What s inside? new to Avon and Wiltshire Mental Health

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3 Art installation at Victoria Centre. 3 What s inside? Look inside to find out more information new to Avon and Wiltshire Mental Health Partnership NHS Trust (AWP)? 4 What training do I need to do? The training matrix + training pathways 4 How to apply for training 6 What about courses not provided in-house by AWP? 6 I don t work for AWP can I apply? 7 How to contact us 7 Resources: The library and Ourspace 7 Contents and list of courses Promoting high quality mental health services 16 promoting safe, respectful services (statutory and mandatory training) 72 Supporting and developing staff 100 Management development 106 Administration 121 IT skills 124 Library skills 131 Index of courses 133 Introduction

4 4 New to AWP? You will begin your employment with AWP with attendance at a Trust Induction day, followed by a number of Statutory and Mandatory training events according to your role (see your training pathway, or the Training Matrix for more details). You will then work through the Induction checklist with your manager to make sure you have the chance to talk about all that you need to know to help you to feel confident in your new role as quickly as possible. Please let us know when you ve completed the checklist. How do I know what training I need to do? Training pathways and the training matrix learning and development training prospectus 2013/14 We all have a responsibility to make sure we are providing safe as well as high quality services. Many roles now have bespoke training pathways, which will show you which courses are essential for you in your role. You can also look at the most recent training matrix, available on OURSPACE, which details statutory and mandatory training requirements and also shows how frequently refreshers are required. Please make sure you stay up to date with your Statutory and Mandatory training. We will do our best to remind you of courses you need to do, and reports of training are made available to managers and directors on a regular basis. It is your responsibility to undertake required training. Once you have completed Statutory and Mandatory training you will focus on developing the skills and knowledge you need to enable you do your job as well as possible. We are continuing to add to the range of Training Pathways, specific to role, outlining key courses. A pathway for Band 5 Recovery Co-ordinator is shown on page 5 Further pathways are available on OURSPACE and more will be added as they become available.

5 5 Introduction

6 6 South West Learning4Health Platform The new South West Learning4Health platform, developed by the South West Strategic Health Authority, makes hundreds of e-learning modules available to staff in seven care pathways, including a mental health pathway. Learning and Development have developed a list of recommended learning activities based on your band and work setting: you can see these in the training pathways and in the My Learning section of the MLE. How do I find out where and when courses are available? How do I book on a course? Access to e-learning courses, and information about dates and venues for face-to-face training is available on the MLE. Many of the courses you need will already be in your learning tree under MY LEARNING. Booking is simply a case of clicking on the BOOK button. If you want to access a course that isn t already there, simply go to the course, ask for it to be added, and once your manager has approved it, you can book on. learning and development training prospectus 2013/14 We know that some of our staff are based on HMP sites without internet access, so we re happy to be flexible about booking just phone us if you re not able to access the MLE. If you have any queries just phone the Learning and Development team, and we ll do our best to help. What about courses not provided in-house by AWP? If you need to apply for funding and / or study time to attend a specialist course or CPD opportunity that is not provided in-house, you will need to make sure the learning need is identified in your

7 7 Personal Development Plan, and then apply to the Bursary Panel, using the process outlined on OURSPACE. To avoid disappointment, please allow sufficient time to get all the relevant signatures don t miss the closing dates. I don t work for AWP, Can I apply? We are increasing the number of courses that are open to people outside AWP, and have a smaller brochure detailing available courses. Please contact us for further details. What kind of library support is available? You have access to 12 NHS libraries within the AWP area; four of these libraries are managed by the Trust and specialising in mental health resources. In addition to this there is a range of electronic resources, with over 2000 e-journals and more than 500 full-text e-books available online and accessible from work or home. Any of the libraries will be happy to provide help and assistance on a one-to-one basis, or there are search skills courses run throughout the year at locations in Avon and Wiltshire. Contact us: Learninganddevelopment@awp.nhs.uk Woodland View or Green Lane Hospital Introduction

8 8 Contents PROMOTING HIGH QUALITY MENTAL HEALTH SERVICES Awareness and recovery Mental health awareness 16 Dementia awareness 17 Supporting personal recovery 18 Introduction to nutrition and recovery 19 Person centred care for older people 19 Key training programme for band 2 and 3 inpatient staff 20 Level three certificate in working in community mental health care 21 Autism Spectrum Conditions 22 Working effectively with people who use self injury 23 Mindfulness, meditation and mental health 23 Communication and groupwork Enhanced communication skills 24 Responding to callers in crisis on the phone 24 Group facilitation skills 25 Chairing meetings 112 Assessment, care planning and positive risk taking Working collaboratively with CPA and risk 26 Suicide prevention, CPA and risk update event 27 Trauma and recovery learning and development training prospectus 2013/14 Childhood trauma and sexual abuse asking the question during assessment 28 Childhood trauma and recovery developing skills in safety and stabilisation 28 Addiction, childhood trauma and recovery developing skills to increase safety and stabilisation 40 Abuse, trauma and dissociation: understanding and working towards recovery 29 Working with military veterans 30

9 9 Psycho-social interventions with people with a diagnosis of psychosis Working in partnership with family members and carers 31 Family work for psychosis 32 Family work refresher 32 Promoting the working alliance using cognitive behavioural approaches 33 Cognitive behavioural approaches to working with people with psychosis: for use in everyday practice 34 Motivational Interviewing 35 Substance misuse Working with people with a dual diagnosis an integrated approach 36 Dual diagnosis specialist practitioner course 36 Dual diagnosis link working 37 Dual diagnosis training for medical staff 38 Mind mapping in drug and alcohol services 39 Addiction, childhood trauma and recovery developing skills to increase safety and stabilisation 40 Psychological approaches in working with people with a diagnosis of personality disorder Rough guide to working with people with a diagnosis of personality disorder 41 Working effectively with personality disorder: the knowledge and understanding framework (KUF) awareness level 42 Working collaboratively with people with personality disorder 43 An introduction to Mentalization Based Therapy (MBT) for service users with a diagnosis of borderline personality disorder 44 Dialectical behaviour therapy skills training 45 Psychological approaches in working with people with a diagnosis of anxiety, depression Promoting the working alliance using cognitive behavioural approaches 33 Cognitive behavioural skills developing your practice (five day course) 46 Working therapeutically with older people with functional mental health difficulties 47 Eating disorders Working with people with eating disorders in the community 48 Working with people with eating disorders in inpatient settings 49 Contents

10 10 Working with people with a diagnosis of dementia Dementia awareness 17 Person centred care for older people 19 Challenging behaviour in dementia 50 Memory rehabilitation 51 Promoting mobility in dementia 52 Systemic approaches to working with cognitively impaired older people and their partners and families 53 Preventing and managing aggression Managing conflict in mental health care settings 54 Managing conflict refresher 55 Understanding, preventing and managing aggression in later life services (UPMA) 56 Understanding, preventing and managing aggression in later life services refresher 57 Prevention and management of aggression teamwork (PMVA) 58 Prevention and management of aggression teamwork refresher 59 Mental health and the law Mental Health Acts (1983 and 2007) for registered inpatient nurses 60 Mental Health Acts (1983 and 2007) for community and therapies staff 61 Mental Capacity Act awareness (e-learning) 62 Mental Capacity Act in practice 63 Deprivation of Liberty Safeguards (DOLS) 64 Preparation for appearing at a coroner s inquest 65 The role of the appropriate adult under the police and criminal evidence act (PACE) 65 The role of the appropriate adult under the police and criminal evidence act (PACE) refresher 66 Mental health law seminars 67 Clinical skills learning and development training prospectus 2013/14 Physical health observations 67 Practical psychopharmacology 67 Patient group directions 68 Medicines prescription and administration (e-learning) 68 End of life care 69 Non medical prescribing 70 Facilitating learning and assessment in practice (FLAP) 71

11 11 PROMOTING SAFE, RESPECTFUL SERVICES STATUTORY AND MANDATORY TRAINING MOT days: Fire 72 Infection control 72 Health and safety 74 Manual handling 74 Basic life support afternoon session for relevant staff 74 Managing Conflict in Mental Health Care Settings/ Prevention and Management of Violence and Aggression: Managing conflict 54 Understanding, preventing and managing aggression in later life services 56 Prevention and management of aggression teamwork 58 Safeguarding: Safeguarding level one/two and Prevent 75 Safeguarding children level three 75 Safeguarding children and adults at risk. Multi agency and specialist training 76 Introduction to recognising and reducing the risk of sexually abusive behaviours in mental health settings 77 Diversity: Diversity awareness 78 Race equality and cultural capability (RECC) 79 Managing and promoting diversity 80 Disability awareness (e-learning) 80 Fire Safety: Fire safety annual refresher 81 Fire safety annual refresher (e-learning) 81 Site fire safety managers 82 Fire marshal and appointed person training 83 Counterfraud and Information Governance: Counterfraud (e-learning) 84 Information governance (e-learning) 84 COSHH: COSHH awareness 85 COSHH risk assessment 85 COSHH risk assessment refresher 86 Contents

12 12 Food Hygiene and nutrition: Food safety awareness 87 Introduction to food, nutrition and hydration (e-learning) 87 Introduction to nutrition and recovery 88 LIFTING AND Handling: Practical patient handling 88 Practical patient handling assessment 88 Manual handling (e-learning) 89 Display Screens: Display screen awareness (e-learning) 90 Display screen awareness risk assessment (e-learning) 90 VDU assessors workshop 91 RESUSCITATION AND First Aid: Basic resuscitation skills 92 Physical emergency response training (PERT) 93 Emergency first aid at work 94 First aid at work 95 First aid at work refresher 96 Smoking Cessation: Smoking cessation (e-learning) 97 Health and Safety: Health and safety essentials for managers (HST1) 98 Managers risk assessment workshop (HST2) supplementary workshop to H&S essentials for managers 99 Health and safety risk assessors (HST3) 99 Learning learning & and development training prospectus 2013/ /14 SUPPORTING AND DEVELOPING STAFF AND VOLUNTEERS Introduction to management supervision and appraisal 112 Clinical supervision 100 Managing stress and building resilience 101 Boosting your potential 101 Introduction to presentation and facilitation skills 102 Working with volunteers a workshop for staff 104 Planning for retirement 105

13 13 MANAGEMENT AND LEADERSHIP DEVELOPMENT Professional and clinical leads leadership development programme 106 Core leadership skills programme Stage 1 (development of managers toolkit) 106 Core leadership programme Stage Managing and promoting diversity 80 PALS complaints, incidents and claims 117 Hr training: Recruitment and selection 109 Resolving problems in working relationships 109 managing individual performance and capability 110 Managing sickness absence 110 managing disciplinary cases and undertaking investigations 111 Developing knowledge and skills: Introduction to management supervision and appraisal skills* 112 Chairing meetings* 112 Leading people through change* 113 Managing stress and building resilience 101 Finance for non finance managers Finance for cost centre budget managers 114 An introduction to agresso self service (e-learning) 115 Budget reporting for managers using agresso (e-learning) 122 Solution focused coaching for leaders 116 * these are covered within the core leadership skills programme stage 1 so not applicable to those who have attended these already Complaints, claims and investigating incidents: Pals complaints, incidents and claims 117 Investigating incidents 118 Root cause analysis 119 Risk management briefing and workshop corporate level 120 Senior management training: Professional and clinical leads leadership development programme 108 Risk management briefing and workshop corporate level 120 Root cause analysis 119 Solution focused coaching for leaders 116 Contents

14 14 ADMINISTRATION Making learning easy 121 Responding to callers in crisis on the phone 24 Business administration NVQ awards, certificates and diplomas 123 Introduction to agresso self service finance system (e-learning) 122 Requisitioning using agresso (e-learning) 122 IT SKILLS Introductory computer skills 124 Learn to touch type (e-learning) 124 Microsoft Office Word introduction 125 Microsoft Internet Explorer introduction 126 Microsoft Office Outlook and contacts 127 Microsoft Office Excel introduction 127 Microsoft Powerpoint introduction 128 RiO inpatient staff 129 RiO community staff 129 RiO care co-ordinator 130 RiO carer leads 130 LIBRARY AND RESEARCH SKILLS learning and development training prospectus 2013/14 Library services: introductory search skills 131 Library services: advanced search skills 131

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16 16 PROMOTING HIGH QUALITY MENTAL HEALTH SERVICES AWARENESS AND RECOVERY Mental health awareness one day workshop Anyone wanting an introduction to mental health, including health care assistants and administrative and clerical staff. To give participants the opportunity to explore or enhance their understanding of mental health and recovery. learning and development training prospectus 2013/14 have explored or enhanced their personal understanding of mental health and mental distress, and attitudes to mental health in society Describe the types of mental distress we may encounter have gained a greater awareness of the concept of personal recovery, and its implications for treatment and support understand the forms of help available, and the ways in which we can all promote positive mental health recognise the role of carers in recovery, and the importance of offering support to carers and family members

17 17 One day workshops give opportunity to explore best practice techniques and consider specific carer roles Dementia Awareness A one day workshop and also available via e-learning. Any staff interested in developing an understanding of dementia. To increase an individual s awareness and understanding of dementia including the important considerations which promote person centred care. By the end of the course participants should be able to: identify the differences between typical consequences of ageing and dementia including causes of acute states of confusion Describe the physiological changes to the brain associated with different types of dementia Understand the processes involved in the diagnosis of various forms of dementia Consider an individuals experience of dementia related symptoms define the basic principles of good practice when caring for service users with a diagnosis of dementia discuss the principal findings of major reports and enquiries and their influence on practice development in dementia PROMOTING HIGH QUALITY MENTAL HEALTH SERVICES

18 18 PROMOTING HIGH QUALITY MENTAL HEALTH SERVICES Awareness and recovery Supporting Personal Recovery A one day workshop All practitioners. To enable practitioners to have a clear understanding of the principles of mental health recovery, and develop the skills involved in supporting personal recovery within their current and future roles. Be aware of the principles of recovery and how this impacts on personal practice Feel more confident about supporting service users towards their personal recovery acknowledge the importance of hope and therapeutic optimism in their relationships with service users have a working knowledge of how to use the recovery star and wellness recovery action planning (WRAP) with service users have an awareness of the range of resources available to support personal resilience and develop effective self-management plans with service users Know the required standard operating procedures for delivering high quality mental health services in a recovery orientated framework learning & development training prospectus 2013/14

19 19 Person Centred Care for Older People A one day workshop New and existing health and social care staff within AWP later life services. To provide an introduction to the values and practice of person centred care and its importance in the development of recovery based therapeutic relationships. define person centred care and its historical development in older people s mental healthcare Identify behaviours and influences on an individual s expression of wellbeing Discuss recovery, older people s mental health and the factors which keep us well examine their own perspectives and experiences in relation to the maintenance of individuality and personhood Introduction to nutrition and recovery A one day workshop. All staff interested in developing a knowledge base relating to the link between nutrition and the wellbeing of service users. To provide an understanding of the role of nutrition in recovery and develop skills for every day practice to promote this. Outline the factors which affect an individual s nutritional status recognise those who are at risk of malnutrition and its effects on physical and mental wellbeing understand the use of nutritional assessment and how to implement within community and inpatient settings Feel more confident in the implementation of dietary interventions PROMOTING HIGH QUALITY MENTAL HEALTH SERVICES

20 20 PROMOTING HIGH QUALITY MENTAL HEALTH SERVICES Awareness and recovery Key Training Programme for Band 2 and 3 inpatient Staff STAGE one A one hour information session Followed by six training days, over four months Bands 2 and 3 inpatient staff. The key training programme is a flexible, first step (potentially 12 credits) towards gaining a nationally recognised qualification, such as the diploma in health and social care, or certificate in dementia awareness. There are two pathways within this programme: mental health or dementia pathway. Participants will have the opportunity to update and develop the core knowledge and skills they need to deliver high quality services based on recovery and person centred principles. To gain knowledge and understanding in relation to three key areas: - Communication skills; - Mental health awareness or dementia awareness; - Supporting personal recovery or person centred care to start to reflect on their working practice and to be able to apply this knowledge and understanding to key criteria (via workbooks) that directly relate to units taken from the nationally recognised health and social care diploma to have the opportunity to progress onto a nationally recognised qualification at either level two or level three Once these key study days and related workbooks have been completed the learner can progress onto the: Diploma in health and social care or certificate in dementia care: Both qualifications confirm competence for unregistered practitioners in a variety of workplace settings. The course is structured around various subjects, which can be tailored to individual s work roles and responsibilities; such as: learning & development training prospectus 2013/14 Promote and implement health and safety Principles of safeguarding and protection Promote equality and inclusion Working in partnership with families to support individuals Provide support to maintain and develop skills for everyday life Implement therapeutic group activities Support individuals with their relationships Undertake physiological measurements and many more possibilities Please note: These qualifications replace the NVQ in health and social care. They will still be based on performance and assessment in a real workplace. They do include some knowledge units, which can be assessed away from the workplace. Observations will be the primary type of evidence used to prove competence.

21 21 Level three Certificate in Working in Community Mental Health Care one year every other Thursday, generally in term time This is a knowledge-based, nationally recognised qualification for non-registered staff working in community mental health settings. It is not suitable for staff working exclusively with people with dementia. The certificate combines the development of a coherent framework of knowledge with the development of practical skills to support practitioners in working with the issues that they encounter in their daily work. The focus is very much on best practice. This course will provide participants with the opportunity to update and develop the knowledge and skills they need to deliver high quality services based on recovery principles. to provide a coherent framework of knowledge to support staff in working with issues they encounter in their practice to provide the opportunity for individuals to reflect on their own experience as practitioners and so enhance their practice, skills and knowledge in the area of mental health care The course is structured around the following subjects (which is made up of eight units): Understanding mental wellbeing and mental health promotion Understanding mental health problems Understanding mental health interventions Understanding the legal, policy and service framework Understanding care and support planning and risk management in mental health Using effective communication and building relationships in mental health work Enabling mental health service users and carers to manage change Team and joint working in mental health services PROMOTING HIGH QUALITY MENTAL HEALTH SERVICES

22 22 PROMOTING HIGH QUALITY MENTAL HEALTH SERVICES Awareness and recovery autism spectrum conditions (formerly aspergers syndrome awareness) A one day workshop All frontline staff who could potentially come into contact with individuals with autism spectrum conditions. To develop knowledge and competencies in working with individuals with autism spectrum conditions. Develop a broad knowledge of autism spectrum conditions gain practical knowledge of theoretical principles and how these relate to supporting individuals Gain practical skills to apply when supporting individuals with autism spectrum conditions increase their awareness of key service, policy and clinical issues relevant to supporting individuals with autism spectrum conditions have an opportunity to work in groups to develop practical strategies for supporting individuals learning & development training prospectus 2013/14 An important and entirely practical and useful course for all frontline staff who work with people with autism spectrum conditions

23 23 Working Effectively with Individuals who use Self Injury A one day workshop Practitioners who regularly work with individuals who use self injury. To increase understanding of individuals who use self-injury and identify evidence based best practice within the frameworks of harm minimisation and a recovery approach. clarify what is understood by self-injury and the life experiences, emotions and thinking that are commonly associated with self-injury reflect on the range of feelings, attitudes and responses that staff can have when in contact with an individual who is using self-injury and the implications in practice identify the support that individuals who use self-injury find helpful and put this knowledge into practice discuss the range of evidence based strategies and approaches that can reduce distress and promote emotional wellbeing for individuals who use self-injury Help individuals understand how services can be accessed Mindfulness, meditation and mental health 10 week course, 1 1/2 hours per week This course is open to all professional staff Meditation has been taught for thousands of years with one of the aims being to improve our mental health. Participants on this course will learn some simple yet profound meditation practices, which are easily applicable to this work or in our personal lives. demonstrate an understanding of the impact of meditation on mental health Understand the true meaning of mindfulness in their mental health work demonstrate a capacity for stillness and acceptance in their own working practice and in life in general Work compassionately and potently at the same time Establish a regular meditation practice of their own and help service users live mindfully PROMOTING HIGH QUALITY MENTAL HEALTH SERVICES

24 24 PROMOTING HIGH QUALITY MENTAL HEALTH SERVICES COMMUNICATION AND GROUPWORK Enhanced Communication Skills A one day workshop All staff who would welcome an opportunity to enhance their skills in this important area. Priority will be given to non-professionally qualified staff, including administrative staff and HCAs. To develop and enhance communication skills. Have a deeper knowledge of active listening skills Identify participants own blocks to listening Have a deeper understanding of empathy and non-judgemental interventions Understand ways that individuals can be stuck in poor communication Responding to Callers in Crisis on the Phone A one day workshop Administrative staff will be given priority for this course. This course aims to provide participants with the chance to enhance their confidence and skills in listening and responding to callers in crisis. learning & development training prospectus 2013/14 Have explored what is meant by a crisis from a provider, user and personal perspective Understand what may be happening to someone in these circumstances Reflect upon the difficult calls that they receive and what is difficult about them have an opportunity to develop and practice new skills in listening and responding, and explore some useful responses to callers consider what steps may need to be taken in their local team to support this work action planning for the future

25 25 group facilitation Skills A two day workshop This is an introduction to developing group facilitation skills. The priority target group are AWP staff members between band 3-5 who are working in recovery or inpatient settings and who would welcome an opportunity to enhance their skills in this important area. Staff members who do not fall within this priority group, but keen to attend, are also welcome to apply. This two day workshop aims to develop and enhance practitioners knowledge, skills and confidence in facilitating group work with and for service users, carers and colleagues. The two days will be varied and make use of both participants and facilitators own experiences of working in and with groups. This will be within a safe and supportive learning environment have increased confidence in working with service users, carers and colleagues in group settings have explored how to plan, organise, facilitate and evaluate group work promoting mental well being and the principles and practice of recovery have examined, developed and exchanged ideas in order to ensure group work is successful and engaging Be able to identify the roles, responsibilities and qualities of skilled group facilitators gain an understanding of practical ideas, tools and examples of best practice designed to enhance knowledge and practical skills in group work CHAIRING MEETINGS Listed in MANAGEMENT AND LEADERSHIP DEVELOPMENT section page 112 PROMOTING HIGH QUALITY MENTAL HEALTH SERVICES

26 26 PROMOTING HIGH QUALITY MENTAL HEALTH SERVICES Assessment, Care planning and Positive Risk Taking Working Collaboratively with CPA AND Risk A two day workshop. Refresher required every three years Please note that this course is being reviewed and IS LIKELY TO be a one-day event from summer The priority group for this training are care co-ordinators working with older people and adults of working age, including registered inpatient nurses, OTs, social workers, CPNs, psychologists, and doctors. The training will also benefit staff who contribute to risk management and the CPA process including HCAs, community support workers, associate practitioners and mental health workers. Please note that staff who have already attended this course and are due their three year refresher, should attend a one day Suicide Prevention, CPA and Risk Update Event. the aim of this two day workshop is to increase practitioners knowledge and confidence in collaborating with service users, carers and colleagues to undertake CPA responsibilities. This will include the assessment and management of risk. have increased confidence in working with service users, carers and colleagues towards valuing and supporting positive risk taking have a fuller understanding of the perspectives of service users, carers and colleagues in promoting mental wellbeing and the principles and practice of recovery Be familiar with the learning from research on risk and CPA together with lessons learnt from Inquiries have increased confidence in undertaking risk assessment, developing risk management plans and crisis plans in collaboration with service users, carers and colleagues learning & development training prospectus 2013/14 Be familiar with the AWP care programme approach and risk policy, guidance and procedures including the role of the care co-ordinator have enhanced knowledge, confidence and practical skills in planning for and chairing CPA review meetings in collaboration with service users, carers and colleagues Know how to compile and complete accurate records and record decisions taken in collaboration with service users, carers and colleagues

27 27 Suicide Prevention, CPA and Risk Update event. this serves as a refresher for Risk cpa A one day workshop This event will serve as a required update/refresher to any staff who have previously attended the 2 day Working Collaboratively with CPA and Risk, the Managers Role in Developing Effective CPA/ Risk and Care and Risk Management in Specialist Drug and Alcohol Services workshops within the past three years. Operational managers of community and inpatient services working in adult, older people, drug, alcohol and specialist and secure services. All registered staff working in any of the above including registered inpatient nurses, OTs, social workers, CPNs, psychologists and doctors (training grade doctors must first attend two day Working Collaboratively with Risk/CPA). To update participants on the latest developments and best practice in suicide prevention and risk. Describe key lessons learned from past incidents of suicide in AWP Describe any changes to local policies and procedures regarding CPA and risk Identify and discuss risk with colleagues, service users and their carers Be aware of best practice in relation to positive risk taking Feel more confident in being able to talk to someone who is feeling suicidal PROMOTING HIGH QUALITY MENTAL HEALTH SERVICES

28 28 PROMOTING HIGH QUALITY MENTAL HEALTH SERVICES Trauma and recovery Childhood Trauma and Sexual Abuse Asking the Question During Assessment A one day workshop Any staff undertaking core assessments who wish to develop their confidence and skills. To increase awareness of the potential impact of childhood trauma and sexual abuse on adult mental health, and to raise confidence in asking about abuse as part of assessment. have greater knowledge and awareness of the potential consequences of childhood sexual abuse for adult mental health Have the confidence to ask about violence and abuse as an integrated part of assessment Feel equipped to respond appropriately to disclosures of sexual, physical or emotional abuse have the confidence to apply their skills in providing support to service users who disclose abuse Childhood Trauma and RECOVERY developing skills in safety and stabilisation A one day workshop Registered and non registered inpatient and community staff who want to develop their skills in working with service users who experience trauma as a consequence of childhood abuse. learning & development training prospectus 2013/14 To increase knowledge about how traumatic memories from experiencing childhood abuse can affect service users in the present and hold back recovery. To develop skills in helping service users understand and reduce physical and emotional responses to historic fear or trauma to support recovery. understand the possible relationship between childhood trauma and significant disturbances of mental health describe to service users how some memories can trigger our fight, flight freeze response that can remain switched on even when the traumatic event is in the past

29 29 introduce service users to tools and strategies that will modulate post traumatic stress and increase safety and stability in both community and inpatient services feel confident to work collaboratively with service users who have experienced trauma and contribute to recovery within the boundaries of their role Addiction, childhood trauma and recovery developing skills to increase safety and stabilisation Listed in Substance misuse section page 40 Abuse, trauma and dissociation: Understanding and working towards recovery A two day workshop Registered staff from any professional background working with service users who experience dissociation as a consequence of abuse. Registered practitioners working with people who experience psychosis. have enhanced confidence, responsiveness and awareness for supporting survivors of trauma and abuse have increased knowledge of working therapeutically with dissociative experiences and use of the DES-11 have increased awareness of effective short and long term strategies for reducing distress and gaining control have acquired skills and knowledge to work collaboratively with survivors of trauma and abuse to help them reclaim ownership of their experiences and work towards recovery have gained knowledge and awareness of the risk of vicarious trauma and how to keep ourselves safe when supporting distressed individuals PROMOTING HIGH QUALITY MENTAL HEALTH SERVICES

30 30 PROMOTING HIGH QUALITY MENTAL HEALTH SERVICES Trauma and recovery Working with military veterans A one day workshop Suitable for all clinical staff of any discipline who may come into contact with ex-armed forces personnel or their families in the course of their work. The course aims to raise the clinician s awareness and understanding of the nature of the issues affecting military veterans and their families when they present with psychological problems. have developed an awareness of a veterans journey and the impact this may have on their behaviour and engagement with the NHS demonstrate increased awareness of the key policy, clinical issues and future developments that may influence how care is delivered to military veterans Have developed an awareness of the specific difficulties facing military reserves and their families Have developed a broader knowledge of the support services available to veterans understand the perspective of the carer of a military veteran experiencing mental health problems learning & development training prospectus 2013/14

31 31 PROMOTING HIGH QUALITY MENTAL HEALTH SERVICES Psycho-Social Interventions with People with a Diagnosis of Psychosis Working in Partnership with Family members and Carers A one day workshop Target group All staff. AWP expects all staff to work actively in partnership with carers to support well being and recovery. This course will introduce participants to the principles of a range of evidence based practice related to working with families, and signpost to further training opportunities. To give you an understanding of AWPs commitment to working in a three-way partnership between carers, the service user and service providers. Also, to gain the skills and confidence to actively work in partnership and develop skills for practical application. understand their responsibilities in relation to working collaboratively with carers and family members have clarified the principles and boundaries of confidentiality in relation to information sharing Be aware of current legislation and policies relating to carer needs Be clear about the knowledge of resources and people to support you to work in partnership have explored the practicalities of recording work with families have had an opportunity to develop their confidence and enhance their skills when working with families and carers PROMOTING HIGH QUALITY MENTAL HEALTH SERVICES

32 32 PROMOTING HIGH QUALITY MENTAL HEALTH SERVICES Psycho-Social Interventions with People with a Diagnosis of Psychosis Family Work for Psychosis A FIVE day workshop. Participants must attend all days All clinical practitioners who have an interest in becoming family work practitioners. Please note that the one day workshop working in partnership with families and carers is a pre-requisite to attending this course. Have developed core skills in delivering family work for psychosis Understand why family work is an integral part of recovery focussed CPA Be able to work with a co-worker Be able to undertake assessments and give feedback Know how to provide information to families in a collaborative manner Have developed effective communication skills Be able to work with emotions Have developed problem solving skills Understand relapse prevention Family Work Refresher A one day workshop learning & development training prospectus 2013/14 Any member of staff who has previously attended family work for psychosis training. This course aims to develop participants knowledge and skills in family work with people with a psychosis. Learning objectives. Be able to access information to apply the theory of family work to practice Identify skills used in family work relevant to any practice based interventions Consider current competencies as described by the family work skills checklist Practise specific skills building on own competencies Clarify opportunities for group supervision within the workplace

33 33 Promoting the working alliance using cognitive behavioural approaches A two day workshop The course is suitable for clinicians from any discipline who wish to develop their knowledge and skills. The course aims to provide practitioners with additional knowledge and practical skills to promote effective therapeutic relationships with service users. It will draw upon cognitive behavioural approaches as its theoretical basis and provide participants with the foundation knowledge to progress onto more specialist CBT training. Please note this course is a prerequisite for the 5 day CBT Developing your Practice course (see page 46) understand the concept of working alliance and its relationship to outcome in psychotherapy and in other mental health settings Know more about evidence-based strategies for promoting a strong working alliance Know more about those clinician behaviours that undermine the working alliance Develop skills in evidence-based strategies for promoting a strong working alliance: giving and eliciting feedback agenda setting making a problem list and goal setting formulation repairing ruptures socratic method identify those strategies for promoting the working alliance that are most relevant to their clinical settings and have plans for integrating the strategies into their clinical practice and their further development of these skills PROMOTING HIGH QUALITY MENTAL HEALTH SERVICES

34 34 PROMOTING HIGH QUALITY MENTAL HEALTH SERVICES Psycho-Social Interventions with People with a Diagnosis of Psychosis Cognitive Behavioural Approaches for Working with People with Psychosis For Use in Everyday Practice A three Day Course Suitable for all practitioners from any discipline The course aims to provide practitioners with new knowledge and practical skills in working with service users who experience psychosis, distressing voices and distressing beliefs (delusions) Learning & development training prospectus 2013/14 have gained a clearer understanding of psychosis and the impact it has on those who experience it including: negative symptoms, positive symptoms and disorganised symptoms Understand the serious effects on cognition of the experience of psychosis Be familiar with the cognitive behavioural model of working with psychosis, voices and distressing beliefs have developed a clearer understanding of the 3 stress vulnerability models and feel able to talk in detail about them with service users and carers Be able to take a more structured approach to assessment and discussion with service users about their experiences of hearing distressing voices Be able to identify existing coping resources and support service users in developing new coping strategies Be able to take a more structured approach to assessment and discussion with service users about their experiences with distressing beliefs Feel more able to talk with service users about their beliefs have a basic level of understanding of cognitive behavioural approaches to belief formation and low self esteem Be able to work collaboratively to identify and build on existing strengths and coping strategies Feel more confident to engage with people with a psychosis

35 35 Motivational Interviewing A one day workshop All clinical staff with an interest in improving the quality of their clinical responses to people attempting to resolve behaviour change and focus upon their recovery journey. To develop practical clinical skills to help users resolve uncertainty in identified behaviours by utilising motivational interviewing skills. Understand the spirit of motivational interviewing Describe the simple behavioural model of change and its clinical application Explain the stages in the cycle of change Name and practise 10 techniques for facilitating and responding to change talk describe the four core communication skills essential to increasing understanding and support engagement PROMOTING HIGH QUALITY MENTAL HEALTH SERVICES

36 36 PROMOTING HIGH QUALITY MENTAL HEALTH SERVICES Substance misuse Working with People with a Dual Diagnosis: an Integrated Approach to Alcohol and Drugs A ONE day workshop All clinical staff from any mental health setting with an interest in improving the quality of services for people with a dual diagnosis. To provide participants with a good understanding of the knowledge and skills required to work within an integrated treatment model (in a mental health setting) with people with a dual diagnosis and to promote a positive attitude to working with this user group. screen and assess for alcohol and drug needs and risks for an individual presenting to mental health services describe the four stages and interventions of the integrated treatment approach, which includes motivational interviewing and harm reduction approaches Dual Diagnosis SPECIALIST PRACTITIONER COURSE AN EIGHT day workshop The course is aimed at those staff who work in mental health care settings and have regular face to face contact with service users who have a dual diagnosis. learning & development training prospectus 2013/14 It will provide a blend of theory (Accredited 15 credits at level 2/3) and practice (a two day clinical placement). It is open to any practitioner (who can demonstrate level 2 learning) with an interest in improving the quality of dual diagnosis provision or have taken on the dual diagnosis practitioner or link worker roles within their teams. This course aims to provide the knowledge and skills required to deliver effective assessment and interventions for service users with a dual diagnosis. If you are a link worker, it will be to support colleagues to deliver this integrated approach. It consists of six taught days and a two day placement with local alcohol and drug teams. The training will be followed by on-going supervision from alcohol and drug services which you will be expected to attend. understand the service user experience, challenge stigma and promote social inclusion based on a recovery model

37 37 Complete a comprehensive dual diagnosis assessment understand the effects of alcohol and drug misuse on mental health, physical health and functioning describe the 4 stages of treatment of the Cognitive-behavioural model (C-BIT) and understand the appropriate interventions for each stage. Interventions will include: engagement, brief interventions, harm reduction, motivational interviewing, pharmacological interventions, relapse prevention, social networks and self help groups. demonstrate awareness of national and international policies, guidelines and evidence based interventions, and apply these to your clinical work Know how to develop your role within your service to support mainstreaming of alcohol and drug interventions into mental health care delivery Dual Diagnosis Link Working A one day workshop Clinical practitioners who are current, or potential, dual diagnosis link workers (or trainers) in both community and inpatient settings (only one participant per team/ward). To equip participants with the knowledge, tools and confidence to raise dual diagnosis awareness within their teams. To further ensure that there is a dual diagnosis link worker in each team. Be clearer about the role of dual diagnosis link worker and their importance to helping teams support users in their recovery journey have gained a brief overview of the principles of working with people who may be diagnosed with both substance use and mental health needs Understand some of the key questions/areas to discuss with service users in an assessment have been provided with materials to support and enable them to raise dual diagnosis awareness within their teams Be up to date with recent research and practice have had opportunities to network with colleagues and share experiences in a supportive environment PROMOTING HIGH QUALITY MENTAL HEALTH SERVICES

38 38 PROMOTING HIGH QUALITY MENTAL HEALTH SERVICES Substance misuse Dual Diagnosis training for medical staff A one day workshop Consultants, speciality doctors and other medical staff working with clients who present with a dual diagnosis (SEMI and substance misuse). To provide an overview of the key principles and evidence based interventions when working with individuals who have a dual diagnosis. Have considered a dual diagnosis care pathway across AWP Understand the effects of alcohol and drugs and their impact on mental health symptoms Have discussed practical approaches/responses that can be used by medical practitioners Understand the evidence base for psychopharmacological interventions have developed an overview of the four evidence based psycho-social interventions; motivational enhancement therapy, CBT, social network and behaviour therapy and contingency management Have examined a range of possible brief interventions Have discussed the idea of harm reduction and its implications for practice in AWP learning & development training prospectus 2013/14

39 39 Mind mapping in drug and alcohol services A Two day training on motivational interviewing and the use of mind maps to promote behaviour change All practitioners working in specialist drug and alcohol services. To increase the efficacy of drug and alcohol keyworking, by educating practitioners in the use of mind maps as a therapeutic tool for structuring sessions. To enable participants to use motivational interviewing skills in their mind mapping work with drug and alcohol service users. Have increased knowledge and understanding of mind mapping as a therapeutic tool have practised using a variety of mind maps and feel confident to utilise these in their work with service users have an awareness of the range of maps available for use, but as a minimum, be familiar with the core motivation, care planning and relapse prevention maps Be familiar with key principles and core skills of motivational interviewing have a framework to understand and approach behaviour change with drug and alcohol service users PROMOTING HIGH QUALITY MENTAL HEALTH SERVICES

40 40 PROMOTING HIGH QUALITY MENTAL HEALTH SERVICES Substance misuse Addiction, childhood trauma and recovery developing skills to increase safety and stabilisation A one day workshop To increase knowledge of how using substances can begin as a way of managing post traumatic stress responses. To develop skills in helping service users understand and reduce physical and emotional responses to historic fear or trauma to support recovery. Registered and non registered staff in drug and alcohol services who want to develop their skills in working with service users who experience trauma as a consequence of childhood abuse. Understand the possible links between the experience of childhood trauma and substance misuse describe to service users how some memories can trigger our fight, flight or freeze response that can remain switched on even when the traumatic event is in the past. introduce service users to tools and strategies that will modulate the physical and emotional effects of post traumatic stress and increase safety and stability feel confident to work collaboratively with service users during the first stage of recovery from trauma alongside work aimed at reducing substance misuse learning & development training prospectus 2013/14

41 41 PROMOTING HIGH QUALITY MENTAL HEALTH SERVICES Psychological Approaches in Working with People with a Diagnosis of Personality Disorder Rough Guide to Working with People with a diagnosis of personality disorder A one day workshop All clinical staff, from any discipline, who have not undertaken any previous training in personality disorders. to increase people s awareness and understanding of personality disorders with an emphasis on the perspectives of people with lived experience. Better understand what personality disorders are and the difficulties which individuals may experience have gained basic information about the different types of personality disorders with a specific focus on Borderline and Anti Social Personality Disorders Have discussed their own and others attitudes to personality disorders have considered the possible causes of personality disorders and their implications have begun to consider what might be helpful in promoting recovery and wellbeing for individuals experiencing personality disorder difficulties and associated life difficulties identified effective ways of coming alongside people when in crisis and when on their personal journey of recovery have developed new awareness and practice to take this back into services to benefit client experience and progress PROMOTING HIGH QUALITY MENTAL HEALTH SERVICES

42 42 PROMOTING HIGH QUALITY MENTAL HEALTH SERVICES Psychological Approaches in Working with People with a Diagnosis of Personality Disorder Working Effectively With Personality Disorder The Knowledge and Understanding Framework (KUF) Awareness Level Three face to face training days and six online modules (approximately 12 hours of e-learning). You must be able to attend all three days and complete the e-learning modules All clinical practitioners, from any discipline, who work regularly with people with a diagnosis of personality disorder and need to develop a greater depth of awareness and skill in their work. The aim of the KUF Awareness Level training, is to support frontline staff to learn more about the diagnosis of personality disorder and to gain improved insight into the various different approaches that can be used to support people who live with this diagnosis. The course emphasises the perspectives of people with lived experience of personality disorder, and the promotion of wellbeing and recovery. learning & development training prospectus 2013/14 develop an understanding of the different types of personality disorders including different perspectives and concepts Explore the factors that might lead to an individual developing personality difficulties examine the diagnosis of personality disorder and commonly used labels including common misperceptions explore the impact of stigma on service users, workers and the wider community and consider how personality disorder affects staff working in this field Explore how past experiences can impact on the behaviour of service users consider how people develop different perspectives about personality disorder and how this can influence their approach to working with and understanding the experiences of service users develop an understanding of an individuals core emotional needs with reference to how relationships with significant others in early life can impact upon and shape the adult personality in both positive and negative ways consider the importance of using the structures and systems of their work setting, including teams and team dynamics, as well as their own skills and abilities to engage with service users Critically reflect upon the term recovery and its relevance to service user experience have the opportunity to reflect upon your their own behaviour and experiences when working with service users

43 43 Working collaboratively with people With Personality Disorder A four day skills training Suitable for all registered clinical practitioners from any discipline working regularly with service users with a diagnosis of personality disorder who have undertaken some basic training but wish to further develop their knowledge and skills. Applicants must be able to join a supervision group following the training for further skills development. To use a strong evidence base to build on existing clinical skills; introduce new skills to increase effective working with personality disorder; provide a structure which enables more effective interventions to be delivered; draw on dialectical behavioural therapy and other evidence based frameworks enabling coherent delivery of services. Understand the bio-psychosocial model of personality disorder have an increased understanding of the nature personality disorder in particular borderline and anti social personality disorder Have an understanding of the evidence base for working with personality disorders understand the factors that make their clients vulnerable to self harm/life threatening behaviour Be able to identify using chain analysis what leads up to self harm/ life threatening behaviours have an understanding of how to shape behaviour to minimise self harm/life threatening behaviour Be able to implement some skills which enables client group find alternatives to self harm/ life threatening behaviour Be able to integrate clinical skills with other practitioners PROMOTING HIGH QUALITY MENTAL HEALTH SERVICES

44 44 PROMOTING HIGH QUALITY MENTAL HEALTH SERVICES Psychological Approaches in Working with People with a Diagnosis of Personality Disorder An introduction to Mentalization Based Therapy (MBT) for service users with a diagnosis of borderline personality disorder A three day workshop Clinical staff from all services (i.e. nurses, psychiatrists, OT s, art therapists, psychologists) MBT is an evidence based treatment for people with a diagnosis of BPD, rooted in attachment and psychodynamic theory. It aims to strengthen patients capacity to understand their own and others mental states in attachment contexts, thereby reducing impulsiveness and self harming behaviour. the 3 day introductory course will present participants with an overview of the theory, skills and principles basic to MBT the format of the training days will include lecture presentations, group work, role play and case discussion following completion of the 3 day introductory course participants will be invited to join a monthly supervision group to develop their clinical skills Learning & development training prospectus 2013/14

45 45 Dialectical Behaviour Therapy Skills Training 10 days of training divided into THREE blocks Professionally qualified mental health practitioners who have the support of their manager to deliver DBT during and after the course. Participants will need to be part of a DBT team, and to have access to expertise and supervision in DBT either from within the DBT team or more widely from within the service you work in. To train qualified mental health practitioners to be able to provide a full DBT programme within DBT teams. have an increased theoretical understanding of Borderline Personality Disorder, and DBT including research on its effectiveness decide who to focus the therapy on and agree behaviours to target with service users understand and to deliver change orientated strategies in DBT eg behavioural chain analysis, solution generated/evaluation and skills training Understand and use acceptance orientated strategies e.g. validation and mindfulness PROMOTING HIGH QUALITY MENTAL HEALTH SERVICES

46 46 PROMOTING HIGH QUALITY MENTAL HEALTH SERVICES Psychological Approaches in Working with People with a Diagnosis of Anxiety and/or Depression Promoting the working alliance using cognitive behavioural approaches Listed in PROMOTING HIGH QUALITY MENTAL HEALTH SERVICES section page 33 Cognitive Behavioural Skills Developing your Practice (five day course) A five day workshop. Applicants must be able to attend all five dates Registered and non-registered practitioners with some prior training in CBT (5 days minimum). Practitioners with previous CBT training and experience who are no longer practicing are positively encouraged to apply. You should be able to work with service users with non-psychotic care needs. To develop the confidence and competence of staff who have already completed some CBT training. The course will aim to achieve this through experiential and practical learning, as well as ongoing supervision of practice during the period of the course and beyond. The learning is primarily focussed on non-psychosis (and so includes an emphasis on anxiety and depression). learning & development training prospectus 2013/14 Understand the background to CBT, who might be suitable and how to communicate this Work with motivational stages Become familiar with and practice using core CBT assessment skills Be familiar with the use of measurement in CBT understand how to develop a CBT formulation and will have considered how to use it in therapy Identify thoughts, feelings and behaviours and how these link together Employ support strategies enabling processes of change Have an awareness of a range of cognitive behavioural interventions use specific cognitive and behavioural interventions such as guided discovery, daily thought records, behavioural experiments, exposure, activity scheduling and behavioural activation

47 47 Working Therapeutically with Older People with Functional Mental Health Difficulties A two day workshop All staff within community or inpatient settings currently working with older people experiencing functional mental health difficulties. To increase practitioners knowledge and confidence in relation to working with older people experiencing functional mental health difficulties. have an increased awareness of the social and psychological issues associated with later life that can contribute to mental health problems Be familiar with the process of assessment and formulation of an individual s difficulties Be familiar with a number of psychological models for understanding functional mental health difficulties including CBT and systemic theory Have increased confidence in using basic counselling skills with service users Have a basic level of understanding of some therapeutic interventions have reflected on their supervision and training needs and considered ways that they might ensure these are met PROMOTING HIGH QUALITY MENTAL HEALTH SERVICES

48 48 PROMOTING HIGH QUALITY MENTAL HEALTH SERVICES Working with people with eating disorders Working with people with eating disorders in the community A two day workshop All practitioners working in community services who come into contact with individuals with eating disorders To enable practitioners to develop a greater level of knowledge and skills in working with people with an eating disorder. It will focus upon strategies in gaining therapeutic alliances and the development of management, treatment and safety plans with people in the community. The days aim to be relaxed and reflective with lots of opportunity to participate. learning & development training prospectus 2013/14 Have increased knowledge of the diagnostic criteria for eating disorders have increased confidence in developing working care plans for individuals with an eating disorder in the community have an increased understanding of the individual s perspective and the difficulties faced when trying to move towards a more recovered place Have increased knowledge of risk factors and safety plans that need to be in place have increased confidence in assessing risk, developing risk management plans in collaboration with the individual and their carers and colleagues increase knowledge of the use of non negotiables and using them in a collaborative way with the patient gain an understanding of the role of readiness in the individual and working within a motivational framework in care delivery have an understanding of the STEPs eating disorder service and the care pathways for individuals in AWP who have an eating disorder take time to reflect on our own feelings, therapeutic styles when working with this client group

49 49 Working with people with eating disorders in inpatient settings A two day workshop All practitioners working on or with inpatient services who come into contact with people with eating disorders To enable practitioners to develop a greater level of knowledge and skills in working with people with an eating disorder. It will focus upon strategies in gaining therapeutic alliances and the development of management, treatment and safety plans with people whilst inpatients on the ward. The days aim to be relaxed and reflective with lots of opportunity to participate. Have increased knowledge of the diagnostic criteria for eating disorders have increased confidence in developing working care plans for people with an eating disorder in an inpatient setting have an increased understanding of the individual s perspective and the difficulties faced when trying to move towards a more recovered place Have increased knowledge of risk factors and safety plans that need to be in place have increased confidence in assessing risk, developing risk management plans in collaboration with their carers and colleagues increase knowledge of the use of non negotiables and using them in a collaborative way with the individual whilst an inpatient gain an understanding of the role of readiness in the individual and working within a motivational framework in care delivery have an understanding of the STEPs eating disorder service and the care pathways for people in AWP who have an eating disorder take time to reflect on our own feelings, therapeutic styles when working with this client group PROMOTING HIGH QUALITY MENTAL HEALTH SERVICES

50 50 PROMOTING HIGH QUALITY MENTAL HEALTH SERVICES Working with People with a Diagnosis of Dementia Dementia Awareness Listed in Awareness and Recovery section page 17 Person Centred Care for Older People Listed in Awareness and Recovery section page 19 Challenging Behaviour in Dementia A one day workshop All staff currently working with older people suffering from organic mental illness, particularly individuals whose role involves interaction with service users who may display forms of challenging behaviour. To promote an understanding of the factors which influence the experiences and behaviours of individuals with dementia. learning & development training prospectus 2013/14 explore the definition of the term, challenging behaviour and examine likely contributory factors associated with different forms of dementia consider environmental factors and our control over their influence within challenging behaviour have an opportunity to explore the basic principles of therapeutic interventions employed within person centred dementia care explore the effects of staff exposure to forms of challenging behaviour and identify associated coping mechanisms Maintain and develop assessment skills through an introduction to functional analysis

51 51 Memory Rehabilitation A one day workshop Staff working with older people experiencing any form of memory disorder. To provide current information regarding the human memory and its associated disorders as well as providing an insight into practices used within memory assessment. Gain an understanding of the main aspects of normal human memory and its disorders Be introduced to common tests and techniques used to assess memory and its disorders understand the principles underlying the major memory rehabilitation techniques of reminiscence, life story, reality orientation, spaced retrieval, fading cues and simulated presence therapy PROMOTING HIGH QUALITY MENTAL HEALTH SERVICES

52 52 PROMOTING HIGH QUALITY MENTAL HEALTH SERVICES Working with People with a Diagnosis of Dementia Promoting mobility in dementia A half day workshop Staff currently supporting service users with a form of dementia within any clinical setting. understand a range of mobility difficulties which may be experienced by people with a progressive organic mental illness identify strategies and interventions which can be implemented to promote and maintain mobility Feel more confident in addressing individual mobility needs through effective communication learning & development training prospectus 2013/14

53 53 Systemic Approaches to Working with Cognitively Impaired Older People and their Partners and Families A one day workshop All community staff working with cognitively impaired older people and their families. The course is of particular relevance to those involved with supporting service users and families during initial diagnosis and post-diagnostic intervention. To increase practitioners knowledge and confidence in supporting service users and carers during initial diagnosis and post diagnostic intervention. Have increased awareness of the impact of dementia on family relationships Be introduced to systemic ideas relevant to work with older people with cognitive impairment and their family carers Be able to reflect on different types of knowledge and how to draw on both professional and personal knowledge to inform relationship focussed care Be able to build on existing skills to feel more confident when interviewing families learn strategies for dealing with differences of opinion and conflict expressed between family members during meetings Be able to link the material presented in the first two days to case examples from their caseloads and reflect on how to apply learning to improve collaborative working with families in their working environment PROMOTING HIGH QUALITY MENTAL HEALTH SERVICES

54 54 PROMOTING HIGH QUALITY MENTAL HEALTH SERVICES Preventing and Managing Aggression Managing Conflict in Mental Health Care Settings, Promoting safer therapeutic services A one day workshop. Refresher every three years Mandatory training for all groups of staff that have face-to-face contact with service users (or via telephone) and/or members of the general public. Nursing and allied professional staff do not have to attend this stand alone workshop provided that they have already successfully completed the five day PMVA teamwork course or the two day understanding, preventing and managing aggression in later life and liaison course. The aim of the workshop is to allow each student an opportunity to examine, explore and develop skills in primary, secondary and tertiary interventions that are associated with promoting safer and therapeutic services. At the end of the course and self directed study time participants should be able to: describe how the recovery model principles aim to influence care planning and delivery for those service users that may pose a risk to themselves or others describe theoretical, pathological and environmental explanations for aggression within mental health or learning disability settings identify spheres of influence in relation to the individual, team and organisational change required to achieve a reduction in aggression and violence and demonstrate aspects of nonverbal de-escalation, verbal strategies and conflict resolution styles describe individual and organisational responsibilities in relation to legal, ethical and moral frameworks relating to the use of force identify the core elements of personal safety and demonstrate a simple range of personal defence strategies that enable quick, effective disengagement from serious imminent violence learning & development training prospectus 2013/14

55 55 Managing Conflict Refresher A half day workshop This refresher workshop has been designed to meet the statutory requirements for those staff that may be exposed to the risk of violence and aggression in the workplace and have regular face-toface contact (or via telephone) with service users, their families and other members of the general public and have previously attended the one day managing conflict workshop. This workshop is not necessary for clinical staff that work in inpatient services and have undertaken any of the teamwork modules and subsequent refreshers. The aim of the workshop is to allow each student an opportunity to explore, develop and refresh primary, secondary and tertiary intervention skills related to violence reduction in the workplace. describe any relevant national changes in government policy and guidance issued by the Department of Health, NHS Protect, Health and Safety Executive and Care Quality Commission identify and demonstrate aspects of non-verbal de-escalation, verbal strategies and conflict resolution styles identify spheres of influence in relation to the individual, team and organisational change required to achieve a reduction in aggression and violence identify the core elements of personal safety and how to conduct and maintain safe working practices that minimize the risk of aggression and violence in the workplace demonstrate a simple range of personal defence strategies that enable quick, effective disengagement from serious imminent violence PROMOTING HIGH QUALITY MENTAL HEALTH SERVICES

56 56 PROMOTING HIGH QUALITY MENTAL HEALTH SERVICES Preventing and Managing Aggression Understanding, Preventing and Managing Aggression in Later Life Services (UPMA) (includes MANAGING CONFLICT IN MENTAL HEALTH CARE SETTINGS) A two day workshop. Refresher required after two years This course is mandatory for all nursing and allied professional staff where front line therapeutic interventions are delivered directly to service users in later life and inpatient services. (Check your job role on the AWP training matrix if you are unsure). This course incorporates the managing conflict module promoting safer and therapeutic services in mental health settings, therefore inpatient staff do not have to attend the one day stand alone managing conflict workshop. Each student will have an opportunity to explore and develop competency based primary, secondary and tertiary intervention skills related to reducing and safely managing clinical violence in the later life service. learning & development training prospectus 2013/14 identify common root causes of violence in mental health settings and examine a number of psychosocial and behavioural approaches that can be used as primary and secondary prevention strategies promote the principles of the recovery model and acknowledge the importance of using advanced directives for the planning and delivery of care for service users that may pose a risk to themselves or others demonstrate a greater awareness of the environmental, cognitive and behavioural areas of interpersonal risk associated with violence demonstrate the application of dynamic risk assessment and implementation of appropriate risk management skills under simulated conditions within the learning environment demonstrate organised and methodical team working during the application of tertiary interventions in order to safeguard staff, service users and members of the general public understand the importance of conducting post-incident reviews and how learning from untoward events can help promote risk reduction in future

57 57 Understanding, Preventing and Managing Aggression in Later Life services Refresher (includes MANAGING CONFLICT IN MENTAL HEALTH CARE SETTINGS) A one day workshop. Refresher required after two years. If a refresher is not undertaken within a two year period, then the full two day course is mandatory and must be repeated Mandatory for all nursing and allied professional staff who currently hold a valid two day UPMA certificate (with evidence of ongoing refreshers where applicable) and continue to provide front line therapeutic interventions to service users in later life inpatient services. The workshop provides an update on primary, secondary and tertiary UPMA skills which also includes any relevant amendments to the managing conflict in mental health settings, promoting safer and therapeutic services syllabus. Each student will have an opportunity to explore, develop and practice primary, secondary and tertiary intervention skills related to violence reduction in the later life and liaison service. demonstrate that clinical practice remains consistent with the philosophy and principles of the recovery model in the planning and delivery of care for service users that may pose a risk to themselves or others acknowledge any relevant updates and developments from NHS Protect incorporating PSTS, local statistics and trends relating to the incidence of violence and aggression in mental health settings demonstrate that specific standards of practice were met in relation to the practical application of skills during tertiary teamwork interventions, taking into consideration any relevant revisions and developments relating to UPMA techniques use reflective practice to discuss, share and disseminate good practice initiatives that focus on violence reduction strategies PROMOTING HIGH QUALITY MENTAL HEALTH SERVICES

58 58 PROMOTING HIGH QUALITY MENTAL HEALTH SERVICES Preventing and Managing Aggression Prevention and Management of VIOLENCE and Aggression (PMVA) Teamwork (includes MANAGING CONFLICT IN MENTAL HEALTH CARE SETTINGS) A five day workshop. Refresher required after two years This course is mandatory for all nursing and allied professional staff where front line therapeutic interventions are delivered directly to service users in the adult inpatient and specialised and secure services (with the exception of the learning disabilities service, where PRT is the identified model of training). Check your job role on the AWP training matrix if you are unsure. This course incorporates the managing conflict module promoting safer and therapeutic services in mental health settings, therefore inpatient staff do not have to attend the one day stand alone managing conflict workshop. Each student will have an opportunity to explore and develop competency based primary, secondary and tertiary intervention skills related to reducing and safely managing clinical violence in the adult and specialised and secure service. learning & development training prospectus 2013/14 identify common root causes of violence in mental health settings and examine a number of psychosocial and behavioural approaches that can be used as primary and secondary prevention strategies promote the principles of the recovery model and acknowledge the importance of using advanced directives for the planning and delivery of care for service users that may pose a risk to themselves or others demonstrate the application of dynamic risk assessment and implementation of appropriate risk management skills under simulated conditions within the learning environment identify the risk factors contributing to the potential hazards of physical restraint and demonstrate an understanding of what nursing and medical strategies need to be employed to reduce and manage these risks understand the importance of conducting post-incident reviews and how learning from untoward events can help promote risk reduction in future

59 59 Prevention and Management of VIOLENCE and Aggression Teamwork Refresher (includes MANAGING CONFLICT IN MENTAL HEALTH CARE SETTINGS) A one day workshop. Refresher required every two years Mandatory for all nursing and allied professional staff that currently hold a valid five day PMVA certificate (with evidence of ongoing refreshers where applicable) and continue to provide front line therapeutic interventions to inpatient service users in the adult, specialised and secure services (with the exception of the learning disabilities service). The workshop provides an update on primary, secondary and tertiary PMVA skills which also includes any relevant amendments to the managing conflict in mental health settings, promoting safer and therapeutic services syllabus. Each student will have an opportunity to explore, develop and practice primary, secondary and tertiary intervention skills related to violence reduction in adult and specialised and secure services. demonstrate that clinical practice remains consistent with the philosophy and principles of the recovery model in the planning and delivery of care for service users that may pose a risk to themselves or others acknowledge any relevant updates and developments from the NHS Protect incorporating PSTS, local statistics and trends relating to the incidence of violence and aggression in mental health settings demonstrate that specific standards of practice were met in relation to the practical application of skills during tertiary teamwork interventions, taking into consideration any relevant revisions, developments and national guidance relating to PMVA techniques use reflective practice to discuss, share and disseminate good practice initiatives that focus on violence reduction strategies PROMOTING HIGH QUALITY MENTAL HEALTH SERVICES

60 60 PROMOTING HIGH QUALITY MENTAL HEALTH SERVICES MENTAL HEALTH AND THE LAW Mental Health Acts (1983 and 2007) for Registered Inpatient Nurses A one day workshop All registered nursing staff working on inpatient wards (although other staff are welcome to apply). To gain a greater awareness and understanding of the Mental Health Act as it applies in a inpatient setting. learning & development training prospectus 2013/14 understand the main applications of the Mental Health Act 1983 (e.g. S2, S3, S4, S37/41) and the key amendments of the Mental Health Act 2007 Apply the key provisions relating to consent to treatment including S58, S59 and S62 understand the main roles in relation to both mental health acts and the new code of practice: nearest relative, approved mental health professional (AMHP), managers, board, responsible clinician (RC), and the second opinion appointed doctor (SOAD) Be aware of potential new career opportunities for nurses as RCs and AMHPs Know when, and how, to use nurses and doctors powers under S5(2) and S5(4) Competently manage receiving and scrutiny of documentation Be clear about patients rights to appeal, legal representation, hospital managers hearings and mental health review tribunals have a greater appreciation of service user and carer perspectives and the importance of values based practice

61 61 Artwork at Charter House Mental Health Acts (1983 and 2007) Community and Therapies staff A one day workshop All registered professionals (except inpatient nurses, approved mental health professionals, and section 12 approved doctors). To gain a greater awareness and understanding of the Mental Health Act. understand the main applications of the Mental Health Act 1983 (eg S2,S3,S4,S7,S37/41) and key amendments of the Mental Health Act 2007 understand the main roles in relation to both mental health acts and the new code of practice. nearest relative, approved social worker (ASW)/approved mental health professional (AMHP), managers, board, responsible medical officer (RMO)/responsible clinician (RC), and second opinion appointed doctor (SOAD) Be aware of potential new career opportunities for nurses, psychologists, social workers and occupational therapists as both approved clinicians and AMHPs Apply policy and guidance to the writing of social circumstances reports Contribute towards successful discharges from hospital Work with an understanding of people subject to supervised community treatment have a greater appreciation of service user and carer perspectives and the importance of values based practice PROMOTING HIGH QUALITY MENTAL HEALTH SERVICES

62 62 PROMOTING HIGH QUALITY MENTAL HEALTH SERVICES MENTAL HEALTH AND THE LAW With e-learning this course can be completed at a time that suits you best. Ideal for clinical staff Mental Capacity Act Awareness E-learning Clinical staff who have dealings with people (over 16) who may at any time lack capacity to make decisions for themselves. The Mental Capacity Act can apply to decisions made regarding the care of service users in both community and hospital settings. The act can also apply to decisions made by carers on behalf of the users of mental health and other services. To gain a greater awareness and understanding of the Mental Capacity Act and its applications. learning and development training prospectus 2013/14 At the end of the course participants should be able to have a basic understanding of the Mental Capacity Act with regards to: Key principles of the Mental Capacity Act Assessment of capacity Making decisions for people who lack capacity Independent mental capacity advocate Acts in connection with care and treatment Other legal services Living wills Safeguarding adults, children and young people Information sharing Change of practice

63 63 Mental Capacity Act Developing Understanding in Practice A one day workshop All senior registered and medical staff, particularly those working with patients or service users in hospital, rehabilitation or care home settings who have already completed at least one of the e-learning modules on the Mental Capacity Act and/or Deprivation of Liberty Safeguards. To provide staff with opportunities to better link legal frameworks with practice contexts. have a basic working understanding of key parts of the Mental Capacity Act and the Code of Practice to the Mental Capacity Act Be able to use the recognised process of making decisions for those who lack capacity understand the role of Independent mental capacity advocates as well as when and how to refer someone for an IMCA Know when and how to consider alternative decision making processes (powers of attorney, court of protection, advanced directives) reflect on current practice with colleagues and consider how the Mental Capacity Act applies. Opportunities to do this will be provided on the day through group work have a basic understanding of the law around deprivation of liberty and the Deprivation of Liberty Safeguards Work through practical examples of when a deprivation of liberty may occur and be able to take appropriate steps to address potential deprivations of liberty PROMOTING HIGH QUALITY MENTAL HEALTH SERVICES

64 64 PROMOTING HIGH QUALITY MENTAL HEALTH SERVICES MENTAL HEALTH AND THE LAW Mental Capacity Act and Deprivation of Liberty Safeguards (DOLS) E-learning please complete the Mental Capacity Act Awareness e-learning before starting this package All registered staff, particularly those working with patients or service users in hospital, rehabilitation or care home settings. The Deprivation of Liberty Safeguards can apply to decisions made by staff who work in hospital, rehabilitation or care home settings. It can also apply to decisions made by care co-ordinators, assessment and review workers, and other staff about service users with whom they work who are in a hospital, rehabilitation or care home setting. To provide staff (particularly those who are registered) with opportunities to ensure that their individual practice is compliant with these legislative frameworks. learning & development training prospectus 2013/14 At the end of the course participants should have a basic understanding of the Deprivation of Liberty Safeguards with reference to: Deprivation v restriction The DOLS referral process The DOLS assessment process Authorisation, review process and timescales Dementia Safeguarding adults The role of the court of protection The independent mental capacity advocate (IMCA)and representatives Policies and procedures Local impact of DOLS

65 65 Preparation for Appearing at a Coroner s Inquest A one day workshop, available on request from team managers Staff teams who will be involved in inquests. Explain the purpose of the coroner s court in English law Feel more confident and prepared if being called to the court and understand their role have gained some practical experience of preparing for inquests statement drafting, practical court situation (including giving evidence) and video review of inquest Understand what can happen afterwards The Role of the Appropriate Adult under the Police and Criminal Evidence Act (PACE) A one day workshop. Refresher required within two years All members of staff, both registered and non-registered, from both adult care and mental health who may be asked to undertake the role of the appropriate adult. The day will aim to provide a sound understanding of the role of the appropriate adult within the context of the Police and Criminal Evidence Act 1984 and to enable the individual acting in that capacity to represent the interests of vulnerable persons in a professional and authoritative manner. Explain police arrest procedures and undertake a referral from the police Explain an individuals rights whilst detained Explain the role of the appropriate adult on arrival at the police station Demonstrate understanding of police interview processes Demonstrate an understanding of the role of the appropriate adult in an interview PROMOTING HIGH QUALITY MENTAL HEALTH SERVICES

66 66 PROMOTING HIGH QUALITY MENTAL HEALTH SERVICES MENTAL HEALTH AND THE LAW The Role of the Appropriate Adult under the Police and Criminal Evidence Act (PACE) Refresher A half day workshop Staff who have attended PACE training within the last two years. To provide an opportunity for those who have previously attended the one day workshop to refresh and update their knowledge around the role and responsibilities of the appropriate adult. Explain police arrest procedures and undertake a referral from the police Explain an individual s rights whilst detained Explain the role of the appropriate adult on arrival at the police station Demonstrate understanding of police interview processes Demonstrate an understanding of the role of the appropriate adult in an interview Mental Health Law Seminars Topic titles to be announced learning & development training prospectus 2013/14 Senior professionals with key responsibilities in relation to mental health law (eg responsible clinicians, Section 12 doctors, approved mental health professionals (AMHPs), mental health act administrators as well as modern matrons, managers and various specialist roles). Have developed their understanding of key areas of mental health law have had opportunities to discuss personal learning points in relation to the particular topic of the day Applied their understanding to relevant practice contexts Be clearer about how to ensure compliance with both the spirit and the specifics of the particular legislation and any associated case law or guidance

67 67 PROMOTING HIGH QUALITY MENTAL HEALTH SERVICES CLINICAL SKILLS Physical observation training (POT) A half-day workshop This training is mandatory for all inpatient registered nurses. The course is also open to other clinical staff that are responsible for undertaking physical health observations. understand the importance of monitoring and recording physical health observations within a mental healthcare setting including best practice considerations demonstrate practical competence in undertaking physical health observations, as well as completing associated documentation feel confident in identifying abnormal observation measurements and reporting concerns to appropriate colleagues understand the practical use of National Early Warning Scores (NEWS) in alerting practitioners to potential areas of concern Practical Psychopharmacology A one day workshop All professionals involved in administering, monitoring or assessing the effectiveness of medications prescribed in psychiatry. To provide an in depth understanding of the role of medication in relation to diagnosis to explore attitudes towards medication, working with service users to overcome barriers whilst assessing both efficacy and side effects of antipsychotic medication to look at the importance of continuing therapy and the rationale for physical health monitoring Relate symptoms of mental illness to neurochemistry Understand the efficacy of medication and how side effects occur Understand the benefits and disadvantages of antipsychotic medication currently available have an understanding of the psychopharmacology of antidepressant medication and mood stabilizers Understand the importance of long term therapy and exploring choices with service users PROMOTING HIGH QUALITY MENTAL HEALTH SERVICES

68 68 PROMOTING HIGH QUALITY MENTAL HEALTH SERVICES CLINICAL SKILLS Patient group Directions A two hour workshop Registered nursing staff currently practising within inpatient settings with a minimum of six months post registration experience. PGDs allow a range of specified health care professionals to supply and/or administer a medicine directly to a patient with an identified clinical condition without them necessarily seeing a prescriber. Explain the historical background and define patient group directions (PGD) outline the medicines involved and the registered practitioner s roles and responsibilities within the supply and administration of preparations administered under a patient group direction have explored the diagnosis of presenting symptoms and discuss what may constitute an adverse event Have examined PGD competencies including an overview of the training workbook Medicines Prescription and Administration E-learning duration approximately 60+ minutes Staff involved with the prescription and administration of medicine. learning & development training prospectus 2013/14 Be familiar with the Trust s prescription writing standards and how to apply them Be familiar with the Trust s administration standards and how to apply them Know how to complete the Avon and Wiltshire Mental Health Partnership NHS Trust s drug prescription and administration record and other documents correctly Be aware of potentially serious or common errors in prescribing and administration note: There is a short assessment at the end of the course. If you do not pass please advise your line manager and contact learning and development when ready to retake to enable us to reset the assessment.

69 69 End of Life Care A one day workshop All clinical staff working within inpatient or community settings, with an interest in end of life initiatives and symptom control associated with palliative care. This course may not be appropriate for staff who have suffered a recent bereavement. Please contact facilitators for further advice. This workshop is an opportunity for staff to develop their skills and knowledge of good practice when caring for people near death. Understand the patients pathway through the end of life experience Be aware of end of life care tools and their application to practice Have had time to reflect on what is most important at the end of life understand and clarify professional considerations and responsibilities associated with some physical procedures in end of life care gain knowledge of the main symptoms that can occur near death Gain an understanding of best practice in symptom management and comfort care increase their understanding of the use of appropriate medication and rates of administration PROMOTING HIGH QUALITY MENTAL HEALTH SERVICES

70 70 PROMOTING HIGH QUALITY MENTAL HEALTH SERVICES CLINICAL SKILLS Non Medical Prescribing Delivered by THE UNIVERSITY OF THE WEST OF ENGLAND (UWE). please contact Mandy Reed, non medical prescribing lead for awp for more information Access to the non medical prescribing (NMP) course will only be agreed if it is in line with service aims. In addition a post to allow the applicant to prescribe on successful completion of the course must be identified. as well as meeting the above requirements, all applicants must have met the NMC requirements for access to the NMP course: A first level registered nurse at least three years post-registration clinical nursing experience, of which at least one year immediately preceding their application to the training programme should be in the clinical area in which they intend to prescribe Provide evidence of ability to study at minimum academic level three Have written support from the employer to undertake the programme have a designated medical practitioner who has agreed to provide the required term of supervised practice Been assessed as competent to take a history, undertake a clinical assessment and make a diagnosis all applicants must have completed a medication management course prior to application for the NMP course learning & development training prospectus 2013/14

71 71 Facilitating Learning and Assessment in Practice (FLAP) Delivered by THE UNIVERSITY OF THE WEST OF ENGLAND (UWE). PLease contact Rachel KNowles, Practice Education facilitator at AWP for more information. Registered nurses who wish to mentor pre registration students. identify standards and develop strategies to manage, monitor and critically evaluate the learners practice and progress Demonstrate a breadth of understanding of assessment strategies Appraise learning, assessing and mentoring strategies in practice critically analyse the principles and practices of education in clinical practice, ensuring monitoring of quality Support learners in applying an evidence base to their own practice critically analyse the factors which contribute to the creation and maintenance of an effective practice curriculum and learning environment Facilitate selection of appropriate learning strategies to integrate learning from practice Plan a series of learning experiences that will meet learners defined learning needs Evaluate the importance of role modelling to learning in the practice environment Be accountable for confirming that learners have met or not met professional competencies interact effectively within an inter-professional team/learning group, giving and receiving information and ideas establish effective working relationships to facilitate transition from one learning environment to another Take responsibility for own learning Participate in self and peer evaluation to facilitate personal development For information about learning at masters level see the UWE website PROMOTING HIGH QUALITY MENTAL HEALTH SERVICES

72 72 PROMOTING SAFE, RESPECTFUL SERVICES (STATUTORY AND MANDATORY TRAINING) MOT DAYS MOT Mandatory Operational Training A half-day WORKSHOP ALL TOPICS CAN ALSO BE COMPLETED VIA E-LEARNING. REFRESHER REQUIRED AFTER TWO YEARS, APART FROM FIRE WHICH NEEDS TO BE REFRESHED ANNUALLY. HAND HYGIENE (PART OF INFECTION CONTROL) ALSO NEEDS TO BE REFRESHED ANNUALLY FOR SOME STAFF GROUPS PLEASE SEE TRAINING MATRIX FOR FURTHER DETAILS All staff. To provide participants with updated knowledge and skills in line with Trust policies and statutory/mandatory training requirements in the following key topics: Fire safety Infection control including hand hygiene Introduction to general health and safety Moving and handling and slips, trips and falls Basic life support (afternoon session) Listed below are the learning outcomes of the different courses that make up the MOT day. Fire annual refresher training: understand the procedures to adopt on a fire alarm actuation, including those for disabled people Identify different fire fighting appliances and their locations Be aware of the duties of the nominated fire warden and of all staff in regard to fire safety learning and development training prospectus 2013/14 Infection control: understand the need for good hand washing techniques, and of maintaining high personal standards in personal hygiene at all times Know how to deal with an inoculation incident at work, and have knowledge of the importance of keeping up to date with their own inoculations

73 The MOT gives you the chance to update 73 on 4 key topics all in half a day an easy way of doing stat/man training Promoting safe, respectful services (statutory and mandatory training) Forget Me Not Centre

74 74 PROMOTING SAFE, RESPECTFUL SERVICES MOT DAYS Introduction to general health and safety: demonstrate the importance of acting in ways that are consistent with legislation, policies and procedures for maintaining own and others health, safety and security identify and assess potential risks involved in work activities and processes for self and others, including lone working Be aware of how to report any issues at work that may put health, safety and security at risk Manual and handling, including slips, trips and falls: promote greater safety when moving and handling, thereby reducing the risk of any injuries identify slips, trips and falls hazards in the workplace Know how to get advice on complex moving and handling issues, and how to access further training where relevant Basic life support (afternoon session for relevant staff): Demonstrate an awareness of current legislation, local policies and procedures initiate an appropriate emergency response initiate and maintain effective chest compression and lung ventilations in accordance with resuscitation guidelines place the person in the recovery position demonstrate an awareness of the responsibility to accurately report and record details of an emergency event Managing Conflict in Mental Health Care Settings/ Prevention and Management of Violence and Aggression FOR DETAILS OF ALL MANAGING CONFLICT AND PMVA COURSES SEE PAGES learning & development training prospectus 2013/14

75 75 PROMOTING SAFE, RESPECTFUL SERVICES Safeguarding safeguarding LEVELS 1 and 2 and prevent A ONE DAY WORKSHOP Essential training for all practitioners across AWP. It is also recommended for front-facing administrative staff. To enhance understanding concerning the safeguarding of children and adults at risk, including Prevent, and to develop the ability and confidence of staff to respond to concerns as part of a multi-agency framework. Recognise possible signs of abuse of children or adults at risk Know what to do, and who to inform, if they are concerned that a child or adult at risk is being abused have the opportunity to explore practical responses to safeguarding concerns through the use of case studies Be equipped to feel confident to use whistle blowing policy and procedures when required Be able to comply with the national and local policies/legislation that support safeguarding activity, and understand the Trust s role as part of a multi-agency framework understand Prevent and its role in recognising and reducing the risk of radicalization to commit terrorist acts safeguarding children level 3 A one day workshop All professionally qualified staff working in SDAS and community based teams, and those working in a supervisory capacity in inpatient settings. To provide staff with the competences to recognise child maltreatment and to take effective action as appropriate to their role, as described in the Intercollegiate document (2010). Identify risk, using evidence from recent case reviews to inform risk recognition Enhance confidence in making defensible decisions familiarise themselves fully with the importance of relevant and proportionate reporting, including the seven golden rules Understand the further safeguarding support and information available Promoting safe, respectful services (statutory and mandatory training)

76 76 PROMOTING SAFE, RESPECTFUL SERVICES Safeguarding Safeguarding Children and Adults at risk. multi-agency and specialist training Various courses run by local authority partners It is expected that applicants will have a basic knowledge of safeguarding issues gained from previous experience or training. For further information about which course to attend, please check the safeguarding pages on Ourspace or check directly with the safeguarding children or adults board for your local area (details below). Safeguarding children BANES Swindon Bristol South Gloucs North Somerset childrens-workforce-training/child-protection-training lcsb-workers-training.htm southgloucestershire.learningpool.com/mod/page/view.php?id=615 Safeguarding adults at risk BANES Swindon Bristol South Gloucs North Somerset southgloucestershire.learningpool.com/mod/page/view.php?id=615 safeguardingadultstrainingandlearning.htm learning & development training prospectus 2013/14 Please note: If your manager approves your attendance on a multi-agency safeguarding course, any costs will be paid directly by Learning and Development there is no need to apply to the Bursary Panel. Please apply directly to your local authority, cc ing Learning and Development in on your application, and letting us know once you have attended so that we can update your training record.

77 77 Introduction to recognising and reducing the risk of sexually abusive behaviour in mental health settings A two day workshop This course will be particularly relevant for practitioners working within inpatient, rehabilitation, day care or residential settings. Understanding how sexually abusive behaviour develops and how vulnerable people may be groomed and targeted can sometimes be hard to hear about initially. This workshop will be facilitated in a way that provides time to reflect on issues and feelings that are raised and how best to relate learning to practice. develop an understanding of sexually abusive behaviours through introduction to Finklehor s Four Pre Conditions model consider how you and your team can manage and reduce risk of abusive behaviour in your setting think about how to protect vulnerable service users when working in settings with both perpetrators and survivors of sexual abuse Be introduced to relapse prevention strategies Know where to go for further information or advice when required Promoting safe, respectful services (statutory and mandatory training)

78 78 PROMOTING SAFE, RESPECTFUL SERVICES Diversity Diversity Awareness A one day workshop. Also available via e-learning (SEE BELOW) All staff. To raise awareness of equality and diversity, and of the nature of discrimination. Recognise the difference between equal opportunities and diversity understand the significance of protected characteristics under the 2010 Equality Act and also the responsibilities of individuals and organisations according to current legislation explore their own prejudices and assumptions and understand the connection between these and the behaviour and performance of others feel equipped to identify and challenge inappropriate behaviours and attitudes within the organisation develop individual action plans based on the learning from the day s activities and the lessons from the Bennett inquiry Diversity Awareness E-learning All staff. learning & development training prospectus 2013/14 Understand what is meant by equality and diversity Understand the nature and process of discrimination Understand your awareness of discrimination Understand the importance of communication and language Understand how to use power responsibly Be aware of the relevant UK legislation, strategies and policies

79 79 RACE EQUALITY AND CULTURAL CAPABILITY (RECC) A one or TWO day workshop All those who have attended the one day diversity training and wish to develop their understanding of race equality in the context of mental health service provision. This training aims to encourage individuals to examine and reflect on individual practices and beliefs, working towards providing a more holistic approach for BME service users, carers and communities. gain confidence in recognizing and examining systematic inequalities existing within services understand how our cultural background, and hidden assumptions, can shape our practice appreciate the impact of power and authority on relationships between service users and practitioners and the quality of mental health service provided explore practical approaches to reducing inequalities and improving practice within mental health service delivery Promoting safe, respectful services (statutory and mandatory training)

80 80 PROMOTING SAFE, RESPECTFUL SERVICES Diversity Managing and Promoting Diversity A one day workshop Senior managers, managers and senior practitioners. Recognise the variety of ways in which institutionalised discrimination can occur and its equally varied effects understand the ways in which discrimination can be tackled, in line with Trust policies, and the amendment to the Race Relations Act understand the significance of important social trends relating to culture, race, disability, gender and age, and how these have a bearing on public service provision receive guidance on equality impact assessments, and how these can be integrated into service planning Discuss benchmarking, and the development of action plans Disability Awareness E-learning duration approximately 40 minutes All staff. To provide staff with a greater awareness of disability. learning & development training prospectus 2013/14 Understand the importance of disability issues Understand the law relating to those with a disability Understand how to respond practically to those with a disability

81 81 PROMOTING SAFE, RESPECTFUL SERVICES Fire SAFETY Fire Safety Annual Refresher A one hour workshop. Also available via e-learning duration approximately minutes. This session is also included in the MOT Training Day All staff. It is a requirement, under the relevant fire legislation, that all staff undertake annual refresher training. Staff working in inpatient facilities, day hospitals, community mental health teams (in a clinical role) and administrative staff or domestic staff working within a ward or other patient area should undertake the refresher training via face to face training one year, and e-learning the following year. Staff working in purely administrative roles in administrative/clerical/corporate buildings need only undertake e-learning providing they have attended induction and had local induction. They may attend face-to-face training if they so wish. At the end of the course, participants should be able to: Fire annual refresher training: understand the procedures to adopt on a fire alarm actuation, including those for disabled people Identify different fire fighting appliances and their locations Be aware of the duties of the nominated fire warden and of all staff in regard to fire safety Promoting safe, respectful services (statutory and mandatory training)

82 82 PROMOTING SAFE, RESPECTFUL SERVICES Fire SAFETY Site Fire Safety Managers A three hour workshop. Refresher required every two years Fire safety managers. This session will count as the annual refresher session and attendees will not need to attend a fire lecture annual refresher as well for that year. learning & development training prospectus 2013/14 understand the role of the fire safety manager, deputies, fire marshals, appointed persons and other key personnel Manage fire risks, including assessments Monitor fire action plans Deal with fire alarm actuations, conducting fire drills and reporting

83 83 Don t forget to do your fire training every year! Fire Marshal and Appointed Person Training A two hour workshop. Refresher required every two years Nominated fire marshals and appointed persons. This session will count as the annual refresher session and attendees will not need to attend a fire lecture annual refresher as well for that year. Understand the legal requirements and role of fire marshals Understand the role of appointed persons Understand the legal requirements of all staff Spot typical fire hazards Deal with fire alarm actuations and reporting and how to call the fire services Conduct fire drills and reporting Conduct and assisting with roll calls Maintain fire log books and records Promoting safe, respectful services (statutory and mandatory training)

84 84 PROMOTING SAFE, RESPECTFUL SERVICES Counterfraud and Information Governance Counterfraud E-learning duration approximately 15 minutes All staff. Understand the role of NHS Protect Understand the role of the local counter fraud specialist (LCFS) Have an awareness of the generic areas covered by the LCFS in tackling NHS fraud Develop their understanding of fraud and the action to be taken where fraud is suspected Understand the importance of the Police and Criminal Evidence Act 1984 Develop an awareness of the sanctions available in dealing with NHS fraud develop their understanding of bribery and the action to be taken where bribery is suspected Know who to contact to discuss and/or report fraud concerns Information Governance E-learning duration approximately 60 minutes. Refresher required annually All staff. learning & development training prospectus 2013/14 Recognise what is identifiable data Recognise the rules for processing personal identifiable information Understand the basic concepts of the common law of confidentiality Understand the basic concepts of the Data Protection Act 1998 Understand the basic concepts of the Freedom of Information Act 2000 Understand the basic concepts of the NHS confidentiality code of conduct Understand the application of the Caldicott principles Understand the basic concepts of information quality assurance Understand the basic concepts of information security assurance

85 85 PROMOTING SAFE, RESPECTFUL SERVICES Control of Substances Hazardous to Health (COSHH) COSHH Awareness A half day workshop Anyone who handles hazardous materials, for example, domestics, housekeeping staff and ward staff, porters, nurses, managers and people who are involved in procurement of COSHH substances. Understand their legal duties in relation to COSHH Take practical steps to avoid exposing patients and staff to hazardous material Identify common COSHH hazards in the workplace Complete risk assessment and hazard data sheets Understand what is meant by a hazardous substance COSHH Risk Assessment A one day workshop Those wishing to undertake COSHH risk assessments. Understand the basics of the regulations Conduct risk assessments Understand toxicity and chemical and biological hazards Promoting safe, respectful services (statutory and mandatory training)

86 86 PROMOTING SAFE, RESPECTFUL SERVICES Control of Substances Hazardous to Health (COSHH) COSHH Risk Assessment - Refresher learning and development training prospectus 2013/14 A half day workshop Staff who have attended the COSHH risk assessment course and who want to update their training. Understand the importance of hazard labelling and precautionary measures Conduct a COSHH risk assessment Understand the responsibilities of the assessor and manager Monitor and escalate actions Share issues that have arisen when conducting risk assessments

87 87 PROMOTING SAFE, RESPECTFUL SERVICES food hygiene and nutrition Food safety awareness A half-day workshop All staff who are directly involved in the handling, preparation or cooking of food. This course replaces the Level 1 Award in Food Safety in Catering. To enable staff to prepare and handle food safely, in line with legal and Trust requirements. Understand the principles of food safety and kitchen hygiene Identify personal hygiene standards and contamination threats Clean and disinfect to required standards Understand the causes of food poisoning and how to control it Deal with spoilage, preservation and food pests Introduction to Food, Nutrition and Hydration E-learning duration approximately 30 minutes Inpatient staff. To raise awareness and promote understanding of the importance of appropriate nutrition to health. Understand the general importance of nutrition to health Understand how important appropriate nutrition is to specific groups of service users Understand the general importance of hydration to health Understand how important good hydration is to older people and vulnerable people Introduction to nutrition and recovery FOR DETAILS SEE Awareness and recovery section PAGE 19 Promoting safe, respectful services (statutory and mandatory training)

88 88 PROMOTING SAFE, RESPECTFUL SERVICES lifting and Handling Practical Patient Handling A one day workshop Staff working in later life services. Participants to refresh/update their knowledge and skills around the issues of moving and handling people. have the skills and knowledge required to carry out patient moving and handling assessments safely assist patients from a position of sit to stand and while walking and to safely assist the falling patient to the floor correctly measure a patient for a sling and then be able to safely place the patient into sling and transfer them safely assist the patient up from the floor by means of using a hoist/chair or instruction safely assist patients with moving in bed getting into and out of bed by using hoist/other equipment or instruction have up to date knowledge on the safe use of bed rails in line with Medication and Health care products Regulation Agency (MHRA) learning & development training prospectus 2013/14

89 89 PRACTICAL PATIENT HANDLING ASSESSMENT A HALF-day workshop. All staff who are involved in the handling and moving of people and have already attended a full pph workshop within the last year. To refresh/update their knowledge and skills around the issues of moving and handling people. carry out patient moving and handling assessments safely assist patients from a position of sit to stand Safely assist patients while walking Safely assist the falling patient to the floor correctly measure a patient for a sling and then be able to safely place the patient into sling and transfer them in a safe manner Safely assist the patient up from the floor by means of using a hoist/chair or instruction assist patients with moving in bed and getting into and out of bed using hoist/other equipment or instruction Have an up to date knowledge on the safe use of bed rails in line with (MHRA) Manual Handling E-learning duration approximately 45 minutes All staff. promote greater safety when moving and handling, thereby reducing the risk of any injuries identify slips, trips and falls hazards in the workplace Know how to get advice on complex moving and handling issues, and how to access further training where relevant At the end of the learning you are required to complete the manual handling assessment. If you already have the relevant knowledge you can simply take the assessment at the end of the course, this will take approximately five minutes to complete. You may retake the test if you do not pass first time. Promoting safe, respectful services (statutory and mandatory training)

90 90 PROMOTING SAFE, RESPECTFUL SERVICES display screens Display Screen Awareness E-learning duration approximately 45 mins. All users must complete the training and the risk assessment, which should be repeated every two years or less if circumstances change Anyone using a computer. Explain the importance of conducting a workstation assessment Discuss the best way to configure their working area describe the extra considerations when working with laptops computers and/or working from home after completing the display screen awareness e-learning, all staff should complete the risk assessment module (see following) Display Screen Awareness Risk Assessment E-learning duration approximately 10 minutes All staff who have completed the display screen awareness training. To enable participants to assess their display screen equipment. learning & development training prospectus 2013/14 Build on their display screen awareness in order to assess risk

91 91 VDU Assessors Workshop (HST6) A half day workshop This course is for all managers, including team leaders and senior administrative staff, who have responsibility for other administrative personnel. Have an understanding of VDU risk assessment Have an understanding of why and when VDU risk assessments should be carried out Carry out a VDU risk assessment on other people and their environment Have an understanding of what the findings of the VDU risk assessment mean Promoting safe, respectful services (statutory and mandatory training)

92 92 PROMOTING SAFE, RESPECTFUL SERVICES Resuscitation and First Aid Basic Resuscitation A three hour workshop. Required every two years All staff working in clinical areas, for exceptions see below: Following Basic Resuscitation as part of the Trust s Induction programme. Registered nurses in inpatient & other services that specify the requirement for staff to undertake Physical Emergency Response Training (PERT), will have their resuscitation training met within PERT syllabus. Pert is a yearly requirement & staff attending PERT annually do not need to attend Basic Resuscitation workshops in addition. Participants will be taught the techniques to effectively deliver resuscitation to casualties who have stopped breathing, place an unconscious breathing casualty in the recovery position and to have the skills to safely manage a choking casualty. learning and development training prospectus 2013/14 Demonstrate an awareness of current legislation, local policies and procedures Recognise a person who is seriously ill/in distress/unconscious/unresponsive Initiate an appropriate emergency response initiate and maintain effective chest compression in accordance with current resuscitation council guidelines initiate and maintain effective lung ventilations in accordance with resuscitation council guidelines provide effective airway management and respiratory support to a person with a threatened airway (unconscious person, choking and respiratory arrest) Facilitate the person in the recovery position demonstrate an awareness of the responsibility to accurately report and record details of an emergency event articulate their individual role and responsibilities within the team in responding to emergency situations Demonstrate the ability to use an Automated External Defibrillator Manage patients in cardiopulmonary arrest until the arrival of the resuscitation team Participate as members of the resuscitation team

93 Basic resuscitation is a vital skill for all 93 of us to learn PHYSICAL EMERGENCY RESPONSE TRAINING (PERT) A one day workshop. REFRESHER AnnualLY All inpatient registered nursing staff and doctors. To develop confidence and competence in the recognition, assessment and management of the acutely physically ill patient. Including where indicated: The application of cardiopulmonary resuscitation (CPR), the safe use of an AED (Automated External Defibrillator) and the use of adjuncts to treat life threatening conditions. Recognise the Early Warning Signs (EWS) that a patient is physically deteriorating Assess and manage the acutely physically unwell patient (using ABCDE approach) Monitor the physically unwell patient using pulse oximetry and other assessment tools apply CPR using current protocols and safely operate an AED (Automated External Defibrillator) where clinically indicated have an awareness of the key issues regarding DNAR (making decisions in relation to Do Not Attempt Resuscitation Orders on AWP Trust Treatment Facilities) Where necessary use adjuncts to facilitate effective airway management (anti-ligature knife, masks, oral pharyngeal airways and suction devices) deliver emergency oxygen in situations where it s required in accordance with Trust policy and procedure Recognise diabetic and anaphylactic emergencies and respond appropriately Be aware of Rapid Tranquillisation and cardiopulmonary risk Have an understanding of Positional Asphyxia: Causation and general risk issues Promoting safe,respectful services (stautory and mandatory training)

94 94 PROMOTING SAFE, RESPECTFUL SERVICES Resuscitation and First Aid Emergency First Aid at Work A one day workshop In line with AWP s first aid guidance participants must be nominated by their line managers. Priority will be given to staff working in units where there is no access to 24 hour accident and emergency provision on site, and where there is no current certificated first aider available. The course offers a basic curriculum in a range of first aid competencies which will enable staff to administer first aid safely, promptly and effectively to a casualty. A three year qualification will be issued to successful candidates. Understand their responsibilities and reporting arrangements Assess the situation Give cardiopulmonary resuscitation (CPR) Attend to the unconscious casualty Attend to wounds and bleeding Attend to burns and scalds, injuries to bones, muscles and joints Attend to a casualty in shock Recognise minor illnesses and take appropriate action learning & development training prospectus 2013/14

95 95 First Aid at Work A three day workshop. Refresher needed after three years Staff nominated by their managers. The three day certificated first aid course qualifies staff to undertake the role of first aider as per H and S policy. The course offers a basic curriculum in a range of first aid competencies which will enable staff to administer first aid safely, promptly and effectively to a casualty. At the end of the course participants should be able to understand: How to act in the event of an emergency How to give cardiopulmonary resuscitation (CPR) How to attend to the unconscious casualty How to attend to wounds and bleeding How to attend to burns and scalds, injuries to bones, muscles and joints How to attend to a casualty in shock How to attend to a casualty with eye injuries How to attend to a casualty following poisoning Deal with a casualty overcome by gas and fumes Recognise major and minor illnesses and take appropriate action Promoting safe, respectful services (statutory and mandatory training)

96 96 PROMOTING SAFE, RESPECTFUL SERVICES Resuscitation and First Aid First Aid at Work Refresher A two day workshop Current holders of HSE certificates in first aid which are due to expire. This two day refresher certificated first aid course is designed for those members of staff that currently hold a HSE certificate in first aid. The course offers a basic curriculum in a range of first aid competencies which will enable staff to administer first aid safely, promptly and effectively to a casualty. At the end of the course participants should be able to understand: Understand how to act in the event of an emergency Give cardiopulmonary resuscitation (CPR) Attend to the unconscious casualty Attend to wounds and bleeding Attend to burns and scalds, injuries to bones, muscles and joints Attend to a casualty in shock Attend to a casualty with eye injuries Attend to a casualty following poisoning Deal with a casualty overcome by gas and fumes Recognise major and minor illnesses and take appropriate action learning & development training prospectus 2013/14

97 97 PROMOTING SAFE, RESPECTFUL SERVICES Smoking Cessation Smoking Cessation E-learning duration approximately 30 minutes Anyone working in the Trust including staff who may support service users who want to give up smoking. describe the changes in people s attitudes to smoking and have an awareness of current legislation Say how smoking cessation affects you as a NHS worker State the reasons people choose to smoke and describe the nature of nicotine addiction Identify the risks associated with smoking and the impact on the nation s health Explain why stopping smoking is worthwhile Help people to quit smoking Understand the symptoms of nicotine withdrawal Identify medications to help with withdrawal Access further information about smoking cessation Promoting safe, respectful services (statutory and mandatory training)

98 98 PROMOTING SAFE, RESPECTFUL SERVICES Health and Safety Health and Safety Essentials for Managers (HST1) A one day workshop. Refresher required after two years Managers, supervisors and team leaders. To ensure the target group are aware of their legal obligations under health and safety legislation enabling the identification and development of safe systems of work through the process of risk assessment with the emphasis upon work related practices to support them in their roles. explore and identify relevant legislation to gain a working understanding of both civil and criminal law appertaining to health and safety explore health and safety responsibilities and the obligations of reporting certain occurrences under Reporting of Injuries, Diseases and Dangerous Occurrences Regulations (RIDDOR) 1995 demonstrate the application of effective risk assessment and the importance of managing the process appropriately demonstrate an understanding for post incident reporting procedures and how to identify ongoing strategies and interventions for future risk management learning & development training prospectus 2013/14

99 99 Health and Safety Essentials for Managers Risk Assessment Workshop (HST2). (Supplementary workshop to H and S Essentials for Managers) A one day workshop. Refresher required after two years Those who have attended health and safety essentials for managers. For participants to be able to produce high quality health and safety risk assessments in line with statutory duties. Explore and identify relevant legislation in key areas of health and safety risk management approach risk assessment in key areas through practical exercises that explore the application of AWP tools and policies give examples, and share best practice, of risk assessments and control measures used in clinical practice Health and Safety Risk Assessors (HST3) A one day workshop Team leaders or anyone responsible for health and safety and risk assessment. Identify the legislative framework for health and safety assessment Understand health and safety assessment and what it is Understand why health and safety risk assessments should be carried out Understand when health and safety risk assessments should be undertaken Understand how to carry out a health and safety risk assessment Understand what the findings of the health and safety risk assessment mean Learn from, and manage, health and safety risk assessment and the resulting action plans Promoting safe, respectful services (statutory and mandatory training)

100 100 SUPPORTING AND DEVELOPING STAFF AND VOLUNTEERS Introduction to Management Supervision AND APPRAISAL LISTED IN THE MANAGEMENT AND LEADERSHIP SECTION PAGE 112 Clinical Supervision A one day workshop All staff who, as part of their role in the Trust, are expected to be or are involved in either providing or receiving clinical supervision. To enable participants to develop an individual working knowledge of clinical supervision in line with researched best practice and the AWP staff supervision policy. examine the model and methods for the delivery of clinical supervision in line with the researched best practice and the AWP staff supervision policy Explore the skills and knowledge required to be a clinical supervisor identify and establish standards for clinical supervision in line with researched best practice and the AWP staff supervision policy examine what else might be needed in order to systematically implement, operate, audit, evaluate and monitor clinical supervision in individual areas learning and development training prospectus 2013/14

101 101 Managing Stress and Building Resilience A one day workshop All staff who want to explore how to manage stress more effectively. Define and identify what stress is Explore your stress levels both internally and externally Look at ways of coping with this and building resilience Boosting Your Potential A 3 day personal development course for women Women in non-management roles. This course is designed especially for women, as there are gender differences in what men and women want from personal development training. However, if there is sufficient demand we will of course put on a similar course for men please us to let us know. As an organisation we are committed to developing the talent and potential of all our staff and this course will address some of the issues that tend to be specific for women. The course will give you an opportunity to spend time thinking about your career path, what you really want from a job, and to reflect on your work home balance. The delivery methods will be via straight information input, lecture style on current research and studies (not too much theory though) with opportunities to discuss in small groups as well as time for individual reflection, and working in pairs. The course is relaxed and informal with no role plays - ever! No one is made to share more than they wish and the atmosphere is supportive. The first two days are concurrent with a follow up day some weeks later. The gap is to allow participants to put into practise some of the skills and ideas they have acquired during days one and two. Become clearer about your work and personal goals Develop some useful, positive tools to enable you to achieve these goals understand better how to positively influence and manage change in your working and personal life Be clearer about your strengths and achievements and how to use them in a positive way in the future SUPPORTING AND DEVELOPING STAFF AND VOLUNTEERS

102 102 SUPPORTING AND DEVELOPING STAFF AND VOLUNTEERS introduction to Presentation and Facilitation skills A one day workshop Anyone who is required to deliver presentations or facilitate small events for AWP staff groups or partner organisations. It is also suitable for new trainers or associate trainers who may be delivering training for the first time. This workshop has replaced Train the Trainers Enhancing Presentation and Facilitation Skills. If you attended the original workshop you do not need to attend Introduction to Presentation and Facilitation Skills unless you wish to refresh your skills To increase participants confidence and gain skills to facilitate team development sessions, or similar. To gain knowledge and skills in order to prepare and deliver simple presentations. At the end of the course participants should be able to: identify the desirable personal and professional qualities required to be a successful and confident facilitator or presenter understand how people learn and the basic principles of facilitation and presentation Use some practical ideas and tools to increase confidence when presenting or facilitating feel more confident to manage situations that might present difficulties for facilitators and the group they are working with learning & development training prospectus 2013/14

103 103 SUPPORTING AND DEVELOPING STAFF AND VOLUNTEERS

104 104 SUPPORTING AND DEVELOPING STAFF AND VOLUNTEERS Working with Volunteers A Workshop for Staff A one day workshop Staff who currently work with, or supervise volunteers, and those who would like to do so in the future. To give participants a better understanding of what volunteers can offer, the volunteer recruitment process and supervision. learning & development training prospectus 2013/14 Understand what the service needs to do to prepare for working with volunteers Be able to identify what volunteers can and can t do Understand the benefits of volunteering Be clear about the role of the voluntary service co-ordinator have a clear knowledge of the current volunteer policy and processes for recruiting and supporting volunteers

105 105 Planning for Retirement A one day workshop All AWP staff who are approaching retirement (we recommend attendance at any point in the two years prior to retirement). Partners are also very welcome to attend, if notified at time of booking. Explore their attitude to the changes brought by retirement examine how to manage finances and make provision for the future including income tax and pension information Discuss how to get the most from leisure time Explore the components of a healthy and active life style after retirement SUPPORTING AND DEVELOPING STAFF AND VOLUNTEERS

106 106 MANAGEMENT AND LEADERSHIP DEVELOPMENT PROFESSIONAL AND CLINICAL LEADS LEADERSHIP Development Programme A seven day modular programme Staff from all disciplines who occupy a senior professional or clinical role within the Trust and who have previously attended some leadership and management training. To enhance and develop leadership knowledge, qualities and skills required for professional leads in the changing NHS landscape. understand the national context for leadership development in the changing NHS landscape evaluate their own leadership qualities and skills and identify areas for development during the programme consider how best to manage uncertainty through change and drive change initiatives forward gain knowledge to support participants to improve performance in their area of responsibility gain understanding and knowledge of core strategic tools. Identify how you might help the organisation and how the organisation might support you. learning & development training prospectus 2013/14

107 107 CORE LEADERSHIP SKILLS Programme Stage 1 (development of MANAGERS TOOLKIT) An eight day programme. MANAGERS NEED TO attend each day This programme is designed to provide core leadership and management skills for managers leading teams. Suitable for new managers and those with more experience wanting to develop their skills. This modular programme is a development from the managers toolkit and based on the NHS leadership framework. It takes managers through four 2 day modules to develop awareness in order to increase their management and leadership skills. Have increased self awareness of personal strengths and areas for development as a leader Have identified ways of making the most of their teams Have developed skills to manage individuals within their teams Have explored ways to lead people through change the programme will be highly interactive and use a variety of methods to learn. A detailed programme of the sessions will be provided when your place on the course is confirmed. Module one. Demonstrating personal qualities and continuing personal development This module includes: Self assessment Values and assumptions Models of communication Delegation and managing workload Leadership styles Module two. Working with teams and encouraging group contribution This module includes: Group stages Working in teams Chairing meetings Dealing with difficult behaviours MANAGEMENT AND LEADERSHIP DEVELOPMENT

108 108 MANAGEMENT AND LEADERSHIP DEVELOPMENT Module three. Working with individuals This module includes: Giving and receiving feedback Coaching skills Supervision and appraisal Having difficult conversations Module four. Facilitating change This module includes: Building individual and team resilience Change curve Change model Integration and endings CORE LEADERSHIP SKILLS Programme Stage 2 Stage 2 comprises a number of short training courses below, further days on finance, performance quality and innovation are being developed. PLease look out for flyers or contact L and D for further information. Managing and Promoting Diversity Listed in Promoting Safe, Respectful Services section page 80 learning & development training prospectus 2013/14 Pals complaints, incidents and claims Listed in Promoting Safe, Respectful Services section page 117 HR Training Five courses listed in HR section page 109

109 109 MANAGEMENT AND LEADERSHIP DEVELOPMENT HR TRAINING Recruitment and Selection A one day workshop This is essential training for line managers, supervisors, team leaders or those involved in recruitment and selection of staff for the Trust. Attract candidates to the organisation Carry out short-listing more effectively plan and undertake a selection interview to obtain the information you need to choose the right candidate. Planning, preparing, communicating Use a number of questioning techniques to get information develop an overview of key elements of law that govern the selection and interviewing process Appreciate the importance of diversity and equal opportunities in recruitment and selection Employ best practice Understand staff engagement to integrate the new starter distinguish between essential and desirable when writing the person specification and job description Resolving Problems in Working Relationships A one day workshop Managers, team leaders and supervisors with responsibility for managing people. develop a good understanding of the policy framework supporting working relationships, i.e. dignity at work, grievance, mediation and whistleblowing, with an overview of the links to other HR policies (e.g. sickness and disciplinary) explore managers roles and responsibilities and consider the expectations of managers and staff within this context develop confidence in meeting the day to day challenges of managing staff and responding to interpersonal conflict review and develop their communication styles and management skills in relation to achieving positive working relationships MANAGEMENT AND LEADERSHIP DEVELOPMENT

110 110 MANAGEMENT AND LEADERSHIP DEVELOPMENT HR TRAINING Managing Individual Performance and Capability A one day workshop Managers, team leaders and supervisors with responsibility for managing people. To develop the competence and confidence of participants in effectively managing performance in their teams. Develop competence in the management of performance within teams Develop plans for addressing specific cases of under-performance in their teams Review, and develop, their current approach to performance management Become familiar with the individual performance improvement and capability policy Be aware of changes to the dignity at work and grievance policies Managing Sickness Absence A half day workshop Managers, team leaders and supervisors with responsibility for managing people. learning & development training prospectus 2013/14 Recognise and acknowledge responsibility for managing sickness absence develop understanding and competence in managing sickness absence using the new procedures included in the revised sickness absence policy feel equipped to respond appropriately when dealing with health issues and sickness absence among their staff

111 111 MANAGEMENT AND LEADERSHIP DEVELOPMENT Developing Knowledge and Skills Managing Disciplinary Cases and Undertaking Investigations A one day workshop Managers, team leaders and supervisors with responsibility for managing people. recognise and acknowledge responsibility for managing disciplinary cases and undertaking investigations develop understanding and competence in managing disciplinary cases and undertaking investigations in line with the revised disciplinary policy respond appropriately when dealing with allegations and concerns relating to members of staff MANAGEMENT AND LEADERSHIP DEVELOPMENT

112 112 MANAGEMENT AND LEADERSHIP DEVELOPMENT Developing Knowledge and Skills Introduction to Management Supervision AND APPRAISAL A two day workshop Managers, team leaders, and others with a supervisory role and new to providing management supervision and appraisal to staff. This is covered in the Core Leadership Skills programme Stage 1 so if you have recently completed this you need not apply. More experienced managers are welcome to attend as a refresher. consider management supervision and appraisal as a collaborative and developmental process that impacts on service user and carer experience Understand the function of management supervision and appraisal develop skills required in supervision and appraisal in order to have effective conversations with staff CHAIRING MEETINGS A one day workshop Anyone who chairs meetings of any kind or facilitates groups. This is open to all managers but covered in the Core Leadership Skills Programme Stage 1. learning & development training prospectus 2013/14 To help participants to develop skills and confidence to facilitate and chair meetings effectively. develop an understanding of how groups function, including group stages and dynamics Develop skills in structuring meetings including preparation develop and practise skills in running meetings including facilitation styles and dealing with challenging behaviours

113 113 leading people through change A one day workshop All managers and senior practitioners. This is open to all managers but covered in Core Leadership Programme Stage 1. This one day training course aims to develop AWP managers ability to deal with uncertainty brought about by change. The focus of the day will be on managing self and others, and to that end, will draw on some of the recent research on personal resilience. The course will use a variety of training methods. identify the resources they already bring to managing themselves and others during turbulent times, and consider how these may be put to best use in the current situation develop an understanding of some of the recent research on Personal resilience, and incorporate this into an action plan for yourselves and your teams Develop strategies for dealing with resistance to change in yourselves and others Identify your own support needs MANAGEMENT AND LEADERSHIP DEVELOPMENT

114 114 MANAGEMENT AND LEADERSHIP DEVELOPMENT Developing Knowledge and Skills Finance for Non Finance Managers Finance for cost centre budget managers A two day workshop Cost centre budget managers with responsibility for managing budgets, for example, inpatient ward managers, community team managers, managers of administrative teams. The course is particularly important for new budget managers and experienced budget managers who need to refresh or update their knowledge. The two day course will include some elements that are similar to the Core Leadership Programme Stage 1, one day course but will include additional and new knowledge, and the opportunity to build confidence in applying knowledge through interactive exercises with peers. This two day course will equip non finance managers with the information and knowledge to understand their role and apply learning to the management of their cost centre budget. learning & development training prospectus 2013/14 Know more about AWP funding sources and how this relates to them as a budget manager Be more familiar with who s who in finance and consider how to work more effectively with their management accountant Know and understand their responsibilities as a budget manager Understand and analyse their monthly budget report Understand relevant financial processes and the implications if these are not followed Know more about foundation trust status and what it means to AWP Know more about reference costs and payment by results (PBR) Use reports and statements Prepare information for meeting with management accountants Correct information Review variances and trends Review skill mixes

115 115 Introduction to agresso Self-service e-learning All non-finance staff who will be using Agresso requisitioners and budget managers. This is an introduction to the system and the background information required before taking the Requisitioning and Budget reporting for Managers e-learning courses. log in to, manage basic navigation, understand modules, menus and workspaces, create shortcuts, use start pages, make enquiries and access reports Requisitioning using agresso (e-learning) Full details in ADMINISTRATION section page 122 Agresso Budget reporting for Managers e-learning All budget managers. Course aim. To provide managers with the necessary skills in finance reporting and budget analysis using Agresso self-service. Utilise Agresso self-service as a tool for producing meaningful budget data Interpret budget reports and enquiries MANAGEMENT AND LEADERSHIP DEVELOPMENT

116 116 My coach listens, questions and gets me to think from different perspectives Solution Focus Coaching for Leaders A six month programme Executive and non-executive directors, clinical and managing directors, heads of profession and practice and other senior managers. Course aim. To enable participants to develop a coaching leadership style over the duration of the programme (nominally 6 months). This is achieved by experiencing coaching at three different levels: Level one: Training to be a coach (including supervision and review) Level two: Coaching direct reports and reflecting on the experience Level three: Being coached by an external coach Learning & development training prospectus 2013/14 Programme benefits. learn how to coach using a shared coaching model in the controlled environment of an initial two day workshop that integrates theory and skills practice develop these coaching skills offering coaching support to their reports or volunteers who wish to be coached Develop a coaching leadership style and improve this through supervision facilitate their own personal development through the experience of receiving one-to-one coaching and critically reflecting on this in a reflective learning log Attend two half-day supervision sessions and a full day with external facilitators understand through this experience of both coaching and being coached how their own managers can learn and develop through critical reflection Contribute to developing a Trust coaching capability and culture leading by example

117 117 MANAGEMENT AND LEADERSHIP DEVELOPMENT Complaints, Claims and Investigating Incidents Pals, Complaints, Incidents and Claims A one day workshop All managers. PALS and complaints learning outcomes. Understand what is required of them when dealing with complaints Have confidence in responding to and learning from complaints Identify whether an issue is for PALS or complaints? Understand how to learn from complaints Incident and claims management learning outcomes. Reflect on incident reporting practice Identify good practice in incident reporting Consider the impact of incidents Use incident data Recognise learning and understanding from incidents are key to a patient safety culture Understand the claims and compensation process MANAGEMENT AND LEADERSHIP DEVELOPMENT

118 118 MANAGEMENT AND LEADERSHIP DEVELOPMENT Complaints, Claims and Investigating Incidents Investigating Incidents A one day workshop This course is mandatory for ward managers, community team managers, team leaders and senior practitioners (to be refreshed every five years). This course may also be applicable to other job roles please see AWP training matrix for further details. Please note: Senior managers, modern matrons and consultant psychiatrists should attend the two day Root Cause Analysis. The course will provide a practical and structured approach to incident investigation from an initial understanding of the legal and factual context, through to evidence collection and statement writing. The day will focus on information gathering practice, data organisation and helping staff to improve documentation and statement writing. learning & development training prospectus 2013/14 Understand grading incidents and time management Collect evidence, the four Ps: people, paper, places and parts deal with external stakeholders and agencies; external notification requirements. Looking at your investigation in the wider context complaints and formal legal proceedings understand the fundamentals of witness statement production; provision of witness statement format and checklist Assist your staff in producing unfamiliar documents with confidence Understand the role that medical records play in the process understand how statements might have consequences in the future for the mental health practitioner and to assist him/her Identify gaps and ambiguities, distinguish between relevant and irrelevant facts Recognise what are facts, what is opinion and what is assumption Prepare staff for interviews and the interview process Understand how to improve record keeping, including the five minute assessment tool

119 119 Root Cause Analysis A two day workshop This course is mandatory for senior managers, executive and non-executive directors, modern matrons, consultant nurses and consultant psychiatrists (to be refreshed every five years). This course may also be applicable to other job roles (please see AWP training matrix for further details). This interactive and practical course will provide a structured approach to incident investigation from an initial understanding of the legal and factual context, through a detailed analysis of the issues and evidence, to production of the formal report. Work out how much information to gather and how to gather it conduct interviews with staff in a blame free/fair blame culture Learn how to analyse the information gathered and the use of timelines Understand care and service delivery problems Prepare for and facilitate multi-disciplinary team meetings use brain writing, structured thought showers and the fishbone to help identify CDPs, contributory factors and barriers Make effective recommendations Run an investigation at the same time as undertaking your usual role Understand the importance of good statement writing provide staff with a format and checklist to increase confidence and implement structure Use annexes and protocols Use a model report format and checklists; ensuring consistency and objectivity Make practical recommendations and avoid repetition Involve staff and feed back to ensure lessons are learnt MANAGEMENT AND LEADERSHIP DEVELOPMENT

120 120 MANAGEMENT AND LEADERSHIP DEVELOPMENT Complaints, Claims and Investigating Incidents Risk Management Briefing and Workshop Corporate Level A one day workshop Mandatory training for directors and senior managers (to be refreshed every five years). The purpose of this workshop is to introduce senior managers at AWP to the concept and practices of risk management and to help them incorporate risk management principles in planning and operations. Understand background to corporate governance and risk management in the public sector understand the current requirements for NHS Trusts, for Foundation Trusts, and the degree to which AWP matches the requirements Be aware of current developments Understand the nature and types of risk Understand the identification and assessment of risk Understand the use of risk registers Understand the key risk strategies Understand risk ownership and action planning learning & development training prospectus 2013/14

121 121 ADMINISTRATION Making Learning Easy A one day workshop Team administrators, and all those interested in furthering their team s learning. To enable staff to support their manager and their team in accessing learning and development opportunities, and to be able to pull off regular reports of key team training activity from the MLE. have increased confidence in their role in supporting team members in relation to learning and development learn more about induction and appraisal, including induction for AWP Bank, and have a clear understanding of the statutory and mandatory training requirements for their team have the opportunity for hands-on practice in accessing the Managed Learning Environment (MLE) to enable staff to apply for courses on line, and to pull off regular reports of training activity for the team manager Know where to find key learning and development information on Ourspace, including reports on key training Administration

122 122 ADMINISTRATION Responding to Callers in Crisis on the Phone Listed in Communication and Groupwork section on page 24 Introduction to agresso Self-service Listed in Management section on page 115 requistioning using agresso e-learning All staff who are required to raise requisitions. Raise a requisition, track it, issue a purchase order and receipt goods and services learning & development training prospectus 2013/14

123 123 Business Administration NVQ Awards, Certificates and Diplomas One hour information sessions followed by a number of sessions spent with NVQ assessors in the work place over six months to a year Staff in administrative roles who would like to undertake a nationally recognised qualification that is delivered in the work place. Course aim. Participants will have the opportunity to develop the knowledge and skills they need to deliver a high quality support service in their particular role. These qualifications have flexible structures and a diverse set of optional units, enabling candidates to gain essential business skills such as decision-making and resource and project management. They are competence based qualifications, where a range of assessment activities will be used, such as observation, writing reflective accounts, professional discussion, project, assignments and case studies where appropriate. develop a solid understanding of how to work and communicate in any business environment develop a broad skill set that will facilitate progression in the workplace and/or onto further learning and training through a range of activities, such as taking minutes, preparing text from notes and supporting the organisation of an event (level 2) enable learners to work in an administrative role with a high degree of autonomy through a range of activities, such as supervise a team in a business environment, design and produce documents and plan and organise and event (level 3) develop an understanding of management responsibilities and gain competencies in fulfilling these through a range of activities, such as negotiating, agreeing budgets and promoting innovation and change (level 4) Administration

124 124 IT SKILLS Introductory Computer Skills A 2.5 hour workshop This training course is open to any staff who wish to learn the basics of using a computer. Priority may be given to those with no previous computer experience. The aim of this training session is to increase knowledge and confidence for those staff who wish to learn more about the basics of using a computer. Log on/shut down a computer Open applications, minimize and maximise screens Use Word to create, and open documents and apply basic formatting Save documents and understand more about the U and W drives Open and send s from Outlook. Use the address book Use the AWP Trust intranet and search using Internet Explorer Learn to Touch Type E-learning duration 90 minutes + All staff wishing to improve their typing skills. learning and development training prospectus 2013/14 The aim of this e-learning programme is to increase your typing speed and skills. Learn to touch type in about 90 minutes. Improve their skills and gain speed (using KAZ speedbuilder)

125 125 Microsoft Office Word Introduction A 2.5 hour workshop Staff interested in learning more about Microsoft Word and file management. The aim of this training session is to increase knowledge and confidence for those staff who wish to learn more about Microsoft Word and file management at an introductory level. Create new documents in Word Format text and appearance of documents Save documents Use the spellchecker Find and open documents Print documents Manage files IT SKills

126 126 IT SKILLS Microsoft Internet Explorer Introduction A two hour workshop Any staff interested in learning more about Microsoft Internet Explorer. The aim of this training session is to increase knowledge and confidence for those staff who wish to learn more about Internet Explorer. learning & development training prospectus 2013/14 Understand the internet screen and use web addresses Understand internet terminology Know the difference between the internet and intranet Use search engines to run basic searches Set up and find favourite sites Print web pages Understand basic internet security

127 127 Microsoft Office Outlook and Contacts Introduction A 2.5 hour workshop Any staff interested in learning more about Microsoft Outlook and contacts. The aim of this training session is to increase knowledge and confidence for those staff who wish to learn more about Microsoft Outlook ( ) and contacts at an introductory level. Understand the Outlook screen Compose and reply to messages Open and save attachments Organise s Create and edit new contacts Have an awareness of security issues Microsoft Office Excel Introduction A 2.5 hour workshop Any staff interested in learning more about Microsoft Excel. The aim of this training session is to increase knowledge and confidence for those staff who wish to learn more about Microsoft Excel at an introductory level. Save spreadsheets Format text/numbers and appearance of spreadsheet Change number and date formats Carry out basic calculations using sum, add, subtract, divide and multiply Add borders and shading to cells Change page setup ready for printing IT skills

128 128 IT SKILLS Microsoft PowerPoint Introduction A 2.5 hour workshop Any staff interested in learning more about Microsoft PowerPoint. The aim of this training session is to increase knowledge and confidence for those staff who wish to learn more about Microsoft PowerPoint at an introductory level. Create simple presentations in PowerPoint Use the slide master Format in PowerPoint Insert pictures into a presentation Apply effects Print a presentation learning & development training prospectus 2013/14

129 129 RIO Inpatient Staff A two day workshop All inpatient staff who need to access and record information on RiO, the electronic clinical system. Staff will learn how to use Rio for an inpatient care setting, key topics including CPA and use of the inpatient management module will be covered during the hands-on two day course. Search and view client case records Record and schedule CPA reviews Use the inpatient management module to update client details View and add care plans and assessments View and record risk history for clients RIO Community Staff A two day workshop All community staff who need to access and record information on RiO, the electronic clinical system. Staff will learn how to use Rio for a community care setting, key topics including managing your caseload and recording community appointments will be covered during the hands-on two day course. Search and view client case records Enter referral details View and allocate from an individual and team case load Use the diary section to record and outcome community appointments View and add care plans and assessments IT skills

130 130 IT SKILLS RIO Care co-ordinators A half-day workshop This course is recommended for care co-ordinators. Staff will learn how to carry out specific RiO tasks in relation to their care co-ordination role. Write care plans Carry out a CPA review and CPA management Record assessments RIO Carer leads A 2.5 hour workshop The course is recommended for both clinical and admin carer leads within teams and wards. To raise awareness and work together to ensure your team fulfils the practice and performance requirements relating to carers. learning & development training prospectus 2013/14 Gain thorough understanding of the AWP Initial Carer s Assessment process Gain confidence in completing the AWP Initial Carer s Care Plan Letter Gain knowledge and confidence on how to record carer information Gain an understanding about the need to record carer assessments on RiO Understand the performance requirements in relation to carers

131 131 LIBRARY AND RESEARCH SKILLS Library Services: Introductory Search Skills A half day workshop Staff wishing to improve their awareness and use of electronic information sources available to the NHS. To improve awareness of and confidence in using a range of electronic information resources. There will be lots of time for practical hands-on use as each person will have their own computer. Discover the e-book collection explore the basic and advanced features of the e-books explore the database collection eight databases including Medline and PsycINFO, including advice on how to make best use of search options and subject indexing Use e-journal packages browsing, searching and saving information, setting up alerts discover a range of electronic library services, e.g. the south west information management system (SWIMS), south west information for clinical effectiveness (SWICE) and the Cochrane library Library Services: Advanced Search A half day workshop Anyone wishing to improve their search skills in finding high quality evidence to support work and study. To introduce participants to NHS evidence advanced healthcare database searching, covering the principles and techniques required to find appropriate evidence to support clinical work, research and CPD. Recognise the importance of evidence based practice Formulate information needs into answerable questions locate high quality evidence, choosing appropriate resources according to time constraints and type of information required Conduct a complex search using NHS databases and work with results IT LIBRARY skills AND RESEARCH SKILLS

132 132 Entrance glazing at Callington Road learning & development training prospectus 2013/14

133 Index of courses A Abuse, trauma and dissociation: Understanding and working towards recovery Addiction, childhood trauma and recovery developing skills to increase safety and stabilisation...40 agresso self service An introduction to agresso self service (e-learning) Agresso budget reporting for managers (e-learning) Requisitioning using agresso An introduction to Mentalization Based Therapy (MBT) for service users with a diagnosis of borderline personality disorder Autism Spectrum Conditions B Basic life support afternoon session of MOT day Basic resuscitation skills Business administration NVQ awards, certificates and diplomas C CBT Promoting the working alliance relationships using cognitive behavioural approaches Cognitive behavioural approaches to working with people with psychosis: for use in everyday practice Cognitive behavioural skills developing your practice (five day course) Chairing meetings Challenging behaviour in dementia Childhood trauma and sexual abuse asking the question during assessment Childhood trauma and recovery developing skills in safety and stabilisation Clinical supervision Computer skills Introductory computer skills Learn to touch type (e-learning) 124 Microsoft Internet Explorer introduction Microsoft Office Excel introduction Microsoft Office Outlook and contacts Microsoft Office Word introduction Microsoft Powerpoint introduction Core leadership skills programme Stage 1 (development of Managers toolkit) COSHH awareness COSHH risk assessment COSHH risk assessment refresher.86 Counterfraud (e-learning) D DEMENTIA Challenging behaviour in dementia Dementia awareness Promoting mobility in dementia..52 Deprivation of Liberty Safeguards (DOLS) Dialectical behaviour therapy skills training Disability awareness (e-learning)...80 Display screen awareness (e-learning) Display screen awareness risk assessment (e-learning) Diversity awareness Dual diagnosis training for medical staff Dual diagnosis link working day...37 Dual diagnosis specialist practitioner course E Emergency first aid at work End of life care Enhanced communication skills F Facilitating learning and assessment in practice (FLAP) Family and carers Family work for psychosis Family work refresher Working in partnership with family members and carers Finance for non finance managers Finance for cost centre budget holders Fire Fire marshal and appointed person training Fire safety annual refresher (e-learning) First Aid Emergency first aid at work First aid at work First aid at work refresher Food safety awareness G Group facilitation skills H Health and safety Health and safety risk assessors (HST3) Health and safety essentials for managers (HST1) I Infection control Information governance (e-learning) Introduction to agresso self service finance system (e-learning) Introduction to food, nutrition and hydration (e-learning) Introduction to management supervision and appraisal skills Introduction to nutrition and recovery Introduction to presentation and facilitation skills Introduction to recognising and reducing the risk of sexually abusive behaviours in mental health settings Introductory computer skills Investigating incidents K Key training programme for band two and three inpatient staff L Learn to touch type (e-learning)..124 Leading people through change Level three certificate in working in community mental health care..21 Library services: advanced search skills Library services: introductory search skills M Making learning easy management DEVELOPMENT Managing and promoting diversity Managing conflict Managing conflict in mental health care settings Managing conflict refresher Managing individual performance and capability Managing sickness absence Managing disciplinary cases and undertaking investigations Managing stress and building resilience Manual handling

134 134 Index of courses Manual handling (e-learning) Medicines prescription and administration (e-learning) Memory rehabilitation Mental Capacity Act awareness (e-learning) Mental Capacity Act in practice Mental Health Acts (1983 and 2007) for community and therapies staff.61 Mental Health Acts (1983 and 2007) for registered inpatient nurses Mental health awareness Mental health law seminars Microsoft Internet Explorer introduction Microsoft Office Excel introduction Microsoft Office Outlook and contacts Microsoft Office Word introduction Microsoft Powerpoint introduction Mind mapping in drug and alcohol services Mindfulness, meditation and mental health MOT half day Motivational Interviewing N Non medical prescribing Nutrition and recovery (introduction to) P PALS complaints, incidents and claims Patient group directions Person centred care for older people Person centred care for older people Physical emergency response training (PERT) Physical health observations Planning for retirement Practical patient handling Practical patient handling assessment Practical psychopharmacology Preparation for appearing at a coroner s inquest Presentation and facilitation skills introduction to) Prevention and management of aggression teamwork (PMVA)...58 Prevention and management of aggression teamwork refresher..59 Professional and clinical leads leadership development programme Promoting mobility in dementia...52 Promoting the working alliance using cognitive behavioural approaches R Race equality and cultural capability (RECC) Recovery Introduction to nutrition and recovery Supporting personal recovery Recruitment and selection Requisitioning using agresso (e-learning) Resolving problems in working relationships Responding to callers in crisis on the phone Responding to callers in crisis on the phone resuscitation Basic resuscitation skills Physical emergency response training (PERT) RiO care co-ordinator RiO carer leads RiO community staff RiO inpatient staff Risk management briefing and workshop corporate level..120 Root cause analysis Rough guide to working with people with a diagnosis of personality disorder S Safeguarding children and adults at risk. Multi agency and specialist training Safeguarding children level three..75 Safeguarding level one/two and prevent Site fire safety managers Smoking cessation (e-learning) Solution focused coaching for leaders Suicide prevention, CPA and risk update event (refresher) Supporting personal recovery Systemic approaches to working with cognitively impaired older people and their partners and families T The role of the appropriate adult under the police and criminal evidence act (PACE) The role of the appropriate adult under the police and criminal evidence act (PACE) refresher TRAUMA and recovery Abuse, trauma and dissociation: understanding and working towards recovery Addiction, childhood trauma and recovery developing skills to increase safety and stabilisation Childhood trauma and recovery developing skills in safety and stabilisation Childhood trauma and sexual abuse asking the question during assessment U Working with military veterans...30 Understanding, preventing and managing aggression in later life services refresher training...57 Understanding, preventing and managing aggression in later life services (UPMA) V VDU assessors workshop (HST6)...91 W Working collaboratively with CPA and risk Working collaboratively with people with personality disorder...43 Working effectively with people who use self injury Working effectively with personality disorder: the knowledge and understanding framework (KUF) awareness level Working in partnership with family members and carers Working therapeutically with older people with functional mental health difficulties Working with military veterans Working with people with a dual diagnosis an integrated approach Working with people with eating disorders in inpatient settings Working with people with eating disorders in the community Working with volunteers a workshop for staff Workshop (HST2) supplementary workshop to H and S essentials for managers

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