16. TRAINING This section of the Prison Service's comprehensive statement deals with

Transcription

1 16. TRAINING Introduction 16.1 This section of the Prison Service's comprehensive statement deals with various training issues in the following order: 1) Training policy 2) Prison Officer Entry Level Training 3) Juvenile Awareness Staff Programme 4) Information flow and use of information 5) Security training and use of information 6) Local training 7) Leadership and Management Development 16.2 While this section provides some information on Prison Service healthcare and diversity training (particularly in relation to Prison Officer Entry Level Training), full accounts of training in these areas are given in the sections dealing with those topics. Training Policy 16.3 The Prison Service's training policy is set out in PSI 09/2003 and PSI 22/2004. The intention behind those instructions and an account of the Prison Service's training policy generally is given in PW3. Except where indicated in this statement, the information provided in PW3 remains current. Prison Officer Entry Level Training (POELT) 16.4 As explained in paragraph 9 of PW3, the Prison Service introduced a pilot revised POELT course in late The revised course became live from February POELT is subject to continual review and improvement; it is not the end of a new officer's development. The course provides a foundation-level training and so new officers are not fully and independently operational on their first day following completion of POELT. They need support and further development once at their home establishment. 196

2 16.5 In July 2003 a Course Review was undertaken at the Prison Service College at Newbold Revel as part of the process of quality assurance for educational courses. The Panel, consisting of Governors, College staff and external educationalists from Higher Education, reported that they acknowledged the current POELT had undergone significant changes over the previous 12 months. They applauded the efforts of all staff involved in delivering to a high standard a complex course. The Panel also noted that the majority of student feedback had been positive However, the Panel concluded that from an educational perspective there was need for further work. Some of its recommendations included: Linking the training to NVQ and National Occupational Standards; Reviewing course aims and objectives; Giving attention to how the course is assessed; Having greater integration of some subjects, such as diversity and mental health; and Creating a more robust partnership between establishments and the College In response to the Panel's recommendations, the Head of POELT strengthened the POELT delivery team and established more robust links between the delivery in establishments and the Prison Service College. The decision was taken to use the Panel's recommendations as a catalyst for updating the POELT Course. A Senior Academic from the University of Hertfordshire was seconded to the POELT team, to work with them in redesigning the course, course material and assessment strategy The course aims and objectives are now based on NVQ and National Occupational Standards at Foundation level. Additionally, links have been made; for example race and diversity, mental health awareness, self-harm and suicide reduction were crossed referenced with the health service's The Ten Essential Shared Capabilities (Doll 2004). The Ten Essential Shared Capabilities, developed in consultation with service users and carers together with practitioners, provides, in one overarching statement, the essential 197

3 capabilities required to achieve best practice for education and training of all staff who work in mental health services As the course has been developed very much as a 'foundation' training, some subjects have been removed from the delivery and given as student reference material. The reference material has been reduced in volume, presented in a more user-friendly way and in corporate style. Consequently, students are encouraged to undertake directed learning, for example, by reading PSOs on the intranet. The students are also directed to reference material to supplement the training, for example websites such as which is an excellent site with many links to other relevant mental health web pages, (Commission for Racial Equality) and (Department of Health) Trainer notes are now in a corporate style and include structure, timings and directions for delivering the material. A corporate lesson plan has also been produced for trainers. Student pre-reading is no longer a prerequisite for all sessions and there is no testing before the material is taught Students are no longer required to complete a Personal Development Portfolio (PDP) but are asked to compile a reflective journal that will help them and trainers to identify their development. The assessment now involves both formative and summative assessment of both knowledge and skills. FormaUve assessment This is carried out during employment or the coupe of study being undertaken. It: Gives feedback Records progress Allows candidates to rectify mistakes Allows trainers to modify training Monitors training 198

4 Builds on positive achievements Test the whole learning event Is continuous Is closely linked with guidance and support Characteristically formative assessment is informal and can range from a few confirmation questions at the end of a session to a mock exam or practical assessment. Summative assessment This is the final assessment which occurs at the end of a period of employment or when a person completes a course of study. It: Provides information for employers Provides information for certification Lists achievements Aids evaluation Summative assessment is generally a formal process. Examples could include, an exam with a minimum pass mark, or a practical demonstration of a skill with only a limited amount of errors It is important to note that if an individual fails to meet the criteria of a summative assessment there is then a necessity for further action. Further action could be a period of retraining followed by a reassessment or the candidate fulfilling the training deficiency by following an agreed action plan Good interpersonal skills, establishing rapport and stress management have often been cited by leading academics as either some of the key factors necessary for dynamic security or elements missing from prison officer training. In response to these criticisms and feedback from establishments, subjects such as interpersonal skills have been introduced into POELT. Interpersonal skills, together with mental health, race and diversity, violence reduction and safer custody, have been included as distinct subjects within the early part of the course and are revisited within other sessions. 199

5 16.18 The aim is for students to have a foundation knowledge and skill base, which, after the initial college period, would be developed in the following probationary period and then throughout their professional career. Reflection An important element of the new POELT course is the completion of a 'Reflective Journal'. Reflective writing in the form of a journal is becoming one of the main ways in which teaching at school, college and university focuses students on their own practice as a source of learning. It also gives the student confidence to relate their practice to their understanding of the teaching and learning process and the learning context in which it takes place. Research in this area shows that, while people can choose quite different styles in which to write their journals, reflective journals should record: there is general agreement that i. summaries of teaching sessions; ii. examples of learning events (for example while doing an exercise in class or within the college grounds); iii. scrutiny of the event linking in both the teaching sessions and the wider learning environment, (that is, while in establishment); and iv. suggestion(s) of way in which the scrutiny can inform their future learning In writing a journal, it is important that entries are made frequently and that time should be made, as near as possible to the incidents being recorded, so that all four of the above issues can be worked through. Students are also encouraged to use their journal time to look through previous journal entries to assess if general themes are forming which might need a separate focus - particularly if the outcome of a similar incident has been affected by the study of a previous journal entry. A student will be able to identify, using the reflective cycle: What happened? What they were thinking or feeling at the time? 2OO

6 What was good or bad about it for them? What sense they made of it? What else could they have done? What could they do differently, if the same or a similar thing happened again? At the end of the course, the journal should be kept as part of their continuous development. Early indications from the students and trainers are that the reflective journal has been an invaluable learning tool for students and that there is clear evidence that the students are linking different parts of the taught components. Additionally, the journals are proving to be an excellent means for students to identify their own strengths and weaknesses. Developing as a lifelong learner The importance of training and personal/professional development cannot be stressed enough. The benefits of continual learning are many. They include: Improved practice by improving knowledge and skills. Career progression through continuing education and development. Self-awareness, which can improve team working. Self/peer support and better self-confidence and motivation The POELT course is the first step along this route for prison officers. The revised version of POELT will have a major impact on the quality of prison officers' interpersonal skills, their understanding of mental illness and safer custody issues generally. Additionally the students will have a greater understanding of how race and diversity underpin all aspects of the dynamic security of prisons. The course will give prison officers a foundation upon which they can build their professional career. The structure of the POEL T course The following documents are used on the course: 201

7 POELT Trainer Manual POELT Training Material POELT Student Manual These course materials are documents 83 to POELT is an 8-week course, with training shared between home establishments and a training venue, which may be the Prison Service College at Newbold Revel or a local training centre The weekly delivery pattern is The first week is for induction at the prison. A total of six weeks is spent at the college, split by Week 5 back at the prison. Week 1 - Establishment induction New officers spend the first week of training at their home establishment. They complete the compulsory sections of the POELT pre-course training - Key Security and Chaplaincy - and attend the local orientation and/or induction programme. Weeks 2, 3 and 4 - PSC Newbold Revel (or local training centre) These weeks involve an intensive combination of classroom based learning, practical training and team building exercises. Formative assessment (discussed in detail below) throughout helps students to identify their progress and development needs. A written exam confirms learning at the end of this phase. Week 5 Establishment based week Week 5 is an important element in the new officer's continuous professional development. Trainees have the opportunity to get to know their colleagues and workplace. Most importantly, local POELT/Training Managers ensure that students achieve the Establishment Based Learning Objectives listed below. 202

8 Discuss and adjust their Week 5 programme to meet local needs. Meet their line manager and mentor. Visit their work area, which should ideally be Residential-based for their first year. They should participate in wing-based activities with the guidance of their mentor or experienced colleagues. Meet Healthcare staff to discuss local healthcare issues. Under supervision, take part in rub down and full searching (previously known as strip-searching). Use the radio under supervision. Meet the Diversity Officer to discuss local roles and procedures. Under supervision, take part in cell searching and Accommodation Fabric Checks. Observe prisoner application procedures and general wing routines and procedures. Observe an adjudication. Observe outgoing and oncoming staff handover procedures. Lock and unlock cell doors under supervision. Observe an external escort Managers encourage students to practice as many new skills as possible. The different experiences of students in Week 5 are discussed and compared later in their POELT course. Weeks 6, 7 and 8 - PSC Newbold Revel (or local training centre) This period consolidates earlier learning and provides new skills and knowledge through realistic prison-based scenarios. Classroom work continues, with more practical assessment - including Control & Restraint. There is a second exam to pass prior to successful completion of the course. The graduation ceremony is held on Friday morning of the final week of the eight-week POELT course. Assessment during POEL T One major change with the latest version of the POELT course is the way students are assessed. 203

9 16.33 Assessment is vital to ensure that the specific aim and several objectives that every session in the POELT course contains, and which must be met by the end of the lesson, are achieved. This checking is done through observation and assessment of the practical lessons, formative questioning for the more theoretical subjects and two summative assessment exams This degree of assessment is particularly important as trainers have the ability and skill to amend lessons to take account of the differing learning groups and their preferred learning styles. Indeed, there is a requirement for trainers to take account of differentiation in the classroom. Also, trainers have all developed their own lesson plans as each trainer has their own preferred style. Consistency is maintained by trainers covering in each session all of the key points, aim and objectives, which are checked by way of assessment The course has both formative and summative assessments throughout in both knowledge and skills. The formative element is simply a means of developing the students' knowledge and skills through teaching/demonstrating, before the students are either assessed or asked to practice a skill. Feedback is then given to the student by the trainer in such a way as to help them improve or develop. It is not a case of passing or failing. Finally the student is formally assessed (summative). Here the student is either passed as competent or referred and will have to be reassessed. Both the knowledge and skill elements have to be passed before a student is seen to have completed the college part of the course No formal grading is awarded. On completion of the course, the student is qualified as follows: a) A 'capable student' - capable of carrying out all the duties of a Prison Officer at Foundation level. b) An 'at risk student' - capable of carrying out all the duties of a Prison Officer at Foundation level, under supervision. Such students undergo continuation training before being reassessed in respect of the outstanding objectives Trainers use a range of formative and summative assessment techniques to test essential knowledge, skills and attitude during POELT. There is ongoing 2O4

10 continuous assessment of commitment and attitude as well as practical assessment of control and restraint and searching techniques and the two written exams In order to ensure a standardised approach, all trainers are briefed during training on procedures for carrying out summative assessment. The team leader will carry out sample summative assessments throughout the course to ensure that consistency is maintained. Should trainers experience difficulty they should seek advice from the Lead Trainer The exams form part of the overall assessment. They are not a stand-alone measure of ability. Students are encouraged to keep them in perspective The exams are in Week 4 and Week 8. They cover the subject material from the preceding weeks. There are three sections of about 20 questions the exams. each in In Section One students must chose the correct answer from those given. In Section Two students must decide whether a statement is true or false. In Section Three students are asked for short, factual answers recalled from memory. The information needed to answer the exam questions is in the student's reference material given out during the course Those referred at the first attempt will be given limited remedial instruction and then retested. Those referred a second time will be retested without additional instruction. Those failing on their third attempt will be given structured, supervised continuation training before being reassessed in respect of the relevant objectives Should a student be referred on a third occasion for a practice element of the course, any subsequent reassessment must be undertaken in the student's establishment by the training manager or NVQ assessor. 205

11 16.43 As trainers use an ongoing assessment process, they will not fail a student who has difficulty in only one area, be it an exam, an assessed observation or difficulty in understanding a particular issue or subject. However, if a student continually fails to meet the requirements of the course, whether in terms of performance, conduct, attendance or commitment, then trainers will contact their home establishment with a recommendation as to their suitability to become a prison officer. Student reference file Students are given a Student Reference File at the beginning of the course. They will build this up over the course. It will include: Factual information on the subjects taught Teaching aids used, such as handouts Personal notes Students are also expected to complete their daily reflective diaries Trainers keep and update a student file containing the following: Trainer's weekly assessment sheets Observation records showing competence in practical skills Exam/test/assessment results Classroom based activities sheets Reference information for use during and after POELT These records are used during student tutorials and where appropriate will be given to the students to place in their reference files as evidence of achievement. Written reports Trainers provide a written report on every student at the end of the course. This includes comment on their overall performance, general attitude, exam 206

12 scores and a list of skills tested during simulated observations. Serious concerns will be referred to the establishment and the student in advance. Local defivery of POEL T and transition to the revised course Currently around half of new officers currently attend the POELT course at the Prison Service College, Newbold Revel, while the rest attend courses delivered locally. Owing to the fact that not all local POELT trainers have yet been trained in delivery of the revised course, some of these are still delivering the Phase 1 version of POELT rather than the new course By way of example, POELT is delivered to students at the following establishments as follows: Feltham and Wormwood Scrubs: Phase 1 POELT delivered at Feltham (the revised course will be delivered from August 2005). Lancaster Farms and Hindley: the revised course is delivered at Wymott. Parkhurst and Pentonville: the revised course is delivered at Newbold Revel (but some trainees from Pentonville attend the Feltham POELT). Wayland: the revised course has been delivered from 23 May 2005 at Stirling House, Suffolk As well as monitoring the quality of training delivered at Newbold Revel, the Training and Development Group carry out structured Quality Assurance visits to local training centres. The Training and Development Group use FENTO (Further Education National Training Organisation) assessment criteria to conduct observations of trainers and provide verbal and written feedback to identify their strengths and areas for development. Assessors review the suitability of local training facilities and have discussions with students. Their visit reports contribute towards the improvement of POELT and indicate which centres are suitable for future use. 2O7

13 Content of the course By way of example of the content of the course, the following are topics covered in varying degrees of detail during POELT. It is important to bear in mind that POELT is aimed at the general residential wing officer. It cannot cover all possible roles that officers may fulfil during their careers in the Prison Service. In devising the revised course, the Training and Development Group's POELT team carried out an assessment of the core requirements of new residential officers in order to identify what topics trainers should teach and to what depth those topics should be taught. For example, cell sharing risk assessment and the use of the PER form are tasks for officers with specific roles, especially reception staff. Additionally, Safer Custody Group have particular responsibility for cell sharing risk assessment. The POELT course can do no more than provide an introduction to these topics. Use of information Intelligence gathering and report writing are vital components of the POELT course (see Training Manual sessions 21, 26, 27) As well as covering report writing, Security 5 includes an introduction to the role of the Discipline Office in the flow of information. However, as POELT training sessions do not have access to IT, much of the topic is only dealt with in depth at the students' establishments. Cell sharing risk assessments POELT has no specific sessions that concentrate on risk assessments. However, within 'Security 4 - Wing Security' documentation relating to all wing activities, including cell sharing risk assessments, is discussed and shown to students. Prisoner Escort Record (PER) Officer's use of the PER form is included within POELT (session 23). 2O8

14 16.55 The PER form is shown to students and its purpose as part of the equipment required for an escort is explained to them. Mental health Mental health is mainstreamed throughout POELT, it being evident within, for example, the diversity and search sessions. An example is the approach to a prisoner's refusal to undergo rub down searches, which is no longer that of suspicion. Students are actively encouraged to pursue any mental health issues that may be displayed by the individual. POELT Training Manual session 10 is specifically about mental health, and session 13 deals with suicide and self-harm. The training material used in the POELT course was developed with specialist healthcare input. Personal officer training There is nothing specific within the POELT course on the personal officer scheme. However, like mental health, the tools a personal officer requires are woven into other sessions; for example, there are sessions on interpersonal skills and diversity. The new course focuses upon the 'softer', more pastoral skills, to begin with, before concentrating upon the prison aspects There is also no national training course available. However, a training module on personal officer schemes is currently in development. There are local arrangements for this training, which are dealt with below. Cell searching and fabric checks Cell searching is trained within POELT (Training Manual session 20). There is also a Dedicated Search Team course, targeted at Category A establishments Fabric checks are covered fully in security 4; students are assessed carrying out accommodation fabric checks using national occupational standards Training for cell searching and fabric checks is carried out in mock cells that represent single and shared accommodation. The cells contain typical prison 2O9

15 furniture, clothing, prisoner possessions and certain unauthorised articles. The cell searching session in the trainers' manual gives a description of how the session is taught. Responding to incidents Session 26 (Security 6, Incident management) gives an overview of how to manage an incident that may occur on the wing at any time Session 11 (Security 2) deals with hostage taking Session 19 (Security 4) deals with all aspects of Wing security, and handing over from night duty to day and day duty to night. Incentive and earned privileges An introduction to the incentive and earned privileges scheme is contained in the student reference file section of the POELT student manual and students are expected to read this during the course. Substantive training on the scheme is then provided at the students' home establishments. Reporting wrongdoing PSOs 8605: Reporting Wrongdoing and 1215: Preventing and Handling Staff Wrongdoing (documents 45 and 46) set out how the concerns of staff, including concerns about mistreatment of prisoners, should be raised and dealt with (for further information see the Reporting Staff and Raising Concerns section of this statement). The POELT team, together with the Professional Standards Unit, have devised a session on reporting wrongdoing, which to date has been delivered to some student groups with the intention to roll the session out to all students. Rollout is scheduled before the end of June A copy of the draft module is document 86. The "whistle blowing" leaflet (document 47) is also given to entrant officers when they begin their training. 210

16 Juvenile Awareness Staff Proqramme Young offenders institutions also run the Juvenile Awareness Staff Programme (JASP), a seven-day participative programme approved by the Youth Justice Board that seeks to prepare staff for working with under-18s in Prison Service custody. Among the establishments whose staff benefit from this programme are Hindley and Feltham. Background The introduction of JASP and associated elements of staff training was intended to address the following problems: No specific training available for those working with children and young people in Prison Service accommodation. Uncoordinated training provision across the estate. Lack of incentive to work with juveniles. No nationally recognised juvenile specific qualifications for staff The then Head of Staff Training and Development carried out a review of staff training across the secure estate. A decision was made, in partnership with the YJB, to develop a National Qualifications Framework (NQF). The present The situation has improved as follows: National Qualifications Framework introduced in A copy is attached as document 87. YJB corporate target 6:"80 % of staff working with Juveniles helped to gain a professional qualification by April 2006". Targets agreed between the Prison Service, YJB and the Home Office. As of the 1 April 2005, 347 Officers and 311 other staff have been trained in JASP or PCEP (Professional Certificate in Effective Practice). There are 57 Trainers trained to deliver JASP in establishments. 211

17 The Prison Service has exceeded the 2004/5 targets. What is JASP? JASP is a multi-disciplinary, modular, foundation-training programme for those who work with children and young people in custody. It was developed in partnership with the YJB, The Trust for the Study of Adolescence (TSA), Staffordshire Area Child Protection Committee, Training Consultants, Establishments and other key stakeholders JASP is considered to be the minimum standard required for those working with young people in custody and forms part of the Gateway Access Programme. It consists of seven taught days in length and is delivered in two parts as follows: JASP 1 Topic Child Protection Duration 1 day Understanding and working with Children and Young People in Custody 2 days JASP 2 Topic Duration Understanding the Youth Justice System 1 day Vulnerability Training 1 day Training Planning and Resettlement 1 day Managing Difficult Behaviour ½ day Final Student Assessments ½ day 212

18 16.73 Students are issued with a resource pack and a participants pack which contains all the information they will required for the course and serves as a reference for their time working within the Juvenile Secure Estate. The future JASP needs to be a dynamic programme if it is to continue to be fit for purpose. A review is underway which will consider changes in light of: The Children Act Every Child Matters: A change for. Children's Workforce Strategy. The Common Assessment Framework. The Common Core. Changes in legislation The following changes will be managed in 2005: Development of a ½ day modules in Mental Health, Substance Misuse and Safeguarding. Seek accreditation of the programme. Retrain the Trainers. Selling JASP to a wider market. Information Flow and Use of Information In addition to the training officers receive during the POELT course and from their home establishments, the Prison Service provides training in how to use its computer systems. An important new information resource is also provided by the training officers receive as part of the Assessment, Care in Custody and Teamwork programme. LIDS (Local Inmate Data System) The National Offender Management Information System (NOMIS) will provide replacement functionality for the LIDS system. This is a centralised system, 213

19 so data will be available between establishments automatically, and it is a fully integrated IT programme designed to support offender managers in both the Prison and Probation Services The LIDS training material is document 88. Offender Assessment System (OASys) The Training and Development Group have now taken on OASys training following the initial rollout of the system OASys training for practitioners in the Prison Service (assessors, supervisors and administrators) includes risk assessment, interviewing and IT skills. For general OASys users in prisons a Computer Based Training (CBT) package has been developed and is accessible from the OASys website on the HMPS Quantum Intranet As part of the implementation programme for the Prison Service a comprehensive training course was developed by the project training team in discussion with NPS training colleagues and delivered by a dedicated OASys team based in (the then) What Works in Prison Unit in Prison Service Headquarters. The project training team finished its work on 14 December 2004 having delivered a national training programme on target and on budget. A limited number of contracted out prison staff also received training. With effect from April 2005 the Prison Service Training and Development Group based at Newbold Revel delivers OASys training The OASys rollout-training course consisted of two one-day introductory sessions on risk assessment and interviewing skills for assessors and supervisors, a two-day course on use of the business process and underlying IT systems and a period of personal practice followed by a competence test The training course has since been further developed with the business process, underlying IT, personal practice and competence test being incorporated into a four-day event. The two one-day introductory sessions on risk assessment and interviewing skills are unchanged. 214

20 16.84 Upon successful completion of the training course, and competence having been demonstrated through assessment, access to the live system is granted at the appropriate level. Assessment, Care in Custody and Teamwork (ACCT) PSI 18/2005 introduced the Assessment, Care in Custody and Teamwork (ACCT) programme. The Training and Development Group have taken responsibility for ACCT training from 1 June 2005 and Appendix D of the PSI (document 89) explains what is comprised in the training courses ACCT is the Prison Service's risk management process. Currently it is being phased in as a replacement for the F2052SH process ACCT introduces two new roles: The ACCT Assessor (to ensure that prisoners identified at risk receive an assessment of their needs and risk - to allow care to be individual). The Case Manager (to ensure that the care planned is actually delivered) Staff who play both of these roles require specific training. In addition, although the actual responsibilities of the majority of prison staff remain the same as under the F2052SH system, staff need to contribute to a care system that is more flexible, individualised, involves the prisoner/trainee in his/her own care more and may manage people who use self-harm to manage painful feelings and memories somewhat differently from those who are at acute, immediate risk of suicide. Therefore all staff receive training in the new system Training is a major part of preparing to implement the ACCT Approach A description of the content of the training courses, who delivers the courses and who they are delivered to is provided below. 215

21 16.91 Trainers from establishments are being trained to deliver the courses at national (and sometimes area)"train the Trainer" courses. The programme of Train the Trainers courses has been run by Safer Custody Group with support from the Training and Development Group. ACCT Foundation Module The Foundation Module covers Self-harm and Suicide, ACCT process and documentation, and a case study using the ACCT process to plan care. The learning methods are presentation, discussion and workshop with handouts of the ACCT pocket book for all staff. The foundation module lasts 3 hours and is classified as Basic Level training The Foundation Module replaces the Suicide Prevention "core module' for staff in ACCT sites. It is delivered by the Local Safer Custody Associate Trainers, Suicide Prevention Co-ordinators or other staff from the establishment who have the following characteristics: Comfortable with open, direct talk about suicide. Have some experience of talking to suicidal prisoners. Able to present to groups of 12 or more. Able to facilitate discussion. Respect people from diverse backgrounds All staff in contact with prisoners should receive the Foundation module. ACCT Unit Manager Manager training This training is divided into three parts. Part 1 covers Self-harm and suicide, ACCT process and documentation. Part 2 covers mental disorder and suicide, substance dependence and suicide, estimating risk and taking immediate action. Part 3 covers Care-planning, including reviewing risk over time. 216

22 16.96 The learning methods are again presentation, discussion, case studies and workshop, with course length being 6 hours. The course is classified as Intermediate Level training The course is delivered by a pair of establishment trainers, one of whom may be a Safer Custody Associate Trainer, Suicide Prevention Co-ordinator of senior officer grade and the other should ideally be someone who uses person-centred care-planning in their professional work (for example, Probation Officer, Psychologist, mental health worker). Both trainers should have the characteristics outlined in the "ACCT Foundation Module" section above All Senior Manager/Unit Managers, including the Healthcare Manager and Night Orderly Officers should receive this training Note 1: STORM (Skills Training in Risk Management) can substitute for Part 2 of the Case Manager training only Note 2: Case managers who have completed the foundation module do not need to do it again as part of Case Manager course. A CC T Assessor training A three-day course for ACCT Assessors is available. This course covers the role of the ACCT Assessor, signs and symptoms of mental disorders, communication and documentation skills, estimating suicide risk, carrying out the ACCT Assessment, liaison with Case Manager and other staff and care planning. It is possible to deliver it as 3 days together or on three separate days. Staff from Bournemouth University Institute of Health and Community Studies and HM Prison Service developed the course. It has been through eight pilot deliveries and been thoroughly and positively evaluated The course should be delivered to ACCT Assessor teams by a pair of trainers, one of whom has experience of working with prisoners/trainees with mental disorders. Both trainers should have positive attitudes to prisoners/trainees, a flexible attitude to suicide, good communication skills and good presentation skills. 217

23 In addition, ACCT Assessors should receive training that allows them to the opportunity to practise under supervision and receive feedback. At present, approved options are: (i) Manchester University's Skills Training in Risk Management (STORM) training, modules 1 and 2; or (ii) Livingwork's Applied Suicide Intervention Skills Training (ASIST) Both of these courses focus on communicating with a person who is suicidal and helping them over the initial crisis. They both have a strong focus on skills-practice and are independent of any process. Who can be trained to be an ACCT Assessor? The team consists of individuals of any professional background who meet the person specification, have received the ACCT Assessor training and are volunteers. Role specification The ACCT Assessors will be located throughout the prison primarily within Residential Units and Healthcare Centres. A multi-disciplinary team with members from a wide range of disciplines/backgrounds is valuable They will complete the task of assessing the needs and level of risk of identified prisoners/trainees within the framework of their existing work detail - this role will be included in their SPDR They will: Be asked (usually by a Unit Manager or the ACCT Administrative Support Officer) to interview of a prisoner/trainee who has been identified as being at risk. Agree arrangements with the Unit Manager or ACCT Administrative Support Officer to interview the person-at-risk, 218

24 wherever possible at a time that will facilitate the first case review taking place immediately after the assessment. Respond to the person-at-risk and explore the issues to enable a care plan (CAREMAP) to be formulated, helping the prisoner over the crisis he/she is currently in. Participate in the first case review wherever possible, along with the prisoner and the Unit Manager or, where this is not possible, pass the assessment information on to the Unit Manager. Establish good working relationships, communicating formally (for example, making referrals to healthcare) and informally with other colleagues, where appropriate and as the needs of the prisoner dictate at the time An ACCT assessor works primarily as a support to residential staff, helping them decide on appropriate care to meet the individual needs of prisoners and (jointly) making the decision as to who to refer to health care and who not to The Assessor will normally complete the "Agreement to sharing of Information' with the individual. This is on the inside front cover. This does not mean that the entire ACCT document is 'medical in confidence'. However, all prison staff are professionals and all have a duty of care, which includes the duty to treat information about prisoners/trainees sensitively It is good practice for ACCT Assessors, wherever possible, to arrange their assessment interview at a time that means that the Unit Manager/Case Manager can be present immediately afterwards, so that the first case review can take place straight away and there can be good communication the Assessor and the Case Manager and other staff. between Members of ACCT Assessor Teams are not trained or required to carry out a mental health assessment; that is, they are not asked to diagnose a particular mental condition or to assess its severity. Their role is to respond to a distressed person and to engage them in talking about what may have triggered or may underlie their distress. The assessment interview aims to identify the person-at-risk's problems, their strengths and any positives in 219

25 their lives and it asks systematically about risk of suicide to help estimate that. Regarding mental health, the aim is simply to identify signs that there may be something wrong in that area, so that they can refer the individual if appropriate to someone who will carry out a mental health assessment. Most prison staff are good at identifying that something is wrong. Person specification - attributes required The following are required: Committed to improving the quality of the prisoners/trainees lives especially whilst helping them through a crisis. Excellent interpersonal skills, including good rapport-building and interviewing skills. Flexible attitude to suicide. Willingness to learn about how to deal with distress of a prisoner. Willingness to learn about mental disorder. Good recording and documentation skills. Ability to communicate with other colleagues, therefore a team player It is strongly recommended that establishments do not appoint staff as Assessors who are rigid in the way they approach and deal with prisoners/trainees (for example, not prepared to consider use of first names in addressing a prisoner) or have negative attitudes to those who self harm or attempt suicide which they are not prepared to examine. Selection Members of ACCT Assessor teams should be volunteers. Establishments are advised to seek volunteers from as wide a range of disciplines as possible (for example, Chaplains, Probation, Psychology, nurses, officers) who meet the person specification. Training is provided that covers the knowledge and will reinforce the skills needed for this role. However, where the individual's attitudes and overall approach to prisoners/trainees does not meet the person specification, training will not be sufficient to address these deficits. Staff who 220

26 have had Negotiating Skills training or Motivational Interviewing training can make particularly good ACCT Assessors, as they are likely to already have the required communication skills to a high level. Establishments should consider interviewing potential ACCT Assessors using the person specification to ensure that this role is appropriate to them. Security Training and Use of Information The training courses 'Working with information' and 'Security Intelligence Systems' support the National Security Framework (communication and surveillance) and inform how Security Information Reports are to be completed and used Copies of the course materials for these courses are documents 90 and 91. Local Training As explained in PW3, PSI 22/2004 sets out the arrangements for managing training at a local level and provides a framework to support achievement of the audit baselines for training. PSI 22/2004 supports improvements in local training management following the abolition of mandatory training. By way of example, the following is an account of how individual establishments approach the training of specific topics. Feltham 1. Flow of information AII Security staff attend the 'Working with Information course', a week's course at Newbold Revel. As they put into practice the procedures learnt in this formal training, security officers are supported by the established/experienced staff in the department and their managers. There is also a job description for the duties of the Night Security Officer Training on the recording of information is delivered on the POELT course and is reinforced, when officers take up post, by their line managers and experienced staff in the working area. 221

27 Feltham's Resettlement Group have a comprehensive Working Agreements document giving detailed information as to how the department's role must be fulfilled when working with other agencies within the establishment, for example Offending Behaviour, Voluntary Supported Education, Education, Connexions, Anti-bullying, Remand Management Service, Trailblazers, Juvenile Substance Misuse team, CARATS, Child protection, Custody Administration, Suicide Prevention, Chaplaincy, Residential units and VCC Advocacy The information folder that supports the Custody Administration's job rotation scheme contains guidance on the procedures required in connection with Adjudications, Bails, Discharges, Discontinuances, Release from Court, Parole and Productions and a POELT information pack Training about what files to read is also delivered on the POELT course. Again, when in post, new staff will seek guidance from more experienced staff or their line managers Operational Support Grades undertake the completion of PER forms. They are taught the procedures by more experienced colleagues. With regard to the example of ticking the box marked 'Violent', the information required is gained from LIDS and, if necessary, from the prisoner's/trainee's security file. If staff are in doubt about any issue they have ready access to members of the Security Department, progressing up the levels of seniority until their enquiry can be answered If any member of staff requires guidance on the completion of SIRs, this can be gained from experienced staff, their line manager or from members of the Security Department. Any form that has not been completed to expected standards is returned to the member of staff and advice given by a member of the Security Department as to the appropriate procedure/terminology AII SIRs are checked and follow the normal procedure of intelligence assessment followed by the Security Manager's and Governor's comments. 222

28 2. Risk assessments Cell sharing risk assessment forms are completed on Feltham's induction units. Staff learn how to complete these under the guidance of experienced staff and their line managers (senior officers). Unless information arrives with the prisoner/trainee, staff are reliant on information, such as previous offences, given to them by the prisoner. This information is checked as soon as the relevant documentation is forwarded to the establishment and is usually found to be accurate Information regarding prisoners/trainees who pose a risk to others is normally received via the SIR procedures. Other avenues of receiving information are via Resettlement, Remand Management or Probation. When such information is received, the relevant line manager or more senior manager (depending on the level of risk) give guidance on the management of that prisoner/trainee to staff. Where necessary a F2058 security summary sheet is inserted in the prisoner's/trainee's flimsy to raise staff's awareness of risk. 3. Personal officer scheme The Personal Officer policy is held on each unit. Information relating to trainees can be provided from a number of sources, for example Presentence report, Remand Care Plan and Asset sheet. Unit staff are provided with a Personal Officer Scheme policy statement and staff information booklet and further guidance can be sought from line managers and other experienced staff. 4. Night patrol officers AII new Night Patrols receive a two-week shadowing induction when they begin night duties. They are doubled up with Night Patrols on various units, giving them a range of experience. This is recorded on the Daily Lock Up Sheet. During this period they read the Night Orders and have one-to-one mentoring with the established Night Patrols and they have access to the Night Manager at all times. At the end of the two weeks, one of the managers will talk with them to discuss what they have learnt and ascertain if they are confident in their role. If either party feels a few more nights shadowing is 223

29 advisable, this is facilitated. Depending upon competence, night patrol officers are then detailed accordingly Prior to starting Nights night patrol officers receive the usual Officer Support Grade (OSG) Induction to Feltham, which is provided during the day. 5. Incentive and earned privileges scheme The incentive and earned privileges policy is available on each unit and staff are regularly involved in the review process. Experienced staff and line managers give guidance. 6. Vetting security files The Night Security Officer, who sees the files of all receptions, undertakes the vetting of Security Files. Information can be assessed and passed to the relevant staff/departments by the early morning the day following reception Training for this role is provided to all Security staff when they attend the 'Working with Information course'. As they put into practice the procedures learnt in this formal training, Security staff are supported by the established/experienced staff in the department and their managers. Hindley 1. Flow of information All information that comes into Hindley follows a logical flow. All prisoners who come via the escort system and GSL (the escort contractors) produce a PER form which contains vital information. In addition, the Juvenile Youth Offending Team Workers produce an ASSET document which gives full detail and history of the youngster. The Probation Service and the Prison Core Record provide the basis of the information on each young offender received All information on each youngster then passes through the induction and first night process, ensuring that all departments buy in to the induction process. The Public Protection unit undertake to use the information to ensure that all 224

30 departments are aware of risks that are inherent both inside and outside the establishment All members of staff have on the job training through mentoring by a senior more experienced member and much of the information is gathered from the LIDS system which all relevant staff have access to. If any more training is required it is each line manager's responsibility to ensure that guidance is provided and that each member of staff comes up to the requirement of the grade Each member of staff on induction is given a comprehensive induction pack which includes abbreviated terminology and the meaning of words known only to the Prison/Probation Service. Within the system all SIRs, which can be completed by any member of staff, are checked and follow the intelligence assessment procedure which is then communicated upwards and sideways. 2. Risk assessments Cell Sharing Risk Assessments are started by reception staff on initial arrival at Hindley. The format for these risk assessments is laid out in a Governor's Order (document 92). The staff in reception and the first night staff are experienced, having undergone on the job training through the mentoring scheme The process for ensuring that cell sharing risk assessments remain up to date is audited by our Safeguards Manager to ensure compliance and to ensure that staff are vigilant about continually assessing risk If any information is received via the SIR procedure which makes a significant impact into the risk assessment, the risk assessment will be amended Healthcare pays an integral part in gathering information which feeds in to the cell sharing risk assessment process. At present training for this process is provided by experienced officers and senior officers who are guided through the process by members of staff from the Public Protection unit and Safer Custody Unit at Hindley. 225