achievements key messages to share€¦ · early intervention for psychosis further information...

Awareness level training for senior clinicians and managers on the key issues around

setting up an evidence-based early interventions service for psychosis.

Early Intervention for Psychosis

Further information

Key messages to shareAchievements

This CPD event was part of a wider strategic engagement with Health Boards

around the development of new service models. It incorporated a discussion

on ways to develop EI services across Scotland, which have been taken up by

SGHD.

The content of the training itself was very highly rated.

Name: Geraldine Bienkowski

Title: Associate Director: Psychology

Directorate: Psychology

Contact Details:

[email protected]

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Challenges / Lessons Learned

NMAHP

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NES CPD

Knowledge

Market

9th May 2013

Educators

1. Crucial for this kind of

strategic training to ensure

that key staff are targeted

and prioritised for

attendance. Communicate

with local managers to target

training effectively

Learners

1. Learners need to have

support of local managers,

and be in a position to

develop future services

• Given the strategic element of the training there were challenges

around ensuring that key local staff attended. All applications were

screened by PTTCs and chairs of local psychological therapies planning

groups.

• Challenges around Boards releasing staff to attend training

8 Week experiential training course equipping staff with competences to deliver

Mindfulness-based CBT groups which reduce likelihood of relapse in depression.

Mindfulness-based Cognitive Therapy

Further information


• 103 staff trained to standard required to deliver Mindfulness

Groups

• All mainland Board areas now have staff trained in the

approach


Title: Associate Director-Psychological Therapies


Contact Details:

[email protected]

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9th May 2013

Educators

1. Where there is strategic aspect to

training-eg aim to cover all Boards-

local liaison is essential.

2. Careful selection procedures are

necessary to identify appropriate

staff for some psychological

therapies. Requires tactful

negotiation with service managers

Learners

1. Important to reflect on

whether you have the time,

commitment and lifestyle

necessary to function as a

mindfulness therapist in the

long term.

1. Challenges in recruiting staff from across Scotland. Linking in through

local PTTCs necessary to identify suitable individuals who were in a

position to deliver the intervention following the training.

2. Mindfulness requires particular degree of commitment from staff, as

ongoing meditation practice is expected. Required careful and

diplomatic selection procedure.

In line with NES role of providing "quality education for a healthier Scotland”, NES

Psychology Directorate has developed a coherent and inclusive cross professional

framework for the delivery of high quality supervision training to support the expansion

in access to Psychological Therapies. The scope of the framework is to provide

supervision training to all appropriately qualified practitioners who, within their

professional role, provide supervision to colleagues delivering Psychological Therapies.

Supervision

Further information


• Delivery of Generic Supervision in Psychological Therapies training to

over 400 staff in more than 7 professional groups delivered via a

train the trainers model

• Within the Uni-professional Psychology arena, supervision training

has been delivered to in excess of 100 newly qualified supervisors and

over 150 experienced supervisors using a blended learning approach


Title: Associate Director-Psychological Therapies


Contact Details:

[email protected]

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9th May 2013

Educators

1. Engage with Boards at highest level

possible over the perceived need

for the training.

2. Ensure managerial sign-off so that

staff offered places have

supervision as part of their role

Learners

1. Discuss application with manager to

ensure this in line with job plan

2. Set time aside for reflective practice

following training

• Challenges in persuading some constituencies that the training is necessary, and that

general supervision skills are not sufficient for the safe, evidence-based delivery of

PTs

• Challenges for Boards in releasing staff

• Danger of staff putting themselves forward for training when supervision is not part

of their role

Psychology

Dentistry

The development and early implementation of the Essential CAMHS learning resource.

Access to the resource is available from the NES Psychology Essential CAMHS webpage.

Essential CAMHS Learning Resource

Further information


• A 5 module online resource was developed for CAMHS workers.

• During 2012 the resource was evaluated in early implementer

sites across 5 health boards.

• Qualitative and quantitative measures were used to evaluate

the resource.

Name: Fiona Calder

Title: Educational Projects Manager


Contact Details: 223 - 1429

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Educators

1. 27 supervisors/facilitators

were involved in early

implementation

2. Supervisors worked in the

Specialist CAMHS setting

Learners

1. 53 staff from specialist

CAMHS worked through the

resource and gave

evaluation feedback during

2012

2. Both inpatient and outpatient

staff used the resource

• At the outset prior to designing the resource, there was a

demand for a resource that could be worked through on an

individual basis. However, during early implementation, many

learners and supervisors actually preferred a group format. The

resource and supporting material was adapted for this.

A multidisciplinary group of experienced NHS staff with post-graduate psychological qualifications have been trained as a group of practitioners that would be able to deliver training in Behavioural Activation within the local Health Boards. The training adopts a cascade system whereby a number of therapists are trained as trainers, and subsequently deliver training in local health boards, thus providing a self-sustaining model for ongoing training and service delivery.

Behavioural Activation for Adults with Depression

Further information


• 74 trainers have been trained across Scotland within 13 Health

Boards in Scotland

• A total of 396 staff in mental health have been trained to

deliver Behavioural Activation between 2011 - 13

Name: Anne Joice

Title: Programme Director - PI Team


Contact Details: [email protected]

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9th May 2013

Educators

1. Build assessment into the

process of accreditation

2. Trainers need time and

support to develop their skills

3. Local Board Strategy groups

are key to ensuring training

is ring fenced

Learners

1. Ensure learners set

aside time to learn new

skills

2. Supervision structures

must be in place for

learner prior to the

training

• Releasing staff to attend the training

• Supporting staff to deliver and adhere to a protocol based

evidence based intervention

One day training workshop on delivering ‘ACT-based interventions’ to dementia

caregivers to help them deal with stress, depression etc. Aimed at experienced

therapists to enable them to utilise a specific approach to their therapeutic

interventions which is particularly acceptable to and effective with this population.

Acceptance and Commitment Therapy (ACT) for Dementia Caregivers

Further information


• 18 experienced therapists trained in highly specialist technique

• Post-workshop evaluation positive, and further training

requested




Contact Details:

[email protected]

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NES CPD

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9th May 2013

Educators

1. For training aimed at senior

staff, need to be very clear

about level of training and

pre-requisite levels of

knowledge

Learners

1. Need to be clear that these

skills will benefit your patient

population

• Plenty of notice required for training targeted at senior staff

• Clear ‘suitability’ criteria needs to be in place to ensure that

staff who attend have appropriate levels of expertise

1 day Training for Trainers in delivering Cognitive Stimulation Therapy group for people

with dementia. The groups actively stimulate and engage people with dementia,

provide an optimal learning environment and the social benefits of a group, and lead to

improved cognition and quality of life. Effects are roughly comparable with those of

current anti-dementia drugs.

Cognitive Stimulation Therapy for Dementia

Further information


• Trained 232 staff across health and social care

• Post workshop and follow up evaluation extremely positive

• Impact on service delivery demonstrated




Contact Details:

[email protected]

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9th May 2013

Educators

1. Encourage staff to join

community of practice

2. Crucial to ensure that service

managers understand the

commitment involved for their

staff who take on to run group

interventions

Learners

1. Need to be clear about time

commitment involved, and to

identify time to study materials and

complete any reflective practice

exercises necessary to the training

2. Need to have conversation with

manager around releasing time to

deliver group interventions

• Identified need to offer further support to those trained through the establishment of a

community of practice

• Group approaches are not always appropriate for remote and rural areas where there may not

be sufficient demand. Also travel to central point may be difficult. NES is working with

researchers to develop a one to one version of the therapy

• Service managers need to be aware that setting up and running groups is time-consuming.

3 day Training for Trainers in ‘The Newcastle Model’ – an evidence based non-coercive

response to stress and distress in dementia. Helps staff and carers understand,

respond appropriately to, and reduce the occurrence of behaviour perceived as

challenging.

Stress and Distress in Dementia: Training for Trainers

Further information


• In advance of training work to set up supervision structures to

support staff in learning and embedding new skills in practice

• Delivered training to 86 trainers across Scotland

• Training now being cascaded by trainers in local areas




Contact Details:

[email protected]

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NMAHP

GP Medicine

Optometry

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NES CPD

Knowledge

Market

9th May 2013

Educators

1. With any new therapeutic approach it is

necessary to invest time in identifying,

upskilling and supporting supervisors

before training is rolled out

2. Crucial to ensure that service managers

understand the commitments involved for

their staff who take on ‘trainer’ roles, and

are clear that staff sent on ‘Training for

Trainers’ have capacity to cascade

training within their role

Learners

1. Important to appreciate that training is a

particular skill, and to seek further input on

training skills if you don’t already have

experience in this area

2. Need to be clear about time commitment

involved, and to identify time to study materials

and complete any reflective practice exercises

necessary to the training

3. Need to have a conversation with manager

around releasing time to cascade training in the

future

• Difficulty of identifying staff with experience and time to function as ‘trainers’ from within a

very small staff group who are already supporting NES with other training programmes

• Some difficulty ensuring that managers send staff who have capacity to deliver training within

their current role

• Identified need to set up Learning Collaboratives to further support staff to embed new skills in

practice

The overall aim of this training project is to provide multi-disciplinary groups of staff with a critical understanding of cognitive behavioural therapy for people with anxiety disorders. It will critically explore the clinical presentation of a range of anxiety disorders and the main components of a cognitive behavioural approach. Participants will develop a critical understanding of a cognitive behavioural assessment and working with unhelpful behaviours and thoughts.

An Introduction to CBT for anxiety disorder

Further information


• 382 multidisciplinary staff working in mental health have

undertaken the training

• An e-learning module to support the delivery of training has

been developed

Name: Anne Joice

Title: Programme Director – PI Team



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NES CPD

Knowledge

Market

9th May 2013

Educators

1. Training needs to be

delivered in a format that

allows staff to develop skills

in the workplace

Learners

1. Learners need to set aside

time to enable them to

implement new skills

2. Learners need to have clear

supervision arrangements in

place prior to training.

• Staff are not released to attend the training

• Staff have difficulty accessing supervision to support developing

skills in clinical practice

Two day workshops for multidisciplinary staff working with older people to train as

facilitators of Living Life to the Full (LLTTF) Classes were held in October 2011 and March

2013. LLTTF classes are eight session courses designed to teach cognitive behavioural life

skills for those experiencing depression and anxiety. The LLTTF classes and materials have

been modified for use with older people and evaluated as an effective low intensity

intervention.

Living Life to the Full Classes: Facilitator Training

Further information


• 51 multi-disciplinary practitioners working with older adults across

11 Health Boards have attended NES commissioned LLTTF facilitator

training since 2011

• Recent ring-fenced funding has been available to equip local

services with materials required to roll-out classes on a pilot basis

Name: Donna Gilroy

Title: Educational Projects Manager – Older Adults



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9th May 2013

Educators

1. LLTTF training is well

developed and high in quality

2. LLTTF classes can be

delivered by a wide range of

practitioners with this

training, although experience

in running groups required

Learners

1. Those attending have the

knowledge and skills to run

LLTTF classes with immediate

effect

2. Learners should secure local

supervision and agree on plans

for local roll-out

• Release of staff time from services to attend a two day training

workshop – not all suitable staff can therefore be trained

• There is an attached ongoing cost for licences and materials for

NHS Health Boards, requiring consideration for support

A two day training event to enhance Motivational In terviewing skills was offered to practitioners working with people experi encing problems with alcohol and drug use. The training included an emp hasis on small group practice of MI skills and updating knowledge of MI based on the newest developments in the field.

2nd Scottish Winter School on Motivational Intervie wing –Aberdeen and Glasgow

Further information


•95 participants in skills development event for Motivational Interviewing.

•16 coaches receiving additional experience and peer feedback on their coaching practice.

Name: Laura Freeman, Ph.D.

Title: Educational Projects Manager



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9th May 2013

Educators

1. Skills development training is possible with large numbers with the use of small practice groups led by experienced coaches.

2. It is important to provide participants with enough time to participate in reflective practice and assess their own skills.

Learners

1. There has been a shift in the definition and practice of MI over the years.

2. In order to develop skills in MI, coaching and feedback are essential in the learning process.

•Skills development courses for a large numbers of participants need to be carefully planned due to the range of expertise and experience.

•The learning experience within small practice groups can be very powerful.

The paediatric team provide Regional training to multidisciplinary staff across Scotland.

This is a two day skill-based training event which aims to develop core skills in

psychosocial approaches in working with children and young people relating to

“Adherence/Concordance”, “Self-Management” and “Adjustment to Paediatric Physical

Health Conditions”. They also train and support local trainers to develop, deliver and

sustain local training on psychosocial care.

Paediatric Psychology

Further information


• 160 multidisciplinary staff trained through regional training

• 7 additional local trainers identified and over 400 local training

places offered

• 22 people attended level 3/4 ACT training

Name: Terri Carney

Title: Programme Director – Paediatric Psychology



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NES CPD

Knowledge

Market

9th May 2013

Educators

1. It is important to provide

central support for the

network of trainers

Learners

1. Learners prefer blended

learning approaches

• Arranging for staff to be released from acute sectors to attend

training can be problematic

Developing Practice Train the Trainers programme develops delegates psychological

assessment and support skills at Level 2 in line with NICE Guidance (2004)

AsSET training gave participants the opportunity to obtain the knowledge, skills and

materials necessary to deliver AsSET’s psychological skills training courses.

Psychology Specialist Practice

Further information


2 successful Train the Trainers programmes delivered

• Developing Practice training delivered to 10 delegates

• AsSET training delivered to 10 delegates

Name: Marie Claire Shankland

Title: Programme Director – Psychology Specialist Practice



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9th May 2013

Educators

1. Group training for trainers

provides a ready made

vehicle for peer support and

ongoing training networks

Learners

1. Management sign off is

crucial for trainees to use

new skills in practice

• It looks like it may be possible to combine elements from both

of these training programmes in the future

A 5 day practical skills training programme designed to increase the

psychological mindedness of staff and equip clinicians with the

competencies necessary to deliver an agreed suite of ‘low intensity’

psychological therapy programmes which have been developed by the

forensic matrix working group.

Low Intensity (LI) Psychological Interventions training in Forensic Mental Health Settings

Further information


• 27 multi-disciplinary clinicians attended the training across 4

pilot sites (Lanarkshire, TSH, Grampian and Greater Glasgow

and Clyde (CG&C). All clinicians were assessed as being

competent and LI groups are now being delivered across all

pilot sites.

• Delegates attending the training in GC&C completed the

Training Acceptability Rating Scale (TARS) and their responses

suggested that the LI training was highly acceptable for

clinicians (mean percentage rating of 96.1%)

Name: Dr Claire Maclean

Title: Education Project Manager-Forensic

Directorate: PIT Team


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9th May 2013

Educators

• Revisit the psychological principles and concepts underpinning the suite of LI psychological interventions throughout the 5 days.

• Build in additional role play exercises to allow the confidence of the delegates to develop prior to the final day practical skills assessment

Learners

1. Identify who your supervisor will be prior to attending the training.

2. Where possible have your supervisor involved in the initial running of the groups.

3. Session planning is essential and protected time to complete this is a non-negotiable.

• Inform delegates that the training is competency-based in

advance of the training

• The importance of liaising with services to ensure that

delegates have protected time to prepare/deliver LI

interventions and that there are the appropriate supervision

structures in place.

• Maximum of 12 delegates per training event

DentistryThe Psychology of Parenting Project (PoPP) aims to improve outcomes for 3 and 4 year

olds with elevated levels of behaviour problems by increasing workforce capacity

around evidence-based parenting programmes, specifically Level 4 Group Triple P and

the Pre-School Incredible Years Programme. The PoPP dissemination plan incorporates

3 drivers - staff competence, organisational support and leadership.

Evidence-based Parenting Programmes

Further information


• A Scotland-wide PoPP dissemination plan has been funded by SG

• In preparation for the national roll-out, 110 multi-agency child care

practitioners have undertaken standardised core training and 40 of

these have participated in on-going supervision and coaching

• 8 Community Planning Partnerships have expressed interest in

adopting the PoPP Implementation Framework and 3 Wave 1 sites

have been selected for 2013-14

Name: Brenda Renz/ / Marita Brack

Title: PoPP Programme Directors



[email protected]

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9th May 2013

Educators

Educating staff to deliver evidence-

based parenting interventions

requires

• Standardised core training

• “On the job” supervision and

coaching over a considerable

period of time

• A variety of organisational

support mechanisms

Learners

•Challenge : Building capacity for evidence-based parenting

programmes to be delivered to scale and with fidelity in complex

multi-agency environments

•Lessons learned : Align appropriate educational infrastructure

with key policy drivers and disseminate through a systematic

plan

• Improving outcomes for children and families involves on-going commitment to skills development.

• This is supported through a variety of fidelity-focused learning activities and a self-regulating approach

Dentistry

Notes / Ideas• Key points of interest

• Questions for Knowledge Market Stand

• Ideas for reusing / links / contacts

achievements key messages to share€¦ · early intervention for psychosis further information...

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