During the training you receive, your facilitator will explain to you how to use this logbook. It will be your companion throughout the course and after, and has been designed to be an interactive and dynamic document, to facilitate further development of your attitude, knowledge and skills in providing care to people with mental, neurological and substance use (MNS) conditions using the Mental Health GAP Intervention Guide (mhGAP-IG) Version 2.0.
How to use this logbook
- Add to it: During the course, collect any lecture notes, assessments or other handouts to help you revise later. After the course, add any information on priority MNS conditions that you find helpful, and add in any competency assessment forms or other forms you use in supervision.
- Write on it: This logbook is designed to be written on. During the course, write down useful local specialists and services, and any new contacts you make. After the course, use the difficult case report form and personal reflection form to prepare for supervision.
- Practise with it: This logbook contains multiple choice questions (MCQs), and you will receive role plays as you move through the training. Use these to practise your knowledge and skills, even when the course has finished.
- Read it: This will be your unique resource for all things mhGAP-IG. During your clinical practice come back to it to help with difficult cases and situations.

# Getting started
During the course:
- Add any handouts.
- Add any role plays that you use.
- Add any competency assessment forms that you use.
- Use the MCQs to improve your knowledge.
- Complete the local referral points forms.
- Complete the 12 steps to set up supervision form.

# After the course:
- Use the participant's logbook to supplement the mhGAP-IG in your future practice.
- Refer back to any handouts, role plays and assessment forms.
- Use the treatment plan form to work collaboratively with people with MNS conditions and their carers. - Use the supervision forms to prepare for supervision.
- Store any forms you receive in supervision.
- Add any additional notes or resources that you find to help use mhGAP-IG.
Which form should I use?

# Title Purpose

# Clinical resource forms
Local referral points -clinicians Complete this form during mhGAP-IG training to compile a list of specialists that you can refer to when treating people with priority MNS conditions.
Local referral points -services Complete this form during mhGAP-IG training to compile a list of services that you can use and refer to when treating people with priority MNS conditions.

# Treatment plan
As per page 11 of the mhGAP-IG Version 2.0, use this form to complete a written treatment plan in collaboration with the person seeking help and their carer. You can also copy this form and keep a copy as notes.

# Supervision forms
12 steps to set up supervision This form is to help set up supervision. It should be completed with the help of your trainer and/or supervisor at the end of your training course, so that you know your supervision plans.
If no supervisor is allocated, use the form with other peers to create a peer supervision group.

# Difficult case report form
This form is for you to prepare for supervision by documenting details of a difficult case you wish to discuss with your supervisor/peer supervision group.

# Personal reflection form
This form is for you to prepare for supervision by reflecting on your strengths and weaknesses, and any other difficulties you are having in working with people with MNS conditions. It should be completed once every three to six months.
Supervision report and feedback form This form is for your supervisor to provide you with feedback. Have a copy ready whenever you are doing the apprenticeship or on-site model of supervision, or if requested by your supervisor for case conference supervision.
Competency assessment form This form will be used to provide assessment and feedback during the role plays throughout the course, but can also be used to assess your competency through direct observation. Have a copy ready whenever you are doing the apprenticeship or on-site model of supervision, or if requested by your supervisor for case conference supervision. Which form when?

# Models of supervision
There is a model of supervision to suit every context, based on preferences and resources of each setting. Each model of supervision has its own advantages and disadvantages. These are summarized in Figure 1.

# Apprenticeship Model
Supervisee does a 'placement' with supervisor for a set period of time (normally weeks to months). Supervisee initially observes supervisor consultations, and is encouraged to interpret clinical information and ask questions.
Supervisor then performs direct clinical observation of supervisee performing clinical review, and also provides discussion and de-brief, and feedback.

# On-site Supervision
Supervisor performs regular, scheduled, on-site visits to the supervisee/s. Supervisor performs clinical observations of supervisee, reviews patient documentation, holds de-briefing sessions, evaluates clinic implementation of mhGAP-IG, addresses clinical challenges.

# Case conference Supervision
Supervisor meets regularly with supervisee/s. Supervisor usually does not perform direct clinical observation, but uses other supervision interventions, including indirect observation (listening to recordings), case discussion, instruction or teaching, feedback, goal-setting, reflection etc. Can be performed as face-to-face (preferred) or remote.

# Peer Supervision
A possible solution when no supervisor is available.
Supervisees form small groups (ideally >3 people), determine structure and function, and appoint or rotate a 'leader' who will ensure the group stays on task.
Can be performed as face-to-face (preferred) or remote. 1 Who will be the supervisor? Specialist, peer, clinician with mhGAP-IG experience.

# MODELS OF SUPERVISION
2 Who will be the supervisees? Aim for a small group (three to eight), consider availability and location.
- What model of supervision will you use? Apprenticeship/on-site/case conference/peer.
- When will your supervision occur? Consider whether it is during or after work hours.
- What is the date of your first supervision session?
- How long will your supervision sessions last? One to three hours is an average.
- How frequent will your supervision session last? At least once a month is recommended, starting within four weeks of training completion.
- Where will your supervision occur? Will it rotate or be in the same place? Will it be face-to-face or remote?
- At or before your first session, decide on how the group will function:
- Determine an agenda.
- Determine which forms you will use, and when.
- Determine who will "lead" the group to stay on agenda, and whether this person will stay the same or rotate (this is normally supervisor except in peer supervision). - Determine who will keep records and be the primary contact person. 10. At or before your first session, decide on the "ground rules".
- What is everyone's responsibility in regard to attendance and participation?
- Should everyone prepare a case for every session, or will it rotate?
- How will feedback and discussion occur in a constructive and respectful manner?
- Consider what supervision methods and skills you will use (see Table 3).
- Generally, start with direct observation, indirect observation or case discussion.
- This is likely to prompt other interventions, such as encouragement, guidance, problem-solving, reinforcement, reflection etc. - Plan for other interventions such as formulating, rehearsal of skills and specific skills training.
- How will you evaluate supervision and know that it is working?
- Look for opportunities to bring in an outside expert to evaluate.
- Discuss progress and what is working and not working at least six-monthly as a group. - Other methods of evaluation or documentation may be required by your local area.  (e.g. attitude, knowledge, communication, assessment, interventions, referrals, follow-up) Areas for improvement Administrative/programmatic feedback Strengths (e.g. processes, supplies, staffing)

# Personal reflection

# Clinical feedback

# Areas for improvement

# Competency assessment (Only use competencies which apply to task)
Needs work Achieved