This guidance is designed to assist commissioners of mental health services in the refocusing of day services for working-age adults with mental health problems into community resources that promote social inclusion and promote the role of work and gaining skills in line with current policy and legislation.
This guidance is designed to assist commissioners of mental health services in the refocusing of day services for working-age adults with mental health problems into community resources that promote social inclusion and promote the role of work and gaining skills in line with current policy and legislation.
Subject terms:
mental health problems, social inclusion, community care, commissioning, day services;
Practical advice and guidance is provided for people who need to use, or who provide, interpreting or translation services in a mental health setting, such as a meeting with a psychiatric nurse in hospital or in someone’s home. The first section is aimed at mental health practitioner or interviewers, and comprises: detailed guidance and information for every stage of working with an interpreter; and a checklist designed to help achieve the most out of working with an interpreter and to guide if things go wrong. The second section is aimed at users of mental health and learning disability services and advises: how to use a professional interpreter; rights before, during and after an interview with an interpreter; and how to complain. The final part is aimed at interpreters and highlights: ethical issues that need to be considered; and practical advice and guidance for interpreting during an interview.
Practical advice and guidance is provided for people who need to use, or who provide, interpreting or translation services in a mental health setting, such as a meeting with a psychiatric nurse in hospital or in someone’s home. The first section is aimed at mental health practitioner or interviewers, and comprises: detailed guidance and information for every stage of working with an interpreter; and a checklist designed to help achieve the most out of working with an interpreter and to guide if things go wrong. The second section is aimed at users of mental health and learning disability services and advises: how to use a professional interpreter; rights before, during and after an interview with an interpreter; and how to complain. The final part is aimed at interpreters and highlights: ethical issues that need to be considered; and practical advice and guidance for interpreting during an interview.
Subject terms:
interpreting, learning disabilities, learning disabilities services, mental health problems, mental health services, communication;
These Guidelines concern people with learning difficulties/disabilities with mental health problems and behaviour problems/challenging behaviour that have a Statement of Special Educational Need (SSEN), for each of whom there exists a prescribed programme of planning for transition from year 9 (age 14), the SEN Code of Practice (DfES 2001). It is expected that schools and the local education authorities to be aware of this population.
These Guidelines concern people with learning difficulties/disabilities with mental health problems and behaviour problems/challenging behaviour that have a Statement of Special Educational Need (SSEN), for each of whom there exists a prescribed programme of planning for transition from year 9 (age 14), the SEN Code of Practice (DfES 2001). It is expected that schools and the local education authorities to be aware of this population.
Subject terms:
learning disabilities, local authorities, mental health problems, special educational needs, behaviour problems, challenging behaviour;
This toolbox is a place to come for ideas, suggestions and contact details to help you ensure your advocacy partner has a voice, is listened to and is taken seriously by others who can bring about change. It is particularly useful for anyone advocating for a person with high support needs by which we mean anyone who does not communicate using words, has significant barriers to communication and/or complex physical, health or emotional needs and requires lots of extra support as a result. This could include people who have a learning disability with sight or hearing difficulties or those with a mental illness or autism. There is no one ‘right’ way to advocate. The important thing is to collect together a number of different tools and use these in whatever combination will produce the required results.
This toolbox is a place to come for ideas, suggestions and contact details to help you ensure your advocacy partner has a voice, is listened to and is taken seriously by others who can bring about change. It is particularly useful for anyone advocating for a person with high support needs by which we mean anyone who does not communicate using words, has significant barriers to communication and/or complex physical, health or emotional needs and requires lots of extra support as a result. This could include people who have a learning disability with sight or hearing difficulties or those with a mental illness or autism. There is no one ‘right’ way to advocate. The important thing is to collect together a number of different tools and use these in whatever combination will produce the required results.
Subject terms:
learning disabilities, mental health problems, multiple disabilities, advocacy, autism, communication disorders;
This guide sets out good practice in relation to making direct payments more accessible to people with mental health problems. It is intended to support the efforts that all local authorities, primary care trusts, mental health trusts and non-statutory providers of mental health services and support will wish to make to ensure that direct payments become a standard option within mental health services. This guide is specifically about the payments that are made to individuals who have been assessed as needing social care services in order that they can make their own arrangements to meet their needs. The number of people receiving direct payments is currently a key performance assessment framework indicator (AO/C51) for local authorities.
This guide sets out good practice in relation to making direct payments more accessible to people with mental health problems. It is intended to support the efforts that all local authorities, primary care trusts, mental health trusts and non-statutory providers of mental health services and support will wish to make to ensure that direct payments become a standard option within mental health services. This guide is specifically about the payments that are made to individuals who have been assessed as needing social care services in order that they can make their own arrangements to meet their needs. The number of people receiving direct payments is currently a key performance assessment framework indicator (AO/C51) for local authorities.
Extended abstract:
Author
GREAT BRITAIN . Department of Health.
Title
Direct payments for people with mental health problems: a guide to action.
Publisher
Great Britain. Department of Health, 2006
Summary
This guide sets out good practice in relation to making direct payments more accessible to people with mental health problems. It is intended to support the efforts that all local authorities, primary care trusts, mental health trusts and non-statutory providers of mental health services and support will wish to make to ensure that direct payments become a standard option within mental health services and is specifically about the payments made to individuals who have been assessed as needing social care services in order that they can make their own arrangements to meet their needs.
Context
The number of people receiving direct payments is currently a key performance assessment framework indicator (AO/C51) for local authorities.
Method
Contents
Sections explain what direct payments are and how they came about. Disabled people led a campaign as a means of achieving the choice and control necessary for independent living. They were originally introduced at the discretion of local authorities for disabled people of working age in April 1997, for older people in 2000, and for carers, parents of disabled children and for 16 and 17 year olds in 2001. The purpose of this guide to action is explained and policy on moving towards independent living and promoting recovery and inclusion outlined.
Detailed guidance on implementing direct payments within mental health service is given and the whole system approach explained. Making direct payments accessible to people who might use them, and necessary staff training and procedures, are discussed. Direct payments in practice are then summarised. People who are eligible to use mental health services (and carers eligible to receive carers' services) can expect to: have a clear statement of the needs for which they are eligible to receive services; be given the maximum possible choice and control in how their eligible needs are met; be offered the option of direct payments at every assessment and review meeting or have a clear statement of the reasons if they are excluded from receiving direct payments; be provided with adequate information about direct payments and sufficient time in order to be able to make an informed choice whether to use them or not; be given the details of people who can support them to consider and use direct payments; be able to use a mixture of direct payments and provided services if they choose; and be able to stop using direct payments at any time and return to using a provided service.
In order to achieve this, action is required from managers and care co-ordinators . Managers need to consider the following: promote direct payments as a standard option within the CPA, and ensure it is included within CPA training; promote the values of independent living and recovery as core to the provision of services, to support a positive and pro-active approach to direct payments; work with the local authority scheme, the support service, service user and carer groups and practitioners to achieve a straightforward and co-ordinated process for considering, applying for and accessing support to manage direct payments; ensure that adequate information and training is provided to those who might wish to use direct payments and all care co-ordinators; ensure that all teams understand their responsibilities in respect of offering direct payments; make specific information available in appropriate formats/languages to all those who might wish to consider or use direct payments to meet their social care needs.
This should be consistent with but additional to the direct payment schemes generic information; record levels of direct payment uptake by people with mental health problems to inform future planning and set current targets; and, where appropriate, work with commissioners to ensure adequate budget setting/flexibility.
Assessors/care co-ordinators need to consider the following: assess people's eligible needs and record them clearly before beginning the process of discussing how those needs might be met; support those they work with to build their future around their aspirations and abilities, and work through risk assessment procedures to minimise risks to an acceptable level wherever possible; always check whether or not a person is excluded from receiving direct payments; offer the option of direct payments to all those who are eligible to receive them at every assessment and review; ensure that all people eligible to receive mental health services are made aware of how to access information and support to consider and/or use direct payments; and be fully aware of DH's guidance, the local authority direct payments policy and the operation of their local authority's scheme/s, and of how to get support and advice for themselves about direct payments.
Sources of further information and resources are given.
28 references
Subject terms:
local authorities, mental health problems, mental health services, service uptake, assessment, direct payments;
NOTTINGHAMSHIRE SAFEGUARDING CHILDREN BOARD, NOTTINGHAM CITY SAFEGUARDING CHILDREN BOARD
Publisher:
Nottinghamshire Safeguarding Children Board
Publication year:
2006
Pagination:
30p., bibliog.
Place of publication:
Nottingham
According to the multi-agency practice guidance on emotional abuse produced by Nottinghamshire's Multi Agency Forum on Emotional Abuse, there are three main ways that the issue may come to the attention of professionals: Concerns about parental behaviour -Children's professionals may witness difficult parental behaviour towards a child, such as a child being persistently blamed for everything that goes wrong, persistent shouting and rejection; Concerns about parental attributes -Staff working in adult mental health, alcohol and drug addiction services may become concerned about how a parent is functioning and the impact this may have on their child; and Concerns about the child - professionals may be concerned about how a child is presenting - perhaps if they are unhappy, are bedwetting or poorly behaved - as this may be due to difficult relationships at home.
According to the multi-agency practice guidance on emotional abuse produced by Nottinghamshire's Multi Agency Forum on Emotional Abuse, there are three main ways that the issue may come to the attention of professionals: Concerns about parental behaviour -Children's professionals may witness difficult parental behaviour towards a child, such as a child being persistently blamed for everything that goes wrong, persistent shouting and rejection; Concerns about parental attributes -Staff working in adult mental health, alcohol and drug addiction services may become concerned about how a parent is functioning and the impact this may have on their child; and Concerns about the child - professionals may be concerned about how a child is presenting - perhaps if they are unhappy, are bedwetting or poorly behaved - as this may be due to difficult relationships at home.
Subject terms:
interagency cooperation, mental health problems, parenting, addiction, alcohol misuse, drug misuse, emotional abuse, good practice;
This guidance covers the assessment and clinical management of patients with mental illness being cared for in psychiatric inpatient or day care settings who also use or misuse alcohol and/or illicit or other drugs. It also covers organisational and management issues to help mental health services manage these patients effectively.
This guidance covers the assessment and clinical management of patients with mental illness being cared for in psychiatric inpatient or day care settings who also use or misuse alcohol and/or illicit or other drugs. It also covers organisational and management issues to help mental health services manage these patients effectively.
Subject terms:
mental health problems, mental health services, patients, acute psychiatric care, assessment, alcohol misuse, care management, day services, drug misuse, dual diagnosis;
This guidance sets out a number of general principles that the Commission believes apply to the use of restraint in any setting. These general principles should be taken into account when restraint is being considered in the care of any person who has a mental learning difficulty, dementia or other mental disorder. The guidance aims to help guide thinking on the use of restraint and encourage all care staff to consider their actions and the impact that those actions may have on the people they are caring for. This guidance cannot give answers to every situation residents and care staff find themselves in. The document also includes sections on particular types of restraint and interventions that can lead to the freedom of movement and liberty of residents being limited in some way.
This guidance sets out a number of general principles that the Commission believes apply to the use of restraint in any setting. These general principles should be taken into account when restraint is being considered in the care of any person who has a mental learning difficulty, dementia or other mental disorder. The guidance aims to help guide thinking on the use of restraint and encourage all care staff to consider their actions and the impact that those actions may have on the people they are caring for. This guidance cannot give answers to every situation residents and care staff find themselves in. The document also includes sections on particular types of restraint and interventions that can lead to the freedom of movement and liberty of residents being limited in some way.
Subject terms:
law, learning disabilities, mental health problems, physical restraint, residential care, restraint, risk, assessment, care homes, care workers, dementia;
This book charts the change, critically evaluating progress, take-up, inclusion and access to direct payments by different user groups. With contributions from campaigners, academics, practitioners, direct payment users and personal assistants, the book: provides an overview of the history of direct payments; presents findings from key research into direct payments and disabled people, older people, carers, people with mental health problems, people with learning difficulties and disabled children; discusses the implementation and development of direct payments provision; compares developments in the UK with those in North America.
This book charts the change, critically evaluating progress, take-up, inclusion and access to direct payments by different user groups. With contributions from campaigners, academics, practitioners, direct payment users and personal assistants, the book: provides an overview of the history of direct payments; presents findings from key research into direct payments and disabled people, older people, carers, people with mental health problems, people with learning difficulties and disabled children; discusses the implementation and development of direct payments provision; compares developments in the UK with those in North America.
Subject terms:
learning disabilities, mental health problems, older people, physical disabilities, service uptake, service users, access to services, carers, children, direct payments, evaluation;