Turning Purple

Purple Futures have started rolling out their 'Interchange' programme and the nominated cascade trainers have a 125 page manual to digest prior to delivery across the 6 CRCs. Here's a taster:-  

This document is provided to give you an overview of the core modules that are integral to the Interchange operating model. Reading this information prior to the Train the Trainer event will give background and context to the training. The information below is an extract of the key principles from the Interchange Delivery Handbook, which will be provided to staff when they attend the Core Module training.

Two key elements of the operating model, the Enablers of Change Assessment and the Interchange Plan, are predicated upon the implementation of the new Case Management System - Interlink, and this is referenced throughout the document. To enable staff to begin to work with the core modules, we have developed processes and templates to be used in the interim period, details of how these will work are contained within the Interchange Delivery Handbook.

There is some difference in language, key changes being:

• Offender is now Service User 
• Assessment becomes Enablers Of Change Assessment 
• Sentence Plan becomes Interchange Plan 

The events have been designed to enable you to become involved in defining and designing the training you will be delivering and after the Train the Trainers event you will be provided with packs containing all the relevant materials required to deliver the staff training. We will also provide a contact group to provide ongoing support whilst you are delivering the training. We look forward to seeing you at the event. 

1.1 Background
Service Users will undergo their Interchange Induction Module at their first contact to prepare them for the full assessment meeting with their Case Manager and start preparing the plan.

All service users allocated to the CRC will receive a pre-assessment induction (the Interchange Induction Module) that explains how their sentence will be managed and how they will be expected to contribute towards their own rehabilitation. The Induction Module will introduce Service Users to the features of Interchange approach, build the motivation to change, develop planning skills and initial rehabilitative goals.

The where and when will be defined the CRC depending on numbers of attendees and location. The new approach to induction provides the opportunity to deliver service differently, to get Service Users and volunteers involved in delivering the induction and supporting inductees with the self-assessment. The induction will provide the opportunity to address any barriers to future compliance and clearly outline the expectations of the Service User and the CRC. Consideration should be given to the environment, refreshments and learning needs. CRCs will ensure that space and staff time is allowed at group inductions for service users whom may have pressing needs to be supported and be seen on a one to one basis.

1.2 Induction Session outline
The purpose of the induction session is to introduce Service Users to the Interchange Model, to ensure that they understand and adhere to their court order or licence and take responsibility for their behaviour and actions. It also begins the assessment and planning process with a self-assessment.

The desired outcome is that everyone experiences a collaborative and safe introduction to the CRC and gains a full understanding of what is expected of them and what they can gain from being on a community order or licence and working with their case manager. Therefore, it is important that particular attention is given to creating a safe environment for all. A motivational responsive facilitation style is linked intrinsically to inclusion and this should be promoted throughout the session. Where ever possible, facilitators need to be aware of any issues, which may affect individual participation and learning, prior to the session and ensure that they provide help and support as required. This session can also be delivered individually for service users identified as vulnerable for any reason.

It is recommended that peer mentors/volunteers will be available to support service users when they arrive, encourage compliance and wherever possible to co-facilitate the session.

Throughout, there should be an emphasis on recognising the skills and achievements that participants have, whilst encouraging them to access support and help, which will reduce the likelihood of re-offending.

The session is designed to last for 1.5 hours if delivered to a group. The suggested timings of the exercises are flexible. A short break may be taken at the discretion of the facilitator. This induction is suitable for both multi-requirement orders and standalone UPW. For standalone UPW cases this session should be followed by an UPW induction to include Health & Safety, UPW rules and requirements signed.

As recommended by HMIP report ‘where a group or duty induction is used, an appointment with the Service User manager should always be provided as part of the processes’.

The Interchange Induction can be delivered in a group or one to one setting. CRCs will define which dependant on numbers, and suitability. The Induction module has been tested in West Yorkshire; key recommendations arising from this are:

• CRCs to provide information that can be given to the service user at court, prior to attending their induction, setting out duration, telephone numbers and what to expect when they arrive. 
• Where group inductions are offered ensure prior to attendance that the service user is suitable and or is happy to undertake a group induction.
• Be prepared to undertake one to one inductions with service users who do attend the group setting and are not comfortable or disruptive. 
• Wherever practicably possible arrange for the allocated Case Manager to be present at the induction or immediately afterwards to meet the service user. 
• Consideration to be given for ensuring Unpaid Work staff are involved to ensure correct allocation to work groups for service users with an UPW requirement 
• Where ever possible use service users to support the delivery of induction and to talk about their own experience, either in person or a short video 
• The setting for induction, either group or one to one should be as informal as possible and include refreshments.

Welcome and Introductions
Welcome the participants. Introduce yourself and ensure that they are familiar with housekeeping details. Facilitators can do a round of introductions if they feel it is appropriate. Give a brief overview of what is included in the induction session including timings to set the context.

Introduction of the Interchange Model
Briefly describe the interchange model, emphasising:

• The importance of identifying where you are and where you want to be. 
• The importance of planning, setting goals and reviewing progress. 
• The availability of relevant interventions. Explain the director of services available to all service users and give examples of some of the interventions/services on offer.
• Explain the ability to develop a record of achievement throughout the order and give examples e.g. CV, certificates, qualifications
• Access to community resources.
• The aim of achieving better outcomes in order to build a positive future.

Encourage a brief discussion with the aim of emphasising the advantages of engaging in the process and the opportunities available. Use the 6 Core Modules to describe the process explaining at they are at the first stage of the journey:

• Induction 
• Assessment 
• Planning 
• Networking 
• Review 
• Exit 

Understanding the Order or Licence
Ensure that they understand the requirements of their court order or licence and the consequences of non-compliance. The requirements of the order/licence should be made clear by emphasising the responsibilities of the service user rather than delivering a list of ‘rules’. Give a brief overview of RAR/SSO/Activity days and/or UPW activities.

Ensure that the Service Users are aware of the following:

• The importance of attending as instructed. 
• The name and contact details of their Case Manager. 
• The consequence of not complying with their court order/licence. 
• Emphasise the need to inform their Case Manager of a change of address 

Give everyone a copy of the ‘Code of Conduct’ and ensure they understand the expectations regarding their attendance and behaviour and sign it.

Exercise – Where am I now?
Explain that they will now move on to the first part of the assessment module with a self-assessment.

Highlight that it is useful to consider carefully where we are in different aspects in our lives in order to decide whether we want to make changes. Guide them to consider each section in turn and give themselves a score as to how satisfied they are with that aspect of their lives. On a scale of 0 – 5 with 0 indicating that they are not dissatisfied and 5 indicating that they feel they are very satisfied. The emphasis should be on whether these issues are likely to increase or decrease the likelihood of them re-offending. Have some pre-prepared examples and encourage them to think about the reasons for their score.

The following should be considered in each of the boxes:

Personal relationships and support networks:
Suggest that they ask themselves whether they have positive and supportive relationships.

Health and well-being:
This covers physical and mental health as well as any issues relating to problems resulting from their use of drugs or alcohol.

Home and money:
This covers accommodation and finances. Do you need help with housing? Do they have problems with your current housing? Are you claiming all benefits?

Education and work:
Relates to ETE - this should also include any voluntary work and any other contribution they are able to make.

Friends and support:
Relates to their social groups and networks and whether they feel these are positive and supportive. It also includes whether they feel they are in control of their lives and their own behaviour.

Motivation and Achievements:
As it suggests, this relates to whether they feel this is an area of concern for them. The more hope they feel of having a positive offending free future, the higher the score.

It is important to deliver the self-assessment in a positive and supportive way, whilst encouraging the participants to be honest and realistic. A useful question is to ask what score would be given by someone who knows them very well and has their interest at heart. Ensure volunteers/mentors are available to support where identified.

Where would I like to be?
Explain that we will now repeat the exercise and consider where they would like to be in 5 years’ time. Guide them to consider each box in turn and encourage them to score where they would like to be on a scale of 0 – 5 Again a score of 0 indicates that they are dissatisfied and 5 that they are completely satisfied with this area of their life. They should briefly describe or draw an image of the situation they would like to be experiencing in each area of their life. It is likely that they will indicate that they would like to be positive in each area. Next lead a discussion to highlight the differences from where they are now to where they would like to be.

Guide the contributions by asking questions such as:

• How easy would it be to get to where they want to be?
• Which area of their life would need most change to get to where they want to be?
• Have they already made changes? If so, how did they achieve it?
• How successful were they?

Discussion – Where do I go from here?
Explain that they have successfully completed first session of a series of 6 core sessions that everyone must attend. Praise their contribution and the fact that they have made that important first step.

Explain that there are also a range of activities that each person will be required to attend depending on their particular court order or licence and the assessment and goals that are set with their own case manager.

Explain that the next session will consist of a meeting with their own officer in order to plan a programme of activities. The idea is to work with them in a collaborative way and build on their own assessment and set goals.

Re-emphasise that there will be a ‘networking approach’ throughout in order to encourage them to identify ways in which they can build positive relationships and access support services, employment, training and education. Reinforce that all achievements will contribute towards their ‘Record of Achievement’. Re-assure them that help will be given when required.

Explain the arrangements for attending the next appointment with their Case Manager. Give out a copy of the evaluation sheet and ask them to complete it.