1 - Pavilion Publishing

Mental Health and Personalisation

Personalisation in mental health services is a subject that encompasses many areas and meanings, from social inclusion principles through to a simple direct payment. As such, Mental Health and Personalisation aims to assist service users, carers and mental health professionals to work through the themes and issues related to recovery-based mental health care and support.

The workbook is divided into 10 sections based on the 10 Essential Shared Capabilities. Each section applies the capabilities to different aspects of personalisation and a range of activities is used to enable the reader to develop their understanding of both frameworks and how the personalisation agenda can be delivered in an integrated mental health setting.

This workbook has been written by Daisy Bogg on behalf of the Social Perspectives Network (SPN).

Learning Disability Today (3rd Edition)

A decade after Learning Disability Today was first published, this third edition reviews the progress made with this mission. Individuals with learning disabilities and their families find themselves in a changing world where they are being offered more personalised services and support, within a challenging climate of economic downturn. The focus on person-centred services and quality of life has become increasingly important as the development of support in the community continues to strive for inclusion for all, including people with the most complex needs.

Learning Disability Today (3rd Edition) revises previous chapters and includes brand new ones that examine current issues being grappled with by those using and delivering services and support. The book takes an optimistic stance, striving to renew and extend the enthusiasm of the first edition in the face of an ever-changing landscape of policy and provision. Many of the chapter themes reflect the learning outcomes of units within the QCF learning disability qualifications introduced in 2011. These include: person-centred thinking, assessing and managing risk, active support, self-directed support, accessing healthcare, sexuality, supporting individuals with autistic spectrum conditions and supporting parents with learning disabilities. The content will be helpful for support staff, personal assistants and others who are working towards a learning disability Award, Certificate or Pathway of the Health and Social Care Diploma at level 2 or 3 within the QCF framework. The book will also make a valuable contribution towards the Continuing Professional Development of a wide range of qualified staff who work with, or come into contact with, people who have learning disabilities.

As with previous editions, Learning Disability Today (3rd Edition) is set out in three main sections. Setting the scene provides historical background as well as a discussion of the values, ideology and legislation underpinning current learning disability provision. Being more aware of our own position in society and what we personally bring to the service setting is essential to good practice, and such awareness is likely to enhance the collaboration between supporters and those being supported. This understanding of context is linked to an understanding of our role and accompanying responsibilities within vital areas such as adult protection. Similarly, acknowledgement of the issues relating to the vulnerability of people with learning disabilities within risk management helps to ensure that we support autonomy and individual expression, and avoid the development of oppressive practices. This section is grounded in a detailed discussion of person-centred thinking, the essence of which weaves its way throughout the remaining chapters of the book.

The second section of Learning Disability Today (3rd Edition) looks at ways of developing people. The chapters here set out pointers for good practice, enabling readers to apply some of the important ideas and principles set out in the first section. A new chapter on active support is included as part of this section, along with a chapter on self-directed support, the development of which has transformed the ways that those both using and working in services consider the role of power and responsibility.

The final section looks at the ways in which together, people with learning disabilities and their supporters are shaping lives. The chapters here discuss some of the challenges and aspirations that people face, and look at how people with learning disabilities can be supported to make their own choices and ultimately have the freedom and support to live their lives. The emphasis throughout is on developing inclusive practices, built upon the values and principles established in earlier chapters of the book.

Exploring Children’s Rights (2nd edition)

Exploring Children’s Rights introduces key ideas about children’s rights in England and Wales by means of a participative activity, or exercise, that can be used for groups or individuals. It has been created using the author’s own experience of leading training sessions on children’s rights.

This extensively revised second edition equips a group facilitator to lead sessions in:

types of children’s rights
power issues in relation to children’s rights
the historical development of children’s rights
current and past law on children’s rights.

It offers three versions of the exercise: a group discussion version (1 hour 20 mins), a case histories version (1 hour 50 mins) and an individual activity (1 hour).

Children’s Rights and Counselling

Children’s Rights and Counselling introduces key ideas about the rights of children and young people to access counselling in a range of settings. It identifies key rights held by children and young people in England and Wales to confidentiality and to access therapy alongside court proceedings. It links these rights to crucial ethical values and principles held by therapists, such as respect for client welfare, participation and autonomy.

This training pack equips a group facilitator to lead sessions in:

Types of children’s rights to counselling
Power issues in relation to children’s rights to counselling
The historical development of children’s rights to counselling
Current law on children’s rights to counselling.

Children’s Rights and Counselling can be used as a stand-alone training resource, or can follow on with preparatory training for participants on children’s rights, delivered using Exploring Children’s Rights. The latter covers important developments such as the Children Act (1989), the United Nations Convention on the Rights of the Child (CRC) (1989) and the Human Rights Act (1998).

The training offers two versions of the exercise: a group activity version (runs for 1 hour 30mins) and an individual/pair activity (1 hour 30 mins).

The training will be of interest to anyone who wishes to introduce the complex issue of children’s rights and access to counselling in an informative and challenging way. It is particularly relevant to teachers and trainers in the fields of education, health, social work, counselling, psychotherapy and counselling psychology, but is designed for use by anyone who works with children and young people and those with a real concern for promoting their rights, particularly with regard to counselling.

Supervision for Early Years Workers

Supervision for Early Years Workers: A guide for early years professionals about the requirements of supervision is designed to provide a framework and support for early years settings and their staff to implement the expectation of the “Statutory Framework for the Early Years Foundation Stage 2014” 3.21 “Providers must put appropriate arrangements in place for the supervision of staff who have contact with children and families”.

This guide will:

Outline a definition of staff supervision and explore its applicability to Early Years settings
Provide a framework and include templates, which may be used for effective use of the model
Explore the difference staff supervision makes for outcomes for children and the emotional impact safeguarding children may have on practitioners
Explain how supervision links to maintaining safe settings for children.

Strength, Support, Setbacks and Solutions

Strength, Support, Setbacks and Solutions is a follow-up to Addiction Recovery: A movement for social change and personal growth in the UK (2012: Pavilion). It tests a number of the hypotheses and models of recovery outlined in the earlier publication by presenting and examining a range of accounts from those in recovery from alcohol or illicit drug addiction.

The handbook re-familiarises the reader with the concept of recovery and its origins, recovery capital, contagion and recovery champions, before examining stories told by those in recovery about how they managed to achieve it and what it did for their lives. It goes on to examine the unique experiences of addiction professionals who are in recovery and who face the decision of disclosing their recovery status at both a personal and professional level.

Focusing on a developmental pathway model, this handbook expands the notion that recovery is a gradual journey of growth and identity change mediated by social supports. It also acknowledges the significant role that mutual aid, social networks and recovery champions play in a person’s recovery journey.

Taking Control of My Health

Taking Control of My Health is a training manual and CD-rom that will equip a wide range of facilitators with the guidance and tools required to deliver a programme for people with learning disabilities, that will enable them to express emotions, network with their peers and create opportunities to promote self-understanding.

The piloting of this material showed that understanding of complex health conditions in itself is too complex for a number of people with learning disabilities, but focusing on the effects of the health condition and how people react has increased confidence and self-esteem.

The course is designed for people who have mild to moderate learning disabilities and are able to communicate verbally, and is based around the use of the Kolb (1984) experiential learning cycle.

This enables people with learning disabilities to gain a better understanding of their health through learning from interactive and participatory sessions.

It provides the framework that will guide the facilitator by creating opportunities such as role play, active participation, exercises, games, homework and action plans, which are all forms of experiential learning.

The course is organised into six weekly sessions.

TaSSeLs Tactile Signing for Sensory Learners (2nd edition)

For those with profound and complex learning disabilities, traditional approaches to communication and learning need to be creatively adapted to ensure they meet individual needs. Touch is a vital method of communication for those with profound learning difficulties, who can often also have visual and/or hearing impairments. The TaSSeLs system utilises touch to promote meaningful interaction by communicating what is going to happen next and preparing learners for changes. This allows them to be involved in their own routine and offers comfort, nurture and respect.

In this second edition of the TaSSels training pack, techniques have been refined, improved and added to, based upon the invaluable feedback of users. It provides all the necessary resources and information to help someone learn to use the system with children and young people aged from 0-19 years, including background information, key principles and explanations of the three different methods of delivering the signs. These methods are hand-under-hand (preferred method), hand-under-hand (adapted method) and the on-body method. The training pack includes new strategies that will increase the ease of signing, as well as increase the interaction between learner and adult.

The training pack offers practical visual aids in order to ensure the training is as easy and clear to deliver as possible. The index includes detailed descriptions of the signs, with 176 colour photographs to illustrate. The pack includes resources available online which offer guidance on creating prompt cards, as well as specialist software so these can be personalised to suit the learner’s needs.

Testimonials

‘As a teacher of children with profound and multiple learning difficulties (PMLD) the use of TaSSeLs has been invaluable in the classroom. It has given staff and parents a very meaningful, appropriate and effective way of communicating with children who were previously unsure of their surroundings or what was happening to them.’
Laura Valentine, Head of Early Years, The Orchard School

‘I have introduced TaSSeLs with a number of my clients, ranging from ages 2½ to 19 years old. One of my most successful users is Harrison. Harrison has a diagnosis of spastic quadreplegia, developmental delay, cortical visual impairment and epilepsy. He was 2½ years old when I met him and was a very unsettled little boy who startled at any unexpected sound or movement… Harrison’s startle reflex would set off frequent seizures and he was unable to focus on anything for more than a few brief seconds. TaSSeLs was the first thing I introduced and it has been used consistently by his team for the past two years. Harrison is now a cheerful little boy who loves annoying, loud, silly noises, tickles and action rhymes.’
Natalie R. Morris, Lead Speech & Language Therapist, Director, Integrated Therapy Solutions

Training

It is strongly recommended that those who wish to use the materials in a professional capacity receive training from the TaSSeLs team. Please contact Joe and Denise at [email protected].

Ten Rules for Ensuring Autistic People and People with Learning Disabilities Cannot Access Healthcare

Ten Rules for Ensuring Autistic People and People with Learning Disabilities Can’t Access Healthcare…and maybe what to do about it aims to inspire a serious conversation about the difficulties facing people with learning disabilities and those on the autism spectrum when they need to access healthcare. It is a sad fact that people with learning disabilities will die, on average, between 13 and 17 years younger than others, and this is in no small part down to the challenges of accessing the same care and treatment the rest of us take for granted.

Positive change will come, however, by improving practitioners’ understanding of the people they treat and helping them to communicate more effectively with them and their carers and families. Each ‘rule’ in this booklet speaks powerfully with the ‘voice’ of the individual on the receiving end of healthcare practice. Together, the ten rules challenge our existing practice and will help you to offer assessment, treatment and support that can really make a difference.

Jim Blair will be speaking about “Past, Present and Future of learning disability nursing with and for people who have learning disabilities and their families” at Learning Disability Today London 2019.

Ten Rules for Delivering a Diagnosis of Autism or Learning Disabilities in a Way That Ensures Lasting Emotional Damage

Diagnosis of learning disabilities or autism can happen at any point in an individual’s life. While this should mean freedom to move forward with information to access all that’s needed to live a fulfilling and rewarding life, the huge obstacles that exist in reality can make a diagnosis a cause for dismay. Furthermore, the way in which the diagnosis is delivered is often done without thought or preparation and consequently ensures lasting emotional trauma to the individuals involved and their loved ones.

The aim of this thought-provoking booklet is to directly challenge the method and moment a diagnosis is given, so that it can become the defining opportunity to set individuals and their families off on a positive, hopeful path rather than a negative, diminished one. Each ‘rule’ speaks powerfully with the voice of the individual or family on the receiving end of diagnosis. Together, the 10 rules provide a useful starting point for discussion and a catalyst for action. Each is followed by suggestions for positive practices. The booklet also contains additional background information on good practice, together with references and sources of further information.

The booklet has been written for anyone involved in providing diagnoses and follow-up support to autistic people, those with learning disabilities and their families, together with allied professionals, carers and student in relevant disciplines. It can be used for a wide range of purposes, including staff induction, learning disability and autism awareness training, individual professional development and reflection, and team discussions about the quality of practice and services provided.