Diversity Resource: Structure

Time to Change Diversity Resource

September 2009

This resource is available online at www.time-to-change.org.uk/diversity

1 Contents

1. Introduction 1.1. Definitions of diversity and equality

2. Summary of key points to consider

3. Generic guidance on diversity 3.1. Conducting an equality audit 3.2. Equalities monitoring

4. Black and minority ethnic communities 4.1. BME communities in your local area 4.2. Tool to assess and promote involvement of people from BME communities 4.3. Guidance on working with BME communities 4.4. Linking with local equalities/diversity leads

5. Gender

6. Lesbian, gay, bisexual and transgender

7. Older people

8. Work within the Time to Change portfolio 8.1. Open Up 8.2. Anti-Stigma Campaign 8.3. Education Not Discrimination (END) 8.4. Local projects 8.5. Links with national stakeholders

9. Case studies 9.1. Mind in Harrow, Stepping Stones Project 9.2. Brent Mind, Healthy Minds 9.3. Hunts Mind, Well Life 9.4. Open Up, Regional Coordinator, London 9.5. Open Up – Maat Probe Initiative, Sheffield 9.6. Mind in Brighton and Hove, MindOut 9.7. Derbyshire Mind, Enjoying Derby 9.8. Eden Mind, Outthere 9.9. Herefordshire Mind, Zest 9.10. Sheffield Mind, Mind and Body Project

10.1 Further information and contacts 10.2. Mind and Rethink

Appendix 1 Tool for assessing and promoting the involvement of people from BME communities in your project Appendix 2 Case Study Template

2 1. Introduction

This resource has been developed as part of the strategic review commissioned by Sue Baker, Time to Change Portfolio Director. It aims to ensure that:  all projects are monitoring beneficiaries in terms of diversity  our reporting to funders shows which communities we are engaging with.

We recognise that partners have policies and standards with regard to diversity. This resource is meant as an additional practical tool that is relevant to your work within Time to Change.

Why is diversity important to Time to Change? We need to deliver our overall outcomes (in terms of knowledge, attitude and behaviour change, empowerment and improved wellbeing) across all communities in England.

As a result, we monitor how projects are working with and reaching diverse groups through quarterly reports and evaluation findings.

If we do not address issues of diversity in the delivery of the programme, the impact of discrimination may be felt more strongly in those communities that we do not reach. Also, we risk not understanding how to improve mental and physical wellbeing in these communities.

How to use this resource The purpose of this resource is to: provide links to existing resources that can help projects engage with diverse communities; and share examples of work within the portfolio.

 Section two summarises the key points that projects should consider.  Section three looks at generic guidance on diversity.  Sections four to seven focus on specific groups, including BME communities (with a tool that projects can use to assess their work), gender, LGBT and older people.  Sections eight and nine contain examples from within the Time to Change portfolio.  Section ten includes links to useful organisations.

1.1. Definitions of diversity and equality

Olmec (1) distinguishes between diversity and equality:

 Diversity is about everyone. Everyone has different characteristics and life experiences which make society diverse.

 Equality is about the equality of outcomes experienced by individuals and groups in diverse communities.

The Time to Change diversity review found a variety of approaches to equality and diversity. Some schemes focus on separate groups and/or communities, whereas others take a more

3 broad approach. The first approach can help organisations gain an in-depth understanding of the issues for a specific group. The second might cover groups that may otherwise be excluded but risks taking a ‘one size fits all approach’.

You need to decide what equality and diversity means for your own project. This resource highlights a number of toolkits, resources, organisations and examples of good practice to help you address issues of equality and diversity within your project.

1. Olmec (June 2008), ‘A Guide to Equality and Diversity in the Third Sector’, www.olmec- ec.org.uk

2. Summary of key points to consider

Important points to consider in your work involving and reaching diverse communities include:

 Use existing resources and organisations that provide help and advice.  Make links with appropriate organisations in your local area.  Make use of the expertise within Time to Change partners, projects and the Lived Experience Advisory Panel (LEAP).  Continue to share your examples of good practice within the portfolio, eg at Delivery Group Meetings and via the monthly e-newsletter.  The Time to Change evaluation will look at the impact of the portfolio nationally but you should also assess the impact of your work locally.

In addition, the Time to Change diversity review included a review of relevant policies and practices. Common themes were identified:

Monitoring is critical It is important to be clear about which groups are being monitored, how they are defined, and why monitoring is taking place. You should also clarify how the information will be used, and what actions might be taken.

A governance system needs to be in place All parts of the project should address equality and diversity issues, for example:

 uniform reporting and analysis systems, eg standard forms, checklists, etc  identified equality/diversity champions who provide expertise and support, and challenge practices where appropriate (internal and external)  sharing good practice within the project and externally  linking with existing communities and networks  understanding the experiences of the diverse range of people who use services, as a tool for influencing service change.

Management and staff training and development Staff involved in projects need to understand the importance of delivering and monitoring equality and diversity as part of their core work. Practical guidance is often needed, eg how to link with existing communities and networks.

4 The Time to Change Diversity Review can be downloaded from: www.time-to-change.org.uk/diversity/points_to_consider

This document includes as an appendix: ‘Involvement of Black and Minority Ethnic Communities in the Time to Change Portfolio: Strategic Review and Recommendations’ by Dorothy Gould, Jayasree Kalathil and Allison Otana.

3. Generic guidance on diversity

A range of guidance and good practice exists in the voluntary and statutory sectors. For example, the Department of Health and Improving Access to Psychological Therapies equalities impact assessment is based on central government guidance. It has been used as an example of good practice by the DH’s Equalities and Human Rights Group.

Mind’s approach is around ensuring consistency of data collection, having diversity champions, and requiring every policy initiative to have an equalities impact and action statement. Local Mind Associations have quality standards, including standards around equalities.

Sections 4-7 include information on BME communities, gender, LGBT and older people. The ‘BME communities in your area’ section may also apply to other groups.

Useful information and organisations are referenced in Section 10 of this resource. A ‘tool to assess and promote the involvement of people from BME communities’ is in Appendix 1.

Resources  Social Care Institute for Excellence (SCIE)’s position paper ‘Seldom Heard’ – a practice framework to help social care services to enable the participation of people from ‘seldom-heard’ groups. The paper focuses on homeless people with addiction problems, people from BME communities, people with communication impairments, and people with dementia: www.scie.org.uk/publications/positionpapers/pp10.asp

 bassac (membership body for community organisations) ‘Development Through Diversity’ toolkit www.bassac.org.uk

 IAPT guidance on equalities impact assessment: www.iapt.nhs.uk/2008/10/equality-impact-assessment-eqia

 IAPT Equality and Diversity Toolkit includes guidance on consulting with people from specific groups: www.iapt.nhs.uk/2008/10/equality-and-diversity-toolkit

 National Mental Health Development Unit’s Equalities Measurement Framework: www.mentalhealthequalities.org.uk/our-work/equalities-in-mental-health/equality- measurement-framework

5  Download Mind’s equality checklist from www.time-to-change.org.uk/diversity/guidance

 Mind also produces a number of fact sheets on specific issues: www.mind.org.uk/help/information_and_advice

Further information  National Mental Health Development Unit: www.mentalhealthequalities.org.uk/our-work/equalities-in-mental-health  Equalities and Human Rights Commission: www.equalityhumanrights.com  Cabinet Office (Government Equalities Office): www.equalities.gov.uk  Department of Health: www.dh.gov.uk  National Association for Voluntary and Community Action (NAVCA): www.navca.org.uk

3.1. Conducting an equality audit

An equality audit helps you assess how well your project is doing. This includes internal awareness and commitment, external perceptions and experiences, and where improvements can be made. The following steps have been adapted from Olmec’s ‘A Guide to Equality and Diversity in the Third Sector’ (www.olmec-ec.org.uk):

1. Collate all the information your project collects and produces, including monitoring, publication and communication material, and information on your service users, partners and other external bodies.

2. Bring together all the information about your project. This might include your statement of purpose, project plan, strategy documents, and policies and procedures.

3. Collect information on the population from which you draw your service users. This could be geographic or may be defined by a particular group or community.

4. Conduct interviews with key people to gather opinions and experiences. This might include trustees, staff, volunteers, service users and other stakeholders.

5. Assess the information you have gathered against current legislation and good practice, and any quality standards relevant to your organisation.

You could use the Time to Change ‘Tool to assess and promote the involvement of people from BME communities in your project’ to analyse the information and develop an action plan: www.time-to-change.org.uk/diversity/BME/assessment_tool

3.2. Equalities monitoring

The following has been adapted from Olmec (June 2008), ‘A Guide to Equality and Diversity in the Third Sector’, www.olmec-ec.org.uk

When monitoring equality, it is important to be clear who you are monitoring, why you are monitoring them and what you intend to do with the statistics.

6 You should provide information on how the monitoring is part of your policy to improve your equalities performance. You also need to let people know how you are going to store and report on the information collected.

What should be included?  Gender: male or female  Ethnicity  Disability – do they consider themselves disabled?  Communication and other access needs, eg: - Do you need an interpreter? If so, please say what language. - Do you need information translated into a language other than English? If so, please say which language. - Do you have any other access needs? If yes, please say what they are.  Religion or belief  Age  Sexual orientation

Measuring outcomes Monitoring data need to be analysed on a regular basis to identify trends. Organisations should demonstrate how their action plans have led to real outcomes that show improvements in equality. Measuring outcomes enables you to:  provide a shared understanding of what changes are expected  help staff and volunteers see evidence of their work and service users to see progress  gain an understanding of effective ways to plan and deliver work  show funders and other stakeholders that the organisation is a learning one that seeks to develop and improve from its experience.

4. Black and minority ethnic communities

Definitions There is a debate around the terminology used to refer to communities who are minorities in relation to the local population on the basis of their ‘racial’ or ‘ethnic’ origin. No single term can fully capture the diversity within these communities. ‘Black and minority ethnic’ is the term consistently used in census, survey and routine administrative data. This term refers to a range of communities including:  established groups, eg African, Asian and African-Caribbean  new migrant communities, eg people from Eastern European countries  refugee and asylum seeker communities  transient communities, eg the traveller community  and groups often referred to as ‘invisible minorities’, e.g. the Irish community.

Adapted from Gould, D., Kalathil, J. and Otana, A. (2009) ‘Involvement of Black and Minority Ethnic Communities in the Time to Change Portfolio’

Developing services

7 Some people from BME communities with experience of mental distress may not use services. It is therefore important to think about how to reach these people.

Developing services in partnership with a BME organisation or faith group will enable services to become more culturally appropriate. This could be a BME service user or carer-led organisation, or an organisation set up in partnership with a BME or faith group. This includes planning, delivering and evaluating your services.

People from some communities or faith groups may prefer services to be delivered by someone from the same ethnic or religious background. Other factors may be important, for example services delivered by someone who is the same gender as themselves. Services must be flexible and responsive to the ever-changing demographic of the local population.

Read about examples of work within the Time to Change portfolio in section 9 and the case studies in section 10 for more ideas about working with people from BME communities.

4.1. BME communities in your area

The 2001 Census estimated that the UK population was just under 59 million. The size of the minority ethnic population was 4.6 million, which is 7.9% of the total population. Indians were the largest minority group, followed by Pakistanis, those of mixed ethnic backgrounds, Black Caribbeans, Black Africans and Bangladeshis.

The 2001 Census (www.ons.gov.uk/census) provides data about BME communities in local areas but these communities can change rapidly. Further analysis is needed to understand the range and number of BME communities nationally or in a local area. This information can be obtained from a number of sources, including (1):

 the regional public health observatory (www.apho.org.uk)  Office of National Statistics (www.statistics.gov.uk)  the planning or economic development department in the local council  some journals or magazines of local organisations or local authority departments  surveys conducted by BME organisations  community development workers who have been commissioned to carry out mapping surveys to identify stakeholders  university-led community engagement projects that provide local research data  local charities and faith groups may have a good level of knowledge about the range of BME communities within the local area.

1. Adapted from Department of Health/IAPT (January 2009) ‘Black and Minority Ethnic (BME): Positive practice guide

The Guardian website also has a tool that shows the main areas in Britain that different BME communities live: www.guardian.co.uk/flash/0,,1690291,00.html

4.2. Tool to assess and promote the involvement of people from BME communities

8 A useful tool to assess and promote the involvement of people from BME communities in your project has been developed by LEAP advisor Dorothy Gould (in consultation with Jayasree Kalathil). This tool is in Appendix 1 or can be downloaded from www.time-to- change.org.uk/diversity/bmecommunities/assessment_tool

The questions are also summarised below.

Self-Assessment Questions These questions will help you measure how successfully you are involving people from BME communities in your project.

1. Main BME communities in the area which is relevant to your project

1.1 Do you know which BME communities are represented in the region covered by your project?

1.2 If so, which BME communities are they?

2. Staff and volunteers

2.1 To what extent do project staff reflect the ethnic mix in the area covered by your project?

2.2 What about volunteers?

3. Training and advice

3.1 What training/advice, if any, have project staff and volunteers had in cultural competence?

3.2 What comments, if any, have you received about differences which this training/advice has made and who has made the comments?

4. Team meetings

4.1 How often do you talk in team meetings about the extent to which people from BME communities are involved in your project?

4.2 If you have had discussions, what issues have you covered?

5. Links with relevant others

5.1 What links, if any, do you have with local/national workers who work with people from BME communities?

5.2 Please list any contact which the project has made with other BME-led groups, networks, or organisations?

9 5.3 What links, if any, have you made within the Time to Change portfolio, including projects and LEAP members who can offer relevant advice?

6. Focused work with BME communities

6.1 What examples do you have of work which the project has undertaken with a specific BME community?

6.2 Provide examples of feedback about your work from service users, carers, staff and volunteers from BME communities / organisations.

7. Direct involvement of people from BME communities in your project

7.1 Have people from BME communities been involved in your project in any of the following ways? Please include details of how they are involved. i) participating in it ii) assisting with project planning and development iii) co-managing the project iv) running the project as members of a BME community

Action Plan Taking into account the answers which you have just given, what do you think are particular issues for your project if people from BME communities are to be involved in it at both participatory and leadership levels? Please brainstorm ideas, decide on a priority and then set it out below.

1. What action will you take and why is this your priority?

2. Who will have the lead role?

3. What part will people from BME communities play?

4. What resources are available?

5. When will the action start and when will you review it?

6. How will you ensure that you obtain feedback about it from service users, carers, staff and volunteers who belong to BME communities?

4.3. Guidance on working with BME communities

10 There is a range of expertise, tools and approaches that could inform the development of policy and practice with BME communities. You will find material in this section that will help you complete the questions in the assessment tool above.

Training  The Race Equality and Cultural Capability Training for Trainers Programme: 020 8641 9358 or [email protected]

Resources  DRE Dashboard: tool which tracks progress on race equality in mental health at local and regional level: download from www.nemhdu.org.uk/silo/files/dre-dashboard.pdf

 Visual resources are being developed between DRE and Shift focusing on raising awareness of mental health in BME communities: www.shift.org.uk/work/bme/index.html  Diverse Minds: A recently published report with details on the policy (http://www.mind.org.uk/campaigns_and_issues/report_and_resources/2366_a_civilised_socie ty_mental_health_provision_for_refugees_and_asylum-seekers_in_england_and_wales) surrounding mental health provisions for refugees and asylum seekers, and a report exploring advocacy (http://www.mind.org.uk/campaigns_and_issues/report_and_resources/2367_improving_menta l_health_support_for_refugee_communities-an_advocacy_approach) for refugees and asylum seekers.

Useful organisations  Delivering Race Equality: www.mentalhealthequalities.org.uk/our-work/delivering-race- equality  Interfaith Network: www.interfaith.org.uk  Council of Ethnic Minority Voluntary Sector Organisations (CEMVO): www.emf-cemvo.co.uk  The Afiya Trust – aims to reduce inequalities for racialised groups: www.afiyatrust.org.uk  Catch-a-Fiya - forum for mental health system survivors: www.catchafiya.org  Newham Asian Women’s Project: www.nawp.org  Cares for Life (South London and Maudsley NHS Trust): www.slam.nhs.uk/services/servicedetail.aspx?dir=10&id=1000  Kindred Minds – BME user-run service at Southwark Mind: [email protected]  Rethink’s Black and minority ethnic communities and mental health fact sheet: www.mentalhealthshop.org/products/rethink_publications/black_minority_eth.html  Mind’s online fact sheets list useful organisations: o Mental Health of the African Caribbean Community in Britain o Mental Health of Chinese and Vietnamese People in Britain o Mental Health of Irish People in Britain o The Mental Health of the South Asian Community in Britain These can be accessed via: www.mind.org.uk/help/information_and_advice

11  Refugee Mental Health Forum: [email protected] or 020 7700 8213.  Diverse Minds has worked with a large number of local refugee organisations, and has produced online information, including a list of useful organisations: www.mind.org.uk/campaigns_and_issues/policy_and_issues/black_and_minority_ethni c/refugees_and_asylum_seekers  Equalities. The National Council of Disabled People and Carers from BME Communities: www.equalitiesnational.org.uk

Carers from BME communities The Afiya Trust (www.afiyatrust.org.uk) has published a report relating to carers from BME Communities ‘Beyond We Care Too: Putting Black Carers in the Picture’.

4.3.1 Language Guidance

According to the Labour Force Survey (http://www.statistics.gov.uk/hub/people- places/people/language/index.html) completed in 2006 English is not the first language for 6% of the UK population aged 16 and over. When accessing health services language can be a huge barrier, not least as many languages do not contain words that correlate exactly with English equivalents.

Below is a list with a few places to start for translation guidance:

 Multikulti Website (http://www.multikulti.org.uk/) - has information in different languages on a host of different topics  Mind in Harrow website (http://www.peoplelikeus.info/services-which-offer- interpreting.asp) - provides links to helpful services  National Mind (http://www.mind.org.uk/help/foreign_language_resources) which has translated various different leaflets into other languages.

Your Community Development Worker should be able to provide information on local services.

4.4. Linking with local equalities/diversity leads

Projects should find out who the equalities/diversity leads are at their local PCT and local authority. These contacts will help you find out about local resources and organisations.

The equalities lead at your PCT can also let you know whether there are Delivering Race Equality (DRE) Community Development Workers in your area. The role of DRE Community Development Workers includes: o identifying gaps in services and develop innovative practice o promoting joint working, education and training o capacity building in BME communities o facilitating access to services through community resources and by overcoming language and cultural barriers.

12 For more information, go to www.mentalhealthequalities.org.uk/our-work/delivering-race- equality/community-development-workers/

5. Gender

There is a strong evidence base around women’s mental health. There is not such extensive social science or policy literature in relation to men’s mental health. However, evidence does suggest that the mental and physical health profiles of men are distinct from those of women. Although understanding of men’s mental health is less developed, support and expertise is available through a small number of organisations.

Sometimes it is appropriate to offer services to separate gender groups. For example, Mind in Harrow organises swimming, sauna and jacuzzi sessions for Muslim women (see full case study below).

Resources  Mainstreaming Gender and Women’s Mental Health: provides evidence and pointers for achieving gender sensitive service delivery: www.dh.gov.uk/en/Publicationsandstatistics/Publications/PublicationsPolicyAndGuidan ce/DH_4072067

Further information  Men’s Health Forum: www.menshealthforum.org.uk  National Programme for Improving Mental Health and Well-Being: Addressing Mental Health Inequalities in Scotland – equal minds: www.scotland.gov.uk/Publications/2005/11/04145113/51135  Mind’s online fact sheet ‘Women and mental health’: www.mind.org.uk/help/people_groups_and_communities/women_and_mental_health

6. Lesbian, Gay, Bisexual and Transgender

A range of organisations are available to provide expertise and advice on LGB(T) issues. The Mind Out project at Brighton and Hove Mind can also provide a source of expertise.

Resources  UK LGBT Health Summit Report website: www.lgbthealth.co.uk

Further information  PACE (promotes lesbian and gay health and wellbeing): www.pacehealth.org.uk  GALYIC (LGBT young people in Calderdale): www.galyic.org.uk  REGARD – national organisation of disabled LGBT community: www.regard.org.uk

13  Mind’s online fact sheet ‘Lesbians, Gay Men and Bisexuals and Mental Health’: www.mind.org.uk/help/people_groups_and_communities/lesbians_gay_men_and_bise xuals_and_mental_health  Mind Out’s website has links to local and national organisations: www.lgbtmind.com

7. Older people

The Department of Health is currently considering how it will incorporate older people mental health into the New Horizons development. Its approach to age issues is incorporated into its generic equality impact assessment (www.iapt.nhs.uk/2008/10/equality-impact-assessment- eqia). The National Mental Health Development Unit has developed the ‘Let’s Respect’ toolkit which provides advice on making services accessible for older people.

Age Concern’s Fit as a Fiddle programme champions physical activity and wellbeing for older people. It has local projects across England.

Resources  Let’s Respect Resource Box: www.mentalhealthequalities.org.uk/our-work/later- life/lets-respect

Further information  Centre for Policy on Ageing: www.cpa.org.uk  Age Concern’s Fit as a Fiddle programme: www.ageconcern.org.uk/AgeConcern/fit-as-a-fiddle.asp  Mind’s online fact sheet ‘Older People and Mental Health’: www.mind.org.uk/help/people_groups_and_communities/older_people_and_mental_h ealth

8. Work within the Time to Change portfolio

There is a wealth of expertise within the Time to Change portfolio. It is important that we are all committed to sharing good practice, and to developing work across the whole portfolio. There are a number of forums to share good practice, including the quarterly Delivery Group meetings and the monthly e-newsletter.

If you have an example of good practice that you would like to share with other projects, please contact Tanya Sealey at [email protected]

8.1. Open Up

The project has recruited staff members from diverse backgrounds, shared ideas and practice at team meetings, and included BME organisations and networks on their marketing database (download from www.time-to-change.org.uk/diversity/TTC_examples/Open_Up). Open Up regional coordinators make face-to-face contact with key individuals and groups in their area.

Open Up also supports local user-led anti-discrimination initiatives. Those run by people with

14 experience of multiple discrimination have been prioritised, eg people from BME communities, refugees, people living in rural areas, etc.

Examples of initiatives funded in 2008/09:

 Irish Women’s Group - Birmingham A group of women from Birmingham's Irish community published stories of discrimination.

 Jara Socho - "Think Twice" - Harrow A play in Hindi, written and performed by a group of Asian women, continues to tackle issues around mental health and domestic violence in the South Asian community.

 Maat Probe Group - Sheffield Research was conducted by a group of African and African Caribbean men into discrimination they face from service providers. The group have used their findings to train mental health professionals on how to deliver culturally appropriate services.

 MindOut Play - Bournemouth A play developed by people from the LGBT community to raise awareness of the discrimination faced by LGBT people with mental health problems. The play has been performed to local service providers and employers.

 Psst, Pass it On! – Chelmsford Sessions have been run with sixth formers in three schools to explore mental health discrimination and produce a magazine.

 Art4 All Stigma – Preston Art workshops were run and an exhibition of the art was held to raise awareness of mental health discrimination. The initiative was led by and focused on (but not exclusive to) the Asian Muslim community.

Examples of initiatives funded in 2009/10:

 The Well – Birmingham A peer support group run by and for women from the South Asian community with experience of post-natal depression. The group also trains women to become befrienders.

 Lesbian Community Project – Manchester A social and support group for lesbian and bisexual women with experience of mental distress. The group will also produce leaflets and run workshops for mental health organisations focusing on the specific needs of lesbian and bisexual service users.

 Young People in Mind – Great Yarmouth A group of young people working together to create an illustrated book about their mental health experiences. The group will also raise awareness about mental health in local schools and will film the development of the project.

15  You’ve Got Talent! – London Workshops for vulnerable children aged 7-12, facilitated by a group of young adults and arts practitioners who have experienced mental distress.

 Short Film – Cornwall A short film about a day in the life of someone experiencing depression. The film will be screened at discussion groups to raise awareness about mental health problems and discrimination. The film will work with people living in remote parts of Cornwall.

For more information about Open Up’s work, visit www.open-up.org.uk

8.2. Anti-Stigma Campaign

Stigma Shout The campaign team ensured that BME groups were represented in the Stigma Shout research. They held one workshop in Tower Hamlets, where over 50% of the population are from non-white BME groups, and held another in a mosque. Overall, 21% of participants in the workshops were from BME groups.

Targeted campaign The evaluation of the first burst of the campaign in January 2009 found that people from a BME background were more likely to be aware of the campaign. However, the knowledge, attitude and behavioural scores of people from a BME background seemed relatively low.

The team will therefore run a targeted campaign with a BME community in a local area. This work has involved conducting a literature review, which pulled together published research in this area. This was used as a starting point. The team then identified and consulted on a shortlist of communities.

The campaign will target the South Asian community in Harrow, North West London. Focus groups took place with:

 people with lived experience of mental health problems  the target audience.

A local project group has been set up with representatives from the PCT, Community Mental Health Team and local people with and without personal experience of mental health problems. The campaign will run in April 2011.

Download the literature review, consultation process presentation and focus groups report.

Evaluation The IOP has work with people with lived experience of mental health problems to organise focus groups to evaluate the campaign. All focus group members were from BME backgrounds. Half of the focus groups included participants who were mental health service users. Download the full analysis of the BME focus groups, and further information about the two focus groups held in Harrow.

16 8.3. Education Not Discrimination (END)

END’s work with staff from GP surgeries has included a focus on issues for people from BME communities. Involvement Workers (people with experience of mental health problems) from BME backgrounds have been invited to develop the training content. They help deliver the sessions, including talking about their own experiences and facilitating discussions. They also run an interactive presentation on myths and facts relating to mental health and BME issues.

In August 2010, END organised a mini-conference for staff in GP surgeries in the Romford area. This included the performance of a short role-play based in a GP surgery, with a focus on BME issues. Participants were invited to discuss issues arising from the role-play and suggest ways the situation could be improved.

END has also worked closely with local Community Development Workers to recruit staff from GP surgeries and develop the training.

8.4. Local projects

Local projects sent examples of good practice for the diversity review in early 2009.

Making links with key workers A number of projects have made links with key workers, including:  Community Development Workers (Andover, Solent, Sheffield)  PCT Inclusion Workers (Newark)  PCT BME Involvement Officer (Herefordshire)  police diversity workers (Stuff Stigma).

Andover has developed strategic partnerships with Local Implementation Teams. This has helped increase their understanding of the needs of the local population.

Working with external agencies Projects have also made links with relevant organisations and groups. For example, Newark regularly attends Travellers Alliance Group meetings. Derbyshire has invited organisations to join their steering group, including BME groups and the Alzheimers Society. Carlisle attends Diversity and Equality partnership meetings.

Other links include:  African Caribbean Centre (Hunts)  Refugee and Asylum seeker support groups (Stuff Stigma, Solent)  Mosque (Harrow).

The University of Central Lancashire has a student population of 102 nationalities. It raises awareness of Time to Change through the Student International Office. The office is also translating some of the information on the service into key languages.

Targeting specific groups

17 Some projects have organised targeted sessions with BME minority groups, for example:  healthy smoothie session with Afghan women (Solent)  involving young black men in football (Hunts)  wellbeing/physical activities with BME college students (Solent, Milton Keynes).

Walking for Wellbeing targets areas where the BME population is relatively high, as well as actively targeting people who do not engage with mainstream services. Croydon works with a higher percentage of BME groups than is present in the local population. Newark has targeted the local Travellers population.

Several projects have organised specific activities with older people, eg flexercise and aqua aerobics (Solent, Croydon, Sheffield, South Somerset). Harrow organises women-only sessions for Muslim women and the University of Central Lancashire has targeted the LGBT student group.

The Stuff Stigma project includes representation of minority groups using its ‘living library’ model, eg transgender, refugee, etc.

8.5. Links with national stakeholders

The Central Management Team has made links with stakeholders that work with diverse communities and groups, including:  National Mental Health Development Unit Delivering Race Equality programme  National Mental Health Development Unit Women and Gender programme  Stonewall  Interfaith Network  CENVO (Confederation of Ethnic Minority Voluntary Organisations)  LGBT Consortium  ACE  Age Concern  Radar – The Disability Network

For further information contact Duncan Marshall at [email protected]

8.6. Delivery group diversity work

At the September delivery group we worked with a facilitator, Petronella Joy Mwasandube, on examining how the portfolio is doing on engaging people from diverse (specifically BME) communities.

Points raised by project staff were wide ranging and included discussions on matters such as female only swimming pools, timekeeping and Black History Month. We heard from Philip Clarke on the work that an Open Up initiative, MAAT Probe, are doing. This was referenced by one group as an inspiring example demonstrating the importance of working one engagement of people from diverse communities.

Another point mentioned by several different groups was the importance of recognising and

18 understanding difference. Trying to put people at ease by acknowledging difference and using culturally appropriate language or working with a community worker was felt to be the way to go.

Discussions raged throughout the session on the most appropriate terminology. Some people felt that BME should be supplemented for BAME (Black Asian Minority Ethnic), whilst some felt that the term ‘minority’ should be taken out of the equation altogether. No final consensus was reached, and the discussion will doubtlessly continue!

A document containing all the answers given by attendees can be downloaded here.

9. Case studies

The following case studies have been submitted by projects. If you would like to submit a case study, please contact Tanya Sealey at [email protected]

9.1. Mind in Harrow, Stepping Stones Project

How do you involve / reach out to marginalised groups?  We attend Harrow Mental Health Service's Diversity and BME Reference group meetings.  We connect with Mind in Harrow's Somali Advocacy Worker, BME Workshops Co- ordinator, and two local BME Community Development Workers.  We have strong links with the local Mental Health Translation and Interpreting Service. The interpreters support service users in clinic situations. This gives them an opportunity to talk informally to patients about our Time to Change courses.  We take part in council-run cultural events such as 'Under One Sky'.  We undertake outreach work with the local Interfaith Council, the Sangat Centre, Yakeen Counselling Service and others.  We run single sex groups, such as swimming, sauna and jacuzzi sessions.

What did you find helped?  Knowledge and understanding of the local population as it relates to diversity.  Referring to the ‘Mind in Harrow Mental Health Needs Assessment’ (2008).  Colleagues who work directly with BME communities.  Access to colleagues and users who represent Harrow’s diverse communities.

What were the challenges / lessons learnt? We have learned that providing women-only courses does not ensure that all Muslim women are able to participate, if the venues are mixed.

Describe any plans to develop this work in the future:  To engage with Eastern European communities.  To successfully engage Muslim women in Time to Change courses by providing women-only courses at women-only venues.

19 What tips would you give to other projects? 1. Research local population via the Town Hall. 2. Once community groups are identified, research their collective journeys, ie how it was that they settled in your local area. 3. Find out about places of worship and arrange visits to faith leaders. 4. Befriend faith and community leaders so that they promote your service to their communities. 5. Find out what cultural events are going on around different festival times. Promote your service at these events. 6. Connect with Community Mental Health Teams, community psychiatric nurses and social workers who are of BME origin, as they may support clients from BME communities.

Who can Time to Change projects contact for further information? Desmond Gaynor or Gillian Samuel: 020 8515 7878 or [email protected]

9.2. Brent Mind, Healthy Minds

How do you involve / reach out to marginalised groups?  We visit organisations working with BME and marginalised groups to present our project and Time to Change to their clients.  We hold open quarterly activity forums, advertised on the Brent Mind website and in our newsletter, which is sent to members and organisations.  When visiting organisations, we ask people to complete an activity feedback form, which asks what they would like to do.

What did you find helped?  Regular contact with organisations representing BME and other marginalised groups.  Providing activities that take into consideration factors such as religion and gender.

What were the challenges / lessons learnt?  People not replying to emails or returning phone calls – patience is required.  Providing a new and suitable activity to reflect cultural and gender needs.  Finding time, eg to do mail outs.  The costs associated with delivering a new suitable activity.

Describe any plans to develop this work in the future:  Establish a regular women-only activity session.  Make contact and establish a link with more BME organisations and services.  Use and promote the website more to inform people.

What tips would you give to other projects? 1. Research organisations working with BME, women and other marginalised groups in your area and make a list. 2. Establish links by visiting them and informing them of your aims. 3. Consult them on their needs and requirements. 4. Keep them informed of all activities and events. 5. Send them newsletters and invites.

20 6. Do taster sessions at their venue.

Who can Time to Change projects contact for further information? Shenade Wiltshire, Healthy Minds Coordinator: 020 7604 5179

9.3. Hunts Mind, Well Life

Describe how your project has involved and/or reached out to marginalised groups: We have worked with a local BME group, including some football coaching for the group’s team and providing them with football kit. We also had a stand at a Celebrating Difference Day held in St Neots. People could find out about Time to Change and the Well Life project, and try the Wii Fit.

What did you find helped? The project has been able to connect with a lot more people within the community and make them aware of what help and support is available.

What were the challenges / lessons learnt? This sector of the community is very close and seemed reluctant to take up any support offered to them. We built trust after we had obtained some football kit for the group.

Describe any plans to develop this work in the future: We plan to take part in a fundraising day the group is holding. They attend our AGMs and we go to theirs.

9.4. Open Up – Regional Coordinator, London

How do you involve / reach out to marginalised groups? As part of my Open Up work I have used networking to reach the following groups –South Asian community, Somali Group and Afro Caribbean.

My regular work is through a South Asian service group called EKTA (means unity), which meets once a month. On average about 45 people turn up to this meeting. The total membership of the group is about 80.

I am also currently committed to another South Asian group called AMARDEEP which is campaigning to have their space reinstated at a day centre in Brixton. The AMARDEEP group used to enjoy one day a week at the Effra Day Centre and were supported by three Asian workers from the Community Mental Health Trust. However, that day was taken away and numbers have dwindled from 50 to five.

What did you find helped?  I used a social model of inclusion to form a luncheon activity club for the EKTA group. The numbers increased from 20 to 80 in 15 months. Information and advice is available but the group also shares information in their own language.

 It is important to learn the local greeting of the BME group that you are working with. It is so useful for breaking down barriers.

21  It is useful to find out if translation or interpreting is required, and to provide this service.

 Find a venue with wheelchair access, in order to include everybody.

 It is important to work closely with a local BME worker who is already engaged with this group.

What were the challenges / lessons learnt?  Local venues that are affordable can sometimes be difficult to find.  The EKTA group is increasing but I do not have capacity to include more numbers.

Describe any plans to develop this work in the future: I am already working in partnership but need more time and staffing resources. We want to formalise the group though constitution. Our work is reported to local mental health services and the South Asian Reference Group facilitated by Mind in Harrow.

What tips would you give to other projects?  Work closely with a local BME worker.  Learn the local greeting of the BME group that you are working.  Make sure vegetarian and non vegetarian foods are kept separate.  Find out about the culture, traditions and customs practiced by the group, for example you may need to consider prayer times when organising a meeting or workshop.  Offer translation and interpretation  Offer one-to-one advice and support for those who can not speak up at group meetings.

Who can Time to Change projects contact for further information? Chandra Shah: 07723685004

9.5. Open Up – Maat Probe Initiative, Sheffield

How do you involve / reach out to marginalised groups? MAAT Probe Group is a group of African Caribbean men who decided to take control of their mental health by challenging the stigma associated with black men and mental health. They wanted to develop the skills to:  carry out their own monitoring and research into the black experience of mental health services  continue as a cohesive group.

22 Open Up has supported them to develop a constitution, understand the process of research and monitoring, carry out a monitoring project and produce a report. The report will be formally launched in October to service users and local mental health NHS chief executives. They have developed a network of black service user contacts in five different trusts spanning three different regions. Group members have also delivered presentations on the effect of stigma and discrimination based on their own experiences.

The process these men have been through has not only helped with their recovery, it has also had a significant impact on their self-esteem and confidence. As one leading member said, “many of us were told that because of our mental health we could not make decisions and achieve for ourselves. We have seen, through this monitoring exercise, that WE CAN!”

The Service Manager of Sheffield African Caribbean Mental Health Association (SACMHA) has fed back that MAAT Probe Group can spearhead future developments within their organisation.

What did you find helped?  First of all, you need to listen, find out what the issues are for those involved and what they want to achieve.  Help them develop a plan of action that is achievable for them.  Offer training where skills are lacking.  Be available to mentor the group as a whole and encourage people to think and speak up for themselves.

As the Development Worker involved said, “I thought that the worker knows best, dictating how things should go. But working with the group has changed my work practice and made me realise that things can be user-led, with people taking the power to dictate their own life. It’s quite unique to achieve this with a group that has been associated with such negative perception.”

What were the challenges / lessons learnt?  Helping the Development Worker realise that service users can run an organisation and project for themselves.  Initially there was a severe lack of self-esteem amongst the participants, which had been engendered by society. This had even been encouraged by various professionals, and comments were made such as “surely they could tone down the report?” and “couldn’t they produce a nice musical video?”  The financial support offered by Open Up was only just sufficient. In spite of this, a great deal was achieved.  A degree of disappointment in some participants that things will not change immediately.  Police ‘stop and search’ policies.

Describe any plans to develop this work in the future:  MAAT Probe will be helped and encouraged to consolidate the group and apply for future funding.  The Open Up Coordinator will help the group build on the success of the report.

23  They are determined to build the network of African Caribbean Service Users they have developed over three different national regions.  They want to continue to deliver presentations on the effect of stigma and discrimination based on their own experiences.  The members want to campaign for an alternative to the use of Control and Restraint as the main means of crisis intervention in mental health services.

What tips would you give to other projects? 1. Listen – do not assume you know how people feel or what their concerns are. 2. Encourage participants to lead (even when you think you see a better way forward!). 3. Encourage group processes that give individuals space for time out. 4. Offer the training and support needed to develop skills. 5. Be available when the group feels your skills can help take forward their aims.

Who can Time to Change projects contact for further information? Philip Clark, Open Up Regional Coordinator: 0845 009 2282 / 07917 225 331 or [email protected]

Otis Hinds, Development Worker: 0114 2726393 or [email protected]

9.6. Mind in Brighton and Hove, MindOut – LGBT mental health project

How do you involve / reach out to marginalised groups? We work with lesbian, gay, bisexual and transgender people, both in Brighton and Hove and nationally. Our outreach work involves:  articles and adverts in LGBT press  organising Get Moving events  stalls at LGBT Pride events  talks and workshops at conferences  LGBT awareness training for mental health professionals  our website and national LGBT mental health newsletter.

What did you find helped?  Making links with local LGBT community groups and individuals.  Organising events, such as the Get Moving Stamp Out Stigma event.  Contracting out LGBT workers.

What were the challenges / lessons learnt? Working with a very diverse community means being inclusive can be challenging. Also, we recognise the need to address issues of prejudice and stigma around mental health in general, as well as between groups (for example, towards bisexual and transgender people). We are considering how to create safe spaces for all groups.

Describe any plans to develop this work in the future: We are currently developing publicity around black and minority ethnic LGBT mental health.

What tips would you give to other projects? 1. Organise LGBT awareness training – there is a lot you probably do not know.

24 2. Think about issues of safety and diversity. 3. LGBT people using your services will often expect you to be heterosexist, so you need to demonstrate that you are not. 4. Question your own stereotypes.

Who can Time to Change projects contact for further information? Helen Jones: [email protected]

Visit www.lgbtmind.com for further information, including links to research into LGBT mental health.

9.7. Derbyshire Mind, Enjoying Derby

How do you involve / reach out to marginalised groups? We contacted a group in Derby called Millennium Network. The group has Community Development Workers who work with all BME groups in Derby, including the African Association, Chinese Community Association and Asian Associations. We also contacted local LBGT groups who have a network called Derbyshire Friends. We advertised in various locations across Derby, targeting groups that we wanted to work with. We also displayed information in venues near these groups.

What did you find helped? Introductions from Community Development Workers were most effective. They know the groups and can help us work together with them. Also, working with Sure Start Workers who provided training, eg buggy walks. They work with many people from ethnic minority backgrounds or who are disabled or isolated in some way. You also need to make time to persevere with making relevant contacts.

What were the challenges / lessons learnt? We learnt the following:  It is important to understand the difference between statutory groups and voluntary groups – many prefer to work with the latter.  You may need to adjust timings, for example the African Association worked to a different time frame.  You should spend time getting to know a group and be flexible enough to adapt to their needs.

Describe any plans to develop this work in the future: There are no further plans as the project ends in March 2010.

What tips would you give to other projects? 1. Work with a Community Development Worker to gain an understanding of the groups you plan to work with. 2. Be flexible. 3. Work within their culture, rather than your own. 4. Make time to find out their interests, and what motivates them.

25 Who can Time to Change projects contact for further information? Caron Kirkham on 01332 345966

9.8. Eden Mind, Outthere

How do you involve / reach out to marginalised groups? We work with people with mental health issues who live in rural places and who struggle to access transport. We also work with groups of people who have a dual diagnosis, ie mental health problems and addictive behaviour.

We set up local allotment projects so that we can have longer sustainable projects that everyone can access. We also organise to take people to activities that they would not usually have the opportunity to take part in, for example caving, kayaking and climbing. This encourages people to access outdoor activities and start to see and feel the difference to their emotional, physical and psychological wellbeing.

We are due also to start a walking group in Carlisle and the Eden Valley, which again focuses on reaching rural communities and people who find it difficult to access public transport.

What did you find helped? We undertook a lot of promotional work, which required a lot of energy, motivation and commitment to encourage people to access these activities – and to encourage them to take part even when the weather is wet and cold.

What were the challenges / lessons learnt? The challenges including encouraging people to take part in outdoor activities when the weather is bad and staff need to motivate people as much as possible. It is really important to make sure there are dedicated and motivated volunteers who can help encourage others who are struggling to attend the events or activities.

Describe any plans to develop this work in the future:  Encourage others to help out as volunteers.  Continue to promote the programme, particular targeting other people from rural areas.  Set up additional local groups in rural locations, for example walking groups, creative writing outdoors, etc.

What tips would you give to other projects? 1. Make good use of volunteers to involve others and promote the project. 2. Continually sell the project and Time to Change to as many people as possible. 3. Look at what you offer that is ‘unique’ that keeps people interested, for example walking groups in rural areas that also involve creative art, writing or painting – this is also a great way to admire the beautiful scenery in rural locations. 4. Continue to be enthusiastic and motivated.

Who can Time to Change projects contact for further information? Angela Staples, Project Coordinator: 01768 214338

26 9.9. Herefordshire Mind, Zest

How do you involve / reach out to marginalised groups? It can be challenging as Herefordshire does not have a diverse population. However, we contacted the Outreach Service, part of Herefordshire Mind, who put us in touch with diverse groups. We closely link to an Outreach Coordinator, and also rely on Community Schemes to display posters about our project. Parish Vicars also promote the project with their parishioners.

What did you find helped?  Building relationships with people who can help reach diverse groups.  Find out exactly what service users want to do, before making suggestions.  Ensure you have resources in place, for example transport.  Make time to ensure you can help and guide people throughout the whole process, and that they have the support they need.  Think about answers to the questions you may be asked, as people can be resistant if you do not give them the information they need.  Make time to find out why things may not have worked for someone in the past and how you can address any barriers.

What were the challenges / lessons learnt? The first challenge was finding out how to reach diverse groups. Many people are used to being isolated and helping them to break out of this can be difficult. Communicating your services and how they are beneficial can also be a challenge. We had to think in advance about answers to questions that may be raised. You also need to be realistic about what you can achieve with the resources available. You need to find out about other services that you can signpost to.

Describe any plans to develop this work in the future: We hope to receive some funding that can be used to continue activities after the funding for the Zest project has ended.

What tips would you give to other projects? 1. Ensure that you do the necessary leg-work – prepare as much as possible before you begin. 2. Find out about other projects in your region to ensure you do not duplicate anything. 3. Be clear about the benefits of your services, so you can sell these to service users. 4. Make time to build good relationships and communicate regularly.

Who can Time to Change projects contact for further information? Val Comely on 07814 962031 or 01432 278569/359635.

9.10. Sheffield Mind, Mind and Body Project

How do you involve / reach out to marginalised groups? We are working with the local Community Development Team (at the Primary Care Trust) to reach people from BME communities. As a result, we have delivered to BME Groups in

27 Sheffield, eg Women’s groups, discussing sensitive issues, looking at spiritual and religious aspects, been able to increase awareness. We have also delivered mental health taster sessions. We have identified gaps within some communities in terms of mental health services, as well as language barriers.

What did you find helped? Running practical activities helps to develop relationships and enables you to work together more effectively. This helps the women to be more relaxed and allows you to address mental health issues in a less stigmatised way. Our model of delivery can be easily adapted for any group.

What were the challenges / lessons learnt? Our ‘Improve Your Mood’ session explores issues in depth. However, when we delivered the session to a group of Somali women with an interpreter, we only covered the first few questions. We learnt that we have to take things slowly. The project evaluation also needs to consider the needs of people who have very little English.

Piloting sessions helps you to find out how they will be received by the community. We started with five taster sessions before delivering a 10-week workshop. It helps to have the confidence to try something out and then see what you can improve on.

Describe any plans to develop this work in the future: We are hiring a community centre, and our services will be open to all BME communities in the city. We are delivering five taster sessions for women at the Pakistan Muslim Centre in Sheffield. We will provide Urdu and Somali-speaking interpreters. We will also include practical activities such as Tai Chi and cooking.

What tips would you give to other projects?  Start off small to find out what works.  Be flexible with your approach and do not be afraid to try new things.  Try different practical activities.  Find out who the key workers are in the area that you are working in.  Speak to community organisations who are working with harder to reach individuals.  Budget to cover costs for interpreters and crèche facilities, especially if you are working with women.  Spend time learning about the culture.  Plan a simple session with opportunities to discuss issues. This could be the only opportunity that group members have to talk about mental health issues. Many individuals do not disclose to friends or family for fear of being judged.

Who can Time to Change projects contact for further information? Dawn Rowley: 0114 258 4489

10.Further information and contacts

The sections above include lists of useful organisations and websites. There are other resources you can download, which have further information about local and national organisations that can help you involve diverse communities.

28 The following can be downloaded from www.time-to-change.org.uk/diversity/information

 Open Up’s list of national and regional diversity contacts.  The National Association for Voluntary and Community Action’s (NAVCA) list of equalities resources.  Faith Matters’ guidance 'Understanding Faiths', which includes a list of useful organisations.

Other useful information resources

 Olmec’s ‘A Guide to Equality and Diversity in the Third Sector’ includes a list of useful organisations, broken down by: gender and gender identity; sexual orientation; age; disability; race; and religion and belief. Download the guide from www.olmec-ec.org.uk

 Brighton and Hove Mind’s MindOut website includes links to local and national LGBT organisations: www.lgbtmind.com/index2.htm

LEAP Advisors LEAP Advisors provide a wealth of experience and expertise to Time to Change. Contact Duncan Marshall at [email protected] for further information about involving LEAP advisors in your project.

10.1. Mind and Rethink

Mind publishes a number of online fact sheets on mental health issues for specific groups and communities. Each fact sheet includes a comprehensive list of organisations that can provide further information, advice and support. The fact sheets can be accessed via www.mind.org.uk/help/information_and_advice

 Mental Health of the African Caribbean Community in Britain  Mental Health Resources for blind and partially sighted people  Mental Health of Chinese and Vietnamese People in Britain  Deafness Resources  Mental Health of Irish People in Britain  Learning Disabilities and Mental Health Problems  Lesbians, Gay Men and Bisexuals and Mental Health  Older People and Mental Health  Rural Issues in Mental Health  The Mental Health of the South Asian Community in Britain  Women and Mental Health

Diverse Minds Individuals and organisations with an interest in BME mental health issues can become a member of Diverse Minds. Members receive a quarterly magazine and regular updates. There are also opportunities to take part in consultations and campaigns. For more information, go to www.mind.org.uk/get_involved/membership/diverse_minds

29 Diverse Minds also publishes online information about refugees and asylum seekers, including a list of useful organisations: www.mind.org.uk/campaigns_and_issues/policy_and_issues/black_and_minority_ethnic/refug ees_and_asylum_seekers

For further information about Diverse Minds email [email protected]

Rethink Rethink has produced the fact sheet Black and minority ethnic communities and mental illness, which includes a list of useful organisations: www.mentalhealthshop.org/products/rethink_publications/black_minority_eth.html

Rethink also has a document on diversity included in their new quality standards, which can be downloaded from www.time-to-change.org.uk/diversity/information /partners

30 Appendix 1

TOOL FOR ASSESSING AND PROMOTING THE INVOLVEMENT OF PEOPLE FROM BME COMMUNITIES IN YOUR PROJECT

INTRODUCTION Project name: Name of person completing this form: Date:

SELF-ASSESSMENT QUESTIONS The questions which follow are designed to help you measure how successfully you are involving people from BME communities in your project: 1. Main BME communities in the area which is relevant to your project 1.1 Do you know which BME communities are represented in the region covered by your project? YES/NO 1.2 If so, which BME communities are they? ...... 2. Staff and volunteers 2.1 To what extent do project staff reflect the ethnic mix in the area covered by your project? ...... 2.2 What about volunteers? ...... 3. Training and advice 3.1 What training/advice, if any, have project staff and volunteers had in cultural competence? ...... 3.2 What comments, if any, have you received about differences which this training/advice has made and who has made the comments? ......

31 4. Team meetings 4.1 How often do you talk in team meetings about the extent to which people from BME communities are involved in your project? ...... 4.2 If you have had discussions, what issues have you covered? ...... 5. Links with relevant others 5.1 What links, if any, do you have with local/national workers who work with people from BME communities? ...... 5.2 Please list any contact which the project has made with other BME-led groups, networks, or organisations (including any led by service users/carers)? ...... 5.3 What links, if any, have you made within the Time to Change portfolio, including projects and LEAP members who can offer relevant advice? ...... 6. Focused work with BME communities 6.1 What examples do you have of work which the project has undertaken with a specific BME community? ...... 6.2 Provide examples of feedback about your work from service users, carers, other members of the public, staff and volunteers from BME communities / BME-led organisations (indicate where the feedback has come from)...... 7. Direct involvement of people from BME communities in your project 7.1 Have people from BME communities been involved in your project in any of the following ways? Please include details of how they are involved. (i) Participating in it ...... (ii) Assisting with project planning and development ......

32 (iii) Co- managing the project ......

(iv) Running the project as members of a BME community ......

ACTION PLAN Taking into account the answers which you have just given, what do you think are particular issues for your project if people from BME communities are to be involved in it at both participatory and leadership levels? Please brainstorm ideas, decide on a priority and then set it out below 1. What action will you take and why is this your priority? ...... 2. Who will have the lead role? ...... 3. What part will people from BME communities play? ...... 4. What resources are available? ...... 5. When will the action start and when will you review it? ...... 6. How will you ensure that you obtain feedback about it from service users/survivors, carers, other members of the public and staff/volunteers who belong to BME communities? ......

33 Appendix 2

Diversity Resource Pack

Project Name:

Organisation:

Describe how your project has involved and/or reached out to marginalised groups:

What did you find helped?

What were the challenges / lessons learnt?

Describe any plans to develop this work in the future:

What tips would you give to other projects?

34 Who can Time to Change projects contact for further information?

Please list any useful information resources and organisations that would be useful for projects in involving/reaching marginalised groups.

Thank you in advance for your input.

Please return to Tanya Sealey ([email protected])