Stuart Hollis

Kathryn JamesKathryn JamesProgramme Director – Programme Director –

Mental Health Mental Health NIACENIACE

kathryn.james@niace.org.ukkathryn.james@niace.org.uk

Mental health and well-beingMental health and well-being“Mental health is not just the absence of mental disorder. It is

a defined state of well-being in which every individual realizes his or her potential, can cope with the normal stresses of life, can work productively and fruitfully, and is able to make a contribution to her or his community.”

Protective factors Triggers

•Family, friends, social networks•Feeling safe•Good education, able to fulfil your potential•Employment•Sufficient income, free from worry of debt•Able to live your life to full potential•Choices and support for the help you need.

•Social isolation•Living in fear of attack or abuse•Poor education, unable to fulfil your potential•Poverty and worry about money and debt•Discrimination, abuse, harassment•Limited choices, no support

Social Inclusion – its aboutSocial Inclusion – its about• ‘Our vision is of a future where people with mental

health problems have the same opportunities to work and participate in the community as any other citizen…’

• Recognition of the fundamental importance of people's relationships, family and caring responsibilities, a decent home, and participation in social and leisure activities.

• People getting into work, remaining in work and real opportunities for career progression.

• People having genuine choices, a real say about what they do and what support they receive.

SEU report ‘Mental Health and Social Exclusion 2009

Recovery …. Its aboutRecovery …. Its about“It is a way of living a satisfying, hopeful, and

contributing life even with the limitations caused by illness.”

“How to gain other people's confidence in my abilities and potential.”

Quoted in “Social Inclusion and Recovery – Repper and Perkin (2002)

“Enabling and supporting self- management, promoting autonomy and, as a result, decreasing the need for people to reply on formal services and professional supports.

NIMHE Guiding Statement on Recovery (2006)

Personalisation… its aboutPersonalisation… its about

• A better relationship between people and all public services

• Public services working together around the person

• People using money and resources to meet their needs in ways they choose

• Starting with what each person finds valuable and meaningful in life

• Providing support and services before people reach crisis point

• Equality and social justice

Lifelong learning … its aboutLifelong learning … its about“includes people of all ages learning in a variety of

contexts – in educational institutions, at work, at home and through leisure activities. It focuses mainly on adults returning to organized learning rather than on the initial period of education or on incidental learning.”

• People are natural learners but need different kinds of services at different points in their lives.

• “its never too soon or too late for learning.”• “just right, just in time” and learning together.• Plays a role in personal growth, emancipation,

prosperity, solidarity and global responsibility.Learning Through Life NIACE 2009

Lifelong learning… its aboutLifelong learning… its about

• The purposes and benefits of lifelong learning

Identity capital (self-esteem, sense of purpose

and meaning in life)

Human capital(skills and

qualifications)

Social Capital (shared networks)

Direct Payments…Direct Payments…

• Are cash payments given to service users in lieu of community care services they have been assessed as needing.

• Are intended to give users greater choice in their care.

• Must be sufficient to enable the service user to purchase services to meet their needs.

• Must be spent on services that users need.• Confer responsibilities on recipients to employ

people or commission services for themselves.

Why take a lifelong learning approach Why take a lifelong learning approach to Direct Paymentsto Direct Payments

• Learning as a social event– Social networks

– Learning from each other

– Sharing ideas and solving problems

– Mutual support

• Literacy, language and numeracy– Literacy and numeracy needs

– Self-belief and confidence

• More learning, jobs and meaningful activity

““is it for me?”is it for me?”

• Workshops for people who want to find out about Direct Payments, before deciding whether to make a claim.

• Workshops last for 1-2 hours• Workshops cover

– How Direct Payments works– Examples of how Direct Payments are used

by others– Eligibility– Where to find out more, including “I’ll give it

a go”

““I’ll give it a go” I’ll give it a go”

• Short course (10 hours) for people eligible for Direct Payments and want to spend time planning before making a claim.

• Course covers– How Direct Payments can be used

– Managing Direct Payments

– Finance and record-keeping

– Personal action-planning

• Mapped to OCN qualifications at Entry 3 level or Level 1