Implementing the KUF: From Virtual to Reality

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Implementing the KUF From Virtual to Reality

• Vicky BaldwinKath LovellDr Neil GordonDr
  Heather WoodTom Mullen

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Aims of the Workshop

• Brief introduction to the KUF what it is, who
  it is designed for and how is being implemented
• The central role of service user in the
  development and implementation
• Interactive engagement with the online materials
  highlighting the use of online tools
• To explore the challenges of implementing the KUF
  systemically within complex multi agency
  settings-building on what exists
• To highlight key facilitative forces and
  practical steps that can assist with
  implementation-resources and strategy
• To provide an account of how one selected region
  is approaching this-a case study
• To encourage participants to reflect upon and
  articulate a local delivery plan-workshop
  activity

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1,000,000

• Dec 2007 Department of Health and Ministry of
  Justice commissioned the development of a
  national training framework to support people to
  work more effectively with personality disorder
• The key goal is to improve service user
  experience through developing the capabilities,
  skills and knowledge of the multi-agency
  workforces in Health, Social Care and Criminal
  Justice who are dealing with the challenges of
  Personality Disorder

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The service user at the heart
Making a real difference
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What is available?
Working with Personality Disorder Raising
Awareness (6modules)
BSc Working with Personality Disorder
Developing Understanding and Effectiveness (9
modules)
All Frontline staff
MSc Working with Personality Disorder Extending
Expertise and Enhancing Practice (6 Modules and
Dissertation) Lead and Specialist Staff
Key Staff
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The Virtual Learning Environment

• All 3 levels of the programme are supported by an
  online virtual learning environment
• This provides all the materials required to
  access or deliver each level of the programme
• The VLE also provides students with access to the
  following online learning tools
• My Notes
• Wikis
• Blogs
• Discussion Forums
• Online Resources

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Working Effectively with Personality Disorder
Raising Awareness

• The programme aims to
• Explore different perspectives about personality
  disorder
• Dispel some myths about personality disorder
• Explore ways of understanding personality
  difficulties
• Look at how someones past experiences can affect
  the present
• Help you to understand how to work effectively
  with service users with a personality disorder
• Reflect on different approaches to working with
  people and the impact of reactions and responses
• Explore the impact of working with personality
  disorder on the wider team

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The Online Learning Modules
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Connecting past experience and current behaviours
Making sense of reactions and responses
Communicating effectively
Sensitivity to service user experience
Self awareness and reflective skills
Understanding work places and teams
The learning journey
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Exploring the Online Learning Modules

• Group exercise to explore the materials

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The Delivery Model

• Both programmes are delivered using blended
  learning including facilitated sessions and
  online learning. For the awareness only programme
  this involves
• 3 days of facilitated experiential training
• Completion of 6 online modules
• Key self directed activity
• For the Train the Trainers programme this
  involves
• 6 days facilitated experiential training
  including direct micro-teaching
• Completion of the 6 online modules
• Key self directed activity
• Creating a context relevant delivery package

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AWARENESS VLE
STAGE 1 (Basic)
STAGE 2 (Trainer)
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Introduction and contextualization
Facilitation and group management
1
Modules 1, 2 3
2
Review and experiential work
2
Teaching and learning methodologies
Modules 4,5 6 Evaluation
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Practice and Application to context
3
Final review and experiential work
Structured Implementation and Embedding
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• The VLE, its capacity and potential (and
  limitations)
• The different online tools and how to use them
• Educational principles that have informed the
  development and best practice guidelines for
  working effectively with the content and media
• Facilitation skills and the management of
  learning group processes and dynamics
• Administration and access issues and how these
  need to be managed
• The use and development of Facilitator Handbooks
  and how these can be adapted to meet local needs
• The rationale and potential impact of utilising
  service user trainers as an essential element of
  delivery

Train the trainers core themes
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• The trainer will demonstrate
• Facilitation skills and capability in managing
  learning group processes
• A positive collaborative attitude to working in
  partnership with service users
• A willingness to use the training as a vehicle to
  challenge the stigma experienced by people with a
  personality disorder diagnosis and those who work
  with them
• Knowledge about, and skills in the use of
  different learning and teaching methodologies and
  an ability to apply these in context sensitive
  ways
• Familiarity with the content and lay out of the
  different elements of the VLE
• Familiarity with and competence in using and
  moderating the VLE learning tools such as my
  notes, wikis, discussion forums and blogs
• A good understanding of the bio-psychosocial
  model of personality disorder
• A commitment to multiagency working and training

Post training capabilities
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National Delivery

• Currently 200 people on the VLE completing the
  awareness training and 60 have completed the
  Train the Trainers
• Over 2500 staff accessing the programme by August
  2010
• 250 staff trained as KUF trainers by August 2010
• Over 30 organisations involved from Health,
  Social Care, Criminal Justice and the Third
  Sector
• All regions in the country are in communication
  with the KUF team and in different stages of
  implementation
• A financially supported national implementation
  plan to embed the awareness level training across
  the regions from April 2010 - 2011

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Feedback from the field

• I was not that keen on attending but this is the
  most useful training I have undertaken over the
  last ten years (Probation officer)
• At last an educational model I can relate to
  that has the potential to make a real difference
  ( Carer Consultant)
• I think an approach that engages at an emotional
  level is essential when teaching about
  personality disorder as much of the need is to
  encourage more positive attitudes and emotions on
  the part of the worker engaging with the person
  with personality disorder (Psychologist)

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Feedback from the field

• I am looking at my client in a completely new
  way, I can really make sense of who he is and why
  he behaves in the way he does (Housing support
  worker)
• I feel I now have an understanding of personality
  disorder that will help me in my work and I will
  be able to challenge other people on how they
  view people (Police Officer)
• This material is very powerful and encourages
  you to think differently (Service Lead)

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Feedback from delivery in the field

• The training the trainers programme was
  intense, inspiring, exciting and exhausting. It
  really did open up our thinking concerning the
  learning materials and the many ways in which
  they could be used to facilitate meaningful
  learning across a range of staff groups. We were
  also struck by the potential for the KUF
  materials to be used creatively to bring about a
  change in how people think about and respond to
  personality disorder, be they carers,
  commissioners, practitioners or managers. We look
  forward to having the opportunity to share the
  KUF with others in the coming years.
• Service Lead/Participant on Train the Trainers
  programme
•  

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Implementing the BSc and MSc

• Support from the centre and the development of
  local infrastructures

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BSc MSc Implementation

• Funding support from the Department of Health
  agreed for the first cohort
• Cohort 1 commences January 2010
• Regional implementation model to select MSc
  students
• Stand alone or full programme opportunities
  available

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The BSc Programme

• Aims of the BSc Programme
• Equip workers with the necessary knowledge and
  skills to help them work more effectively with
  service users
• To compensate fro the limited educational
  coverage of this
• topic in core training
• To improve the psychological mindedness of all
  those
• working with the challenges of personality
  disorder
• Creating containing environments infused with
  hope that
• improves the experience of service users and
  staff

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BSc Working with Personality Disorder
Developing understanding and
effectiveness
60 credits L6
60 credits L6
Effective teamwork and Supervision Developing
Context sensitive approaches
Introduction to Intervening effectively
Management, treatment and support
40 credits L5
40 credits L5
40 credits L5
Responding effectively making sense of
reactions and relationships
Facilitating positive Change Working with
people and context
Responding to issues of complexity and risk
30 credits L4
30 credits L4
30 credits L4
30 credits L4
Developing a shared Understanding of
personality disorder
Challenges of PD An interpersonal perspective
Working positively with PD Building lives
challenging stigma
Personality disorder Across multiagency
contexts
Awareness training with APEL Portal
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Multi-agency Training
Critical Incident Analysis
Professional communication
Diversity of Approaches
Anti-stigma project
Observation of an Organisation
Supervision Support structure for work context
Residential event Reflection on learning
Potential Outcomes Work based assessments
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Who is the target audience for the BSc and what
are the challenges of reaching them?

• Think of the agency/service you work in and
  identify which part of your workforce would
  benefit most from the BSc programme?
• Having identified the target staff group, what
  processes need to be in place to support these
  staff in accessing the programme

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The MSc Programme

• Aims of the MSc Programme
• To increase the capacity of service leads to act
  as change agents
• able to shape and influence services
• effecting sustainable change at an
  organisational level

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APEL
Service user trainers and consultants
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MSc Core modules
Leadership and service development
Developing and Extending Therapeutic Practice
Involvement strategies Developing links and
networks
Consulting to Teams and Organisations
Developing research and audit
Facilitating Learning About PD
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Key features in common with other parts of the
KUF

• Contextualised - Practice-based learning
• Service-users integral to development and
  delivery. Service user perspectives central
• Flexible Modular
• Accessible VLE
• Highlighting the interpersonal dimension of
  working effectively with personality disorder

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Specific to the PD KUF MSc

• Assessment exercises yield usable products
• More self-directed learning
• Fostering vision, creativity, confidence and
  skills for effective leadership

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PD KUF MSc

• Building leaders, change agents and champions of
  personality disorder services

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Lessons from the field a case studyTom Mullen
and Neil Gordon
Making the virtual a realityRegional
Implementation of the KUF
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The context of KUF embedding?
What exists?
What needs to develop ?
KUF
Who can make this happen?
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Key themes

• Strategic planning with KUF implementation plan
  as a core feature
• Meaningful service user involvement
• Multiagency working
• Care Pathways and Service User journeys
• Integration of forensic and non forensic services
• Existing development work and training
  infrastructure

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Reflecting on local context

• Take sometime to think about what currently
  exists in your own locality that you can build
  upon to integrate the different levels of the KUF
  that will achieve real change in practice
• Feedback the main 2 themes that have emerged from
  your discussion

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Creating the discussion groups

• Building service user capacity for involvement
• Developing a multi agency training approach
  (Social Care Health Criminal Justice, Third
  Sector)
• Identifying target staff groups and priority
  areas for training
• Identifying staff to train as KUF trainers
• Working across forensic and non forensic
  services-an integrated approach
• Accessing hard to reach groups

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Making it happen?
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YORKSHIRE HUMBER PD STRATEGY
Other actions include
Develop quality standards for secure PD services
KUF Implementation Plan
KUF Lead
Enable acute inpatient access to support more
appropriately
MSc Students
Service Induction
Support Network Review
Proposal
Identify PD lead in each PCT and plan for
services with stakeholders
Undertake economic analysis of identified
dysfunctional pathways for PD
8 Regional Cohorts Mental Health
3 Regional Cohorts Accommodation
3 Regional Cohorts Probation
6 Cohorts Citywide Pathways
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Questions
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neilfran_at_aol.comvictoria.baldwin_at_nottshc.nhs.ukk
athlovell_at_mac.com