Your SlideShare is downloading. ×
0
Implementing the KUF: making the virtual a reality
Implementing the KUF: making the virtual a reality
Implementing the KUF: making the virtual a reality
Implementing the KUF: making the virtual a reality
Implementing the KUF: making the virtual a reality
Implementing the KUF: making the virtual a reality
Implementing the KUF: making the virtual a reality
Implementing the KUF: making the virtual a reality
Implementing the KUF: making the virtual a reality
Implementing the KUF: making the virtual a reality
Implementing the KUF: making the virtual a reality
Implementing the KUF: making the virtual a reality
Implementing the KUF: making the virtual a reality
Implementing the KUF: making the virtual a reality
Implementing the KUF: making the virtual a reality
Implementing the KUF: making the virtual a reality
Implementing the KUF: making the virtual a reality
Implementing the KUF: making the virtual a reality
Implementing the KUF: making the virtual a reality
Implementing the KUF: making the virtual a reality
Implementing the KUF: making the virtual a reality
Implementing the KUF: making the virtual a reality
Implementing the KUF: making the virtual a reality
Implementing the KUF: making the virtual a reality
Implementing the KUF: making the virtual a reality
Implementing the KUF: making the virtual a reality
Implementing the KUF: making the virtual a reality
Implementing the KUF: making the virtual a reality
Implementing the KUF: making the virtual a reality
Implementing the KUF: making the virtual a reality
Implementing the KUF: making the virtual a reality
Implementing the KUF: making the virtual a reality
Implementing the KUF: making the virtual a reality
Implementing the KUF: making the virtual a reality
Implementing the KUF: making the virtual a reality
Implementing the KUF: making the virtual a reality
Implementing the KUF: making the virtual a reality
Implementing the KUF: making the virtual a reality
Implementing the KUF: making the virtual a reality
Upcoming SlideShare
Loading in...5
×

Thanks for flagging this SlideShare!

Oops! An error has occurred.

×
Saving this for later? Get the SlideShare app to save on your phone or tablet. Read anywhere, anytime – even offline.
Text the download link to your phone
Standard text messaging rates apply

Implementing the KUF: making the virtual a reality

1,295

Published on

Speakers: Victoria Baldwin, Kath Lovell, Neil Gordon, Tom Mullen, Heather Wood and Rex Haigh. First National Personality Disorder Congress, Birmingham, 19-20th November 2009.

Speakers: Victoria Baldwin, Kath Lovell, Neil Gordon, Tom Mullen, Heather Wood and Rex Haigh. First National Personality Disorder Congress, Birmingham, 19-20th November 2009.

1 Comment
1 Like
Statistics
Notes
  • an interesting perspective that you've shared on training for social care here. You cover some accurate points, however I would have liked to see a mention of the new QCF frameworks - they are making a fundamental difference in regards to vocational qualifications and online training.
       Reply 
    Are you sure you want to  Yes  No
    Your message goes here
No Downloads
Views
Total Views
1,295
On Slideshare
0
From Embeds
0
Number of Embeds
0
Actions
Shares
0
Downloads
16
Comments
1
Likes
1
Embeds 0
No embeds

Report content
Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
No notes for slide

Transcript

  • 1. Implementing the KUF: From Virtual to Reality Vicky Baldwin Kath Lovell Dr Neil Gordon Dr Heather Wood Tom Mullen
  • 2. Aims of the Workshop
    • Brief introduction to the KUF : what it is, who it is designed for and how is being implemented
    • The central role of service user in the development and implementation
    • Interactive engagement with the online materials highlighting the use of online tools
    • To explore the challenges of implementing the KUF systemically within complex multi agency settings-building on what exists
    • To highlight key ‘facilitative forces’ and practical steps that can assist with implementation-resources and strategy
    • To provide an account of how one selected region is approaching this-a case study
    • To encourage participants to reflect upon and articulate a local delivery plan-workshop activity
  • 3. £1,000,000
    • Dec 2007: Department of Health and Ministry of Justice commissioned the development of a national training framework to support people to work more effectively with personality disorder
    • The key goal is to improve service user experience through developing the capabilities, skills and knowledge of the multi-agency workforces in Health, Social Care and Criminal Justice who are dealing with the challenges of Personality Disorder
  • 4. The service user at the heart Making a real difference
  • 5. Working with Personality Disorder: Raising Awareness (6modules) Key Staff MSc: Working with Personality Disorder: Extending Expertise and Enhancing Practice (6 Modules and Dissertation) Lead and Specialist Staff All Frontline staff What is available? BSc: Working with Personality Disorder: Developing Understanding and Effectiveness (9 modules)
  • 6. The Virtual Learning Environment
    • All 3 levels of the programme are supported by an online virtual learning environment
    • This provides all the materials required to access or deliver each level of the programme
    • The VLE also provides students with access to the following online learning tools::
      • ‘ My Notes’
      • Wikis
      • Blogs
      • Discussion Forums
      • Online Resources
  • 7. Working Effectively with Personality Disorder: Raising Awareness
    • The programme aims to:
    • Explore different perspectives about personality disorder
    • Dispel some myths about personality disorder
    • Explore ways of understanding personality difficulties
    • Look at how someone’s past experiences can affect the present
    • Help you to understand how to work effectively with service users with a personality disorder
    • Reflect on different approaches to working with people and the impact of reactions and responses
    • Explore the impact of working with personality disorder on the wider team
  • 8. The Online Learning Modules
  • 9. The learning journey Self awareness and reflective skills Sensitivity to service user experience Communicating effectively Making sense of reactions and responses Understanding work places and teams Connecting past experience and current behaviours
  • 10. Exploring the Online Learning Modules
    • Group exercise to explore the materials
  • 11. The Delivery Model
    • Both programmes are delivered using blended learning including facilitated sessions and online learning. For the awareness only programme this involves:
      • 3 days of facilitated experiential training
      • Completion of 6 online modules:
      • Key self directed activity
    • For the ‘Train the Trainers’ programme this involves:
      • 6 days facilitated experiential training including direct micro-teaching
      • Completion of the 6 online modules
      • Key self directed activity
      • Creating a context relevant delivery package
  • 12. 1 2 AWARENESS VLE Structured Implementation and Embedding 1 2 3 Modules 1, 2 & 3 3 Introduction and contextualization Modules 4,5 & 6 & Evaluation Facilitation and group management Teaching and learning methodologies Practice and Application to context Review and experiential work Final review and experiential work STAGE 1 (Basic) STAGE 2 (Trainer)
  • 13.
    • The VLE, its capacity and potential (and limitations)
    • The different online tools and how to use them
    • Educational principles that have informed the development and best practice guidelines for working effectively with the content and media
    • Facilitation skills and the management of learning group processes and dynamics
    • Administration and access issues and how these need to be managed
    • The use and development of Facilitator Handbooks and how these can be adapted to meet local needs
    • The rationale and potential impact of utilising service user trainers as an essential element of delivery
    Train the trainers: core themes
  • 14.
    • The trainer will demonstrate:
    • Facilitation skills and capability in managing learning group processes
    • A positive collaborative attitude to working in partnership with service users
    • A willingness to use the training as a vehicle to challenge the stigma experienced by people with a personality disorder diagnosis and those who work with them
    • Knowledge about, and skills in the use of different learning and teaching methodologies and an ability to apply these in context sensitive ways
    • Familiarity with the content and lay out of the different elements of the VLE
    • Familiarity with and competence in using and moderating the VLE learning tools such as my notes, wikis, discussion forums and blogs
    • A good understanding of the bio-psychosocial model of personality disorder
    • A commitment to multiagency working and training
    Post training capabilities
  • 15. National Delivery
    • Currently 200 people on the VLE completing the awareness training and 60 have completed the Train the Trainers
    • Over 2500 staff accessing the programme by August 2010
    • 250 staff trained as KUF trainers by August 2010
    • Over 30 organisations involved from Health, Social Care, Criminal Justice and the Third Sector
    • All regions in the country are in communication with the KUF team and in different stages of implementation
    • A financially supported national implementation plan to embed the awareness level training across the regions from April 2010 - 2011
  • 16. Feedback from the field
      • “ I was not that keen on attending but this is the most useful training I have undertaken over the last ten years” (Probation officer)
      • “ At last an educational model I can relate to that has the potential to make a real difference” ( Carer Consultant)
      • “ I think an approach that engages at an emotional level is essential when teaching about personality disorder as much of the need is to encourage more positive attitudes and emotions on the part of the worker engaging with the person with personality disorder” (Psychologist)
  • 17. Feedback from the field
      • “ I am looking at my client in a completely new way, I can really make sense of who he is and why he behaves in the way he does” (Housing support worker)
      • I feel I now have an understanding of personality disorder that will help me in my work and I will be able to challenge other people on how they view people (Police Officer)
      • “ This material is very powerful and encourages you to think differently’ (Service Lead)
  • 18. Feedback from delivery in the field
    • “ The training the trainers programme was intense, inspiring, exciting and exhausting. It really did open up our thinking concerning the learning materials and the many ways in which they could be used to facilitate meaningful learning across a range of staff groups. We were also struck by the potential for the KUF materials to be used creatively to bring about a change in how people think about and respond to personality disorder, be they carers, commissioners, practitioners or managers. We look forward to having the opportunity to share the KUF with others in the coming years.”
    • Service Lead/Participant on ‘Train the Trainers’ programme
    •  
  • 19. Implementing the BSc and MSc Support from the centre and the development of local infrastructures
  • 20. BSc & MSc Implementation
    • Funding support from the Department of Health agreed for the first cohort
    • Cohort 1 commences January 2010
    • Regional implementation model to select MSc students
    • Stand alone or full programme opportunities available
  • 21. The BSc Programme
    • Aims of the BSc Programme :
    • Equip workers with the necessary knowledge and skills to help them work more effectively with service users
    • To compensate fro the limited educational coverage of this
    • topic in core training
    • To improve the psychological mindedness of all those
    • working with the challenges of personality disorder
    • Creating containing environments infused with hope that
    • improves the experience of service users and staff
  • 22. Developing a shared Understanding of personality disorder Challenges of PD: An interpersonal perspective Working positively with PD: Building lives challenging stigma Personality disorder: Across multiagency contexts Responding effectively: making sense of reactions and relationships Facilitating positive Change Working with people and context Responding to issues of complexity and risk Effective teamwork and Supervision Developing Context sensitive approaches Awareness training with APEL Portal 60 credits L6 60 credits L6 40 credits L5 40 credits L5 40 credits L5 30 credits L4 30 credits L4 30 credits L4 30 credits L4 BSc: Working with Personality Disorder: Developing understanding and effectiveness Introduction to Intervening effectively: Management, treatment and support
  • 23. Potential Outcomes: Work based assessments Diversity of Approaches Anti-stigma project Critical Incident Analysis Multi-agency Training Professional communication Observation of an Organisation Supervision & Support structure for work context Residential event: Reflection on learning
  • 24. Who is the target audience for the BSc and what are the challenges of reaching them?
    • Think of the agency/service you work in and identify which part of your workforce would benefit most from the BSc programme?
    • Having identified the target staff group, what processes need to be in place to support these staff in accessing the programme
  • 25. The MSc Programme
    • Aims of the MSc Programme:
    • To increase the capacity of service leads to act as “change agents”
    • able to shape and influence services
    • effecting sustainable change at an organisational level
  • 26. APEL Service user trainers and consultants
  • 27. MSc Core modules Developing and Extending Therapeutic Practice Developing research and audit Facilitating Learning About PD Leadership and service development Involvement strategies Developing links and networks Consulting to Teams and Organisations
  • 28. Key features in common with other parts of the KUF:
    • Contextualised - Practice-based learning
    • Service-users integral to development and delivery. Service user perspectives central
    • Flexible – Modular
    • Accessible – VLE
    • Highlighting the interpersonal dimension of working effectively with personality disorder
  • 29. Specific to the PD KUF MSc
    • Assessment exercises yield usable “products”
    • More self-directed learning
    • Fostering vision, creativity, confidence and skills for effective leadership
  • 30. PD KUF MSc
    • Building leaders, change agents and champions of personality disorder services
  • 31. Lessons from the field: a case study Tom Mullen and Neil Gordon ‘ Making the virtual a reality’ Regional Implementation of the KUF
  • 32. The context of KUF embedding? What exists? What needs to develop ? Who can make this happen? KUF
  • 33. Key themes
    • Strategic planning with KUF implementation plan as a core feature
    • Meaningful service user involvement
    • Multiagency working
    • Care Pathways and Service User journeys
    • Integration of forensic and non forensic services
    • Existing development work and training infrastructure
  • 34. Reflecting on ‘local’ context
    • Take sometime to think about what currently exists in your own locality that you can build upon to integrate the different levels of the KUF that will achieve real change in practice
    • Feedback the main 2 themes that have emerged from your discussion
  • 35. Creating the discussion groups
    • Building service user capacity for involvement
    • Developing a multi agency training approach (Social Care Health Criminal Justice, Third Sector)
    • Identifying target staff groups and priority areas for training
    • Identifying staff to train as KUF trainers
    • Working across forensic and non forensic services-an integrated approach
    • Accessing ‘hard to reach’ groups
  • 36. Making it happen?
  • 37. Develop quality standards for secure PD services Enable acute inpatient access to support more appropriately Identify PD lead in each PCT and plan for services with stakeholders Undertake economic analysis of identified dysfunctional pathways for PD KUF Implementation Plan KUF Lead MSc Students Service Induction Support Network Review Proposal 8 Regional Cohorts Mental Health 3 Regional Cohorts Accommodation 3 Regional Cohorts Probation 6 Cohorts Citywide Pathways Other actions include YORKSHIRE & HUMBER PD STRATEGY
  • 38. Questions
  • 39. [email_address] [email_address] [email_address]

×