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KUF Symposium BIGSPD 2012 Neil Gordon, Kath Lovell, Andrea Milligan, Jina Barrett, Vicky Baldwin.

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Presentation on theme: "KUF Symposium BIGSPD 2012 Neil Gordon, Kath Lovell, Andrea Milligan, Jina Barrett, Vicky Baldwin."— Presentation transcript:

1 KUF Symposium BIGSPD 2012 Neil Gordon, Kath Lovell, Andrea Milligan, Jina Barrett, Vicky Baldwin

2  Introduction and overview of symposium  Some KUF figures: Awarenesss -10,000, BSc 15, stand alone 80, MSc 70  Responding to policy and strategy: adapting the KUF, a contentious issue-a prison officer example  Service-user and professionals co-facilitating, looking from both sides-a dialogue  An organisational perspective, what’s that got to do with anything?  Future plans and opportunities-where are we going? Overview

3 Adapting the KUF a prison officer illustration Context and challenges: a reflection on theoretical, educational and organisational issues Dr Neil Gordon IMH BIGSPD 2012

4  The rationale and catalyst for adaptation of KUF awareness materials–Offender Personality Disorder Workforce Strategy(Draft)  A review of the educational philosophy that informed the KUF  The perceived reality of hard to reach/access workforces-and a belief that something is better than nothing  Prison officers as a key target group  Organisational culture and changing practices in prison- building on the PIPES initiative  The challenges, educational design and implementation issues Key themes to be explored

5  This strategy is proposed as a development programme integrated into the overarching offender PD pathway. It seeks to:  establish more psychologically informed workforces where the meaning of behaviour and pro social development is seen in the context of a psycho social framework  improve the effectiveness and quality of services by developing the capability, awareness, knowledge and understanding of all staff who work with personality disordered offenders. Offender Personality Disorder Workforce Strategy (Draft 2012)

6 Interventions Treatment /Management Staff with specific treatment/management role Responding effectively/managing self Staff with regular sustained contact Foundation Knowledge Understanding behaviour in context All frontline staff

7 PD/Self awareness and self management skills and promoting pro social behavior through interpersonal engagement Improving psychological well-being and increased awareness of Therapeutic models Assessing and managing risk to self and others and fulfilling demands of job role Leading,developing and supervising teams and individuals Below awareness? Criminal Justice Health Local Government ? ? AW BSc MSc

8 Context Sensitive and responsive Multi-agency Sustainability System changing Learning Materials Adapted to context/academic level Building on participants experiences Sensitive to professional culture Inter-agency Working Team Development Risk Management Care Pathways Organisational Consultancy Leadership Supervision Embedding in practice The whole package! PO’s

9 The KUF experiential model Things that I can do which relate to specific situations or particular service users who I have worked with over a period of time Things that I know which relate to specific situations or particular people (including myself) which I have discovered from my personal experiences Personal Knowledge Things that I can do that I have worked out for myself based on personal experience of working with service users and reflective clinical supervision Things that I know which have emerged from my personal experience of this service user group, which I have worked out for myself Experiential Knowledge Things I can do learnt from books, instruction from others, or guided by procedural guidelines and evidence based research findings Things that I know about this type of service user from reading, journals/books and attending formal lectures Academic Knowledge “Knowing how” “Knowing that” EFFECTIVE PRACTICE

10 The learning journey Self awareness and reflective skills Sensitivity to service user/prisoner experience Communicating effectively Making sense of reactions and responses Understanding work place cultures and teams Connecting past experience and current behaviours

11  Time and cost  Organizational/educational culture  Contextual pragmatics-e.g. lock down  Commitment and resistance to the ‘message’-the unmotivated and disengaged  The subversion of the ‘contact’ hypothesis  Something is better than nothing-the futility of crop spraying education Problems with ‘reaching the parts’!

12 “Thank goodness for the nurses, police, fire service”………?

13 A dialectic Elephant in the corner of penal reform (Joe Sim, 2009) Essential benevolence with a few ‘bad apples’

14  We believe that now is the time to begin a radical reassessment of the role of the prison officer. If careers and job satisfaction are to be developed and enhanced, the picture of a ‘turn-key’ or ‘warder’ looking after people locked in cells for twenty hours each day must be replaced. It needs to be re-affirmed that the central role of a prison officer concerns the care of and contact with the inmates in his or her charge. The essential skills are listening, understanding, and responding to the needs of inmates. Longstanding aspirations (1990) 22 years ago!

15 Dissenting voices? (HL, 2009) The government focus on training instead of occupational education is misplaced. Short training courses can enhance specific skills but cannot provide professional expertise to a workforce. In the same way that no one would expect to place a teacher before a classroom or a nurse in a hospital ward with only a few weeks’ training, we should no longer expect prison officers to walk onto a wing of 200 adult male prisoners and deal with the wide range of duties and challenges expected of them.

16 In recent years prison officers have been asked to undertake increasingly complex and varied tasks but have not benefited from commensurate remuneration, respect or support. There is a fundamental confusion about what prison officers should be doing. On the one hand the majority spend most of their time doing menial, repetitive tasks relating primarily to a mundane view of security based on counting heads. On the other hand some staff are expected to deliver sophisticated offending behaviour courses requiring intensive interaction with prisoners. There is an inherent contradiction in having a uniformed and barely skilled or literate workforce expected to form relations with and support prisoners with a range of mental health and addiction challenges. Challenges and hopes for the 21st century a pejorative view of the prison officer? Howard League for Penal Reform, Turnkeys or professionals (2009)

17 Complex, diverse culture(s)-context is everything (Jordan 2011) Health Care & Wing Staff Management Group Wider Prison Organisation Socio-Political Context

18 Culture Change and Prison Officers Rehabilitation CUSTODY CARECONTROL Containing, psychologically informed relationships Relational security Boundaries and limits Punitive relationships

19 A typology of prison officers’ approaches to ‘care’ Sarah Tait’s Ethnography (2009) Attached Detached InsecureSecure “Dangerous” “True carer” “Withdrawn” “Old School” “Conflicted” “Limited carer”

20  Educationally sound principles-moving away from the banking concept of education (Friere, 1972)  Organisationally influential-systemic approach  Culture shift at the center-hearts and minds-the extended experiential dimension  Interdisciplinary-shared learning and different perspectives  Contact hypothesis-more exposure more training Original KUF philosophy what might get lost?

21  Starting with the audience-responsive to ‘micro’ culture  Carefully re-purposed, stand alone materials with distinct prison focus  Focus on day to day realities of the work and use of realistic and detailed case material  Focus on behaviours, self management and psychological containment  Need for thinking space  Pathways and further support  Opportunity to access VLE (Voluntary)  A pre commitment focus-to be built upon  Service user co-facilitators  Train the trainer model Principles informing adaptation ‘focus group data’

22 Service-users and professionals co- facilitating, looking from both sides: A dialogue  Kath Lovell (Emergence)  Andrea Milligan (IMH)

23 A Dialogue

24 Organisational perspective: what’s that got to do with anything? Jina Barrett Tavistock and Portman NHS Trust

25

26  Victoria Baldwin IMH Future plans and opportunities- where are we going?

27 KUF Awareness Training update  KUF National Protocol implementation  KUF Awareness level survey  KUF Refresher days – TTT/Coordinator roles  Online developments

28 Online Developments  Accessibility developments - Transcripts and subtitles for audio and video clips  Advice/Information pages for staff with education needs e.g. dyslexia  Format of audio clips  Facilitator only access area and private forums  Audit process to establish engagement in the programme

29 Developing new approaches to delivering the KUF Awareness Training  New contextualised models – Prison, Probation and GP Settings  Key aspects:  Refining core themes  Developing short sessions  Offline  Responding to context specific needs in more depth

30 Emerging challenges  Ensuring the core messages of the KUF are not lost  Accessibility and engagement  Service user involvement – co-facilitation  Implementation and identifying relevant trainers  Engaging the right stakeholders

31 BSc and MSc Developments  Implementation of regionally based stand alone modules  Development of 2 new modules focused on gender specific aspects of working with personality disorder  Core focus on working with women in forensic/prison based settings

32 BSc & MSc Stand Alone Modules  Opportunity to access individual places or full modules across different regions  Commencing with 2 modules at BSc and MSc level in London and Nottingham over 2012/20/13  Staff can access credits or accumulate credits for awards (Certificate, diploma, degree, PGCert, PGDip)

33 New MSc Cohorts  2 new cohorts commencing in 2012:  London based cohort commencing May 2012  Deadline for applications: 9 th March  70+ applications  Interviews – End of March/April 2012  Induction and Module 1 – May 2012  North based cohort commencing in October 2012:  Deadline for applications: 31 st May  Interviews – June/July 2012  Induction and Module 1 - October 2012

34 Questions and discussion?


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