 2% of your story.
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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
Fase to Face-Mental Health-CHANGE YOUR MINDSET.
REMEMBER!
You can always talk to your GP about your mental and emotional health.many schools and colleges also have trained counsellors who can help. Anything you discuss with a GP or counsellor will stay confidential.
Your GP can't pass anything on without informing you.
if you are still unsure , contact a helpline first and talk through the options for getting help and support.
Kind Regards,
Paul Thompson.
To Summarize, I have tryed to produce the best social ed resource ebook ever.So use it and share it with others. It is free and should not be reproduced for a fee.
Call-To-Action.
After reading this e-book:
Be informed; this is the very best social education resource.
Buy a product; there are products for sale in the above text, and should remain a part of the free resourse.
Join a cause; keep an open mind about Mental health in all social groups. because is a ro[[ercoaster.Visit:www.rollercoaster.nhs.uk
Share your e-book.
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
List any resources for additional reading or reference, such as:
Recommended E-books;
Helpful websites etc.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
2.
•
•
•
•
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/EducHYPERLINK "http://www.nimhe.org.uk/downloads/Educ%26TrainingAIP.pdf"HYPERLINK "http://www.nimhe.org.uk/downloads/Educ%26TrainingAIP.pdf%22%26HYPERLINK"&HYPERLINK "http://www.nimhe.org.uk/downloads/Educ%26TrainingAIP.pdf%22%26HYPERLINK"HYPERLINK "http://www.nimhe.org.uk/downloads/Educ%26TrainingAIP.pdf"TrainingAIP.pdf <http://www.nimhe.org.uk/downloads/Educ%26TrainingAIP.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.
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The Ten Essential Shared Capabilities
#################################################
.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.
The Ten Essential Shared Capabilities
#################################################
CHAPTER 4. How to Read and Make Body Movements for Maximum Success
Body Language Magic
How to Read and Make Body Movements for Maximum Success
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TABLE OF CONTENTS
Introduction 4
Chapter 1: Reading the Signs 6
Chapter 2: Mirroring 21
Chapter 3: Body Language in Negotiations 25
Chapter 4: Body Language in Selling 28
Chapter 5: Body Language in Job Interviews 34
Chapter 6: Body Language in Meetings 40
Chapter 7: Body Language in Flirting 42
Conclusion 49
Introduction
Have you heard of the word Body English? I remembered one basketball
game when the sportscaster said, "Air Jordan used a little Body English to coax
that ball into the hoop, as he released the free throw." He meant that the player
moved his hips sideways, as if using mind control, so that the ball will go through
the basket.
Body English is just one of the myriad of examples of body language that
we do and apply to our lives every now and then, consciously or unconsciously.
What is Body Language?
Body language is the unspoken or non-verbal mode of communication that
we do in every single aspect of our interaction with another person. It is like a
mirror that tells us what the other person thinks and feels in response to our
words or actions. Body language involves gestures, mannerisms, and other
bodily signs.
Would you believe that in real life situations, 60% to 80% of the messages
that we convey to other people are transmitted through body language and the
actual verbal communication accounts for only 7% to 10%?
Our ability to use body language in a positive way and to read other
people's minds through their body language separates the men from the boys (or
women from girls), and can be a powerful tool to our overall personality
development. Imagine creating a great impression for work, business, and love
by being knowledgeable in this not-so-common yet powerful field of study. It is
the unspoken tool to a successful life.
So read on and find out how you can read and utilize body language - the
most used yet most misunderstood secret language in the world.
Chapter 1
Reading the Signs
We use body language everyday in our lives to get our message across,
to achieve positive feedback in our lives, and to get whatever we want. We use
this language all the time, but we may not be aware of it. Moreover, this language
doesn't only involve the mouth but the whole body as well.
Could you even imagine the awesome power of applying it? With it, you'll
be able to interpret other people's inner emotions even if they're not directly
expressing it. You'll also be able to modify your behavior to fit the situation. You'll
get them to like and trust you. What words cannot do, body language can.
In this chapter, we shall explore the various body gestures or movements
conveyed by people in different scenarios. Let’s begin.
Suggesting Interest
It is important to know if people are interested in what you are saying;
otherwise, you are just wasting your time.
Just imagine you are a chemistry teacher. You have always been
interested in chemistry, so you assume that your students feel the same way as
you do. But are they really interested? Are your teaching methods good enough
to arouse their interest? Unless you can recognize the different body signals your
students are conveying, you would never know how they are adapting to the
subject matter. And unless you find out if staring continuously at you without
blinking the eyes is a sign of interest or an indication of being in dreamland, you
simply could not take the necessary steps to adjust to their learning needs.
Here are some of the movements exhibited by people who are interested
in what you are saying:
· They maintain eye contact more than 60% of the time. The more wideopened
the eyes are, the more interested the person is. In fact, a
person maintains eye contact more when listening than when talking.
· Their heads are inclined forward.
· They are nodding their heads. Such action means that they're agreeing
with you. That means they're attentive and listening.
· Their feet are pointing towards you.
· They smile frequently. But take note, not all smiles convey the same
feeling. An oblong smile is not genuine. It is used to show courtesy, but
not necessarily happiness or friendliness. The lips are withheld
completely back from the upper and lower teeth, forming the oblong
shape. This is usually the smile that many people exhibit when they
feign to enjoy a lame joke.
Indications That They're More Open to Agree with You
When you were a young child, have you ever tried to decode what your
parents’ facial expressions mean when you ask them to buy you a new toy or to
take you to Disneyland? A frown would likely be a "No!" But a nod would make
you jump with joy. As you grow older, it has become a necessity to be able to
detect if other people will agree with your decision or proposal. This is an ability
that will truly help negotiators, employees, and even lovers to succeed in their
ventures because they would be able to change their approach early enough to
adjust to a specific situation.
There are certain hints to indicate if people are more receptive in
accepting your ideas. Some of these are:
· Their hands are flat on the table.
· Their palms are open.
· If they're stroking their chin, they're thinking. They may agree with you
after careful evaluation.
· Their heads are inclined forward.
· They are nodding their heads.
· Their legs are spaced out from each other.
· They smile frequently.
· They unbutton their jackets. This indicates friendliness and willingness
to collaborate with you.
· Their hands are open. This also indicates genuineness.
· They place their hands in their chest. This signifies openness and
conveys sincerity, honesty, or dedication. However, a woman putting
her hands in her breast is a defensive position and may indicate that
she is surprised or astonished.
Indications That They are Thinking
People think all the time. But different individuals make different body
movements based on the type and intensity of their thinking. Some of their
actions are written below:
· They’re stroking their chin. This means they are assessing the
advantages and disadvantages of the proposal/idea being presented.
· They take their glasses off, after which they may either (1) clean them,
or (2) put the tip of the frame in their mouth. They are buying
themselves some time to think things over. A frame in the mouth would
also likely indicate that they need more details and they are willing to
listen.
· They are pinching the bridge of the nose most likely with eyes closed.
People doing this are engaged in very deep thought. They may be
involved in a difficult situation, where they are aware of the
consequences that may occur as a result of making crucial decisions.
· They put a palm below the chin, index finger pointed and extended
along the cheek, while other fingers placed beneath the mouth. This
gesture more likely indicates thoughts that are criticizing or
antagonizing other people.
· They walk with the head down and hands behind the back. People who
walk this way are probably worried about their problems, and they are
thinking of ways to solve them.
Indications That They Are Frustrated/ Dismayed
A basketball coach whose team loses by a point may say "Aaarrrrrrr!" or
he may just keep quiet while making certain body movements that indicate how
disappointed he is. Here are some hints that indicate frustration.
· They are scratching/rubbing the hair or the back of the neck.
· You often hear the word "Tsk."
· They kick the dust or air.
Indications That They Are Action-Oriented
People who are goal-oriented and highly motivated may not only be
recognized by how they speak. Their actions actually speak louder.
· They walk at a fast rate while swinging their arms loosely.
· They put their hands on their hips, usually with legs apart.
· They walk with hands on their hips. This may indicate a spurt of vitality
at the moment, but may be followed by sluggishness.
Indications That They Are Defensive/Hiding Something
The mouth might keep a secret, but certain gestures could indicate that
people are hiding something they don’t want others to find out, such as:
· They walk with their hands in their pockets.
· They cross their arms.
· They hide their hands any way they can.
Indications Of Boredom
Imagine your boss is doing a presentation and all employees are required
to listen. You noticed that many of them are clicking their pen, tapping their feet,
and drumming their fingers. After the meeting, you hear the boss ask them, "Did
you enjoy the presentation?" They would say "Definitely!" But you know better.
Their actions indicate just how bored they are. It feels good to know body
language, doesn’t it?
Some signals conveyed by people who are bored and disinterested
include:
· Head supported by the palm, often accompanied by drooping eyes.
· They show inattentiveness by staring at a blank space (eyes not
blinking) or by looking around frequently.
· They are pulling their ears. This may also signify that they want to
interrupt while another person is talking.
· They are clicking a pen non-stop.
· They are tapping their hands or feet.
· They yawn incessantly.
· Their feet or other body parts are pointing to the exit, as if they are very
eager to leave.
· They move restlessly in their seats. This could also mean that they are
not cozy or at ease, or they might just be exhausted.
· They cross their legs and constantly kick their foot in a very slight
motion (particularly done by females).
If you’re the one making the presentation and you discerned that your
audience are displaying signs of boredom, don't start talking faster or louder.
Restrain from such act even if your instinct tells you to do so. Instead, say, "Hold
on. I feel that I’m losing your attention. What's up?" Hear what they have to say.
You may discover what's actually preventing them from keeping up with you.
Signals Conveying Excitement or Interest
If you have experienced getting a promotion, receiving a special gift, or
winning a contest, I bet you’ve done any of the acts made by excited people
when you first discovered about your blessing. Some of the movements made by
excited people include:
· They rub their palms against each other.
· They clap their hands.
· Their heads are tilted forward.
· Their cross their fingers (usually comes with the hope that something
big or special will happen).
Signals Exhibiting Confidence/Authority/Power
People with a high degree of self-confidence are normally more likely to
be successful than those who have low self-esteem. Moreover, those who exhibit
authority or dominance usually come out on top because they subconsciously
make other people feel weaker. So how do they move?
· They maintain firm eye contact and rarely looks on other body parts
underneath the nose.
· They speak with a low-pitched, slow-paced, downward-inflected voice.
· Chin tilted upwards.
· Chest projected outwards.
· They maintain an erect posture, whether standing or sitting.
· They sit in reverse, with the back of the chair serving as their support
or shield. People who sit in this position are known to be bossy and
aggressive.
· Their hands are clenched behind the back.
· Their hands are placed beside the hips.
· Their feet are on top of the table.
· They have a firm handshake, palms pointing downwards.
· They lean back with both hands supporting the head.
· They move with precision and with no hesitation.
· They walk solidly with forceful arm swings.
· They join the fingertips of both hands together (small finger of both
hands joined together, ring finger of both hands joined together, and so
on). Palms of both hands are not in contact with each other. The higher
the hands are elevated, the more confident they are.
· They extend one leg over the arm of a chair they’re sitting in. When
they do this, it may also mean that they are apathetic, disinterested, or
unconcerned. They may be exhibiting the "I don’t care" attitude.
Moreover, you can declare your domination over other people by rising or
elevating yourself from them. It is not unusual to see taller people being in control
over the situation. Choose a chair or location where other people will have to
"look up" on you. They will subconsciously think they are weaker and can easily
be manipulated.
Signals Of Anger/Resistance
Many people rarely let their anger go out of control. They are more likely
to restrain their raging emotions. You must therefore be able to recognize any
gesture that signifies wrath or resistance to prevent any possible chances of the
fireworks exploding. Here are some hints:
· Their fists are clenched.
· Their hands or feet are tapping.
· One hand is clutching the other hand, arm, or elbow.
· Their arms are crossed over the chest.
· Their eyes are blinking constantly.
· Collar pulled away from the neck, like letting some air in during a hot
day in the summer.
· They kick the dust or air.
· Their arms are vertically placed on the table while the hands are
gripping the edge. Beware when they do this because it might mean
something like "You better get this done or else!" or "Better listen or
you’ll regret this!"
Signals Of Nervousness/Tension
Nervousness can be a turn-off. If you’re going to be interviewed in a
television show (hey, who knows?), you should be aware of your body
movements. Signals conveyed by nervous people include:
· Their fists are clenched.
· Their hands or feet are tapping.
· The bottom edges between the fingers of one hand are clenched with
the bottom edges between the fingers of the other hand. This is the
position of the hands when praying.
· Hands are interlocked (flesh between thumb and index finger of one
hand joined with flesh between thumb and index finger of another
hand) and pressing each other.
· They speak in a high-pitched, fast-paced, stuttering voice.
· They whistle to conceal and fight their nervousness.
· They are often clearing their throat.
· One hand is clutching the other hand, wrist, arm, or elbow.
· Their arms are at the back, where one hand is pressing the wrist or
arm.
· Their arms are crossed, but they are gripping their biceps.
· Their legs are crossed while standing.
· They have a wilted handshake, palms pointing upwards.
· Their eyes evade you.
· Their ankles are locked or glued to each other. When accompanied by
clenched fists, this may indicate that they are holding back strong
emotions or feelings.
· They don’t smoke. What?!? You thought people smoke because
they’re nervous. But it is in fact the opposite. People who smoke only
do so when they are not tensed in any way.
When you hear them say "Whew," it means they are previously nervous
but are now relieved because their problems have been solved or they have
survived a big challenge.
Signals Made When They Are Doubting/Suspecting You
It’s sometimes difficult to assume whether you are being regarded as a
trustworthy person, or you are being thought of as someone who is full of
nonsense. Here are some clues that may indicate suspicion:
· They glimpse sideways from the corner of one eye.
· They are rubbing or touching their eyes or ears.
· Their hands are tucked in their pockets.
· Their arms are crossed over the chest.
· Their glasses are dropped to the lower bridge of the nose, with eyes
peering over them. This movement may indicate that you are being
examined closely (to the point that you get conscious).
There’s one act you usually do when you are the one doubting yourself -
rubbing or touching your nose. This subconsciously occurs when you are
uncertain of how to answer a critical question or when you are concerned of
other people’s reaction to your answer.
Signals Made When They Need Reassurance
Some people have this disorder where they feel that they are always
making the wrong decisions. "Should I really buy this? Maybe I should wait for a
sale." "Can I really get a better job after I resign from this company?" These
people do certain actions to reassure themselves that they have made the right
choice, that everything will be ok.
· They stick a pen in their mouth.
· They squeeze the chunky part of their hand.
· They rub the back of the chair (while sitting).
· They clamp their hands with thumbs touching against one another.
· They bite their nails (in some cases).
· They touch their throat (for women).
· They jiggle the coins in their pockets. (for those who are concerned
about their riches).
Here’s what certain types of people would do when they want to reassure
others:
· A woman gives reassurance to another female by holding both of her
hands and sometimes hugging her. The facial appearance of the
consoling female matches the solemn mood of the other female.
· A politician who would like to reassure you that he will be doing a good
job when elected in public office would shake your hand with his right
hand and cup it with his left hand.
Indications of Pride
People often show how proud they are of their material possession (for
example, a car) by leaning against it or by touching it. You can see the sparkle in
their eyes and you can sense the thrill in their voice.
How To Know When They Are Lying
People lie for a variety of reasons. It may be to cover up a fault or
embarrassment, to avoid upsetting other people, to encourage when no hope
can be perceived, or to be spared from petty hassles. It may also be due to more
serious psychological problems such as delusional imaging or extreme vanity.
Here are some indications that are conveyed by people when lying:
· They speak in a high-pitched, fast-paced, stuttering voice.
· They are constantly swallowing and clearing their throat.
· They try their best to avoid having eye contact. This applies particularly
to people who want to avoid discussing a certain topic.
· They look somewhere else and glimpse from the corner of their eye.
· They stick their tongue out to moist their lips.
· They are blinking rapidly.
· They rub their throat.
· Their arms are crossed over the chest.
· They are constantly touching parts of their face, especially the mouth,
ear, and nose as if covering them.
· They scratch their head or the back of the neck.
· Their poses are closed, descending, and insecure.
· Their hands or feet are tapping.
· They always look down with shrugged shoulders.
· They are constantly moving from one place to another or changing
their poses.
· They are projecting parts of their body (feet) to an escape route
(door).
Don't Jump to Conclusions
Every person has a unique body language. Although silence usually
denotes that an individual is reserved and relaxed, some people keep their anger
within themselves and stay quiet. (This is very unhealthy because rage kept up
inside can explode furiously anytime, causing serious casualties). A wide open
mouth may indicate shock or astonishment for one person, while another person
who performs this gesture could just be concentrating intently on a task he’s
doing. Constantly touching the mouth may indicate lying, although the real
reason might just be that the mouth is itching. J
One way to overcome this dilemma is to watch out for other signals that
jive with the body language being exhibited. For example, you can confirm if a
person is really nervous if he exhibits many of the qualities of nervousness
described above. Judgment based on one or two gestures only may not be
accurate enough, although they can be dependable. Be aware of the body
language, but also combine your observations with the spoken words to get more
hints regarding the inner feelings of another. Use this power to your advantage.
Chapter 2
Mirroring
Who would you rather be with? Your best friend who loves pizza as much
as you do, who's crazy about basketball like you are, who watches the same
programs on TV as you; or your next-door neighbor who's a vegetarian, hates
sports, and watches those shows that will bore you to dreamland?
The answer is obvious. You would want to be around people who have the
same behaviors, attitudes, and values as yours.
Birds of the same feather flock together.
Bookworms like each other's company because they share a common
bond - their love for books. Basketball fanatics flock together because they can
RELATE to each other's interests and ideas.
If you really want someone to like and trust you, you've got to exhibit the
same qualities as that person. And there’s no better way to do this than by using
body language. Here’s how it goes:
Match their facial expressions, gestures, posture, speech, styles, actions,
breathing patterns, values and beliefs. Put yourself in their shoes. In other words,
BE THEM.
By doing this, you are also matching their way of thinking. You may easily
adapt to their inner thoughts and views.
You may also do some crossover matching. For example, you talk at the
same rate as their breathing. Or you can scratch your chin every time their eyes
blink. Get the idea?
Be genuinely interested and curious with everything you can find out about
them. Discover their attitude. Know their life story.
This is what we call mirroring.
But mirroring should not be confused with mimicry. You should act with
courtesy and caution. Never let the person you're mirroring be aware of what
you're doing. Just imagine acting out shamelessly what the other person is doing.
Every time he stands, you stand. When he scratches his head, you also scratch
your head. That would be insulting. Never let the person you’re mirroring have
any chance to think that you are mocking him.
Your main objective should be to influence the subconscious. Even if a
person is not aware that you're mirroring him, his subconscious mind realizes it.
The person will subconsciously be at ease when you duplicate his
manners indirectly. He will feel very comfortable if you're both on the same level.
Correspond with Their Moods
If a person you’re mirroring have lots of problems, don't come to him in a
joyous mood and say, "Don't worry about it. Let's watch a movie so that you'll
forget about whatever's bugging you."
He’s in a foul mood. He expects you to feel for him, to empathize with him.
Match his disposition first, then say something like, "I feel bad for you. If there's
anything I can do to help, just let me know." All he wants right now is to be with
someone who has the same mood as he has.
A word of warning though. If someone has some really big emotional
problems, and you mirror that person, you run the risk of actually absorbing his
emotions. So do this activity in a low-risk situation.
Developing Rapport
The ultimate goal of mirroring is to build rapport. It's the time when you
and the people you’re mirroring feel so close and in synch with each other that
you feel like you've known each other for years.
So how would you know if you've built rapport?
Mirror them. Match whatever characteristic, value, or behavior they
possess that you would like to copy.
After some time, touch your nose or cross your legs. If they do the same
thing, mission accomplished! You've already lowered their defenses to the point
where they are more receptive to your suggestions.
You can even build rapport even if a person you're mirroring is far away.
Here’s how to do it:
1. Just relax. Clear your mind of all negative thoughts and create a bond
by focusing on the entire body of the person you wish to mirror. Make
his image so real and vivid.
2. Use your subconscious to enter his world. Feel the connection. Give
out positive projections uniting his entire persona into yours.
3. Think of what he may be doing at the moment. Then replicate his
actions, behaviors, and principles.
With this exercise, you can even emulate your role models. Let's say you
want to be as successful as your boss who is always traveling around the world.
Do the above exercise and you'll soon see some astounding results.
Chapter 3
Body Language in Negotiations
In almost every point in your life, you unconsciously do the art of
negotiations. From haggling with your favorite flea market sales lady, to lobbying
for a well-deserved increase from your boss, negotiations are being made daily in
your life. And would you believe almost all aspects of the negotiation process
involves body language?
In terms of the actual negotiation in business, body language is a very
important aspect. Reading body movements of your counterparts and making the
right gestures may spell the difference between success and failure in the
negotiation process.
Early Signs
The first step in using body language in a negotiation begins the moment
you walk into the negotiation room. Be keen in observing their body language by
focusing on the whole body - the head, arms, hands, chest, tummy, legs and
feet. If you achieve this, you will be able to listen better. You will also be more
perceptive in reading their body language.
Personal Space in Negotiations
In the negotiating table, each person creates his own personal space, his
own territory. By business practice, people of higher status (e.g. president of a
company) command more personal space, and are usually conferred by other
people in the negotiating table.
For example, the authority over the most dominant chair (usually the head
of the table) is the apparent symbol of power. If this person occupies the
dominant chair, a good negotiator can repel this by strategic seating arrangement
of teams or allies in the negotiating table. You may sit in a way that you surround
that person, or any seating arrangement where you may comfortably get
leverage.
First Impressions Last
In the negotiating table, the first move is the most crucial. Just like in the
game of chess, if you play the white piece, you get the built-in advantage
because you draw first blood, and the opponent’s next move and game plan for
that matter is dependent on that crucial first move.
So make a good, firm, and calculated move. Begin with a positive body
language. Radiate your enthusiasm. In a meeting for example, look in the other
person's eyes with sincerity. Your eyes are the windows to your soul. If you can’t
maintain eye contact, they might think you’re hiding something or you’re not
sincere.
Give a solid handshake. Hold the hand firmly but don't squeeze it. A
common fallacy is that we should squeeze the hand during this monumental time
of the handshake. This is certainly not advisable.
Press the hand one time while looking the person straight in the eye.
Pressing the hand once or twice may indicate excitement or vitality, but anything
more than that can make the other person uneasy.
Put Your Body Language Know-how to Use
During the negotiation process, observe their gestures. In the first chapter,
you were taught how to recognize if people are interested in what you are saying,
if they are casting doubts on you, if they are more open to accept your proposal,
and even when they are lying.
Be alert in recognizing these signals. Moreover, also be aware of your
own actions. You might be exhibiting signs of nervousness without you knowing
it, and your counterparts (who might also know body language) might take
advantage of the circumstances.
CHAPTER 4
Body Language in Selling
Studies in Psychology tell us that the effect you have on others depends
on what you say from the mouth (7%), the manner in which you say it (38%), and
by your body language (55%). In addition, how you sound also imparts a
message, so 93% of emotion is also conveyed without saying the actual words.
This is also true in selling. In the real world, we sell tangible items and also
ideas. A concise way on how we can sell effectively is by simply using that old
but very powerful arsenal known as body language.
When you sell, you can use postures, facial expressions, gestures,
mannerisms, and your physical appearance to close the sale successfully. Most
customers tend to buy when triggered by their senses. The key here is to do
everything you can to positively affect their senses.
Most people believed the image projected by Saint Mother Theresa is a
positive image. She used her personality to convey a constant image of holiness
and sincerity. We bought the idea of her image.
Non-verbal communication also connotes that a man of few words is a
man of credibility. It's often not what you say that influences others; it's what you
don't say. The signals that you impart using body movements suggest
comprehension, disposition, morality, and compassion.
In selling, the instant you meet a target client, he is already examining you
based on your image and perception in a span of ten seconds or less. This is a
crucial moment in selling, as his first impression of you will definitely make a
permanent mark.
Whether you make or break a sale can literally depend on the non-verbal
signals that you send during this crucial first contact. It’s a must for readers of
this book to understand the facets of body language especially in selling.
Americans, for example, are somewhat categorized as one of the best in reading
body language, because they espouse thousands of non-verbal signs. This
ability makes them formidable negotiators.
In addition, women are generally considered to be more adept to body
language than men because of their natural built-in instincts. Now you know the
secret why some women are more successful than men in the business or
professional field.
As a rule of thumb, body language is being used most of the time all over
the world. The most common example is a nodding head (meaning "yes").
But it is not necessarily the case every time. For example, shaking legs
might connote that a person is nervous, while it may just be a person’s natural
behavior. A person’s eyes could evade you because he’s hiding something, or it
could also mean that he’s extremely shy.
Given these intricacies, what’s important is to analyze what the message
really is. You can do it by looking at patterns. Look out for groups of signals that
may have the same meaning in relation to the verbal expressions, and also in
cognizance to the circumstances.
Once you have traced the patterns, it is easier to understand body
language. It will therefore help you make a sale.
Written below are some body language techniques to help make your
sales sizzle:
1. You can immediately analyze a person’s personality by studying his
style in shaking hands. An assertive person holds your hand firmly
when you shake his hand. On the other hand, an individual with little or
no confidence often gives a frail handshake. A person who wants to
win your trust would usually shake your hand with his other hand
covering the shake or holding your elbow. Adopt a handshake that is
firm, yet not crushing. Convey confidence and professionalism, not
dominance.
2. Posture is another aspect of body language. A slouching shoulder with
your eyes looking on the ground can indicate lack of interest. Standing
straight with your weight balanced on each foot gives you a more
assured and relaxed look. Always maintain a straight body, whether
you’re standing or sitting.
3. Match the straight open posture with a genuine facial expression.
Dispose of the sunglasses. The client may think that you are hiding
something, as he can’t see through your eyes. When he looks straight
in your eyes, he can tell if you are lying, so be transparent. Lay down
your cards and throw the shades away. But be sure to avoid piercing
looks. The client might get intimidated.
4. When doing sales calls and presentations, be sure to use sincere and
open movements all the time. Do not cross your arms, as this can ruin
the trust of your potential customer. The outward and upward gestures
of your hands are recommendable. If you lean back on a
chair and place your hands at the back of your head, it may drive your
clients away as this is a sure sign of arrogance and a false sense of
confidence. Meanwhile, if you place your hands on your waists, you
are exuding positive confidence.
5. "Don't point." Pointing at a client is equivalent to death wish in selling. It
is as if you’re waving your sales opportunity goodbye. Pointing is an
aggressive act that can be interpreted as hostility, so throw this gesture
out the window if you really want to sell.
6. In sales, here are signs that you are open for negotiations and are
willing to compromise. Unbuttoning your jacket means you are ready to
talk and to listen to a counter offer. Removing your jacket or rolling
your sleeves up is a very good sign for the client, as this means you
are ready to decide or to give in to the final price.
You, as the seller, may also use body language as a tool to recognize and
counteract any potential objections by the client. The usual scenarios include the
following:
1. If the client’s arms are crossed, it means he is disinterested. Use
counter measures like positive movements to cause them to uncross
their arms, and for you to begin the sales approach. When his arms
and legs are uncrossed, and his hands are open, this is the best
scenario, as they are open to your ideas…and a sale is more likely to
happen.
2. Another good sales scenario is when the client mimics your gestures
like when you fix your hair and the client follows. It shows he is very
receptive to your ideas and open to buy your idea or product. If this is
the case, throw all your barrage of features and benefits, and close the
sale! This point is crucial as you can make or break the sale.
3. If the client covers his mouth, touches his nose, or the part near the
eye, there’s a probability that you are losing the sale. Something you
said or did might have discouraged him. But don’t despair. Do the
selling process again; but this time, do it differently. Reassure the client
that he is getting a great deal and encourage him to open up and share
ideas. Open your palms and unconsciously let him see you
occasionally putting your palm to your chest (this signifies honesty).
Then try to reach that positive sales atmosphere again and close the
sale.
4. Always be alert to the signs the client is exhibiting. If the client shows
interest through his body movements, give the final sales blow and
close the sale. The client's body language may change from positive to
suspecting. In this case, take it easy, gather your wits, read your
client’s moods, and try to win him back. Always exhibit openness and
sincerity. When the client crosses his legs and arms, this is a warning
signal. Use mirroring techniques (discussed in the previous chapter).
You must make every effort to earn the trust of the client, so that you
ultimately can close the deal.
5. In worse cases where you are unable to close the sale, try to be
professional and diplomatic at all times. Thank the client for listening
and shake his hand with sincerity. Sales cannot be achieved overnight
and you generally win some and lose some. Closing the presentation
on a positive note will leave a good impression of you. Who knows, he
might be your next positive client at some other time.
Use your body every way you can in the selling process. Always be
enthusiastic. If you truly believe in the high quality of your product or service,
other people will be positively affected by your enthusiasm. Body movements can
convince prospects to become believers in what you are offering.
Chapter 5
Body Language in Job Interviews
Gone are the days when the job seeker has to write the handwritten
application letter to earn that job interview. In this age of computers and cyber
technology, most employers prefer applicants who apply online, and more job
seekers are looking to the net for their job opportunities. But one thing remains
the same - the body language of the applicant during job interviews and how they
make the first impression as they step inside that interview room.
Your Type of Person
Based on your body language, an interviewer may know whether you are
confident or not, if you are the shy type or the friendly type, if you are a loner or a
team player, or even if you are telling the truth or not. They can tell if you are
capable of handling the job, if you are devoted, or if you’re someone who can get
along with other employees. Based on their questions, the interviewer will not
only pay attention to what you say, but also on how you say it. The interviewer
generally will find responses from you that match their qualifications. How you
can decode the body language of your interviewer in relation to your own body
language will determine the thin line if you get that job or not.
Be Punctual
This is the most important aspect of the job interview – arriving on time.
The job interview is deemed as a very important appointment, and being late is a
cardinal crime with gravity that may cause you to lose that job opportunity. Your
attitude regarding time will send the wrong messages to the employer, and will
tell a lot about your lack of professionalism. Being stuck in traffic is a very lame
and downright unforgivable excuse. It is better to be early by one hour than to be
a minute late.
The First Encounter
When the interviewer comes to the room to meet you, do not offer your
hand for a handshake unless the interviewer offers his hand. Shake hands firmly,
but do not squeeze. Maintain eye contact.
Proper Body Posture
Body posture is important during job interviews and you can adopt the
following stance. At the beginning of the interview, sit up straight in your chair,
with your back leaning against the back of the chair. Do not slouch or move
sideways in your chair because it might be perceived by the interviewer as a lack
of interest or boredom. On the other hand, sitting on the edge of your chair can
impart a message that you are a little nervous and that you feel uneasy with the
situation.
When the interviewer says something, it is advisable to lean forward a
little. This shows interest and attention in what the interviewer is saying. You can
tilt your head a little to show that you are listening closely.
Proper Gestures
Do not cross your arms because this might be perceived as a defensive
move. Just place your hands loosely on your lap or just put them on the armrest
of your chair. By doing this, you will also be able to make hand movements to
support what you are saying.
While speaking, you may nod your head occasionally to expound on a
subject or to give more meaning to what you are saying. Hand movements can
also help to spice up the conversation. The interviewer would think that you are
comfortable with the interview process if you make hand gestures.
Too much hand movements at the beginning of the interview may not be a
good idea. The proper way is to add them gradually throughout the interview.
Be aware of your interviewer’s hand movements as well. If they use their
hands a lot to make a point or to clarify something, you can do the same thing as
well (Remember mirroring?). When they don't make many movements, do the
same thing as them. It is important to adjust your gestures to that of the
interviewer to establish rapport.
Be alert to unintentional gestures that you may make sometimes due to
tension. Some of the acts that may irritate the interviewer could include:
· Tapping your fingers across the desk.
· Shuffling your feet.
· Biting your nails.
· Toying with a pen.
The Panel Interview
Being interviewed by one person could be a piece of cake for many. But
being interviewed by a group could be a confusing ordeal, especially when it
comes to who you should look at during the interview.
It is important to maintain eye contact with all the interviewers at an equal
extent. By looking uniformly at them, you will establish their trust and you will
gain composure throughout the interview process.
When one of the interview partners asks or says something, maintain eye
contact with him until he ceases speaking. This will indicate that you're listening
attentively. While he is speaking, he may also look at the other interviewers.
When he looks at you again, you can nod your head to encourage him to
continue speaking.
When you answer a question, look first at the one who asked. But while
you are answering, you should take turns looking at each of the other
interviewers as well. You should direct yourself again to the person who asked
the question when you want to prove a point, when you want to emphasize
something, and when you are done answering.
Body Language of Your Interviewers
Observing the body language of your interviewers is as important as being
aware of your own body movements. The body gestures of your interviewers can
give you an indication of how well you are coming across to them. This can serve
as a signal to change your approach at an early stage before they give you the
thumbs down.
For example, when you did something that displeases the interviewers,
they will show their annoyance through body language. When they sigh, shake
their heads, look down, or fold their arms and lean back, you can take this as a
sign of discontentment or irritability. The interviewers might not consciously
notice that they’re exhibiting their body movements at first, so you still have a
chance to shift your strategy.
It’s Okay to be Nervous
Knowing how to act confidently using body language can increase your
chances of passing the interview. You can utilize this knowledge to conceal your
anxiety a little, but this is something you shouldn't worry about too much. Many
applicants are tensed during an interview, and they would not want to let the
interviewer know about their inner feelings. However, it is completely
understandable to be nervous at this stage. It is completely normal.
Your nervousness may even indicate how valuable getting this job is to
you. If you weren't nervous, and you act like a happy-go-lucky person, you might
be perceived as someone who is not very interested in the job.
The interview not only functions as a way of determining who among the
applicants is most capable of performing the job well, but it is also a means of
allowing the interviewer to get to know more about the applicants. It's a first
encounter with an individual that you might soon work together with. If that’s the
case, then the interviewer (who could be your boss) should actually feel the
same way as you are. Nervousness often accompanies excitement.
Chapter 6
Body Language in Meetings
Communication occurs constantly in a meeting. Not many people are
involved in speaking, but almost everyone (if not everyone) would exhibit body
language signals that divulge what they are actually feeling inside.
If you are the leader of the meeting, it is important to know if the attendees
are interested in what you are saying, or if they agree with your ideas. Early
detection of boredom or disagreement is crucial in order for you to change your
approach or present a different proposal when necessary.
When you see most of the attendees reclining back in their chairs or just
staring blankly without blinking an eye, it likely means they are not interested in
the topic being discussed. Do not prolong the discussion or do something that
will break the monotony.
When the attendees nod constantly, it means they are agreeing with what
you are saying.
When the attendees cross their arms, touch their nose or mouth, sit back,
and worse, shake their heads, they oppose your ideas. Time to think of some
countermeasures to neutralize the situation.
When an attendee breathes deeply, it probably means that he wants to
interrupt the conversation and express his point of views.
Observe also other body gestures, such as:
· Changing the intonation of the voice.
· Frowning.
· Looking down at the ground
· Drumming fingers in the table.
· Exiting the meeting room.
You need to detect the inner feelings of each attendee and bear in mind
how this can affect the reaction of the other attendees. If the topic being
discussed becomes "too hot to handle," it might be better to re-schedule the
meeting at another time. Some emotional people can exhibit great facial
expressions and body gestures. Recognizing them early in the meeting can
prevent any undesirable emotional outbreak to occur.
Chapter 7
Body Language in Flirting
Male and female courtship signals have been studied, and the basic
conclusions are that these signals are completely unconscious. The more you
consciously understand the signals, the better and more successful you will be
when courting the object of your desire, whether it is the man or woman of your
dreams.
To master the art of successful flirting, you have to feel good about
yourself first. Be confident. Be yourself, or else you will look deceitful or
desperate. Flirting can be utilized in just about anything, not just in attracting the
opposite sex, but also in attaining just about anything you want in your life. This
can be described as good flirting. Good flirting should be done with a precise
understanding of what you really want, coupled with positive sensations.
I have interviewed a number of successful men and women in the field of
network marketing and advertising in their 30s and 40s. Here are their tips on
how you can put good flirting to your advantage:
1. Don’t worry about whether you are making a good impression or not.
Instead, analyze how you can make the other person feel good. By
doing this, you will get the feedback you are expecting. Soon you will
make the connection.
2. Flirting can help you make friends or impress a client if you make
yourself approachable. Put a smile on your face, as it gives you an
aura of being friendly.
3. Remember that you cannot attract people just by sitting or standing like
a statue. There will be instances when you will encounter a person
who gets a little bit too close for comfort feel, or someone who makes
you feel you are already invading privacy. No matter what you do, you
would get a so-called "vacuum" reaction. Tough one, huh? You can
avoid this by using gentle moves and by calibrating the person’s
reactions to you. Be aware of these signals: mouths get larger, the lips
swell, eyes widen, pupils dilate, skin flushes and changes color,
muscles around the mouth move, among others.
4. Be persistent. Flirting works best when you are patient. By being such,
you will have room for improvement if at first you aren’t getting the
results you want. If you fail the first time, do it again the second time,
third time, just keep trying. Try different approaches until you realize
what will really work best for you. If you were rejected, don’t give up.
This goes with the sayings, "To err is human" and "Nobody’s perfect."
5. This is probably for me the most interesting and somehow funniest tip I
got: "Practice in the mirror, only then can you make it perfect!" This is
especially true in meeting friends and prospects, because flirting may
involve unwanted actions and attention which can put you in the bad
light. You may be spontaneous in your actions, but you can’t guard
yourself if you are already overdoing it, and I supposed you don’t want
to be in that situation. Try practicing with your close friends and ask for
feedback.
6. Make the first move! Opportunities knock only once, so if you want
something or even someone, go for it, now! Let go of your inhibitions.
But remember to apply positive or good flirting. Who knows if the
person you meet at that moment is your gateway towards the
fulfillment of your dreams.
Let Your Body Attract
Do you know why some people seem to have an easier time attracting the
opposite sex? Here's what you can to do in order to catch the eye of your Honey
Bunch.
1. Smile sincerely and frequently. In his article "The Six Don Juan
Commandments of Body Language," Allen Thompson wrote that
smiling is "The simplest, most obvious, and most powerful of the body
language commandments." He also mentions that "Smiling conveys,
both instantly and clearly, many wonderful things about yourself.
Smiling demonstrates confidence, friendliness, a positive attitude, a
good mood, and it gives the impression that you're someone who is,
most likely, fun to be with. It's also very difficult to ignore."
2. Have a sense of humor. Learn to laugh at petty matters. People love to
be with those who can turn any situation into a funny setting.
3. Maintain eye contact. Your eyes are probably the most expressive
parts of your body. When you look at your dear one constantly, you are
expressing your sincere intentions. Eye contact also establishes a
bond between two persons. They would naturally feel more
comfortable in each other’s company.
4. Nod your head. By nodding, you signify your approval and you
encourage the other party to continue talking. You give reassurance
that your loved one is doing ok.
5. Be open, physically. Do not cross your arms across the chest or hold
obstructive objects (such as a food) between the two of you. Put your
hands on your sides (and if possible put your palms up) to convey
openness.
Knowing If The Apple Of Your Eye Is Interested
Do you want to know if that special someone is interested in you as well?
Let's assume you're a man. You see a gorgeous lady that made your heart beat
faster. Look at her with extreme confidence letting her know you are interested.
Then wait for her reaction. She may be a bit shy to stare back at you, so it's
natural if she shifts her glance. Here's how to find out if she's attracted to you.
· If she looks down and away, she's interested.
· If she looks to the left or right, she's not interested.
Moreover, how will you know if a person is attracted to you just by
observing body signs? A girl, for example, is flirting if she espouses the following
body language:
1. Her lips show the way. She wears that big smile with her teeth
exposed and with a relaxed face. She bites her lips or shows her
tongue, or she licks her lips and touches the front of her teeth.
2. Her eyes show you everything. She looks at you with a deep stare and
her pupils are dilated. She raises her eyebrows seductively and gives
you a wink from a distance, or when she is talking to you. And of
course, the most common one - she blinks her eyes more than usual
and shows you that fluttering eyelashes.
3. She gets herself noticed by the stroking of her hair. She may push her
fingers through her hair, twirl it around her fingers, or throw her hair
back off her shoulders.
4. She shows a little more skin on her clothing. The hem of her skirt goes
up a little further exposing her legs, or she fixes her clothes more than
usual to look a little better.
5. You can tell it from the way she sits. She sits with an open leg or
crosses her legs in a manner where her thighs can be seen. Or her
legs are rubbing against each other or against the leg of the table.
6. Her hands mirror how she feels. She rubs her wrists up and down in a
suggestive manner. She rubs her chin or touches her cheek, and in a
bold way may even unconsciously touch her breasts. She plays with
objects on the table, fondles keys, or rubs a drinking glass in a flirting
manner.
On the contrary, how does a man show his interest in a woman? It’s much
simpler. Maintaining eye contact, smiling frequently, and exhibiting confidence
through his actions are the main ways.
Conversation Openers
If you want to start a relationship, you've got to initiate the dialogue. Here are
some great openers.
· If your special someone is a specialist, ask "How do you…?" or
"What's it like to…?"
· Ask about experiences, like "Have you ever tried to…?" or "Have you
ever gone to…?
Find out what interests your special someone. Give compliments inbetween
conversations. Always stay calm and relaxed. Be curious and
interested. Nod to signify that you're listening. Say, "Wow," "Great," "I see," etc.
The Touch
A simple touch to the body can have a thousand different meanings
depending on how you perceive the power of touch in body language. It is a
basic need to be touched. We definitely need to be stroked and have physical
contact with other people to survive. As we mature, we continue to heed that
need of touching and being touched.
Touch can convey respect and trust, and is also a way to differentiate
power between people.
Touching as an ingredient of body language can be a powerful tool if done
with finesse, with precision, and with accuracy. You must learn the art of touching
in order to send your signals to the other person.
Timing is important, as some people will react negatively if you touch them
too soon or too much. It has to be done at the right time in a suitable way, or the
result would not be one that you expect. Be keen to the circumstances and the
mood.
You can determine the appropriateness of your touch and your ability to
adjust to the circumstances, by how your receiver reacts to it. If the person
seems to lean or get closer to you, you‘ve made the right move. But if the person
seems to back off, this means you did not touch properly, so you have to make
some adjustments.
Conclusion
Undeniably, communication is as important as life itself. It would be
unimaginable how chaotic the world would be without communication. Even
primitive people tried to find ways to communicate when things were much
simpler then. In our modern and fast paced age, its necessity is a thousand folds
over.
There are varied forms of communication. Each form is valuable, nonverbal
communication being one of them. One of the illustrations that somewhat
resembles or falls under the category of non-verbal communication is the way the
deaf and mute communicate. But probably, the most profound form is body
language. It is probably the least known, not because it is the least effective but
because it is the least noticed; yet it is one of the most practiced, subconsciously.
We are all using it but we hardly notice that we’re doing it. It’s one of the most
reliable sources of truthful information.
Action speaks louder than words and body language is the literal
translation to this statement. If time is a factor in the delivery of a meaning, body
language may be the way to communicate. This is another essence of action
speaking louder than words.
Body language is made available to us naturally. It comes spontaneously.
All you need to do is to know how to interpret and develop it to its full potential.
Don’t deny yourself this skill. Yes, this is a skill. And what you have just read and
learned from this book will be beneficial to you in every activity you engage
yourself into. Read this book over and over again if you have to, till you are
comfortable with this new skill. Use this book as a reference. You’ll be delighted
you did.
Remember to keep this in mind: Learning body language from this book
does not stop here. Experience is the key factor. Experience will sharpen your
body language skills to greater heights and consistency. Body language may not
be absolute but your degree of efficiency will certainly be high.
TRAINING & DEVELOPMENT
From the Desk of Paul Thompson.
REFLECTIVE LEARNING
."supporting and changing your mind set"
"Simply The best social education resource ever."
CHANGE YOUR MIND SET.
www.readthesighns.org
wanting to harm yourself
hearing voices or seeing things
drugs and alcohol
withdrawing from other people
changes in eating patterns
changes in sleeping patterns
severe anxiety, panic or fear
feeling worthless and hopeless
no pleasure in life
In a manic period, a sufferer may be hyperactive, speak rappidly, have dilussions and be elated and then irritable. However, there is now a light at the end of the long march home.
MENTAL HEALTH SELF MANAGEMENT PROGRAMME.
Paul Thompson.
"In the first instance visit your GP"
1.What is your story?
2.Writing is good theropy.
3.Talk to someone you trust
4. Keep a real time Diary.
5. Find a practical hobby. for example, jewellelry making, painting.
6.Reflective learning.
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