1 - Pavilion Publishing

The ChA-PAS Interview Handbook and Clinical Interview

Since the early 1990s the PAS-ADD tools have been increasingly used for the assessment of mental health problems in adults with intellectual disability (ID), and are now widely used throughout the world. The Child and Adolescent Psychiatric Assessment Schedule (ChA-PAS Interview), is designed for use with children and adolescents, both in the normal range and those with ID.

The basic format is developed from the Mini PAS-ADD, which is specifically designed to improve the quality of information from informants. This latter instrument has received a lot of attention, partly because of its high reliability, and partly because it can be used by people who are not psychiatrists or psychologists.

Like the Mini PAS-ADD, the ChA-PAS is a semi-structured clinical interview linked to a clinical glossary that guides the ratings. The ChA-PAS has, however, been extended to include ADHD and Conduct Disorder, as well as axis I psychiatric disorders. It also includes a screen for autistic spectrum disorders, using items provided by Prof. Michael Rutter. A further enhancement is that it enables two different informants to be interviewed, enabling a direct comparison to be made of their views. This is of course vital, particularly if ADHD or conduct disorder is to be diagnosed.

Although the primary focus of the ChA-PAS is on informants, clinicians can also include responses from the children themselves, and there is a provision on the score form to evaluate the level of their contribution.

The ChA-PAS Interview covers the following disorders:
• psychosis
• manic episode
• depressive episode
• anxiety disorder
• obsessive compulsive disorder
• conduct disorder
• attention deficit hyperactivity disorder (ADHD)
• autistic spectrum (screening only).

The Moss Psychiatric Assessment Schedules (Moss-PAS) are the successors to this well-known PAS-ADD system. Click here to purchase the updated system.

Moss-PAS (ChA) Interview Score Form

The Moss-PAS (ChA) Interview Score Forms are intended to be used for recording the ratings and other details of the MPAS-ChA Handbook.

The Score Form enables two different clinical episodes to be rated on the same form. This is important if the person has a fluctuating mood disorder, or if it is otherwise suspected that the individual has changed significantly from one time period to another.

This score form must be completed in conjunction with the The Moss-PAS (ChA), and the accompanying glossary.

The Moss-PAS (ChA) and the Moss-PAS (ChA) Interview Score Forms (Formerly known as The ChA-PAS Interview) have both been fully revised and are now compliant with both ICD-11 and DSM-5.

The Family Model Handbook

The Family Model was a core component of the Crossing Bridges programme, and its aim was to aid a greater understanding of the complex interplay between mental ill health in parents, the development and mental health of their children, and the relationships within family units affected by mental ill health.

The model has proved extremely durable, and in this handbook the Family Model has been extensively revised and refined in the light of developments in the field over the last 10 years. Many features have been retained whilst enhancements have been added to ensure contemporary relevance in an ever-growing field. This enhanced Family Model provides the conceptual framework to support clinical approaches to family focused practice.

Additional principles have been added, including a service dimension to ensure that service provision is explicitly incorporated into thinking and practice, and a culture and community component to ensure that broader factors influencing individuals and impacting on family life are also addressed.

The Family Model: An integrated approach to supporting mentally ill parents and their children comes with a fully interactive CD-ROM to aid a greater understanding of the Family Model and to explain in a visually engaging way the principles of this approach to working with families affected by mental ill health.

Person-centred Active Support Training Pack (2nd Edition)

The principles of active support are based on a sound evidence base from behaviour and learning theory and are explored in Person-centred Active Support Training Pack (2nd Edition). And as such are what we know works best for everyone who needs support to be independent, exercise choice and control and be a contributing part of their local community.

This training resource reflects the changes in the social care and learning disability context in the UK as well as in many other countries, and the valuable experience the authors have gained from 13 years of using the resources for training in many different settings.

Although initially developed for use with people with severe and profound intellectual disabilities, Active Support has much wider application and over the past 5 years the authors have additionally worked with those supporting children and young people (including in schools), children and adults across the autism spectrum, mental health needs, and physical and sensory impairments. The newly filmed video pieces and case examples that underpin the new resource demonstrate these wider applications.

This resource is designed for those who wish to lead face-to-face group-based training, which is still the recommended option for delivering training in person-centred active support to support teams.
The resource includes:

PowerPoint presentations for the training
Suggestions for how to deliver the training, including exercises and activities
Additional videos and photos which can be used to tailor the presentation to different audiences
A summary learner’s workbook with key points from each element of the training and space to complete the exercises during the sessions

Please note, when you purchase this training pack you will receive a free copy of the accompanying Self-study Guide which forms the script for the training. Take a look at the guide here: Person Centred Active Support Self Study Guide 2nd Edition

Understanding Autism

Understanding Autism is based on the premise that learning from the experience of someone on the autism spectrum can help those who support individuals to understand and to adapt their approach and therefore achieve better outcomes.

Have you ever wondered what a day in the life of a person with Asperger Syndrome looks like?

This delightful training resource is based on a series of postcards that offer an insight from moments in the life of a young woman with Asperger Syndrome.

The postcards that supplement this training pack (and are included within the resource) are showcased within PowerPoint slides and offer an introduction to key concepts, specific learning points, or explanations of activities to supplement learning.

The training pack meets the stated learning outcomes in the Skills for Care Autism Skills and Knowledge List (2011a) focusing particularly on the first three levels:

Underpinning values and attitudes
Basic awareness
Intermediate knowledge and skills

As such, it incorporates the requirements of the Qualifications and Credit Framework (QCF), with each session cross-referenced to the stated learning outcomes in the following autism specific knowledge units:

LD210 – introductory awareness of autistic spectrum conditions
LD310 – understand how to support individuals with autistic spectrum conditions
LD510 – promote good practice in the support of individuals with autistic spectrum conditions

Postcards from an Aspie World will also be available separately for families, groups, and individuals to use them for discussion about their own lives and situations.

Autism Spectrum Conditions

Published in association with the Estia Centre, this guide provides a comprehensive introduction to working with people who have autism spectrum conditions (ASC). The book addresses the needs of people with ASC across the lifespan and range of intellectual functioning. Though the content is grounded in evidence-based practice and recent research, the text is intended to be as practical as possible, offering insight into the everyday lives of people with ASC and how staff can best support them.

Available as an ebook

This title is also available in the following formats from other retailers:

epub
e-pdf

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Using Supervision in Schools

As a universal service, education is expected to safeguard and meet the needs of all children, some of whom may have complex issues, and to provide emotional support for children and their families. There are increasing pressures and changes facing schools and teachers across the UK, however unlike other similar stressful professions there is currently a lack of a structured framework to support school staff to deal with the rigours of their role. Supervision is a method of supporting staff with their safeguarding role and with the emotional demands of their work. This guide is designed to act as a consultative document in instigating supervision in schools using their feedback about what worked. It will also help relevant schools to comply with the statutory requirements of supervision in The Early Years Framework.

The integrated model of supervision is an effective model which can be used in a variety of school settings from Reception to Year 13. The first four chapters of the book unpick the core components of the model and the second part of the book addresses the issues arising in schools specifically, describing the supervision pilot the authors carried out across five schools with great success.

The illustrated book will be an invaluable guide to all schools, governing bodies, those trained in supervision, local authorities, national educational advisers and school academy trusts.

‘I have felt the benefit of my own supervision to be very valuable and would like to offer my thanks for this. It takes an informed leap of faith, followed by sustained commitment in order for schools to recognise the benefits longer term. Having done this as a school, I am very willing to advocate the benefits to others.’
(Designated Safeguarding Lead who took part in the pilot)

Autism and Mental Well-being in Higher Education 2nd edition

Cover of the book - Autism and Mental Well Being in Higher Education

Autism and Mental Well-being in Higher Education 2nd edition looks into the fact that, too often, autistic students and those with mental health needs struggle with higher education, often dropping out of courses because they do not receive the informed support that would help them to succeed. This much-needed manual addresses the provision of effective support via mentoring in order to build students’ confidence and enable them to take control of their lives.

Beautifully illustrated, this unique publication is written for those with a neurodivergent perspective, and brings together ideas and activities tried and tested among an array of students. It encourages students to take control of mentoring and study skills sessions by signposting them to topics which they wish to address, while also providing a useful framework and resources for mentors and tutors in higher education. It includes clear information about what constitutes mentoring, as well as coverage of academic study skills, highlighting key points for attention and discussion.

In particular, the manual addresses specific issues raised by many autistic individuals and those with mental health needs, and through its activities and resources, it provides a toolkit of coping strategies that can be tailored to individuals. Finally, it covers elements of independent living with which many individuals struggle, and which have been raised in various forms by students with whom the author has worked.

Following the success of the first edition of this book it was apparent that new chapters needed to be added to better reflect diversity and to acknowledge the prevalence of sexual violence on campus. With this in mind, Chapter 13 is on gender and explores such issues as identity, disclosure, pronouns, name change and transitioning. The second new chapter, Chapter 14, addresses issues experienced by many individuals from BAME communities, such as acceptance within their own culture, language barriers, obtaining a diagnosis, tokenism and inclusion of BAME voices within higher education. The third additional chapter (15) addresses sexual violence, whether it has happened prior to university or during studies and on or off campus. This chapter discusses processing and communicating what has happened and support options available.

If you already own the 1st edition of this title, you can download the accompanying PDF here.

Working with People in Secure Forensic Mental Health Settings

This training pack contains three units to help frontline staff working in forensic mental health to develop their knowledge and practice.

Working within secure forensic settings can be highly demanding, and individuals starting work in this challenging and complex sector will be faced with a very steep learning curve. This training pack has been developed to support new staff members in gaining and developing their understanding of work in forensic mental health services. For those already working with mentally disordered offenders, the material will allow the learner to reflect on their practice and explore their existing knowledge in more depth.

The training pack comprises of three units which are designed to enable the learners to understand their role within secure forensic services, how to develop therapeutic relationships with service users, and how to assess and manage risk effectively. The three units can be run over consecutive days to form a comprehensive training course or delivered individually as standalone units. The training pack includes a CD-rom with all of the resources needed to run the training, including handouts, training materials and PowerPoint slides.

The materials will help learners to evidence aspects of the following Forensic Mental Health National Occupational Standards:

SFHFMH1 – Assess, diagnose and formulate an individual’s mental health disorder
SFHFMH3 – Observe an individual who presents a significant imminent risk to themselves or others
SFHFMH8 – Assess and formulate an individual’s needs for forensic mental health treatment and care
SFHFMH9 – Develop and review an integrated care programme for an individual in forensic mental health care
SFHFMH11 – Support an individual in forensic mental health care to participate in treatment
SFHFMH12 – Manage hostility and risk with non-co-operative individuals, families and carers
SFHFMH13 – Help an individual to feel more psychologically secure
SFHFMH15 – Increase the individual’s capacity to manage negative or distressing thoughts and emotional states

Applying Person-centred Care in Mental Health

Applying Person-centred Care in Mental Health focuses on the environment of inpatient mental health units. Here, a patient’s actions are often understood through reference to their illness; if they disagree with staff they lack insight or are aggressive, if they seek independence they are uncooperative and non-compliant, if they wish to be alone they are seen as withdrawn. Imagine being this patient, faced with situations where you are told your reality is not right, that you are a different person to who you think you are and that you have a mental disorder and need treatment, even though you do not think so. Imagine the impact this clash of values could have on you, where your values are routinely undermined, ignored, or subsumed within a medical paradigm.

This contemporary and unique guide will be valuable for all staff working with people with a mental illness. Its focus is on inpatient units, however it also applies to staff working in the community. The guide provides a broad understanding of values-based practice and how to work with people’s values from a person-centred perspective.

Developed by K.W.M. Fulford, values-based practice ensures that the person, as a patient, has their perspective acknowledged and considered in any decisions or actions taken. This book utilises a 10 principle decision-making framework to guide and enable clinicians to reflect on their engagement and clinical decisions. Using exercises and practice scenarios, values used in clinical practice, how they present in different situations and how they influence decision making are examined. It will assist you to critique and monitor your practice in order to maintain best care according to the patient’s perspective.