1. KUF Symposium BIGSPD 2015 A collaboration between Institute of Mental Health and Emergence

2. BSc End of programme Evaluation Commenced delivery May 2010 Completed in July 2013 Graduated in May 2014 No further cohorts commissioned with a move to stand alone modules Focus on developing staff in more advanced leadership roles – MSc

3. Student profile 17 students recruited to the BSc programme RegionNumber of Students North9 Midlands and East6 South1 South West1 Total17 Number of BSc Students by Region RoleNumber of Students Nurse10 Prison Officer1 Occupational Therapist 1 Team Leader/Manager1 Psychiatrist1 Social Worker1 Service User2 Student Roles

4. 3 student withdrawals Student Awards BScClassificationNumber of students 1st3 2:15 2:23 Certificate of Higher Education pass3

5. Evaluation Questionnaires Focus group Employer feedback

6. Strengths of the programme An intensive programme that exceeded the expectations of the student group The learning from the programme had an impact both professionally and personally The learning was described as life changing The student group feel more confident in responding to service user’s distress Respond calmly to challenging situations and take a different approach then they would have previously The knowledge and understanding gained has influenced a more resilient and confident clinician The student group was supportive and containing and allowed for in depth discussion of the teaching The academic staff were supportive. The administration staff were particularly supportive

7. The experiential nature of the learning was helpful It embedded theory to practice and challenges individual to act as agents of change It encouraged the student group to think about what they do

8. Areas identified for development Accessing tutorial time was described as hit and miss More use of the virtual learning environment should have been encouraged and directed by the programme team More opportunity for reflective thinking – a dedicated space at the end of the day, particularly in later modules

9. End of programme feedback Strength of the programme ◦ I enjoyed the style in which the programme was delivered ◦ Every module had a different approach so kept the course interesting ◦ I enjoyed the whole degree course, it was extremely challenging. I have learnt and taken from each module as a professional and an individual

10. Role Enhancement ◦ I have delivered specific training/talks to eams within the organisation and the local council ◦ I will hopefully be involved in service development and improving services moving forward ◦ I have been able to move into a specialist personality disorder service

11. Impact on practice ◦ I now have the knowledge and skills to change and shape provision for people who use services within the community ◦ Being able to provide information and support to teams, while also being able to evidence this ◦ Greater emphasis placed on supervision and reflective time

12. Employer Feedback (prison service) Helped to think more psychologically, influence a more therapeutic approach with staff and prisoners Aspects of the course such as group procession has been brought into the unit and helped us all to start thinking about this in a different way – it has changed how we approach training and staff dynamics The genuine interest from the student has made a real difference to the unit It has opened our eyes into new ways of thinking and got us more involved with the KUF It has turned you into a “psychological softie”

13. The BSc was an innovative, creative and powerful journey for the students and the programme staff We got to know the students very well The service user voice was integral and represented throughout Responsive to student feedback and made every effort to ensure a positive learning experience throughout the course We have observed massive shifts in knowledge, understanding, attitude and confidence Academic development has also been achieved

14. Some thoughts from the team The programme has contributed to raising the profile of the imperative of more effectively meeting the needs of those affected by Personality Disorder nationally The students reported significant impact on their work roles and practice and there is evidence that this view is shared by employers The students gained in terms of employability and moving to new enhanced roles This was a challenging programme for students in terms of the complexity and contested nature of the subject matter studied, and the fact the students undertaking a very full “part-time” course whilst in full time employment in demanding roles The course team have gained essential pedagogical insights into how this complex and contested subject can be addressed within a multi-disciplinary learning group that includes those who use services, through co-production and co-delivery.

15. Where are we now? Move to a stand alone delivery 5 modules running across the country ◦ 2 commissioned in the North ◦ 3 commissioned by the central team to support the offender pathway By April 2015 - 100 stand alone students from across the pathway More to come in 2015 – 2016 ◦ Watch out on Kahootz

16. A final thought from a student….. The KUF BSc is unique, I would recommend this type of study as it embeds theory to practice and challenges the individual to have the courage to act as an agent of change

17. Closed Supervision Awareness Training Andrea Milligan Demis Cunningham Sue Ellis

18. Evaluation 4 ½ days training over 2 events at HMP Full Sutton Attended from across the CSC’s 20 pre and post PD KASQ were completed 21 statements with a 5 point response scale Measures knowledge, skills and attitudes

19. I feel that I have a good knowledge of the diagnosis of Personality Disorder. I feel that I do not have enough knowledge about the nature and clinical characteristics of this client group. I feel that I have a good understanding of how clients may develop a Personality Disorder. I feel that I have a good understanding of why clients harm themselves or behave in self-destructive ways. I have a good understanding of psychological models of Personality Disorder. I feel that I do not have the necessary clinical skills to work with this client group. I feel confident that I can make a positive impact on the care of this client group. I feel able to apply psychological models in my work. I feel understanding towards Personality Disorder clients. I feel interested in Personality Disorder clients. I feel able to help Personality Disorder clients. I feel pessimistic about Personality Disorder clients. I feel frustrated with Personality Disorder clients. I feel that clients with this diagnosis often engage in self-harming behaviour as a way of manipulating other people I often feel overwhelmed by the problems that clients with Personality Disorder have. This organisation provides important support and care for people with Personality Disorder. Our staff are well trained to respond to the special needs of people with Personality Disorder. I often feel that there must be something more that I could do to help clients with Personality Disorder. I understand how personality disorder can be linked to offending. I understand the relationship between personality disorder and risk of violent and sexual offending. I feel able to access specialist support for personality disordered offenders.

20. RESULTS Large increases in the percentages agreeing with positively worded statements (e.g. Q5 has risen from 22% to 75% Decreases in the percentages agreeing with negatively worded statements (e.g. Q 2 went from 44% to 5%) 9 items showed a statistically significant change from pre to post mean scores The items which showed the largest change were all concerned with specific elements of knowledge The items which showed the smallest change from pre-to post were to with personal or organisational capacity

22. Summary 4 ½ days training then followed by a TTT The knowledge and understanding changes were statistically significant so represented real changes in people's knowledge and understanding