Pearson BTEC Diploma Practice Leadership in the HOPE(S) Model of Care to Reduce Long-term Segregation
About the Qualification
The HOPE(S) model is an ambitious human rights-based approach to working with individuals in segregation developed from research and clinical practice. The model was developed by Mersey Care NHS Foundation Trust. It reduces the use of long term segregation sometimes experienced by autistic adults, adults with a learning disability and children and young people.
The Diploma provides the foundation of the key principles of the HOPE(S) model and equips clinicians with the core skills required to administer the Barriers to Change Checklist and formulate key intervention targets to reduce long-term segregation. In addition, it covers human rights-based practice, trauma informed care, Positive Behavioural Support and other frameworks to reduce restrictive practice and associated harms.
The qualification supports practitioners to engage in collaborative working and proactive leadership with front line clinicians, the person and their family.
The qualification supports
- The development of knowledge and/or understanding related to providing high quality services that implement restraint reduction strategies.
- Developing skills related to implementing restrictive practice reduction strategies.
- Developing learners’ personal growth and engagement in learning.
The diploma aims to
- Protect people’s fundamental human rights.
- Promote person centred, best interest and therapeutic approaches.
- Support the development of supportive, capable and trauma informed environments.
- Improve the quality of life of those being restricted and staff supporting them.
- Give learners confidence, knowledge and skills to challenge and support improvements in practice.
- Increase understanding of the root causes of behaviour and recognition that many behaviours are the result of distress due to unmet needs and inability to communicate distress in other ways.
- Reduce reliance on LTS and other restrictive practices by promoting positive culture and practice that focuses on wellbeing, reduction, prevention, de-escalation and reflective practice.
The Diploma for Practice Leadership in the HOPE(S) Model of Care to Reduce Long-term Segregation was developed in collaboration with:
- People with lived experience
- Mersey Care NHS Foundation Trust
- Bild (British Institute of Leaning Disabilities)
- The Restraint Reduction Network
Who is the Qualification For?
This qualification is for people who work with people in Long-term Segregation (LTS).
The qualification aims to provide a learning and skills development pathway enabling people to become effective practice leaders.
The diploma is particularly suitable for learners in supervisory or leadership roles or those aspiring to become practice leaders with a professional qualification.
What is involved?
Duration The time given to complete this course (5 units) is 18 months.
Credits The BTEC Level 5 Diploma carries 36 credits.
Delivery The qualification is delivered via blended e-Learning that includes practice-based working. We believe it is essential to transfer learning into practice so most of the assignments are based on a person in long term segregation that you identify as a focus person to help you learn.
How you will learn
Delivered in a high quality, blended learning format the diploma includes online activities, tutorials, and practice-based activities.
Learning content focuses on explaining key course concepts in innovative ways through short video clips and webinars produced by leading practitioners, experts by experience and academics, as well as live lectures and online exercises and discussions. Learners then apply this knowledge and develop their practical skills via a series of offline work-based activities working with an identified focus person.
Learners are supported by a personal tutor throughout the course and will receive supervision in small tutorial groups.
All course content reflects the latest contemporary best practice.
What will you learn?
Unit 1 Principles and Practices of Reducing Restriction and Long-Term Segregation
- Understand the psycho-social context and its impact on people in LTS.
- Understand the legislative and policy context of LTS and its impact on people.
- Understand how the HOPE(S) model of care aims to reduce LTS.
- Understand how the HOPE(S) model of care relates to other preventative approaches that can reduce restrictive practice.
- Understand value-based approaches that focus on improving quality of life.
- Be able to use Quality of Life.
- assessments to implement improvements.
- Be able to ensure that the person’s human rights are upheld.
 Unit 2 Developing Capable Environments
- Understand the components of a capable environment and how they relate to the tiered model of positive behaviour support.
- Understand how to enable communication, rapport and choice between carers and the people, they support.
- Understand environmental factors and sensory needs.
- Understand how to promote physical and emotional wellbeing to minimise health inequalities.
- Understand the approaches and models that underpin capable environments.
- Be able to assess and improve communication.
- Be able to evaluate rapport between carers and the people they support.
- Be able to assess and meet sensory needs.
- Be able to evaluate the quality of active support provided by carers.
- Be able to develop and implement an improvement plan for physical and emotional wellbeing.
Unit 3 Leading the Reduction of Restraint and Restrictive Practice
- Understand the evidence base for reducing restrictive practice.
- Understand the activities required at all organisational levels for successful restraint reduction.
- Understand how to evaluate workforce development activities for successful restraint reduction.
- Understand how to review current organisational data-based decision-making regarding restraint and restrictive practice reduction.
- Understand evidence-based strategies for restraint reduction.
- Be able to develop an action plan for the reduction of restrictive practices and restraint.
Unit 4 – Working with People with Lived Experience to Influence Change
- Understand the impact of the key principles of co-produced commissioning on culture change.
- Understand how to mitigate power differentials while co-working.
- Understand the challenges of and solutions for co-production in organisations.
- Be able to apply the principles of fair, respectful person-centred trauma informed co-working.
- Be able to develop colleagues’ understanding of co-production in practice.
- Be able to determine the effectiveness of own co-working to develop colleagues.
- Be able to produce a strategy to reduce restrictive practice at service or organisational level
- Be able to produce a strategy to reduce restrictive practice at service or organisational level.
- Be able to implement the restrictive practice reduction strategy at service or organisational level.
Unit 5 Leading the HOPE(S) Approach to Reducing Long-Term Segregation
- Understand the Progress Interfering Domains that prevent people moving out of LTS.
- Understand the Barriers to Change Checklist
- Understand the role of preventative approaches to reduce the use of LTS
- Understand the impact of emotional labour on staff.
- Be able to reduce the impact of LTS on families and significant others
- Be able to assess the Barriers to Change checklist to identify the barriers preventing a focus person from moving out of LTS.
- Be able to identify the traumatic events and use the distress escalation cycle to identify how to reduce distress for a focus person in LTS.
- Be able to plan interventions at a system, team and individual level to reduce LTS.
- Be able to undertake a LTS peer review audit.
Fees
RRN member: £1840 + VAT (£1656 + VAT with early bird discount)
Non-member: £2100 + VAT (£1890 + VAT with early bird discount)
Apply
Our next cohort will commence in early 2025. Speculative applications are now open, with dates to be announced soon.
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