Mental healthi specifiExamples of how to make your teaching, learning and assesmment meninclusive for learners who have mental health difficutlies , includes resources and case studies and learner stories where there is a clear forus on TLA methods
One of the case studies from the LSIS Progression pathways for learners experiencing mental health difficulties project.Swarthmore Adult Education Centre in Leeds, a voluntary and community organisation, offered taster sessions to learners to find out what needed to be in place to help them progress towards more and different types of programmes.
One of a series of case studies from the LSIS Progression pathways for learners experiencing mental health difficulties project:Stockport College extended internal partnership working and widely consulted with learners enrolled on discrete programmes and specialist support staff to determine new progression pathways.
A summary of findings from projects delivered by 8 learning and skills providers early in 2011. Emerging common themes about how to deliver effective services for people who experience mental health problems are identified together with recommendations for future research. A brief summary of each project and its findings is available in the annex to the report.
PLEASE NOTE - the full case studies will be published shortly and available from the library.
A checklist of quality standards, linked to Common Inspection Framework outcomes, that research has demonstrated can lead to the best possible outcomes for people who experience mental health problems.
This briefing sheet is about how further education providers can support people with personality disorder to access and succeed in learning and skills opportunities. It is intended for managers, teachers and support assistants working within the FACES sector, including offender learning. Health and social care and third sector providers of services for people with personality disorder who want to make adult education an option available to users of their services and to people who have personality disorder may also find the briefing of interest.
This is the first year report from the pioneering Back on Track project developed in Portsmouth between Headspace Early Intervention Service and Highbury College. It inspired the Back on Track 2 project.
This briefing was published in 2005, which means that organisations and policies discussed have ceased. However, there is also much in the discussion about how to measure learning outcomes in relation to confidence and self-esteem that remains relavant to FACES sector discussions in 2015.