Search results for ‘Subject term:"mental health problems"’ Sort:
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Mental health core skills education and training framework
- Authors:
- SKILLS FOR HEALTH, SKILLS FOR CARE, HEALTH EDUCATION ENGLAND
- Publishers:
- Skills for Health, Health Education England, Skills for Care
- Publication year:
- 2017
- Pagination:
- 86
- Place of publication:
- Bristol
Framework setting out the core skills and knowledge which the health and social care workforce need to provide high-quality mental health services. The Framework was commissioned by the Department of Health, and aims to support consistent mental health education and training across a variety of service settings, providing opportunities for joint education and training. The framework classifies key skills and knowledge into three tiers: general mental health awareness; skills required for staff that have some regular contact with people with mental health issues; and skills needed to care for people with complex mental health needs. It covers 18 subject areas, which include: promoting wellbeing, establishing positive relationships, understanding prevention, recovery focused approaches, and using technology to deliver effective support. Each subject area include details of the target audience, learning outcomes, and links to relevant guidance, legislation and National Occupational Standards. The framework covers the care of people of all ages, including children, young people, working-age adults and older people. (Edited publisher abstract)
Mental health core skills education and training framework: consultation draft
- Authors:
- SKILLS FOR HEALTH, HEALTH EDUCATION ENGLAND, SKILLS FOR CARE
- Publishers:
- Skills for Health, Health Education England, Skills for Care
- Publication year:
- 2016
- Pagination:
- 76
- Place of publication:
- Bristol
A draft education and training framework, commissioned by the Department of Health, which sets out the core skills and knowledge which the health and care workforce need to apply in order to deliver quality mental health services. It aims to describe common skills and knowledge that are transferable across different types of service provision. Specialist skills and knowledge are outside the scope of the framework. The framework will determine the minimum standard for mental health education and training and help to measuring if education and training satisfies these standards. The core skills and knowledge are defined at 3 levels: Level 1: knowledge for roles that require general mental health awareness; Level 2: knowledge and skills for roles that will have some regular contact with people with mental health issues; and Level 3: knowledge and skills for those working with/caring for people with mental health needs. The framework includes expected learning outcomes, and will be aligned to relevant quality and regulatory standards. It will be applicable to health and care employers and also educational organisations which train students who will be employed in the health and car workforce. The framework is being developed in parallel with a similar framework for learning disabilities. (Edited publisher abstract)
Care, Education and Treatment Reviews for children and young people: code and toolkit. A guide for commissioners, panel members and people who provide support
- Author:
- NHS ENGLAND
- Publisher:
- NHS England
- Publication year:
- 2017
- Pagination:
- 59
- Place of publication:
- Leeds
This Code and Toolkit provides framework to ensure that Care, Education and Treatment Reviews (CETRs) for children and young people who either have been, or may be about to be admitted to a specialist mental health or learning disability hospital are delivered to a consistently high standard across England. It also provides commissioners with tools to help them carry out CETRs. It outlines the main principles for delivering CETRs, which include the principles of human rights, child -centeredness and co-production; the standards for each principle; and the criteria used to evaluate the standards in practice. It also outlines the roles of CETR experts by experience and clinical experts; provides a checklist for commissioners and providers to use; and a set of hospital discharge steps and standards to help commissioners navigate through the discharge process. (Edited publisher abstract)