This document provides mental health, learning disabilities and autism, and specialised commissioning workforce guidance and considerations to ensure safety in the workplace is maintained during the COVID-19 outbreak. It is intended to support the local contingency planning for a range of resource-constrained scenarios and covers general principles; ways in which staff work; releasing time to care; training and CPD; and safer staffing models.
(Edited publisher abstract)
This document provides mental health, learning disabilities and autism, and specialised commissioning workforce guidance and considerations to ensure safety in the workplace is maintained during the COVID-19 outbreak. It is intended to support the local contingency planning for a range of resource-constrained scenarios and covers general principles; ways in which staff work; releasing time to care; training and CPD; and safer staffing models.
(Edited publisher abstract)
Subject terms:
training, mental health services, autism, learning disabilities, safety, Covid-19, infection control, access to services, staff management;
...of coronavirus on their lives, and especially the impact of people dying from coronavirus. For each picture, there are conversation prompts to do with the picture, followed by conversation prompts that help people relate the picture to their own lives. The pictures can be used in online meetings with people with learning disabilities or when meeting face-to-face with one person or a group.
(Edited publisher abstract)
Conversation prompts about loss, grief, and more practical things, such as social distancing at funerals in the context of COVID-19 outbreak. The resource explains how to run an online meeting for people with learning disabilities and how to talk about death. It features a set of ten pictures that can be used as prompts to help people with learning disabilities talk about the impact of coronavirus on their lives, and especially the impact of people dying from coronavirus. For each picture, there are conversation prompts to do with the picture, followed by conversation prompts that help people relate the picture to their own lives. The pictures can be used in online meetings with people with learning disabilities or when meeting face-to-face with one person or a group.
(Edited publisher abstract)
Subject terms:
Covid-19, learning disabilities, digital technology, death, bereavement;
This briefing highlights how the retirement, sheltered and extra care housing sectors are working closely with extremely vulnerable residents who experience loneliness during the COVID-19 lockdown. It sets out who is deemed extremely vulnerable and, in the light of Government guidance, has been on shielding – for these people, the period of isolation, alone or with one companion, has led to increasing stress, anxiety and loneliness. The briefing captures an A-Z of creative ways in which operators have organised activities to combat loneliness and foster greater connectedness amongst residents within schemes and/or the wider community, including acts of acts of kindness.
(Edited publisher abstract)
This briefing highlights how the retirement, sheltered and extra care housing sectors are working closely with extremely vulnerable residents who experience loneliness during the COVID-19 lockdown. It sets out who is deemed extremely vulnerable and, in the light of Government guidance, has been on shielding – for these people, the period of isolation, alone or with one companion, has led to increasing stress, anxiety and loneliness. The briefing captures an A-Z of creative ways in which operators have organised activities to combat loneliness and foster greater connectedness amongst residents within schemes and/or the wider community, including acts of acts of kindness.
(Edited publisher abstract)
Subject terms:
older people, Covid-19, infection control, loneliness, social isolation, social activities, residential care, extra care housing, retirement communities, sheltered housing;
This guidance sets out key messages in relation to restraint and seclusion in mental health and learning disability services in Northern Ireland during the Coronavirus (COVID-19) pandemic. The guidance covers the management of restrictive interventions in the COVID-19 outbreak period; seclusion in mental health and learning disability inpatient services; types of restraints; public health advice
(Edited publisher abstract)
This guidance sets out key messages in relation to restraint and seclusion in mental health and learning disability services in Northern Ireland during the Coronavirus (COVID-19) pandemic. The guidance covers the management of restrictive interventions in the COVID-19 outbreak period; seclusion in mental health and learning disability inpatient services; types of restraints; public health advice around social distancing, shielding and isolation, and associated legalities for mental health and learning disability services; blanket restrictions; and the use of Personal Protective Equipment. The core principle underpinning the guidance recommends that in making any decision regarding the use of restraint, seclusion or restrictive practices, the proposed intervention must always be the least restrictive option available, considered to be in the person’s best interests with the aim of preventing harm, and proportionate to the likelihood and seriousness of that harm. The guidance includes links to additional resources. Restraint and seclusion in other settings than mental health and learning disability services are not covered in this guidance.
(Edited publisher abstract)
Subject terms:
restraint, physical restraint, severe mental health problems, severe learning disabilities, intervention, mental health care, Covid-19;
GREAT BRITAIN. Department of Health and Social Care
Publisher:
Great Britain. Department of Health and Social Care
Publication year:
2020
Place of publication:
London
This document sets out key messages to support people in planning and receiving their care safely during the pandemic, including slowing the transmission of the coronavirus (COVID-19) and reducing the possibility of hospital admission or care breaking down. It is aimed at people of all ages ‒ children, young people and adults ‒ who receive support through their personal budgets or personal health...
(Edited publisher abstract)
This document sets out key messages to support people in planning and receiving their care safely during the pandemic, including slowing the transmission of the coronavirus (COVID-19) and reducing the possibility of hospital admission or care breaking down. It is aimed at people of all ages ‒ children, young people and adults ‒ who receive support through their personal budgets or personal health budgets and take this as a direct payment. It is also relevant to family members, local authorities (LAs), clinical commissioning groups (CCGs), providers and people who are employed through a direct payment, including PAs (including those who are self-employed). Topics covered include: flexible use of direct payments during the pandemic; continuation of direct payments; personal protective equipment (PPE); employment of individuals; the coronavirus job retention scheme; statutory sick pay (SSP) for PAs with COVID-19 like symptoms; testing; monitoring requirements; self-funders; and keeping safe. [Last updated 19 July 2021]
(Edited publisher abstract)
Guidance for schools and local authorities about children supported through social care, with Education Health and Care (EHC) plans or identified as vulnerable by their school, college, early years provider or local authority. The guidance covers the identification of vulnerable children and young people; determining whether attendance at school or college is appropriate; supporting vulnerable children and young people's wellbeing; and responding to increased safeguarding concerns as more children return to on-site education provision. The guidance is for service providers, including: local-authority-maintained schools and academies, all alternative provision including pupil referral units local authorities and providers of children’s social care. [Published 22 March 2020. Updated 15 May 2020].
(Edited publisher abstract)
Guidance for schools and local authorities about children supported through social care, with Education Health and Care (EHC) plans or identified as vulnerable by their school, college, early years provider or local authority. The guidance covers the identification of vulnerable children and young people; determining whether attendance at school or college is appropriate; supporting vulnerable children and young people's wellbeing; and responding to increased safeguarding concerns as more children return to on-site education provision. The guidance is for service providers, including: local-authority-maintained schools and academies, all alternative provision including pupil referral units local authorities and providers of children’s social care. [Published 22 March 2020. Updated 15 May 2020].
(Edited publisher abstract)
Subject terms:
vulnerable children, education, Covid-19, local authorities, school attendance, children in need, special educational needs, schools;
GREAT BRITAIN. Department of Health and Social Care
Publisher:
Great Britain. Department of Health and Social Care
Publication year:
2020
Place of publication:
London
Emergency guidance for health and social care staff in England and Wales who are caring for adults who lack the relevant mental capacity to consent to their care and treatment during the coronavirus (COVID-19) Pandemic. This document provides additional guidance to supplement 'The Mental Capacity Act (2005) (MCA) and deprivation of liberty safeguards (DoLS) during the coronavirus (COVID-19
(Edited publisher abstract)
Emergency guidance for health and social care staff in England and Wales who are caring for adults who lack the relevant mental capacity to consent to their care and treatment during the coronavirus (COVID-19) Pandemic. This document provides additional guidance to supplement 'The Mental Capacity Act (2005) (MCA) and deprivation of liberty safeguards (DoLS) during the coronavirus (COVID-19) pandemic', which was published in April 2020. It includes guidance on: testing someone who lacks the relevant mental capacity; providing life-saving treatment to someone who lacks the capacity to consent; hospitals and care homes; and using emergency public health powers when someone who lacks relevant capacity needs to be isolated because they have symptoms and are not following public health advice. [First published 29 May 2020; last updated 12 January 2021]
(Edited publisher abstract)
Subject terms:
mental capacity, safeguarding adults, Covid-19, Deprivation of Liberty Safeguards, medical treatment, care homes, hospitals, decision making;
The Government's Adoption and Children (Coronavirus) (Amendment) Regulations 2020 came into effect from 24 April. This guidance document sets out the relevant sections of the amended regulations and guidance for adoption and fostering panels. It also identifies learning from agencies as they are planning and holding adoption and fostering panels during the COVID-19 crisis. The guidance looks
(Edited publisher abstract)
The Government's Adoption and Children (Coronavirus) (Amendment) Regulations 2020 came into effect from 24 April. This guidance document sets out the relevant sections of the amended regulations and guidance for adoption and fostering panels. It also identifies learning from agencies as they are planning and holding adoption and fostering panels during the COVID-19 crisis. The guidance looks at the implications for adoption and fostering, highlights the importance of panels in the decision-making process, identifies factors to consider when setting up a virtual panel, and provides information on managing the panel process.
(Edited publisher abstract)
Subject terms:
adoption, foster care, placement, decision making, digital technology, adoption agencies, foster carers, adoptive parents, Covid-19;
Guidance on temporary changes to the law on education, health and care (EHC) needs assessments and plans in England during the coronavirus (COVID-19) outbreak. The guidance provides a summary of these legislative changes and sets out the key implications for those who play a part in the processes relating to EHC needs assessments and plans. It also confirms which key elements of the processes
(Edited publisher abstract)
Guidance on temporary changes to the law on education, health and care (EHC) needs assessments and plans in England during the coronavirus (COVID-19) outbreak. The guidance provides a summary of these legislative changes and sets out the key implications for those who play a part in the processes relating to EHC needs assessments and plans. It also confirms which key elements of the processes over EHC needs assessments and plans are unchanged. This includes that a local authority must still consider requests for a new EHC needs assessment, must secure all of the required advice and information in order to be able to issue a plan, and must have regard to the views and wishes of a child, the child’s parent or a young person when carrying out its SEND functions under the Children and Families Act 2014. [First published 30 April. Last updated 26 August 2020].
(Edited publisher abstract)
Subject terms:
needs assessment, care plans, special educational needs, local authorities, education, health needs, needs, schools, Covid-19;
The Coronavirus Act 2020 and temporary Regulations makes amendments to the Mental Capacity Act (Northern Ireland) 2016 and the supporting Regulations. The temporary provisions relax some of the requirements of Deprivation of Liberty Safeguards during the Coronavirus (COVID-19) emergency, to ensure that persons can still be deprived of liberty during the pandemic crisis when staff availability may
(Edited publisher abstract)
The Coronavirus Act 2020 and temporary Regulations makes amendments to the Mental Capacity Act (Northern Ireland) 2016 and the supporting Regulations. The temporary provisions relax some of the requirements of Deprivation of Liberty Safeguards during the Coronavirus (COVID-19) emergency, to ensure that persons can still be deprived of liberty during the pandemic crisis when staff availability may be significantly reduced. This Code of Practice provides practical guidance on how the amendments operate. Emergency forms and a reporting template for Health and Social Care Trusts have also been created.
(Edited publisher abstract)
Subject terms:
Deprivation of Liberty Safeguards, mental capacity, safeguarding adults, procedures, Covid-19;