ESC Module 1

Page l
The Ten Lssentlal Shared Capabllltles

Module 1:
Getting started guidance notes

Welcome to Module 1. This module introduces you to the Ten Essential Shared Capabilities
learning materials and explains how you can get the most out of them. It starts with a general
description and then divides into two sections:
Preparation for facilitators and managers
Preparation for learners
At the end of the module you will fnd brief biographical notes on the authors and editors of
these learning materials.

Contents
1. Description of learning materials .............................................................. 2
2. Preparation for facilitators and managers (Module 1 a) ......................... 4
3. Preparation for learners (Module 1 b) ................................................... ... 25
4. Notes on editors and writers ..................................................................... 30
Page 2 Module l: Gettlng started guldance notes
1. Description of learning materials
Overall Learning Outcome
After completing this programme, learners will be able to:
Describe the Ten Essential Shared Capabilities, explain how they are supported by
evidence-based and values-based practice, and give examples of how they relate to key
areas in mental health work.
The ESC should form part of the basic building blocks for all staff who work
in mental health whether they are professionally qualifed or not and whether
they work in the NHS, the social care feld or the private and voluntary sectors.
The ESC are also likely to have value for all staff who work in services which
have contact with people with mental health problems.
From The Ten Essential Shared Capabilities A Framework for the Whole of the
Mental Health Workforce (2004 -Department of Health/NHSU/Sainsbury Centre/
NIMHE) (p. 4)
We hope that people in all roles and settings who are involved in mental health work, will
use these learning materials to become familiar with the Essential Shared Capabilities (ESC)
framework. This means service users/carers, managers, practitioners, volunteers, adminis-
trative staff and all workers within the wider mental health community.
The content is designed to be stimulating, engaging and accessible to those who are new to
this area of work and those who are more experienced. The focus is on practical applications
of the ESC, refective practice and identifcation of personal learning goals. Each module
includes links to further learning so that learners can explore issues in more depth.
The ESCs cover the whole age range and apply to all types of mental health practice.
Although these learning materials are mainly aimed at those working with service users aged
between 18 and 65, the contents are relevant to work with younger and older people too.
Service user and carer focus
Service users and carers are at the centre of this learning programme and have been
actively involved in shaping the materials. This refects the way in which the Ten Essential
Shared Capabilities were developed:
In 2003, a national steering group was established to guide the development
of the ESC. The ESC were developed through consultation with service users,
carers, managers, academics and practitioners. To facilitate this process, a
number of focus groups were held across England in order to sample opinion
and seek feedback. In the main, they have what might be termed an outward
focus and are explicitly and deliberately centred upon the needs of service
users and carers.
From The Ten Essential Shared Capabilities A Framework for the Whole of
the Mental Health Workforce (2004 -Department of Health/NHSU/Sainsbury
Centre/NIMHE) (p. 4)

How to use the learning materials
The ESC learning materials consist of 6 modules. A period of 6-8 weeks should be allowed
to work through the whole learning programme, so that there is time for refection and
application of learning between modules.
Modules
Module 1: Getting started guidance notes (this module)
Module 2: The Ten Essential Shared Capabilities
Module 3: Involving service users and carers
Module 4: Values-based practice
Module 5: Race equality and cultural capability
Module 6: Developing socially inclusive practice
Appendix A: Personal action plan and learning review
Modules 1 and 2 must be completed frst.
Modules 3 to 6 can be completed in any order.

We strongly recommend that the ESC pack learning should take place within a group. This
will help to put individual experiences into a broader context and enhance what is learned.
2. Notes for facilitators and managers
Learners do not need to complete this section
You will fnd it helpful to refer to the learning materials as you work through these notes.

Support for learners

Following a pilot programme we strongly support group discussion/facilitation as the
preferred method in delivery of these materials. Learning will be signifcantly enhanced if
they share and discuss ideas with others. This can be achieved through setting up a learning
group or using existing opportunities such as supervision, team meetings or away days.
Where possible learning support should be provided for the duration of the programme. Most
learners will take 6-8 weeks to work through all six modules allowing time for refection and
application of learning in between. Facilitators and managers may want to leave support
sessions relatively open and allow learners to set the agenda by raising specifc issues
relating to modules or sharing their experiences of learning.
A more structured approach to supporting learners can also be used as outlined below.
Session 1:
Getting started (module 1b)
Introduction to the Ten Essential Shared Capabilities (module 2)
Session 2:
Review Introduction to the 10 ESC Module
Involving service users and carers (module 3)
Session 3:
Values-based practice (module 4)
Session 4:
Race equality and cultural capability (module 5)
Session 5:
Developing socially inclusive practice (module 6)
Personal action plans and learning review (module 7)

Learning group sessions should be held after learners have completed the relevant
module(s) so that they come with recent experience of thinking about the topic on their own.
Module la
The following are some suggestions for each module session in this pack. There may be
many ways of using these modules, so please do not view these suggestions as must dos
- be creative.
Session 1: Part one: Getting started
Facilitators plan
Put up 2 fipcharts headed more capable and less capable. Ask learners to work
in pairs and discuss how they rated themselves against the ten ESCs using these
two headings.

Ask learners to transfer their fndings onto the fipcharts by using post-its or writing
directly onto the paper.
Look at each fipchart and discuss. Is there uniformity across the group, or are
there signifcant differences? What does this suggest?

Split learners into small groups and ask them to record goals and concerns they
identifed in relation to this programme.
Ask each group to present their list of goals and concerns.
Compare the two lists. Discuss goals people have identifed and ask the group to
suggest ways of addressing concerns.
Session 1: Part two: Introduction to the Ten Essential Shared
Capabilities
Facilitators plan
Briefy present the Ten Essential Shared Capabilities.
Discuss any ESCs that appeared on the fipchart sheet under the heading less
capable. You may want to refer learners to work they did and goals that they set
in module 2.
Point learners towards additional resources included or signposted in the ESC
learning materials. Make sure that they know how to access these.

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Session 2: Part one: Involving service users and carers (1)
Facilitators plan
Use the statements on recovery from module 3 as an introduction and then refer
to the NIMHE Guiding Statement on Recovery (2005) in module 2.
Divide learners into small groups to discuss:
(1) how they would defne recovery
(2) helpful ways of working in partnership with service users and carers to
promote recovery
Ask for feedback from each group
Present the twelve guiding principles for the delivery of recovery-oriented mental
health services (from NIMHE Guiding Statement on Recovery - 2005)
Session 2: Part two: Involving service users and carers (2)
Facilitators plan
Ask learners to work in pairs or groups of three and share the cycles of hope that
they created while doing module 3.
Revisit the cycles of hopelessness and hope (Basset et al 2004) from module 3.
Review key points about hope:
Hope is infectious and catching.
Hopeful mental health workers infect each other similarly workers who
have no hope (hope-less workers) infect each other.
Hope is a key ingredient in successful treatment outcomes and the
recovery of service users.
Service user successes have a positive impact on workers hopefulness.
It is not diffcult to see from such fndings that a mental health service
that both establishes and maintains an overall atmosphere and ambience
of hope is likely to work better for both the providers and users of the
service.
(from Psychosis Revisited (2003) Basset T, Cooke A, Read J, Pavilion/
BPS)
You may also want to use some video/DVD material in this session. A useful resource is:
Open Up Training Pack Mental Health Media.
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This pack contains suffcient materials for a 4-day course and gives service users tools to
tackle discrimination. It covers:
Facts about discrimination and rights
Guidance on getting started
Details about what works
Ideas on how to start an initiative
Information on fnding allies
Advice on speaking out and putting across messages effectively
Developing and implementing an action plan
For more information contact: Mental Health Media, 356 Holloway Road, London N7 6PA or
visit www.mhmedia.com

Session 3: Part one: Values-based practice

Facilitators plan
Learners worked on Milas account in module 4 (see below). Divide them into
small groups and ask them to look at this account again. Get them to focus on
how they related Milas account to the ten pointers to good process.

Facilitate feedback from the groups and see if there is agreement amongst
participants about this activity.
Discuss in particular any differences and how these might refect differences of
values.
Review the importance of the four key skills of VBP (awareness, reasoning,
knowledge and communication) and of the other ten pointers to good process for
resolving such differences in a way that respects Milas needs and concerns.
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Milas account
Basically Ive had a shit life. I had a hell of a childhood with abuse, racism and
foster care. I came into services when I was 11 years old. I think it must have been
because I was harming myself pretty badly by then. Being part of child mental
health services wasnt too bad they pissed me off sometimes but I generally got
the feeling they wanted to help me, it was just so diffcult. But when I was 18 years
old they moved me into adult services and I had my frst admission on an adult
ward. My god, what a shock they looked at me as if I was a criminal. I felt they
hated me, saw me as a time waster stopping all the people who were really ill from
getting help. I know I was diffcult; I was just all over the place, my moods seemed
so extreme. I felt wretched all the time and nobody seemed to understand. They
kept telling me to stop being so attention-seeking and take some responsibility for
myself. But I just felt like exploding all the time and the more they didnt like me
and ignored me the more I wanted to hurt myself and the more they said I was
attention-seeking. No one told me I had been diagnosed as having a personality
disorder I dont know if they treated me the way they did because of how I
behaved or because they had been told my diagnosis. I just know it was a shit time
and no one seemed happy, me or them.
Session 4: Part two: Race equality and cultural capability
Facilitators plan
In Module 2 (Ten Essential Shared Capabilities, you may wish to revisit this in
Session 4), participants are introduced to a holistic assessment model from Dutt
and Ferns (REU/DOH 1998). This model has 12 components:
Holistic assessment individual needs are assessed within a wider socio-
economic context, as well as health and basic physical care needs
Challenging stereotypes assessment of needs is not based on
assumptions or stereotypes of people but on a careful assessment of
individual circumstances
Reinforcing cultural heritage discovering a persons chosen lifestyle and
strengthening their cultural identity to increase opportunities for personal
growth and development
Culturally appropriate services identifying cultural and religious needs
in an accurate way which can then facilitate the development of culturally
appropriate services
Overcoming language barriers attending to the persons communication
needs to enable fuller participation in the assessment process
Outreach and preventative work needs are assessed with a view to
involving community-based resources in providing support for the person and
preventing crises from occurring
Focus on discriminatory barriers needs analysis is not based on a
discriminatory view of the person as a cause of the problems but focuses
on problematic social processes which exclude the person from ordinary
community living
Appropriate intervention interventions are culturally appropriate and
strengthen cultural identity to increase opportunities for personal growth and
development
Family/carer support individual needs of the person are assessed within a
context of their signifcant personal relationships with family and friends
Range of treatment options needs should not be restricted to artifcially
narrow aspects of the persons life defned by professionals and service
organisations, but should encompass the whole of a persons life
Empowerment and advocacy ensuring that the person and his/her family
participate fully in the assessment process with independent advocacy or self-
advocacy support if required
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Page l0 Module l: Gettlng started guldance notes
Safeguarding rights establishing checks on the quality of the assessment
process and ensuring that the person has proper access to a complaints
procedure if required.
Split participants into small groups. Divide the 12 components equally between
the groups. The task for each group is to map each component against the 10
ESCs using the grid below. The question they should answer in each case is:
Which ESCs would a mental health worker need to work in this way? Encourage
learners to relate this activity to work they are actually doing with service users
and carers).
Facilitate feedback from the small groups.
Draw out and discuss any common themes.
ESC
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Page ll Module l: Gettlng started guldance notes
Session 5: Part one: Developing socially inclusive practice
Facilitators plan
Ask participants to record a number of things that enrich their lives using a
separate post-it for each one they identify.
Invite participants to stick their post-its onto a fipchart sheet.
Read out examples of things that have been recorded and arrange post-its in
categories, involving everyone in the process. You should have both common and
unique items.
Ask the question how can we work with service users to help them enrich their
lives? Draw on ideas from the whole group.
Divide participants into small groups and give each group a copy of the Cycle of
Exclusion diagram from module 6 (Social Exclusion Unit 2004). It is best to draw
this onto 2 fipchart sheets before the session. Ask each group to record ways of
breaking this cycle of exclusion.
Ask for feedback from the small groups and draw (or get them to draw) their ideas
onto these fipcharts.
You may also want to use some video/DVD material in this session. A useful resource for
potential learning materials is:
In This World Social Exclusion Unit flm on mental health (2004). This 13-minute flm is
available (free of charge) from the Social Exclusion Unit (see www.socialexclusionunit.gov.
uk). It shows three examples of service users moving towards greater social inclusion.
Additional resources
1. Resource Library
These resources can be found on the CCAWI website: www.lincoln.ac.uk/ccawi
Module 2: The Ten Essential Shared Capabilities
Clarke S, (2004) Acute Inpatient Mental Health Care: Education, Training & Continuing
Professional Development for All London National Institute For Mental Health In England/
The Sainsbury Centre for Mental Health
Department of Health (2004) The National Service Framework for Mental Health Five
Years On London Department of Health Publications
Department of Health (2001) The Journey to Recovery - The Governments Vision for Mental
Health Care London: Department of Health Publications
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2.
3.
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5.
6.
Department of Health (1999) Effective Care Coordination in Mental Health Services.
Modernising the Care Programme Approach. A Policy Booklet. London Department of
Health publications
Department of Health (2002) The National Suicide Prevention Strategy for England London:
Department of Health Publications
Department of Health (2002) Womens Mental Health: Into the Mainstream: Strategic
Development of Mental Health Care For Women Department of Health
Department of Health (2003) Mainstreaming Gender & Womens Mental Health
Implementation Guidance London Department of Health Publications
Duffy D, Ryan T, Purdy R, (2005) National Institute For Mental Health In England,
Preventing Suicide: A Toolkit for Mental Health Services London National Institute For
Mental Health In England
National Institute for Clinical Excellence. (2003) Guidance on the use of electroconvulsive
therapy. Technical Appraisal Guidance 59. London. National Institute for Clinical Excellence.
National Institute for Clinical Excellence. (2002) Guidance on the use of newer (atypical)
antipsychotic drugs for the treatment of schizophrenia.Technical Appraisal Guidance 43.
London. National Institute for Clinical Excellence.
National Institute for Clinical Excellence. (2002) Schizophrenia: Core Interventions in the
Treatment and Management of Schizophrenia in Primary and Secondary Care. Clinical
Guideline 1. London. National Institute for Clinical Excellence.
National Institute For Mental Health In England (2003) Early Intervention For People With
Psychosis: An Expert Briefng London National Institute For Mental Health In England
National Institute For Mental Health In England (2004) Emerging Best Practices in Mental
Health Recovery London National Institute For Mental Health In England
National Institute For Mental Health In England (2005) National Institute For Mental Health
In England Guiding Statement on Recovery London National Institute For Mental Health In
England
National Institute For Mental Health In England (2003) Mental Health Policy Implementation
Guide Support, Time & Recovery (STR) Workers London National Institute For Mental
Health In England
National Institute For Mental Health In England (2003) Self Help Interventions for Mental
Health Problems: An Expert Briefng London National Institute For Mental Health In England
The National Institute for Mental Health. (2004) The Ten Essential Shared Capabilities: a
framework for the whole of the mental health services. London National Institute for Mental
Health and the Sainsbury Centre for Mental Health.
The Sainsbury Centre for Mental Health Briefng 1 Keys to Engagement Review of
Care for People With Severe Mental Illness Who Are Hard to Engage With Services The
Sainsbury Centre for Mental Health
The Sainsbury Centre for Mental Health (1998) Briefng 4 Acute Problems A Survey of
the Quality of Care in Acute Psychiatric Wards The Sainsbury Centre for Mental Health
The Sainsbury Centre for Mental Health Briefng 13 An Executive Briefng on Mental Health
Promotion: Implementing Standard One of the National Service Framework mentality and
The Sainsbury Centre for Mental Health
The Sainsbury Centre for Mental Health (2001) The Capable Practitioner A Framework and
List of Practitioner Capabilities Required to Implement the National Service Framework for
Mental Health London The Sainsbury Centre for Mental Health
The Sainsbury Centre For Mental Health, (2003) A Window of Opportunity A Practical Guide
for Developing Early Intervention in Psychiatric Services: Briefng 23 London. Sainsbury
Centre for Mental Health
The Sainsbury Centre For Mental Health (2005) The Sainsbury Centre For Mental Health
Publications List (2005) The Sainsbury Centre For Mental Health
Module 3: Involving service users and carers
Department of Health and NIMHE (2003 ) Self-help interventions for mental health problems.
Expert Briefng London. Department of Health
The Mental Health Foundation (2000) The Mental Health Foundation Strategies for Living
A Summary Report of User-Led Research into Peoples Strategies for Living with Mental
Distress London The Mental Health Foundation
Pinfold, V and Corry, P (2003) Who Cares? The experiences of mental health carers
accessing services and information London. Rethink
Rose, D (2001) Users Voices: an executive summary. London The Sainsbury Centre for
Mental Health
Sainsbury Centre for Mental Health (2003) Doing it For Real: A Guide to Setting Up and
Undertaking a User-Focussed Monitoring Project London Sainsbury Centre for Mental
Health.
The Church of England Archbishops Council (2004) Practising Mental Health: A Resource
for Spiritual & Pastoral Care London National Institute For Mental Health In England
Module 4: Values Based Practice
Woodbridge K, Fulford K W M, (2004) Whose Values? A Workbook for Values-Based
Practice in Mental Health Care - extract London The Sainsbury Centre for Mental Health
Module 5: Race Equality and Cultural Capability
Norfolk, Suffolk and Cambridge SHA (2003) Independent Inquiry into the Death of David
Bennett. Cambridge CNSC SHA
Department of Health (2005) Delivering Race Equality in Mental Health Care, An Action Plan
for Reform Inside and Outside Services and the Governments Response to the Independent
Inquiry into the Death of David Bennett London Department of Health publications
Department of Health (2005) Mental Health Policy Implication Guide Community
Development Workers for Black & Minority Ethnic Communities Interim Guidance London
Department of Health Publications
Ferns P, (2003) Letting Through Light: Ealing Service Users Audit London Ferns Associates
National Institute For Mental Health In England (2004) Celebrating Our Cultures : Guidelines
for Mental Health Promotion with the South Asian Community London National Institute For
Mental Health England
National Institute For Mental Health In England (2004) Celebrating Our Cultures Guidelines
for Mental Health Promotion with Black & Minority Ethnic Communities London National
Institute For Mental Health England
National Institute For Mental Health In England (2004) Celebrating Our Cultures: Mental
Health Promotion with Refugees & Asylum Seekers London National Institute For Mental
Health England
Health Promotion with the African Caribbean Community London National Institute For
Mental Health England
Health Promotion with the Chinese Community London National Institute For Mental Health
England
Health Promotion with the Irish Community London National Institute For Mental Health
England
OConnor, William & Nazroo, James (2002) Ethnic Differences in the Context and
Experience of Psychiatric Illness: A qualitative study. A study carried out on behalf of the
Department of Health by the National Centre for Social Research. The Department of
Epidemiology and Public Health at the Royal Free and University College Medical School.
London Department of Health
The Sainsbury Centre for Mental Health (2001) Booklet 2 Case Study A Cultural Sensitivity
Audit tool for Mental Health Services. London The Sainsbury Centre for Mental Health
The Sainsbury Centre for Mental Health (2002) Briefng 17 - Breaking the Circles of Fear:
A Review of the Relationship Between Mental Health Services and African and Caribbean
Communities London. The Sainsbury Centre for Mental Health
The Sainsbury Centre For Mental Health (2005) The Agenda; the new newsletter for
Breaking the Circles of Fear - Improving Mental Health Services to African and Caribbean
Communities. London. The Sainsbury Centre For Mental Health
Walls P & Sashidharan S P, September 2003 Real Voices - Survey Findings From a Series
of Community Consultation Events Involving Black & Minority Ethnic Groups in England
Report prepared for Department of Health. London Department of Health
Module 6: Developing Socially Inclusive Practice
National Institute For Mental Health In England (2003) Employment for People with Mental
Health Problems: An Expert Briefng London. National Institute For Mental Health In England
National Institute For Mental Health In England (2003) Making Inclusion Work Social
Inclusion Resource Pack on Service Mapping & Outcome Measurement London. National
Institute For Mental Health In England
Offce of the Deputy Prime Minister (2005) Action on Mental Health: A Guide to Promoting
Social Inclusion. London. Offce of the Deputy Prime Minister
Offce of the Deputy Prime Minister, (2004) Mental Health & Social Exclusion: A Social
Exclusion Unit Report. London Offce of the Deputy Prime Minister
The Sainsbury Centre for Mental Health (2002) Briefng 15 An Executive Briefng on
Working for Inclusion The Sainsbury Centre for Mental Health
The Sainsbury Centre for Mental Health (2003) Briefng 25 - Getting a Move On: addressing
the housing and support issues facing people with mental health needs The Sainsbury
Centre for Mental Health
2. Using the Internet and websites
It is well worth encouraging learners to make use of the Internet its a good way of getting
access to information quickly. There are literally thousands of websites devoted to every
aspect of mental health and more appearing every week. Have a look at
http://www.psychnet-uk.com It has all kinds of useful links and information.
In these learning materials weve listed a number of websites that learners may fnd
interesting. Its important to note that this is not an exhaustive list, and please note that
NHSU is not responsible for the content of external websites.
If you search under each of the Ten Essential Shared Capabilities you will fnd lots of
relevant and useful material including some from a non-mental health background. This can
help to stimulate fresh thinking and new ideas. Searching using the keywords Respecting
Diversity throws up hundreds of sites devoted to challenging racism, sexism and other
prejudices.
Try searching for each of the ESCs in turn and see what you fnd. If you come across
something you think we should know about, please contact the editors by email at esc@
scmh.org.uk
If learners dont have access to a computer and are keen to learn how to use the Internet,
encourage them to go to a learning centre or local public library. All public libraries have
computers linked to the Internet that can be used free of charge. They are often in demand
and may need to be booked in advance. Most librarians will help people to get started and
show them what to do.
Useful websites for learning how to use the Internet include:
http://www.bbc.co.uk/webwise/course/
Learning via the Internet - a free BBC guide to using the Internet for learning
http://www.teachingideas.co.uk/welcome/
A how to use the Internet site - mainly aimed at children but good for adults, especially
those with little experience of using the Internet.
http://www.vts.rdn.ac.uk
The RDN Virtual Training Suite aims to help people develop their Internet skills. Mainly
aimed at students, lecturers and researchers in UK higher and further education, but freely
available to others.
Government
http://www.direct.gov.uk
This web site has information about access to public computers and free training on how to
use them. It lists UK online centres, which were set up to help as many people as possible
access the Internet.
http://www.dh.gov.uk
For everything to do with the Department of Health news and offcial publications. You can
search within the website using keywords.
http://www.nimhe.org.uk
The National Institute for Mental Health in England website has details of all activities, work
programmes, reports and publications.
http://www.socialexclusionunit.gov.uk
This website includes copies of all Government reports on social exclusion
http://www.newtsnni.gov.uk
The New Targeting Social Need (New TSN) Unit. Consultation documents and reports on
Social Inclusion in Northern Ireland
http://www.nics.gov.uk
Central Community Relations Unit - an agenda for targeting social need and promoting
social inclusion in Northern Ireland
http://www.nice.org.uk
National Institute for Clinical Excellence this site includes access to all NICE reports
http://www.scie.org.uk
Social Care Institute for Excellence
http://www.offcial-documents.co.uk
A website for copies of offcial government reports
http://www.healthcarecommission.org.uk
The website of the Healthcare Commission
Professional and regulatory organisations
http://www.basw.co.uk
British Association of Social Workers
http://www.rcpsych.ac.uk
The Royal College of Psychiatry look for the fact sheets on mental health problems free
to download and very informative
http://www.bps.org.uk
The British Psychological Society website.
http://www.cot.co.uk
The British Association of Occupational Therapists and the College of Occupational of
Occupational Therapists
http://www.nmc-uk.org
The Nursing and Midwifery Council the regulatory body for all nurses and midwives.
http://www.rcn.org.uk
Royal College of Nursing
http://www.cot.org.uk
College of Occupational Therapy
http://www.csp.org.uk
Chartered Society of Physiotherapists
National mental health organisations
http://www.mind.org.uk
MIND - The National Association for Mental Health. Website has lots of useful information
not just about MINDS activities but also about mental health in general. There is an online
bookshop with a wide range of fact-sheets and brochures.
http://www.u-kan.co.uk
The new website for the United Kingdom Advocacy Network.
http://www.mentalhealth.org.uk
one of the best mental health websites in the UK with information about the Mental
Health Foundation and links to other mental health websites. It includes an interactive
zone with bulletin boards and discussion groups
http://www.scmh.org.uk
The Sainsbury Centre for Mental Health - information about SCMH work programmes,
publications and free downloads of briefng papers and some reports.
http://www.rethink.org
The national association devoted to making life better for everyone affected by severe and
enduring mental health problems.
http://www.asylumonline.net
The offcial website for Asylum magazine. Asylum was founded in 1986 inspired by the
radical ideas of the day. It is still in the forefront of the struggle for democracy and inclusion.
http://www.critpsynet.freeuk.com
The Critical Psychiatry website. It hosts the Critical Mental Health Forum which is a group
of mental health service users, carers, professionals, academics and others who are critical
of current theory and practice in mental health services. It has been meeting since January
2001.
http://www.youngminds.org.uk
Young Minds the national association for people concerned with the welfare of young
people experiencing mental health problems.
http://www.samh.org.uk
The Scottish Association for Mental Health
Working in partnership
http://www.power2u.org/recovery/people_can.html
The National Empowerment Centre in the USA lots of very useful materials and
information. Includes articles by Dr Daniel Fisher a psychiatrist with personal experience of
recovery from Schizophrenia.
http://www.mindfreedom.org
The website of a membership organisation with up-to-date news about service user
campaigns in the USA and internationally.
http://www.1stpm.org/articles/lifestory.html
1st Person is a magazine devoted to giving accounts, opinion and artwork from the
perspectives of people who have had mental health conditions. The site is no longer kept up
to date so some accounts are about 3 yrs old.
http://www.pendulum.org
An online support group for people with bi-polar disorders.
http://www.mhhe.ltsn.ac.uk
Mental Health in Higher Education useful reports on partnership working and involving
service users in education.

Respecting diversity
http://www.offcial-documents.co.uk/document/deps/doh/edcepi/cover.htm
A link to Ethnic Differences in the Context and Experience of Psychiatric illness: A Qualitative
Study (EDCEPI) A Survey carried out on behalf of the Department of Health by: National
Centre for Social Research Department of Epidemiology and Public Health at the Royal Free
and University College Medical School ISBN: 011 3225865
http://www.blink.org.uk/bm/index.asp
The Black Information Link challenging racism and campaigning for equality
http://www.drc-gb.org/newsroom/healthinvestigation.asp
The disability rights commission
http://www.cmha.org.uk
Chinese Mental Health Association
http://www.multikulti.org.uk
Information, advice and learning materials in a variety of languages - some useful mental
health resources.
http://www.mentalhealth.harpweb.org
This website has been designed to help health professionals in assisting asylum seekers
and refugees with mental health issues.
Practising ethically
http://www.bacp.co.uk/ethical_framework/
An ethical framework for good practice in counselling and psychotherapy
http://www.gmc-uk.org/standards/default.htm
The General Medical Council standards for good practice
http://www.bps.org.uk/the-society/ethics-rules-charter-code-of-conduct/prof-pract/prof-pract_
home.cfm
Professional practice guidelines from the British Psychological Society.
http://www.basw.co.uk/articles.php?articleId=2
Code of Ethics for Social Workers
http://www.nmc-uk.org/nmc/main/publications/$standardsAndGuidance
Codes of practice and other guidelines from the Nursing and Midwifery Council
http://www.cot.co.uk/public/publications/list/ethics/p1/intro.php
Code of Practice for Occupational Therapists.
http://www.csp.org.uk/thecsp/rulesofconduct/rulesofprofessionalconduct.cfm
Code of conduct for Physiotherapists
Challenging inequality
http://www.who.int/mental_health/prevention/genderwomen/en/
The World Health Organisation on inequality and mental health
http://www.inequalityagenda.co.uk
An independent organisation providing research and development around inequality
especially relating to womens mental health.
http://www.diligio.com
Lots of resources on Social Role Valorisation
http://www.oneworld.net/themes/topic/topic_134_1.shtml
The OneWorld database contains thousands of documents on social exclusion from the
partners websites.
http://www.thresholdwomen.org.uk
A pioneering organisation on women and mental health
http://www.blink.org.uk
The website of the 1990 Trust. The frst national Black organisation set up to protect and
pioneer the interest of Britains Black Communities. Our approach is to engage in policy
development and to articulate the needs of Black communities from a Black perspective.
http://www.womens-mental-health.man.ac.uk
The frst national centre for research around women and mental health.
Promoting recovery
http://akmhcweb.org/recovery/rec.htm
The Alaska mental health consumers network website lots of interesting material on
recovery and links to recovery related websites throughout the USA
http://www.tidal-model.co.uk
A website devoted to the tidal model focused on helping people recover their mental
health.
http://www.scottishrecovery.net
The Scottish Recovery Network see the paper on Elements of Recovery.
Page 2l Module l: Gettlng started guldance notes
http://www.mentality.org.uk
Mental health promotion at the Sainsbury Centre for Mental Health lots of very useful
publications.
http://mentalhelp.net
Mental Help Net is a website dedicated to educating the public about mental health,
wellness, and family and relationship issues and concerns.
http://www.mhselfhelp.org
The USA National Mental Health Consumers Self-Help Clearinghouse, helps to connect
individuals to self-help and advocacy resources.
Identifying peoples needs and strengths
http://www.amicus-mhna.org/guideassessment.htm
Mental Health Nurses Association Guidance on assessment.
http://www.socwel.ku.edu/publications/strengths/
Provides access to lots of resources on strengths approaches including links to other sites.
Providing service user centred care
http://www.patient.co.uk
A great website with plenty of resources aimed at service users across the entire health
care spectrum including mental health.
Making a difference
http://www.nfao.co.uk
The National Forum for Assertive Outreach.
http://www.kingsfund.org.uk/pdf/assertive.pdf
The Kings Fund reading and resource list on Assertive Outreach
http://www.tulip.org.uk
Tulip works with clients experiencing mental health needs ranging from emotional distress
to severe and enduring mental health problems. Vulnerable groups served include women,
refugees, Black and Minority Ethnic (BME) groups and clients with a dual diagnosis.
http://www.actassociation.org
The USA Assertive Community Treatment Association
http://www.iris-initiative.org.uk
A UK website entirely devoted to early intervention with information on clinical practice,
research and training.
http://www.eppic.org.au
The Early Psychosis Prevention and Intervention Centre amongst the best websites in this
feld with lots of very useful resources for clinical practice and education and training.
http://www.iepa.org.au
An international organisation for the study and treatment of early psychosis.
http://www.cognitivetherapy.com
An independent website with lots of useful information on CBT.
http://www.babcp.org.uk
The British Association for Behavioural and Cognitive Psychotherapy.
http://www.defeatdepression.org
This site provides accessible information, education, support about all aspects of depression.
The site is specifcally designed for service users, carers and families.
http://nice.org.uk
Promoting safety and positive risk taking
http://www.nimhe.org.uk/downloads/Educ&TrainingAIP.pdf
http://www.mentalhealthcare.org.uk/schizophrenia/mentalhealthprofessionals/risk/
management/
Risk management in mental health services
http://www.aic.gov.au/publications/tandi2/tandi281.html
Risk assessment materials from Australia well worth having a look at them.
http://www.fhsc.salford.ac.uk/hcprdu/projects/risk_assessment.htm
Risk assessment - outline of research with a link to the report
http://www.practicebasedevidence.com/pbe.htm
A very useful website see the section on positive risk taking
http://www.jrf.org.uk/default.asp
The Joseph Rowntree Foundation. See the article Mental health service users and their
involvement in risk assessment and management. It gives an overview of a project led by
Joan Langan and Vivien Lindow the full report is now available and can be ordered from
this site.
http://www.papyrus-uk.org/papyrus-what-is-papyrus.html
A UK charity devoted to suicide prevention
http://www.nimhe.org.uk/priorities/suicide.asp
The NIMHE work programme on suicide reduction
Personal development and learning
http://www.mdx.ac.uk/www/study/mhhtim.htm
One of the best mental health history websites on the Internet regularly updated by the
owner Andrew Roberts. If you only look at one history website look at this one.
http://www.lifelonglearning.co.uk
Government website to promote life long learning.
http://www.learndirect.co.uk
Learn direct a searchable web site training programmes throughout the UK.
http://www.learndirectscotland.com
Learn direct for Scotland.
http://www.open.ac.uk
The Open University the national distance learning provider.
http://crll.gcal.ac.uk
Centre for Research in Life Long Learning.
Advocacy in mental health services
http://www.nnaa.org.uk
http://www.pacehealth.org.uk/advocacy.html
http://www.mind.org.uk/NR/rdonlyres/E44C98AD-4C85-4C91-AA16-49170AF9C2CB/0/
IndependenthealthadvocacyMHApolicy.pdf
http://www.u-kan.co.uk
Values and values-based practice
http://www.scmh.org.uk
The Sainsbury Centre for Mental Health website includes information about the training workbook for
Values-Based Practice, Whose Values?, on which Module 4 is based.
http://www.connects.org.uk/conferences
This website, which is hosted by the Mental Health Foundation, includes two on-line conferences on
values and values-based practice and is one of the places where the NIMHE Framework for Values for
Mental Health is published. (Requires registration to log in to website.)
http://www.basw.co.uk/articles.php?articled=2
Values and principles of social work.
http://www.nice.org.uk
National Institute for Clinical Excellence (NICE). Schizophrenia guidelines and other information.
http://www.nimhe.org.uk
National Institute for Mental Health England. For information regarding implementation guides and
mental health policy.
http://www.nmc-uk.org
Code of professional conduct for nursing and midwifery.
http://www.rcpsych.ac.uk/publications/cr/council/cr83.pdf
The duties of a doctor registered with the General Medical Council.
http://www.scie.org.uk
Social Care Institute for Excellence. For information regarding social models of care and other general
social care information.
http://www.skillsforhealth.org.uk
The Health Functional Map and other curriculum support tools published by Skills for Health.
http://www2.warwick.ac.uk/fac/med/meded/study/pemh/vbp_introduction/
An introduction to values-based practice on the Warwick University website. The University of Warwick
and Warwick Medical School were partners with SCMH in the production of the training workbook for
values-based practice.
CSIP/NIMHE and CCAWI are not responsible for the content of external internet sites
3. Notes for learners
Why study the ESC?
Following a pilot programme with more than 600 people from a wide range of roles and
settings we received very positive comments on the importance of refecting on the Ten
ESC.
These materials form the basis of producing high quality person-centred care in mental
health. All workers in mental health services, whatever their role, have an important part to
play responding to promoting positive mental health in the country. These ESC are equally
applicable to work colleagues as they are to people who use services, people who care for
others and those with within voluntary, independent and all other care settings.
Refection on your practice is important - with the goal of reinforcing existing good practice
and voluntarily improving.
Personal action plan
The concept of Personal and Professional Development and Learning is central to these
learning materials.
Indeed, this is one of the Ten Essential Shared Capabilities:
Personal development and learning. Keeping up-to-date with changes in practice and par-
ticipating in life-long learning, personal and professional development for ones self and
colleagues through supervision, appraisal and refective practice.
(ESC no.10)
In this learning programme, you will:
Refect on past learning (module 1 this module)
Assess yourself using the Ten Essential Shared Capabilities and set learning
goals (module 2)
Apply what you learn to your own role and refect on individual, team and
organisational performance
Review what you have learned from this programme and prepare a personal
action plan (Appendix A)
To start this process, please answer two brief, but important, sets of questions:
Hopes and concerns

Activity 1.1
This element of module 1 provides a general introduction to the ESC learning materials.
We hope you enjoy working through this programme and you gain from discussing your
Module lb
responses with colleagues, service users and carers.
Before you start working through these learning materials please think carefully about:
Your hopes, personal values and goals the things you hope to get from this programme
and why it is important for you:

Your concerns things you may not like, or may fnd diffcult:

Note: If you can, share some of your concerns with the group facilitators.

Activity 1.2
Coming into Mental Health Work - your goals

Why did you frst become interested in mental health work?

What was your main goal in becoming involved?

What will help you to achieve this goal?

Learning experiences on mental health (Please note that your
experiences of mental health at work will not be confned to mental
health services.) Mental health is a part of everyday life and so think
about experiences of mental health in a broader context.
What is the most important thing you have learned about mental health work?

Please note some good learning experiences in your current or previous roles:

Refect on these learning experiences and name 3 things that made them good:

Think about your continuing development and note any plans you have for future learning
(refer to Appendix 1 and think about your Personal Development Plan if you have one):

What do you hope to get from working through these ESC learning materials?

1.
2.
3.
Having completed this activity you may want to talk to your line manager, supervisor or
mentor about creating (or updating) your own Personal Development Plan.

Self-assessment
As you work through the ESC modules you will assess yourself by:
Completing a self-assessment activity and setting learning goals for this
programme (module 2).
Using the ESC learning materials to refect on your own role and values (this is a
core part of the programme).
Answering three key questions to review what you have learned from modules
3-6.
Although you should complete these tasks as an individual you will fnd it helpful to discuss
your ideas with others. You may be able to do this through a learning group, through
meetings with your supervisor, line manager or mentor, or through an informal arrangement
with a colleague.
When you discuss your ideas with others, you will fnd that although they may share many of
your own hopes, fears and values, there may also be surprising differences.

The importance of recognising and respecting the differences between us, while owning
our own personal hopes, fears and values, is a theme that you will fnd runs right through
the Ten ESC - besides Respecting Diversity (ESC 2), for example, this is the key to Working
in Partnership (ESC 1), to Promoting Recovery (ESC 5), and to providing genuinely User
Centred Care (ESC 7). Values-based practice, which is introduced in Module 4, gives us the
skills to do this.
Now that you have completed this module, you are ready to move on to Module 2: The Ten
Essential Shared Capabilities.

4. Notes on editors and writers
Project Management:
Gabrielle Henderson, NHSU
Project advisers:
Roslyn Hope, NIMHE
Ian Baguley, University of Lincoln and NIMHE
Editors:
Thurstine Basset (Pilot version and Version 2)
Peter Lindley
Rose Barton
Writers:
Thurstine Basset and Peter Lindley (modules 1, 2 and Appendix A)
Laura Lea, with Thurstine Basset and Peter Campbell (module 3)
Kim Woodbridge and Bill Fulford (module 4)
Errol Francis with Ian Gittens (module 5)
Peter Bates (module 6)
Brief notes on editors and writers (pilot programme)
Thurstine Basset is an Independent Training and Development Consultant.
Peter Lindley was working for the Workforce Development Section, Sainsbury Centre for
Mental Health while developing these materials.
Rose Barton is Director of the Ashcroft Project, a voluntary sector mental health service for
women in Norfolk.
Peter Bates is Senior Consultant (Mental Health) at the National Development Team. His
work includes secondment to the National Institute for Mental Health in England and the
Social Exclusion Unit. He is the editor of Working for Inclusion making social inclusion a
reality for people with severe mental health problems. (Sainsbury Centre for Mental Health
2002). He was editor of the mental health magazine A Life in the Day from 2002-4.
Errol Francis is the joint lead for the Breaking the Circles of Fear programme at the
Sainsbury Centre for Mental Health
Bill (KWM) Fulford is Professor of Philosophy and Mental Health in the Department of
Philosophy, University of Warwick and Honorary Consultant Psychiatrist in the Department
of Psychiatry, University of Oxford. He is also National Fellow for Values-Based Practice at
NIMHE. He has published widely on philosophical and ethical aspects of mental health.
Page 3l Module l: Gettlng started guldance notes
Laura Lea is a member of CAPITAL (Clients and Professionals in Training and Learning).
She co-ordinates a local mental health service user group and is involved in training mental
health workers. As someone who actively manages her mental health she seeks to inform
people about the reality of living with mental distress and receiving care.
Kim Woodbridge worked at SCMH where she took a lead on Social Inclusion and Values
in Mental Health. She has also completed, with colleagues, a pilot study on leadership and
empowerment training for service users. Kim is completing a DProf at Middlesex University
where she is currently researching Values and the concept of risk in mental health practice.
Her publications include Whose values? A workbook for values based practice, co-authored
with Prof Bill Fulford. She is honorary lecturer at the University of Warwick and honorary
employee of the east London and City Mental Health NHS Trust.
Peter Campbell is an independent service user/survivor. He works as an author, trainer/
educator and campaigner.
Ian Gittens was the NHSU Strategy Lead on Equality, Diversity and Human Rights at the
time of the pilot programme. He has published several documents including titles on race
equality in education. Ian gained his Doctorate at Birmingham University and has worked
for government departments and national public sector organisations to develop their race
equality capability and undertake effective race equality impact assessments.
Editorial Review Panel (pilot programme):
John Allcock Barbara Crosland
Ian Gittens Lisa Hill
Frank Keating Anne McCrudden
Sally Pidd Dean Pinnock
David Redgrove Jeremy Rees
Malcolm Rutt Premila Trivedi
Technical Editors (pilot programme):
Worth Media is a BAFTA and IVCA award-winning provider of research, consultancy and
digital services, including web design.
Version 2
Ian McGonagle - Centre for Clinical and Academic Workforce Innovation, University of
Lincoln/Derbyshire Mental Health Services. Acted as ESC Project Coordinator and was
responsible for these second edition materials.
Anisa Mustafa - CCAWI, University of Lincoln, aided the restructuring of the materials and
technical aspects in the re-writing/editing.
Peter Ferns (Ferns Associates) was responsible for the re-working of Module 5 (Race
Equality and Cultural Capability)
A note of thanks to Sarah Todd from Humber NHS Trust and Nicki Hollingsworth from North
East Yorkshire & Humber NIMHE for their help in piloting the revised Module 5 materials.

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The Ten Lssentlal Shared Capabllltles

The Ten Lssentlal Shared Capabllltles

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