This website provides information on how disability has been represented in moving image from the earliest days. The approach is from a disability equality and human rights perspective, which draws on the collective thinking of the Disabled People's Movement. Includes sections on: Ways of thinking about disability; Teaching with moving image media; Treatment of disabled people in moving image media; Activities and lesson plans, as well as links to further resources. Will be of use to those wishing to explore the use of the moving image in relation to disability or more generally - also to those with an interest in approaches to teaching about disability.

This website features a series of interviews with members of the different professions working in mental health care. Psychiatrists, nurses, social workers, psychologists, and occupational therapists talk about their roles within the multidisciplinary team, and their perspectives on team working and on their client group. I have found the interviews with Bailey particularly helpful in providing an insight in to the social work role in mental health - his perception of the role is contestable and has acted as a useful trigger for discussion.

The COPMI national initiative in Australia has developed an on-line workforce education resource in association with parents with mental health problems and their carers (including young people), called ‘Keeping Families and Children In Mind'. The involvement of consumers of mental health services and their carers was pivotal to the success and ‘user friendliness' of the resource and it contains a large number of video and audio clips of parents and carers. Although not a UK resource, may be of use in teaching.

An increasing number of Higher Education Institutions now employ people whose remit is to recruit, train and support service users and carers to contribute to professional programmes. In turn, service user and carer involvement development worker posts need to be well constructed and supported. That is the focus of these guidelines, which it is hoped will be of use both to universities considering or planning such posts and to those with a worker already in post.

Three films produced by Framework - a housing charity based in Nottingham: 1) A Day in the Mind... a short film that depicts what a typical day is like for someone with mental health difficulties. 2) What a Difference a Day Makes... Recovery doesn't happen in a day, but a day can make a difference. This the second film made by Framework about the realities of experiencing mental health difficulties. 3) A Human Experience Made by Rethink, the film interviews three people who have used mental health services. They discuss the impact that their own personal experiences of stigma have had on their family, their friends and themselves. Other areas touched upon include changing attitudes towards mental health and the role of the media in generating and re-enforcing the public perception of mental health. Useful as triggers for discussion about stigma and mental health. Accompanied by the Changing Your Mind training pack: http://www.frameworkha.org/pages/changing_your_mind.html

This module is part of the Health Talk Online collection of resources. It focuses on people’s experiences of psychosis. Many of the people interviewed had, at some point in their lives, received a diagnosis of schizophrenia. However there were a number of people who had never received this diagnosis but who had experienced psychosis i.e. hearing or seeing things or holding unusual beliefs which other people don’t see or share. This is a collection of online interviews which is searchable in a whole range of ways (ie by age group and by theme).

This page was created to support the integration into curricula of knowledge and skills relating to infant and perinatal mental wellbeing and ill-health. It was created following an mhhe workshop on learning and teaching about perinatal mental health at Staffordshire University in January 2009 - Learning and teaching about perinatal mental health: Don't let women fall through the net. You will find here: General Resources, Publications and Reports, Curriculum Frameworks and Training Materials and Details of Modules and Programmes.

This section of the Mental Health in Higher Education project website draws together publications and resources related to the role of social work in the area of mental health. This page was initially developed to support a learning and development event for mental health social workers in Lancashire in the spring of 2009. It may be of use in informing module planning, or act as a resource that students can access directly.

Based in Toronto, the Mad Students Society (MSS) is a group organised for and run by students who have experienced the psychiatric system (known as psychiatric survivors and/or consumers). MSS was created to provide peer support, advocacy and self-empowerment for students experiencing mental health issues in post-secondary institutions and other centres of education such as adult education, and privately funded education institutions. Mad Students Society works to create a community to empower, support and mobilize students who are currently or may in the future experience the psychiatric system. As a group members support each other, share similar experiences, learn about their history as a community, build from each other's strengths, identify barriers in the education system and address systemic discrimination. This is an interesting model which, to my knowledge, has no precise counterpart within a UK context. It provides a model for thinking about how peer support for students experiencing mental distress might be facilitated. The link provided here is to the website for the group, which provides some information and contact details.

This site provides titles and summaries of literature on the topic of mental health. Entries are submitted by members of the network. May be of use in preparing reading lists and encouraging learners to access first person accounts and other reading which falls outside academic literature on the subject.

At the end of the 1990s a group of interviewers from a range of backgrounds went across England and Wales to record first hand accounts from individuals who had experienced life in old mental health asylums. Their aim was to create a historical resource coming from an often ignored perspective - instead of relying on opinions of those distanced from the situation, it would give those with direct experience the power to speak for themselves. This link provides access to the video interviews that the Testimony Project carried out between 1999 and 2001. Full transcripts and extracts from the interviews are available. This resource provides a helpful insight for students in to how mental health services were provided in the past, and can be used as a trigger for discussion about what has (and has not!) changed.

Animated Minds is a series of short animated documentaries which use real testimony from people who have experienced different forms of mental distress. A single aim underpins all the films: to help dispel myths and misconceptions about ‘mental illness’ by giving a voice to those who experience these various difficulties first hand. I have found these extremely useful in teaching - they provide a short, highly engaging insight into the experience of mental distress and have proved helpful as triggers for discussion.

Everybody's Business is a set of free e-learning materials about the mental health of children and young people. It is aimed at people who work with children, young people and their families who are not mental health professionals. We recommend that you start with Understanding Mental Health, as this contains the underlying knowledge needed for the modules on Mental Health Promotion and the Peri-Natal & Infant Mental Health. The materials are not formally accredited but participants are able to print a certificate, similar to a 'Certificate of Attendance' on completion of each module. This resource could be extremely useful in supplementing classroom based learning - providing an up to date introduction to CAMHS issues.

This Handbook is designed to provide basic knowledge and awareness of the facts and issues behind self-harm in children and young people, with advice about ways staff in children's services can respond. May be used by learners on their own, and hence supplement classroom based activity.

Published by the National CAHMS Support Service, this document brings together guidance, best practice examples, case studies, resources and literature to help tackle the stigma associated with children's and young people's mental health.

In this film, Sarah Carr, mental health and social care researcher discusses the experiences and challenges faced by lesbian, gay and bisexual people when accessing mental health services. This links to the podcast, but also a full transcript of Sarah's presentation.

This module is offered as part of the Open University's OpenLearn initiative. 'Take a new and different look at mental health. This unit invites you to think differently about life's dilemmas by taking account of the views of all concerned, especially people experiencing mental distress. It explores ideas and practice in mental health, and will appeal to a wide range of people'. It may be of use in informing module planning, or alternatively can be directly accessed by students as a supplementary online learning opportunity.

This module is offered as part of the Open University's OpenLearn initiative. 'Although society's attitude toward mental illness has improved, discrimination and misconceptions surrounding those affected are still prevalent. This unit explores a number of issues relating to mental health practice, including the difference between mental health and mental illness, and the discrimination that can arise when people experience some form of mental distress'. It may be of use in informing module planning, or alternatively can be directly accessed by students as a supplementary online learning opportunity.

This module is offered as part of the Open University's OpenLearn initiative. 'What do we mean by ‘wellbeing’ for young people? How is it shaped by social differences and inequalities, and how can we improve young people's mental and physical health? This unit will examine the range of factors affecting young people’s wellbeing, such as obesity, binge drinking, depression and behavioural problems'. It may be of use in informing module planning, or alternatively can be directly accessed by students as a supplementary online learning opportunity.

This wiki facilitates exploration of the idea of learning to be professional in the context of undergraduate higher education designs that set out to develop professional as well as academic capability. It is one of a series of wikis established by Surrey Centre for Excellence in Professional Training and Education (SCEPTrE) to explore the theme of learning for a complex world. Although the SCEPTrE project finished in March 2011 this wiki will continue to be developed as part of the portfolio of not for profit work undertaken by Chalk Mountain.

The Realising Recovery learning materials were developed jointly by the Scottish Recovery Network and NHS Education for Scotland. They are designed to support all mental health workers to develop their recovery focused practice. The following modules are included: • Module 1, Understanding Recovery • Module 2, Using Self to Develop Recovery Focused Practice • Module 3, Enabling Self-direction • Module 4, Providing Person-centred Support • Module 5, Sharing Responsibility for Risk and Risk-taking • Module 6, Connecting with Communities The materials have been designed so they can be studied in a way that involves elements of self directed study and reflection. However, it is recomended that opportunities for group discussions should be made available to help learners put individual experiences into a broader context and enhance learning.

This learning module - created by the Science Museum - aims to take the user through various aspects of psychiatry and the study of 'mental illness'. It looks at the treatment, diagnosis and methods used in psychiatry as well as the investigation of mental illness from a historical and socio-cultural perspective. This is done by relating the subject matter to examples found in people's day-to-day lives. Important concepts of psychology are investigated and the user is given the opportunity to test their knowledge through various activities. Some of the concepts investigated include definitions of what is normal and abnormal, concepts of the mind, the concept of mental illness in other cultures, Chemotherapy, electro-convulsive therapy and Psychosurgery. May be of use in supplementing classroom based learning.

Talking our language tells the story of two conversations about mental health. It explains how a mental health organisation - Touchstone - started these conversations with two linguistically distinct communities in Leeds: Urdu speakers and Cantonese speakers. Both communities came with rich cultural understandings of mental health, but many of the concepts and ideas which dominate both ‘medical’ and ‘social’ models of mental health had no clear analogue in either of these languages. This is the story of the conversations which took place and includes training materials.

Robert Whitaker is an American journalist and author of Mad in America and Anatomy of an Epidemic. He gave this lecture in Cork on 14 March 2011, invited by the schools of nursing & midwifery and aplied social sciences, in association with the Irish Network of Critical Voices in Mental Health and sponsored by the Irish Institute of Mental Health. In it he provides a critique of medical model approaches to the treatment of mental ill health and in particular of psychiatric medication.

The purpose of this training resource, produced by Young Minds, is to help schools think about why some children may be more vulnerable than others in facing transition, and to support schools in developing ways of working that will allow all children to find a sense of belonging and engagement in school. The Targeted Mental Health in Schools (TaMHS) project and others locally are already supporting schools and this resource is intended to add to and complement that work. Will also be of use in raising awareness of transition issues amongst other practitioners.

This resource provides links to some databases of films for use in teaching and a brief bibliography on the use of cinema in teaching mental health. May be of use to those wishing to locate films for use in teaching or consider some of the challenges of using this medium well.

Mental Health in Higher Education aims to increase networking and the sharing of approaches to learning and teaching about mental health, across the disciplines in UK higher education. It produces a bimonthly ebulletin, organises workshops and events, maintains a national database of mental health educators and provides an information and enquiry service.

Links between physical and mental health are often underplayed in teaching (as in service delivery). This checklist is aimed at educators who wish to think about how physical mental health might feature in learning and teaching about mental health. It arose from a conference held in 2008. See here for further details: www.mhhe.heacademy.ac.uk/letsgetphysical

University life can be exciting for students, but can also engender frustration and isolation. Students with mental health problems may find it difficult to ask for help - appropriate services may be lacking and/or they may fear the stigma that can result from disclosure. For students on professional programmes, the need to prove oneself as ‘fit for practice' can be the source of additional stress. The development of appropriate values and attitudes requires a focus on the self. This can be an emotional journey, especially for students who are also users of services. This section of the mhhe site provides links to guidelines and publications; some examples of institutional policies; guidance on developing an inclusive curriculum, and on fitness to practice issues; event reports and links. It also contains a link to an annotated reading list.

Report on the activity of the Mental Health in Higher Education project for the year 09-10

This chapter analyses the current challenging context for educators in the area of mental health and, drawing on the work of the Mental Health in Higher Education project (mhhe), explores how learning and teaching about mental health can be enhanced through increased networking and the sharing of perspectives and ideas. Reference: Anderson, J. & Burgess, H. (2007) Educators Learning Together: linking communities of practice, ch 10 in Stickley, T. & Basset, T. (eds) Teaching and Learning about Mental Health, Chichester: Wiley

This is a paper included in the proceedings of the Living and Learning, Learning and Teaching: mental health in higher education conference held at Lancaster University in 2010. Influential social and recovery models form key mandates for mental health education today. These models advocate a shift from traditional notions and approaches linked to mental illness, to service users’ active empowerment and control over their lives and symptoms. This short paper questions, however, how far the emphasis of these models on autonomy takes account of service user experiences. May be of use in informing thinking when planning the content and emphasis of teaching about mental health.

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The purpose of the seminar, held in York on 8/9 April 2002, was to initiate a debate about how learning and teaching in mental health in higher education might be enhanced. The objectives were: to develop a shared understanding of different approaches to learning and teaching, to identify strengths, development needs and other drivers for change, to explore ways of improving teaching and learning within and across different disciplines, to test assumptions and explore perhaps unforeseen problems and consequences, and to consider how to take the work forward and the role the LTSN might play in this. Five or six participants were invited by each of the four LTSNs (Health Sciences and Practice; Medicine, Dentistry and Veterinary Medicine; Psychology; and Social Policy and Social Work -SWAP), all of whom had a special interest in mental health issues in learning and teaching.

Donald Forrester, University of Bedfordshire provides a short introduction to some of the tools he has used to research substance use and how those tools translate into teaching social work students

Frances Gordon and Hilary Pengelly presented the activities detailed here at a jointly funded SWAP and HSP event. Delegates enjoyed the event and comments incldued: 'I will certainly use de Bonos six thinking hats with my students. I have found the whole session very motivational and have serveral atrategies to take back and use with my students'. Delegates also found the pointers on how to use mateiral from serious case reviews very useful.

A short information sheet prodcued by Sarah Galvani, University of Bedforshire offering ideas for teaching domestic violence and substance use in the social work curriculum

A helpsheet created in partnership with service users about ways to embed service user experience in teaching and learning about alcohol and drugs

This helpsheet offers some pointers for social work academics wishing to increase student awareness of homelessness by holding an event.

Links to resources and ideas for teaching globalisation and social work

This bibliography has been prepared by Gail Hornstein - a professor of psychology at Mount Holyoke College in the USA. She describes it as being in four sections: '(1) personal accounts of madness written by survivors themselves; (2) narratives written by family members; (3) anthologies and critical analyses of the madness narrative genre; and (4) websites featuring oral histories and other first-person madness accounts'. It may be of value in encouraging learners to access first person accounts of mental ill health - alongside other resources such as the madness and literature network (which also provides summaries).

The publication includes interviews and case studies with social policy and social work academics across the UK who have successfully embedded internationalisation in the curriculum

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A short information sheet prodcued by Rachel Lart, University of Bristol summarising useful resources for the teaching of drugs and society to social policy students

A short summary of the role of demography in social work with an exercise for students using WHO data on ageing

This is a poower point created by Greame Simpson and Sue Lawrence that illustrates a typology of older migrants.

A short information sheet prepared by Ian Paylor at Lancaster University. The sheet includes suggestions for ways to discuss blood bourne viruses in social work teaching

This group is open to everyone with an interest in sharing approaches to learning and teaching about mental health, across all disciplines in higher education. It complements the work of the Mental Health in Higher Education project www.mhhe.heacademy.ac.uk

A short four page summary created by Sarah Galvani suggesting different levels of engagement with substance use across the social work curriculum

These digital stories were created by service user members of the Inpatient Care Forum at the CEIMH at the University of Birmingham as part of a project to create resources for teaching about inpatient care for health care workers. They are scripted from teh persons lived experience and were made by them with support from myself and colleagues, Liz Chilton and Dee Partridge.

These digital stories were created by service user members of the Inpatient Care Forum at the CEIMH at the University of Birmingham as part of a project to create resources for teaching about inpatient care for health care workers. They are scripted from teh persons lived experience and were made by them with support from myself and colleagues, Liz Chilton and Dee Partridge.

These digital stories were created by service user members of the Inpatient Care Forum at the CEIMH at the University of Birmingham as part of a project to create resources for teaching about inpatient care for health care workers. They are scripted from teh persons lived experience and were made by them with support from myself and colleagues, Liz Chilton and Dee Partridge.

These digital stories were created by service user members of the Inpatient Care Forum at the CEIMH at the University of Birmingham as part of a project to create resources for teaching about inpatient care for health care workers. They are scripted from the persons lived experience and were made by them with support from myself and colleagues, Liz Chilton and Dee Partridge.

These digital stories were created by service user members of the Inpatient Care Forum at the CEIMH at the University of Birmingham as part of a project to create resources for teaching about inpatient care for health care workers. They are scripted from teh persons lived experience and were made by them with support from myself and colleagues, Liz Chilton and Dee Partridge.

These digital stories were created by service user members of the Inpatient Care Forum at the CEIMH at the University of Birmingham as part of a project to create resources for teaching about inpatient care for health care workers. They are scripted from the persons lived experience and were made by them with support from myself and colleagues, Liz Chilton and Dee Partridge.

These digital stories were created by service user members of the Inpatient Care Forum at the CEIMH at the University of Birmingham as part of a project to create resources for teaching about inpatient care for health care workers. They are scripted from teh persons lived experience and were made by them with support from myself and colleagues, Liz Chilton and Dee Partridge.

These digital stories were created by service user members of the Inpatient Care Forum at the CEIMH at the University of Birmingham as part of a project to create resources for teaching about inpatient care for health care workers. They are scripted from the persons lived experience and were made by them with support from myself and colleagues, Liz Chilton and Dee Partridge.

These digital stories were created by service user members of the Inpatient Care Forum at the CEIMH at the University of Birmingham as part of a project to create resources for teaching about inpatient care for health care workers. They are scripted from the persons lived experience and were made by them with support from myself and colleagues, Liz Chilton and Dee Partridge.

These digital stories were created by service user members of the Inpatient Care Forum at the CEIMH at the University of Birmingham as part of a project to create resources for teaching about the impact of medication to undergraduate nurses. They are scripted from the persons lived experience and were made by them with support from myself and colleagues, Liz Chilton and Dee Partridge.

These digital stories were created by service user members of the Inpatient Care Forum at the CEIMH at the University of Birmingham as part of a project to create resources for teaching about the impact of medication to undergraduate nurses. They are scripted from the persons lived experience and were made by them with support from myself and colleagues, Liz Chilton and Dee Partridge.

These digital stories were created by service user members of the Inpatient Care Forum at the CEIMH at the University of Birmingham as part of a project to create resources for teaching about the impact of medication to undergraduate nurses. They are scripted from the persons lived experience and were made by them with support from myself and colleagues, Liz Chilton and Dee Partridge.

This SWAPBox how to guide explains the 'Groups' function and how to make the most of it, including creating a group page, joining an existing group and contributing resources to group pages.

This template letter has been developed for use by SWAPBox members who shared the resources of others by web-linking them to their profile but would like to encourage the original author to also upload the resource file. It is envisaged that this will be particularly applicable to special interest groups within SWAPBox, who are collecting resources and materials around a particular topic. The template can be easily customised, pasted into an email or sent out in letter format.

The Guide contains a general introduction to the topic and, drawing on a range of current initiatives, pointers towards good practice in relation to each of the components of effective involvement. A range of evaluation tools are offered which may be useful in charting progress and identifying the next steps to be taken.

The goal of this session was to get students was to get students to think about the impact that a lack of policy and action can have. It also helps them to think about the impact of for example the migration of medical staff from the developing to the developed world and ends with a challenge

This powerpoint produced by Hellmut Weich includes photographs and exercises designed to familiarise students with the African experience of social work

These powerpoint slides produced by Janet Williams support an undergraduate lecture on migration