Pan London LLN Health Collaboration/Skills for Health Dissemination event Mental Health – Supporting Progression in the Mental Health Sector April 08 – May 09 South London and Maudsley Hospital Mental Health Foundation Trust Oxleas Foundation Trust LLU+ at London South Bank University Beth Kelly and Shan Rees, LLU+

Community and Workforce Development Materials, resources and models Research and training on the Impact of Integrating Language, Literacy and Numeracy Development n the workplace in : Local Authorities , National Health Service Waste Management Projects involving supporting adults to access: consumer rights for the Office of Fair Trading Developing Language, Literacy and Numeracy (LLN) in the workplace National role training: Union Learning Reps, Care Assistants in Health Sector, Prison Service, Community lecturers, Nurse Mentors, Managers in large and small organisations etc Supporting learning in the voluntary sector

Mental Health – Supporting Progression in the Mental Health Sector Project purpose: Education pathways at level 4 such as Foundation Degrees Develop skills and knowledge at level 3 Professionalise the workforce

Developing a shared vision with partners Mental Health – Supporting Progression in the Mental Health Sector Developing a shared vision with partners Purpose of the project Models of delivery Model delivery Target group What the project has shown is that developing a shared vision takes time, not so much the vision as the time for different partners to understand each other and be confident in each other. Much of this discussion occurred at the steering group meetings. The representation there was reps from the 2 foundations trusts, 2 SELLLN repswho also serviced the meetings, rep from Skills for Health, 2 from LLU+ The topics here were what was discussed to shape the vision The target group from the employers was Health Care Assistants The purpose of the project – was it to teach mental health care or support participants to develop their underpinning skills (literacy, language, numeracy, ICT, study) to progress onto level 3 /4 – there were differences of opinion about this. Also difficult for those not in education to understand the differences between an embedded model works and contexturalised Models of delivery – was it going to be health care focussed with LLN skills developed within the programme or was it going to be LLN skills developed in the context of mental health care. Was it going to be interventions with individuals or a programme. How long was the programme to be? What form would the assessments take. The employers did not want the target group they had in mind to find the programme overwhelming Accreditation – although the project initially was seen as a bridge between level 3 and 4, so the accreditation should be at level 3. However, the more the target group was identified, it was recognised that maybe the accreditation should also be at level 2 OCNLR were seen as the awarding body we would approach. Skills for Health were also interested to approve the qualification and steps for both have started Curriculum /content accreditation

Possible Interventions Model One- Individualised interventions QCF level 3 QCF level 4 QCF levels1/2 Mental Health training Initial LLN Assessment This model was to run workshops to identify skills gaps of individuals and work with them to bridge those gaps Diagnostic Assessment and APEL Language Literacy Numeracy ICT Study Skills ILPs

Mental Health Programme Possible Interventions Model Two – Embedded Model Mental Health Programme Initial LLN Assessment Language Literacy Numeracy Study Skills Oxleas had just developed a training programme for Health Care Assistants. Having talked to the tutor who had written the programme and was going to run it we suggested we could work with him on how to embed LLN. Ie develop LLN skills within this programme. Joint teaching sessions were recommended and dates for planning and teaching identified. However, as the rep from Oxleas was seconded there was no further involvement from Oxleas and this model did not materialise ILPs

Model 3 Contextualised Learning Possible Interventions Model 3 Contextualised Learning Language, Literacy, Numeracy, ICT , Study Skills This model was developed into a 6 day programme with the LLN ICT and Study Skills development as the key issues but were contextualised within mental health – eg the research tasks included comparing different HCA roles; ICT included using the electronic patient record which also was a vehicle for developing writing skills; the physical health care policy was a basis for widening vocabulary and language to report changes in a patient’s physical and mental condition; numeracy skills Mental Health Context

Possible Interventions Model Four– Integrated Model Recovery Policy + Communication Skills Physical Care + Numeracy Mental Health Policy + Writing skills Mental Health Policy + Study Skills Mental Health Policy + Working in teams This model which will go ahead in the autumn is almost like a combination of model 2 and 3 – it will contain some mental health care input – possibly on a themed basis, eg 1 day focussing on older patients etc as well as time to develop LLN, ICT and study skills and confidence. the foundation degree in mental health care will be one of the progression pathways. Lecturers from that programme will be involved in developing and delivering the mental health care input. It is envisaged that the programme will run in the autumn. Still at the stage of deciding input, length of course etc

Learning from the project Methodology and findings to date Learning from the project time developing trust- confidence and confidentiality working in different cultures gaining an understanding of different spheres of expertise and values sharing the same language timing of project time for learners and staff IAG . In hindsight, it probably would have been better if we had had more discussions to understand where each of the partners was coming from, maybe give a taster of how we work, before going straight into developing the programme Developing Trust with organisations and people- Reaching the right people takes time. Change of personal impacts on progress. Reaching the right people takes time. Change of personal impacts on progress. Clarity of project purpose- defining the language Difference in experiences for learners from one institution to another – do staff understand what the previous curriculum develops or the expectations of the next step. Timing- start dates