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adult education and mental health

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Research/evidence of what works in learning for people with mental health difficulties

LSIS Project Report: Progression pathways for learners experiencing mental health problems

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.

How do we help people with mental health difficulties succeed in learning?

Earlier this year eight further education providers took part in projects to  help people who experience mental health problems progress from discrete provision to wider learning opportunities.  Barnet College, City College Birmingham, Leicester Adult Skills and Learning Service, Our Celebration in York, Stockport College and Swarthmore Education Centre in Leeds all focused on identifying specific teaching and learning strategies that might help progression; Blackpool and the Fylde College examined staff development as a tool to support progression and the College of North West London ident

Back on Track Current Learners' Stories (2010)

This second Back on Track video from the Highbury College/Headspace partnership in Portsmouth includes interviews with:

Portsmouth Headspace & Highbury College Back on Track Videos are now on our YouTube channel

We are pleased to say that, with a bit of technical help from Highbury College (thanks Kerry), the two Back on Track videos launched at the conference in Portsmouth in 2010 are now available on our MHFE YouTube channel. If you are not already familiar with Back on Track you might also want to check out the Back on Track resources box set. 

Supporting people with personality disorder in FE

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.

Back on Track

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.

See all of the resources in the Back on Track collection

Winning Hearts and Minds: How to promote health and well-being through participation in adult learning

This publication is out of print. A scanned PDF is attached below.

You can also contact the author, Kathryn James via this website > register >networking in the left hand sidebar > find someone > search 'Kathryn James' > send message via the website.

Back on Track How to Guide (2010)

A companion to the original Back on Track report and Back on Track 2, this guide has been written by the creators of the original Back on Track initiative in Portsmouth, in response to requests by practitioners wishing to develop a similar model of working.

The Back on Track How to Guide is a checklist to support providers to develop their own local partnerships to improve opportunities for learners with mental health difficulties.

It is provided in Word format so that you can complete the checklist electronically.

We got it going: Back on Track 2 -Final project report (2010)

We got it going: Back on Track 2 -Building collaborative partnerships between further education and early intervention in psychosis services - Final project report (2010)

Getting to Level 2

This briefing sheet looks at the strategies used to enable learners on Prescription for Learning projects to achieve level 2 or equivalent accreditation.

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