Ten Essential Shared Capabilities

1. Ten Essential Shared Capabilities One Day Introductory Workshop

2. Workshop learning outcomes At the end of the workshop the participant will have: An understanding of the 10 ESC A knowledge of the ESC materials An in-depth knowledge of ESC introductory module An understanding of how ESC link to current policy drivers An opportunity to observe and experience the introductory module as a facilitated session The knowledge and resources (A Facilitators handbook, Participants workbook & presentation) to support delivery of the introductory workshop An insight into integrating ESC into the organisation

3. Policy Drivers � Key Messages Policy Drivers The CPA New Ways of Working Darzi Review IAPT Personalisation Agenda Mental Health Act Key Messages Person centred /needs led services Choice Efficient services Effective Team Working Whole systems approach Flexible & Capable workforce that reflects needs Unlocking Talents Extended/new roles

4. Policy into practice What we need What we have What we need

5. The Introductory Workshop Developed: To address issues arising for CCTA Step 1 To support Integration into organisation Based on Module 2 with additional activities In response to feedback from previous train the trainer events Key feedback � What would help An induction module A comprehensive one day programme Structured lessons plans, programmes and supporting documentation

6. Introduction to the 10 ESC Developed in conjunction with service users and carers Reflect how people who use mental health services, and those who support them, want and expect to be treated Identify the capabilities that all staff working in mental health services should achieve as a minimum part of their basic training Describe the values and principles that should be demonstrated, or evident in the way that services are commissioned, planned, and delivered; The learning materials are available in electronic form from www.lincoln.ac.uk/ccawi

7. What are the 10 ESC? Working in partnership Respecting Diversity Practising Ethically Challenging inequality Promoting Recovery Identifying people�s needs and strengths Providing service user centred care Making a difference Promoting safety and positive risk taking Personal Development and learning www.lincoln.ac.uk/ccawi

8. ESC Learning Materials

9. 1. Working in partnership Developing and maintaining constructive working relationships with service users, carers, families, colleagues, lay people and wider community networks. Working positively with any tensions created by conflicts of interest or aspiration that may arise between the partners in care.

11. 2. Respecting diversity.  Working in partnership with service users, carers, families and colleagues to provide care and interventions that not only make a positive difference but also do so in ways that respect and value diversity including age, race, culture, disability, gender, spirituality and sexuality. 

12. 6 Recognised areas of diversity Race & Ethnicity Disability Age Gender Religion Sexual Orientation

13. Answers to card game Culture Ethnic Group 3. Black 4. Race Prejudice Stereotyping Discrimination Diagnosis 9. Holistic 10. Empowerment 11. Assimilation 12. Multicultural 13. Colour-blind 14. Oppression 15. Privilege 16. Race equality

14. 3. Practising ethically Recognising the rights and aspirations of service users and their families, acknowledging power differentials and minimising them whenever possible. Providing treatment and care that is accountable to service users and carers within the boundaries prescribed by national (professional), legal and local codes of ethical practice

15. 4. Challenging Inequality Addressing the causes and consequences of stigma, discrimination, social inequality and exclusion on service users, carers and mental health services. Creating, developing or maintaining valued social roles for people in the communities they come from.

16. Two specific groups of people: Those who say they like segregated services where they are surrounded by other mental health service users and staff. They simply prefer a day centre to a job, a mental health class to a mainstream class, a hospital ward to home treatment. Those who are considered to �need� segregated services for their own or other people�s safety or to give them the time and space to recover (e.g. in a therapeutic community).

17. Social inclusion traffic lights

18. 5. Promoting recovery Working in partnership to provide care and treatment that enables service users and carers to tackle mental health problems with hope and optimism and to work towards a valued life-style within and beyond the limits of any mental health problem

19. 6. Identifying people�s needs and strengths. Working in partnership to gather information to agree health and social care needs in the context of the preferred lifestyle and aspirations of service users their families, carers and friends.

20. 7. Providing service user centred care Negotiating achievable and meaningful goals; primarily from the perspective of service users and their families. Influencing and seeking the means to achieve these goals and clarifying the responsibilities of the people who will provide any help that is needed, including systematically evaluating outcomes and achievements.

21. 8. Making a difference Facilitating access to and delivering the best quality, evidence-based, values-based health and social care interventions to meet the needs and aspirations of service users and their families and carers.

22. 9. Promoting safety and positive risk taking Empowering the person to decide the level of risk they are prepared to take with their health and safety. This includes working with the tension between promoting safety and positive risk taking, including assessing and dealing with possible risks for service users, carers, family members, and the wider public

23. 10. Personal development and learning Keeping up-to-date with changes in practice and participating in life-long learning, personal and professional development for one�s self and colleagues through supervision, appraisal and reflective practice.

24. Facilitators Hints & Tips Be responsive & flexible to needs - take out words, alter the packs Embed may mean losing Be creative and interactive Offer arms length support where possible Encourage learners not to read ahead Provide a resource table Be available to answer 1:1 questions during the day Encourage learners to think of ways to integrate into organisation Don�t get bogged down with language Do it to deliver it !!!

25. Integration into organisation Supervision Job descriptions Learning sets Interviews Induction programmes Ongoing training i.e.: capable practitioner, CPA, Team meetings

26. Thank you! If you require any further information please do not hesitate to contact: Nicki Hollingsworth 07818046431 nicki@dpfs.karoo.co.uk