ESC Module 1

7/27/2019 ESC Module 1

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TheTenEssentialSharedCapabilities

Module 1:Getting started – guidance notes

Welcome to Module 1. This module introduces you to the Ten Essential Shared Capabilitieslearning materials and explains how you can get the most out of them. It starts with a general

description and then divides into two sections:

Preparation for facilitators and managers

Preparation for learners

At the end of the module you will nd brief biographical notes on the authors and editors of

these learning materials.

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Contents1. Description of learning materials ..............................................................2

2. Preparation for facilitators and managers (Module 1 a) .........................4

3. Preparation for learners (Module 1 b) ...................................................... 25

4. Notes on editors and writers.....................................................................30



PageModule:Gettingstarted–guidancenotes

1. Description of learning materials

Overall Learning Outcome

After completing this programme, learners will be able to:

Describe the Ten Essential Shared Capabilities, explain how they are supported by

evidence-based and values-based practice, and give examples of how they relate to key

areas in mental health work.

“The ESC should form part of the basic building blocks for all staff who work

in mental health whether they are professionally qualied or not and whether

they work in the NHS, the social care eld or the private and voluntary sectors.

The ESC are also likely to have value for all staff who work in services which

have contact with people with mental health problems.”

From ‘The Ten Essential Shared Capabilities – A Framework for the Whole of the

Mental Health Workforce’ (2004 -Department of Health/NHSU/Sainsbury Centre/

NIMHE) (p. 4)

We hope that people in all roles and settings who are involved in mental health work, will

use these learning materials to become familiar with the Essential Shared Capabilities (ESC)

framework. This means service users/carers, managers, practitioners, volunteers, adminis-

trative staff and all workers within the wider mental health community.

The content is designed to be stimulating, engaging and accessible to those who are new to

this area of work and those who are more experienced. The focus is on practical applications

of the ESC, reective practice and identication of personal learning goals. Each module

includes links to further learning so that learners can explore issues in more depth.

The ESCs cover the whole age range and apply to all types of mental health practice.

Although these learning materials are mainly aimed at those working with service users aged

between 18 and 65, the contents are relevant to work with younger and older people too.

Service user and carer focus

Service users and carers are at the centre of this learning programme and have been

actively involved in shaping the materials. This reects the way in which the Ten Essential

Shared Capabilities were developed:





“In 2003, a national steering group was established to guide the development

of the ESC. The ESC were developed through consultation with service users,

carers, managers, academics and practitioners. To facilitate this process, a

number of focus groups were held across England in order to sample opinionand seek feedback. In the main, they have what might be termed an ‘outward

focus’ and are explicitly and deliberately centred upon the needs of service

users and carers.”

From ‘The Ten Essential Shared Capabilities – A Framework for the Whole of

the Mental Health Workforce’ (2004 -Department of Health/NHSU/Sainsbury

Centre/NIMHE) (p. 4)

How to use the learning materials

The ESC learning materials consist of 6 modules. A period of 6-8 weeks should be allowed

to work through the whole learning programme, so that there is time for reection and

application of learning between modules.

Modules

Module 1: Getting started – guidance notes (this module)

Module 2: The Ten Essential Shared Capabilities

Module 3: Involving service users and carersModule 4: Values-based practice

Module 5: Race equality and cultural capability

Module 6: Developing socially inclusive practice

Appendix A: Personal action plan and learning review

Modules 1 and 2 must be completed rst.

Modules 3 to 6 can be completed in any order.

We strongly recommend that the ESC pack learning should take place within a group. This

will help to put individual experiences into a broader context and enhance what is learned.





2. Notes for facilitators and managers

Learners do not need to complete this section

You will nd it helpful to refer to the learning materials as you work through these notes.

Support for learners

Following a pilot programme we strongly support group discussion/facilitation as the

preferred method in delivery of these materials. Learning will be signicantly enhanced if

they share and discuss ideas with others. This can be achieved through setting up a learning

group or using existing opportunities such as supervision, team meetings or away days.

Where possible learning support should be provided for the duration of the programme. Most

learners will take 6-8 weeks to work through all six modules allowing time for reection and

application of learning in between. Facilitators and managers may want to leave support

sessions relatively open and allow learners to set the agenda by raising specic issues

relating to modules or sharing their experiences of learning.

A more structured approach to supporting learners can also be used as outlined below.

Session 1: Getting started (module 1b)

Introduction to the Ten Essential Shared Capabilities (module 2)

Session 2: Review Introduction to the 10 ESC Module

Involving service users and carers (module 3)

Session 3: Values-based practice (module 4)

Session 4: Race equality and cultural capability (module 5)

Session 5: Developing socially inclusive practice (module 6)

Personal action plans and learning review (module 7)

Learning group sessions should be held after learners have completed the relevant

module(s) so that they come with recent experience of thinking about the topic on their own.

Modulea TheTenEssentialSharedCapabilities




The following are some suggestions for each module session in this pack. There may be

many ways of using these modules, so please do not view these suggestions as ‘must dos’

- be creative.

Session 1: Part one: Getting started

Facilitator’s plan

Put up 2 ipcharts headed ‘more capable’ and ‘less capable’. Ask learners to work

in pairs and discuss how they rated themselves against the ten ESCs using these

two headings.

Ask learners to transfer their ndings onto the ipcharts by using post-its or writing

directly onto the paper.

Look at each ipchart and discuss. Is there uniformity across the group, or arethere signicant differences? What does this suggest?

Split learners into small groups and ask them to record goals and concerns they

identied in relation to this programme.

Ask each group to present their list of goals and concerns.

Compare the two lists. Discuss goals people have identied and ask the group to

suggest ways of addressing concerns.

Session 1: Part two: Introduction to the Ten Essential SharedCapabilities


Briey present the Ten Essential Shared Capabilities.

Discuss any ESCs that appeared on the ipchart sheet under the heading ‘less

capable’. You may want to refer learners to work they did and goals that they set

in module 2.

Point learners towards additional resources included or signposted in the ESC

learning materials. Make sure that they know how to access these.

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This pack contains sufcient materials for a 4-day course and gives service users tools to

tackle discrimination. It covers:

Facts about discrimination and rights

Guidance on getting startedDetails about what works

Ideas on how to start an initiative

Information on nding allies

Advice on speaking out and putting across messages effectively

Developing and implementing an action plan

For more information contact: Mental Health Media, 356 Holloway Road, London N7 6PA or

visit www.mhmedia.com

Session 3: Part one: Values-based practice


Learners worked on ‘Mila’s account’ in module 4 (see below). Divide them into

small groups and ask them to look at this account again. Get them to focus on

how they related Mila’s account to the ‘ten pointers to good process’.

Facilitate feedback from the groups and see if there is agreement amongst

participants about this activity.

Discuss in particular any differences and how these might reect differences of

values.’

Review the importance of the four key skills of VBP (awareness, reasoning,

knowledge and communication) and of the other ‘ten pointers to good process’ for

resolving such differences in a way that respects Mila’s needs and concerns.’

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Mila’s account

“Basically I’ve had a shit life. I had a hell of a childhood with abuse, racism and

foster care. I came into services when I was 11 years old. I think it must have beenbecause I was harming myself pretty badly by then. Being part of child mental

health services wasn’t too bad – they pissed me off sometimes but I generally got

the feeling they wanted to help me, it was just so difcult. “But when I was 18 years

old they moved me into adult services and I had my rst admission on an adult

ward. My god, what a shock – they looked at me as if I was a criminal. I felt they

hated me, saw me as a time waster stopping all the people who were really ill from

getting help. I know I was difcult; I was just all over the place, my moods seemed

so extreme. I felt wretched all the time and nobody seemed to understand. They

kept telling me to stop being so attention-seeking and take some responsibility for

myself. But I just felt like exploding all the time and the more they didn’t like me

and ignored me the more I wanted to hurt myself and the more they said I wasattention-seeking. No one told me I had been diagnosed as having a personality

disorder – I don’t know if they treated me the way they did because of how I

behaved or because they had been told my diagnosis. I just know it was a shit time

and no one seemed happy, me or them.”





Session 4: Part two: Race equality and cultural capability


In Module 2 (Ten Essential Shared Capabilities, you may wish to revisit this inSession 4), participants are introduced to a holistic assessment model from Dutt

and Ferns (REU/DOH 1998). This model has 12 components:

Holistic assessment – individual needs are assessed within a wider socio-

economic context, as well as health and basic physical care needs

Challenging stereotypes – assessment of needs is not based on

‘assumptions’ or ‘stereotypes’ of people but on a careful assessment of

individual circumstances

Reinforcing cultural heritage – discovering a person’s chosen lifestyle and

strengthening their cultural identity to increase opportunities for personal

growth and development

Culturally appropriate services – identifying cultural and religious needs

in an accurate way which can then facilitate the development of culturally

appropriate services

Overcoming language barriers – attending to the person’s communication

needs to enable fuller participation in the assessment process

Outreach and preventative work – needs are assessed with a view to

involving community-based resources in providing support for the person and

preventing crises from occurring

Focus on discriminatory barriers – needs analysis is not based on a

discriminatory view of the person as a ‘cause’ of the problems but focuses

on problematic social processes which exclude the person from ordinary

community living

Appropriate intervention – interventions are culturally appropriate and

strengthen cultural identity to increase opportunities for personal growth anddevelopment

Family/carer support – individual needs of the person are assessed within a

context of their signicant personal relationships with family and friends

Range of treatment options – needs should not be restricted to articially

narrow aspects of the person’s life dened by professionals and service

organisations, but should encompass the whole of a person’s life

Empowerment and advocacy – ensuring that the person and his/her family

participate fully in the assessment process with independent advocacy or self-

advocacy support if required

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Page0Module:Gettingstarted–guidancenotes

Safeguarding rights – establishing checks on the quality of the assessment

process and ensuring that the person has proper access to a complaints

procedure if required.

Split participants into small groups. Divide the 12 components equally betweenthe groups. The task for each group is to map each component against the 10

ESCs using the grid below. The question they should answer in each case is:

‘Which ESCs would a mental health worker need to work in this way?’ Encourage

learners to relate this activity to work they are actually doing with service users

and carers).

Facilitate feedback from the small groups.

Draw out and discuss any common themes.

ESC

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Session 5: Part one: Developing socially inclusive practice


Ask participants to record a number of things that enrich their lives using aseparate post-it for each one they identify.

Invite participants to stick their post-its onto a ipchart sheet.

Read out examples of things that have been recorded and arrange post-its in

categories, involving everyone in the process. You should have both common and

unique items.

Ask the question ‘how can we work with service users to help them enrich their

lives?’ Draw on ideas from the whole group.

Divide participants into small groups and give each group a copy of the ‘Cycle of

Exclusion’ diagram from module 6 (Social Exclusion Unit 2004). It is best to draw

this onto 2 ipchart sheets before the session. Ask each group to record ways of

breaking this cycle of exclusion.

Ask for feedback from the small groups and draw (or get them to draw) their ideas

onto these ipcharts.

You may also want to use some video/DVD material in this session. A useful resource for

potential learning materials is:

‘In This World’ – Social Exclusion Unit lm on mental health (2004). This 13-minute lm is

available (free of charge) from the Social Exclusion Unit (see www.socialexclusionunit.gov.

uk ). It shows three examples of service users moving towards greater social inclusion.

Additional resources

1. Resource Library

These resources can be found on the CCAWI website: www.lincoln.ac.uk/ccawi

Module 2: The Ten Essential Shared Capabilities

Clarke S, (2004) Acute Inpatient Mental Health Care: Education, Training & Continuing

Professional Development for All London National Institute For Mental Health In England/

The Sainsbury Centre for Mental Health

Department of Health (2004) The National Service Framework for Mental Health – Five

Years On London Department of Health Publications

Department of Health (2001) The Journey to Recovery - The Government’s Vision for Mental Health Care London: Department of Health Publications

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Department of Health (1999) Effective Care Coordination in Mental Health Services.

Modernising the Care Programme Approach. A Policy Booklet. London Department of

Health publications

Department of Health (2002) The National Suicide Prevention Strategy for England London:Department of Health Publications

Department of Health (2002) Women’s Mental Health: Into the Mainstream: Strategic

Development of Mental Health Care For Women Department of Health

Department of Health (2003) Mainstreaming Gender & Women’s Mental Health

Implementation Guidance London Department of Health Publications

Duffy D, Ryan T, Purdy R, (2005) National Institute For Mental Health In England,

Preventing Suicide: A Toolkit for Mental Health Services London National Institute For

Mental Health In England

National Institute for Clinical Excellence. (2003) Guidance on the use of electroconvulsive

therapy. Technical Appraisal Guidance 59. London. National Institute for Clinical Excellence.

National Institute for Clinical Excellence. (2002) Guidance on the use of newer (atypical)

antipsychotic drugs for the treatment of schizophrenia.Technical Appraisal Guidance 43.

London. National Institute for Clinical Excellence.

National Institute for Clinical Excellence. (2002) Schizophrenia: Core Interventions in the

Treatment and Management of Schizophrenia in Primary and Secondary Care. Clinical

Guideline 1. London. National Institute for Clinical Excellence.

National Institute For Mental Health In England (2003) Early Intervention For People With

Psychosis: An Expert Brieng London National Institute For Mental Health In England

National Institute For Mental Health In England (2004) Emerging Best Practices in Mental

Health Recovery London National Institute For Mental Health In England

National Institute For Mental Health In England (2005) National Institute For Mental Health

In England Guiding Statement on Recovery London National Institute For Mental Health In

England

National Institute For Mental Health In England (2003) Mental Health Policy Implementation

Guide Support, Time & Recovery (STR) Workers London National Institute For Mental

Health In England

National Institute For Mental Health In England (2003) Self Help Interventions for Mental

Health Problems: An Expert Brieng London National Institute For Mental Health In England

The National Institute for Mental Health. (2004) The Ten Essential Shared Capabilities: a

framework for the whole of the mental health services. London National Institute for Mental

Health and the Sainsbury Centre for Mental Health.





The Sainsbury Centre for Mental Health Brieng 1 – Keys to Engagement – Review of

Care for People With Severe Mental Illness Who Are Hard to Engage With Services The

Sainsbury Centre for Mental Health

The Sainsbury Centre for Mental Health (1998) Brieng 4 – Acute Problems – A Survey of the Quality of Care in Acute Psychiatric Wards The Sainsbury Centre for Mental Health

The Sainsbury Centre for Mental Health Brieng 13 – An Executive Brieng on Mental Health

Promotion: Implementing Standard One of the National Service Framework mentality and

The Sainsbury Centre for Mental Health

The Sainsbury Centre for Mental Health (2001) The Capable Practitioner A Framework and

List of Practitioner Capabilities Required to Implement the National Service Framework for

Mental Health London The Sainsbury Centre for Mental Health

The Sainsbury Centre For Mental Health, (2003) A Window of Opportunity A Practical Guidefor Developing Early Intervention in Psychiatric Services: Brieng 23 London. Sainsbury

Centre for Mental Health

The Sainsbury Centre For Mental Health (2005) The Sainsbury Centre For Mental Health

Publications List (2005) The Sainsbury Centre For Mental Health

Module 3: Involving service users and carers

Department of Health and NIMHE (2003 ) Self-help interventions for mental health problems.

Expert Brieng London. Department of Health

The Mental Health Foundation (2000) The Mental Health Foundation Strategies for Living

– A Summary Report of User-Led Research into People’s Strategies for Living with Mental

Distress London The Mental Health Foundation

Pinfold, V and Corry, P (2003) Who Cares? The experiences of mental health carers

accessing services and information London. Rethink

Rose, D (2001) Users Voices: an executive summary. London The Sainsbury Centre for

Mental Health

Sainsbury Centre for Mental Health (2003) Doing it For Real: A Guide to Setting Up and

Undertaking a User-Focussed Monitoring Project London Sainsbury Centre for Mental

Health.

The Church of England Archbishops’ Council (2004) Practising Mental Health: A Resource

for Spiritual & Pastoral Care London National Institute For Mental Health In England

Module 4: Values Based Practice

Woodbridge K, Fulford K W M, (2004) Whose Values? A Workbook for Values-Based Practice in Mental Health Care - extract London The Sainsbury Centre for Mental Health





Module 5: Race Equality and Cultural Capability

Norfolk, Suffolk and Cambridge SHA (2003) Independent Inquiry into the Death of David Bennett. Cambridge CNSC SHA

Department of Health (2005) Delivering Race Equality in Mental Health Care, An Action Plan

for Reform Inside and Outside Services and the Government’s Response to the Independent

Inquiry into the Death of David Bennett London Department of Health publications

Department of Health (2005) Mental Health Policy Implication Guide Community

Development Workers for Black & Minority Ethnic Communities Interim Guidance London

Department of Health Publications

Ferns P, (2003) Letting Through Light: Ealing Service User’s Audit London Ferns Associates

National Institute For Mental Health In England (2004) Celebrating Our Cultures : Guidelines

for Mental Health Promotion with the South Asian Community London National Institute For

Mental Health England

National Institute For Mental Health In England (2004) Celebrating Our Cultures Guidelines

for Mental Health Promotion with Black & Minority Ethnic Communities London National

Institute For Mental Health England

National Institute For Mental Health In England (2004) Celebrating Our Cultures: Mental Health Promotion with Refugees & Asylum Seekers London National Institute For Mental

Health England

National Institute For Mental Health In England (2004) Celebrating Our Cultures: Mental

Health Promotion with the African Caribbean Community London National Institute For

Mental Health England


Health Promotion with the Chinese Community London National Institute For Mental Health

England


Health Promotion with the Irish Community London National Institute For Mental Health

England

O’Connor, William & Nazroo, James (2002) Ethnic Differences in the Context and

Experience of Psychiatric Illness: A qualitative study. A study carried out on behalf of the

Department of Health by the National Centre for Social Research. The Department of

Epidemiology and Public Health at the Royal Free and University College Medical School.

London Department of Health

The Sainsbury Centre for Mental Health (2001) Booklet 2 Case Study – A Cultural Sensitivity

Audit tool for Mental Health Services. London The Sainsbury Centre for Mental Health





The Sainsbury Centre for Mental Health (2002) Brieng 17 - Breaking the Circles of Fear:

A Review of the Relationship Between Mental Health Services and African and Caribbean

Communities London. The Sainsbury Centre for Mental Health

The Sainsbury Centre For Mental Health (2005) The Agenda; the new newsletter for Breaking the Circles of Fear - Improving Mental Health Services to African and Caribbean

Communities. London. The Sainsbury Centre For Mental Health

Walls P & Sashidharan S P, September 2003 Real Voices - Survey Findings From a Series

of Community Consultation Events Involving Black & Minority Ethnic Groups in England

Report prepared for Department of Health. London Department of Health

Module 6: Developing Socially Inclusive Practice

National Institute For Mental Health In England (2003) Employment for People with Mental

Health Problems: An Expert Brieng London. National Institute For Mental Health In England

National Institute For Mental Health In England (2003) Making Inclusion Work Social

Inclusion Resource Pack on Service Mapping & Outcome Measurement London. National

Institute For Mental Health In England

Ofce of the Deputy Prime Minister (2005) Action on Mental Health: A Guide to Promoting

Social Inclusion. London. Ofce of the Deputy Prime Minister

Ofce of the Deputy Prime Minister, (2004) Mental Health & Social Exclusion: A Social Exclusion Unit Report. London Ofce of the Deputy Prime Minister

The Sainsbury Centre for Mental Health (2002) Brieng 15 – An Executive Brieng on

‘Working for Inclusion’ The Sainsbury Centre for Mental Health

The Sainsbury Centre for Mental Health (2003) Brieng 25 - Getting a Move On: addressing

the housing and support issues facing people with mental health needs The Sainsbury

Centre for Mental Health

2. Using the Internet and websitesIt is well worth encouraging learners to make use of the Internet – it’s a good way of getting

access to information quickly. There are literally thousands of websites devoted to every

aspect of mental health and more appearing every week. Have a look at

http://www.psychnet-uk.com It has all kinds of useful links and information.

In these learning materials we’ve listed a number of websites that learners may nd

interesting. It’s important to note that this is not an exhaustive list, and please note that

NHSU is not responsible for the content of external websites.

If you search under each of the Ten Essential Shared Capabilities you will nd lots of

relevant and useful material including some from a non-mental health background. This canhelp to stimulate fresh thinking and new ideas. Searching using the keywords “Respecting

Diversity” throws up hundreds of sites devoted to challenging racism, sexism and other





prejudices.

Try searching for each of the ESCs in turn and see what you nd. If you come across

something you think we should know about, please contact the editors by email at esc@

scmh.org.uk

If learners don’t have access to a computer and are keen to learn how to use the Internet,

encourage them to go to a learning centre or local public library. All public libraries have

computers linked to the Internet that can be used free of charge. They are often in demand

and may need to be booked in advance. Most librarians will help people to get started and

show them what to do.

Useful websites for learning how to use the Internet include:

http://www.bbc.co.uk/webwise/course/

Learning via the Internet - a free BBC guide to using the Internet for learning

http://www.teachingideas.co.uk/welcome/

A ‘how to use the Internet’ site - mainly aimed at children but good for adults, especially

those with little experience of using the Internet.

http://www.vts.rdn.ac.uk

The RDN Virtual Training Suite aims to help people develop their Internet skills. Mainly

aimed at students, lecturers and researchers in UK higher and further education, but freely

available to others.

Government

http://www.direct.gov.uk

This web site has information about access to public computers and free training on how to

use them. It lists UK online centres, which were set up to help as many people as possible

access the Internet.

http://www.dh.gov.uk

For everything to do with the Department of Health – news and ofcial publications. You can

search within the website using keywords.

http://www.nimhe.org.uk

The National Institute for Mental Health in England website has details of all activities, work

programmes, reports and publications.

http://www.socialexclusionunit.gov.uk

This website includes copies of all Government reports on social exclusion

http://www.newtsnni.gov.uk

The New Targeting Social Need (New TSN) Unit. Consultation documents and reports onSocial Inclusion in Northern Ireland





http://www.nics.gov.uk

Central Community Relations Unit - an agenda for targeting social need and promoting

social inclusion in Northern Ireland

http://www.nice.org.uk

National Institute for Clinical Excellence – this site includes access to all NICE reports

http://www.scie.org.uk

Social Care Institute for Excellence

http://www.ofcial-documents.co.uk

A website for copies of ofcial government reports

http://www.healthcarecommission.org.uk

The website of the Healthcare Commission

Professional and regulatory organisations

http://www.basw.co.uk

British Association of Social Workers

http://www.rcpsych.ac.uk

The Royal College of Psychiatry – look for the fact sheets on mental health problems – free

to download and very informative

http://www.bps.org.uk

The British Psychological Society website.

http://www.cot.co.uk

The British Association of Occupational Therapists and the College of Occupational of

Occupational Therapists

http://www.nmc-uk.org

The Nursing and Midwifery Council – the regulatory body for all nurses and midwives.

http://www.rcn.org.uk

Royal College of Nursing

http://www.cot.org.uk

College of Occupational Therapy

http://www.csp.org.uk

Chartered Society of Physiotherapists

National mental health organisations

http://www.mind.org.uk

MIND - The National Association for Mental Health. Website has lots of useful informationnot just about MIND’S activities but also about mental health in general. There is an online

bookshop with a wide range of fact-sheets and brochures.





http://www.u-kan.co.uk

The new website for the United Kingdom Advocacy Network.

http://www.mentalhealth.org.uk one of the best mental health websites in the UK – with information about the Mental

Health Foundation and links to other mental health websites. It includes an interactive

zone with bulletin boards and discussion groups

http://www.scmh.org.uk

The Sainsbury Centre for Mental Health - information about SCMH work programmes,

publications and free downloads of brieng papers and some reports.

http://www.rethink.org

The national association devoted to making life better for everyone affected by severe and

enduring mental health problems.

http://www.asylumonline.net

The ofcial website for Asylum magazine. Asylum was founded in 1986 inspired by the

radical ideas of the day. It is still in the forefront of the struggle for democracy and inclusion.

http://www.critpsynet.freeuk.com

The Critical Psychiatry website. It hosts the Critical Mental Health Forum which is a group

of mental health service users, carers, professionals, academics and others who are critical

of current theory and practice in mental health services. It has been meeting since January

2001.

http://www.youngminds.org.uk

Young Minds – the national association for people concerned with the welfare of young

people experiencing mental health problems.

http://www.samh.org.uk

The Scottish Association for Mental Health

Working in partnership

http://www.power2u.org/recovery/people_can.html

The National Empowerment Centre in the USA – lots of very useful materials and

information. Includes articles by Dr Daniel Fisher a psychiatrist with personal experience of

recovery from Schizophrenia.

http://www.mindfreedom.org

The website of a membership organisation with up-to-date news about service user

campaigns in the USA and internationally.

http://www.1stpm.org/articles/lifestory.html

1st Person is a magazine devoted to giving accounts, opinion and artwork from the

perspectives of people who have had mental health conditions. The site is no longer kept up





to date so some accounts are about 3 yrs old.

http://www.pendulum.org

An online support group for people with bi-polar disorders.

http://www.mhhe.ltsn.ac.uk

Mental Health in Higher Education useful reports on partnership working and involving

service users in education.

Respecting diversity

http://www.ofcial-documents.co.uk/document/deps/doh/edcepi/cover.htm

A link to Ethnic Differences in the Context and Experience of Psychiatric illness: A Qualitative

Study (EDCEPI) A Survey carried out on behalf of the Department of Health by: National

Centre for Social Research Department of Epidemiology and Public Health at the Royal Free

and University College Medical School ISBN: 011 3225865

http://www.blink.org.uk/bm/index.asp

The Black Information Link – challenging racism and campaigning for equality

http://www.drc-gb.org/newsroom/healthinvestigation.asp

The disability rights commission

http://www.cmha.org.uk

Chinese Mental Health Association

http://www.multikulti.org.uk

Information, advice and learning materials in a variety of languages - some useful mental

health resources.

http://www.mentalhealth.harpweb.org

This website has been designed to help health professionals in assisting asylum seekers

and refugees with mental health issues.

Practising ethicallyhttp://www.bacp.co.uk/ethical_framework/

An ethical framework for good practice in counselling and psychotherapy

http://www.gmc-uk.org/standards/default.htm

The General Medical Council standards for good practice

http://www.bps.org.uk/the-society/ethics-rules-charter-code-of-conduct/prof-pract/prof-pract_

home.cfm

Professional practice guidelines from the British Psychological Society.

http://www.basw.co.uk/articles.php?articleId=2

Code of Ethics for Social Workers





http://www.nmc-uk.org/nmc/main/publications/$standardsAndGuidance

Codes of practice and other guidelines from the Nursing and Midwifery Council

http://www.cot.co.uk/public/publications/list/ethics/p1/intro.php Code of Practice for Occupational Therapists.

http://www.csp.org.uk/thecsp/rulesofconduct/rulesofprofessionalconduct.cfm

Code of conduct for Physiotherapists

Challenging inequality

http://www.who.int/mental_health/prevention/genderwomen/en/

The World Health Organisation on inequality and mental health

http://www.inequalityagenda.co.uk

An independent organisation providing research and development around inequality

especially relating to women’s mental health.

http://www.diligio.com

Lots of resources on Social Role Valorisation

http://www.oneworld.net/themes/topic/topic_134_1.shtml

The OneWorld database contains thousands of documents on social exclusion from the

partners’ websites.

http://www.thresholdwomen.org.uk

A pioneering organisation on women and mental health

http://www.blink.org.uk

The website of the 1990 Trust. The rst national Black organisation set up to protect and

pioneer the interest of Britain’s Black Communities. Our approach is to engage in policy

development and to articulate the needs of Black communities from a Black perspective.

http://www.womens-mental-health.man.ac.uk

The rst national centre for research around women and mental health.

Promoting recovery

http://akmhcweb.org/recovery/rec.htm

The Alaska mental health consumers network website – lots of interesting material on

recovery and links to recovery related websites throughout the USA

http://www.tidal-model.co.uk

A website devoted to the tidal model – focused on helping people recover their mental

health.

http://www.scottishrecovery.net

The Scottish Recovery Network – see the paper on “Elements of Recovery”.





http://www.mentality.org.uk

Mental health promotion at the Sainsbury Centre for Mental Health – lots of very useful

publications.

http://mentalhelp.net

Mental Help Net is a website dedicated to educating the public about mental health,

wellness, and family and relationship issues and concerns.

http://www.mhselfhelp.org

The USA National Mental Health Consumers’ Self-Help Clearinghouse, helps to connect

individuals to self-help and advocacy resources.

Identifying peoples needs and strengths

http://www.amicus-mhna.org/guideassessment.htm

Mental Health Nurses Association Guidance on assessment.

http://www.socwel.ku.edu/publications/strengths/

Provides access to lots of resources on strengths approaches including links to other sites.

Providing service user centred care

http://www.patient.co.uk

A great website with plenty of resources aimed at service users across the entire healthcare spectrum including mental health.

Making a difference

http://www.nfao.co.uk

The National Forum for Assertive Outreach.

http://www.kingsfund.org.uk/pdf/assertive.pdf

The Kings Fund reading and resource list on Assertive Outreach

http://www.tulip.org.uk

Tulip works with clients experiencing mental health needs ranging from emotional distress

to severe and enduring mental health problems. Vulnerable groups served include women,

refugees, Black and Minority Ethnic (BME) groups and clients with a dual diagnosis.

http://www.actassociation.org

The USA Assertive Community Treatment Association

http://www.iris-initiative.org.uk

A UK website entirely devoted to early intervention with information on clinical practice,

research and training.





http://www.eppic.org.au

The Early Psychosis Prevention and Intervention Centre – amongst the best websites in this

eld with lots of very useful resources for clinical practice and education and training.

http://www.iepa.org.au An international organisation for the study and treatment of early psychosis.

http://www.cognitivetherapy.com

An independent website with lots of useful information on CBT.

http://www.babcp.org.uk

The British Association for Behavioural and Cognitive Psychotherapy.

http://www.defeatdepression.org

This site provides accessible information, education, support about all aspects of depression.

The site is specically designed for service users, carers and families.

http://nice.org.uk

Promoting safety and positive risk taking

http://www.nimhe.org.uk/downloads/Educ&TrainingAIP.pdf

http://www.mentalhealthcare.org.uk/schizophrenia/mentalhealthprofessionals/risk/

management/

Risk management in mental health services

http://www.aic.gov.au/publications/tandi2/tandi281.html

Risk assessment materials from Australia – well worth having a look at them.

http://www.fhsc.salford.ac.uk/hcprdu/projects/risk_assessment.htm

Risk assessment - outline of research with a link to the report

http://www.practicebasedevidence.com/pbe.htm

A very useful website – see the section on positive risk taking

http://www.jrf.org.uk/default.asp

The Joseph Rowntree Foundation. See the article “Mental health service users and their

involvement in risk assessment and management.” It gives an overview of a project led byJoan Langan and Vivien Lindow – the full report is now available and can be ordered from

this site.

http://www.papyrus-uk.org/papyrus-what-is-papyrus.html

A UK charity devoted to suicide prevention

http://www.nimhe.org.uk/priorities/suicide.asp

The NIMHE work programme on suicide reduction

Personal development and learning

http://www.mdx.ac.uk/www/study/mhhtim.htm





One of the best mental health history websites on the Internet regularly updated by the

owner Andrew Roberts. If you only look at one history website look at this one.

http://www.lifelonglearning.co.uk

Government website to promote life long learning.

http://www.learndirect.co.uk

Learn direct a searchable web site – training programmes throughout the UK.

http://www.learndirectscotland.com

Learn direct for Scotland.

http://www.open.ac.uk

The Open University – the national distance learning provider.

http://crll.gcal.ac.uk Centre for Research in Life Long Learning.

Advocacy in mental health services

http://www.nnaa.org.uk

http://www.pacehealth.org.uk/advocacy.html

http://www.mind.org.uk/NR/rdonlyres/E44C98AD-4C85-4C91-AA16-49170AF9C2CB/0/

IndependenthealthadvocacyMHApolicy.pdf

http://www.u-kan.co.uk

Values and values-based practice

http://www.scmh.org.uk The Sainsbury Centre for Mental Health website includes information about the training workbook for

Values-Based Practice, “Whose Values?”, on which Module 4 is based.

http://www.connects.org.uk/conferencesThis website, which is hosted by the Mental Health Foundation, includes two on-line conferences on

values and values-based practice and is one of the places where the NIMHE Framework for Values for

Mental Health is published. (Requires registration to log in to website.)

http://www.basw.co.uk/articles.php?articled=2

Values and principles of social work.

http://www.nice.org.uk National Institute for Clinical Excellence (NICE). Schizophrenia guidelines and other information.

http://www.nimhe.org.uk

National Institute for Mental Health England. For information regarding implementation guides andmental health policy.





http://www.nmc-uk.org Code of professional conduct for nursing and midwifery.

http://www.rcpsych.ac.uk/publications/cr/council/cr83.pdf

The duties of a doctor registered with the General Medical Council.

http://www.scie.org.uk Social Care Institute for Excellence. For information regarding social models of care and other general

social care information.

http://www.skillsforhealth.org.uk The Health Functional Map and other curriculum support tools published by Skills for Health.

http://www2.warwick.ac.uk/fac/med/meded/study/pemh/vbp_introduction/

An introduction to values-based practice on the Warwick University website. The University of Warwick

and Warwick Medical School were partners with SCMH in the production of the training workbook for

values-based practice.

CSIP/NIMHE and CCAWI are not responsible for the content of external internet sites





3. Notes for learners

Why study the ESC?

Following a pilot programme with more than 600 people from a wide range of roles and

settings we received very positive comments on the importance of reecting on the Ten

ESC.

These materials form the basis of producing high quality person-centred care in mental

health. All workers in mental health services, whatever their role, have an important part to

play responding to promoting positive mental health in the country. These ESC are equally

applicable to work colleagues as they are to people who use services, people who care for

others and those with within voluntary, independent and all other care settings.

Reection on your practice is important - with the goal of reinforcing existing good practice

and voluntarily improving.

Personal action plan

The concept of ‘Personal and Professional Development and Learning’ is central to these

learning materials.

Indeed, this is one of the Ten Essential Shared Capabilities:

Personal development and learning. Keeping up-to-date with changes in practice and par-

ticipating in life-long learning, personal and professional development for one’s self andcolleagues through supervision, appraisal and reective practice.

(ESC no.10)

In this learning programme, you will:

Reect on past learning (module 1 – this module)

Assess yourself using the Ten Essential Shared Capabilities and set learning

goals (module 2)

Apply what you learn to your own role and reect on individual, team and

organisational performanceReview what you have learned from this programme and prepare a personal

action plan (Appendix A)

To start this process, please answer two brief, but important, sets of questions:

Hopes and concerns

Activity 1.1

This element of module 1 provides a general introduction to the ESC learning materials.

We hope you enjoy working through this programme and you gain from discussing your

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Moduleb TheTenEssentialSharedCapabilities




responses with colleagues, service users and carers.

Before you start working through these learning materials please think carefully about:

Your hopes, personal values and goals – the things you hope to get from this programme

and why it is important for you:

Your concerns – things you may not like, or may nd difcult:

Note: If you can, share some of your concerns with the group facilitators.





Activity 1.2

Coming into Mental Health Work - your goals

Why did you rst become interested in mental health work?

What was your main goal in becoming involved?

What will help you to achieve this goal?





Learning experiences on mental health (Please note that your experiences of mental health at work will not be conned to mentalhealth services.) Mental health is a part of everyday life and so thinkabout experiences of mental health in a broader context.

What is the most important thing you have learned about mental health work?

Please note some good learning experiences in your current or previous roles:

Reect on these learning experiences and name 3 things that made them good:

Think about your continuing development and note any plans you have for future learning

(refer to Appendix 1 and think about your Personal Development Plan if you have one):

What do you hope to get from working through these ESC learning materials?

1.

2.

3.





Having completed this activity you may want to talk to your line manager, supervisor or

mentor about creating (or updating) your own Personal Development Plan.

Self-assessment

As you work through the ESC modules you will assess yourself by:

Completing a self-assessment activity and setting learning goals for this

programme (module 2).

Using the ESC learning materials to reect on your own role and values (this is a

core part of the programme).

Answering three key questions to review what you have learned from modules

3-6.

Although you should complete these tasks as an individual you will nd it helpful to discuss

your ideas with others. You may be able to do this through a learning group, through

meetings with your supervisor, line manager or mentor, or through an informal arrangement

with a colleague.

When you discuss your ideas with others, you will nd that although they may share many of

your own hopes, fears and values, there may also be surprising differences.

The importance of recognising and respecting the differences between us, while “owning”

our own personal hopes, fears and values, is a theme that you will nd runs right through

the Ten ESC - besides Respecting Diversity (ESC 2), for example, this is the key to Workingin Partnership (ESC 1), to Promoting Recovery (ESC 5), and to providing genuinely User

Centred Care (ESC 7). Values-based practice, which is introduced in Module 4, gives us the

skills to do this.

Now that you have completed this module, you are ready to move on to Module 2: The Ten

Essential Shared Capabilities.

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4. Notes on editors and writers

Project Management:Gabrielle Henderson, NHSU

Project advisers:Roslyn Hope, NIMHE

Ian Baguley, University of Lincoln and NIMHE

Editors:Thurstine Basset (Pilot version and Version 2)

Peter Lindley

Rose Barton

Writers:Thurstine Basset and Peter Lindley (modules 1, 2 and Appendix A)

Laura Lea, with Thurstine Basset and Peter Campbell (module 3)

Kim Woodbridge and Bill Fulford (module 4)

Errol Francis with Ian Gittens (module 5)

Peter Bates (module 6)

Brief notes on editors and writers (pilot programme)Thurstine Basset is an Independent Training and Development Consultant.

Peter Lindley was working for the Workforce Development Section, Sainsbury Centre for

Mental Health while developing these materials.

Rose Barton is Director of the Ashcroft Project, a voluntary sector mental health service for

women in Norfolk.

Peter Bates is Senior Consultant (Mental Health) at the National Development Team. His

work includes secondment to the National Institute for Mental Health in England and the

Social Exclusion Unit. He is the editor of ‘Working for Inclusion – making social inclusion areality for people with severe mental health problems’. (Sainsbury Centre for Mental Health

2002). He was editor of the mental health magazine A Life in the Day from 2002-4.

Errol Francis is the joint lead for the ‘Breaking the Circles of Fear’ programme at the

Sainsbury Centre for Mental Health

Bill (KWM) Fulford is Professor of Philosophy and Mental Health in the Department of

Philosophy, University of Warwick and Honorary Consultant Psychiatrist in the Department

of Psychiatry, University of Oxford. He is also National Fellow for Values-Based Practice at

NIMHE. He has published widely on philosophical and ethical aspects of mental health.




Laura Lea is a member of CAPITAL (Clients and Professionals in Training and Learning).

She co-ordinates a local mental health service user group and is involved in training mental

health workers. As someone who actively manages her mental health she seeks to inform

people about the reality of living with mental distress and receiving care.

Kim Woodbridge worked at SCMH where she took a lead on Social Inclusion and Values

in Mental Health. She has also completed, with colleagues, a pilot study on leadership and

empowerment training for service users. Kim is completing a DProf at Middlesex University

where she is currently researching Values and the concept of risk in mental health practice.

Her publications include ‘Whose values? A workbook for values based practice, co-authored

with Prof Bill Fulford. She is honorary lecturer at the University of Warwick and honorary

employee of the east London and City Mental Health NHS Trust.

Peter Campbell is an independent service user/survivor. He works as an author, trainer/

educator and campaigner.

Ian Gittens was the NHSU Strategy Lead on Equality, Diversity and Human Rights at the

time of the pilot programme. He has published several documents including titles on race

equality in education. Ian gained his Doctorate at Birmingham University and has worked

for government departments and national public sector organisations to develop their race

equality capability and undertake effective race equality impact assessments.

Editorial Review Panel (pilot programme):John Allcock Barbara Crosland

Ian Gittens Lisa Hill

Frank Keating Anne McCrudden

Sally Pidd Dean Pinnock

David Redgrove Jeremy Rees

Malcolm Rutt Premila Trivedi

Technical Editors (pilot programme):Worth Media is a BAFTA and IVCA award-winning provider of research, consultancy and

digital services, including web design.

Version 2Ian McGonagle - Centre for Clinical and Academic Workforce Innovation, University of

Lincoln/Derbyshire Mental Health Services. Acted as ESC Project Coordinator and was

responsible for these second edition materials.

Anisa Mustafa - CCAWI, University of Lincoln, aided the restructuring of the materials and

technical aspects in the re-writing/editing.

Peter Ferns (Ferns Associates) was responsible for the re-working of Module 5 (Race

Equality and Cultural Capability)

A note of thanks to Sarah Todd from Humber NHS Trust and Nicki Hollingsworth from NorthEast Yorkshire & Humber NIMHE for their help in piloting the revised Module 5 materials.


Documents

ESC Module 1