Harnessing digital for self- management and recovery in ... · Goldfish bowl Source: Marcel Von...
Transcript of Harnessing digital for self- management and recovery in ... · Goldfish bowl Source: Marcel Von...
#EMPOWERApp
Harnessing digital for self-
management and recovery
in psychosis
Quality Education for a Healthier Scotland
EMPOWER:
Psychosocial Interventions
for Psychosis
Anne Joice, Sean Harper
Quality Education for a Healthier Scotland
Agenda
• Use of digital technology
• Introduction to ‘Psychosocial
Interventions for Psychosis’
• Overview of the training
– E-learning resource
– Interactive workshops
• Discussion
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Digital technology
• Digital technology used to:
– Increase access to learning close to the
workplace
– Improve the use of assessment within the training
– Provide evidence of the impact of the training
• Digital platform provides:
– Information and demonstrations
– Instructional methods used to promote learning
• Interactive media are used to deliver
content
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E-learning (Clark &
Mayer, 2011)
Opportunities to foster learning via
digital instruction rely on:
• Customised training
– Self study asynchronous e-learning
• Engagement in learning
– Behavioural & psychological
• Multimedia
• Acceleration of expertise through scenarios
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Use of digital technology
• Selection of staff
• Active learning activities
• Formative and summative assessment of
knowledge
• Hyperlinks to experts in their fields
• Demonstrate psychosocial techniques with
film clips
• Facilitate an assessment of competence
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Digital training pathway
Digital application for the training
Complete e-learning: formative & summative
assessment and reflective log
2-day interactive training – bringing the expert into the
room
Digital submission of a practice sample
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Development of training
• Working group with representatives from health
boards, higher education and people who have
lived experience of psychosis
• Evidence base – monitoring early warning signs
• Service user – compassionate and optimistic
response from services
• Therapeutic relationship is a tool
• Safe interventions
• Supporting the delivery of HEAT target
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Aim of training
• To introduce the psychosocial
approach to psychosis and empower
staff to engage in collaborative
alliances that encapsulate optimism,
recovery and hope with people who
have experienced psychosis.
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Intended Learning
OutcomesBy the end of the e-learning module & the 2-day interactive
training the learner should be able to:
• Critically reflect on the psychosocial approach to psychosis
especially in relation to current mental health services
• Apply the essential factors in developing and maintaining collaborative alliances with people who experience psychosis.
• Develop low-intensity psychosocial formulations that enhance
a shared understanding of the experience of psychosis,
particularly in developing goals, blocks to goals and activities
of recovery.
• Apply a psycho-social approach to de-stigmatise psychotic
experiences, enhance engagement and address threats to collaboration that arise from the risk of relapse
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Format of the training
• Blended learning format
incorporating:
– an e-learning module
– 2-day face-to-face
training
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E-learning module
Contains 5 sections for learner to work through:
• A Psycho-social understanding of psychosis and
recovery
• Collaborative care for people who experience
psychosis
• Developing a shared Understanding using the
Staying Well formulation
• Normalising and stigma reduction – understanding
unusual beliefs and experiences
• Staying well after psychosis – fear of recurrence
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The Relapse Dance
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Experiences matter
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Staying well formulation
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2-day training
• Engaging and working collaboratively with
people who have experience of psychosis
• Developing a shared understanding
– Staying well formulation
• Working Collaboratively with voices and beliefs
• Staying Well after psychosis and fear of
reoccurrence
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Goldfish bowl
Source: Marcel Von Hove.com
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Exercise
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Following the training
• Ongoing access to the module for
reference
• A completed Staying Well formulation
will be exchanged between the
supervisor and the learner
• Regular attendance at supervision
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Digital assessment of
impact• Learner demographics (employing
organisation, supervision)
• Pre & post assessment of ILO
• Engagement with the learning
resource (time, answers to questions)
• Evaluation of the training
• Assessment - submission of practice
sample
Quality Education for a Healthier Scotland
Discussion
• Does digital learning increase access
to learning opportunities?
• Can digital learning be used to teach:
– thinking skills?
– therapeutic skills?
– change staff attitudes?
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Any questions?
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Contact details
• Anne Joice
• Sean Harper