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Number of items: 220.

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Book Groups in Social Work Education

Presented is a Storify that chronicles a university based 'Book Group in Social Work Education'. Book Group has evolved into a national project. It is a teaching strategy that can be embedded into modules, study groups and as a single programme teaching and learning event. It has the potential to be developed and implemented in a CPD context; mapped alongside the incremental nature of The College of Social Work 'Professional Capabilities Framework' and the Health Care Professionals Council 'Standards of Proficiency' outline. It provides a platform to develop 'Communities of Learning' and 'Communities of Practice' and is therefore a creative and flexible medium through which learning can be propelled, reviewed and secured.

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Social Work Social Media App

This app offers you an amazing way to explore some of the ethical issues of using social media in social work. In the app you will meet a Team Manager called Adrian, he will present some ethical dilemmas around social media use. Can you help Adrian make the right decisions to ensure his team’s practices are consistent with social work ethics and values? Based on the issues raised by Adrian, you are encouraged to reflect on your decisions and consider the potential impact these may have on your day-to-day social work practises in relation to social media use. Games based case study approach The app uses a games based approach. Therefore, if your advice leads to successful outcomes you will proceed through the scenarios. However, if your advice leads to unsuccessful outcomes for either Adrian’s team, agency or service users, you will have to start from the beginning again. Can you advise Adrian successfully the first time around?

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mhhehub

Mental Health in Higher Education aims to increase networking and the sharing of approaches to learning and teaching about mental health - across the disciplines in higher education. The mhhehub is a social networking site. Membership is open to educators (including service user and carer educators), practice mentors, students, practitioners, educational researchers and all with an interest in enhancing learning and teaching about mental health.

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Using Facebook to Explore Boundary Issues for Social Workers in a Networked Society: Students' Perceptions of Learning

This paper examines final-year MA and BA social work students' experiences of using Facebook as part of an enquiry-based blended learning design. A Think Family and Whole Systems module was redesigned using constructivist principles of emergent learning. This redesign enabled students to engage in life-like situations to help them reflect on the implications of using social networking sites as social work practitioners. It is suggested that student confidence in being able to outline the ethical issues, personal privacy concerns for professionals and service users, and the potential positive and negative aspects of using social networking sites for future professional development increased as a result of engaging with the learning design. To cater for the increasing use of social networks in society, a rationale for the learning design is outlined from the perspective of social work education. The paper then outlines the lessons learnt from students' engagement with Facebook as a site for learning.

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Mental Health Law Teaching Resources

This collection on 'bundlr' draws together resources which may be of interest to those learning and teaching about mental health rights and legal issues.

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Why Society Drives You Mad

Clinical psychologist and vocal critic of psychiatry Richard Bentall reveals why social inequality, racism and the built environment have a far more significant role to play in mental illness than the biomedical establishment acknowledges.

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The Depression Project

The Depression Project challenges society's view on what a mental health problem is, and to show that in fact, no-one is "normal". It is currently being used within the NHS as a training tool. It was also shown as part of the University of Birmingham's Mental Health Awareness Week.

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Sanctuary

Sanctuary tells the stories of six asylum seekers and refugees living in Glasgow, and aims to address the stigma and discrimination often experienced by asylum seekers and refugees. With Glasgow hosting increasing numbers of asylum seekers and refugees over the last few years, it was considered a priority to ensure the mental health of this social group. With stigma and discrimination often an issue, there is a reluctance for people with mental health issues to seek help within these communities. A high quality film capturing the narratives of asylum seekers and refugees. Winner of the 'Respect for Diversity' category of the Principles into Practice Awards 2011.

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ADHD and me

ADHD and Me brings research interviews with children to (animated) life. The VOICES study (Voices On Identity, Childhood, Ethics & Stimulants: Children join the debate) investigated children's experiences with ADHD diagnosis and stimulant drug treatments. They interviewed over 150 children in the United States and the United Kingdom, recruited from NHS Trusts, university clinics and community pediatric centers. This film uses their actual interviews with children to present some of the most important discoveries of the VOICES study.

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Labelling and Self Identity

We call mad people lots of names. Most of them are not meant to be complimentary. But what do mad people call themselves? Do they accept labels that others stick on them? Do they apply their own labels? Why might one person choose a different label than another? This is a short documentary in which 12 Toronto activists discuss how they identify themselves. Documentaries are one of Ryerson University's online learning tools, used by instructors to spark discussion in the online student forums. This documentary is a part of unique and engaging online course called 'Mad People's History' (CDST 504), developed by Digital Education Strategies at The Chang School and David Reville, an instructor with the School of Disability Studies at Ryerson University.

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We're not mad, we're angry

Channel 4 screened Eleventh Hour's "We're not mad we're angry" in 1986. This was a unique docu-drama which took two years to make with a group of current and former psychiatric patients who held full editorial control. Many of the actors in the drama sequences had been service users; others were involved in the editing and production process. Many of the survivors interviewed were activists such as: Jan Wallcraft who became Mindlink's first co-ordinator; David Crepaz-Keay, who went on to manage Mental Health Media, then became Head of Empowerment and Social Inclusion at the Mental Health Foundation; Peter Campbell, the founder of Survivor's Speak Out'; Mike Lawson, the first survivor vice-chair of National Mind. This is the documentary in full, now available on Youtube.

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U Can Cope

Film about coping with suicidal thoughts and depression. May be of use to those involved in teaching mental health on prequalifying programmes.

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Mental Health for All by Involving All

TED talk by Vikram Patel. Nearly 450 million people are affected by mental illness worldwide. In wealthy nations, just half receive appropriate care, but in developing countries, close to 90 percent go untreated because psychiatrists are in such short supply. Vikram Patel outlines a highly promising approach -- training members of communities to give mental health interventions, empowering ordinary people to care for others.

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Personalisation

This film is the result of a group project done at CoolTan Arts centre - a charitable arts in mental-health organisation. The group was exploring Personalisation, a new government scheme aiming to distribute personal budget to people who suffer from disabilities, hoping to promote more self-control over one's treatment. The group explored the pros and cons of the new scheme.

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Developing an holistic and joined up approach to mental wellbeing

Produced by the National Health Universities Project this guidance package provides:background information, evidence and links to existing guidance for universities to promote mental wellbeing; general information on mental wellbeing as well as separate sections focussing on staff and student issue; suggestions on policy/procedures development, areas for consultation, potential internal/external partners to involve.

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Do the right thing: How to judge a good ward

Ten standards for adult in-patient mental health care. Useful for facilitating understanding of the in-patient environment.

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Mental health of students in higher education

The main purpose of this report is to provide an update to a previous Royal College of Psychiatrists document, Mental Health of Students in Higher Education, published in 2003. Over the past decade, the demographics of the student population have undergone many changes that are of relevance to the provision of mental healthcare. The numbers of young people in higher education have expanded and they have become more socially and culturally diverse. There have been increasing numbers of students drawn from backgrounds with historically low rates of participation in higher education and growing numbers of international students. Social changes such as the withdrawal of financial support, higher rates of family breakdown and, more recently, economic recession are all having an impact on the well-being of students and other young people.

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Student mental wellbeing - making a whole university approach work

This document reflects on key issues concerning mental health and wellbeing promotion in the context of the updated report entitled ‘The Mental Health of Students in Higher Education’ (CR166), released by the Royal College of Psychiatrists (RCP) on 30th September 2011. It aims to expand on the concept of a ‘whole-university approach’ to wellbeing, some of the challenges with the implementation of the approach, and steps that can be taken. It proposes ways in which national stakeholders can establish coordination as a sector.

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Can Patients be Teachers? Involving patients and service users in healthcare professionals' education

There is strong evidence that involving patients and service users in healthcare professionals' education has short-term benefits for all involved. Longer term, there has been little evaluation to discover whether this involvement has an effect on the behaviour or practice of health professionals or on health outcomes. This newly published Health Foundation report aims to describe the current state of active patient involvement in the education of health and social care professionals, both in the literature and in practice. It aims to highlight areas for further research and development.

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What is forensic psychiatry

Dr Ali Ajaz, a specialty trainee in forensic psychiatry, interviews consultant forensic psychiatrist Dr Paul Simon Williams about his work. Royal College of Psychiatrists podcast

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A patient's journey

Royal College of Psychiatrists podcast. A patient (Alan) talks to a consultant forensic psychiatrist about his admission to a medium secure unit

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Implications for children’s social work practice

Explores the implications that parental substance misuse has for social work practice and to recognise when an assessment is needed.

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Understanding the impact on children

Explores how parenting capacity may be compromised and how children may be affected by parental substance misuse.

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Understanding substance misuse

An introduction to the different types of substances commonly misused and the effects that these may have on the people taking them.

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Communicating with families

Explores the communication strategies that can be used to talk to parents, children and families about parental mental health issues.

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Managing complexity and leading practice

Provides a range of audit tools for front line managers to gauge the readiness of their staff to implement the ‘Think Family’ guidance. It also identifies the key drivers needed by strategic managers to target action at a local level, identify the barriers to change and potential solutions.

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Interventions

Explores screening, active signposting and early intervention, and their importance in addressing the needs of all parts of the family system.

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Care planning and review

oks at what makes an effective plan as well as considering how reviewing processes can be used to ensure changing needs are assessed and plans modified as a result.

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Working together with professionals

Explores the challenges facing workers in maintaining a multi-agency approach and how the Family Model can be used to strengthen professional working relationships.

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Working together with parents

Explores the key principles of working in partnership with parents.

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Think child, think parent and think family

Explores the impact of parental mental illness on all family members. Also looks at child development stages and some common diagnoses, interventions and treatments for mental illness.

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Introducing the family model

An introduction to the family model and the impacts of some common risks, stressors and protective factors.

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Interface between the MCA and MHA

Explores the relationship between the Mental Capacity Act (MCA) and the Mental Health Act (MHA) of 1983 (as amended by the Mental Heath Act 2007) the difference between the two laws in relation to detention and deprivation of liberty.

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A guide to the deprivation of liberty safeguards

Looks at the law on deprivation of liberty safeguards (DOLS).

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Planning for the future

Explores who can make decisions on behalf of other people and when those decisions can be made.

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What to do when there is disagreement

Explores what kinds of disagreement can arise in relation to the Mental Capacity Act 2005 and possible solutions to resolve these.

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More complex best interests decision making

Explores how you begin to work out a person’s best interests in a practical context and the limits and challenges associated with best interests decision making.

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Making more complex decisions

Explores why, when and how to carry out a formal, recorded assessment of capacity.

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Best interest decisions about day-to-day care and support

Explores what the Act means by ‘best interests’ as well as when best interests decisions need to be made.

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Making day-to-day decisions about care and support

Explores what is meant by making day-to-day decisions and how we can assess a person’s capacity to make their own decisions.

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Supporting people to make their own decisions

Explores why the Mental Capacity Act 2005 was introduced and who is affected by the Act (Estimated sudy time: 20-30 minutes).

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Journey to Safety

Online educational resource aimed at teachers, focusing on the Kindertransport, asylum seekers and refugees, migration to Britain and oral history. Uses oral history video clips collected from a project in schools. Contains questions and activities for pupils associated with the clips, as well as factsheets, lesson plans and worksheets for use by teachers.

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Values Exchange

The Values Exchange is a unique way to debate social issues - with great potential for use in teaching. Its mission is to promote real democracy, based on the informed, collective wisdom of whole populations. Those who developed and belong to it believe everyone has the right to be part of serious debate about the issues that matter most to us. The Exchange consists of a number of interactive screens, linked to 'cases' - designed to encourage deep reflection on values. Each respondent's responses are recorded in the Values-Exchange database. Immediately you submit, every other respondent can see your values, just as you can explore theirs. Everyone can use the Reports Wizard to investigate reports – both for single cases and across many cases and groups.

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Service user involvement in training: A catalyst for collaboration

'Psychosis Revisited' is a two day workshop, based upon the British Psychological Society (BPS) report (2000): 'Recent advances in understanding mental illness and psychotic experiences'. It encourages mental health workers to take a fresh look at psychosis and psychotic experiences. Mark Hayward (academic tutor at the University of Surrey/ Clinical Psychologist) describes how he and an Occupational therapist, in conjunction with user trainers from the CAPITAL project, delivered this workshop to a Community Mental Health/Assertive Outreach team. This case study focuses in particular on one session entitled "service user perspectives". It outlines in detail how the session was planned and delivered, offering useful insights into how a safe learning environment was created, and reflects on learning gained. Discussions are ongoing that may lead to the embedding of 'Psychosis Revisited' within prequalifying training within a range of disciplines.

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Students and service users learning together: Co-operative inquiry and its implications for curriculum development

Tina Coldham and Steve Tee describe a piece of action research, involving pre-registration nursing students and service users in a process known as "co-operative inquiry". This model is introduced, together with some reflection on how it was used on a pre-registration nursing programme at the University of Southampton. Includes reflection on the efficacy of this approach in facilitating the meaningful involvement of service users in learning and teaching about mental health.

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The impact of medication - battle of the bulge

These digital stories were created by service user members of the Inpatient Care Forum at the CEIMH at the University of Birmingham as part of a project to create resources for teaching about the impact of medication to undergraduate nurses. They are scripted from the persons lived experience and were made by them with support from myself and colleagues, Liz Chilton and Dee Partridge.

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The impact of medication - making decisions about medication

These digital stories were created by service user members of the Inpatient Care Forum at the CEIMH at the University of Birmingham as part of a project to create resources for teaching about the impact of medication to undergraduate nurses. They are scripted from the persons lived experience and were made by them with support from myself and colleagues, Liz Chilton and Dee Partridge.

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The impact of medication - what a good night's sleep can do

These digital stories were created by service user members of the Inpatient Care Forum at the CEIMH at the University of Birmingham as part of a project to create resources for teaching about the impact of medication to undergraduate nurses. They are scripted from the persons lived experience and were made by them with support from myself and colleagues, Liz Chilton and Dee Partridge.

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Experiences of inpatient care - women's safety

These digital stories were created by service user members of the Inpatient Care Forum at the CEIMH at the University of Birmingham as part of a project to create resources for teaching about inpatient care for health care workers. They are scripted from the persons lived experience and were made by them with support from myself and colleagues, Liz Chilton and Dee Partridge.

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Experiences of inpatient care - the therapeutic relationship

These digital stories were created by service user members of the Inpatient Care Forum at the CEIMH at the University of Birmingham as part of a project to create resources for teaching about inpatient care for health care workers. They are scripted from the persons lived experience and were made by them with support from myself and colleagues, Liz Chilton and Dee Partridge.

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Experiences of inpatient care - sexuality

These digital stories were created by service user members of the Inpatient Care Forum at the CEIMH at the University of Birmingham as part of a project to create resources for teaching about inpatient care for health care workers. They are scripted from the persons lived experience and were made by them with support from myself and colleagues, Liz Chilton and Dee Partridge.

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Experiences of inpatient care - reliability

These digital stories were created by service user members of the Inpatient Care Forum at the CEIMH at the University of Birmingham as part of a project to create resources for teaching about inpatient care for health care workers. They are scripted from teh persons lived experience and were made by them with support from myself and colleagues, Liz Chilton and Dee Partridge.

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Experiences of inpatient care - records and reality

These digital stories were created by service user members of the Inpatient Care Forum at the CEIMH at the University of Birmingham as part of a project to create resources for teaching about inpatient care for health care workers. They are scripted from the persons lived experience and were made by them with support from myself and colleagues, Liz Chilton and Dee Partridge.

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Experiences of inpatient care - the police assist

These digital stories were created by service user members of the Inpatient Care Forum at the CEIMH at the University of Birmingham as part of a project to create resources for teaching about inpatient care for health care workers. They are scripted from teh persons lived experience and were made by them with support from myself and colleagues, Liz Chilton and Dee Partridge.

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Experiences of inpatient care - is this a hospital or a prison?

These digital stories were created by service user members of the Inpatient Care Forum at the CEIMH at the University of Birmingham as part of a project to create resources for teaching about inpatient care for health care workers. They are scripted from teh persons lived experience and were made by them with support from myself and colleagues, Liz Chilton and Dee Partridge.

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Experiences of inpatient care - compulsion

These digital stories were created by service user members of the Inpatient Care Forum at the CEIMH at the University of Birmingham as part of a project to create resources for teaching about inpatient care for health care workers. They are scripted from teh persons lived experience and were made by them with support from myself and colleagues, Liz Chilton and Dee Partridge.

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Experiences of inpatient care - a marriage of hell and science

These digital stories were created by service user members of the Inpatient Care Forum at the CEIMH at the University of Birmingham as part of a project to create resources for teaching about inpatient care for health care workers. They are scripted from teh persons lived experience and were made by them with support from myself and colleagues, Liz Chilton and Dee Partridge.

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Framework Films

Three films produced by Framework - a housing charity based in Nottingham: 1) A Day in the Mind... a short film that depicts what a typical day is like for someone with mental health difficulties. 2) What a Difference a Day Makes... Recovery doesn't happen in a day, but a day can make a difference. This the second film made by Framework about the realities of experiencing mental health difficulties. 3) A Human Experience Made by Rethink, the film interviews three people who have used mental health services. They discuss the impact that their own personal experiences of stigma have had on their family, their friends and themselves. Other areas touched upon include changing attitudes towards mental health and the role of the media in generating and re-enforcing the public perception of mental health. Useful as triggers for discussion about stigma and mental health. Accompanied by the Changing Your Mind training pack: http://www.frameworkha.org/pages/changing_your_mind.html

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Talking Our Language

Talking our language tells the story of two conversations about mental health. It explains how a mental health organisation - Touchstone - started these conversations with two linguistically distinct communities in Leeds: Urdu speakers and Cantonese speakers. Both communities came with rich cultural understandings of mental health, but many of the concepts and ideas which dominate both ‘medical’ and ‘social’ models of mental health had no clear analogue in either of these languages. This is the story of the conversations which took place and includes training materials.

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Measuring the unmeasurable

This learning module - created by the Science Museum - aims to take the user through various aspects of psychiatry and the study of 'mental illness'. It looks at the treatment, diagnosis and methods used in psychiatry as well as the investigation of mental illness from a historical and socio-cultural perspective. This is done by relating the subject matter to examples found in people's day-to-day lives. Important concepts of psychology are investigated and the user is given the opportunity to test their knowledge through various activities. Some of the concepts investigated include definitions of what is normal and abnormal, concepts of the mind, the concept of mental illness in other cultures, Chemotherapy, electro-convulsive therapy and Psychosurgery. May be of use in supplementing classroom based learning.

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Learning to be professional through a higher education

This wiki facilitates exploration of the idea of learning to be professional in the context of undergraduate higher education designs that set out to develop professional as well as academic capability. It is one of a series of wikis established by Surrey Centre for Excellence in Professional Training and Education (SCEPTrE) to explore the theme of learning for a complex world. Although the SCEPTrE project finished in March 2011 this wiki will continue to be developed as part of the portfolio of not for profit work undertaken by Chalk Mountain.

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Disabling Imagery - a teaching guide to disability and moving image media

This website provides information on how disability has been represented in moving image from the earliest days. The approach is from a disability equality and human rights perspective, which draws on the collective thinking of the Disabled People's Movement. Includes sections on: Ways of thinking about disability; Teaching with moving image media; Treatment of disabled people in moving image media; Activities and lesson plans, as well as links to further resources. Will be of use to those wishing to explore the use of the moving image in relation to disability or more generally - also to those with an interest in approaches to teaching about disability.

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Cinema and teaching mental health

This resource provides links to some databases of films for use in teaching and a brief bibliography on the use of cinema in teaching mental health. May be of use to those wishing to locate films for use in teaching or consider some of the challenges of using this medium well.

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Madness and Literature Network - Submitted Literature

This site provides titles and summaries of literature on the topic of mental health. Entries are submitted by members of the network. May be of use in preparing reading lists and encouraging learners to access first person accounts and other reading which falls outside academic literature on the subject.

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Bibliography of First Person Narratives of Madness in English

This bibliography has been prepared by Gail Hornstein - a professor of psychology at Mount Holyoke College in the USA. She describes it as being in four sections: '(1) personal accounts of madness written by survivors themselves; (2) narratives written by family members; (3) anthologies and critical analyses of the madness narrative genre; and (4) websites featuring oral histories and other first-person madness accounts'. It may be of value in encouraging learners to access first person accounts of mental ill health - alongside other resources such as the madness and literature network (which also provides summaries).

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Mental Health Practice: Bonnyrigg

This module is offered as part of the Open University's OpenLearn initiative. 'Although society's attitude toward mental illness has improved, discrimination and misconceptions surrounding those affected are still prevalent. This unit explores a number of issues relating to mental health practice, including the difference between mental health and mental illness, and the discrimination that can arise when people experience some form of mental distress'. It may be of use in informing module planning, or alternatively can be directly accessed by students as a supplementary online learning opportunity.

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Young People's wellbeing

This module is offered as part of the Open University's OpenLearn initiative. 'What do we mean by ‘wellbeing’ for young people? How is it shaped by social differences and inequalities, and how can we improve young people's mental and physical health? This unit will examine the range of factors affecting young people’s wellbeing, such as obesity, binge drinking, depression and behavioural problems'. It may be of use in informing module planning, or alternatively can be directly accessed by students as a supplementary online learning opportunity.

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Challenging Ideas in Mental Health

This module is offered as part of the Open University's OpenLearn initiative. 'Take a new and different look at mental health. This unit invites you to think differently about life's dilemmas by taking account of the views of all concerned, especially people experiencing mental distress. It explores ideas and practice in mental health, and will appeal to a wide range of people'. It may be of use in informing module planning, or alternatively can be directly accessed by students as a supplementary online learning opportunity.

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Higher Education Academy (subject centres) mental health special interest group

This group is open to everyone with an interest in sharing approaches to learning and teaching about mental health, across all disciplines in higher education. It complements the work of the Mental Health in Higher Education project www.mhhe.heacademy.ac.uk

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Student mental health section of the mhhe website

University life can be exciting for students, but can also engender frustration and isolation. Students with mental health problems may find it difficult to ask for help - appropriate services may be lacking and/or they may fear the stigma that can result from disclosure. For students on professional programmes, the need to prove oneself as ‘fit for practice' can be the source of additional stress. The development of appropriate values and attitudes requires a focus on the self. This can be an emotional journey, especially for students who are also users of services. This section of the mhhe site provides links to guidelines and publications; some examples of institutional policies; guidance on developing an inclusive curriculum, and on fitness to practice issues; event reports and links. It also contains a link to an annotated reading list.

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Infant and perinatal wellbeing

This page was created to support the integration into curricula of knowledge and skills relating to infant and perinatal mental wellbeing and ill-health. It was created following an mhhe workshop on learning and teaching about perinatal mental health at Staffordshire University in January 2009 - Learning and teaching about perinatal mental health: Don't let women fall through the net. You will find here: General Resources, Publications and Reports, Curriculum Frameworks and Training Materials and Details of Modules and Programmes.

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Experiences of Psychosis

This module is part of the Health Talk Online collection of resources. It focuses on people’s experiences of psychosis. Many of the people interviewed had, at some point in their lives, received a diagnosis of schizophrenia. However there were a number of people who had never received this diagnosis but who had experienced psychosis i.e. hearing or seeing things or holding unusual beliefs which other people don’t see or share. This is a collection of online interviews which is searchable in a whole range of ways (ie by age group and by theme).

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Realising Recovery

The Realising Recovery learning materials were developed jointly by the Scottish Recovery Network and NHS Education for Scotland. They are designed to support all mental health workers to develop their recovery focused practice. The following modules are included: • Module 1, Understanding Recovery • Module 2, Using Self to Develop Recovery Focused Practice • Module 3, Enabling Self-direction • Module 4, Providing Person-centred Support • Module 5, Sharing Responsibility for Risk and Risk-taking • Module 6, Connecting with Communities The materials have been designed so they can be studied in a way that involves elements of self directed study and reflection. However, it is recomended that opportunities for group discussions should be made available to help learners put individual experiences into a broader context and enhance learning.

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Tackling stigma - a practical toolkit

Published by the National CAHMS Support Service, this document brings together guidance, best practice examples, case studies, resources and literature to help tackle the stigma associated with children's and young people's mental health.

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Lesbian, Gay and Bisexual people and mental health problems

In this film, Sarah Carr, mental health and social care researcher discusses the experiences and challenges faced by lesbian, gay and bisexual people when accessing mental health services. This links to the podcast, but also a full transcript of Sarah's presentation.

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Keeping Families and Children in Mind

The COPMI national initiative in Australia has developed an on-line workforce education resource in association with parents with mental health problems and their carers (including young people), called ‘Keeping Families and Children In Mind'. The involvement of consumers of mental health services and their carers was pivotal to the success and ‘user friendliness' of the resource and it contains a large number of video and audio clips of parents and carers. Although not a UK resource, may be of use in teaching.

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Self-harm in children and young people: handbook

This Handbook is designed to provide basic knowledge and awareness of the facts and issues behind self-harm in children and young people, with advice about ways staff in children's services can respond. May be used by learners on their own, and hence supplement classroom based activity.

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The transition from primary to secondary school: training resource The transition from primary to secondary school: training resource

The purpose of this training resource, produced by Young Minds, is to help schools think about why some children may be more vulnerable than others in facing transition, and to support schools in developing ways of working that will allow all children to find a sense of belonging and engagement in school. The Targeted Mental Health in Schools (TaMHS) project and others locally are already supporting schools and this resource is intended to add to and complement that work. Will also be of use in raising awareness of transition issues amongst other practitioners.

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Anatomy of a global epidemic: history, science and the long term effects of psychiatric medication.

Robert Whitaker is an American journalist and author of Mad in America and Anatomy of an Epidemic. He gave this lecture in Cork on 14 March 2011, invited by the schools of nursing & midwifery and aplied social sciences, in association with the Irish Network of Critical Voices in Mental Health and sponsored by the Irish Institute of Mental Health. In it he provides a critique of medical model approaches to the treatment of mental ill health and in particular of psychiatric medication.

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Working in mental health

This website features a series of interviews with members of the different professions working in mental health care. Psychiatrists, nurses, social workers, psychologists, and occupational therapists talk about their roles within the multidisciplinary team, and their perspectives on team working and on their client group. I have found the interviews with Bailey particularly helpful in providing an insight in to the social work role in mental health - his perception of the role is contestable and has acted as a useful trigger for discussion.

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Everybody's Business

Everybody's Business is a set of free e-learning materials about the mental health of children and young people. It is aimed at people who work with children, young people and their families who are not mental health professionals. We recommend that you start with Understanding Mental Health, as this contains the underlying knowledge needed for the modules on Mental Health Promotion and the Peri-Natal & Infant Mental Health. The materials are not formally accredited but participants are able to print a certificate, similar to a 'Certificate of Attendance' on completion of each module. This resource could be extremely useful in supplementing classroom based learning - providing an up to date introduction to CAMHS issues.

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Testimony - Inside Voices of Mental Health Care.

At the end of the 1990s a group of interviewers from a range of backgrounds went across England and Wales to record first hand accounts from individuals who had experienced life in old mental health asylums. Their aim was to create a historical resource coming from an often ignored perspective - instead of relying on opinions of those distanced from the situation, it would give those with direct experience the power to speak for themselves. This link provides access to the video interviews that the Testimony Project carried out between 1999 and 2001. Full transcripts and extracts from the interviews are available. This resource provides a helpful insight for students in to how mental health services were provided in the past, and can be used as a trigger for discussion about what has (and has not!) changed.

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Animated Minds

Animated Minds is a series of short animated documentaries which use real testimony from people who have experienced different forms of mental distress. A single aim underpins all the films: to help dispel myths and misconceptions about ‘mental illness’ by giving a voice to those who experience these various difficulties first hand. I have found these extremely useful in teaching - they provide a short, highly engaging insight into the experience of mental distress and have proved helpful as triggers for discussion.

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Experiences of inpatient care - losing your dignity

These digital stories were created by service user members of the Inpatient Care Forum at the CEIMH at the University of Birmingham as part of a project to create resources for teaching about inpatient care for health care workers. They are scripted from the persons lived experience and were made by them with support from myself and colleagues, Liz Chilton and Dee Partridge.

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The Social Care Institute for Excellence's (SCIE) support for students

Our resources support the core curriculum for social work education and training and can be accessed free of charge. We encourage students and educators to use our resources for personal learning, formal training or presentations. SCIE’s work covers adults’, children’s and families’ and workforce services. SCIE’s student page helpfully highlights a selection of resources which directly reflect the Social Work degree core curriculum. It also allows you to link straight through to some of our innovative multi-media resources

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IRISS Video - Caroline Tomlinson: In Control

Caroline Tomlinson is the parent of three children: Joe, Rosie and Jacob. Joe is 19 years old and has high support needs. He took part in the national in Control pilot in Wigan. Joe was the first person in the UK to receive an individual budget and it has made a phenomenal difference to his life.

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IRISS Video - Personalisation & Community Capacity - Alan Urquhart

Alan Urquhart, Community Capacity Building Manager for Perth & Kinross Council, focuses on community capacity building and speaks of the need to build the confidence of local people to work together to get the services they need. He provides an interesting example of partnership working between the local community in Aberfeldy and the council regarding use of the town hall.

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IRISS Video - Personalisation & Community Capacity - Suzie Burt

Suzie Burt from Perth and Kinross Council speaks about the improvements to their services and the challenges that the council will face in the future. She highlights the need to improve outcomes for service users, as well as the need for the council to measure performance in order to produce evidence that quality services are being provided.

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IRISS Video - Personalisation & Community Capacity - Brigid Daniel

Brigid Daniel speaks of the need for more strategic partnerships with councils, focusing on the areas of developing research for practice, practice exchange and CPD.

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IRISS Video - Personalisation & Community Capacity - Jean Bush

Jean Bush gives an insight into what personalisation is in practice, and provides an example of practice from her own experience.

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IRISS Video - Personalisation & Community Capacity - Iain Ferguson

Dr Iain Ferguson, Senior Lecturer in Social Work at the University of Stirling, talks about how various user groups have different expectations of services, and as the number of service users grow, whether support can be sustained.

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IRISS Video - Personalisation & Community Capacity - Kirstein Rummery

Professor Kirstein Rummery, Chair of Social Policy at the University of Stirling, compares the differences between regulated, state-supported personalisation schemes, such as those offered in France, the Netherlands and the UK, with much more unregulated and unstructured schemes available in countries such as Austria and Italy. Rummery also speaks about outcomes, and how more formal, state-supported schemes usually mean better services and outcomes for both workers and users.

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IRISS Video - Personalisation & Community Capacity - Karl Stern

A seminar and workshop organised by the Perth and Kinross Partnership / University of Stirling Partnership to examine policy and practice in personalisation and community capacity. Interview with Karl Stern, Learning and Organisational Development Manager at Perth and Kinross Council, on the development of partnerships to improve the link between social work practice and research/academia. Focusing specifically on the partnership between Perth and Kinross Council and Stirling University, Stern speaks about three key areas of development: research, CPD and practice exchange.

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IRISS Video - Phil Wilson on the impact of early neglect on child development

Dr Wilson was talking at the Scottish Attachment in Action conference held in Falkirk, September, 2010

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IRISS Video - Edwina Grant on why SAIA set up and when

Edwina Grant, member of the SAIA Executive Committee, reflects on the first SAIA conference, held in Falkirk, September 2010

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IRISS Video - Edwina Grant reflects on the first SAIA conference

Edwina Grant, member of the SAIA Executive Committee, reflects on the first SAIA conference, held in Falkirk, September 2010

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IRISS Video - Dr Dan Hughes on developing the quality for foster carers

Dr Hughes was talking at the Scottish Attachment in Action conference held in Falkirk, September, 2010

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IRISS Video - Alan Sinclair on the UK's attitude towards children

Alan Sinclair was talking at the Scottish Attachment in Action conference held in Falkirk, September, 2010

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IRISS Video - Alan Sinclair on 'doing the right thing'

Alan Sinclair was talking at the Scottish Attachment in Action conference held in Falkirk, September, 2010

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IRISS Video - Dr. Phil Wilson on the 'strengths and difficulties' questionnaire

Dr Wilson was talking at the Scottish Attachment in Action conference held in Falkirk, September, 2010

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IRISS Video - Peter Beresford on the evolution of user involvement

IRISS hosted a series of workshops around the theme of What Works in delivering positive outcomes in the social services. The workshops were intended to be practice oriented, with the aim that attendees took home at least one strategy on how to apply research and evidence effectively in their practice.

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IRISS Video - Peter Beresford on self empowerment

IRISS hosted a series of workshops around the theme of What Works in delivering positive outcomes in the social services. The workshops were intended to be practice oriented, with the aim that attendees took home at least one strategy on how to apply research and evidence effectively in their practice. Part of the IRISS What Works: Putting Research Into Practice series, Peter Beresford - bit.ly/​awQjhi - talks about effective user involvement. Edinburgh, 20 January, 2010

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IRISS Video - Peter Beresford on facilitating user involvement

IRISS hosted a series of workshops around the theme of What Works in delivering positive outcomes in the social services. The workshops were intended to be practice oriented, with the aim that attendees took home at least one strategy on how to apply research and evidence effectively in their practice. Part of the IRISS What Works: Putting Research Into Practice series, Peter Beresford - bit.ly/​awQjhi - talks about effective user involvement.

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IRISS Video - Fergus McNeill on the evolution of youth justice in Scotland

IRISS hosted a series of workshops around the theme of What Works in delivering positive outcomes in the social services. The workshops were intended to be practice oriented, with the aim that attendees took home at least one strategy on how to apply research and evidence effectively in their practice. Professor Fergus McNeill discusses the evolution of youth justice in Scotland. The audio recording of the talk is available from iriss.org.uk/​resources/​youth-justice-professor-fergus-mcneill

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IRISS Video - Fergus McNeill on how IRISS can promote what works in youth justice

IRISS hosted a series of workshops around the theme of What Works in delivering positive outcomes in the social services. The workshops were intended to be practice oriented, with the aim that attendees took home at least one strategy on how to apply research and evidence effectively in their practice. Professor Fergus McNeill discusses how IRISS can promote what works in youth justice. The audio recording of the talk is available from iriss.org.uk/​resources/​youth-justice-professor-fergus-mcneill

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IRISS Video - Fergus McNeill on the role practitioner wisdom plays in youth justice intervention

IRISS hosted a series of workshops around the theme of What Works in delivering positive outcomes in the social services. The workshops were intended to be practice oriented, with the aim that attendees took home at least one strategy on how to apply research and evidence effectively in their practice. Professor Fergus McNeill discusses the role practitioner wisdom plays in youth justice intervention. The audio recording of the talk is available from iriss.org.uk/​resources/​youth-justice-professor-fergus-mcneill

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IRISS video - Fergus McNeill on compassion & social skills, can they be learned?

IRISS hosted a series of workshops around the theme of What Works in delivering positive outcomes in the social services. The workshops were intended to be practice oriented, with the aim that attendees took home at least one strategy on how to apply research and evidence effectively in their practice. Professor Fergus McNeill discusses compassion & social skills, can they be learned? The audio recording of the talk is available from iriss.org.uk/​resources/​youth-justice-professor-fergus-mcneill

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IRISS Video - Widening Participation in Social Work Education - Part 2

Delegates comment on the questions of diversity and widening access to social work education. From an Open University seminar held at the University of Paisley, Hamilton Campus, 30 September 2009.

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IRISS Video -Widening Participation in Social Work Education - Part 1

Delegates comment on what we mean by a workforce that reflects the diversity of the population. From an Open University seminar held at the Univesrity of Paisley, Hamilton Campus, 30 September 2009.

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IRISS image bank collection: Criminal Justice

A collection of images suitable for use in social work training. These images have Creative Commons licences and may be freely used for non-commercial purposes.

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The impact of medication - Mirtazapine and unexpected naps

A service users account of how medication can adversely impact on day to day functioning. They outline their experiences of life within a hospital environment and the financial impact and isolation caused by being away from close family.

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The impact of medication - psychiatry, then and now

This is a story of a mental health service users experiences of psychiatry in 1997 and forced treatment. It explores the journey that includes a loss of faith in services. It then explores how in 2003 a more negotiable culture including a treatment plan led to a much better outcome for the service user. It explores the importance of respect and empathy in delivering a life changing service.

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The impact of medication - Chlorpromazine

A mental health service user tells their story about the effect that Chlorpromazine has had on them and their struggle to get this message across to different professionals. Especially when professionals do not read medical notes.

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The impact of medication - anti-depressant medication

This is an account of a mental health service user and their use of anti-depressants as a means of aiding their ability to lead their life.

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The impact of medication - a violinist's nightmare

A mental health service users account of the impact that medication can have on their lives. It explores the story of a service user and their desire to play the violin even though the medication caused tremor in the arms and hands of the service user.

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The impact of medication - the service users' curse

Looks at a mental health service users experiences of constipation brought on by using medication and the impact it can have on day to day functioning.

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The impact of medication - experience of night medication

Mental health service users account of using medication and the impact it can have on all aspects of life and conducting your day to day activities.

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The impact of medication - battle of the bulge

Explores a service users account of how mental health medication can have an impact on body weight.

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The impact of medication - making decisions about medication

Service users account related to making decisions about using medication.

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The impact of medication - what a good night's sleep can do

Service users experiences of mental health and medication.

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Fostering resilience

The aim of this learning object is to introduce learners to a structured approach to the assessment and promotion of resilience in vulnerable children.

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Putting personalisation into practice

This resource will help you: 1.Consider the possible benefits and drawbacks of personalisation 2.Review practitioner’s perceptions of personalisation 3.Reflect on service user experience 4.Develop your skills in supporting an individual through the process 5.Identify future learning/training requirements 6.Reflect on your learning in relation to personalisation

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What is personalisation and where did it come from?

This resource will help you: •Find out how much you already know about personalisation • Understand what personalisation means and where it comes from • Familiarise yourself with legislation, policy and theory influencing the personalisation agenda

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Fair Access to Care Services (FACS)

This training module aims to support re-orientation and re-skilling of staff directly involved in decision-making using FACS and eligibility criteria, their supervisors and line managers, and those monitoring and reporting on the operations of the system. It sets out to: •be accessible and useful to front-line social workers, care managers and support brokers, as they make key decisions about people’s eligibility for support •assist first-line managers to oversee the decision being made in their organisations •be accessible to the users of services, and their carers and families, as well as advocacy groups and user-led organisations (ULOs), so that the basis on which funding decisions are made is clear to those most affected by them. By the end of this module you should have a better understanding of: •What FACS is •What's new, what's changed and what's remained the same •How FACS will apply to your practice.

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Creating a positive culture

This resource explores: •Creating a positive culture of care to lessen the likelihood of care staff needing to use restraint. •Using good communication to help negotiate the many different and often emotive views of everyone involved in a decision to use restraint. •Providing learning and development opportunities that help promote a learning culture and support better decision-making about restraint. •Developing a positive physical care environment to help reduce the need for restraint

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Decision-making processes

This resource explores: •How staff, residents and relatives view of risk and risk-taking will influence decisions about restraint. •How making good decisions about restraint is more likely if care staff are positive, show teamwork, keep good records, are aware of the alternatives to restraint and have some basic knowledge of the law on restraint. •How a careful five-step process can help when making difficult decisions about restraint: observe, do some detective work, come to a collective decision, implement and review the plan

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Exploring restraint

This resource explores the ideas that: •Restraint can be a difficult issue in care homes, and the word means different things to different people. •There are many different types of restraint, ranging from active physical interventions to failing to assist a person. •Minimising the use of restraint is important, but sometimes it will be the right thing to do. •Knowing the individual, valuing the views of relatives and working as a team will help reduce the need for restraint.

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Key policy and legislation with implications for interprofessional and inter-agency collaboration (IPIAC): a timeline of examples 1968-2008

This resource offers you an interactive timeline, helping you to find collaboration-related examples of policy, commissioned reports and legislation in England and Wales. The resource will provide you with: •a chronology of collaboration-related policy and legislation from 1968 to 2008 •a variety of examples covering developments in collaboration policy, organisation and practice •selected examples of policy and legislation relating to people who use care services and to carers. •overall, illustration of the expanding range of policy and legislation in which attention to collaboration is a feature

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The practitioner, the agency and inter-agency collaboration

This resource will assist you to: •think of the organisation/agency in which you work as part of a network of organisations/agencies, professions and services •appreciate that each organisation, including your own, shapes the roles of its staff, supplies resources and sets the boundaries of services •understand the interdependence of agencies and their practitioners in achieving the range of support that people who use care services may require •recognise that inter-agency collaboration ranges along a continuum, from cooperation based on mutual objectives to collaboration structured by regulated procedures •appreciate that procedures provide a framework for practice but they rely on people to make them work by applying expertise and values and negotiating outcomes.

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Working collaboratively in different types of teams

This resource will enable you to: •Identify different types of teams •Consider how different types of teams impact on interprofessional working •Identify the different roles necessary for successful teamworking •Identify your own role within the interprofessional team •Think about how you can develop your team working skills.

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A model of practice and collaboration

This resource will assist you to: •reflect on the nature and complexity of social work and social care practice by considering the different people who may be involved •think of ‘direct work’ with people who use care services and their supporters and carers as being at the centre of your practice •recognise that ‘direct work’ does not take place in isolation but is affected by a range of other important relationships and interactions •manage the complexity of these multiple relationships by using a ‘model’ that groups them into ‘spheres’ of practice and interaction •view these spheres as the context or medium in which collaboration is achieved by you and others •think about how the model applies to practice

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Working together to assess needs, strengths and risks

This resource will: •introduce you to the process of interprofessional assessment of needs, strengths and risks •provide the opportunity to consider the contribution that different professionals can make to the process of assessment •enable you to develop your understanding of assessment using a family case study which draws on the views of a range of professionals and those of family members.

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Building relationships, establishing trust and negotiating with other workers

This resource will help you to: •consider the importance of constructive relationships in the context of collaborative working •identify and discuss the interpersonal skills and attributes that contribute to collaborative working •consider the factors that impinge on collaborative working relationships •evaluate and develop your own interpersonal skills in collaborative working

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Professional identity and collaboration

This resource will help you to: •understand the concept of professional identity and its importance in the relationship between professionals •consider similarity and difference between professionals •explore ‘models of practice’ as particular illustrations of similarity and difference •think about the benefits and challenges for interprofessional and inter-agency collaboration (IPIAC), that can result from professional difference •reflect on how some of the challenges to models of practice and professional identity, may be met constructively.

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An introduction to interprofessional and inter-agency collaboration

This resource will help you to develop and review your understanding of: •what is meant by ‘interprofessional and inter-agency collaboration’ (IPIAC) •why collaboration has grown in importance •the kinds of evidence that informs collaboration •key policy and legislation and their timeline

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All in a day’s work

All in a day's work will: •help you to reflect on what approach, or combination of strategies, you adopt to being a social work law practitioner •enable you to undertake an assessment of your social work law knowledge

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Experts by experience

Experts by experience will: •Introduce you to how service users and carers have experienced legal interventions by social workers •Identify how experts by experience identify good and poor practice by social workers •Present what experts by experience suggest are the essential knowledge, skills and values that social workers should have and how they should use them •Present key messages for social workers on what is really important for service users and carers when legal interventions are being used

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Social work intervention

Social Work intervention will raise awareness of: •the legal rules that create the framework for social work intervention •the different points of intervention - initial referral and screening, assessment and care planning and review and assessment

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Win a million!

Win a million! will help you: •acquire and consolidate knowledge of specific legal rules •develop a critical perspective on those rules •describe the location of specific legal rules

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Courtroom scenario

Courtroom scenario will enable you to: •perform confidently in relation to court processes and systems •appreciate good practice when giving evidence in chief •develop your understanding of, and skills in responding to cross-examination •identify your involvement in the court room as a positive element of practice

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Courtroom skills

Court room skills aims to: •identify messages for effective courtroom practice •develop your understanding of the different roles in courtroom settings •help you manage your authority and role more effectively •develop your skills in negotiating out of court and in giving evidence •develop your knowledge, skills and confidence about cross examination

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Accountability and intervention

Accountability and intervention sets out to explore the impact of law on how social workers work, in particular: •how legal rules influence the process of decision-making (rather than content) •how social work values influence our approach

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The law practice relationship

The law practice relationship sets out to make you aware of: •the complexity of the relationship between law and social work in practice •the breadth of legal knowledge necessary for effective practice •the fact that law cannot be seen in isolation from values, and must be subject to critical analysis •how different options for practice balance legal rules, moral rules and individual and collective rights.

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The body of law

The body of law will make you aware of: •How law is made •How social issues may be reflected in the legal rules •How the legal rules reflect the society of which they are a part •The relationship between national and international jurisdictions •The role of the judiciary and of case law •The separation of powers

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Introduction to law

Introduction to Law sets out to make users aware of: •the importance and relevance of Law •how interesting Law can be •the many ways that Law impacts upon our lives and work •the importance of Law to social work practice •the connections between Law and social work values

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Communication across cultural and social differences

Culture, identity and personal beliefs have a profound impact on the content and process of communication. When people from different cultures, backgrounds or belief systems communicate, it is easy for misunderstandings to arise. This resource uses five case scenarios to provide examples of the kinds of challenges and dilemmas social workers experience as they communicate across social and cultural divides. This resource will further your understanding of: •the impact of identity, beliefs and culture on the process of communication •the importance of sensitivity to issues of culture, identity and belief in communication •the kinds of dilemmas that arise in communication across cultural and social divides.

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Communicating through action and other means of communication

The well-known phrase ‘actions speak louder than words’ reminds us of the importance of practical forms of help. However, for this help to be effective, it has to be informed by a sound knowledge and skills base and the ability to articulate why practical forms of support are essential in order to move events forward. This learning object will help you to understand what is communicated through action and other forms of communication, such as: •offering practical support (advocacy, mediation, networking) •communicating at a distance (letter writing, emails, telephone, mobile phones and text messaging) •professional record keeping systems (case notes, report writing, form filling, taking minutes of meetings) •presentation skills (giving a talk, chairing a meeting, coordinating case conferences/ reviews and presenting evidence in court)

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Using play and the creative arts to communicate with children and young people

Children and young people communicate in ways which are different from or additional to those used by adults This resource begins by exploring some of the reasons why children and young people communicate in these additional and alternative ways. It then goes on to describe ways of using stories, art work, creative writing and music as forms of communication. This resource will further you understanding of •why play-based, creative and activity-based methods can help children and young people to communicate, including: 1.the limitations of direct methods of communication 2.the importance of symbolism and metaphor 3.the dangers of interpretation. •what kind of underpinning knowledge and theoretical frameworks are helpful when using play and creative activities •how to select the best mode and method of communication for particular contexts, purposes and children (e.g. artwork, stories, puppets)

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Communicating in challenging situations

This resource looks at what we mean by the term ‘challenging situations’ and explores in particular the communication difficulties that can be encountered when people feel guarded and defensive, perhaps because they feel threatened in some way. Using a case study you will work through some of the more advanced communication skills needed in these situations. This resource will further your understanding the communication skills needed where people are: •silent •mistrustful and difficult to engage •unable and/or unwilling to accept responsibility for their actions •hostile •aggressive and threatening •violent

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Particular communication needs

This resource starts with a quiz and a short case study to help you understand the complexities of defining and identifying impairment as well as the difficulties faced by people who have these impairments. You will then be able to explore four different scenarios which present tips on working with particular communication needs of service users. This resource will further your understanding of: •people with particular communication needs are a large, diverse and ill-defined group •how the social model of disability highlights the barriers faced by people with particular communication needs and ways in which these might be addressed •different ways to enhance communication with various groups.

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The Golden Bridge. A virtual exhiibtion on child migration from Scotland to Canada

Between 1869 and 1939 over 100,000 children were migrated from the United Kingdom to Canada by British philanthropic organisations. Although they were described — in the parlance of the Victorian era — as ‘orphans, waifs and strays’, in fact around two-thirds had at least one surviving parent and most were from families experiencing extreme poverty. Once they arrived in Canada, the younger children were adopted, the older children committed as indentured labourers. The Scottish philanthropist William Quarrier (1829-1903) through his Orphan Homes of Scotland was involved in the migration of 7,000 of these ‘Home Children’. This is their story.

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Barriers to communication

Through a scenario this resource enables you to explore the potential barriers to communication that can exist in your everyday work. This resource will further your understanding of how the following factors can inhibit, interrupt or confuse the communication between social workers and service users, carers and others: •time available •territory (environment and context) •role and task •professional identity and use of self •emotional, psychological and interpersonal dynamics •power and difference (real or assumed) •special communication needs

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Gathering information

This e-learning resource uses a video scenario to help you develop your observation, listening and interviewing skills and to become more aware of your own subjectivity. Different ways of asking questions will be considered in more depth and you will have the opportunity to try out some creative approaches to gathering information using diagrams or art-based tools. This resource will enhance your understanding of: •observation skills •listening skills •the ability to identify underlying messages and interpret non-verbal communication •asking questions (interviewing skills) •more creative ways of gathering information

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Providing information and explaining

This resource uses a case study to help you explore the challenges that social workers experience during interviews and what decisions can be made to overcome some of these. It highlights that discovering the other person’s perspective and establishing a shared agenda for the interview are priority tasks, as well as the need to explain bureaucratic procedures and to provide as well as gather information. This resource will help you understand that effective and empowering communication in social work requires: •planning and preparation so that you are clear about what you are doing, why and how. •sensitivity towards the other person’s expectations and concerns so that you can negotiate a shared agenda for the task in hand. •accurate identification of the other person’s information needs •a way of explaining that helps the person to understand the information they need.

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Forming and maintaining relationships with service users, carers, professionals and others

This resource looks at the benefits that are gained from the relationships that are built within social work. Using the voices of service users, carers and workers you will hear accounts of how the relationships that were created helped them to deal with the difficulties they faced. This resource will further your understanding of: •the importance of relationships in social work and what we communicate through relationships we work to build •the personal attributes needed to form and maintain positive working relationships •the professional attributes that are required and boundaries within which positive working relationships operate •how integrating of personal qualities and professional attributes link to the concept of the ‘professional use of self’

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Overview of communication skills in social work

This e-learning resource introduces the breadth and complexity of communication skills in social work. This resource will further your understanding of: •the principles of effective communication as a two or more way process (underpinned by values such as participation and inclusion) •how context shapes communication and can facilitate or impede effective communication •communication within the social work role and task

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Getting it right. Assessments for black and minority ethnic carers and service users

The aim of this multimedia learning resource is to provide a broad introduction to the issues affecting minority ethnic carers and service users with an emphasis on achieving cultural competence within individual practice.

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Referencing

The ability to relate one's own work to existing knowledge is an essential skill for students and practitioners alike. This learning resource aims to make it easier to get referencing right.

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Reflective practice

The aim of this learning object is to introduce learners to some of the principles and processes involved in becoming a reflective practitioner.

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Understanding resilience

The objective of this learning object is to understand the concept of ‘resilience’ and the value of ‘protective factors’ in planning to support vulnerable children. This resource contains information on risk, research evidence, protective factors and the ecological model as well as resilient children and protective environments

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Task centred casework

This multimedia learning object provides an introduction to the "task-centered" model of social work intervention. This model was based on the work of Sigmund Freud and the psychoanalysts. Psychoanalytic social work emphasised relationship-focused intervention with the professional adopting the role of the 'expert'.

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Case study: community care and older people

Scan of DVD coverThis case has been designed to familiarise students with the framework, key principles and statutes surrounding social work intervention with vulnerable adults. It consists of a three stage scenario describing the difficulties in the lives of an older couple, and their family, as they become increasingly dependent on community, residential and hospital-based services to protect them from danger and to promote their welfare

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Understanding attachment theory

The objective of this learning object is to enable students to understand the basic principles of attachment theory and its importance for practice. This resource defines attachment, examines the components of attachment theory, patterns of attachment behaviour as well as attachment, abuse and neglect.

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Social care 2.0 – Innovation through technology

This resource explores: •the term web 2.0 and its associated technologies •the evidence that web 2.0 tools can support user centred care •how web 2.0 tools can be used to support your practice •how web 2.0 tools can be used to improve the health and experience of the care of people who use services.

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Knowledge is our business

This resource explores: •why sharing knowledge and experience makes the whole organisation more effective •recognising the risks organisations take if they ignore the need to share knowledge •identifying the conditions that enable sharing in organisations, especially culture •assessing your organisation and its culture from a knowledge sharing perspective •applying some practical techniques for sharing knowledge at work.

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Knowledge beyond the team

This resource explores: •the diversity of external knowledge channels and sources and start identifying some that will be of practical value as you work •approaches to defining the knowledge you need to deal with specific situations and how to find it •listing useful sources that will help you when you need information and knowledge beyond your colleagues.

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Using technology to improve knowledge sharing

This resource explores: •a range of technologies that can support improved knowledge-sharing across your team •appropriate technology to support everyday tasks and activities •making the technology work for you and not the other way around

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Sharing knowledge in teams

This resource explores: •the characteristics of effective teams and the risks faced by ineffective teams •the different knowledge, skills and experience within your team •common knowledge sharing processes in teams •strategies that may make team meetings more effective and maximise the transfer of knowledge, skills and experience across your team.

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When knowledge gaps occur

This resource explores: •the impact of knowledge gaps in social care •how some of the more common gaps are caused by deficiencies in organising, managing and sharing knowledge •the value of the knowledge audit as a process for exploring team and organisation level knowledge needs, deficiencies and perceived knowledge challenges •simple strategies by which knowledge gaps might be addressed

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How do I organise my knowledge?

This resource explores: •the different stages of the knowledge cycle •ways in which knowledge may be organised and accessed •the strengths and weaknesses of different ways in which you might classify and access knowledge •the practical consequences of poor organisation of knowledge •optimal methods for organising common resources used by yourself and your colleagues •the advantages and disadvantages of current approaches to knowledge organisation in your organisation

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Types of knowledge

This resource explores: •the cycle that knowledge typically goes through •considering the factors that you need to bear in mind when considering what knowledge sources to use and when •using the SCIE Five types of knowledge framework in your work •making a meaningful link between different sources of knowledge and the types of knowledge that they contain •evaluating each of the types of knowledge for problems you are likely to face.

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A day in the life

This resource explores: •day-to-day contexts in which you encounter a need to use various sources of knowledge •different sources and features of knowledge that contribute to professional practice •some of the constraints and uncertainties with regard to information and knowledge that you use on a daily basis •making an initial decision about how useful and how reliable different sources of knowledge are •recognising that the usefulness of sources is determined by the context in which you plan to use them.

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About knowledge management

A short introduction to knowledge management (slide show).

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Managing challenging behaviour

In this resource you will have the opportunity to explore how children communicate through their behaviour and learn some techniques for managing challenging behaviour. You will also explore the importance of reflecting and learning from interventions. This resource aims to increase your understanding of: •the notion of behaviour as communication. •how you can manage challenging behaviour in a planned way. •key issues with regards conflict resolution, diverting and de-escalating challenging situations and restraint. •tools and techniques for conflict resolution, diverting and de-escalating challenging situations and restraint. •the key stage of debriefing

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Meeting the needs of children in residential child care

This resource invites you to explore the needs children in residential child care may have and then offers you a range of practical activities you can use with a child you know well. This resource aims to increase your understanding of: 1. the concerns that young people often have when entering residential child care 2. how you can help young people achieve positive outcomes 3. how you can ensure young people: 1.stay safe and secure 2.stay healthy 3.are able to stay in touch with those who are important to them 4.enjoy and achieve 5.have a say, get involved and make a positive contribution

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An introduction to residential child care

This resource provides an interactive pathway through key introductory aspects of residential child care. By the end of this resource you should have a better understanding of: •the number of children in residential child care in the UK •different types of care environments in the UK and the broad needs they may address •positive and negative views of residential child care •children’s legislation and rights •attitudes and beliefs towards children’s rights

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Approaches to practice with children of prisoners

This resource presents you with six scenarios that you can use to explore different approaches to practice with children of prisoners. For each you can choose the course of action which you feel is most appropriate and receive feedback on your choices. This resource will further your understanding of: 1.different approaches to working with children of prisoners 2.key resources available to professionals working in this area 3.how you might develop your own practice, as well as that of others with whom you work

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The pathway from arrest to release

This resource introduces you to an interactive pathway through the criminal justice system and along the way you will learn about key professionals, their roles and responsibilities and key resources and services available. This resource will further your understanding of: 1.the pathway through the Criminal Justice System encompassing the stages of arrest, court, prison sentence and release 2.the voluntary sector services and resources that are available at each stage of the pathway 3.the roles and responsibilities at each stage of the pathway for: 4.police officers 5.social workers – children’s service 6.behavioural support workers 7.Sure Start children’s centre staff 8.probation officers

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Children of prisoners: an introduction

This resource provides an introduction to the experience of having a parent in prison through the use of video footage. There is then a quiz to test your knowledge of key facts and figures relating to this area. By the end of this resource you should have a better understanding of: • Who children of prisoners are and what they may have to go through • Why it is important to know about these children • How many children are affected • The social and emotional impact of parental imprisonment on a child • Key facts and figures • Legislation and how it relates to this group

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Interview with Mo Roberts

We talked to Moraene (Mo) Roberts, who has worked with the charity ATD Fourth World for many years and who has worked with many families in poverty. Her interview provides a very useful overview of the issues facing families living in poverty and some key lessons for practitioners who are in contact with these families. Follow the link below to watch Mo share her experiences of living in poverty and working with families who find themselves in poverty. The interview is unedited and lasts approximately 20 minutes, covering many areas, some of which are highlighted below: •What is Poverty? •The impact of poverty on individuals. •Negative attitudes received from social care workers as a result of living in poverty? •How do you improve practice when dealing with parents living in poverty? •What positive attitudes can social care workers bring to working with families in poverty? •What difference can changing ones approach towards families living in poverty have?

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Poverty quiz

We have put together a collection of facts and figures relating to poverty, parenting and social exclusion, which we have turned into a fun and easy to use quiz. We hope you will use these to support your learning and to increase your background understanding of the topic.

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How can your agency support you in accessing and using knowledge to be poverty aware?

It is now increasingly understood that there are different types of knowledge, all of which contribute to the ability of people working in children’s services to do their jobs well. Understanding the types of knowledge that are available, and having access to this knowledge is an important aspect for anybody who is working with families that are living in poverty. The first part of this e-learning resource explores the different types of knowledge that exists to aid you in your day to day work. Having been introduced to the different types of knowledge, a series of questions will enable you to rate how your agency performs in allowing and encouraging you to access and disseminate the different types of knowledge. Once you have reflected on this you will be able to see our suggestions on how you can enhance the performance of your agency in the areas that you felt could be improved.

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How sensitive to poverty and social exclusion are you in your daily practice?

Despite poverty and social exclusion being common characteristics of families involved in the child protection system, there is evidence to suggest that professionals struggle to truly incorporate an understanding of the impact of poverty in their assessments and interventions. In practice, social workers and other professionals continue to have difficulty in making sense of the complex interplay between poverty, social deprivation, parental capacity and children's development. This e-learning resource will let you explore your own sensitivity to poverty with the help of six separate scenarios, each highlighting a different issue faced by families living in poverty. After you have worked through the six scenarios, you will be able to see your level of sensitivity to poverty and social exclusion. You will then be able to match your responses to our examples of how to deal with the situations in a sensitive manner, reading our ideas behind each approach. The e-learning resource concludes with a short video clip of a family member relating the importance of a sensitive attitude towards poverty.

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What resources can you access to help you support families?

Research on families involved with child protection services in the UK reveals that many share the common experiences of living on a low income, suffering housing difficulties, and social isolation. The children and families experiencing these factors may often feel that they have few choices available to help them. This e-learning resource explores the complex issues that often surround these children and families. Through a case study, you will have the chance to reflect on an assessment of possible neglect and support services that could be of assistance to them. You can then compare your reflections with the findings of the social workers who undertook the assessment and find out more about the possible services available to the family.

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Incorporating an understanding of poverty into assessments of children and their families

Practitioners often have to undertake assessments of children and their families who are living in poverty. To help improve the consistency and quality of these assessments the Government introduced the Framework for the Assessment of Children in Need and their Families. This e-learning resource lets you explore the framework and its many dimensions. With the help of Barbara, a social worker, you will use the framework to assess a family, to help you to understand the needs of children and families in your daily role.

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Values, parenting and professional roles

All of us who work with families carry into our work a whole set of beliefs and values about family life and how children should be cared for. This learning object is designed to make you aware of these personal values and how they might impact on your practice. This learning object explores the way that personal values can effect the way you deal with families and seeks to help make practitioners aware of the impact and implications that this can have. You will be asked to capture your initial thoughts relating to 3 case study images depicting different aspects of family life. Afterwards you will hear three child care professionals discussing their thoughts on each case study and the care that they would provide. After listening to these extracts you will be asked to reflect upon whether these individuals allowed their personal values and beliefs to affect the way that they responded to each case study. This is followed by a conclusion highlighting the codes of practice for child care professionals.

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Service user perspectives on good practice

When using services, parents have reported that they encounter discriminatory attitudes from some professionals on the basis that they are poor. This e-learning resource seeks to help you understand the positive steps that can be taken to building good relationships with parents in poverty. Having first thought about what families value in professional relationships, you will then watch different family members, who have experienced or are experiencing poverty, discuss issues which they value as good practice from the point of view of people who use services. You will then be asked to look at some of the steps that families feel practitioners can take to make a positive difference in their work with a family that is living in poverty. This is followed by a conclusion and a final video message.

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What is 'povertyism'?

Poverty affects children from very different backgrounds. Discrimination on the bases of disability, race or immigration status mean that some sections of the population are significantly over represented among poor families. However, many families living in poverty also report facing discrimination on the basis of being poor. This is compounded when involved with child welfare services. This e-learning resource explores the way this discrimination works and seeks to help make practitioners aware of some of the implications. You will examine ways socially excluded individuals may be discriminated against for being poor (or ‘povertyism’). You will then watch some family members present some ways in which they feel povertyism is being perpetuated by professionals and agencies. This is followed by a conclusion and a final video message.

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Choices....what choices?

Parents living in poverty face a complex set of issues at individual, family and community levels that make parenting more difficult. In this e-learning resource you will explore a case study of a family, to try to gain an understanding of some of the difficult choices faced by parents in poverty, as well as support services that could help parents cope.

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Poverty is......

Understanding the various definitions of poverty is a very complicated task, but this e-learning resource is designed to help you see beyond technical definitions and to understand how poverty changes people’s lives. After looking at formal definitions in the introduction, you will then be asked to complete the phrase - 'Poverty is...' in a number of ways. You will then watch a group of family members who have experienced or are experiencing poverty complete the phrase. You will be asked to compare your answers and reflect upon: a) the different aspects and implications of poverty and social exclusion on the day-to-day lives of families and b) how social workers may make judgements about people’s circumstances and behaviour. Note: This resource contains audio.

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The life course approach

In this learning object you are introduced to the importance of seeing later life as one phase of an entire course of life from birth to death shaped by earlier life stages and experiences. Meaning and identity are important to mental health in later life and require that we can connect past, present and future in our lives. A highly influential theory of the life course which embodies these themes is the psychosocial theory of Erik Erikson, which you will consider in Section 2. A life course approach suggests that in order to understand and work effectively with older people we need to see them in the context of their past lives, taking a life story or biographical approach, or through reminiscence. You will consider these approaches in Section 4. Please note that this object also contains a self-assessment section where you can test how far you have assimilated the key messages from this learning object.

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Services for older people with mental health problems

In this learning object you will have an opportunity to learn about the principal services available for older people at the primary, mainstream, secondary/specialist and tertiary levels by travelling down a virtual ‘care pathway’. Along the way you will have the chance to test you knowledge of relevant statistics and will examine cross cutting issues and assessment. Please note that this object also contains a self-assessment section where you can test how far you have assimilated the key messages from this learning object.

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Ageism, age discrimination and social exclusion

In this learning object you are asked to consider issues which are central to understanding the experience of ageing and older age in contemporary society. Ageism, age discrimination and social exclusion diminish the quality of life which older people may enjoy. They also threaten their mental health. In spite of their negative effect on the daily lives of older people, however, ageism and age discrimination are often unrecognised, ignored, or even compounded in health and social care settings. And social exclusion has only recently been officially acknowledged as affecting older people as well as children and families. As you work through this learning object you will be able to read the views of older people talking about their experience of age discrimination. We hope that by the time you complete this learning object you will be sensitised to ageism and its impact on those older people you encounter in your life. Please note that this object also contains a self-assessment section where you can test how far you have assimilated the key messages from this learning object.

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Understanding depression in later life

The main focus of this learning object is depression amongst older people. The learning object begins by highlighting some of the problems with defining and diagnosing 'depression' and then goes on to discuss the estimated numbers of older people that are thought to suffer from the condition. Next you will consider what makes people more or less vulnerable to developing depression in later life. Finally you will look at effective treatments for depression and explanations for why it so often remains unrecognised in older people. Please note that this object also contains a self-assessment section where you can test how far you have assimilated the key messages from this learning object.

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Understanding later stage dementia

This learning object focuses primarily on the later stages of dementia and on managing the more significant or prominent challenges - and symptoms - associated with this level of dementia. The material aims to reflect, where possible, the experiences of people with dementia and their family carers. Many of the examples given are located in a care home setting although the issues are also very relevant to supporting a person with dementia in the community. This resource contains both audio and video. The learning object makes use of a video produced by the Alzheimer’s Society entitled Yesterday, Today and Tomorrow: Providing Quality Dementia Care in order to illustrate some of the issues we raise. Please note that this object also contains a self-assessment section where you can test how far you have assimilated the key messages from this learning object.

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Understanding the early stages of dementia

The main focus of this learning object is the early stages of dementia, including the emotional impact of the onset of symptoms and the diagnosis of dementia on the person concerned and those around them. The learning object also considers the importance of community-based support for people with dementia and how social networks can operate in this context. Towards the end of the learning object, you will look at the values and attitudes associated with person-centred care, particularly in relation to caring for and working with people with dementia as their condition progresses. Wherever possible, we focus on dementia from the perspective of people with dementia and their families and we aim to reflect the diversity of experiences among them. This resource contains both audio and video. The learning object makes use of a video produced by the Alzheimer’s Society entitled Yesterday, Today and Tomorrow: Providing Quality Dementia Care in order to illustrate some of the issues we raise. Please note that this object also contains a self-assessment section where you can test how far you have assimilated the key messages from this learning object.

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Common mental health problems amongst older people

This learning object introduces you to some of the key facts and statistics about depression, dementia and long standing mental ill health. It explains who might be at risk of developing a mental illness as they grow older and why. It also includes information about people who have experienced serious mental illness such as schizophrenia throughout their lives and the main issues facing them as they age. Please note that this object also contains a self-assessment section where you can test how far you have assimilated the key messages from this learning object.

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Risks and protective factors: older people’s mental health

This learning object explores mental health in later life. It reviews the meaning of mental health, why it is an important part of overall well being and how it relates to successful ageing. It also offers an overview of the different aspects of an older person's life and situation that impact on their mental health and the role that an individual and their family, the community they live in and wider society can play in promoting, or undermining, mental health. Please note that this object also contains a self-assessment section where you can test how far you have assimilated the key messages from this learning object.

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Attitudes and images of ageing

This learning object is about ways in which people's experience of ageing and mental health are shaped by society's attitudes to older people and later life. You will consider the way age-related images and ideas, displayed in the media and in everyday language, shape our perceptions; but also what we know about older people's own attitudes and aspirations. Please note that this object also contains a self-assessment section where you can test how far you have assimilated the key messages from this learning object.

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An introduction to mental health and older people

In this learning object you will have the chance to explore the nature and characteristics of the ageing population in the UK, what being 'old' means, and some of the complexity surrounding the concept of 'mental health'. As this learning object presents basic facts and concepts surrounding mental health and older people, we recommend that you use this object to introduce yourself to this area. Please note that this object also contains a self-assessment section where you can test how far you have assimilated the key messages from this learning object.

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Positive communication

This module covers: a) Helping a person with dementia understand our message. b) Helping a person with dementia make themselves understood. c) Communicating with people experiencing a different reality. d) The importance of non-verbal communication.

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The emotional impact of dementia

This module covers: a) The emotional dimension of dementia. b) The importance of effective strategies to help people experiencing difficult emotions. c) Explore a range of situations where we can have a major impact on a person with dementia through our actions.

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Common difficulties and how to help

This module covers: a) How dementia affects each individual differently. b) Four common areas of difficulty faced by people with dementia. c) Practical strategies to assist with difficulties. d) Difficulties faced by people with dementia not caused by damage to the brain, but by other factors.

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Diagnosis and who can help

This module covers: a) The process of diagnosis and its impact. b) Help and support available, key professional roles and skills and multidisciplinary support services. c) Anti-dementia drugs and non-pharmacological treatments.

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What causes dementia

This module covers: a) The different types of dementia and the key characteristics of each. b) The different areas of the brain and how dementia affects these areas. c) Factors that are known to increase or lessen the risk of dementia

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Living with dementia

This module covers: a) The person with dementia as a unique individual. b) The importance of knowing their background and life history. c) Abilities people with a dementia retain in spite of the difficulties they face. d) How dementia impacts on families, friends and community and the support that is needed

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What dementia is and what it isn't

This module covers the following areas: a) Views of dementia in the media. b) Facts and common misconceptions about dementia. c) Common symptoms, clinical terminology and causes of symptoms

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A Shared Culture

An explanation of Creative Commons using work licensed under Creative Commons licenses. Creative Commons provides free tools that let authors, scientists, artists, and educators easily mark their creative work with the freedoms they want it to carry. You can use CC to change your copyright terms from "All Rights Reserved" to "Some Rights Reserved."

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Victoria Climbie Inquiry Data base online

This project makes the coded and categorised Climbie corpus available for search. The corpus includes all transcriptions from the 68 days of oral evidence. Suggestions for how to use the data as a learning and research resource are also included.

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International and Comparative Social Policy

Website produced by the ICSP sub group of the Social Policy Association. The website includes a range of resources for teaching International and Comparative Social Policy

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Case study: children, families and child protection

This case has been designed as a focus for learning about the legal, ethical and practice issues emerging from a child protection case scenario. As the case moves from allegations of abuse to planning for permanent care, learners can be asked to interpret and assess an unfolding scenario of complex need and to consider a variety of responses designed both to promote the welfare of the three children and ensure parents’ rights are actively considered. The case study consists of five short video clips representing the case at different points in time and offering the different perspectives of key players in the case: an anonymous caller; social workers involved in the initial investigation; a neighbour; a foster carer; and Jasmine Donnelly the thirteen year old daughter of Sharon Donnelly.

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Communication. Key concepts in verbal, non-verbal and written communication for the Practice Learning Qualification.

This learning object introduces Practice Learning Qualification (PLQ) candidates to key concepts and theories relating to communication within the contexts of education, health and social services. It uses the specific context of practice learning within social work education to introduce and explore the themes of verbal, non-verbal and written communication, and communication across diverse situations. In particular it highlights the values and techniques involved in giving and receiving feedback during professional practice learning.

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Crisis intervention. A framework for professional practice. Multimedia learning object

The aim of this learning object is to promote understanding of the key aspects of the crisis intervention model and explore its application to practice.

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Case study: criminal justice and domestic violence

The aim of this multimedia learning object is to familiarise students with the framework, key principles and statutes surrounding social work intervention with families and adult offenders

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Effective engagement in social work education

This web-based guide contains evidence-based examples of good practice and is intended to support universities and colleges to engage effectively with people who use services and carers in their social work and social care training.

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Tackling volatile substance abuse in Scotland

This training programme for the social care workforce includes detailed information about solvent and volatile substance abuse, together with a range of materials that you will be able to download and refer to again and again. This site also contains audio interviews, videos, factsheets and in-depth training materials that you’ll be able to take away and use in the training of others. The course is designed for use by staff within Scottish social work departments. These staff may not necessarily be trained in substance misuse issues, but they may be best placed to screen individuals who are vulnerable to substance misuse or to recognise those currently using substances and thereby support the assessment process of individuals.

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Human rights and the UK Human Rights Act

An audio and video based introduction to human rights. It charts the origins of human rights back to the United States Declaration of Independence and the French Revolution, setting the UK Human Rights Act 1998 in historical context. It also helps the lea

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Using Lectures to engage Social Policy Students

Vanessa Cookson talks about her experience of good social policy lectures as an undergraduate student, while Zoe Irving offers ideas for engaging lecturers perspective.

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This list was generated on Sat Dec 1 00:47:45 2018 GMT.