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See all the wonderful things Annette MacKinley has made

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If you have any questions about todays Padlet, please feel free to give me a call on 01392 722679
or email l.raymen@exeter.ac.uk

Hope you enjoy the day!
Laura

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13. Have a read of the attached article by Youth access. 

In particular, try to pick out the benefits of participation for young people and the services. 

 

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13. Have a read of the attached article by Youth access. 

In particular, try to pick out the benefits of participation for young people and the services. 

 

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14. Participation within your service?                                                                             What participation projects, involvement or actions are you aware of within your organisations?                                                                                                              All of your services/organisations have signed up to follow the attached pledges, to what extent does your organisation meet these pledges?                                                                                                                    Spend the rest of the afternoon thinking of some creative ways that you could help to increase levels of participation within your clinical working/service.                                                                                                         Try to make sure you consider the impact of bias in participation: - Children perceived to be vulnerable or at risk of social inclusion can be denied opportunities to participate (Cahill, 2007; Powell & Smith, 2009)- CYP involved in participation tend to be older, meaning that the voices of younger children can be excluded (in addition to diversity and accessibility bias) – (Steel, 2005; Staley, 2009)- Involvement of CYP has resource / cost implications, which has to be planned in to make it effective (McLaughlin, 2006).                                                                                     Please post your ideas bellow: 

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14. Participation within your service?                                                                             What participation projects, involvement or actions are you aware of within your organisations?                                                                                                              All of your services/organisations have signed up to follow the attached pledges, to what extent does your organisation meet these pledges?                                                                                                                    Spend the rest of the afternoon thinking of some creative ways that you could help to increase levels of participation within your clinical working/service.                                                                                                         Try to make sure you consider the impact of bias in participation: - Children perceived to be vulnerable or at risk of social inclusion can be denied opportunities to participate (Cahill, 2007; Powell & Smith, 2009)- CYP involved in participation tend to be older, meaning that the voices of younger children can be excluded (in addition to diversity and accessibility bias) – (Steel, 2005; Staley, 2009)- Involvement of CYP has resource / cost implications, which has to be planned in to make it effective (McLaughlin, 2006).                                                                                     Please post your ideas bellow: 

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12. Have a listen to Bill Badham of Practical Participation and ex-VIK Young Minds National Manager. 

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12. Have a listen to Bill Badham of Practical Participation and ex-VIK Young Minds National Manager. 

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What young people's stories can tell us about improving access to psychological therapies

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11. Which rung?                                                          Discuss in your groups which rung each of these statements link too.                                                      Please post your responses bellow, the answers will be added later this afternoon. 

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11. Which rung?                                                          Discuss in your groups which rung each of these statements link too.                                                      Please post your responses bellow, the answers will be added later this afternoon. 

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This afternoon we will be looking at the importance of two of the key CYP IAPT principals of "Collaboration and Participation". Including CWP perspectives, government legislation and models of participation. 

“Patient involvement increases patient satisfaction. Benefits also include greater confidence, reduction in anxiety, greater understanding of personal needs, improved trust, better relationships with professionals and positive health effects.”Farrell, C. (2004)
						
In many ways, this is the heart of the matter for staff working in mental health settings when considering why to involve young service users – what benefits, positive outcomes or changes will this bring – and from a variety of different fields, there is strong evidence that the effects are positive. 

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This afternoon we will be looking at the importance of two of the key CYP IAPT principals of "Collaboration and Participation". Including CWP perspectives, government legislation and models of participation. 

“Patient involvement increases patient satisfaction. Benefits also include greater confidence, reduction in anxiety, greater understanding of personal needs, improved trust, better relationships with professionals and positive health effects.”Farrell, C. (2004)
						
In many ways, this is the heart of the matter for staff working in mental health settings when considering why to involve young service users – what benefits, positive outcomes or changes will this bring – and from a variety of different fields, there is strong evidence that the effects are positive. 

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Tokenism -

• Young people may frequently be asked for their opinions as part of a consultation exercise. However, at this level, the child or young person may not understand what the purpose of the consultation is, and usually are not informed of the results of the survey. They are invited to give their views but that is the extent of their involvement.

True Consultation-
•  Involves explaining to the young person the purpose of the consultation and the process, i.e. what happens next after the consultation, when results come out, who will hear the results, and so on. At this level, children are informed of the results of the consultation and what changes will come about from these results.

Shared Decision Making-
• At the shared decision level, staff initiate projects but involve children and young people in the decision-making process. For example, this may include designing a patient information leaflet about different treatments and the evidence-base for each treatment.

Service Users Leading and Initiating Action-
•At this level, service users identify and initiate their own projects. For example, a group of young people who were regularly seen in CAMHS were fed up with being treated like “little kids”. They didn't like the fact that the waiting room was decorated with cartoon figures, and that reading material consisted of comics and colouring books. They felt patronised by staff who didn't understand how to speak to a young person.

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9. Participation legislation: 2

‘Liberating the NHS: No decision about me without me’. consultation document (2012) Explains how service users need to be involved at every step of their care. 

Shared decision making is a key objective which emphasises how service users have an equal role in decisions about their treatment. 

These documents highlight two key principals, participation and collaboration.  Theses are great references to use when reflecting upon such themes within your own practise.

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9. Participation legislation: 2

‘Liberating the NHS: No decision about me without me’. consultation document (2012) Explains how service users need to be involved at every step of their care. 

Shared decision making is a key objective which emphasises how service users have an equal role in decisions about their treatment. 

These documents highlight two key principals, participation and collaboration.  Theses are great references to use when reflecting upon such themes within your own practise.

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https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/216980/Liberating-the-NHS-No-decision-about-me-without-me-Government-response.pdf

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8. Participation legislation: "Equity and Excellence: Liberating the NHS’ lays out the government’s vision of an NHS where service users have a greater say about their care and are involved in decisions about their treatment. (2010)                  This vision aims to create a shift in the way services are currently run,  by moving away from  a more "medical model" and putting children, young people and parents at the centre of services. This is the first time we are seeing service users encouraged to have a voice and give feedback.            Have a flick through the layout and some of the content of these documents. It may be worth re-visiting these at a later date:

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8. Participation legislation: "Equity and Excellence: Liberating the NHS’ lays out the government’s vision of an NHS where service users have a greater say about their care and are involved in decisions about their treatment. (2010)                  This vision aims to create a shift in the way services are currently run,  by moving away from  a more "medical model" and putting children, young people and parents at the centre of services. This is the first time we are seeing service users encouraged to have a voice and give feedback.            Have a flick through the layout and some of the content of these documents. It may be worth re-visiting these at a later date:

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https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/213823/dh_117794.pdf

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7. Participation - CWP Perspective Watch this video created by young people about what can happen when services do not feel collaborative. Warning, it is a little bit gritty.                                                                                              After you have watched it, have a group discussion about how:                       1. Your immediate responses/feelings?                                                               2. What do you take away from this video?                                                       3. Is this an opportunity for you to do something different? If so what?                                                                                                            Please post the main points following your discussions bellow:

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7. Participation - CWP Perspective Watch this video created by young people about what can happen when services do not feel collaborative. Warning, it is a little bit gritty.                                                                                              After you have watched it, have a group discussion about how:                       1. Your immediate responses/feelings?                                                               2. What do you take away from this video?                                                       3. Is this an opportunity for you to do something different? If so what?                                                                                                            Please post the main points following your discussions bellow:

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Use the rest of the morning to attempt the role play on the attached padet. Post your comments on the role play.

https://padlet.com/k_saville/ujlesklb0jvh

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The marking scheme includes the use of verbal empathy. Do you know the difference between empathy and sympathy? How about reflecting and paraphrasing?
Click on the link attached for information and an exercise on developing this skill in preparation of the competencies.

https://padlet.com/k_saville/n6stqso6xugj

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2. What do you know about common factor skills?

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2. What do you know about common factor skills?

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Common factor skills are the aspects of therapy which transcend all therapeutic approaches. Read the slides below to see what the term included

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In your groups discuss the experiences you have had of

•Good therapeutic alliance

•Ruptures in the therapeutic alliance

•Complete disengagement or persistent DNAs

•How has your practice changed because of these experiences?

https://padlet.com/k_saville/zc0sh6112iae

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"Welcome to your therapeutic alliance and participation based service based day"

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"Welcome to your therapeutic alliance and participation based service based day"

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This morning we will look at building and maintaining therapeutic alliances. It is recognised that the alliance is really important ....
"The therapeutic alliance refers to the quality and nature of the interaction between the patient and therapist" (Horvath & Bedi, 2002).

Beck et al. (1985) "A sound therapeutic relationship is a necessary condition for effective cognitive therapy" (pp.167).

“We believe that these characteristics (warmth, accurate empathy and genuineness) in themselves are necessary but not sufficient to produce an optimum therapeutic effect” (Beck, Shaw, Rush, Emery, 1979, p.45).
That's what the theorists say, but how about with children?
•McQueen and Smith (2012) argue that it can difficult to separate positive effects of the intervention from the effects of the therapeutic alliance in children's therapy.

•Carkhuff & Truax (1967) agree with the three factors of warmth, empathy and genuine positive regard being vital, and an explicit avoidance of criticism and blame.

•There are studies which link positive therapeutic alliance with positive outcomes with children and young people (eg. Kazdin, et al., 2006; Karver, et al., 2008; Kendall, et al., 2009 in Gilbert and Leahy, 2017).

•TA can lead to increased trust between patient and practitioner and the adherence of the patient to an agreed management plan (Wampold, 2001).
Convinced??