Download Graduate Support Worker Scheme

London Cyrenians Housing Limited
(Cyrenians)
Graduate Support Worker
Scheme
‘ I no longer live in a hospital’
‘ I am no longer a psychiatric in-patient’
‘I am not in care’
‘ I wont take drugs or alcohol today’
Cyrenians – Promoting Recovery
1
Cyrenians
Graduate Support Worker Scheme
CONTENTS
PAGE No.
1.
Who we are?
3
2.
What to expect?
7
3.
Training Programme
9
4.
Support Worker Job Description
12
5.
Support Worker Person Specification
16
6.
Support Worker Conditions of Service & Personnel Information
17
7.
How to Apply
18
8.
Attachment 1 – Induction Programme for New Employee
19
9.
Attachment 2 – CBT Training
23
2
Cyrenians
Graduate Support Worker Scheme
WHO WE ARE?
OUR BACKGROUND
Cyrenians was born as a direct response to local need across West London. 40 years ago
large lodging houses were being closed down and people with complex support needs
were faced with homelessness once again. Cyrenians was formed to provide shelter and
support on a more human scale by delivering extraordinary services in ordinary houses, on
ordinary streets, to some of the most challenging customers in our local communities.
THE PRESENT
Over the years our services have grown and developed in 8 London Boroughs, namely,
Kensington and Chelsea, Hammersmith and Fulham, Ealing, Hounslow, Camden,
Lambeth, Westminster and Richmond.
We provide services to:
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Single vulnerable & homeless people
People with mental health problems
People with substance misuse issues
Young people including care leavers
Mother & babies
Rough sleepers
Asylum seekers
People with dual diagnosis
Ex-offenders
People with learning disabilities
Our service provision
 Intensively staffed high support
 Floating support
 Intensively staffed self contained provision
 Core and cluster
 Homes for mother & babies
 Registered care
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CYRENIANS PRINCIPLES, VALUES, AIMS AND OBJECTIVES
Cyrenians Principles
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To provide customer led, cost effective services which offer individually tailored
support in a sensitive and appropriate way.
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To promote an environment that embraces diversity by acknowledging that peoples'
prior life experience will possibly have included disadvantage, prejudice and
discrimination with choice, privacy, dignity and respect being the focus of services.
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To strive towards providing a safe, secure environment for living and working,
hearing and valuing the input of customers and staff.
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To work in partnership with others, recognising individual strengths and promoting
the needs, interests and self-development of vulnerable people.
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To encourage people to maximise potential and enhance their quality of life.
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To ensure property management does not dilute social care emphasis.
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To ensure that all services provided are based on the philosophies underpinning the
Recovery Model for Mental Health, Social Inclusion and the Supporting People
Programme.
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Cyrenians Values
Working in partnership: To develop and maintain constructive working relationships with
customers, carers, families, colleagues, lay people and wider community networks.
Working positively with any tensions created by conflicts of interest or aspiration that may
arise between the partners in care and support.
Respecting diversity: To ensure that all customers receive a service free from prejudice
and discrimination by working in partnership with customers, carers, families and
colleagues to provide care and support interventions that not only make a positive
difference but do so in ways that respect and value diversity including age, race, culture,
disability, gender, spirituality and sexuality.
Practicing ethically: To recognise the rights and aspirations of customers and their
families, acknowledging power differentials and minimising them whenever possible.
Providing care and support that is accountable to customers and carers within the
boundaries prescribed by best practice.
Challenging inequality: To address the causes and consequences of stigma,
discrimination, social inequality and exclusion on customers, carers and mental health
services. Creating, developing or maintaining valued social roles for people in the
communities they come from.
Promoting recovery and inclusion: To work in partnership to provide care and support
to enable customers and carers to tackle problems with hope and optimism and to work
towards a valued lifestyle within and beyond the limits of any social care issue.
Identifying peoples’ needs and strengths: To work in partnership to gather information
to agree health and social care needs in the context of the preferred lifestyle and
aspirations of customers, their families, carers and friends.
Providing service user centred support: To negotiate achievable and meaningful goals;
primarily from the perspective of customers and their families. Influencing and seeking the
means to achieve these goals and clarifying the responsibilities of the people who will
provide any help that is needed, including.
Making a difference: Facilitating access to and delivering the best quality, evidencebased, value-based health and social care interventions to meet the needs and aspirations
of customers and their families and carers.
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 customers, carers, family members, and the wider public.
5
Personal development and learning: Keeping up-to-date with changes in practice and
participating in life-long learning, personal and professional development for oneself and
colleagues through supervision, appraisal and reflective practice.
Cyrenians Aims
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To be the best provider of housing care and support in London to those most
vulnerable in their local communities.
Cyrenians Objectives
Cyrenians has always been mindful of the original objectives laid down in 1972 when the
organisation was set up and our current Mission Statement ‘Developing potential through
care and support’, our principles and our philosophy still reflect that commitment. We
intend to translate our Mission Statement and principles into action and will achieve this by
delivering on the following objectives:
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To ensure that Cyrenians’ recovery services are responsive to customer rights,
views, ambitions and aims.
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To develop a greater number of services to meet local and emergent need.
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To prioritise the needs of black and minority ethnic groups to ensure that Cyrenians
work is reflective of the communities in which we work and promotes best practice.
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To maintain a strong and viable financial framework to support the work of
Cyrenians.
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To provide a value for money service.
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To improve the living conditions for our tenants, carry out repairs in a timely fashion,
improve rent collection and increase ownership of stock.
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To develop an organisational culture of continuous improvement that is
underpinned by quality assurance mechanisms.
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To provide staff training and development opportunities.
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Cyrenians
Graduate Support Worker Scheme
WHAT TO EXPECT?
The Application Process
Anyone interested in applying for the graduate scheme will be invited to attend an Open
Day. Here they can meet current staff and customers, along with previous members of the
graduate scheme. After the initial application and short-listing process, applicants will
attend an interview. Upon a decision being made by the panel, successful candidates will
be informed and told what service they will be working with and with what client group. If
they have applied specifically to work with one group, e.g. young people, Cyrenians will
make every effort to place them in an appropriate service.
Training
New Support Workers on the graduate scheme will have an initial induction week shortly
after commencing at their allocated projects. This will include teaching streamed toward
mental health or young people services, depending on individual placements, as well as
break away training.
Following the induction week, training will be held once per month on the last Friday of
each month, and will include homework. Training will take place between 10 and 6 and will
be practical-based in order to best be transferred to work within individual services.
Comprehensive first aid training will also be made available to all new Support Workers
within 3 months. At the end of the graduate training there will be a recap and review of
everything that has been learned and a presentation to members of the Senior
Management Team.
Following the initial training, a 6-week Psychosocial Intervention course will be undertaken
by all new Support Workers on the graduate scheme at Cyrenians. Upon completion, all
Support Workers will give an oral presentation of what they have learned during their PSI
training.
Secondment
During the 12 month scheme each Support Worker will have 2 work placements of around
6 months each at 2 different services. This will allow Support Workers to experience life in
services, hopefully of a different type, e.g. moving from mental health to young persons or
homelessness, or from a high support environment to a low or medium support
environment. A further option, where operationally feasible, could be for Support Workers
7
to undertake a short secondment at Central Services. This would not only increase
individual knowledge of the workings of Cyrenians at an organisational level, but would
also help integrate new Support Workers into the Cyrenians community as fast as possible
so they feel at home.
Ongoing Support
Each Support Worker on the graduate scheme will be assigned a mentor whom they can
contact if they have any questions, problems or worries. This could be a previous graduate
scheme member, a deputy manager or a senior member of staff at their own project.
There will also be an overall coordinator for the graduate scheme, responsible for
monitoring the performance, training and continuing development of all new Support
Worker.
8
Cyrenians
Graduate Support Worker Scheme
TRAINING PROGRAMME
Date and Trainer
Activity
Learning Outcome
Induction week, day 1
Introduction to the
Graduate Scheme
Customer Database
(COSI)
HR Database
Introduction to
Cyrenians and systems
in place.
Induction week, day 2 -5
See Attachment 1
See Attachment 1
Session 1
AM: Support Planning
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PM: Risk Assessments
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Session 2
AM: Personalisation
PM: Creative Engagement
3-day First Aid Course
First Aid Day 2
3-day First Aid Course
First Aid Day 3
3-day First Aid Course
Session 3
Engagement
of
Customers
Overcoming
obstacles
Components of a risk
assessment
Determining risk in
individual cases
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Personalisation:
Theory and practice
within Cyrenians
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Engagement
techniques
Assertive models of
engagement
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First Aid Day 1
What makes a good
support plan
SMART goals
My Guide
AM: Working with forensic 
clients
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Mental Health Act
sections
Risk assessment
Delusions and
9
Session 4
PM: Graduate Meeting
AM: Psychosis
PM: Models of working
command
hallucinations
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Session 5
Personality Disorder
Dual Diagnosis:
Mental Health and
Learning Disability
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Therapeutic
Engagement
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Overview of dual
diagnosis mental
health and substance
misuse
Alcohol problems
Common drug abuse
Motivational
interviewing
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Session 6
Definition
Understanding signs
and symptoms
Working with
psychosis
Overview of models
Stress vulnerability
model
Assertive model of
engagement
Recovery model
Overview of dual
diagnosis mental
health and learning
disability
Aspergers and autism
 Gangs, knives &
Drugs
 Relationships
PM: Client living standards  Education, Training
and Employment
AM: Young People
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How clean is your
project
What are acceptable
living standards
How can they be
maintained
Dealing with
customers objections
Pride in your work
Management of
cleaning materials
10
Session 7
Quality Assurance
Framework
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Session 8
Review, recap & project
presentation
Cognitive Behaviour
Therapy
Week 1
Week 2
Week 3
Week 4
Week 5
Week 6
Why we have QAF
What it take to get an
A
What does the
inspector look for in
your work
What should you look
out for
Performance by
outcomes
 The last 12
months
 Where to from
here
 Career
development
pathways
See Attachment 2
Presentation
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Cyrenians
Graduate Support Worker Scheme
SUPPORT WORKER JOB DESCRIPTION
POST:
Support Worker
REPSONSIBLE TO:
Project Manager/ Service Manager
LOCATION:
As required operationally
MAIN PURPOSE OF POST:
Under appropriate supervision, working directly with customers to
provide an environment where they are encouraged to live as
independently as possible, using assertive models of
engagement and individually tailored support plans to form the
basis for effective interventions.
KEY RESPONSIBILITES
Standards & Objectives
Examples of ‘Objective Achieved’ Evidence
Key work customer(s) as assigned.
Written support plan, signed by customer(s) or
appropriate person if necessary. Weekly or quarterly
Develop support plan(s) as appropriate,
notes show that support plan is being followed and
In conjunction with customers and other indicates the level of progress being made.
professionals, if required; to meet customers’
needs.
Quality of plans indicate rapid learning & absorption
of Cyrenians support model.
By spending the majority of time working Support plan reviews indicate discussion of progress
directly with customers, monitor and evaluate and relevance of the plan to the customer(s).
progress
against
support
plans
with Weekly or quarterly notes indicate that support and
customer(s), line manager and relevant interventions are discussed and evaluated.
agencies.
Hold keywork meetings with customer(s) in line Using a flexible approach to form good working
with Cyrenians practices.
relationships with customer(s), creating a positive
rapport to support them to practice ‘problem solving’
and gain confidence.
Understanding of Cyrenians practice, standards and
ensures that keyworking practice is always in line
with those standards.
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Liaise with relevant agencies, carers and Takes part in meetings with appropriate agencies and
other stakeholders, as appropriate.
other stakeholders including Social Workers; Care coordinators; Outpatient Services; GP; IST, Connexions,
others as appropriate.
Quality of Training Folder materials & notes clearly
shows ability to represent Cyrenians externally as
required.
Assist customers to minimise substance Understand the ‘triggers’ leading to substance misuse
abuse, and implement harm reduction and encourage customers to develop strategies to avoid
strategies where appropriate
those ‘trigger’ situations, liaising with all relevant
agencies, as appropriate.
Identify potential risk of harm and abuse Carry out a formal risk assessment initially on
to customer(s) and others
appointment to the customer(s) in line with Cyrenians
practice. Weekly notes & supervision notes show
evidence of completed risk assessment.
Support plan reviews include review of level of risk in line
with standards.
Work with customer(s) to challenge Weekly / Quarterly notes show that incidents of risk
behaviors that create risk and establish related behaviour are reviewed with the customer(s).
agreed boundaries and expectations.
Incident reports show action points for implementation
and review.
Support plans show that work is being carried out around
risk related behaviour.
Risk related behaviour is reported, as appropriate, to
relevant agencies.
Implement strategies to manage conflict.
Support plans show that customer(s) have been assisted
to develop greater control over their own behaviour.
Supervision notes and support plans show that risk
strategies have been carried through.
Conflict incidents are reported and relevant records
completed in line with Cyrenians practice and standards.
Encourage customers to reduce their risk Work closely with customers to help them to recognise
of involvement with the criminal justice the situations and circumstances that can result in
system
intervention by the criminal justice system. Support plans
show evidence of the strategies developed to avoid risk.
Use of crisis/emergency services is decreased
Criminal justice system involvement is decreased
Able to demonstrate that targets are being achieved.
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Develop good interpersonal relationship Records show no complaints made.
with customer(s) and offer them
appropriate emotional support.
Positive customer(s) feedback.
Supervision notes show that any problems in the
relationship are discussed with the line manager and a
strategy implemented,
Monitor customer(s) physical health and Support plan(s) show that any health issues are clearly
encourage them to develop healthy understood by the support worker. Demonstrate actively
lifestyles. Liaise with the GP or any encouraging healthy diet and lifestyle.
specialists, as appropriate.
Weekly / quarterly notes show that any health concerns
are dealt with appropriately.
Provide direct & practical assistance to customer with
their domestic tasks.
Enable customer(s) to attend external Develops knowledge of suitable local resources. Keywork
activities and become networked into local notes show that customer(s) have been made aware of
services in order to engage in meaningful resources that are available.
daytime activities.
Accompanies customer(s) to external activities as
appropriate. Able to demonstrate that non participating
customers are now engaging.
Encourage and assist customer(s) to:
Facilitates customer to access appropriate resources.
Customers are accompanied where appropriate and are
 enhance their ‘life skills’
 improve money management and engaged in the following (examples):
budgeting, including access to
 shopping trips
welfare benefits.
 cooking programmes
 access education leisure and
 local libraries and IT centers
recreational facilities
 leisure and health centers
 access primary and secondary
 local cinema and theatre/cultural resources etc.
health services
 local educational & vocational courses
 take up education and training
 customers establish links to appropriate
opportunities
community based services and peer support.
 access employment opportunities
where appropriate.
Budgeting and money management plans are recorded
 Develop their own wider support
and progress identified against goals.
network
Service user minimizes risk of debt and the associated
risks
Maintain comprehensive customer files to Customer(s) records up to date, accurate, clear, legible
the standard required, and also:
and
in
accordance
with
Cyrenians
practice.
Communication Book entries to the same standard. Clear
 Accidents / Incidents
 Maintenance matters
and comprehensive handovers to colleagues at the end
 Health & Safety issues.
of the shift.
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Handle any cash transactions in A receipt is obtained for all petty cash transactions, as
accordance with laid down procedures.
per operational policies.
All financial transactions are recorded in accordance with
Cyrenians practice.
Represent the organisation
in a Attends and participates in relevant external meetings.
professional manner in external meetings, Reports back to team meetings on the issues discussed
when and as required.
at such meetings.
Maintains professional standards in all external
communications and correspondence, as determined by
Cyrenians practice.
Actively review own performance and Participate fully in Supervision sessions by open, two
development needs to assist personal way, dialogue agreeing own task objectives.
career growth.
Review own performance against those objectives and
agree development needs as appropriate. Access
appropriate training and development opportunities as
available.
To move to other projects or services, on
Demonstrates a willingness to move to any location or
either a permanent or placement basis, as service to take advantage of the opportunities for new
required.
learning & experience.
Demonstrate a commitment to work in an Maintain professional standards at all times and
organisation where the input of all staff challenge discrimination whenever it is encountered.
and service users is heard and valued
equally.
To be fully aware of the emergency Participate in regular emergency drills and demonstrate
procedures, eg: Fire & Gas.
knowledge of the procedures.
To undertake any other duties and Demonstrate a willingness to undertake such activities,
responsibilities, as directed.
when asked to do so, and to develop additional skills, if
requested.
15
Cyrenians
Graduate Support Worker Scheme
PERSON SPECIFICATION
1. Evidence of a genuine desire to work with customers who have complex needs, including
homelessness, mental health, learning disabilities and substance misuse problems will be
looked for. Such evidence could come from extra curricular activities, personal experience or
study placements. A relevant degree in Social Care or the Health Sector may be an
advantage, but candidates from all degree courses will be considered.
2. Evidence of the potential to manage and motivate staff will be looked for, perhaps from
extracurricular activities such as managing or leading clubs, sports teams etc:
3. Evidence of the ability to provide a professional high quality service, in line with the aims and
objectives of the organisation. Evidence may come from part time or holiday working
experience, volunteer activities or study placements.
4. Ability to take and act on decisions within the framework of the line management system.
5. Commitment to and understanding of issues of Equality of Opportunity.
6. Ability to maintain appropriate recording and filing systems.
7. Very high levels of communication skills will be looked for, both orally and in writing, with the
ability to be clearly understood by an ethnically diverse community of both staff & customers.
Applicants will be required to demonstrate that they can communicate in clear, precise, and
grammatically correct English because the role requires significant written work that is used
both internally & externally.
8. A willingness to undertake extensive internal training, and if appointed to a supervisory or
management role, to undertake an appropriate, recognised, externally delivered management
programme.
9. A willingness to be completely flexible with regards to working a 24 hour rolling shift pattern
and working location and prepared to change either at fairly short notice.
10. The ability to work creatively and enthuse others.
11. High levels of energy, resilience and enthusiasm, underpinned by the personal credibility
necessary to engender confidence among customer, colleagues, and external agency
representatives.
Applicants must state clearly on their application form the ways in which their skills and experience meet all the
selection criteria. If each of these are not adequately addressed we may not be able to shortlist you.
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Cyrenians
Graduate Support Worker Scheme
CONDITIONS OF SERVICE & PERSONNEL INFORMATION
1. POST: Support Worker
2. Salary: £18,195 per annum depending on location
3. Eligibility to Work: Under the Asylum and Immigration Act 1999 Cyrenians has a
responsibility to ensure that all employees are eligible to work in the UK. Consequently before
you can commence work you will be expected to provide evidence of your eligibility to work in
the UK. This may be your birth certificate, passport, work permit or other document confirming
your right to work in the UK.
4. Annual Leave: 25 days per annum plus Bank Holidays, Pro rata for part time staff.
5. Interest Free Travel Loan: After completion of probationary period.
6. Pension: Cyrenians’ pension scheme is administered by NEST. Contributions will be deducted
from your salary on the basis of 4% of your basic salary, but this contribution will rise to a level
of 5% from the 1st October 2018. You may opt out of the NEST pension arrangements within a
time period of 28 days from the enrolment date and further details will be made available from
NEST and Cyrenians on the opt out process.
7. Hours: The normal working week is 40 hours per week. Actual hours depend on the
requirements of the service and any rota applicable to the post including early and late shifts,
sleepovers and weekends.
8. For Support Workers a normal working week is 40 hours, based on a 24 hour rolling rota.
9. There may be some evening meetings which staff are required to attend as directed and for
which no overtime is paid. However TOIL may be taken as agreed with the Line Manager.
10. Sleepover Rate: £30.00
11. Expenses: Staff will be reimbursed with amounts incurred in the performance of their duties,
within an agreed budget, and sanctioned by their line manager.
12. Contract of Employment: Issued on appointment to post.
13. Handbook: Issued during induction, containing full information of the Terms and Conditions of
Employment and the Policies and Procedures of Cyrenians.
N.B
All applicants should note that many of the customers smoke cigarettes. Although Cyrenians Head Office is a no
smoking area, it is not always possible to provide a No Smoking area within projects, often because of structural
considerations. Accordingly, we cannot guarantee that you will never be exposed to cigarette smoke in the workplace.
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Cyrenians
Graduate Support Worker Scheme
HOW TO APPLY
Please log onto our website
http://www.cyrenians.org/my-space/careers/
and apply online.
Alternatively, you may complete the attached Application Form and return it to the address
below:
London Cyrenians Housing Ltd
52 Rochester Row
Victoria
SW1P 1JU
If you have any queries please contact us at:
[email protected] or 02079382004 option 3
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ATTACHMENT 1
INDUCTION PROGRAMME FOR NEW EMPLOYEES
DAY 1
10.00 -11.00am
11.00 - 12.30pm
12.30pm-1.30pm
Lunch
1.30pm – 2.00pm
INDUCTION ACTIVITY
Welcome & Introduction to Cyrenians
Induction session looking at:
 Staff handbook
 Contract of employment
 Key personnel policies
 Staff conduct
 Induction policy, procedure and
standards logbook
 4 week induction programme
 GCSC code of practice
 Supervision & Appraisal format
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14:00 – 17:00
Homework
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Professional boundaries re: code of
conduct
Safe Guarding Adults and Children
requirements
Cross-reference to the GCSC code of
practice
Health & Safety
LEARNING OUTCOME
 Understand the ain of the programme
 Knowledge and awareness of management structure
This session will help you meet the following induction standards:
 2.1.1 Understand your responsibilities in line with the
GSCC code of practice
 2.1.2 Understand your job role in relation to LCH aims
and values
 2.2.1 & 2.2.2 Understand why we use P & P’s and where
to access up to date copies
 6.1.1 Know how to get advice, information and support
about the organisation, your role and responsibilities
 Understand how you will be appraised and the role of
your supervisor
This session will help you meet the following induction standards:
 5.1 To understand legislation and organisational policies
& procedures in relation to abuse and neglect
 5.2 Understand the nature of abuse and neglect
 5.3 Recognise the signs and symptoms of abuse and
neglect
 5.4 Understand how to respond to suspected abuse or
neglect
 5.5 Understand your responsibilities in relation to ‘Whistle
Blowing’
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
3.1 Health and Safety
3.2 Moving and Handling
3.3 Fire Safety
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DAY 2
10.00 am
INDUCTION ACTIVITY
Any questions re: homework
 Key working and support planning
 Support plans & risk assessment
 Communication skills
 Values in care
 GCSC Code of Practice
 Risk Assessment
Lunch 2.00 – 3.00pm
3:00pm – 6:00pm
Homework
The role of a Support Worker
LEARNING OUTCOME
This session will help you meet the following induction standards:
 1.1 The values
 1.2 Confidentiality
 1.3 Person Centred Approach
 4.1.1 Understand what motivates people to communicate
 4.1.2 Understand the barriers to communication
 4.1.3 understand how behaviour is a form of
communication
 4.2 Listening and communication skills – how to use
these in your workplace
 4.3 Understand the importance of record keeping and
report writing
 To understand the organisational approach to working
with individuals with complex needs
 To reflect on your own practice and learning
 To identify any further learning needs
 1.4.1 recognise risk and risk-taking
 1.4.2 Understand LCH’s risk policies & procedures. The
assessment of risk
 1.4.3 How and whom to inform about risks
Support Plan – write one from case study
Practice writing a SMART support plan, which can be reviewed
the next day. It should be emphasised that this is an example to
make sure everyone understands SMART goals; real support
plans are to be written in collaboration with service user.
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DAY 3
10.00am – 1.00pm
Lunch 1.00pm –
2.00pm
2.00pm – 5.00pm
INDUCTION ACTIVITY
Review support plan homework
Models of Working with Cyrenians:
 Recovery
 Wrap
 Star
 Stress Vulnerability Model
Introduction to mental illness
LEARNING OUTCOME
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
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
Introduction to medication
Homework
Introduction to the Mental Health Act
DAY 4
10.00 – 17.00
INDUCTION ACTIVITY
De-escalation training



to have a better understanding of Schizophrenia, Bipolar
Disorder, Depression etc
to understand signs and symptoms of same
treatments available for SEMI
Main diagnosis & symptoms
Different types of medication; anti-psychotics, mood
stabilizers etc.
Medication effects & side effects
Methods of administration and their implications
The Support Worker’s role RE: medication
This homework will cover the following induction standards:
 3.6.1 Understand LCH’s P & P’s in relation to medication
& health care tasks
 3.6.2 Understand how to apply these P & P’s to your role
 3.6.3 Know the limits of your capabilities in this area
LEARNING OUTCOME
Safety in the workplace
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DAY 5
10.00-1.00pm
INDUCTION ACTIVITY
Physical health problems within supported
accommodation
1.00 am – 2.00pm
Lunch
2.00-5.00pm





Review session
Group work
Quiz
Completion and signing off of induction
workbook.
Implementation back at place of work.
LEARNING OUTCOME

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
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
Diabetes
Food, diet, exercise
Hypertension overview
Hepatitis A, B & C
HIV / AIDS
Sharp awareness and safety
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Completion and signing off of induction workbook.
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ATTACHMENT 2
Training Programme:
Cognitive Behavioural Therapy for general psychological and mental health problems
This training programme provides a focus on clinical psychology, general mental health problems and a range of counselling interventions
designed to improve client wellbeing. Its key purpose is to help participants develop an improved understanding of psychiatric disorder and to
develop a range of therapeutic skills based on the Cognitive Behavioural Therapy model (CBT).
The six workshops offer a range of skills and interventions dedicated to helping clients’ better-manage psychological events in their life that
may cause distress; to improve clients’ general mental health and resilience to cope with adversity, and to help reduce unhealthy behaviours
that may challenge clients’ general wellbeing.
There will be a focus on common mental health problems and participants will be supported to improve their knowledge of psychiatric
disorder as a part of this training programme.
Whilst a clearer understanding of the aetiology and presentations of psychiatric disorder is important, this workshop remains dedicated to
CBT and the facilitator is committed to supporting participants develop functional skills that can be applied in a range of client-centred
interactions.
It is generally accepted that psychological problems and their associated behavioural maladaptions are largely the consequence of irrational
cognitive processes. It is also accepted that disrupted ‘chemicals in the brain’ have an affect on an individual’s mental state. It is generally
not common knowledge that the cognitive processes of an individual can profoundly affect these chemicals and have a direct psychological
and behavioural affect on an individual’s health state.
In simple terms; the way people behave is fundamentally the consequence of how they process events that take place in the flow of their life
(their thinking styles). The goal of CBT is to help clients develop more healthy, adaptive and functional cognitions (healthier thinking
patterns).
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Healthier thoughts = healthier emotions = healthier behaviours= healthier thoughts – the circle of good psychological health!
This workshop is not designed to baffle participants with jargon. It is designed to provide accessible knowledge and skills that they can use in
a structured way to support clients, in the best interests of the client.
The programme comprises six formal teaching sessions with homework assignments in the form of reading and video study. Participants will
develop their knowledge of clinical psychology and counselling interventions in a stepwise approach throughout the programme. The final
goal being an increased capacity to recognise mental health presentations with greater clarity and to support clients with appropriate
counselling interventions.
The course modules will run as follows:
Week one - CBT Foundation Module. The ABC model
The aim of this introductory module is to help participants develop an understanding of the potential causes of emotional, affective (mood)
and behavioural disorders and the mechanisms within CBT that function to improve psychological health and wellbeing and to reduce
maladaptive behaviours.
By the end of this module the participant will be able to:
► Understand the CBT model and recognise the types of disorders that are the consequence of irrational beliefs and thoughts;
► Understand the principles of Socratic Dialogue;
► Be able to recognise negative automatic thoughts and negative assumptions and be able to put these into a CBT orientated context;
► Have a better understanding of typical mental health problems and psychological disorders and recognise how CBT’s ‘ABC’ model both
explains these disorders and aims to reduce the distress and dysfunction associated with such diagnoses;
► Learn how to formulate an understanding of the client’s emotional disorders and the relationships with how the client thinks and how the
client behaves (and how the client’s behaviour can influence his thinking – commonly referred to as the five-factor model);
This module involves three hours of classroom-based teaching and learners are required to watch a selection of videos and undertake
reading study to increase their understanding of the lesson. Total time required for module one is expected to be 6 hours. The lecturer is
available by telephone at various times if delegates require support.
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Week two - Cognitive Therapy for Depression.
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Restructuring of negative automatic thoughts,
The ‘costs / benefits analysis’,
Evidence for and evidence against analysis,
Working with negative assumptions,
Behavioural experiments;
Participants will develop a clearer understanding of mood disorders (affect) and how CBT functions to improve the emotional and
behavioural health of individuals with a mood disorder diagnosis. This workshop introduces key CBT techniques which can be dedicated to
clients’ wellbeing. Participants will also recognise that some conditions may need to be signposted to professional clinical support.
By the end of this module the participant will be able to:
► Understand the symptoms of Depression and mood disorders in general and recognise the clinical diagnosis.
►Understand how ‘Self Discrepancy Theory’ explains the various types of depressive / anxiety based cognitions and how this model may be
used to improve client psychological health.
► Recognise types of negative automatic thoughts (NATS) and better understand the use of disputations to restructure unhealthy cognitive
processes. The ‘cost ‘v’ benefits analysis’ and ‘evidence for and evidence against’ are two of many disputations designed to help clients
challenge their own irrational thoughts and beliefs and replace faulty thinking with more healthy, rational and flexible cognitions.
► Develop a clearer understanding of Negative Automatic Assumptions (sometimes referred to as a ‘rules for living’) and how the ‘cost ‘v’
benefit analysis’ and ‘evidence for and evidence against’ techniques can be used to help clients challenge their own irrational thoughts.
► Understand how behavioural experiments work and how they can be used in the CBT context.
This module involves three hours of classroom-based teaching and learners are required to watch a selection of videos and undertake
reading study to increase their understanding of the lesson. Total time required for module one is expected to be 6 hours. The lecturer is
available by telephone at various times if delegates require support.
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Week three - The Continuum Method in CBT:
Week three introduces Core Beliefs and skills to elicit these beliefs. The workshop places core beliefs in context with negative automatic
thoughts and negative assumptions and introduces the Continuum technique which is a powerful tool used in CBT.
By the end of this module the participant will be able to:
► Understand what Core Beliefs are, and how they differ from Negative Automatic Thoughts and Negative Assumptions;
► Understand the Downward Arrow Technique and how it can be used to elicit core beliefs;
► Understand the principles of the Continuum technique in the CBT model and its relationship with an individual’s self esteem and
psychological health and wellbeing;
► Understand how the Continuum technique works with negative automatic thoughts and core beliefs to improve client’s psychological
health and wellbeing;
► Understand how the Continuum technique provides solutions made salient in Self Discrepancy Theory;
► Learn how to use the downward arrow technique and the continuum technique in both formal / informal settings.
This module involves three hours of classroom-based teaching and learners are required to watch a selection of videos and undertake
reading study to increase their understanding of the lesson. Total time required for module one is expected to be 6 hours. The lecturer is
available by telephone at various times if delegates require support.
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Week four - CBT for Generalised Anxiety Disorder and other anxiety-based; conditions.
This module is dedicated to a better understanding of the anxiety disorders and the distress that such conditions can cause. There is good
evidence that CBT for anxiety disorders is highly effective. The recent National Institute for Health and Clinical Excellence (NICE) Guidelines
for the National Health Service in the UK have recommended CBT as the treatment of choice. That’s because anxiety CBT, unlike anxiety
medication, treats more than just the symptoms of the problem. CBT can help clients uncover the underlying causes of their worries and
fears; learn how to relax; look at situations in new, less frightening ways; and develop better coping and problem-solving skills.
Participants will learn about the five factor model in CBT. The five factor model recognises the potential vicious circle of anxiety - as the
bodily symptoms of anxiety can be frightening, unusual and unpleasant, people often react by thinking that there is something physically
wrong, or that something truly awful is going to happen. This in itself causes more symptoms, and so a vicious circle develops. It is important
for the CBT practitioner to recognise this circle of disorder and to offer practical solutions dedicated to better-management of client
cognitions.
By the end of this module the participant will be able to:
► Understand the specific symptoms of Generalised Anxiety Disorder (GAD) plus other types of Anxiety including social phobia, specific
object phobias, obsessive compulsive disorder, post traumatic disorder and agoraphobia as described in the diagnostic literature. (Panic
Disorder and Agoraphobia are addressed in the fifth training module);
► Understand how ‘Self Discrepancy Theory’ explains the triggers of generalised anxiety disorder and social phobia, and how this model
may be used to improve client psychological health;
► Recognise types of negative automatic thoughts (NATS) associated with anxiety and begin to use disputations in order to restructure
unhealthy cognitive processes. This module introduces further disputational techniques and delegates will learn how to apply these
techniques to help clients to manage their anxiety;
► Understand how five-factor model within CBT in relation to anxiety-based conditions;
► Understand how behavioural experiments work, specifically in relation to anxiety disorders and how they can be used in the CBT context;
► Understand the principles of exposure therapy and systematic desensitisation;
This module involves three hours of classroom-based teaching and learners are required to watch a selection of videos and undertake
reading study to increase their understanding of the lesson. Total time required for module one is expected to be 6 hours. The lecturer is
available by telephone at various times if delegates require support.
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Week five - CBT for Panic Disorder and Agoraphobia;
Panic Disorder with (or without) Agoraphobia (PDA) is most commonly linked with the fear of panic attacks. An individual’s concerns with his
or her own bodily sensations (most typical symptoms include a racing heart, dizziness, lack of focus), and what they may signify (most typical
cognitions include fear of a heart attack, going crazy, or passing out). Because of these concerns, an individual may avoid numerous
activities with potential social and functional consequences. This workshop further develops participants’ understanding of anxiety disorders
and provides an intervention designed to support clients with panic disorder / agoraphobia presentations. Panic disorder and agoraphobia
can result in significant functional impairment, particularly in supported housing environments. This workshop is dedicated to these
potentially debilitating conditions and coaches participants to support the psychosocial wellbeing and positive functionality of clients.
By the end of this module the participant will be able to:
► Understand the specific symptoms of Panic Disorder;
► Understand the neurobiology / physiology of panic disorder and anxiety in general;
► Understand the specific symptoms of Agoraphobia (anxiety in environments that are unfamiliar or where he or she perceives that they
have little control) and help clients to understand the physiological basis for sensations during a panic attack (sympathetic nervous
functioning) and to develop a range of interventional skills to help clients in identifying antecedents: (situational, physical, and mental);
► Understanding secondary cognitive errors (catastrophising)– is where a client views a situation as dangerous, unbearable, or
catastrophic;
“If I faint, people will think that I am weak; and that would be unbearable”;
“The whole evening is ruined if I start to feel anxious”;
► Understand and develop In vivo exposure techniques. In vivo exposure, involves confronting a feared situation repeatedly, until the
situation no longer triggers fear;
► Understand and develop Breathing Retraining – this technique involves teaching individuals to slow down their breathing. It is particularly
useful for individuals who tend to over breathe when they are feeling anxious, which can lead to an increase in panic-like symptoms;
► Apply their skills in cognitive restructuring for panic disorder and agoraphobia. Delegates will develop the skills learnt earlier
in programme.
This module involves three hours of classroom-based teaching and learners are required to watch a selection of videos and undertake
reading study to increase their understanding of the lesson. Total time required for module one is expected to be 6 hours. The lecturer is
available by telephone at various times if delegates require support.
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Week six - CBT in action. Learning to apply skills in practice.
This final workshop focuses on the application of CBT in the therapeutic or informal setting. It aims to improve participants’ skills to elicit and
restructure maladaptive beliefs and behaviours through the application of skills and techniques developed in the programme. There will be
informal role-play in the workshop and delegates will have the opportunity to experience the challenges and practicalities of CBT in a mock
(and friendly) environment.
By the end of this module the participant will be able to:
► Understand the core conditions of empathy, warmth, genuineness, positive unconditional regard and the collaborative skills essential to
the therapeutic process;
► Understand how to introduce the principles of CBT to clients and be aware of the limitations of the intervention;
► Understand the principles of motivation, understanding autonomy and the mistakes of the ‘therapist righting reflex’;
► How to structure a CBT session and choose the correct techniques to match the challenges and diagnosis;
► Use the CBT model to explain a formulation to clients;
► Explain the active and collaborative nature of CBT to clients.
This module involves three hours of classroom-based teaching and learners are required to watch a selection of videos to increase their
understanding of the lesson.
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