management training – EMPT London

Supporting People Experiencing Mental ILL Health

Evans Management and Professional Training — Sun, 03 Feb 2019 14:05:01 +0000

Knowing about factors related to Mental ill health as well as Physical health, can contribute to promoting the wellbeing of individuals. Experiencing mental ill health may involve having to face personal transitions, that are not necessarily shared or understood by members of the family or significant people in their support network. Such transitions include:

family illness or the death of a close relative;
divorce and family break-up;
issues related to sexuality;
adoption;
the process of asylum;
disability;
parental mental health;
losing their home,
loss of a job and the consequences of crime.

Like physical ill health, mental ill health may impact on the lives of individuals and those who play an important role in their lives. In addition, the impact of mental ill health on significant people in a person’s life may sometimes be unseen by supporting some public services.

Factors, such as discrimination, prejudice and stigma may also impact on perceptions and understanding of mental ill health and its consequences. However, early intervention and recognition of indicators of mental ill health can be useful in promoting mental health and wellbeing. Half of all mental health problems emerge before the age of 14 and three quarters by age 25. Inequality underlies many risk factors for mental health problems, and needs to be addressed through the wider determinants of health which are outlined in ‘Understanding place’ and ‘Understanding people’, Public Health England (2017).

Some Mental Ill Heath Indicators (Pearson, BTEC Level 3 Diploma in Adult Care Unit 12: Understand Mental Ill Health)

Emotional, e.g. low mood, feeling sad or down, excessive fears or worries, or extreme feelings of guilt, extreme mood changes of highs and lows, inability to cope with daily problems or stress, trouble understanding and relating to situations and to people.
Thinking, e.g. confused thinking or reduced ability to concentrate, suicidal thinking.
Behaviour, e.g. excessive anger, hostility or violence, Withdrawal from friends and activities, detachment from reality (delusions), paranoia or hallucinations.
Physical, e.g., significant tiredness, alcohol or drug abuse, major changes in eating habits, low energy or problems sleeping, headache, stomach pain or other unexplained aches and pains.

In addition, the following groups are identified at being of high risk of mental ill Health (Public Health England, 2017

black and minority ethnic groups (BAME)
people living with physical disabilities
people living with learning disabilities
Prison population and offenders
LGBT people
Carers
people with sensory impairment
homeless people
refugees, asylum seekers and stateless person

Thus, in addition to mental ill health indicators, specific groups of people ‘are at a higher risk of mental health problems because of greater exposure and vulnerability to unfavourable social, economic, and environmental circumstances’, Mental Health Foundation, facts about Mental Health (2016:56).

However, there are those who think that we all have the ability within us to improve aspects of our well-being. ‘No matter what challenges we face, everyone has the ability to take steps to look after and improve their mental health and wellbeing’ (NHS 2017).

Click here: Working With Mental ILL Health to download the EMPT Working With Mental ILL Health Sample Slides.

Click the following links for other useful information:

http://www.emptlondon.com/introduction-attachment-theory

http://www.emptlondon.com/giving-advice-information-young-people-substance-misuse-risk-taking

http://www.emptlondon.com/helping-children-cope-death

Offending_BehaviourWORKBOOK_DIGI_EMPT_Web_version.PDF

Oliver from rehap4addiction has provided the following information: My name is Oliver and I operate a national drug and alcohol addiction advice helpline called “Rehab 4 Addiction”. I started this free helpline back in 2011. You can find my website here: http://www.rehab4addiction.co.uk
Rehab 4 Addiction offers a free hotline dedicated to assisting those suffering from drug, alcohol and mental health issues. Rehab 4 Addiction was established in 2011 by people who overcame addiction themselves. You can contact Rehab 4 Addiction on 0800 140 4690.

https://youtu.be/1Gai2jjCsN

A resource for stopping drinking and improving mental health during the COVID-19 pandemic

On Sat, Jul 13, 2019 at 12:29 PM “Lisa Williams” < lisa@happyhappyvegan.net> wrote:
Hey there,
Lisa here from Happy Happy Vegan, hope this email finds you well.
I’m reaching out today to let you know that I’ve compiled a huge global resource of mental health and suicide hotlines (70+ countries thus far) and to ask if you’d consider collaborating?
This is a subject extremely dear to my heart and my hope is that it’ll be as useful to others as the help I’ve received in the past was to me. Obviously, though, it needs to be visible for that to happen…which is where you come in. Would you consider adding a link to the page somewhere on your site?
I know this is a big ask, and I appreciate that it may not be something you’d entertain, but I figured that I may as well ask before talking myself out of emailing you!
Anyway, enough chat for now, I’ll let you be the judge of whether or not this is something you’d like to help out with: https://happyhappyvegan.com/suicide-hotlines-list/
Thanks so much for taking the time to read this, I look forward to hearing from you soon,
Lisa

https://withinhealth.com/learn/nutrition-counseling

How To Have A Healthy Heart

Barbara Vagas from know your DNA believes EMPT readers would benefit from the article that follows:

In the United States, heart disease is the leading cause of death for both men and women.

Medically, this is known as coronary artery disease (CAD). It happens when one or more of the blood vessels supplying oxygen into the heart is blocked.

Anyone can develop heart conditions regardless of gender and age. But women over 45 and men over 55 have a higher risk for heart disease.¹

Other risk factors of cardiovascular disease include:

High cholesterol levels
High blood pressure
Diabetes
Smoking
Being overweight or obese
Not getting enough physical activity
Not eating a healthy diet

Your family history also affects how likely you are to get heart conditions. The good news is that you can do many things to prevent heart disease.

You can avoid having heart disease or heart conditions by making healthy lifestyle choices. Here are 10 tips on taking better care of your heart.

Managing Quality Outcomes in Health and Social Care Settings

Evans Management and Professional Training — Tue, 03 Jan 2017 22:37:13 +0000

Managing quality outcomes is an essential element of management competence. Measuring and assessing service quality in the social care sector presents some distinct challenges. However, indicators of service quality, including those of service impact on outcomes for children. Monitoring can mean ‘continuous or regularly repeated observations of important parts of service structure, process, output or outcome. In promoting the managing quality outcomes – monitoring performance against standards identifying non-conformance, eliminating non-conformance is another appropriate way of monitoring standards. It’s also useful if audits are based on scientific evidence. Therefore, appropriate practice research support making sense of monitoring care services outcomes. Click the following hyperlink for a free copy of the EMPT® Monitor and manage the quality of the provision of care services presentation PDF.

Some Leadership and Management Care criteria related to monitoring quality:

1.1 Analyse how legislative and regulatory frameworks inform quality standards that apply to the work setting

1.2 Analyse how quality standards influence positive outcomes for individuals

1.3 Evaluate a range of methods that can be used to measure the achievement of quality standards

2.1 Work with team members and others to

Agree quality standards for the service
Select indicators to measure agreed standards
Identify controls to support the achievement of agreed standards

2.2 Develop systems and processes to measure achievement of quality standards

2.3 Support team members to carry out their roles in implementing quality controls

2.4 Explain how quality assurance standards relate to performance management

3.1 Support team members to carry out their roles in monitoring quality indicators

3.2 Use selected indicators to evaluate the achievement of quality standards

3.3 Work with others to identify:

Areas of best practice
Areas for improvement

The Ofsted Social care common inspection framework (SCCIF) 2017: independent fostering agencies highlights areas of good leadership

5.3 The effectiveness of leaders and managers

Some of the areas of required evidence are:

Whether leaders and managers show an ambitious vision, have high expectations for what all children can achieve and ensure high standards of care
How well leaders and managers prioritise the needs of children and young people
The extent to which carers are supported to ensure that children and young people continually make progress from their starting points across all aspects of their development, because leaders and managers have a clear understanding of the progress that children and young people are making in respect of the plan for them
Whether leaders and managers provide the right supportive environment for staff through effective supervision and appraisal and high quality induction and training programmes, tailored to the specific needs of the children and young people
How well leaders and managers know and understand the setting’s strengths and weaknesses, prevent shortfalls, identify weaknesses and take decisive and effective action
Whether the agency is achieving its stated aims and objectives
the quality of professional relationships to ensure the best possible all-round support to children and young people in all areas of their development
Whether leaders and managers actively challenge when the responses from other services are not effective
The extent to which leaders and managers actively promote equality and diversity

Training Support & Development Standards for foster care and the Social Model of Disability (5.8 a)

RISK_ASSESSMENT_WORKBOOK_DIGITAL_EMPT_Website.PDF

Diploma in Residential Child Care – A5_FLYER_DIGITAL. secure pdf

EMPT_TRAINING COURSES_

TSD 2.3 (a & b) Promoting Child Contact

Evans Management and Professional Training — Thu, 29 Sep 2016 11:52:29 +0000

Importance of child contact when promoting relationships with parents and others

Child contact refers to all relationship links between a child and their families of origin and friends, regardless of the form and frequency of these links. This may include overnight stays, telephone calls, exchange of letters or photographs or indirect links through third parties.
These will range from frequent face to face contact to occasional exchanges of information. In some cases, contact will be supervised. Whatever the type of contact a child or young person receives – it can help them maintain important emotional and psychological bonds with significant people.
The majority of children’s interests will best be served by efforts to maintain or develop relationship links with their birth families. Face to face meetings will generally be the most common and satisfactory way of maintaining such relationships.
Even when there is no obvious contact, social workers and carers need to address the need to keep a child connected with their family background and to help them develop a sense of identity.
Research related to child contact shows that the earliest weeks of a Child In Care episode are crucial to the success of a placement, the relationship between the parents, carers and social workers, the level of future contact and the prognosis for an early return home.
Corporate parents therefore should ensure that contact arrangements are in place before or at the point a child moves to a foster placement and that arrangements for contact are recorded on the Placement Agreement/Plan.
See our promoting-contact-course-pptx-sample-extracts-pdf-signed

Some useful practice guidance:

For children separated from one or both birth parents through divorce or care proceedings, continuing contact with family members is usually important to their emotional and psychological development and well-being, Alan Slade, Coram (2002:7), A Guide to Best Practice in Supervised Child Contact. The EMPT® Managing Director, Astell Evans contributed to this guide and is acknowledged on page 5 of this book.
Foster carers ‘are able to form and maintain contact and positive working relationships with parents and other significant adults for the child or young person’, Ofsted Framework for Independent Fostering Agencies (2014: 16).
Children have, where appropriate, constructive contact with their parents, grandparents, siblings, half-siblings, wider family, friends and other people who play a significant role in their lives (NMS 9). Ofsted Framework for Independent Fostering Agencies (2014: 20).
Foster carers play a crucial role in supporting children’s relationships. They need to offer a consistent, reliable base from which children can connect with their families safely. Their approach to the tasks involved in contact has implications for the welfare of their fostered children at the time and in the longer term, Fostering Network (2016).
If the child has been abused, contact can allow abuse to continue if there is unsupervised direct contact or ineffective scrutiny of letters and cards. Foster carers are generally positive about contact but some report problems associated with it. In some cases these are serious, SCIE (2004).

Giving advice and information, to young people, about substance misuse risk taking

Promoting Standards in Social Care Training

Evans Management and Professional Training — Thu, 18 Feb 2016 11:04:58 +0000

In terms of promoting Standards in social care training the Education and Training Foundation (website) released a set of aspirational standards in May 2014. The Professional Standards provide a framework for teachers and trainers to critically appraise their own practice and improve their teaching through Continuing Professional Development (CPD). Almost 1,000 sector professionals were involved in the development of the standards to ensure they accurately reflected practitioners’ needs.
To download your copy click here

Unaccompanied Asylum Seeking Children research and guidance information

Evans Management and Professional Training — Mon, 09 Nov 2015 16:26:59 +0000

Main Legislative Framework and Guidance

The Children Act 1989 places a responsibility upon Local Authorities to safeguard and promote the welfare of children and young people living in their area. When children in need are identified, an assessment of their needs should be undertaken.

A major factor for unaccompanied asylum seeking children is that the burden of proof is placed upon the applicant to evidence his or her asylum claim.

The Hillingdon Judgement and Local Authority Circular (2003) 13

All UASC should, on arrival, be supported under S20 of the Children Act 1989, until an assessment of needs has been completed.

Based on assessed need, most UASC including 16 and 17 year olds who require accommodation should be provided with S20 support.
The majority of Unaccompanied Asylum Seeking Children will be entitled to leaving care services.
S17 can be used to support Unaccompanied Asylum Seeking Children in exceptional circumstances where an assessment of needs identified that to become looked after would not be in the UASC’s best interests – for example if the young person strongly expresses aversion to becoming looked after.

Research by the refugee Council

Recent research by the refugee council shows that 88% of unaccompanied children applicants were male and 90% of unaccompanied children were aged 14-17. This research also highlighted that unaccompanied children who have reached the age of 18 are much more likely to have their asylum claim refused. This involves children who have reached the age of 18 having a refusal rate of 70% in 2013.

The refugee council research also highlights that a new category, UASC leave, was introduced in 2013 and is now used in cases where the only reason for giving leave is that the applicant is a child who cannot be returned, and this means there are now far fewer grants of discretionary leave than in the past’.

In terms of finding the families of Unaccompanied Asylum Seeking Children the Kent’s Law clinic publication (2014) shows that even when an accompanied child claims asylum in the UK the Home Office has a duty to endeavour to trace the child’s family.

All Unaccompanied Asylum Seeking Children should be supported by the appropriate Local Authority. The National Asylum Support Service and Coram Children’s legal centre also provide some useful services for Unaccompanied Asylum Seeking Children.

Health and social care training and the use of reflective functioning

Evans Management and Professional Training — Sun, 27 Sep 2015 12:57:40 +0000

Reflective functioning is described by various researchers to involve both a self-reflective and interpersonal components in which an individual grasps the complex interplay between their own feelings and those of others.

One way of trainers/teachers manifesting the characteristics of reflective thinking is through models of training and/or teaching delivery. For health and social care training it is important to give social care workers working in settings such as foster care and other residential child care, the opportunity to reflect upon the internal experience of the children they are caring for .

This includes promoting the basic principles of how children and young people from all ages form attachments and promoting the understanding around how these attachments affect their development, and the impact of interrupted development, trauma, separation and loss.

The training, support and development standards (5.1 a-c, 5.2 a, 5.3 a-c, 5.4 a-c) covers some basic foster care practising standards around promoting attachments and stages of development. Adoption & fostering quarterly journal by BAAF (Volume 9, 2 July 2015: 145-158 explores reflective functioning in foster carers using the Parent Development Interview.