1. Pan London LLN Health Collaboration/Skills for Health Dissemination event
Mental Health – Supporting Progression in the Mental Health Sector April 08 – May 09
South London and Maudsley Hospital Mental Health Foundation Trust
Oxleas Foundation Trust
LLU+ at London South Bank University
Beth Kelly and Shan Rees, LLU+

2. Community and Workforce Development
Materials, resources and models
Research and training on the
Impact of Integrating Language, Literacy and Numeracy Development n the workplace in :
Local Authorities ,
National Health
Service
Waste Management
Projects involving supporting adults to access: consumer rights for the Office of Fair Trading
Developing Language, Literacy and Numeracy (LLN) in the workplace
National role training:
Union Learning Reps, Care Assistants in Health Sector, Prison Service, Community lecturers, Nurse Mentors, Managers in large and small organisations etc
Supporting learning in the voluntary sector

3. Mental Health – Supporting Progression in the Mental Health Sector
Project purpose:
Education
pathways at level 4
such as
Foundation
Degrees
Develop skills and
knowledge
at level 3
Professionalise
the workforce

4. Developing a shared vision with partners
Mental Health – Supporting Progression in the Mental Health Sector
Developing a shared vision with partners
Purpose of the project
Models of delivery
Model delivery
Target group
What the project has shown is that developing a shared vision takes time, not so much the vision as the time for different partners to understand each other and be confident in each other. Much of this discussion occurred at the steering group meetings. The representation there was reps from the 2 foundations trusts, 2 SELLLN repswho also serviced the meetings, rep from Skills for Health, 2 from LLU+
The topics here were what was discussed to shape the vision
The target group from the employers was Health Care Assistants
The purpose of the project – was it to teach mental health care or support participants to develop their underpinning skills (literacy, language, numeracy, ICT, study) to progress onto level 3 /4 – there were differences of opinion about this. Also difficult for those not in education to understand the differences between an embedded model works and contexturalised
Models of delivery – was it going to be health care focussed with LLN skills developed within the programme or was it going to be LLN skills developed in the context of mental health care. Was it going to be interventions with individuals or a programme. How long was the programme to be? What form would the assessments take. The employers did not want the target group they had in mind to find the programme overwhelming
Accreditation – although the project initially was seen as a bridge between level 3 and 4, so the accreditation should be at level 3. However, the more the target group was identified, it was recognised that maybe the accreditation should also be at level 2
OCNLR were seen as the awarding body we would approach. Skills for Health were also interested to approve the qualification and steps for both have started
Curriculum /content
accreditation

5. Possible Interventions
Model One- Individualised interventions
QCF level 3
QCF level 4
QCF levels1/2
Mental Health training
Initial LLN
Assessment
This model was to run workshops to identify skills gaps of individuals and work with them to bridge those gaps
Diagnostic
Assessment
and APEL
Language
Literacy
Numeracy
ICT
Study Skills
ILPs

6. Mental Health Programme
Possible Interventions
Model Two – Embedded Model
Mental Health Programme
Initial LLN
Assessment
Language
Literacy
Numeracy
Study Skills
Oxleas had just developed a training programme for Health Care Assistants. Having talked to the tutor who had written the programme and was going to run it we suggested we could work with him on how to embed LLN. Ie develop LLN skills within this programme. Joint teaching sessions were recommended and dates for planning and teaching identified. However, as the rep from Oxleas was seconded there was no further involvement from Oxleas and this model did not materialise
ILPs

7. Model 3 Contextualised Learning
Possible Interventions
Model 3 Contextualised Learning
Language, Literacy,
Numeracy, ICT ,
Study Skills
This model was developed into a 6 day programme with the LLN ICT and Study Skills development as the key issues but were contextualised within mental health – eg the research tasks included comparing different HCA roles; ICT included using the electronic patient record which also was a vehicle for developing writing skills; the physical health care policy was a basis for widening vocabulary and language to report changes in a patient’s physical and mental condition; numeracy skills
Mental Health Context

8. Possible Interventions
Model Four– Integrated Model
Recovery
Policy +
Communication
Skills
Physical
Care +
Numeracy
Mental
Health
Policy +
Writing
skills
Mental
Health
Policy +
Study
Skills
Mental
Health
Policy +
Working
in teams
This model which will go ahead in the autumn is almost like a combination of model 2 and 3 – it will contain some mental health care input – possibly on a themed basis, eg 1 day focussing on older patients etc as well as time to develop LLN, ICT and study skills and confidence. the foundation degree in mental health care will be one of the progression pathways. Lecturers from that programme will be involved in developing and delivering the mental health care input. It is envisaged that the programme will run in the autumn. Still at the stage of deciding input, length of course etc

9. Learning from the project
Methodology and findings to date
Learning from the project
time
developing trust- confidence and confidentiality working in different cultures
gaining an understanding of different spheres of expertise and values
sharing the same language
timing of project
time for learners and staff
IAG .
In hindsight, it probably would have been better if we had had more discussions to understand where each of the partners was coming from, maybe give a taster of how we work, before going straight into developing the programme
Developing Trust with organisations and people- Reaching the right people takes time.
Change of personal impacts on progress. Reaching the right people takes time.
Change of personal impacts on progress.
Clarity of project purpose- defining the language
Difference in experiences for learners from one institution to another – do staff understand what the previous curriculum develops or the expectations of the next step.
Timing- start dates