zilongwang/ReadingBank huggingface dataset:
COMPLIANCE WITH PROCEDURAL DOCUMENTS This document will be monitored to ensure it is effective and to assurance compliance. Minimum requirement to be monitored Lead Tool Frequency of Report of Compliance Reporting arrangements Lead(s) for acting on Recommendations of section papers Duty Hospital Manager Mental Health Lead Audit 6 monthly Policy audit report to: Mental Health and Mental Capacity Board Duty Hospital Manager Mental Health Lead Audit of detained patient log to ensure adherence to timescales related to each section Duty Hospital Manager Mental Health Lead Audit 6 monthly Policy audit report to: Mental Health and Mental Capacity Board Duty Hospital Manager Mental Health Lead MHA compliance audits Mental Health Lead 6 monthly Policy audit report to: • Mental Health and Mental Capacity Board Mental Health Lead
Indicative Funding Budget for 2016-17 - Part A Please attach the PHN’s indicative 2016-17 fund budget in an excel file and in the format provided below. Indicative Funding Budget 2016-17 Income (GST Exclusive) - Service delivery (flexible) Total funds provided by the Commonwealth for 2016-17 $ Other (e.g. Interest) $ Total $ Insert more rows as needed. Income (GST Exclusive) - Operational, including programme management Total funds provided by the Commonwealth for 2016-17 $ Other (e.g. Interest) $ Total $ Insert more rows as needed. Expenditure (GST Exclusive) - Service delivery (flexible) Priority 1: Low intensity mental health services $ Priority 2: Youth mental health services $ Priority 3: Psychological therapies for rural and remote, under-serviced and / or hard to reach groups $ Priority 4: Mental health services for people with severe and complex mental illness including care packages $ Priority 5: Community based suicide prevention activities $ Priority 6: Aboriginal and Torres Strait Islander mental health services $ Total $ Insert more rows as needed. Expenditure (GST Exclusive) - Operational, including programme management
A Draft Mental Health Bill was released for a two-month consultation period to 26 June 2015. An extensive range of consultation workshops and meetings were held during the consultation period. Feedback provided during consultation indicated strong support for the Bill from most stakeholders. Mental health consumers and their representative groups were particularly supportive of the provisions of the Bill that strengthen patient rights and the rights of support persons. Amendments have been made to the Consultation Draft of the Bill as a result of consultation. Implementation of the Bill will occur over a 12 month period from the passage of the Bill. Cabinet approved the Mental Health Bill 2015 be introduced into the Legislative Assembly. Attachments
hospital staff to involve carers when someone is an inpatient in hospital. As a carer you should be persistent in insisting that you are fully involved. You are an important part of your relative’s life and your views and needs should be taken into account. all, you need to take care of yourself and not always put the needs of the person you care for above your own. At the end of the guide there is further information on the different sources of support and advice and on what rights you have as a carer. There is also an explanation about how to make a complaint and on the different kinds of staff whom you may meet in the course of your relative’s treatment. * Throughout the guide, where the word ‘relative’ is used, this can also apply to a partner or friend who is carrying out the caring. Contents Section Introduction 1 What to do in a crisis 2 What are the signs? 3 Making contact with Mental Health Services 4 Who works in the Mental Health Services?
health. People admitted to hospital are allocated a Named Nurse who has specific responsibility for them. Clinical Psychologist Clinical Psychologists are Psychologists who are trained to work with people towards understanding their feelings, behaviour and thoughts and how these affect their daily lives. They normally work in a hospital setting and offer medium term treatment over 16 or so sessions. Psychotherapist Psychotherapists are professionals who work with people with severe mental ill health by supporting people to understand their feelings, behaviour and thoughts. They offer long term treatment over 2-4 years. Occupational Therapist Occupational Therapists are trained to assist people in developing confidence and skills that they need to live independently. 5 Receiving treatment The kinds of treatment which your relative’s GP can recommend have already been described in section 3. The hospital medical staff can prescribe similar kinds of treatment for your relative, whether they are seen as an
Low Medium High No known risk Risk from substance misuse Details Low Medium High No known risk Any serious incidents to be aware of? Details Yes No Not known Any exclusions from services? Details Yes No Not DAY OPPORTUNITIES REFERRAL DOCUMENT (continued) Space for further information:
But manager have ……. For with the most need Invest ……. In primary care VCS groups ( especially smaller providers ) linking with health services Recognising the value of VCS services Appropriate services delivered by appropriate people User / Carer led services To embrace risk to allow people to live Take services into places of worship, community centres Engaging communities, Eastern European Sub Cultures and sub Communities More localised specific prevention services Mental health promotion and awareness – targeted. Multiple discrimination issues add to the complexity People may not access “Mental health” services – STIGMA! Families experiencing greater emotional needs Invest in parent, infant and child mental health early intervention services 0-12 gaps in the city to be plugged re. Mental health. Gaps between referrals between community services and statutory services Carers / families don’t identify their needs which are usually picked up through visits to the home to see the person being cared for. Following the feedback from the workshop, and the questions that were people were asked to write what they felt was the key priority for Mental Health services. PRIORITIES Improved pathways and intervention between stat / non stat Better awareness amongst GP’s as to what services are available and how to refer / eligibility To ensure that commissioning of early intervention services continues in the time of cuts Equality monitoring needs to capture all protected characteristics Developing primary and local MH services Services centred around the person not the other way round Use joint spSNA Joined up thinking before any decisions are made about the budgets and services A service that at early intervention, don’t worry about measuring targets Work with children and young people in schools / community centres Mapping to look at causes of Mental health – is it poor housing or no job Networking of services Campaign to address stigma in young people and older people Invest to save
Resources The Mood Disorders Society of Canada 519 824 5565 E-mail: Web: moods magazine (905) 897 2558 E-mail: Web: Suicide Suicide is defined as “intentional, self-inflicted death”. Experts in the field suggest that a suicidal person feels so much pain that they can see no other option, other than death. In fact, they may even view suicide as a problem solving solution, since they often feel like they are a burden to others, and that if they were gone, it would be better for everyone. Suicidal ideas and actions are often the result of disordered thinking or mood found in mental disorders. When the disorder is treated, the suicidality often goes away. Most people who think of suicide do not want to die, so if others around them can help them sense there is another way out, progress can be made. There are a number of risk factors for suicide attempts and completed suicide: mental illness is one of the key factors. Others include a history of suicide attempts, a loss or bereavement (especially by suicide of a friend or family member), alcohol or drug abuse (self or family), experience of abuse or violence, gender identity issues, family history of suicide, access to firearms, a chronic illness or disability, persistent conflict in relationships, perceived failure or inadequacy, or anything that has created unbearable pain. With information and practice, everyone from families to educators can effectively and compassionately help a person at risk of suicide. When Something’s Wrong – Ideas for Families Behaviour Characteristics Most people who are thinking about suicide give clues. Signs can be expressed directly or indirectly and picked up by different people. For example, a parent may not be aware of particular signs his/her child might show, but a close friend might notice a strange or sudden shift in behaviour. It is important to work as a team to help a person at risk of suicide – tell someone if you have any cause for concern. Reach out to the individual because he/she often does not ask for help. Here are some of the clues to look for: inability to concentrate Expressions of helplessness or hopelessness “I just can’t take it anymore.” “It won’t matter soon.” “I might as well as be dead.” “Nobody will miss me.” “You’d be better off without me.”
‘The Kindness Method: Changing Habits for Good’ by Shahroo Izadi: ‘How to Disappear Completely’ by Kelsey Osgood: ‘Crazy Like Us’ by Ethan Watters ‘Reasons to Stay Alive’ by Matt Haig: ‘Eat, Drink Run’ by Bryony Gordon:
E.g. form and flow of thought. Flight of ideas or lack of ideas. Tangential thinking. Perceptions E.g. any hallucinations, illusions or pseudo-hallucinations. Other sensory abnormalities. Cognition E.g. orientation to time, place and person. Can progress up to an AMTS or MMSE / MOCA if needed Insight E.g. patients understanding of their own mental illness / current condition Additional Information Please include any additional information here:
Practicum Laboratory Mental Status / Behavioral Checklist Client: Counselor-in-training: Date: Present No Somewhat Yes Appearance physically unkempt, unclean clothing disheveled, dirty clothing atypical, unusual, bizarre unusual physical characteristics Comments: Present No Somewhat Yes B E H A V I O R Posture slumped rigid, tense unusual, inappropriate Facial Expression Suggests anxiety, fear, apprehension depression, sadness anger, hostility unchanging or fixed expression bizarreness, inappropriateness General Body Movements accelerated, increased speed, hyper decreased, slowed peculiar, inappropriate restlessness, fidgety Speech increased, loud decreased, slowed unusual, slurring stammering Client’s Attitude Toward domineering submissive, overly compliant provocative suspicious uncooperative Comments: Present No Somewhat Yes Feeling Affect Mood emotion inappropriate for situation emotional swings flat, unvarying mood euphoric, elated(happy) mood angry, hostile mood fearful, anxious, apprehensive depressed, sad Comments: Mental Status / Behavioral Checklist, continued
text: (The following is the text copied from the Mental Health and You brochure accessed at This Brochure has been developed collaboratively by Affinity Services Consumer Leadership Team, Changing Minds Reference Advisory Group and Auckland District Health Board. The Mental Health Act and You Information for you about the Mental Health (Compulsory Assessment and Treatment) Act 1992. Introduction When we experience mental unwellness we can usually decide for ourselves about our treatment. But sometimes we can be assessed and treated compulsorily the Mental Health (Compulsory Assessment and Treatment) Act 1992 (MHA). Being treated compulsorily can mean being treated against our will. This can be a distressing experience for many of us and our family/ whānau.
Please complete all the fields Incomplete forms will be returned to the person submitting it. Where something isn’t applicable please put N/A. Your contact details Name Date of Birth Address Post Code Email Mobile What is your preferred method of contact? Phone Mobile Email Letter Is it okay for us to leave a message? Yes No Who should we contact in an emergency? (GP/family/friend/CPN) Name Address Postcode Telephone Can we leave a message? Yes / No How did you hear about these activities? Which activities or courses are you interested in? Name of activities / courses How do you these courses or groups will support your mental health and wellbeing?
Individual for each partner organization involved in Project 2) ____________________________ Date:________________ Position ___________________________
1.4 Section 6 – Delegated to detain and convey 2 Powers to enter and detain 2.1 Section 18 of the Mental Health Act 1983 – power to re-detain an AWOL patient 2.2 Section 17 of the Police and Criminal Evidence Act 1984 – saving life or limb 2.3 Section 135(1) – Warrant to enter and remove to a place of safety 2.4 Section 135(2) – Warrant to enter and remove an absent patient 2.5 Section 136 – Urgent detention in a public place 2.5.1 Explanation of detention (avoid the use of ‘arrest’ terminology)
first episode of psychosis start assessment within 2 weeks? What percentage CYP with suspected severe depression and at high risk of suicide are assessed by CAMHS (Child and Adolescent Mental Health Services) professionals within 24 hours from referral? What percentage of CYP with suspected severe depression but not at high risk of suicide are assessed by CAMHS professionals within 2 weeks from referral? Do you provide specialist treatment for CYP with an eating disorder? for service waiting times information. The following percentage of children and people referred urgently are seen within 24 hours: 201718 Doncaster – 91% Rotherham – 100% North Lincolnshire – 100% The Trust does not operate a two week target for any of the CAMHS pathways across its services. d. Yes. Perinatal mental health Do you provide specialist perinatal mental health services? What percentage of women referred for psychological interventions in pregnancy or the postnatal period start treatment within 6 weeks of referral? a) The Trust does not provide specialist perinatal mental health services. The Rotherham Care Group provides a perinatal advisory service; referral to a treatment team is provided if required. b) FoIA S1(1) Information Not Held. Mental health of older persons Do you provide tailored, community based, physical or other activity programmes for older persons? Do you ensure that older persons with multiple long-term conditions have physical and mental health needs included in care and support needs assessments? Doncaster Care Group – a) Yes b) Yes Rotherham Care Group – a) Yes b) Yes North Lincs Care Group – a) No (not commissioned) b) Yes
accordance with the Sex Offenders Act 1997 Vulnerability/Abuse Additional risk areas: E.g. Failure to keep appointments Falls & Trips Inappropriate social behaviour Medication Visitors/Acquaintances Other agencies or individuals you are working with e.g. Social Worker, CPN: NAME AGENCY OR RELATIONSHIP ADDRESS/ TEL NO CAN WE CONTACT FOR FURTHER INFORMATION ABOUT YOU? Please provide any other details about your personal history you feel may help us in assessing your needs:
ASIAN OR ASIAN BRITISH CHINESE/ OTHER ETHNIC GROUP Indian Korean Pakistani Chinese Bangladeshi Other ethnic group Any other Asian background Gypsy or Traveller Prefer not to say B. Disability If you have a disability please provide details here, including whether you are Registered Disabled BOURNEMOUTH FLOATING SUPPORT SERVICES Provider Address Tel Email Bournemouth Borough Council Town Hall, St Stephens Road, Bournemouth BH2 6LL 01202 45 1458
Memorandum June 2015 QUESTION 1: HOW DID THE PHILOSOPHY OF BLACK CONSCIOUSNESS INFLUENCE THE SOWETO UPRISING OF 1976? 1.1 1.1.1 [Extraction of evidence from Source 4A – L1 – LO1 (AS3)] • Black Consciousness (any 1 x 1) (2) 1.1.2 [Explanation of historical concepts from Source 4A – L1 – LO2(AS1)] • Black people should be proud of themselves • Black people should do things on their own without the help of white people • Aimed to conscientise mainly black South Africans about their political, economic and cultural rights • Any other relevant response (any 2 x 2) (4) 1.1.3 [Interpretation of information from Source 4A – L2 – LO1 (AS3) • It did not fight for the rights of black South Africans • It was a white-dominated organisation • students were not satisfied with separate accommodation facilities for white and black students • White South Africans were not able to fight for the cause of black South Africans • It was not radical enough • Any other relevant response (any 2 x 2) (4) 1.1.4 [Extraction of evidence from Source 4A – L1 – LO1 (AS3)] • SASM • BPC • SASO (2 x 1) (2) 1.1.5 [Interpretation of Source 4A – L2 – LO1 (AS3)] • They became aware about the philosophy of Black Consciousness
Agency Contact Services Program Type Outpatient Impatient Financial Will County Health Department 501 Ella Avenue Joliet, IL 60433 815-727-8521 x 2 Individual, Family and Group Case Management Yes No IPA, Sliding Scale, Insurance Provena St. Joseph Medical Center 333N. Madison Street Joliet, IL 60435 815-741-7531 Individual, Family and Group Case Management (age 13-18) Yes Yes (girls/boys) Insurance, IPA Community Hospital S. 80th Avenue Palos Heights, IL 60463 708-923-5788 Individual, Family and Group Case Management (over age 13) Yes Yes (girls/boys) Insurance Linden Oaks at Edwards 852 West Street Naperville, Il 60540 630-305-5027 Individual, Family and Group Case Management, Self- Injury, Eating Disorders, Anxiety. Yes Yes (girls/boys) Insurance, IPA, Sliding Scale AMT – Counseling Management Services 815 N. Larkin Avenue, Suite 104B Joliet, IL 60435 815-730-8900 Counseling Individual, Family, Couples, Adolescent, Children, Adults, Substance Abuse, Anger Management (Court Approved), Domestic Violence. Groups for Adolescent –male & female dealing with sexual issues. Empowerment groups Yes No Insurance, Sliding Catholic Charities 203 N. Ottawa Joliet, IL 60432 815-723-3405 Counseling Individual and Family Counseling, Anger Management Yes No Insurance, Sliding Family Counseling Agency (3 locations) Joliet, IL 60432 New Lenox, IL 815-722-4384 815-462-4273 708-957-4597 Counseling Individual and Family Counseling, Anger Management, Parenting Yes No Insurance, IPA, Sliding Scale
The impact of smoking, drugs, and alcohol on surgery and surgical outcomes. The importance of aftercare related to post-operative complications and aesthetic outcomes. The mandatory education/preparation program for genital surgery. Sterilization and reproductive choices. (Genital surgeries only) Is your client's gender identity stable? Yes No Do you believe your client has realistic expectations about what each surgery requested can and cannot do physically and psychologically? Yes No Do you have any hesitation or concern that the client may regret or not benefit from a surgical intervention at this time? Do you believe your client has realistic expectations about recovery and post-operative care ? Yes No Is there anything you would like to add? Click here to enter text. Your name, title and license: Click here to enter text. Your signature: _______________________________________ Date: Click here to enter text. Your phone number for follow up: Click here to enter text. Please print out this form and sign it. Fax it to: 415-355-7407
Depression 17 deptxyr Within the past year, did the patient have at least one clinical encounter where depression was identified as a reason for the clinical encounter as evidenced by one of the following ICD-10-CM diagnosis codes: F32, F320 - F325, F328, F329, F33, F330, F331, F332, F333, F334, F3340, F3341, F3342, F339, F341, F338, F0631, F0632 1. Yes 2. No 1,2 If 2, auto-fill recdepdt as 99/99/9999, and go to bpdxyr Depression does not have to be listed as the only reason for the clinical encounter, but identified as one of the reasons for the clinical encounter as evidenced by any of the following ICD-10-CM diagnosis codes: F32, F320 - F325, F328, F329, F33, F330, F331, F332, F333, F334, F3340, F3341, F3342, F339, F341, F338, F0631, F0632 The diagnosis of depression may have been made prior to the past year, but if the patient has at least one clinical encounter within the past year for depression as evidenced by documentation of one of the above diagnosis codes, answer “1.” Clinical encounter includes outpatient visits, ED visits, and inpatient admission. 18 recdepdt Enter the date within the past year of the most recent clinical encounter where depression was identified as a reason for the clinical encounter. mm/dd/yyyy Will be auto-filled as 99/99/9999 if deptxyr = 2 *If deptxyr = 1, go to leavduty Depression does not have to be listed as the only reason for the clinical encounter, but identified as one of the reasons for the clinical encounter as evidenced by documentation of the specified ICD-10 diagnosis code. Enter the most recent date within the past year documented in the record when the patient was seen for depression. If the most recent clinical encounter for depression within the past year was an inpatient admission, enter the date of discharge. the exact date. The use of 01 to indicate missing month or day is not acceptable.
Working with colleagues In written communication When using local clinical policies relating to health & safety in practice Development Need Identified Method / Action / Intervention Completion / review date Expected impact on role / development? Evaluation of progress Development of communication skills and competencies to meet professional requirements and meet the CORE values. Communication C1 Level 3 - Foundation Complete Local Induction Checklist and AHP induction checklist – copies for personal files Confidentiality in the work area. Ensure aware of trust/professional standards Use of Rio, including training, contacts/Rio diary. Aware of Trust/Professional standards for clinical note writing and timely input of notes 24 hours. Access and utilise electronic note writing checklist/adhere to standards
HWB7 Level 2 - Foundation practice. Document in supervision records. Personal Development Plan (PDP) for the next 6 – 9 MONTHS Development Need Identified Method / Action / Intervention Completion / review date Expected impact on role / development? Evaluation of progress Communication C1 3 - Second Gateway Generate working partnerships internally and externally. Produce written reflection on links made and type of communications used. Health Safety and Security C3 2 - Second Gateway To complete a Safety Inspection for a designated area in conjunction with Safety Representative. Or complete/reflect on environmental risk assessment within area of work. Personal Development Plan (PDP) for the next 9 - 12 MONTHS Development Need Identified Method / Action / Intervention Completion / review date Expected impact on role / development? Evaluation of progress
PHILIP PEZESHKI, MPA, MS d/b/a A Calm Connection Licensed Clinical Mental Health Counselor 34 Patchen Road, #APFC, South Burlington, VT 05403 Licensed Drug and Alcohol Counselor (802) 658-4208, x114 (vm), acalmconnection@gmail.com MENTAL HEALTH, MEDICAL, and ADDICTION HISTORIES Please list your experiences and treatment of mental health, medical, and addiction challenges: Mental health challenges symptoms/diagnosis dates (first, last) reason/circumstance treatment/outcomes Mental health and medical medications name of medication dosage dates (first, last) outcomes Medication Assisted Treatment (“maintenance”) medications name of medication dosage dates (first, last) prescribing facility/doctor outcomes Psychiatric challenges/crisis episodes symptoms/diagnosis dates (first, last) reason/circumstance treatment/outcomes Major medical history (diabetes, hypertension, head traumas, heart problems, asthma, cancer, etc.) current health problems past health problems medical hospitalizations/operations (w/approx.
Addiction Challenges pills (pls. specify) opiates (pls. specify) food / weight internet money emotion ( specify) sex Please insert month/year (first & last) for each criteria for each addiction. nicotine alcohol cannabis cocaine/ restricting bingeing purging exercise gen’l games porn work gamble shop gifts 1.) use more/longer than intended 2.) unsuccessful efforts to stop or reduce 3.) spend great deal of time using or recovering 4.) cravings/strong urges to use 5.) use despite neglect of obligations (job, family) 6.) use despite social/ interpersonal problems 7.) sacrificing activities to use or because of use 8.) use in hazardous situations 9.) use despite related physical/psych. problems 10.) tolerance 11.) withdrawal 12.) legal problems 13.) use to relieve emotional distress Inpatient substance abuse treatment (“rehab”) names of facilities substances/behaviors outcomes
Serotonin and noradrenaline re-uptake inhibitor Venlafaxine tablet 37.5 mg, 75 mg capsule XL 75 mg, 150 mg Serotonin transporter inhibitor and receptor modulator Vortioxetine Tablet 5mg, 10mg, 20mg Vortioxetine for treating major depressive episodes (TA367) Antiepileptic Pregabalin Capsules, 25 mg, 50 mg, 75 mg, 100 mg, 150 mg, 200 mg, 225 mg, 300 mg CNS STIMULATANTS AND MEDICINES USED FOR ADHD CNS Stimulants *Dexamfetamine sulphate tablet 5 mg *Attention deficit hyperactivity disorder (ADHD) - methylphenidate, atomoxetine and dexamfetamine (review) (TA98). *Methylphenidate hydrochloride tablet 5 mg, 10 mg (immediate release preparations) Concerta XL tablets [22/78], 18 mg, 27 mg, 36 mg Equasym XL capsules [30/70], 10 mg, 20 mg, 30 mg Medikinet XL capsules [50/50], 5 mg, 10 mg, 20 mg, 30 mg, 40 mg Lisdexamfetamine mesilate capsule 20mg, 30mg, 40mg, 50mg, 60mg, 70mg Lisdexamfetamine mesilate Adult capsule 30mg, 50mg, 70mg (Elvanse® Non-CNS Stimulants *Atomoxetine capsule 10 mg, 18 mg, 25 mg, 40 mg, 60 mg Oral solution 4mg/ml Guanfacine Restricted use Prolonged release tablet 1mg, 2mg, 3mg, 4mg DOPAMINERGIC DRUGS USED IN PARKINSON'S DISEASE Dopamine Agonists Bromocriptine tablet 1mg, 2.5mg, 5mg Cabergoline tablet 500microgram, 1mg, 2mg Amantadine Amantadine Capsules ANTIMUSCARINIC MEDICINES Hyoscine hydrobromide (Scopolamine Hydrobromide) Chewable tablet (Kwells) 300 micrograms Scopoderm TTS 1 mg/ 72 hours Benzatropine injection 1 mg/ mL Orphenadrine tablet 50 mg liquid 50 mg/ 5mL
CENTRALIZED WEEKLY EVENTS OCTOBER 2016 SUNDAY Roman Catholic Communion Service Chapel of Hope Main Floor, F2-205 2:30 – 3:30 pm MONDAY Card Main Floor, Downtown 11 am – Noon Guided Meditation Multi-Faith Prayer Room Main Floor, F2-206 11 am – 11:15 Zumba *cancelled October 3rd and 10th Gym Main F2-445A 4 – 5 pm Patient Drop-In Centre Card Patient & Family Council Volunteers Main Floor, Downtown 11:00 – 12:00 am 6:30 – 8 pm TUESDAY Drop in Gym Fitness Centre Main Floor, F2-441A 1:15 – 2:30 pm Alcoholics Anonymous Main Floor, F2-167 6:30 – 7:30 pm Patient Drop-In Centre Patient & Family Council Volunteers Main Floor, Downtown 6:30 – 8 pm WEDNESDAY Coffee Drop-In Patient Council Office Main Floor, F2-167 10 – 11 am Education Session 1st Wednesday each month Mental Health Promotions Committee Auditorium Main Floor, F2-220B Noon – 1 pm Leisure EXPO October 5th Main Floor, Downtown 12:30 – 3:30 pm Guest Performer Sing-a-long Main Floor, Downtown 1 – 3 pm Patient Council Meeting 3rd Wednesday each month By referral, call 47064 4th Floor, F4-201/202 1:30 – 4 pm Patient Drop-In Centre Main Floor, Downtown 6 – 7:30 pm THURSDAY Drop-In Gym Fitness Centre Main Floor, F2-441A 10 – 11 am Ecumenical Chapel Service Chapel of Hope Main Floor, F2-205 11 – 11:45 am Intro to Concurrent Disorders Group By referral, call 47747 4th Floor, F4-343 1 – 2 pm Narcotics Anonymous Main Floor, F2-167 6:30 – 7:30 pm FRIDAY Basketball Drop-In Drop In Gym Gym Fitness Centre Main Floor, F2-445A Main Floor, F2-441A 1 – 3 pm SATURDAY Upcoming Events: October 5 – Leisure Expo - 12:30-3:30 pm **To add/change events, contact Liz Goble at 47747
The role of a Mentor is to guide the Mentee and encourage them to focus on their future performance and achievement of personal goals to progress their membership. As a Mentor you have responsibility for: Encouraging and motivating your Mentee; Making time for the Mentor / Mentee relationship; Encouraging the Mentee to broaden knowledge and understanding; Ensuring that the relationship remains confidential; Familiarising the Mentee with the Skills Map; and Agreeing an action plan with the Mentee. To become a Mentor you need to have certain skills and knowledge to share, but paramount are well developed inter-personal skills. As a Mentor you would need to: Have good listening skills and the ability to challenge and comment in a constructive way to aid the development of an individual; Have up to (a maximum of) one hour per month to meet or discuss matters with your Mentee; Enjoy sharing your knowledge and experiences and use this knowledge to help others in their professional development; and Be understanding and have the ability to relate to the Mentees issues. The mentoring relationship should not be like that of a teacher / student, or like that of a manager / employee. You will need to have time available to meet with your Mentee, or have telephone/email discussions, this is not expected to be more than one hour per month. This will be communicated during the initial meeting between mentor and mentee. You may be able to contribute to the development and achievement of targets set by the Mentee through guidance and support. Your role is not to provide answers, but to provide guidance, encouragement and stimulate thought through non-judgemental questioning and sharing your perspective.
Greater Manchester Mental Health VCSE Forum Event programme Wednesday 12TH July 2018, 10.00am – 1.00pm Friends Meeting House, Manchester, M2 5NS TIME CONTENT 9.30 – 10.00 Registration and networking 10.00 – 10.05 Welcome, overview of the day and housekeeping (Stewart Lucas, Greater Manchester Mind Co-Ordinator) Surgeries for the different Mental Health Boards 10.00 – 10.15 Update on the GM Mental Health Programme and headlines from the different Mental Health Boards (Zulfi Jiva/ Steph Fernley, Greater Manchester Health and Social Care Partnership) 10.15 – 11.00 User Engagement Updates followed by Q & A Children and Young People’s Mental Health Services delivered by Liz Harding, Youth Focus North West/representative from Youth Combined Authority (5mins) Perinatal Mental Health delivered by Sarah Cook, Home Start Oldham, Stockport & Tameside (5 Mins) Dementia Delivered by Sue Clarke, Greater Manchester Alzheimer's Society & Dorothy Evans, African Caribbean Care Group (5 mins) Q & A Facilitator – Stewart Lucas, Greater Manchester Mind Co-Ordinator 11.00 – 12.00 Deep Dive Discussion Groups CYP Crisis Care - Safe Zones – Alan Ford, (Greater Manchester Health and Social Care Partnership) 12.00 – 13.00 User Engagement update - Adult Mental Health Services delivered by Marsha McAdam, Service User Representative Surgeries facilitated by MH Board representatives Adult Mental Health - Steward Lucas, Marsha McAdam, Jenny Hotchkiss, Rita Liddell Children and Young People’s Mental Health - Simone Spray, Liz Harding, Sarah Cook Dementia - Sue Clarke & Dorothy Evans 13.00 End of
DATE: Domain 5: Creating an Environment for Learning Create an environment for learning where practice is valued and developed, and provides appropriate professional and inter-professional learning opportunities. Support for learning to maximise achievement for individuals, should be tailored to their level of learning Competence and Outcomes Signature of Supervisor Mentor Signature of Student Mentor Achieved Y/N 5.1 Support students to identify both learning needs and experiences that are appropriate to their level of learning utilising knowledge of pre-registration curriculum
7.2 Contribute to strategies to increase or review the evidence base used to support practice. 7.3 Support students in applying an evidence base to their own practice. Student’s Evidence of Achievement: SIGNATURE: DATE: Domain 8: Leadership Demonstrate leadership skills to facilitate education within practice settings, by effective planning, prioritising and advocacy to optimise student learning. Competence and Outcomes Signature of Supervisor Mentor Signature of Student Mentor Achieved Y/N 8.1 Plan a series of learning experiences that will meet students’ defined learning
Mentoring Contract: We encourage mentors to establish a strong commitment by mentors signing IMPACT contract. This contract outlines the goals and responsibilities for mentors. The terms of the contract should be reviewed and agreed upon. The contract is a way to help encourage full program participation. Should any concerns or problems arise, mentors should contact IMPACT coordinator at OIA. Event Participation: OIA will sponsor several exciting events throughout the year that will range from social and cultural outings to workshops and training sessions. The initial training workshop for mentors is mandatory for participation in the program. Mentors are encouraged to participate in all other events with their mentees.
School of Health & Social Care Teesside University Centuria Building Middlesbrough TS1 3BA Staff Contact Details University Address School of Health & Social Care Teesside University Centuria Building Middlesbrough TS1 3BA Staff Contact Details NAME ROOM NO & TEL NO EMAIL Programme Leader Mark Nevins Senior Lecturer HS2.16 738242 Programme Team Marion Richardson Senior Lecturer H2.31 738 507 M.Richardson@tees.ac.uk Matthew Capsey Senior Lecturer H2.31 384154 Gary Vale Senior Lecturer HS2.16 01642 384077 Jones Senior Lecturer HS2.16 01642 342539 Moat Senior Lecturer H2.31 01642 384119 Ptol Neoptolemos H0.22 01642 738 242 Phil Lockhart H2.31 384119 Jo Emery HS2.16 738243 Academic Zone Tutors Ambulance Zone Tutor North East Ambulance: North Chris Moat North East Ambulance Service: Central Phil Lockhart North East Ambulance Service: South Jones Yorkshire Ambulance Service: North & East Matt Capsey Yorkshire Ambulance Service: & West Gary Vale Non-Ambulance Zones Great North Air Ambulance Mark Nevins
support staff Comments: Joe is professional and well with service users and other professionals and support staff on the vehicle. Unable to demonstrate the ability to record and maintain appropriate records |---x------------------------| Able to demonstrate the ability to record and maintain appropriate records Comments: Joe could do with making sure he records all observations and findings accurately as this will help him review his work and justify his decisions in debriefs. Unable to demonstrate the ability to discuss/gain informed consent from service users |------------------x---------| Able to demonstrate the ability to discuss/ gain informed consent from service users Comments: Joe has demonstrated that he understands the concepts of consent with patients. Unable to demonstrate the ability to reflect on and review practice |---------x------------------| Able to demonstrate the ability to reflect on and review practice Comments: Joe reflects well on his practice after each job and we have discussed ways that he can improve this for future practice. Unable to demonstrate the ability to discuss how to quality assure the care that they deliver. |-------x--------------------| Able to demonstrate the ability to discuss how to quality assure the care that they deliver. Comments: We have discussed clinical audit and how our work is measured and assured. Formulation of Assessment & Delivery Plans Unable to demonstrate the ability to utilise the key concepts of their profession and knowledge base to assess patients |-------------x--------------| Able to demonstrate the ability to utilise key concepts of their profession/knowledge base to assess patients Comments: Joe is able to utilise his University knowledge to make good assessments. Unable to demonstrate the ability to engage with the Able to demonstrate the ability to engage
Year 3 – Key Competencies Key Skill/Competence Status Academic Staff Signature (PRINT/Sign/Date) Management of cardiac arrest and peri-arrest arrhythmias (Adult) Evidence of Achievement Submitted Management of cardiac arrest and peri-arrest arrhythmias (Child) Evidence of Achievement Submitted
Behaviour Descriptor are general descriptions of the types of behaviour that students may exhibit. They are not exhaustive or comprehensive. “The Developmental Management Approach to Classroom Who manages the behaviour and level of support? Behaviour Intervention Strategies Staged Response by Teacher, Mentor, Precinct Lead Teacher and Principal (Intervention should be based on a “Restorative Practice Model” that allows students the opportunity to consider the impact of their actions, have consequences applied that are appropriate, re-engage them in their work and restore their place in the College Community.)