The Future Mental Health Workforce

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The Future Mental Health Workforce

• More Than Just Numbers

2
The Future Mental Health Workforce

• Staff in the right numbers
• With the right skills
• In the right place
• At the right time
• Well supported
• Well led
• Reflect local population
• Responsive to needs of service users

3
WorkforceAn Organic Process.
Leadership
Education and Training
Planning and Design
WORKFORCE
Recruitment and retention
New Roles
New Ways of Working
4
Trying to make sense of it all
Policy/Commissioning /Performance Management
(Mental Health Focus)
Implementation/Development
DH
DOH
Legislation
NIMHE
MHCGWT
Policy Development Performance Management
WNAB
Workforce Implementation Team
Workforce Numbers Advisory Group
Trent WDC HRD-WD TOPSS SCMH NIMHE CWP
Deaneries
SHA
WDCs
RDCs
LAs
PCTs
Adult MH LIT PCT Trusts
SSDs Voluntary
Independent Secto r User
Carers HEIs/Colleges

Sector
Overarching Social Inclusion
User and Carer Participation Women
BMERecovery Evidence ann Values based
practice Themes
Workforce New Services New Workers New
Services Re-engineering Specialist
Mental Implications ?STR Services
Health Of Service ?Assertive Outreach
?Graduate ?Safe Houses ?Acute ?
Forensic Bill Models ?Crisis Resolution
?Gateway ?Employment ?CMHTs
?Drugs Alcohol ?Early Intervention
?Carers ?Accommodation ?Day
Services ?Prisons
?Community ?Advocacy
Development
(Mainly Trust Led) Mainly PCT/SSD
(Mainly Voluntary ( Mainly Trust/
(Mainly Trust/PCT
Led)
Sector Led) LA Led)
DATLed)


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Key Collaborators

• Mental Health Care Group Workforce Team
• Workforce Implementation Team- NIMHE, Trent WDC,
  CWP, HRD,Social Care,SCMH
• WDC,s, NIMHE DCs, SHAs
• Employers, Users and Carers

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Key Challenges

• LIT Autumn Assessment Results
• Vacancies, Use of Locums and Agency
• Availability of future recruits
• Changing the current workforce
• Changing education and training
• Local capacity capability to address these
  issues

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Workforce Planning and Design

• Priority Key Collaborators
• Implementing Design NIMHE DCs
• Guidance HRD Workforce
• (7 Implementation Sites Planning Tools Project
• in 2004) Durham University
• Joint Workforce Support Unit
• WDCs

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Workforce Planning and Design

• Analysis of Demand and Supply Workforce
  Review
• for nurses, social workers Team
• OTs and Clinical Psychologists Joint
  Workforce Support Unit
• Professional Bodies
• WDCs, HRD

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Recruitment and Retention

• Priority Key Collaborators
• Support implementation RCP
• of Joint Action Plan DOH
• (RCP and DOH Feb 2004) Deaneries
• on Consultant Recruitment Trusts
• and Retention NIMHE DCs
• SHAs

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Recruitment and Retention

• Complete study in examples of UCLAN
• good practice in non-medical Employers
• recruitment and retention WDCs
• (Spring 2004) NIMHE DCs
• and disseminate
  SHAs

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Recruitment and Retention

• Study to examine recruitment processes into
  professional training
• Covers all professions
• All HEIs
• Identify good practice
• Recommend actions

• Sarah Owen
• Kath Ferguson
• Sandra Beswick

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New Ways of Working

• Priority Key Collaborators
• Produce Interim Guidance R.C.Psych. with
• Report on New Ways of NIMHE
• Working of Consultant CWP
• Psychiatrist and Cross Professional Bodies
• Boundary Working Employers
• Spring 2004 Practitioners
• National Steering Group Users
  
• Carers

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New Ways of Working

• Priority
  Collaborators
• Content will include -
  BMA
• guidance of medical professional GMC
• responsibility
  DoH
• Distinctive role of psychiatrist
• Use of locums revised guidance Trusts
• Pilot sites in every RDC
  CWP
• matrix of roles
  JWSU

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New Roles

• Priority Key Collaborators
• Graduate Workers NIMHE Primary Care
  Programme
• Trent WDC
• NIMHE DCs
• PCTs
• HEIs
• STR Workers CWP Accelerated Dev. Programme
• NIMHE DCs
• Employers

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New Roles

• Community Development BME Programme
• Workers
• Carers Support Workers ?
• Personality Disorder PD
  Programme
• Roll out of CWP Pilots CWP
• e.g. dispensing assistant NIMHE DCs
• psychology associates CWP
• medical secretaries WDCs
• Dissemination/Support for SHAs
• locally developed roles
• e.g associate,advanced practitioner
  

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Education, Training and Development

• Priority Key Collaborators
• Develop Shared Capabilities Joint Workforce
  Support Unit
• Identify Training Resources Values based
  practice
• Develop Training Curricula Social Inclusion
• Produce Resource Library National
  Programmes developing competency
• Set up National Network for frameworks
• Capability Development
  Professional Bodies
• Users Carers
• 
  HEIs, WDCs

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Education, Training and Development

• The Ten Essential Capabilities for Mental Health
  Practice
• Shared Capabilities for all Mental Health Workers
• The development of the Essential Capabilities is
  a joint NIMHE and Sainsbury Centre for Mental
  Health Project. It builds on the work of the
  Sainsbury Centres Capable Practitioner Framework
  copies of which can be downloaded from
  www.scmh.org.uk.
• The work lays out the capabilities that all staff
  working in mental health services should achieve
  as a minimum part of their basic qualifying
  training. However, it is intended that they
  should form the core building blocks for
  teaching, learning and personal development not
  just for professionally qualified staff but for
  all staff working in the NHS, Social Services,
  the statutory, private, independent or voluntary
  sector.

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Education, Training and Development

• Working in partnership.
• Respecting Diversity.
• Practising ethically.
• Challenging Inequality.
• Promoting Recovery.
• Identifying Peoples Needs and Strengths.
• Providing Service User Centred Care.
• Making a difference.
• Promoting safety and positive risk taking.
• Personal development and learning.

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Education, Training and Development

• Respecting Diversity. Working in partnership with
  service users, carers, families and colleagues to
  provide care and interventions that not only make
  a positive difference but also do so in ways that
  respect and value diversity including age, race,
  culture, disability, gender, spirituality and
  sexuality.
• In order to respect diversity the practitioner
  will need to
• Understand and respect diversity including age,
  gender, race culture, disability, spirituality
  and sexuality
• Understand the impact of discrimination and
  prejudice on mental health and mental health
  services
• Demonstrate a commitment to equal opportunities
  for all persons and encourage their active
  participation in every aspect of care and
  treatment
• Respond to the needs of people sensitively with
  regard to all aspects of diversity
• Demonstrate the ability to promote peoples
  rights and responsibilities and recognise the
  service users rights to privacy, dignity, respect
  and confidentiality
• Demonstrate the ability to work as a member of
  the therapeutic team to contribute to evidence
  based programmes of care and treatment that are
  sensitive to diversity.
• Demonstrate the ability to take account of the
  impact of the risk of social exclusion in
  treatment and care through the provision of care
  and treatment that recognises the importance of
  housing, employment, occupational opportunities,
  recreational activities, advocacy, social
  networks and welfare benefits.
• Demonstrate adherence to local, professional and
  national codes of practice
• Demonstrate effective knowledge of organisational
  policies and practices to maintain the role and
  the capacity of the therapeutic team to provide
  evidence based care that is sensitive to
  diversity
• Demonstrating a commitment to active
  participation to clinical supervision and
  life-long learning

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Education, Training and Development

• Practising ethically. Recognising the rights and
  aspirations of service users and their families,
  acknowledging power differentials and minimising
  them whenever possible. Providing treatment and
  care that is accountable to service users and
  carers within the boundaries prescribed by
  national (professional), legal and local codes of
  ethical practice.
• In order to practice ethically the practitioner
  will need
• Demonstrate an understanding of and commitment to
  the legal and human rights of service users and
  carers
• An understanding of the service users wider
  social and support networks and the contribution
  made by carers, family and friends to the
  recovery process.
• An ability to respond to the needs of people in
  an ethical, honest, non judgemental manner
• An ability to encourage active choices and
  participation in care and treatment.
• Demonstrate an ability to conduct a legal,
  ethical and accountable practice that remains
  open to the scrutiny of peers and colleagues
• Demonstrate the ability to promote services users
  (and carers) rights and responsibilities and
  recognise and maintain their rights to privacy,
  dignity safety, effective treatment and care
  based on the principle of informed consent
• Demonstrate the ability to work as a member of
  the therapeutic team in making a safe and
  effective contribution to the de-escalation and
  management of anger and violence especially
  concerning the use of control and restrain
  techniques.
• Demonstrate adherence to local and professionally
  prescribed codes of ethical conduct and practice
• Demonstrate knowledge of policies, practices and
  procedures concerning the local implementation
  of mental health and related legislation
• Demonstrate the ability to work within the
  boundaries of local complaints management systems

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Education, Training and Development

• Promoting safety and positive risk taking.
  Empowering the person to decide the level of risk
  they are prepared to take with their health and
  safety. This includes working with the tension
  between promoting safety and positive risk
  taking, including assessing and dealing with
  possible risks for service users, carers, family
  members, and the wider public.
• Demonstrate the ability to develop harmonious
  working relationships with service users and
  carers and in particular with people who may wish
  not to engage with mental health services.
• Demonstrate understanding of the factors
  associated with risk of harm to self or others
  through violence, self-neglect, self-harm or
  suicide.
• Demonstrate the ability to educate users and
  carers about the role, function and limitations
  of mental health services in relation to
  promoting safety and managing risk of harm.
• Contribute to accurate and effective risk
  assessments identifying specific risk factors of
  relevance to the individual their family and
  carers and the wider community, (including risk
  of self harm, self neglect and violence to self
  or others.
• Contribute to the development of risk management
  strategies and plans which name all the relevant
  people involved in the care and treatment of the
  person and clearly identify the agreed actions to
  be taken and the goals to be achieved.
• Contribute as a member of the therapeutic team to
  the safe and effective management and reduction
  of any identified risks
• Demonstrate knowledge and understanding of
  national and local polices and procedures for
  minimising risk and managing harm to self and
  others.
• Demonstrate knowledge and understanding of
  multi-agency, multi disciplinary working in
  utilising the Care Programme Approach to provide
  safe and effective care and treatment for service
  users and carers particularly those who have a
  history of risks to self or others.
• Demonstrate awareness of individual and service
  responses to potentially manage and minimise
  crisis and risks as they are happening e.g.
  diffusion strategies, crisis response services
• Demonstrate ability in long-term risk management
  through contributing to use of medical and
  psychosocial interventions with the expressed
  goal of managing a persons risk behaviours e.g.
  use of medication, anger management, supportive
  counselling etc

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Education, Training and Development

• A simple Likert scale has been used to assess the
  degree to which a programme meets each of the
  Shared Capabilities
• The Shared Capabilities will be evidenced in
  education and training curricula through specific
  actions e.g. the presence of training sessions on
  the assessment of risk (Item 9) would indicate
  that this area was covered, the number of
  sessions and assessment strategy would indicate
  the depth of coverage and the learning outcomes
  (assuring competence in this area) would indicate
  practice competence.

0 1 2 3
No evidence Minority of areas covered Most areas covered All areas covered
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Education, Training and Development

• Link SCs with Implementation Skills for of
  of National Occupational Health
  Standards and Knowledge WDCs
• Skills Framework NIMHE DCs
• Employers
• 
  NHSU

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Education, Training and Development

• Develop training framework for Skills for
  Health
• non-professionally CWP
• affiliated workers including NIMHE DCs
• STRs Pilot sites for STRs
• Implement Quality Audit Tool NIMHE DCs
• Good Practice Guide on Trent WDC
• User Carer Involvement WDCs
  HEIs
  
  Employers

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Leadership

• Priority Key Collaborators
• Team Effectiveness Pack Leadership Centre
• roll out NIMHE DCs
• Consultants Psychiatrists Leadership Programme
• Leadership Programme CWP
• NIMHE DCs

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Summary

• Huge Agenda
• Changing Landscape (SHA, WDC, NIMHE etc)
• Culture Change
• Need for Co-operation and Shared Agenda