The ten essential shared capabilities

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• The ten essential shared capabilities

Working in partnership
Practicing ethically
Respecting diversity
Challenging Inequality
Promoting recovery
Identify learners needs and strengths
Making a difference
Providing learner centred care
Promoting safety and positive risk taking
Personal development and learning
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1. Working in Partnership

• Have the ability to explain in an understandable
  way, their professional role and any parameters
  they are working in.
• Have the ability to communicate with all
  stakeholders involved in an individuals care and
  understand own role and that of others within
  multidisciplinary setting
• Be able to engage the learner in a collaborative
  assessment process.
• Communicate across professional and
  organisational boundaries.

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2. Respecting Diversity

• Provide a learning environment where existing
  beliefs about age, race culture, disability,
  gender, spirituality and sexuality can be
  examined and challenged.
• Understand the impact of discrimination and
  prejudice in mental health and mental health
  services.
• Demonstrate the ability to promote peoples
  rights and responsibilities and recognise the
  learners rights to privacy, dignity, respect and
  confidentiality.

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3. Practising ethically

• Demonstrate an understanding of and commitment to
  the legal and human rights of learners and their
  carers.
• Have the ability to respond to the needs of
  people in an ethical, honest, non judgemental
  manner.
• Have the ability to encourage active choices and
  participation in care and treatment (including
  learning).
• Have an understanding of the learners wider
  social and support network and the contribution
  made by carers, family and friends to the
  recovery process.
• Knowledge of policies, practices and procedures
  concerning the local mental health services
• and related legislation.

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4. Challenging Inequality

• Understand the nature of stigma
• Understand the effects of exclusion and
  discrimination
• Understand the role that services have to play in
  fighting inequality and discrimination.
• Demonstrate the ability to challenge inequality
  and discrimination within their role.
• Demonstrate the ability to communicate their
  concerns to others within the care
• system.

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5. Promoting Recovery

• Understand that recovery is a process that is
  unique to each person.
• Recovery is about recovering what was lost
  rights, roles, responsibilities, decision making
  capacity, potential and mental well being.
• Understanding the essential role of hope in the
  recovery process.
• Understand that the planning, arrangements and
  delivery of support should be determined by the
  needs of the learner.
• Ensure all efforts are made to present
  non-stigmatizing and positive views of people who
  experience
• mental health problems.

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6. Identifying peoples needs and strengths

• Help learners to describe their experience in
  such a way as to identify their strengths and
  formulate their needs.
• Understand the impact that other parts of the
  system may have on the individuals physical and
  mental health.
• Understand how the physical and mental health of
  an individual can be promoted or demoted.
• Understand the impact that an individuals health
  needs, mental or physical, may have on other
  parts of the system.

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7. Providing Learner Centred care

• Negotiating achievable and meaningful goals from
  the perspective of the learner.
• Helping the learner to identify and use their
  strength to achieve their goals and aspirations.
• Ensure that any goals are achievable and
  measurable.
• Identify strengths and resources within the
  learners wider network which may have a role to
  play in supporting goal achievement.

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8. Making a Difference

• Understand the impact of any particular problem
  on the life of the learner.
• Have the ability to design, or contribute to the
  design, of programmes of learning (care) based on
  best practice or the best available evidence.
• Understand the role that others may play in such
  a programme.
• Communicate with all, including the learner, who
  have a part to play in a programme of learning.

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9. Promoting safety and positive risk taking

• Demonstrate ability to develop harmonious working
  relationships with learners who may not wish to
  engage with mental health services.
• Contribute to accurate and effective risk
  assessments, identifying specific risk factors
  relevant to the individual.
• Contribute to the development of risk management
  strategies and plans which involve the learner
  and clearly identify the agreed action to be
  taken.
• Working with the tension between promoting safety
  and positive risk taking and dealing with
  possible risks for the learner and the wider
  community.
• Demonstrate understanding of multi-agency working
  in promoting safety and positive risk taking.

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10. Personal development and learning

• Keeping up to date with changes in practice .
• Participate in life-long learning, personal and
  professional development .
• Access to education and training based on the
  best available evidence.
• To recognise the importance of supervision and
  reflective practice and integrate both in
  everyday practice.