Recurrent Care Resource Pack: Overview
Published:
An overview of the learning activity including exercises, presentations and learning modules.
Exercises, presentations and learning modules – Overview of learning activity
Section 1: Setting up a service: Messages from research, understanding the local picture and getting going
Time |
Learning activity |
Purpose |
Resources |
50 minutes |
Exercise 1: Setting the scene: A journey though current provision, using a case study |
By thinking about current provision and access to services that women may encounter, this will help build understanding of what the local requirements might be in relation to effective provision for vulnerable parents experiencing recurrent proceedings. The instructions for the exercise are in the resource. |
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70 minutes (45 minutes presentation) (10 minutes film) (15 minutes reflection/ discussion) |
Animated PowerPoint presentation: Birth Mothers and Recurrent Care Proceedings Film 1: Turning Points: Birth mothers and journeys to change |
Presentation introducing research findings from Lancaster University’s research into Vulnerable Birth Mothers and Recurrent Proceedings, presented by Claire Mason. This is followed by a short film of some of the mothers talking about their experiences. (The key points or messages from the study are set out in the resource.) |
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45 minutes |
Exercise 2: Identifying local need |
This is to ensure current knowledge about local need is shared and that gaps in information are identified, together with ways of filling those gaps. (During the exercise, or as part of feedback, refer to the Tips from Practice in the resource.) |
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45 minutes |
Exercise 3: Mapping of services (using case studies and a template) |
To develop your thinking about how the response to vulnerable parents in your area experiencing recurrent proceedings can be improved. This involves revisiting the journey map(s) and case studies from Exercise 1 and using a template to record relevant local services that should be retained, services or processes that should be introduced, and services or processes that should be stopped. |
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50 minutes |
Exercise 4: Developing your service |
By referring back to the research messages about the different needs of parents caught up in recurrent care and the potential points of intervention, this is an opportunity to think about:
Using a template to prompt thinking, start to record some details about what an effective service response might look like. |
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Section 2: Setting up a service: Evaluation and cost benefits
Time |
Learning activity |
Purpose |
Resources |
40 minutes |
Presentation: Key points about evaluation |
A presentation to help you think about the importance of evaluation at the earliest opportunity (ie, from the start of developing a service), some of the challenges in evaluation, and methods of evaluation. |
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60 minutes |
Presentation: Evaluating local services to reduce recurrent care – examples of two approaches to evaluation |
This presentation gives details of two evaluations carried out by Essex University. It covers methods, findings and the ways in which the messages from an evaluation can be used. |
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45 minutes (15 minutes presentation) (30 minutes exercise) |
Presentation: Outcomes and how to measure them Exercise 5: Outcomes and how they might be measured |
A presentation and exercise to help identify desired outcomes. It covers:
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30 minutes |
Exercise 6: Costs, cost effectiveness and cost benefits |
This looks at different ways to identify costs and the difference between cost-effectiveness and cost benefits. It includes suggestions of sources of information about costs. |
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25 minutes |
Exercise 7: Review your service model |
An exercise to review your service model in the light of thinking about outcomes and how to measure them. It will help you think about what a logic model or theory of change for your service would look like, and to consider data collection and resources and capacity needed for evaluation. |
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Section 3: Workforce development: Reconceptualising ‘non-engagement’ – attachment and complex trauma and its impact; trauma-informed approaches to service design and direct practice
Time |
Learning activity |
Purpose |
Resources |
40 minutes (+ an optional extra 10 minutes) |
Learning Module 1: Reconceptualising non-engagement (attachment) (4 short films, with optional additional time for reflection and discussion) |
The films cover how non-engagement is viewed by professionals, where the reluctance to engage may come from, and how an understanding of attachment theory can help with understanding non-engagement. |
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30 minutes |
(Learning Module 1) Exercise 8: Understanding non-engagement and attachment through a case study |
This exercise uses a case study to explore how an attachment perspective might help in responding to the mother. It will help put into practice learning from the messages given in the four short films. |
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25 minutes (+ an optional extra 10 minutes) |
Learning Module 2: Reconceptualising non-engagement (complex trauma) (1 film, with optional additional time for reflection and discussion) |
The presentation explains complex trauma and its impact. It discusses the potential problems arising from a failure to take account of complex trauma, and how its impact can lead to non-engagement or hostile behaviour from parents. It concludes with the basic principles underpinning a trauma-informed approach. |
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30 minutes |
( Learning Module 2) Exercise 9: Understanding non-engagement and complex trauma through a case study |
A case study for you to consider how the information about complex trauma helps you understand this mother’s interaction with services. Does it help you to think about a different approach? |
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32 minutes (or 55 minutes if two films being watched) |
Learning Module 3: Trauma-informed approaches in recurrent care (1 film – or 2 films if being done on a different day to Learning Module 2, in which case re-watching Film 6 is recommended) |
This film presentation gives information about trauma-informed approaches and discusses how they can be applied in services and interventions for vulnerable parents experiencing recurrent care proceedings. |
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30 minutes |
(Learning Module 3) Exercise 10: Thinking about trauma-informed approaches in your work |
This is an exercise to help you think about how to put learning about trauma-informed approaches into your practice. Thinking about the presentations on complex trauma and trauma-informed approaches, and taking account of the Tips from Practice (on how the messages from the presentations above can inform practice and service development) discuss how this information might inform your practice and the development of your service. |
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Section 4: Workforce development: Understanding complex grief and the impact on mothers of removal at birth
Time |
Learning activity |
Purpose |
Resources |
35 minutes |
Learning Module 4: An overview of research, policy, law in relation to removal at birth (3 films) |
These films will enhance your understanding of mothers’ perspectives on removal at birth, the legal framework governing removal at birth, and of loss and grief in the context of recurrent care. |
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45 minutes |
(Learning Module 4) Exercise 11: Removal at birth – reviewing local practice |
An exercise to discuss and review current practice – in particular, to consider the need for a protocol for pre-birth assessment, think about links between midwives and children’s social care, and discuss availability of placements for mothers and babies locally. |
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30 minutes |
Learning Module 5: The experiences of birth mothers whose babies are removed at birth (1 film) |
A presentation giving the experiences of mothers through photographs and their own words. |
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30 minutes |
(Learning Module 5) Exercise 12: Understanding the impact of removal at birth |
An exercise to reflect on the mothers’ experiences (Film 11) and reflect on your own experiences and those of others in the group. It will also help you reflect more generally on the impact on professionals as a whole. |
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25 minutes |
Learning Module 6: Supporting isolated women in the perinatal period (1 Film) |
A film presentation from Birth Companions about their work (by volunteers) supporting women in prison and vulnerable women in the community to prepare for birth and removal at birth. The film draws on feedback from the women and the volunteers. |
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45 minutes |
(Learning Module 6) Exercise 13: Consolidating your learning to optimise your service |
A consolidation exercise to help you reflect on and discuss all the film presentations about removal at birth.
(Take account of the Tips from Practice.) |
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Section 5: Setting up a service: Learning from other recurrent care services – 13 case studies
Time |
Learning activity |
Purpose |
Resources |
45 minutes |
Reading about recurrent care services |
To get a sense of the different approaches currently being taken to the issue of recurrent care. |
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60 minutes |
Reviewing progress on developing a service |
This is an opportunity to review and discuss what you have learnt so far and the progress you have made in developing your service. |
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Professional Standards
PQS:KSS - Relationships and effective direct work | Communication | Adult mental ill health, substance misuse, domestic abuse, physical ill health and disability | Promote and govern excellent practice | Developing excellent practitioners | Effective use of power and authority