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The 10 Essential Shared Capabilities for Mental Health Practice

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Title: The 10 Essential Shared Capabilities for Mental Health Practice


1
The 10 Essential Shared Capabilities for Mental
Health Practice
  • Welcome!

2
What are the 10 Essential Shared Capabilities
(ESCs)?
  • Working in partnership.
  • Respecting diversity.
  • Practising ethically.
  • Challenging inequality.
  • Promoting recovery.
  • Identifying peoples needs and strengths.
  • Providing service user-centre care.
  • Making a difference.
  • Promoting safety and positive risk taking.
  • Personal development and learning.

3
Why Are We Here?
  • To support cultural change.
  • To promote rights-based, recovery focused
    practice.
  • To become action focused.
  • To develop knowledge, skills attitude.

4
Rights, Relationships and RecoveryCulture and
Values
  • - All MH nurses have access to values based
    training.
  • - Embed values based practice in personal
    development plans.
  • - Use recovery audit tools.
  • - Train in Recovery methods.
  • - Help maximise contact time.

5
Rights, Relationships and Recovery
  • Practice and Services
  • Create national CPD Programme.
  • Develop recovery models for inpatient units.
  • Promote continuity of Care.
  • Develop practice networks.
  • Develop competency based framework.
  • Support nurses to deliver therapies.
  • Create nurse consultants.

6
Rights, Relationships and Recovery
  • Education and development
  • Attract the right people.
  • Opportunities to develop and learn.
  • Involve users and carers in programme design.
  • Develop role of Health care Support Workers.
  • Nursing leaders.
  • More research and Evaluation.
  • Develop robust learning climate.

7
Delivering for Mental Health
  • Improve patient and carer experience of mental
    health services.
  • Respond better to depression, anxiety and stress.
  • Improving the physical health of people with
    mental illness.
  • Better management of long-term mental health
    conditions.

8
Delivering for Mental Health
  • Early detection and intervention in self-harm and
    suicide prevention.
  • Manage better admission to, and discharge from,
    hospital.
  • Child and Adolescent services.
  • Enhancing specialist services.

9
Legislation
  • Regulation of Care (Scotland) Act 2001
  • Code of practice for Social Services Workers 2005
  • Data Protection Act 1998
  • Access to Medical Reports Act 1985
  • Human Rights Act 1998
  • Adults with Incapacity (Scotland) Act 2000
  • Mental Health Care and Treatment (Scotland) Act
    2003
  • Social Work Scotland Act 1976
  • Sex Discrimination Act 1975
  • Disability Discrimination Act 1995
  • Race Relations Act 1976
  • Race Relations Amendments Act

10
MODULE 2
  • 10 Essential Shared Capabilities (ESCs)

11
10 Essential Shared Capabilities (ESCs)
  • Working in partnership.
  • Respecting diversity.
  • Practising ethically.
  • Challenging inequality.
  • Promoting recovery.
  • Identifying peoples needs and strengths.
  • Providing service user-centre care.
  • Making a difference.
  • Promoting safety and positive risk taking.
  • Personal development and learning.

12
Learning outcomes
  • Describe the 10 ESCs and how they relate to
    mental health.
  • Reflect on yourself and your practice in relation
    to the ESCs.
  • Understand how the ESCs relate to and support the
    delivery of mental health policy and legislation
    in mental health practice in Scotland.
  • Start to think about further developing your
    practice in line with the ESCs and recognise how
    they can help you to improve your experience of
    mental health work and the experiences of the
    people you work with.

13
Working in Partnership
  • Value service users as equal in their care and
    treatment.
  • Acknowledge the positive part families, friends
    and carers can play in the service users support
    network.
  • Engage people as partners in care in a way that
    maximises their role in decision making and
    making choices.

14
Respecting Diversity
  • Practice and Services
  • Respecting diversity is about working in
    partnership with service users, carers, families
    and colleagues to provide care and interventions
    that not only make a positive difference, but
    also do so in ways that respect and value
    diversity, including age, race, culture,
    disability, gender, spirituality and sexuality.

15
Practising Ethically
  • Practising ethically involves the rights and
    aspirations of service users and their families
    and carers, acknowledging power differentials and
    minimising them whenever possible. It also
    focuses on providing care and treatment that is
    accountable to service users and carers within
    the boundaries prescribed by law and
    professional, national and local codes of ethical
    practice.

16
Challenging Inequality
  • Challenging inequality involves addressing the
    causes and consequences of stigma,
    discrimination, social inequality and exclusion
    on service users, carers and mental health
    services. It also focuses on creating,
    developing or maintaining valued social roles for
    people in the communities in which they live.

17
A Scottish Government survey (SEHD, 2006) showed
that
  • Half of the respondents said they would not want
    anybody to know if they developed a mental health
    problem.
  • Most people in the survey said they thought the
    media portrayed people with mental health
    problems negatively.

18
More research findings
  • 41 of people with mental health problems living
    in Scottish communities have experienced
    harassment, compared with 15 of the general
    public.
  • A 2001 study found that only 37 of employers
    said they would in future take on people with
    mental illness, compared to 62 who would take on
    physically disabled people, 78 who would employ
    long-term unemployed people, and 88 who would
    appoint lone parents.
  • 64 of young people say they would be embarrassed
    to disclose a mental health problem to a
    prospective employer.

19
Promoting Recovery
  • Promoting recovery involves working in
    partnership to provide care and treatment that
    enables service users and carers to tackle mental
    health problems with hope and optimism and to
    work towards a valued lifestyle within and beyond
    the limits of any mental health problem.

20
Its Important to note what recovery doesnt
mean. It is not
  • Cure.
  • Something mental health workers do to people.
  • A new word for rehabilitation.
  • A model.
  • Something we have always been doing anyway.

21
The keys to working in a recovery-focused way
include
  • HOPE, one of the most important factors in
    recovery.
  • A belief in recovery.
  • Holding and demonstrating values and practices
    that reflect this belief.
  • Taking what people can do and want (their
    strengths) as a starting point.
  • Developing care so that service users can
    increase their role in directing their own care
    and treatment.
  • Creativity and positive risk taking.
  • The use of tools such as person-centred planning,
    strengths-based approaches and wellness recovery
    action planning.

22
Identifying Peoples Needs and Strengths
  • Identifying peoples needs and strengths involves
    working in partnership to gather information to
    agree health and social care needs in the context
    of the preferred lifestyles and aspirations of
    service users, their families, carers and friends.

23
Providing Service User-Centred Care
  • Providing service user-centred care involves
    negotiating achievable and meaningful goals,
    primarily from the perspective of service users
    and their families and carers. It also involves
    influencing and seeking the means to achieve
    these goals and clarifying the responsibilities
    of people who will provide help, including
    systematically evaluating outcomes and
    achievements.

24
Most helpful strategies and supports
  • Friends, partners, family.
  • Other service users/people with similar problems.
  • Mental health professionals.
  • Counsellors/therapists.
  • People encountered in day centres, drop-ins,
    voluntary sector projects.

25
Strategies
  • Personal strategies
  • Peace of mind.
  • Thinking positively, taking control.
  • Medication.
  • Physical exercise.
  • Religious and spiritual beliefs.
  • Money.
  • Other activities
  • Hobbies and interests.
  • Information.
  • Home.
  • Creative expression.

26
Making a Difference
  • Making a difference involves facilitating access
    to and delivering the best quality,
    evidence-based, values-based health and social
    care interventions to meet the needs and
    aspirations of service users and their families
    and carers.

27
Promoting Safety and Positive Risk Taking
  • Promoting safety and positive risk taking
    involves working with people to decide the level
    of risk they are prepared to take with their
    health and safety. It encompasses working with
    the tension between promoting safety and
    supporting positive risk taking, including
    assessing and dealing with possible risks for
    service users, carers, family members and the
    wider public.

28
  • Perkins (2007) points out that often mental
    health professionals feel that their job is to
    protect the people they work with protect them
    not only from physical harm, but also from
    failure. But if any of us are to do the things
    we want to do, we have to risk the possibility of
    being unsuccessful.

29
The Factors that need to be in place for Positive
Risk Taking to Take place
  • Having enough information to exercise choices and
    make decisions.
  • Holding some control over the direction of your
    destiny.
  • Having a degree of power and control.
  • Being able to work with others positively to
    inform your decisions.
  • Having options to make constructive use of
    opportunities.

30
  • It should become part of the culture of training
  • Adequate resources to enable creative work.
  • Limiting the duration of the decision.
  • Having team and service mechanisms.
  • Individual and collective accountability and
    responsibility is clearly defined.
  • The organisation also holds responsibilities.

31
Personal development and learning
  • Personal development and learning involves
    keeping up to date with changes in practice and
    participating in lifelong learning and personal
    and professional development opportunities for
    self and colleagues through supervision,
    appraisal and reflective practice.

32
MODULE 3
  • Involving service users and carers

33
Learning OutcomesAfter completing the module you
will be able to
  • Describe the links between service user
    involvement, carer involvement and the 10 ESCs.
  • Discuss service user and carer involvement at
    individual, organisational and strategic levels.
  • Explore local approaches to increasing service
    user and carer involvement.
  • Present ideas on how this improved approach can
    be achieved

34
Policy, Legislation and local strategies related
to service user and carer involvement 
  • Changing Lives Implementation Plan (SEHD, 2006)
  • Framework for Mental Health Services (Scottish
    Office, 1997)
  • Delivering for Mental Health (SEHD, 2006)
  • Community Care and Health (Scotland) Act 2003
  • The Mental Health (Care and Treatment) (Scotland
    Act 2003)
  • Voices of experience (VOX)

35
Levels of Involvement
  • Individual
  • Organisational
  • Strategic

36
Developing Peoples Confidences
  • Listening to their needs and aspirations.
  • Providing information.
  • Working to develop constructive relationships
    with people.
  • Basing assessments and plans on individuals
    strengths.
  • Including people in planning.

37
  • Writing an advance statement has made me feel
    that I have taken control of my care and
    treatment. I feel more empowered and the whole
    process has given me an opportunity to think
    through my mental health history and what works
    for me

38
Core components of effective service-user
involvement
  • It is essential to involve people in assessment,
    reviews and discussion making around their care,
    support and treatment.
  • Having the information they need to be involved.
  • Knowing what options and choices are available to
    them.
  • Feeling free to express views and wishes.
  • Being listened to and understood and having their
    views respected.
  • Being able to influence what happens and make
    decisions that matter.

39
Barriers to Service User and Carer Involvement
  • Individual
  • Serviced-related
  • Societal

40
Actions that can contribute to developing
peoples confidence include
  • Listening to their needs and aspirations
  • Providing information
  • Working to develop constructive relationships
    with people
  • Basing assessments and plans on individuals
    strengths
  • Including people in planning

41
  • Power is the ability to influence and control
    people, events and processes . it is an
    ever-present phenomenon

42
Good Practice in Strategic Involvement
  • Support organisations that help individuals to be
    involved.
  • Set up meetings at convenient times and
    locations.
  • Acknowledge individuals backgrounds and
    circumstances, including diversity of age,
    culture, race, disability, gender, sexuality and
    spirituality, and take these into account when
    asking for involvement.
  • Find out about training and development
    opportunities that will facilitate greater
    involvement
  • Be aware of and use person-centred approaches to
    commissioning services.

43
Good Practice in Strategic Involvement - cont.
  • Provide information in a timely and accessible
    manner.
  • Set out tasks clearly.
  • Run meetings and events in ways that promote
    participation.
  • Allow enough time meetings for debate and
    consultation.
  • Involve service users in decision-making
    processes from the beginning and make it clear
    how, where and when decisions are made.
  • Have a jointly agreed approach to involving
    service users and carers which covers practical
    aspects, such as payments and expenses, and
    difficult points such as ways of resolving
    differences of opinion.

44
MODULE 4
  • Values-based practice

45
Learning outcomesAfter completing the
module you will be able toExplain what
values-based practice (VBP) means in mental
health and social care by
  • Describing the 10 pointers to good process in
    VBP.
  • Explaining the relationship of VBP to the 10
    Essential Shared Capabilities (ESCs).
  • Beginning to apply VBP in your work.

46
The values base for mental health nursing
  • Relationships
  • Rights
  • Respect
  • Recovery
  • Reaching out
  • Responsibility

47
Changing Lives Core Values of Social Work in
Scotland
  • Respecting the right to self determination
  • Promoting partnership
  • Taking a whole-person approach
  • Understanding each individual in the context of
    family and community
  • Identifying and building on strengths

48
Values- based practice
  • The theory and capabilities for effective
    decision making in health and social care builds
    in a positive way on differences and diversity of
    values

49
The 10 Pointers to Good Process in VBP
(Woodbridge and Fulford)
  • Practice Skills
  • Awareness
  • Reasoning
  • Knowledge
  • Communication

50
The 10 Pointers to Good Process in VBP
  • Models of Service Delivery
  • User Centred
  • Multidisciplinary

51
The 10 Pointers to Good Process in VBP
  • Values-based practice and evidence based
    practice
  • The Two feet Principle
  • The squeaky wheel Principle
  • Science and Values

52
The 10 Pointers to Good Process in VBP cont.
  • Partnership

53
MODULE 5
  • Equality and diversity respecting difference

54
Learning outcomesAfter completing this module,
you will be able to
  • Reflect on what equality and diversity mean to
    you.
  • Describe current issues in inequalities in
    Scotland that impact on mental health.
  • Examine equality and diversity in relation to
    mental health services in Scotland.
  • Discuss broader issues in relation to health
    inequalities in Scotland that are relevant to
    mental health.
  • Reflect on your own experiences and practice in
    relation to equality and diversity issues.

55
Some examples of the inequalities that exist
  • People with mental health problems are two times
    more likely to die from coronary heart disease
    and four times more likely to die from
    respiratory disease than the general population
    in Scotland.

56
Some examples of the inequalities that exist -
cont.
  • Mental health problems affect more women than
    men, and a relatively greater number of women
    experience depression and anxiety.
  • Alcohol and drug misuse levels are higher in men.
  • The suicide rate among men is nearly three times
    that for women.

57
Some examples of the inequalities that exist
cont.
  • The rate of depression among gay men is as much
    as eight times that found in the general
    population.
  • Up to two thirds of lesbian women have been found
    to suffer from depression.

58
Some examples of the inequalities that exist
cont
  • Young people who are gay, lesbian or bisexual are
    6-11 times more likely to attempt to take their
    lives than their heterosexual peers.

59
Some examples of the inequalities that exist
cont
  • Pakistani and Bangladeshi women have higher rates
    of common mental health disorders than white
    women.

60
Black and Minority Ethnic peoples experience of
mental health and services
  • Disproportionately high numbers subject to
    compulsory treatment.
  • Afro-Caribbean people have a 60 higher rate of
    depression than white people.

61
Black and Minority Ethnic peoples experience of
mental health and services cont.
  • The incidence of attempted suicide and self harm
    among young Asian women is higher than it is
    among their English counterparts.
  • Black and minority people who declare their
    mental health problems speak of experiencing
    racism and discrimination on a recurrent basis.

62
Inequalities in peoples mental health, have been
linked to
  • Socio-economic status
  • Life circumstances
  • Social identity
  • Health status

63
Six Inequality Strands
  • Gender
  • Race or ethnicity
  • Religion or spiritual beliefs
  • Sexual orientation
  • Disabilities
  • age

64
Issues highlighted by Service Usersrepresenting
different equalities issues
  • Discrimination and prejudice.
  • Lack of trust.
  • Inappropriate services.
  • Services lack of cultural competence.
  • The need for services to give greater importance
    to service users experience.
  • Peoples desire for more person-centred, holistic
    services.

65
Issues impacting on mens mental health
  • Rates of unemployment
  • Physical health
  • Issues of masculinity

66
We need to make sure that mental health services
for men
  • Are flexible.
  • Focus on the whole person.
  • Avoid stereotyping men as being unfeeling or
    uncommunicative.
  • Build up trust, particularly through modelling
    values and behaviours around positive well-being.

67
Factors that may impact on womens mental health
  • Poverty
  • Employment
  • Domestic abuse
  • Childhood sexual

68
  • There does not appear to be a single area of
    mental health care in this country in which black
    and minority ethnic groups fare as well as, or
    better than, the majority white community. Both
    in terms of service experience and the outcome of
    service interventions, they fare much worse than
    people from the ethnic majority.

69
Additional Black and Ethnic Minority issues
  • Under-reporting of psychological distress.
  • Asylum seekers.
  • Lower rates of treatment.
  • Experience of services and outcomes of service
    interventions.
  • Gypsy and travelling people.

70
  • Customs, ethical values and attitudes,
    hierarchical roles, family systems and loyalties
    are important foundations in the lives of
    minority ethnic people. They are elements of
    culture the learned behaviour of a group of
    people in perceiving, interpreting, expressing
    and responding to the social realities about them.

71
  • Institutional racism is present throughout the
    NHS and greater effort is needed to combat it.
    Until that problem is addressed, people from
    black and minority ethnic communities will not be
    treated fairly. The cultural, spiritual and
    social needs of patients must be taken into
    account.

72
A Closer look at Mental Health Inequalities
  • Spirituality, religion and mental health
    inequalities.

73
A Closer look at Mental Health Inequalities cont.
  • Sexual orientation and mental health inequalities.

74
A Closer look at Mental Health Inequalities cont.
  • Disability and mental health inequalities.

75
A Closer look at Mental Health Inequalities cont.
  • Hearing impairment.

76
A Closer look at Mental Health Inequalities cont.
  • Age and mental health inequalities.

77
Further issues related to age
  • Poverty and isolation.
  • Ability to access services.
  • Culturally competent services for black and
    ethnic minority older people are severely
    limited.
  • Depression.
  • Alzheimers disease.
  • long-stay hospital settings.
  • Poor physical health.

78
Multiple inequalities
  • A young woman in Scotland may-
  • Be born into a family of low socio-economic
    status.
  • Have parents who have had limited educational
    opportunities.
  • Have had no role models in her life to direct her
    through her teenage years.
  • Have experienced physical and emotional abuse.

79
Multiple inequalities example cont.
  • Have a learning difficulty or physical
    impairment.
  • Have a long-term health condition such as asthma
    or diabetes.
  • Be from a black and minority ethnic community
    that faces racism and discrimination.
  • Have recognised that she is sexually attracted to
    other women.

80
Legislation and Policy
Tackling inequalities is not optional it is
statutory due to separate pieces of legislation
  • The Race Relations (Amendment) Act 2000
  • The Disability Discrimination Act 2005
  • The Equality Act 2006

81
MODULE 6
  • Developing socially inclusive practice

82
Developing socially inclusive practice
  • Learning outcomes
  • After completing this module, you will be able
    to
  • - Challenge the processes that lead to
    inequality and exclusion
  • - Adopt assessments and interventions that are
    inclusion focused and user centred
  • - Understand the importance of working in
    partnership with mainstream community
    organisations.

83
Closing the Opportunity Gap objectives
  • To increase the chances of sustained employment
    for disadvantaged groups.
  • To improve the confidence and skills of the most
    disadvantaged children.
  • To reduce the vulnerability of low-income
    families to financial exclusion.

84
Closing the Opportunity Gap objectives cont.
  • To regenerate the most disadvantaged
    neighbourhoods.
  • To increase the rate of improvement of the health
    status of people living in the most deprived
    communities.
  • To improve access to high-quality services for
    the most disadvantaged groups.

85
Withdrawal rejections from society
Unemployment
Mental health problems
A Cycle Of Exclusion
Debt
Homelessness
Loss of social networks
Worsening mental health
86
Working beyond the mental health service
  • Getting to know the person.
  • Getting to know the community.
  • Building capacity in mental health services.
  • Building capacity in community organisations.
  • Support for the whole of life.
  • Getting there and settling in.
  • Sustaining participation.
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