Psycho Education Training
(ASD)
Rhondda Cynon Taf
Primary Mental Health Team
Susan Vaughan and Philip Hanford
Background: RCT Children and Young
People Plan 2008-2011



Identifies the need to provide:
“Improved facilities for access to services and
support for individuals affected by Autism.”
“Develop and implement an effective multiagency training programme to increase the
awareness and skill of a range of staff in
supporting children and young people”
Preliminary work



Discussions between Ontrack, CAMHS and
PMH agreed the need for ‘something’ to help
families post ASD assessment, and diagnosis.
PMH floated the idea that training could be
introduced thereby addressing critical
elements of the PMH role
A pilot training opportunity was agreed,
working collaboratively with Ontrack
AIM OF TRAINING PROGRAMME



To provide an informal meeting place where
parents / carers of a child with a diagnosis of
Aspergers can meet.
To provide an educational / training facility
that parents /carers can access to update their
knowledge and skills regarding Aspergers.
To empower parents so they are aware of, and
may access local and national services.
AIM OF TRAINING PROGRAMME



To develop the dynamics of the group prior to
inviting guests and speakers.
To help the core of the group identify
professionals who may be useful to their
developing understanding of community
services.
To invite identified professionals who can
inform and educate parents / carers regarding
the remit of their agency
AIM OF TRAINING PROGRAMME
– Tier 1 professionals


To provide an informal training programme
that Tier 1 professionals can access, and
receive, training from both the ‘guests’ and
parents / carers.
To offer Tier 1 professionals a holistic
perspective regarding topic based training,
and challenges for carers and professionals.
Referral Process

Referrals to Group 1 came from CAMHS,
PMH and OnTrack

Referrals to Group 2 came from CAMHS,
PMH, OnTrack and Consultant Paediatrician.
Referral Meeting


PMH met with each family referred to the
training, and informed them of the format.
Families were invited to commit for the
duration of the training programme, which
was anticipated to be approximately 15
sessions.
Honey and Mumford: Typology of
Learners
Kolb: Elaborations of the Experiential
Learning Cycle
The ‘CORE’ of the group - issues.



Parents own mental health issues
Parents with undiagnosed / diagnosed
Aspergers
Open /closed group
The Facilitators


‘Thinking group’ means focusing on the
group as a whole – ‘considering everything
that happens in terms of the group context
(also the wider context in which it is
embedded –social, political, organizational)
because this is where meaning is manifest’
(McDermott, 2002)
Smith and Smith (2008)
Group Facilitation – John Heron


What I mean by a facilitator… is a person who has
the role of empowering participants to learn in an
experiential group. The facilitator will normally be
appointed to this role by whatever organization is
sponsoring the group. And the group members will
voluntarily accept the facilitator in this role.
By experiential group I mean one in which learning
takes place through an active and aware involvement
of the whole person – as a spiritually, energetically
and physically endowed being encompassing feeling
and emotion, intuition and imaging, reflection and
discrimination, intention and action.
Theories – Groupwork
Bruce W. Tuckman (1965).
Reflective Learning

“A learning system… must be one in which dynamic
conservatism operates at such a level and in such a
way as to permit change of state without intolerable
threat to the essential functions the system fulfils for
the self. Our systems need to maintain their identity,
and their ability to support the self-identity of those
who belong to them, but they must at the same time
be capable of transforming themselves.” (Schon,
1973)
‘Guests’

Guest speakers

Guest observers
EDUCATION /TRAINING GROUP (Aspergers)
GROUP PROGRAMME 2012 – 2013
1.
13 April 2012
2.
3.
23 May 2012
17 May 2012
4.
31 May 2012
5.
14 June 2012
6.
7.
28 June 2012
12 July 2012
8.
20 Sept 2012
PMH Introductions / ‘Group Rules’ /
Preparation for Group Programme
PMH Anger Management
Young Carers RCT Information Sharing
opportunity
Ed Psych Behaviour Support School
Support Service and ASD
Little Inspirations ASD – A Shared
Experience
Special Educational Needs
Child & Educational Psychologist Social
Stories
Transitions Project, Real Opportunities
EDUCATION /TRAINING GROUP (Aspergers)
GROUP PROGRAMME 2012 – 2013 Cont’d
9.
10.
11.
12.
13.
14.

4 Oct 2012
18 Oct 2012
8 Nov 2012
15 Nov 2012
Cerebra
CAMHS Consultant
Education, Aspergers and Self Esteem
CAMHS, Swansea Specialist ASD /
ADHD services
22 Nov 2012
Head of Children &Young People’s
Service Redesign / ASD Lead & Chair of
ASD Steering Group and Emotional &
Mental Health Project Officer, Cwm Taf
Health Board
6 Dec 2012
Final Meeting Evaluation and Endings
Ongoing support to be provided at agreed points
Challenges






Clarification of PMH Role
Venue – location and costs
‘Needy’ individuals
Challenging group dynamics
Last-minute speaker cancellations
Commitment to attend
Evaluations (Core of group)

Individual: Baseline / Session evaluations
Mid Point Review
 Individual

Group

Objective (2011)
Group 2 – Attendees (Apr – Sept 12)
Parents
56
Education
53
Health
5
Social Services
1
Voluntary Sector
0
Other
1
Total
116
Group 2 – Evaluation (Apr – Sept 12)
Session was Useful
I learned something new
I learned something which
may help in my role
I felt listened to
0
10
20
30
40
50
60
70
80
Percentage
1
2
3
4
5
6
7
8
9
10
90
100
Quotes


“I think every parent with a child with Aspergers
should be able to take part in groups like this”
(2012)
When I first heard about this group I didn’t know
what to expect but as I felt isolated why not give it a
chance I thought. From day one it has been
informative and educational…. The benefits have
seen me go from strength to strength mentally and
physically and I no longer feel alone” (2012)
Quotes






“Knowledge is power. We feel more empowered to challenge
professionals involved in our children's education, treatment
etc” (2011)
“Understand my child more and feel more able to cope with
the difficulties they present” (2011)
“Reassured that choices made are the appropriate ones.
Support with decisions to make” (2011)
“Mixed gender. Good to see dad’s” (2011)
“Family life has changed for the better. My mental well being
has improved thanks to the group, its facilitators and group
members” (2011)
“Not judged” (2011/2012)
Benefits



A cost effective training tool that utilises
specialist Tier 1 professionals to disseminate
information regarding their agency.
The ‘core’ of the group continued to meet
outside of the training forum, thereby offering
continued support to each other.
Group 2 are aware of Group 1 and have met
some members.
The RCT PMH training programme is:
R Realistic
C Comprehensive
T Thorough
P Positive / Practical
M Mental (this relates to Phil mostly)
The RCT PMH training programme is:
R Realistic
C Comprehensive
T Thorough
P Positive / Practical
M Measureable
The RCT PMH training programme is:
R Realistic
C Comprehensive
T Thorough
P Positive / Practical
M Measureable
H Holistic
References





Heron, John (1999) The Complete Facilitator's Handbook.
London: Kogan Page
McDermott, Fiona (2002) Inside Group Work. A guide to
reflective practice. Crows nest NSW.: Allen and Unwin
Schön, D. (1987) Educating the Reflective Practitioner, San
Francisco: Jossey-Bass
Schön, D. A. (1973) Beyond the Stable State. Public and
private learning in a changing society, Harmondsworth:
Penguin
Smith, Mark K. (2001; 2009) 'Facilitating learning and
change in groups', the encyclopaedia of informal education
QUESTIONS?
COMMENTS?
Thank you
Susan.Vaughan2@wales.nhs.uk
(A ‘pie chart’ for Phil!)