FMHS-SDC-Forensic-School-Prop-Final-8-12-04

A FORENSIC SCHOOL FOR SCOTLAND ESTABLISHING THE BUSINESS CASE PROPOSAL SUBMITTED BY SCOTTISH DEVELOPMENT CENTRE FOR MENTAL HEALTH DECEMBER 2004 FORENSIC SCHOOL FOR SCOTLAND ESTABLISHING THE BUSINESS CASE PROPOSAL INTRODUCTION TO THE PROPOSAL The Scottish Development Centre for Mental Health (SDC) welcomes the invitation from the Forensic Mental Health Services Managed Care Network Forensic School Working Group to submit a proposal for the development of a business case for a Forensic Mental Health School in Scotland The proposal focuses on two elements of the business case; establishing the need and demand for a forensic school in Scotland and exploring models for meeting these needs; and developing examples of training and education packages Clearly it is imperative that the school is built on a firm financial basis It is however felt that costing the school requires specialist skills and expertise beyond those available to the SDC The SDC would, however, welcome working in collaboration with those charged with undertaking the assessment of the financial basis for the school BACKGROUND The impetus for the development of a business case for a forensic mental health school in Scotland comes from two sources First, The Right Place, The Right Time (2002), the consultation on the review of the State Hospitals Board for Scotland, suggested the development of a school for forensic research and development In response a multidisciplinary working group was set up, supported by the Scottish Executive, with a view to: • Reviewing the provision of forensic education and training in Scotland and identifying gaps • Identifying recent and current research in the field of forensic studies in Scotland • Identifying disadvantages and advantages of combining research efforts within a forensic school • Developing proposals for a school of forensic education and training Given the identified gap in opportunities for forensic training in Scotland and of the small and unco-ordinated scale of research in the forensic field the working group recommendation was to formally ask the Scottish Executive to bring forward specific proposals for the development of a Forensic School Second, following the consultation on The Right Place, The Right Time, the Scottish Executive proposed the development of a Scottish Forensic Mental Health Services Managed Care Network To progress the proposals an Advisory Board was established supported by a number of working groups including one group charged with addressing issues relating to Teaching, Training and Research Building on the work of the earlier group, the aim is to further develop a detailed business case for the establishment of a Forensic (Mental Health) School CONTEXT The current legislative, organisational and operational context in Scotland suggests a dynamic picture of change and development in the care, support and treatment of people with a mental disorder who engage, or are at risk of engaging in offending behaviour For example Legislative context • • The gradual implementation of the new Mental Health (Care and Treatment) (Scotland) Act 2003 The requirement for public authorities to be human rights compliant Organisational Context • • • • The establishment of the Risk Management Authority Current proposals to achieve greater integration between the SPS and local authority criminal justice social work Community planning arrangements Community health planning partnerships Operational context • • • • • The development of medium secure units in Glasgow and the West of Scotland The expansion of the secure accommodation estate for children and young people The continued increase in prisoner numbers Agenda for change – the NHS pay reform package NHS mental health workforce planning This changing and evolving picture has implications for both training and for research in the forensic mental health field A FORENSIC SCHOOL FOR SCOTLAND: OBJECTIVES AND ROLES Core objectives As indicated in the work of the earlier group, the core objective of the forensic school is to enhance the care, treatment and rehabilitation of people with a mental disorder who engage in, or are at risk of engaging in offending behaviour, through training, education and research, and to achieve valued outcomes for individuals, their families, for communities and for society at large Underpinning values and principles To achieve this objective in a way which all stakeholders can support suggests the need to make explicit the values and principle underpinning the work that the school does A part of the process of developing the business case is to assist stakeholders to articulate these principles and values This may involve drawing on, for example, the principles set out in Mel (5) 1999, or in the Millan committee’s report, or the convention rights enshrined in the Human Rights Act 1998 Operating principles More practically, as set out at the Forensic Mental Health Managed Care Network Seminar held in June 2004, the school must also have: • Practical utility • Be inclusive i.e.multi-disciplinary and multi-agency • Feasible, and • Financially viable Functions/roles of a Forensic School The work of the earlier working group, and papers produced by the current group suggest that the forensic school has three core functions: Core functions: • To provide a focal point/hub for education, training and research on forensic mental health in Scotland, ranging from mental health awareness among professionals in the criminal justice system, to more specialist forensic clinical courses • To meet current needs across professions and agencies (including voluntary/independent sector) for education, training and research into the care, treatment and rehabilitation of people with a mental disorder who engage in, or are at risk of engaging in offending behaviour • To develop a strategic role to assist the future development of workforce capacity within and across professions and agencies, including the opportunities for the development of new/enhanced/combined roles Operational functions: In operational terms this suggests four main areas of activity: • The development and design of education and training packages in forensic mental health in response to the identified current and future needs of key stakeholders This includes education and training aimed at: • Medical (Psychiatry, GP, Other specialties), • • • • • • • • • • • Nursing (psychiatry, learning disabilities/ASD; general; hospital and community) Allied health professionals (physiotherapy, Occuptional Therapy, Speech and Language Therapy, Art, Dietetics, Pharmacy, Support workers); Clinical psychology, clinical forensic psychology, forensic psychology Social work/social care professionals: criminal justice social work, children and families, adult social work, secure accommodation for children Police Judges, Sheriffs, Procurators Fiscal Prison Services (health care staff and prison officers) Chaplaincy Voluntary and Independent sector including user and carer self help organisations e.g SAMH, Enable, SACRO, APEX, Turning Point Advocacy services Service Managers and Planners • Co-ordinating the delivery of training packages including training the trainers This may also encompass issues of supervision and accreditation • Providing a focal point for social and clinical research in forensic mental health in Scotland DEVELOPING THE BUSINESS CASE On the basis of the core and operational objectives of the school, the proposed project has three aims and two objectives Aims: • • • To ensure that the school is based on a solid foundation by: Identifying immediate, medium and long term demand and need for a forensic mental health school in Scotland Identifying the benefits as well as any potential disbenefits of a school Two objectives: • Consultation with stakeholders in the areas of post-graduate clinical education and training (including medical, nursing, AHPs and Clinical Psychology); local authorities, SPS, police, criminal justice service; voluntary/independent sector (including relevant users and carers groups); and Scottish Executive to: • Identify current need/gaps in training in forensic mental health in Scotland • Identify anticipated need/demand on the basis of knowledge of legal, policy and service developments and workforce shortages • Identify the potential for joint training modules • Identify issues of capacity • Review of a sample of existing teaching materials and development of short samples to illustrate approaches available, and outline options for developing different models e.g multimedia Computer Based Training environments APPROACH Objective 1: Identification of current and future need A four-tiered approach is proposed to identifying current and future need and demand for a forensic school in Scotland While the aim is to be as inclusive and comprehensive as possible this will clearly need to be feasible within the resources available Tier Collection of existing/readily available workforce data Collating existing and readily available workforce data sources e.g from the ISD website or social work statistics, the aim of this tier will be to provide a very broad brush picture of potential demand In discussion with the Forensic School Working Group, consideration could also be given to contacting the existing medium secure units to obtain broad brush indicators of current staffing establishments including by profession/grades Tier2 Interviews with key stakeholders The second tier will comprise interviews (telephone and face to face group interviews as appropriate) with selected key groups/informants These key informants will be selected, in discussion with the Forensic School Working Group from each of the five stakeholder groups identified in Appendix It is proposed to undertake no more than 25 –30 interviews in total across these groups The aim would be to explore in more detail (as appropriate): • • • • • • • • • • What forensic mental health/forensic mental health training they currently provide and for whom Current arrangements for enabling staff to undertake training in mental health/forensic mental health The perceived need for training in mental health/forensic mental health within their area, and if so the content/format of courses required The current and future likely policy context with implications for the demand and function of the school Benefits and potential disbenefits Factors promoting the school/potential barriers Model for the school, including principles and values Nature of training required Numbers/current and likely future demand Sponsorship/funding of places • • • • • • Training the trainers including: funding, time, involvement of users and carers as trainers Other capacity issues e.g to release/replace staff; to purchase training packages Potential for joint management of the school and joint training/approaches Sources of research funding Potential for co-ordination of research function Interest in continuing to be part of a forensic mental health school development Tier Learning and connecting Contact with: Forensic Mental Health R& D in England Scottish School of Primary Care Scottish Academy for Health Policy and Management Scottish Institute for Excellence in Social Work Education With a view to informing processes of setting up a school including, for example, management structures, models for ‘virtual’ training/education networks, as well as exploring opportunities for shared working in the future Tier Ensuring integration One day long workshop (10.00 – 3.30) facilitated by SDC with representatives from the Forensic Network/School working group and health, social work, criminal justice, education providers and voluntary/independent sector, including user and carer organisations (maximum of 20 people) Building on the material from the previous ‘tiers’ the aim would be to explore (and build) a joint commitment to a school in terms of: Model (including values and principles) Management structure Goals (short/medium and long term) Functions (including e.g supervision/accreditation) Potential for joint training/modules Possible obstacles Funding issues (individual and global) Objective 2: Review of training materials and review of short samples There exist a number of different approaches to interactive learning, each with different technological and cost implications For the purposes of developing a business case the aim would be to provide an overview of current and existing training materials from different disciplines to illustrate the variety of approaches available, including a sample portion of one of the existing print-based modules This would be supported by more detailed breakdowns of the advantages, disadvantages and resource implications of different options such as website-based modules and multi-media Computer Based Training on CDROM ANALYSIS The data from the interviews and workshop will be systematically analysed to draw out the key themes including: • • • • • Indicators of current and possible future level of demand: including possible barriers to using the School’s resources The range of training and education required and types of modules Opportunities (in terms of funding and for collaboration) for co-ordinating research in the forensic field The school model, including management and strategic development Issues relating to the development of training/education packages and modules OUTPUTS A report with an executive summary setting out: • The approach adopted, and possible limitations of the approach • Summary of key findings from the data collation, interviews and workshop • Conclusions and recommendations An illustrated example of the type of training package the school could develop, and an indicator of the implications in terms of time/cost to develop similar packages TIMETABLE Month Month Month Assessing need/demand Training/Education resources Meeting with working group and Forensic Network Board to discuss model (s) Summary of information from existing workforce data Contacts with other relevant bodies Setting up and commencement of interviews with key stakeholders Commence setting up of workshop Continue interviews with key stakeholders Commence overview of existing material Continue overview of existing material Develop examples of models of training/education materials formats in different modes of delivery Month Workshop Month Commence analysis Preparation of Draft Final Report/Business Case Month Presentation to Network/Forensic School Working Group including demonstration of sample portion of training module Submission of final report/business case SDC PROJECT MANAGEMENT AND TEAM The SDC team will comprise and be jointly led by Fiona Myers, Senior Researcher and John Jackson Associate Consultant (CVs attached) Design work on the training packages will be undertaken by John Wallace, Associate Consultant Day to day contact would be through Fiona Myers Additional research worker and administrative support will be provided by the SDC Although not a member of the Team working on this project, Dr Allyson McCollam, Chief Executive of the SDC is accountable for the overall quality of SDC work and would be available to discuss the work of the organisation at any time Throughout the process there would be close liaison with the Chair of the Forensic School Working Group Formal meetings are also proposed with the Working group and with the Network at key points through the process THE SCOTTISH DEVELOPMENT CENTRE FOR MENTAL HEALTH The SDC is an independent not for profit organisation that works with a wide range of national and local agencies and partnerships to enhance mental health services and to contribute to improved mental health and well-being for people in Scotland Working at the interface of policy, practice and research, the SDC brings skills that combine an understanding of strategic, service and practice development with a capacity for applied research and evaluation Recent work undertaken by SDC relevant to the tender includes: Support to SPS for the implementation of the SPS multi-disciplinary mental health team model (2004) Research for the Scottish Executive on the prevalence of, and services for people with learning disabilities and/or ASD in secure, forensic and other specialist settings Report published June 2004 Review of the SPS multi-disciplinary mental health team pilot project Final report submitted November 2003 Support to the needs assessment and option appraisal for the development of secure care in the West of Scotland Design and delivery of mental health awareness training, including contributing to the pilot mental health first aid training programme in Scotland Evaluation report published in July 2004 10 COSTS Element Key tasks Team member Assessment of need and demand Tier Collation of FM existing Research workforce data Worker Costs 1.0 3.0 500.00 350.00 5.0 6.0 2500.00 3000.00 1.0 200.00 5 500.00 500.00 1.0 200.00 and JJ FM 1.0 1.0 500.00 500.00 JJ FM Overview of JW sample materials Development of part module Outline of options 1.0 3.0 5.0 500.00 1500.00 1750.00 Tier Preparation of JJ interview FM schedule and interviews with key stakeholders (25-30 interviews) Setting interviews up Admin Tier Interviews with JJ similar bodies FM Tier Setting workshop Preparation Facilitating workshop up Admin Analysis Development of Training and Education materials and presentation of sample module Consultancy days1 11 Costs (continued) Element Key tasks Preparation of draft report Preparation of final report Liaison with Board/ Network Initial meeting Interim meeting Final presentation Team member JJ FM JJ FM Consultancy days 1.0 2.0 0.5 1.0 JJ FM 1.0 1.0 Costs 500.00 1000.00 250.00 500.00 500.00 500.00 Staff Costs Overheads @ 20%2 of staff costs Total Staff Costs Non-Staff Costs Travel and subsistence Venue hire for workshop Total non staff costs Total staff and non-staff costs (excl VAT) Total costs including VAT at 17.5% 15750.00 3150.00 18900.00 750.00 250.00 1000.00 19900.00 23382.50 Daily consultancy rates: Fiona Myers (FM) Senior Researcher John Jackson (JJ) Associate Consultant John Wallace Associate Consultant Research Worker Administration £500.00 pd £500.00 pd £350.00 pd £350.00 pd £200.00 pd Overheads include a contribution to SDC core office costs, staff training and development, IT and insurance Invoicing arrangements: 50% at commencement; 50% on completion 12 APPENDIX List of relevant organisations by stakeholder group (general categories) Health Care British Psychological Society (www.bps.org.uk) College of Occupational Therapists (www.cot.co.uk) Healthcare Chaplaincy Training and Development Unit for Scotland (www.chaplains.co.uk) NHS Education Scotland (NES) (www.nes.scot.nhs.uk) NHS R & D managers Nursing Research Initiative for Scotland (NRIS) (www.nris.gcal.ac.uk) Royal College of General Practitioners, Scotland (www.rcgp-scotland.org.uk) Royal College of Nursing (www.rcn.org.uk) Royal College of Psychiatrists Scottish Division (www.rcpsych.ac.uk/college/division/scot) Royal College of Psychiatrists Scottish Division Forensic Psychiatry (www.rcpsych.ac.uk/college/division/scotforensic.htm) Royal College of Speech and Language Therapists (www.rclst.org) Scottish Association of Chaplains in Healthcare (www.sach.org.uk) Scottish School of Primary Care (www.show.scot.nhs.uk/sspc) The State Hospital (www.show.scot.nhs.uk/tsh/) Social Work ADSW (including criminal justice, children and young people, community care (mental health and learning disabilities) and standards, training and research sub-groups) (www.adsw.org.uk) BASW (www.basw.co.uk) Scottish Institute for Excellence in Social Work Education (SIESWE) (www.sieswe.org) Secure accommodation units for children Voluntary and Independent Sector (including user and carer organisations Apex Scotland (www.apexscotland.org.uk) Enable (www.enable.org.uk) Foundation for People with Learning Disabilities (www.learningdisabilities.org.uk) Mental Health Foundation Scotland (www.mhf.org.uk) National Autistic Society (Scotland) (www.autism.org.uk) National Schizophrenia Fellowship (www.nsfscot.org.uk) People First SACRO (www.sacro.org.uk) SAMH (www.samh.org.uk) Scottish Consortium for Learning Disabilities (www.scld.org.uk) Scottish Human Rights Trust (www.scotrights.org) 13 Scottish Independent Advocacy Alliance (www.siaa.org.uk) Turning Point Scotland (www.turningpointscotland.com) Criminal Justice Association of Chief Police Officers in Scotland (ACPOS) (www.scottish.police.uk) Crown Office and Procurator Fiscal service (www.crownoffice.gov.uk) Judicial Studies Committee (www.judicialstudies-scotland.org.uk) Law Society of Scotland (www.lawscot.org.uk) Legal Services Agency (LSA) (www.lsa.org.uk) Scottish Prison Service (www.sps.gov.uk) Scottish Police College (www.tullilian.police.uk) Post-graduate education providers Post-graduate education providers of medical, psychology and social work training including the universities of : Aberdeen Dundee Edinburgh Glasgow Glasgow Caledonian Stirling Standards/governance/policy Advocacy Safeguards Agency (www.advocacysafeguards.org) Chief Scientist’s Office Mental Welfare Commission (www.mwcscot.org.uk) National Forensic Mental Health R & D Programme (www.nfmhp.org.uk) Scottish Social Services Council (SSSC) (www.sssc.uk.com) Social Work Services Inspectorate (www.scotland.gov.uk/socialwork/swsi) Scottish Executive Health Department: Mental health division Workforce development Scottish Executive Justice Department Scottish Executive Social Research (health & community care and criminal justice) 14 CURRICULUM VITAE Fiona Myers Qualifications B.Sc Sociology 21 (Hons), University of Bristol, 1978 M.Sc Sociology (with special reference to medicine), Bedford College, University of London 1981 Recent Posts Held Jan 2000 – present Nov 00 – Oct 01 Mar – Dec 1999 Jan – March 1999 Oct 97 – Dec 98 Oct 95 – Sept 97 Jan 94 – Sept 95 Sept 93 – Nov 93 Nov 89 – Aug 93 Senior Researcher, Scottish Development Centre for Mental Health Research Fellow (part time), Department of Politics, University of Edinburgh Research Fellow, Department of Politics, University of Edinburgh Associate Research Consultant, Scottish Development Centre for Mental Health Research Associate, Department of Social Policy, University of Edinburgh Research Fellow, Queen Margaret College, Edinburgh Research Fellow, University of Stirling Researcher, Department of Politics, University of Edinburgh Research Fellow, Department of Social Policy and Social Work, University of Edinburgh Recent Relevant Publications Killeen, J., Myers F et al (2004), The Adults with Incapacity (Scotland) Act 2000: Learning from Experience, Edinburgh: Scottish Executive Myers, F (2004) On the Borderline? People with Learning Disabilties and/or ASD in Secure, Forensic and Other Specialist Settings, Edinburgh, Scottish Executive Forthcoming Myers, F McCollam, A and Woodhouse, A Equal Minds: Addressing Mental Health Inequalities in Scotland: Working Paper 15 John Jackson Qualifications BA History 1st (Hons), University of Stirling, 1975 MA Russian Studies, University of Sussex, 1976 Diploma in Health Services Management, Institute of Health Service Management, 1985 MA in Urban Policy, University of Glasgow, 1990 Posts Held Current 1997 – 2001 1992 – 1996 1990 – 1992 1988 – 1990 1985 – 1988 1983 – 1985 1982 – 1983 1978 – 1980 Associate Consultant, SDC Assistant Director of Commissioning Greater Glasgow Health Board Director of Contracts and Planning, Greater Glasgow Community and Mental Health Services NHS Trust Unit Administrator, Greater Glasgow Primary Care Unit Senior Corporate Policy Manager, Glasgow City Council Senior Planning and Policy Manager, Wandsworth Health Authority Senior Administrative Manager, Queen Mary’s Hospital London Lecturer in History, University of Glasgow Lecturer in European History, University of East Anglia 16 John Wallace Qualifications MA English Literature and Classics (hons), University of Edinburgh, 1997 Certificate of Achievement, Humanities, Syracuse University, New York, 1992 Summary of Contracts, Publications and Projects Writer / Director / Producer, 2004, TALKSHOW – “AREA 474” Editor (with Alana Atkinson) NHS HEALTH SCOTLAND / THE SCOTTISH DEVELOPMENT CENTRE FOR MENTAL HEALTH – “SCOTLAND”S MENTAL HEALTH FIRST AID MANUAL” (publication pending) Editor and Author THE SCOTTISH DEVELOPMENT CENTRE FOR MENTAL HEALTH / SCOTLAND’S HEALTH AT WORK / NHS HEALTH SCOTLAND – “MENTAL HEALTH IN THE WORKPLACE”, (publication pending) Author NHS HEALTH SCOTLAND / THE SCOTTISH DEVELOPMENT CENTRE FOR MENTAL HEALTH – “MENTAL HEALTH FIRST AID MEDIA REVIEW”, 8/2004 Producer, Author, Director of Audio Content, 2004 THE RURAL MEDIA COMPANY / THE WHO CARES? TRUST – “SELECTOR” Producer, Author, Associate Director of Video Drama, 2003, THE RURAL MEDIA COMPANY – "CHECK YOUR HEAD!" Trainer, THE RURAL MEDIA COMPANY – MENTAL HEALTH AWARENESS TRAINING Consultant to Scottish Mental Health Week Task Group, 1999 - 2003 THE HEALTH EDUCATION BOARD FOR SCOTLAND / NHS HEALTH SCOTLAND Editor, 2003 NHS HEALTH SCOTLAND – “COOL HEADS / STRESS CENTRAL” Author, Series Editor, 2003, NHS HEALTH SCOTLAND – "r u ok?" series Collaborator, 2003, CANOPY STUDIOS, ATHENS, GEORGIA - "ECOLOG" Author, 2002, HEALTH EDUCATION BOARD FOR SCOTLAND – "21ST CENTURY MANUAL" 17 Author, 2002, LOTHIAN HEALTH BOARD - "THE FEEL DEAL" Writer, Producer and Director (with Aynsley Law), 2002, PILE-ON PRODUCTIONS – "WEALTH" Writer, Multimedia Project Co-ordinator, 2002, THE RURAL MEDIA COMPANYYOUTH MUSIC ACTION ZONE Trainer, 2002, BAE SYSTEMS - MENTAL HEALTH AWARENESS TRAINING Author, 2001, HEALTH EDUCATION BOARD FOR SCOTLAND – "HEAD KIT " Author / Multimedia Project Co-ordinator, 2001, RURAL MEDIA COMPANY – "CYBERACE" CD-ROM Author, 2000, HEBS – "COOL HEADS / STRESS CENTRAL" Author (with statistical analysis by Bethany Greenhill), 1999, TANGENTS – MENTAL TANGENTS SURVEY Author / Project Co-ordinator, 1999, TANGENTS – MENTAL TANGENTS WORKSHOP TRAINING PACK – tePOOKa – "AUTOCRAT", 1988, Co-writer, Production Manager and Stage Manager Further details of multimedia and copywriting contracts are available to view at http://www.mentalelf.co.uk 18