.

Professor Eddie Kane

Dr Neil Gordon
Mrs Victoria Baldwin
 Aims
• Introduction to the KUF : what it is, who it is designed
for and how is being implemented

• The central role of service user in the development

and implementation

• Experience in the field – delivery so far

• Strategic linking to wider policy development

• Future development and ‘re-purposing ‘ of the

materials
• Dec 2007: Department of Health and Ministry of
Justice commissioned the development of a national
training framework to support people to work more
effectively with personality disorder

• The key goal is to improve service user experience

through developing the capabilities, skills and
knowledge of the multi-agency workforces in Health,
Social Care and Criminal Justice who are dealing
with the challenges of Personality Disorder

£1,000,000
 The
Bradley
Review &
The Corston
DSM V? Report

The tipping point?

 What is available?

Working with
Personality Disorder:
Raising AwarenessWorking with Personality Disorder:
(6modules) Developing Understanding andWorking with Personality
Effectiveness Disorder: Extending Expertise
All Frontline staff (9 modules) and Enhancing Practice
(6 Modules and Dissertation)
Key Staff Lead and Specialist Staff
 Connecting past experience
and current behaviours

Making sense of Communicating

reactions and responses effectively

Self awareness and Sensitivity to service user

reflective skills experience

Understanding work
places and teams

Educational themes
 The service
user at the
heart

Making a real difference

The Online Awareness level Modules
 “Knowing that”
Things that I know about this type
instruction from others, or guided by
Academic of service user from reading,
procedural guidelines and evidence
journals/books and attending
Knowledge formal lectures
Things that I know which have
Experiential emerged from my personal
Knowledge experience of this service user
group, which I have worked out for
myself
EFFECTIVE
PRACTICE
Things that I know which relate to
specific situations or particular
people (including myself) which I
Personal Knowledge have discovered from my personal
experiences
Educational Philosophy
“Knowing how”
Things I can do learnt from books,
based research findings
Things that I can do that I have
worked out for myself based on
personal experience of working
with service users and reflective
clinical supervision
Things that I can do which relate to
specific situations or particular
service users who I have worked
with over a period of time
 Phase 1 Delivery AW TT
Newcastle 60 60
Yorks & Humber 28
Wigan 180 60
Liverpool 40 20
Rampton Peaks Unit 20
Stoke 60 20
Birmingham 60 20
Millfields 20 20
CANDI 60 12
Oxleas Trust 20
Partnerships in Care 60 40
BUK 10
Paddocks 20 20
Caswell Clinic 20 20

580 37
 Feedback from delivery
in the field
• “I was not that keen on attending but this is the most
useful training I have undertaken over the last ten
years” (probation officer)
• “At Last an educational model I can relate to that has
the potential to make a real difference” ( Carer
Consultant)
• “I think an approach that engages at an emotional level
is essential when teaching about personality disorder
as much of the need is to encourage more positive
attitudes and emotions on the part of the worker
engaging with the person with personality disorder”
(Psychologist)
 Feedback from delivery
in the field
“The training the trainers programme was intense, inspiring,
exciting and exhausting. It really did open up our thinking
concerning the learning materials and the many ways in
which they could be used to facilitate meaningful learning
across a range of staff groups. We were also struck by the
potential for the KUF materials to be used creatively to bring
about a change in how people think about and respond to
personality disorder, be they carers, commissioners,
practitioners or managers. We look forward to having the
opportunity to share the KUF with others in the coming
years.”
Tom Mullen, Leeds clinical Network
 KUF Strategic Links
• Delivery of the Bradley PD recommendations agreed by the HCPDB on personality
disorder to the CJ workforce.
• Awareness level for multi-agency staff inc. CJS, third sector, social care, housing, health
etc.
• Build capacity of service users and carers to co-facilitate training and take opportunities
for personal development and a return to training/employment
• Get BCs and MSc off the ground by Jan 2010 in order to begin the process of developing
expertise and leadership that will shift professional cultures and service delivery.
• Develop leadership in the field of PD as a means of improving care pathways, services
and systems.
• KUF in place to support discussions with commissioners about giving PD a higher priority
and encouraging collaborative approaches.
• Stimulate a more joined up system between services for children and families, adult
community provision and forensic/secure/prison services.
• Design robust evaluation measures to prove the impact of the KUF on service users and
carers and the behaviour/practice of staff.
Further development of the KUF

• Public Information

• International development

• Opportunities to link in with CLAHRC

• Use in general mental health

Further development of the KUF
• Public Information:
• From the responses that we have received from service users and
others who have accessed the materials it is clear they also have
potential to be adapted to meet the information needs of the wider
public.

• International development:
• We are currently exploring with a range of international partners, (for
example the Nebraska prison system) the possibility of adapting these
materials to be used in a range of research and practice innovations in
criminal justice, health and social care contexts.
Further development of the KUF
• Opportunities to link in with CLAHRC:

• Involving adaptation of the VLE materials to be used in developing

treatment protocols and enhancing engagement with treatment
processes through psycho-educational interventions

• Use in general mental health:

• The learning materials has great potential to be used in educating

public service workforces who have to deal with challenging members
of the public, e.g. managing difficult interactions, dealing with
complaints, understanding your own reactions in stressful situations.