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What is behind the closed door? 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ACAMH magazine (Autumn 2013)":"\"f3d96d327624e989440dc0aec64e437a\"","Acting Out":"\"4f8f0f306467189e00153aeb377321d9\"","Action/Making change":"\"0ecf54d961d8737a86fb1a1321c58efa\"","Active Planning":"\"14e71997cfb2776cf169f690f03c3d5f\"","Active Planning - Comparing Destinations":"\"766676a58a19a38585102784ba094e2f\"","Active Planning - Exercise - different destinations":"\"3efab1e4db3762471742d84b43ab5a9e\"","Active Planning in the team culture":"\"21a2fccb4d54612832dc6f95d7b84c4f\"","Active Planning through the phases of AMBIT work":"\"89327d3995e5a6be5e77a77859df16b7\"","Active talking":"\"d719160dc877c16843d2d6d35fd7749f\"","Adapt your Discourse":"\"65af7eafeaa7eb4f72f289f45dc5bada\"","Adapting AMBIT training to risk support training":"\"7bb36b1ce5856036fa04436b3e51bf2a\"","Adapting to Circumstances":"\"d22c75b996486fe998ca1f95d9730cb0\"","Adaptive":"\"9d5a6c3e45fbeaa43850d2cb85657bf9\"","AddNewPagePic.jpg":"\"9fbad19213ef9cae228d0cf7f42d8d5f\"","Adding IMAGES, DOCUMENTS or VIDEO clips":"\"3bad413826979f07efe361ca8cf1fd2d\"","Adding a Tag to a page (tiddler) - video":"\"6a255d489314c7217fc97b81f7192511\"","Adding a new page (tiddler)":"\"2a00123543be272232883b287cb54f6b\"","Addressing Dis-integration":"\"7dca4b301841cd4aaded0c93d96e3114\"","Adolescence and Engagement":"\"0dc3471f4d2d4673df0a0c7eb809ed0f\"","Advanced explanatory and listening skills.jpg":"\"2161f9f5be7edd33669d58f2175e0f08\"","Advice about Role Playing":"\"6650f30915e819ecbd6b51df4a4ae007\"","Advice about the Implementation Plan":"\"832f65f789e181ae65cca2fa359250c3\"","Advocates (mental health, exploitation, domestic violence, etc)":"\"8cf7fbcea19f504755109ab347b65162\"","Affect":"\"03004e6939a38352f0f84e1409470a8a\"","Affect Regulation":"\"98b218099994452fe70098288d1afa98\"","Affect storms":"\"87866a72a744812d30cab1c12381fe38\"","Affective mentalization":"\"d5be18262e1cca804cc62ecf589af9e2\"","Agenda Setting with young people in outreach - increasing help seeking behaviours":"\"c4fc3f8aa6e50844ecc885db812c0068\"","Agentive self":"\"7e4c57b48fdaf36bcbe554b4d5aab171\"","Aims and Goals":"\"8a6e29825ace10e723f93858a1fef48f\"","Aims of Family work":"\"58c283e1e1da52b99d74af289bfaa899\"","Aims of Service":"\"a4b9c6767de67127e129a1068ca99fa6\"","Am I guilty or worried about putting increasing demands on my client?":"\"29aca9c70367eea2a3c2dfb244e7462d\"","AmbitSetup":"\"2812dd7a61ed4e50702508f9a9dea4a9\"","Ambivalence":"\"26374146fc502fee6d01aaa6b284b2bc\"","An Adaptation of the Disintegration Grid":"\"5c0a2b8ef934341a3fcb4a60bb4097fd\"","Analogies":"\"d9466501e06c3cde055a3390181b1982\"","Anger Management":"\"a81b40f75bb00c86dea5827a0a6814a3\"","Anna Freud National Centre for Children and Families":"\"72f94f489d5fb4e97bb105fbb6161d69\"","Anna Oriol-Sanchez":"\"a7749570a5db69d23a76ed755cd88cc7\"","Anthony Scott":"\"23923a3172872d70ec2be93c6f340086\"","Anxiety":"\"d809879c6a7fbede8bb710dc03eb0e01\"","Anxiety work with young person and parent in AMASS":"\"76f2ba73c0729cbcf0480f857b187d52\"","Are you asking people to work outside their competency/paygrade?":"\"f83170623b40199268c8e3969f186ea0\"","Asen, Bevington (2007) Barefoot practitioners":"\"1a61d2c2ff42f514af574ab17c2ede8e\"","Assess Stage of Change":"\"d150f68e030f6fd8e072b454b1f2d514\"","Assessing a learning organisation":"\"1c0f2bb73015dd1deca6568dc48fafb9\"","Assessment":"\"3bd58b498f40919466d12393afaa0195\"","Assessment for SUD-Rx":"\"2128e724d5db185a758d9b84b8eac43c\"","Assessment for SUD-Rx - Giving Feedback":"\"9f6baaa350eecd6d197b9408459b7267\"","AssessmentPhaseOverview.PNG":"\"efd80a265d383f42dd6ff999f2145ae5\"","Attachment":"\"f9289f69766fb73664fd4ac4e16ce5eb\"","Attachment Behaviours":"\"c7c9dcef359e27968c3842010a31a912\"","Attachment Definitions":"\"c03d164aa28b6cabf3a235c29d98b944\"","Attachment Object":"\"f0bee9247fc2bc19322b933fff9cf071\"","Attachment Relationship":"\"c4f07d4520134d8ed96aefa6fcb8048d\"","Attachment theory":"\"19c825321affb77046c0598cc058f5ad\"","Auditing AMBIT practice: general principles":"\"72e870154cf3bc6c195b841db7ce0f33\"","Auditing AMBIT: learning from Altrecht":"\"4bb4a6a4fca13a030031b148b9466d24\"","Auditing AMBIT: using the APRAT":"\"a3e8a8dbca35c501f49faaf4a6079c77\"","Authors":"\"ff406eb43e3502fba83a709d48497674\"","AutoDidact":"\"91cad3227e9f37e2db4db07344a9f8d5\"","Autonomy":"\"829d06ddfd90714a9b1c851c18f63458\"","Average score.JPG":"\"931f009f6233707e808d86f1c4e3a6d3\"","Awareness of impact.jpg":"\"3e86d42dac0c10054e3f77f4d1a71942\"","Bachler (2014) Differential effects of the working alliance in family therapeutic home-based treatment of multi-problem families":"\"ef9f89f3bd707b1cdb44f62914e1870d\"","Balancing INSIDE and OUTSIDE change work":"\"e79cd14015efd58056f57150ae4a530e\"","Barriers to treatment":"\"fa1504e1b43df155d0a4c56d5c1c8d7b\"","Basic Structure of the Wiki Manual":"\"8d68d03b80580c66646ceb76b7a765cb\"","Bateman and Fonagy (2009) RCT of MBT versus SCM for BPD":"\"2bbc9940f716e9684f8d5e012741c5a9\"","Bateman and Krawitz (2013) BPD: an evidence based guide for generalist mental health professionals":"\"cc770bc11fc568501f7874a3c616c4b4\"","Bateman et al (2020) 8 year follow up of MBT versus SCM for BPD":"\"111e57d7f8108e95eafaf238fdef26e2\"","Bearman et al (2010) Adapting CBT to fit diverse youths and contexts: applying the deployment-focused model...":"\"420be25f8d324950e7d1dd834854578f\"","Beck Depression Inventory (BDI)":"\"c9107fef1ba2d1a5038d1f1519c09fda\"","Beck Youth Inventories (BYI)":"\"048ad0163a9c699ae2ef9a3f480feae7\"","Before you can start a Manualizing Session":"\"4ed00b0690a828dee34ca239e1a11001\"","Beginning- conditions":"\"2db1c2a64217e833c5f2a062b3644e4a\"","Behaviour":"\"a98a3182702afde054e78240b5795b34\"","Behavioural activation":"\"74bf44b4aec1a74f2af74d454fa62688\"","Bevington D, Fuggle P (2012) Supporting and enhancing mentalization in community outreach teams...":"\"d5ad0bd694beb8e8f2c84e603a001987\"","Bevington et al (2012) Adolescent Mentalization-Based Integrative Therapy (AMBIT)":"\"f6d4b5a946fef1e6e9bedff762c12c12\"","Bevington, Fuggle, Cracknell and Fonagy (2017) Adaptive Mentalization Based Integrative Treatment: a guide for teams to develop systems of care. (Book, pub. OUP)":"\"e1d87eaa01e713e4cd54d01f3a53e8c9\"","Bevington, Fuggle, Fonagy (2015) Applying attachment theory to effective practice with hard-to-reach youth: the AMBIT approach":"\"04ce940c28555d1efe1fbdbeddaa971e\"","Biology":"\"320100457f8cafe00db90d44fafec941\"","Black Holes":"\"040e8097cad466e5270ffeb495076302\"","Blood Borne Virus Screening":"\"e2cf1ff0067583c28de4a826b9da8411\"","Book.PNG":"\"f9a326b8720ddd900cfba149207f2160\"","Boundaries":"\"b2bf6194aa5f4979df443574b41d6794\"","Breaking down tasks into steps":"\"fa037c8053950bce8387547781259d43\"","Briefing session for senior managers/commissioners":"\"fde4cb40179e160c3904a08cde767c3d\"","Broaching the idea of 'time off' for families during holiday periods":"\"d19670d232c7c8800b91040e7c07b241\"","Broadcasting Intentions":"\"fe877dbb59b714dc52d6bcc2b91b4ead\"","Broersen et al (2020) Young Patients with persistent and complex care needs require an integrated care approach":"\"199a281d1ae6eb3f385a94962465017f\"","Building a Community of Practice - Dickon Bevington":"\"d854f31ef385ef6befdd149d37202e82\"","CAMHS clinician role in AMASS":"\"5c0b3c478d9a244c588b9141ca33e992\"","CASUS":"\"fe9df5d772c036b4f7ab100a9b4287da\"","CB-Principles":"\"70873f6c419b9f5762e45e40d0f6ea3a\"","CBT techniques":"\"03c585c1fe77d67025a3b680387b4a78\"","CGAS":"\"06dda3648e15f5bffa9c6dfae9edacd2\"","CGI-I":"\"35ac18ad3d412c2b23ebf7aa971f52aa\"","CGI-S":"\"4a3f1365997791ecdabf8f88b8d12ca7\"","CLIENT exercises from AMBIT training":"\"8ff10a41f2b0c1f5a4ffcf255134b849\"","CSJ (2012) Rules of Engagement: Changing the heart of youth justice":"\"3dc6be04043aefe4d061323da538e161\"","CUSS intro pic.png":"\"06ce4fb5d5d874216ba1cb26629ebc7a\"","CUSS steps pic.png":"\"a626a1beacfa8d325b27cde002c59730\"","Cambridge and Peterborough CLAHRC":"\"dfdaabccdc1013d3d597edf345e5260d\"","Can longitudinal studies help us understand AMBIT outcomes?":"\"9ea961b3a8c8ed222e10b0440abd9e49\"","Can we do AMBIT without the Manual?":"\"85a78697185f708677497bd14379280d\"","Cannabis Legal issues":"\"4b4cf1cf1a9424178f300493da1c8887\"","Cannabis Misuse":"\"e3d4f5135235fb3ea68191c27e45d8b9\"","Capacity to Trust.jpg":"\"769156e0d73da59e577295239c477fd3\"","Capture.PNG":"\"19f69d878ebe032b75a5089549c99007\"","Captureembed.PNG":"\"33634a26175e65387dace7e71b8d5122\"","Captureerror.PNG":"\"63ea0f5749481c4341d7829828fcd8dc\"","Capturenocookie.PNG":"\"7eba44d7bf3b9bf96f2abded6b0affa4\"","Captureprivacy.PNG":"\"790201372da657eb4dae140f43c32106\"","Captureshare.PNG":"\"fa46e0bfe8f60d52d4dd9fe543dcc991\"","Careful and concerned CURIOSITY":"\"d4ab2c93cf80b2e63de176b06aed80e2\"","Case discussion":"\"c53bfd412c65d3bdb776a1ab487dac50\"","Cecchin, G. (1987). Hypothesising, circularity and neutrality revisited: an invitation to curiosity":"\"e627c21fef4cb304d942513d546c9f57\"","Challenge and Support in Therapeutic Relationships":"\"817559b4da39c1efd6b1a36858fbd63e\"","Challenging techniques":"\"1a501bd5c25e17c4c61e44044d03d2b1\"","Charlie Sackey":"\"4e930f1b39e5e03f2423fd4af95e49e9\"","Checking":"\"478f3b4d0f7d21e3aa74d01ef09d1147\"","Child Protection":"\"35385caf4cbdca0fae2c8c5be9224c4a\"","Child Protection Referral":"\"e3453d5db36805d32908772cfd0f2107\"","Child Protection/Safeguarding Services":"\"921d1b350814b48939b95bc324669042\"","Choi-Kain, Gunderson (2008) Mentalization: ontogeny, assessment, and application":"\"a680e8b2a88fe42a738b380e6d72e47b\"","Choosing what to measure":"\"9ae186852e58e443bd05e075678e805a\"","Chorpita, Daleiden and Weisz (2005)":"\"ac18d8b2ce52e376a807d04e08c02230\"","Circular interviewing":"\"9e301fba2d51407b076bf3f623798d7a\"","City Bridge Trust":"\"9e525ffe1eeb94d56460de99594ddc79\"","Client Case Review - Date and Agenda":"\"fdef67e14719b70dd8750a4a79256610\"","Client's AMBIT Wheel":"\"93398266ec381c7113dccecc99d8fd68\"","ClientWheelDoubleSided":"\"99f3234a286e42307f4bda89f893366d\"","ClientWheelsingle":"\"082d7e98bff0d3fca204cf4674495c16\"","Clinical Global Impression (CGI)":"\"63286ec98305d397ad6719f978af8197\"","Clinical Outcomes for the Wellbeing Practitioner Programme for Children, Young People and their Parents/Carers: Update Report (2019.":"\"a865538975b816c35f14a2ed81beafac\"","Coaching":"\"6859cfa44795d9c246a46d8b6f7aa035\"","Cognitions":"\"8d0e1af6416dec4dfe0cbd07f7cfb928\"","Cognitive Behavioural":"\"e385cd923b88d791096e59c6018779e3\"","Cognitive Behavioural work - CheckLists":"\"a14f58024dc0be8b4447f3cd9fb5a777\"","Cognitive approaches to SUD-Rx":"\"f03deb78a7d9dbde55212a6f3f8c8a6f\"","CognitiveBehavioural for SUD-Rx":"\"943890cce8e349851e13647ddc202866\"","Cole, M (2009) Using Wiki technology to support student engagement: Lessons from the trenches":"\"699739a1ad75969488047e9985c8aeff\"","Collaboration as a process and an outcome":"\"5395384f342c1accfe13d426dcc79794\"","Collaborative Goal Setting":"\"a9a00ed547db30c3653bd905010fda6a\"","Colombo-style Curiosity":"\"1e53919868ca9da91846ad703f96427e\"","ColorPalette":"\"01ff2ef8a112995d80ece6b1fc358663\"","Comic Relief":"\"4c083f54121033325d7fc5d70d1f9e9b\"","Comment by 'lauratalbot' on 'Welcome to AMASS'":"\"ac6e186a0c64abbf7b66507980388bf6\"","Commenting - Content Moderation":"\"2d874422896345fae111260522dfa1ba\"","CommentingButton.jpg":"\"913bfe84dc068b7b72b29256648930e3\"","Commissioners AMBIT Toolkit":"\"c2b104e13d315ca0c16671291afa5105\"","Community":"\"20db78cc45f51210f791d0f1aba933d8\"","Community of Practice":"\"f2b4a953a211b56002a71d82a44b9cbe\"","Community of Practice (extended learning)":"\"2603537ef8278d1f22c79077ea17c293\"","Community of Practice core changes widget":"\"8cfa6b2a118cc248c703421584a5c6c3\"","Community of Practice recent changes":"\"784b52573f50f900b0e561b3c9f86909\"","Community of practice pic.jpg":"\"7bb5fb333d820887d825fa64803ac4b3\"","Comorbidities":"\"b3f3f1a6bb1d3889b32b2b7312bddec4\"","Comparing and Sharing functions":"\"4348bd4811d8137897647e3c3d7eb4c2\"","Competency use and importance ratings":"\"b5d492e1f909dc25b2d92ec5bcb2aaf3\"","Complex Case Formulation in AMASS":"\"f6244b27d6d5f0e49ab227314b30a7d2\"","Concrete Mentalizing difficulties":"\"ae7ea1b76cbeadf675d36e9081d80f77\"","Conduct problems":"\"46b0274ccf13378e7c78ead630fa45b2\"","Confidentiality":"\"0cd5427c713cd8aa37c74759ee94012a\"","Connecting Conversations":"\"a81f59bb1b9f75712536aac21e1a0f64\"","Consultation ideas - tbc":"\"f0b35034f463e035daae01127800ea2a\"","Contemplation":"\"c8ecfd8a6fe7f0e44e7503ec102cfa8b\"","Contents of the manual":"\"8e18a690d1bc571bb276c4cb62c912c6\"","Contingencies":"\"03904e35f44e2a7e4cad2fea3bc1af81\"","Copyright matters":"\"0cc52ee8e83eff12368de8cebbf44098\"","Core Features of AMBIT":"\"3580d2370aae2deb18b52b542eaf23df\"","Create Headings, Sub-headings and Bullet points":"\"6ac7117e743ce0db6f158b5cfc335a4f\"","Create shareable weblinks to specific manual page(s)":"\"f15f56233e37b0460db3d4d507dcbbb9\"","Createnewpageicon.jpg":"\"1e203c5a22f111a25c7e130b0976f56c\"","Crisis Contingency Planning":"\"e6f2b3b09b93df28f7a74de50a681b06\"","Crisis Pathway AMBIT Online Training":"\"810c188cc47ef863f30b2a17f6fff7b0\"","CrisisServices":"\"db8496f198aedcd9d7c2ad51d897b612\"","Criteria for inclusion/exclusion of CONTENT in AMBIT":"\"fc573ab7613101092670f0e6612b2cf8\"","Cultural Context":"\"8abf5fba8bd3c45dda9f08930ca6dd64\"","Cultural consultation":"\"956f077accfdb72426ada131413e7509\"","CultureOfHospitality":"\"6aea118d8587aa83cc8dfa2f88938903\"","Curiosity.jpg":"\"6650f6395d02b6900fb434421b9824a8\"","Current Research and Outcome Evaluations in the AMBIT Community":"\"037fcabf003abbfce0b426a728acd6bf\"","DOMAINS and LEVELS of dis-integration":"\"373c99c3374a3bb03772a8a2471ff84e\"","Daniel Kahneman - mentalization and the value of doubt":"\"c24805a47c23b56676e1272377f067ee\"","DataSecurity":"\"04c4872f737c9ee591ab6c0d7d5dab68\"","Daubney et al (2020) - Outcomes of Assertive Community Treatment for Adolescents with Complex Mental Health Problems Who are Difficult to Engage":"\"e1b46f646e2136776c9084fd1a155f20\"","Deciding what to Manualize":"\"bfce837cc3cccd1a9d0321ce5c4c1c52\"","DefaultTiddlers":"\"635ea3b37b345a0367969542dee603f5\"","Definitions & Principles of Motivational Work":"\"008902bd1ef722d64d4c70338dd02889\"","Delusions":"\"fb498940b020a50b613e8fc46d18e213\"","Depression":"\"95b4900401af17aa49e9511314eac2b0\"","Desired Changes - AMASS assessment exercise":"\"e9adaf27aebed34330eba90f25b3ea34\"","Develop Discrepancy":"\"386fb904d10c607b0e57e075c7cd654e\"","Developing Team Formulation":"\"cb8962e46cf2d5da621022ed7bbad47b\"","Developing a team culture of planning":"\"405532e67c75b940258da8b2158f033b\"","Developing knowledge of Sexual Exploitation":"\"34667d04e4f01585ff1f83ae2f0abd67\"","Developing learning organisations":"\"78520bc4db3d23e80ee883e95fafffd4\"","Developing maintenance routines":"\"55f7a0dbcd1e1dcaf7a3e9d1c8d0a91b\"","Developing measurement of engagement in AMBIT":"\"30778dad61f67280a807f6534af175c3\"","Developing the service through reflective practice":"\"f4803be1835b5013620445576e9e8bf0\"","Development of Mentalization":"\"de5a7d1922be21d571bf04f89a0fb8c9\"","Development of the AMASS Maintenance Phase":"\"fdd8a44ef4cc0ceb6dd4b2ade0edc99f\"","Development of the Outreach Role - The Past":"\"fcdf16bc685ef01531b20e5147249353\"","Developmental Considerations":"\"4158b0af98f14a6f7796b90cbd98b7c1\"","DevelopmentalHistory":"\"a55d4eb79bc9e7edd1cfc898f3866abb\"","Dgrid.PNG":"\"0c26a6da5b925e760e073f8d6c93a44f\"","DickonBevington":"\"f145d8dc7bc5e60a902ace0a674221e8\"","Differences between MST and AMBIT":"\"c817d647e0be5996817c498a0f8cbc38\"","Dis-integratedInterventions":"\"dc73559b62aabeb29e92e3f65199b690\"","Dis-integration":"\"b39b164e7fb8bb73ef65da987a183eeb\"","Dis-integration Grid EXERCISE":"\"7d74ed1808358538b537fd5998df5058\"","Dis-integration grid":"\"01ba783f07f3918d0c11003dec9a117f\"","Dis-integration grid - Local":"\"6c82b0a8071851560e8d3ef971ecb4ad\"","Dis-integration grid practice":"\"e48482c29c57120d8d68a63de5b7a17d\"","Dis-integration pic.jpg":"\"410591d107d9adc892b872739e8ffc0d\"","Dis-integrationGridPicture":"\"aef0800ed0a943037527b60a4ad39573\"","Dis-integrative processes in a Family/Systemic context":"\"e0fa7b22a98c456a03130d4af10c816a\"","Dis-integrative processes in a Multi Disciplinary Team":"\"97b7d9d35ad3748b882470a66ac77aff\"","Dis-integrative processes in a Multi-Agency context":"\"edfd4ad8ed19a662c581c8841d695ba0\"","Dis-integrative processes in an Individual Clinician":"\"bf1d6270fd43721d4d89f655347c2540\"","Dis-integrativeProcesses":"\"0d17d935408ba190ba7e21cf6ab2df53\"","Disclaimer":"\"ac462f6eb61b1e699188684f85eb1751\"","Disclaimers, Security and Authorization (Licensing)":"\"d941f369713220720738dff58d82e169\"","Disintegration in networks: respect for local practice and expertise?":"\"872a58b2b0bd97c668cd513a7ed466e6\"","Dive Boat - An Analogy":"\"477cb927b877df6560b54e3374a2a302\"","Does AMBIT contribute to reductions in institutional interventions/care?":"\"0b74e5ce7f020fd3ca6330440fa460b8\"","Domains":"\"2118b7e36ee41c4aac4f68009b55046b\"","Domestic violence":"\"9134bd3638e0812a48151e2c66734ff3\"","Downloadable Resources from Training":"\"691da9d2e56da3caade9b69f9e6e18f1\"","Draft of '$:/Import' by dickon":"\"2a71fc8cdca53efca9096c3c5d78c809\"","Draft of 'Draft of 'Ending AMASS Intervention with parent/carers and young people' by lateeshaparkes' by lateeshaparkes":"\"ef661967192203aa586051712f47d43b\"","Draft of 'James Fairbairn' by tiamckoy":"\"3e8b7fec5e20c8f30091d7b40cb3a42b\"","Draft of 'James Wheeler' by tiamckoy":"\"51d17af4ec4a5d4920bab9f5423cde43\"","Draft of 'New Tiddler 1' by lateeshaparkes":"\"1bb2b34ad63d27e03b7d5a64f6df458d\"","Draft of 'New Tiddler' by tiamckoy":"\"da7f2ee06edf120bd3bc20f90688112a\"","Draft of 'Parent Portfolios' by lateeshaparkes":"\"58820280ef13d5a95cc54bbd07dd6c95\"","Draft of 'active talking' by shaunamullarkey":"\"3e6d113edb993b7d57dc5e0761a3ed9e\"","Draw my mind":"\"04febb7e568811427b825dd7d7c94750\"","Draw my mind - Mentalizing Exercise":"\"0772ed5a05754c9427b6e5a788fdce4b\"","Drawing the AMBIT Wheel":"\"a15ec2cef8bfd4deded4ea22f7577241\"","ENDING PHASE":"\"a70f68284021ff87708f7b5ccdfc4355\"","EXAMPLE of a local training session":"\"998575e022bdaec9478561df0fc4d810\"","EatingDisorders":"\"0e4db133241da13ca055dddff6fe8760\"","Edit 1.JPG":"\"7c8b15701bfa1ea4531a65aeb44090db\"","Edit 2.JPG":"\"cf829ce3c5e649ee29e33fe04c749471\"","Edit 3.JPG":"\"68902e151d90ea72246dd7ce7f981d9c\"","Edit 4.JPG":"\"356969cdc11050d9948cef4b17cad0e3\"","Editing - Difficulties with Saving Pages":"\"dec9f8696d751b2db07efa41ba77291c\"","Editing and Deleting existing pages (tiddlers)":"\"096d23638f5b8b97543fdbf4417dc715\"","Education Booklets":"\"3be4e5759ed5fe7e35190f4bf628aca8\"","Education Co-ordinator role in AMASS":"\"ce6eb5e1b3110281c70bc354ec3eec6b\"","Education Jargon":"\"06e161abb29fbd11608aadb936c028ce\"","Education employment training":"\"f0ff445ad246457f5acdd80dfa934d2e\"","Education-Vocation Intervention phase - Example timetable and Flowchart":"\"e8575cc30d212926c65b78e2f440e3e1\"","Education: building a helping relationship with the education network":"\"1f743f40ec250e68f501fcd70de27d4d\"","Educational-Vocational Engagement Phase Flowchart":"\"997d88479493716dd03e6033f9b0ac7e\"","Educational-Vocational Training":"\"85b4d80e97fa4c64d34f8c064f1fed63\"","Educational-VocationalComponents":"\"26866001092365c1e34da2c96a802ce7\"","Educational-VocationalPrinciples":"\"d062509c63102d3b1cbb272258e79e94\"","Educational-VocationalStructure":"\"d14fe38b9575fe2dc5c8182f417f3de7\"","Educational/Vocational centre":"\"9847518b7ad77d2460e3e4d09faadeb8\"","Egg and Triangle - Local":"\"4122f10071f319bdd1ebd5eb12a07020\"","Egg and Triangle.pdf":"\"1505a609ff9be82a46bc8aa6ff2d3103\"","Egg and triangle (marked)":"\"50053617f688d1e4768e8b82d665b52e\"","Elevator Pitch":"\"0ec21881ff6fb556fba3ce42801a04d2\"","EmergencyProcedures":"\"039347fc3ca4bd56ae234f76980a239d\"","EmergencyResponse":"\"dd76c434524b9d6c57494ef6363b4de8\"","Enactments":"\"7bde5f92b6f06456c3ae8949b8a988a9\"","End Goals":"\"24e9a1bf09dbe42bace483b730f3df10\"","End- Impact":"\"1452650d373edefd07c57615c86ef287\"","Ending AMASS Intervention with parent/carers and young people":"\"c817cecff2d5c622d32197f01ba5ea29\"","Ending the work - building networks and links":"\"3e50e853eb8465b5ae4cebf7e988049a\"","Ending the work - report writing and professional communication":"\"47429b27b2a5e09f3eb648b58b9a3f33\"","Engagement":"\"2ec5e307b077ef3e112e2db978463474\"","Engagement call":"\"789fb59bca5c0d0330bcdb2b3e146920\"","Engagement techniques":"\"b7720e9628dc83522072f720e1355891\"","Engagement – working with over compliant young people within the family":"\"d3074287af73e9e3d85ac13dd6bd6dc1\"","Engaging CIN Social Workers within AMASS Work":"\"09bb7ce363019e536d3da8c576700755\"","Engaging Fathers":"\"a30c858fad3d23c67cacba02379fae26\"","Engaging a team in Outcomes Measurement - Liz Cracknell and Carol Evans":"\"966b5dedfaa83f5059a23335ae796c52\"","Epistemic Trust":"\"0c4a968022000f38c9188e6802d1b830\"","Epistemic Trust image.jpg":"\"c31c00a9c23ab3a53e34b8d1b940f113\"","Epistemic mistrust":"\"3c700f7b3c2e9f02ca5c52b1cbd56c8b\"","Epistemic mistrust and building relationships":"\"8cc08c15f2eb8b67b83526e7f1cecdb5\"","Equity, Diversity, and Inclusion (EDI) in AMBIT":"\"37c1944cba6b750253f66afa334d9660\"","Error messages":"\"1c3bb1731588d5993dc2f8abc23063f6\"","Evaluating AMBIT trainings":"\"c59903a7ad82f43be7d0cf2ed76c3f9f\"","Evaluating outcomes":"\"4ebf20cbb3c284c73ce661a6572b6f1b\"","Evaluation of Short Term Work":"\"c452f813ac9f7a9aaf1e434b0b320d5d\"","Evaluation of Thinking Together in Donostia/San Sebastian, Gipuzkoa, Spain":"\"86a10b0bb5c5f11dfab805c52771226a\"","Evaluation work 2017":"\"f4079ef5e28673bd4d7c07d15f4f3756\"","Evidence":"\"5236213d3ab6fb27565833d3371362b8\"","Example Google Doc Link":"\"909f5a511f3a085300868bdb5d9f3ab2\"","Example of Manualizing- Making a Cup of Tea":"\"e9bb03560663a7a65ab7f968d73f04f0\"","Example timetable during engagement phase":"\"7991f457a157ffeebe10085a17d1445e\"","Examples of Mentalizing Formulations":"\"705ea001f68a275cde5f4c473a5ea407\"","Existing structures to use AMBIT within AMASS":"\"f7eb55d4e354466ebda6d71cf14da7d7\"","Experts By Experience":"\"65c9d1c9fd4895e11a3164909a0f28a6\"","Explicit mentalization":"\"0026a1e971d69868c01755fe5fbcb9ba\"","Exploitation and Substance use":"\"040e874d77619f2f19944ab384bfd344\"","Express Empathy":"\"f276b967f257678bf672b7978ad12eb3\"","Expressed Emotion":"\"0ca6cee71475b081a4fb7f5fdaf5bd2c\"","Extended learning":"\"972c23ab75b9791b906d1e54dacf414b\"","Families and Engagement":"\"ca875933d6f3d2d307ea854a8e57fc8f\"","Family":"\"dc1675720e028fc915402e6a670ec0eb\"","Family History":"\"8aca8a042248cd0ff6184ab8f1e9654a\"","Family Informal Network Members":"\"40f2f478bd9046b176902029feed1df5\"","Family Life Space (Genogram) Techniques":"\"147836367d9a6f712187ca688bbc34ba\"","Family System Mentalizing diagram 1":"\"ec521fff5eef1bf6722ba1c74df81c89\"","Family System Mentalizing diagram 2":"\"018000e85ef5232a84a5032f6766ce7f\"","Family-Aims and Principles":"\"e4efe033398ade5a693ab295a2941e17\"","Family-Settings and Arrangements":"\"6e4d17d15f5fcacb99f1fa39e1048a2c\"","Features of Successful Mentalizing":"\"7b44edb594a66344935a6cea0e39735e\"","Features of UNsuccessful Mentalizing":"\"fa5390cb3153e03c767c92759d7fc12b\"","Features of mentalizing: awareness of the impact of emotion":"\"6cfc4ab88e8cd2615b57d4effcd6dc35\"","Features of mentalizing: curiosity":"\"9fab698bbafa4a414d5374f78d882961\"","Features of mentalizing: knowing that minds are opaque":"\"a4a2b482ddb182546ed2124480c54c09\"","Features of mentalizing: narrative continuity":"\"ac474ea3883c8ab7515dffa369ab8893\"","Features of mentalizing: perspective taking":"\"96055720d07a683cf1c968af719956dc\"","Feedback on AMBIT Training":"\"54ae7c30ad27eeb8a712af738d74416c\"","Feedback please!":"\"da5aca097ae3afd27db7dc0ded79fc3b\"","Feeling":"\"4b34e448696a9e1e4fb82e6447d243fb\"","Feeling Spinner":"\"6413094ff7129d06657a21f57a86dc3e\"","Fillers":"\"e50b15f9a0fa36fec52143e0914de58e\"","Find a falsehood":"\"58e8291b276aced59706e2e7546eb9cc\"","Fishbowl discussion":"\"9973a85a6d4abbffe97050892aec1a9d\"","Fishtank film clip":"\"08e3751b90232c0713813ef8717c0bde\"","Fixsen's Stages of Implementation":"\"73ff3c62e2de82a3ca373f82fa0b6dde\"","Fixsen, et al (2005) Implementation Research: A Synthesis of the Literature":"\"48f848439e197df67fc7496da61b7b25\"","Focussing on Strengths":"\"7c4a8cac6487f1329a6f1a3356a2ab79\"","Follow up interviews for AMBIT teams":"\"0883da032a9ac10a143c539c789acbb2\"","Follow-up training for established teams":"\"50fda4ca72eb8e57a00b1214d6a4bca7\"","Fonagy et al (2018) MST versus Management as usual  (START trial)":"\"14dd174f061c9d0d3f95f55f80ae392e\"","Fonagy, Cottrell, Phillips, Bevington, Glaser and Allison (2014) What Works for Whom":"\"abda23877b7e7121019d886b185783cd\"","Formal supervision":"\"1021fa714be8b4eba9de4caedb223de0\"","Formatting Pages in AFNCCF Manuals":"\"4a2ac1aef03d9ed5cdbec5e2436652a8\"","Formulation and Treatment Aims":"\"89a20e377d771616ad24b1ac2953a010\"","Four corners - Training Exercise":"\"f4045caca865bb846bebb74212c9bda6\"","Fuggle et al (2014) The AMBIT approach to outcome evaluation and manualization: adopting a learning organization approach":"\"41a470c8f5d28fe8f2bb8913571d3458\"","Fuggle et al (2021) Improving lives: Not just saying no to substances.":"\"24bc86f3eb0050afa2e2417c3f2a3f60\"","Further reading and resources on Working with your Client":"\"89880217c87c4b4d5b388100b94c3e24\"","Further reading and resources on working with your networks":"\"d1c733b92ff564a311b2b596d6cfe898\"","Further reading on Learning at Work":"\"9ff792b445f3639002acd6d9314d0a0d\"","Further reading on mentalizing":"\"27e222df118bc1acb4fb2414f1612d57\"","Further thoughts on Return Home packages":"\"38f9549aef9318656f475f5c2e05cd14\"","GHQ-12":"\"a5842aa958ae6e1fc47e7eeb86eb031e\"","GHQ12.pdf":"\"38d90dc7da5c9ed2b652f73b0d76994c\"","GUM":"\"3346458e25bed1ab2fe44c64c9ea45e2\"","Gangs":"\"d767ace248c0d9be022a5e0f4a199557\"","Gemma McKenzie":"\"cc979f5c645f66aeaead8b6a6398126d\"","General Features of Unsuccessful Mentalizing":"\"fe23a3ae243ee11eabba6563075fc43a\"","General Systemic Techniques":"\"a6a320924a4cf85583c8480662721b25\"","General features of a \"Mentalizing Stance\"":"\"88a8e653d5427292d75bad45f28ac42a\"","Generalize (and Consider Change)":"\"d6832c28802a5fb2d167aef139086a8a\"","Genogram - Top Tips":"\"66bb2da2d24acbacab7b816c804f91b6\"","Genogram picture":"\"d2ca0ec0583f05f4610b55a9c46fba7b\"","Gergely, G (2004) The social construction of the subjective self":"\"ca425fbf4f798603185b7903d5197c53\"","Getting started with CBT":"\"6ff15bd480cb610c3f7a2ec0a43bc67a\"","Gilvarry et al (2012) Practice standards for young people with substance misuse problems":"\"3e999280b03c7608e453e0d27f89857c\"","Giving Advice":"\"697ad4991250e93c4db494ba0d66426a\"","Global Assessment of Function (GAF)":"\"2a2ff7cae969d71897d2c5f2ead42837\"","Glossary":"\"79996f228735606f5e5127138ef7451c\"","Goals-based outcome measures":"\"589c9d3deeca5071f736d33f86716293\"","Governance":"\"89fcac4de8b0396c62b3d1d151635451\"","Graded Exposure":"\"93040d7b85e8e486463519ec3bf99dc9\"","GreetingModal":"\"2e5d4f551adb272673959cb39026267a\"","Grid Pic.jpg":"\"b51f8b43a92093744f709c0bd3b28f0f\"","Griffiths et al (2016) Evaluating clinical outcome and service utilization in an AMBIT trained Tier 4 CAMHS":"\"876e46f3c1345ad6ded6b61277df7d6f\"","Group Supervision (Working Remotely)":"\"a4118da6c41339987722cbaa0efdc040\"","Group Work":"\"4ec6d5094172b828c36f2b2ba08534b0\"","GroupworkTabs--1450484460":"\"cefa19ab99e99893c25590a90965e2d2\"","Guidance for Teams Considering Applying for Training":"\"ecd1d1f96cf7674300095d417ffd34d2\"","Guidance for teams on selecting people for local facilitator training":"\"bb834faf030a795db0bdb5bb4aacee9b\"","Guidelines on how to edit this manual":"\"5f7ed5bf471a11db1e131eb84373310d\"","H-CAMA":"\"ec95ad4c8d5b5bf716bef8741db80fd1\"","HEE health education england logo.png":"\"0eaea154218bf801124caef82a5d83ed\"","Hallucinations":"\"9e68058572918c9e130c820a05ede581\"","Hard to reach":"\"737b52d5bafbb2315717a651535634ad\"","Help seeking in teams":"\"4125d722c14d725d915ce869348fb5d1\"","Helping by Edgar Schein":"\"a4e8cb23da4b3279ed4cd85170e84576\"","Hidden, private or implicit theory":"\"7ad6daf865ff84e0687fb72a57240b7b\"","Highlighting and reinforcing Positive Mentalizing":"\"85d86174a52209a53f72d21b8cc0b139\"","HoNOSCA":"\"50a998efadf821daf93751a048d92cad\"","Holding the Balance":"\"49867538e9a6f871b0c8c25910057735\"","Home":"\"1f19087448b417f4fa405d14870d05ff\"","Homework":"\"2bd42ccf3a70a9575409c7d49f84fa95\"","How do we apply Team around the Worker in AMASS?":"\"0a63faab182c9fe349dd39270a3f2e48\"","How do we apply the Team around the Worker principle in AMASS?":"\"cd5916782728c7246442fa74ca35f63d\"","How do we as trainers keep ourselves on task?":"\"d8c022fc5ed05a27fe79886d8ffd8743\"","How do we help each other in this team?":"\"a099a7d287252bb4a6cff8dba70f1146\"","How do we measure whether our team is DOING this?":"\"11ead1824968412c8de2199751b49d66\"","How do we relate Sexual Exploitation manualisation to our AMASS work":"\"852b223b55e82eb5e26e5d29d00df031\"","How does Mentalizing relate to children with Autism?":"\"d2da1d6ce7e9f99b542015a6eb9815de\"","How does the AMBIT approach fit with our Service Priorities":"\"422be773a8e6e8121bd895a3c4d81f51\"","How long should we run trainings for?":"\"4cea1d095abe8f16515edaafbac8a637\"","How much time have I spent with this client?":"\"56377ef70e640bfaa56c3d467e854e45\"","How teams support each other to mentalize - Unconference Conversation, 2016":"\"996bf8aabc3ca8be5f38158780faa093\"","How the AMASS team create wiki pages":"\"fc120efabc738fe36c94568ae68071cb\"","How to ADD into what is ALREADY THERE in your manual":"\"c5e803d686b8ccda4ca26beffca83c26\"","How to Change the Manual Title/Icon":"\"e426996fb804f2a34dfd58803ba748d4\"","How to add HyperLinks (external web links)":"\"889c8a39ba5afd79c770ac6de0a06d62\"","How to add a PDF link":"\"f39cb79e2f10bb70ad3d5888219abe53\"","How to add a document or PDF":"\"11bd037889681f7ca3a8e848f411da96\"","How to add a picture":"\"ac0b64015dc718271f1815f95681a905\"","How to be involved in Future Service Changes":"\"d072385847d6bbeb6b8cd55a913db1ef\"","How to best make use of our education worker in AMASS":"\"14330d09c215be17c1ac280af78b9efc\"","How to best work cases where the young person’s network is saturated?":"\"d84bd9033cf06192670f371aecf0edc4\"","How to bring structure to sessions: active planning and agenda setting":"\"89656c52336dfdb31f4b84f074d07729\"","How to centre a title, phrase or image":"\"d7f0b89e0f54727358e1fedf20214c75\"","How to draw up a Care Plan":"\"8d82bd728a9734cc60ebf97acd727084\"","How to edit - Videos":"\"745867a435b152674441fa4ddf9dc4ae\"","How to edit your team's manual":"\"e3b86502db4b077518baabf5a839e14e\"","How to embed a video":"\"c8e8514ac5b725e326d6e305e68ad72b\"","How to get the best out of Web-based seminars":"\"db1e38e0af79921f18be935ac55bb8e8\"","How to keep parents positive?":"\"cc0fccd2a8496b8c3dc4b53ba7d89e73\"","How to run a team manualizing session":"\"487b8e70be89e0ba024b6ee01ddd92dc\"","How to speak to a DOCTOR":"\"2c2dc65aaf8ee65d1b27a6cb44a430f1\"","How to speak to a NURSE":"\"2258a2023d127ba9a902bc85d2d61730\"","How to speak to a SOCIAL WORKER":"\"0d124d0f38c3d5048f1c99c1a8276df6\"","How to speak to a...":"\"a52601d8c133ff7601997d24fa4a11ee\"","How we apply behaviour principles and models in AMASS":"\"e06df3083b1f60abe611250a72a74071\"","Human Centred Design":"\"6bb6c95fed29590a3cac158667f9e15d\"","Hypothesizing":"\"8296d6b23505b86ca84b2f194233c40a\"","I cannot relinquish my statutory responsibilities to do this AMBIT stuff...":"\"c10dbe020b257e6bf6a1e054d0c0cee5\"","I haven't got time to do this!":"\"6f43a9336ac6e7c4d0b4bbaf7ff1ad98\"","I'm stuck: what next?":"\"6a9a85b7cd28f84fcf1409be89d086f9\"","IMG-20171023-WA0000.jpg":"\"fc226b4bad6a1a8c9762ef8df7833cb7\"","IMG-20181129-WA0000.jpg":"\"aa12cab27bebb8e09b88916616a63619\"","IMP":"\"fbf45448d4ecaccb489179a9d930daae\"","INITIAL PHASE":"\"f1820b9b24fffd741af374ff69c7cb6b\"","INTERVENTION PHASE":"\"0520fd5fe70eea6bdac46bf5807fbd28\"","IPCimage3.PNG":"\"dee8d1811ac26316564d18680a6fa00d\"","IPPA-R (The Inventory of Parent and Peer Attachment—Revised)":"\"8c7ee571e732bb14a0b5da4952c53285\"","IPT":"\"dc1c26bbec6e48ed033dd7cfd3f84305\"","IPT Ending Session 6 (30 mins)":"\"348b3157bec0f40abfcc7f3069023c06\"","IPT Session 1 (45 mins)":"\"1f1a627ad6978ad61a67e765846af96c\"","IPT Session 2 (30 mins)":"\"6b6fbcdeb0d14230021a8ac088fe771e\"","IPT Session by Session Guide":"\"02cd84c041a871a298771b0f2664a68f\"","IPT Sessions 3-5 (Middle Phase - 30 mins)":"\"6c9a58837dbffb91a910f1a0be9d334f\"","IPT Worksheet 1.pdf":"\"0d9ccda5c88c1a14e19b05175b2daa10\"","IPT Worksheet 15.pdf":"\"8c29d0addb7294805203e807425c3bcf\"","IPT Worksheet 2.pdf":"\"36b75ce4ffddcf09526978e996f5f498\"","IPT Worksheet 3.pdf":"\"c1cdc7cd95330e074c08f734aa227e7e\"","IPT Worksheet 4.pdf":"\"1ff3b88a974ea2cb50a9f6d07fc494a5\"","IPT Worksheet 5.pdf":"\"205a290f143e986d10a51056aa322f20\"","IPT Worksheet 6.pdf":"\"b26f22cbfe2a1b88097a267ba665acca\"","IPT Worksheet 7.pdf":"\"71da5bbc49a7ee2c3c5bfe8841c6e365\"","IPT Worksheet 8.pdf":"\"64ca2af3ed9761152cc3b822da3127ea\"","IS.JPG":"\"8707c3d30f6adf02a08cc53e7a81e33b\"","If I am the KeyWorker, do I hold sole responsibility for everything?":"\"0960923defbc6e9d0def3dc98bba9113\"","Implementation Plan":"\"039be34292ec893dae0c157d08735e47\"","Implementation Science":"\"78c501d42f87e7326fdc3a82be50b1a4\"","Implementation Team":"\"98cbb02ca778510b7420c8711ac4746e\"","Implementation plan template .docx":"\"f80022835151e1d4710284f779ffda96\"","Implementing models of practice well":"\"47442fb0a7110cc5a09377f63e6cf7b0\"","Implementing social-ecological change":"\"2f9478d0a3c7127fc13e7077bd332368\"","Implicit Core Beliefs":"\"7bb0ff44cff10bf1d9ee1a2199133a8c\"","Implicit mentalization":"\"5b9ed466ef818ff3a047a4c1f2783a3a\"","Implicit psychoanalytic model":"\"052bbc66378c6d7c9e8a457f661b8789\"","Improving education outcomes for young people in AMASS":"\"315304dd09377a403b219980deda9014\"","Improving integration with Educational Psychology":"\"da7ee8bc96cfbcab99a7cf10f3189139\"","Improving the link between parent and young people  work within AMASS":"\"9d8ef833fe6b224db4a21b768f488362\"","In my beginning is my end":"\"f87a5a0528389c646570a380e8e39292\"","Including the family's network in the AMASS work":"\"ad5e15bafb48f0d3452b6cb1de81b62d\"","Including the family's wider network in the work":"\"13348f4737f53bf5a5d8a81afe17ea1e\"","Increasing 'value' in services":"\"0261c1da7eb3f82e4bc49bd7816c6240\"","Increasing 'value': the work of Michael Porter":"\"fe2221d861b73d05ede9615ee302d0e7\"","Increasing help seeking behaviour and the helping process":"\"ece3fed3cca45ecc301ba23a0da90523\"","Increasing service value: the work of John Seddon":"\"4347a0fc8dd600b0f4e4f9b6bf3f47ff\"","Individual Differences and Disagreements":"\"60bd6557bc0c85da517b833f98e60834\"","Individual differences and AMBIT training":"\"014b9cb39fadd8c3b0ef133fe42085d2\"","Inducting new team members":"\"e55827884160b0ac3a3ef1bac2483c97\"","Initial Engagement - notes for trainers":"\"40402154a9edd1c2b821454cd32f91d3\"","Initial introductions at a Training event":"\"1b08387c3ed161d18a66c89aecd63eda\"","Inside Out":"\"bf035cd9bd3776e9847af318695abf7e\"","Insight and Engagement":"\"738ba626f056618442123ff83319f935\"","Integrated care systems":"\"545eca206e862a4001bc32f3c1bbdb00\"","Integrating Adult Mental Health for Parents":"\"3bc59726325c621cdee4f38573f463a3\"","Integrative":"\"b68550e4583efff65479258b630df131\"","Integrative Multimodal Practice":"\"33cdbeafecece75479e129a7771cb701\"","IntegrativeContext":"\"140b255599ac080115faf3a71f3393e4\"","Intention Broadcasting. Proceedings of I-KNOW ’09 and I-SEMANTICS ’09 - Von Kaufman, Richard (2009)":"\"e303add8c51d27b752fd931783ff38ad\"","Intentional stance":"\"fa2cec624a2908f2693d8375da8435cc\"","Interagency collaboration Activities Scale (ICAS)":"\"e3cab136271985a37725c683c790863e\"","Internal Working Model":"\"3d8e8a9cae46c759fb787c5cde9584c2\"","International Local Facilitator Training (LFT)":"\"363836f59ced3ff0f9542106a2e0f528\"","Interpersonal Therapy (IPT)":"\"a1c7e6ec4ab3ac76f98917191726a69a\"","Interpreters at AMASS sessions":"\"14878fcca8b7ed93a0867a3d5d42e712\"","Interpreting AIM scores: the CASUS study":"\"7657f85e9be5a6533ca5a6fd6a144bf4\"","Interprofessional Boundaries":"\"4f8107bc0d4d1b48df8370ae9721b1db\"","Interprofessional Collaboration":"\"66ad23dda93634aa983a0ce84d9716d9\"","Intervention timeline":"\"354ac2fc7f7fa8848c1ec1d78dc16224\"","Interventions (by target group)":"\"10fef2991d595dc926f0c7a3e334cfab\"","Interview with AMASS Education Co-Ordinator":"\"d2aebd09ea5036aacfc27a2e0902e631\"","Interview with AMASS Outreach Worker":"\"e10fa832b200c5a570f42e704fefb3b1\"","Interview with AMASS Outreach Worker - Revisited":"\"66ee9b26a78f16a138d3c99ec68d74e6\"","Interview with Barnardo's London Service for Sexual Exploited, Missing and Trafficked Children's worker":"\"9f6dfb126b2b3b212d26628a9a5f1619\"","Interview with Family Employment Advisor":"\"3a0199e44dfa772c845e210b14fe02ad\"","Interview with the Barnardo's 'MISS U' Islington Worker":"\"8f763cade9a85db8b670765428dd6cae\"","Introducing Family Work":"\"d28aa46229bda1263eee5ab369d28baf\"","Introducing Mentalization based work - addressing resistance":"\"12cccc8f4a6b27a3af44b15abe598602\"","Introducing the AIM measure in your service":"\"51db1517c1a075856c1cc38c2c61bc2a\"","Introduction":"\"7bb2587a4f41ab472d96c920530c75e0\"","Introductions part 1":"\"c3d6e5085179e7455792c8a3e92839a8\"","Introductions part 2":"\"38c81a5f021e57cb4856d498561a7045\"","Involving young people in designing outcomes":"\"e074064abe582fcc8f1220635e9da9c0\"","Is 'Thinking Together' a replacement or a change to Clinical Supervision?":"\"9367eea0a70009fc742fa94cef2b156e\"","Is AMBIT evidence based?":"\"57814bb019d32f00465186185c150d29\"","Is Mentalizing just Empathy?":"\"29b46636fc80fa47c0ec52523e8a8586\"","Is Mentalizing just Reflective thinking?":"\"02cfbd271ac11eafba0e14a4d862218f\"","Is Mentalizing just about working in the transference?":"\"fd2566a0b632be03fe37c4da0b20c37e\"","Is my client showing help-seeking behaviours towards me/the team?":"\"2b3e734a41befe291ee1dcc3065d9f8d\"","Is there any difference between Mentalizing and Mindfulness?":"\"e7cfe2a8d835b35bdd56ec308a080048\"","Is this relevant to me as a NON-specialist worker (not a therapist)?":"\"7802447b4ea9e0633221302f681b3cd2\"","Isn't mentalizing just being supportive?":"\"ba7753223d915b0c7937e6c413fa3d0b\"","Issues that can arise when training your own team":"\"f5c8b32e4f39fa9e53e0ee922e739b46\"","Iterative":"\"a8d12ec25887ebf1a32744ded95521f4\"","JF.PNG":"\"63b6a3c769602650a3e354d4c721f041\"","JW.PNG":"\"946d9e6438a3ac5354ea62e1da83a205\"","James Fairbairn":"\"e2043d75c5cbb5a03c9fdb40d560c262\"","James Wentworth Stanley Memorial Fund":"\"2a3e81be0ad93008dbba7a9799d0e6ae\"","James Wheeler":"\"847c752f034dda6e3626cb13a63d15d9\"","Jason Shaw (2013) Developing a Hypertext Educational Environment using TiddlySpace":"\"b2dcce3d518826466731e91ccf4a39eb\"","Jensen, Bo & Vilmar (2021). What is behind the closed door? A case illustration of working with social isolation in adolescents":"\"0bce2259e0185260e0e6cd5dccb6af07\"","Jeremy Ruston":"\"3f50a8de85b1cc46547cb553a56d43b0\"","John Lincoln":"\"d16e55f32103becaf4a7bda65eb755bc\"","Johnson, Baron-Cohen et al (2005) emergence of the social brain network":"\"051e42bdc12c121e831d908710c7c3ec\"","Just the facts":"\"14c83ae98c5f93abdd21e519712982e3\"","KT’s training – relational and developmental trauma":"\"79816de00da3207f7903ca27c7071152\"","Kahneman's dual process theory and the impact of affect":"\"5fbed712e6b8f9415bcd8ba538ba6d90\"","Kaminski J, Pitsch A, Tomasello M (2012) Dogs steal in the dark":"\"8e56794ed0f9a2a3c82494fbee2a356a\"","Keeping Your Bearings":"\"7ef6d7b032cfb4f0985595b046f18d02\"","Keeping secrets/different levels of disclosure within the family":"\"12cc53d665e015e00caa650e6984e11c\"","Key Problems":"\"aeb2004e2cc67e16002cd410fbb3d898\"","KeyProblemDefinitions":"\"c93a4abd775a292ba8eb0176419f2a4e\"","Keyworker well-connected to wider team":"\"2b54ca378f497a1be5581d8f5b3f1e22\"","Kolb's Experiential Learning Model":"\"c4a2c52f88bf7e9af983de0194c3ae35\"","Kolko and Perrin (2014) The Integration of Behavioral Health Interventions in Children’s Health Care: Services, Science, and Suggestions":"\"3e2d9613952fa5345c084cb07fbae965\"","Krueger and Glass (2013) Integrative Psychotherapy for Children and Adolescents: A practice-oriented literature review":"\"a3839bb1e2da2b636dadd952c600e0de\"","Kyratsis Y, Ahmad R, Holmes A (2012) Technology adoption and implementation in organisations - BMJ":"\"2455dc7cb204bc4f7accd27c9bbd0578\"","LEARNING at work":"\"a026acdac0c5b0fc398f7d0847808937\"","LEARNING exercises from AMBIT training":"\"d5ca25317aebbeabab0715bff76ce3b6\"","Lack of insight":"\"530b467db8351a56daac16287ead2a37\"","Landing lights.png":"\"ba4a06e4c5c57ec2980efa93cc0586b6\"","Laura Talbot":"\"c4dff96fcb7b4837ae9b04a609942c19\"","Lave and Wenger (1991). Situated Learning: Legitimate Peripheral Participation":"\"891ddc76e3449639d5ea7ff9acc7cd91\"","Learning - How do you engage young people? (Unconference conversation 2016)":"\"dffde1cb5e2b3bee598b80f0a8fd337c\"","Learning - Making Manuals easier to use (Unconference 2016)":"\"a0eddd77039b8fb638965aca17526746\"","Learning - Outcome measures (Unconference 2016)":"\"c993506367b48a6b0b338ae5b77ac6b2\"","Learning - Working with young people who offend (Unconference conversation 2016)":"\"f7271b61c1460a1799eff80ead2b3dad\"","Learning Organisations (further reading)":"\"930fb4e7fa2486699c6c226640f99d15\"","Learning about AMBIT":"\"08a9fd4078e8135fc17e97d40114ed2e\"","Learning about Addressing Dis-integration":"\"19a4202bf616a391598b3a677dbc872a\"","Learning about Supervisory Structures":"\"9138f959d70a1c69f81a6c5b7da39866\"","Learning about Team Learning - a discussion exercise":"\"dfb0bbc40294f7d7ee86f2833cd248ef\"","Learning about mentalizing":"\"96972798c14aa0a5d71ece1e6c8ec877\"","Learning at Work Tools":"\"23b5e185a1ae2db9f459253d6e845368\"","Learning from the ASEQ: how do teams rate themselves before training":"\"d5e31927b4f8628a0ea5ba561ed9fd11\"","Learning survey":"\"adee718b172e46152943170cc486de21\"","Learning survey responses":"\"a039a79a32128cf4440f986adb150040\"","Learning through outcome measures":"\"eab3f3327c07d12bc3c60f38df0b2c2a\"","Learning-  The mentalizing stance (Unconference conversation 2016)":"\"9ed5aa76714952a07eabe3c398dd6c1b\"","Learning- Adolescent states of mind (Unconference conversation 2016)":"\"de436f782e16c61b53a15abcb6914d98\"","Learning- Barriers to help-seeking in teams - Unconference Conversation, 2016":"\"6ee56995be995870a123c6d564a372c7\"","Learning- Does AMBIT work? (Unconference conversation 2016)":"\"4825e158494ce0333523a9d94cf6df1d\"","Learning- Fitting AMBIT expertise to the expertise of others (Unconference 2016)":"\"59150c47015c7de6092f7e8f6a9cc773\"","Learning- What is mentalizing, really? (Unconference conversation 2016)":"\"ebe4096dc5b7c2ab24dd3b411cfd8d5b\"","LearningContents":"\"93488f7511c6b5393957ab406a73b788\"","Lecture and discussion on Evidence":"\"598d9ca5b5272f6d3f8d7e452d564b6e\"","Level of intensity":"\"3dc3885780e604191e771914901d419b\"","Licensed":"\"64632df3777fb8ff3656d063938a28fc\"","Life practice":"\"c0e26520bc2572e3bdc593ce640ba908\"","Line-ups - exploring individual differences":"\"1da7888970774738b549ebf766913318\"","Links":"\"05b52ff9550bf81e01a61aa97b9adbb4\"","List LOCAL EDITS to the manual":"\"4ec59c723ed4fee5dc90c8f2b38c4b51\"","Littlechild and Smith (2013): A Handbook for interprofessional practice in the human services":"\"027a3c7355c943594fbac5f1526b2830\"","LivingSkills":"\"33acc30935b6e98658dad65611d37da0\"","Liz Cracknell":"\"071919f6bffcb29539cef3ddbef54b63\"","Liz's buttons test":"\"e2cf5691693e138c4df9d6ded1f88a3c\"","Lizpicture.jpg":"\"a6f19cda48bcfe2fe13de77e0ddc1c50\"","Local Facilitator Training (LFT)- training model":"\"d6703e9927fdb2459f98411baccc66b4\"","Local Facilitator Training: potential barriers to achieving training objectives":"\"8306bb43e0bd92c724797d50940087f8\"","Local Facilitator implementation plan template":"\"59c4e9e1ea84b7a74ca7d09f87830875\"","Local Manualizing Tasklist":"\"1ddba096e2804f002b8c1110fddbaa7c\"","Local Protocols":"\"faf08a583238f54473ad3f2de5c6687b\"","Local Session 01: What is AMBIT?":"\"479709534e7bc0a269f32a2a9f28d813\"","Local Session 02: What is AMBIT training for?":"\"bc31e563115592b4fc7a7fd44ff8782e\"","Local Session 03: Mentalization":"\"1f15e4f06aea7ff81f44b0e731fd0484\"","Local Session 04: Working with your Team":"\"38f20d9d5e5adb56641ce6bf8de933ae\"","Local Session 05: Working with your Networks":"\"ee47c6852086da38889a43f45b2eebc1\"","Local Session 06: Working with your Client pt. 1 (Mentalizing stance)":"\"879a501ff8ef6aa0445b908a89b775c2\"","Local Session 07: Working with your Client pt.2 (Excluded/non-standard help-seeking)":"\"a1895a60af037ad4e796fd5f7f012543\"","Local Session 08: Review (1) and Auditing Team Practices":"\"c182326a8552d4c935a4e65bd23b59b7\"","Local Session 09: Working with your Client pt.3 (Outcomes)":"\"f88b5739c49cd7289468232e47e7edf9\"","Local Session 10: Review (2) and Top-up plans":"\"14f8433f4fcb5034f53b80a7edfc7dbf\"","Local Session 11: Making a real difference - Implementation Science":"\"45aad715a5230cd16ba0e256fdf5cc03\"","Local Training Sessions: some core ideas and structure":"\"d1b646cd034a5ba363ea61c8e01f4674\"","Log in":"\"ace6e85ccc12e7f944900c45cab44547\"","Logic Models":"\"b15457b514aeae34153d9e6240890b9c\"","Logic model for AMBIT services":"\"7e6a2036b367ef1d0e3e43120ed13588\"","Logic model for AMBIT training (as an intervention)":"\"f30df6bfa12537fdcb33183e8a462695\"","Logic model.JPG":"\"b6c475b8614954c730fa524c9e62d711\"","Logic models training exercise":"\"437f39f4c847c0e0a0bd1b72a677bb50\"","LoneClimber.jpg":"\"90fa7f9a5e7381116bb03374430825b4\"","MA.ICON.PNG":"\"515845c08313761a4b732f1ff731ac82\"","MAINTENANCE PHASE":"\"8d2b0099942021c2475cdae46c74d227\"","MBT - mentalization based treatment":"\"fd0264917c9287627c1091e813820a27\"","MBT-A":"\"1f19ff59e426355766fbef0449e772d3\"","MBT-C":"\"45585f49a1c9d8588865f3962a1ba60a\"","MBT-F":"\"b3b694c5d6f5f9f72de88ee739bbaa63\"","MP3's are like thoughts":"\"280dc97199ba59a30eb915d9fe6c6205\"","MS.JPG":"\"b985f5e79a50dfe7a9274d86fc220487\"","Maintaining Mind-mindedness":"\"62e2d0c2ee2eae73f980b3602bb10c63\"","Maintaining a mentalising stance towards a young person when there are barriers to engagement":"\"123880e093e447477cb661d9e633b27e\"","Maintaining factors for problems":"\"98bba1034058232476024757ea50faad\"","Maintenance":"\"af36b39f56ffeb0df91f720e8cd23c5c\"","Maintenance and the Recovery Model":"\"f6738990c8b20eb446a1d40a46fbecd8\"","Making plans for change":"\"440a0be407c3db8df29e5e3674aa16d0\"","Making zoom recordings":"\"9298b7a3bafef4742995a1be00a50b32\"","MalalaQuote":"\"b26ef05282006bc92fa8ea48c80c5ada\"","Manage CLIENT RELATIONSHIP":"\"26e7079c6138e65f1e14bba81cd9e6e7\"","Manage CLINICAL PROBLEM":"\"fcf80ea5c49e07d918a4acb13bc79e32\"","Manage Violence":"\"a9d5e1c427a1f1e3435962d39d6ac94d\"","Managing Differences of Opinion":"\"9530d63ecc447b8f79e7c8946f67a69a\"","Managing NETWORK PROBLEMS":"\"be7a874671263bd6a20cbe6244f39279\"","Managing Risk":"\"d70df3c2d1a01cc5ce274eff3f452911\"","Managing multiple perspectives- when family members give different versions of the same event":"\"5bf8ef38eff69bffac45801af9334257\"","Manualization":"\"408d240ed5fbb9e914b5d4c54ead354d\"","Manualization Boundaries":"\"609bd905641ed32f6e6a32203fdde42b\"","Manualizing a live issue - Garry Richardson and Heather Tovey":"\"531e7f4817bde3f78155938d22da4009\"","Manualizing exercise":"\"4e69debc2791f8de3b77412b0a190ccb\"","Manualizing the AIM Suggested Interventions -18.11.21 - AMBIT team AFC":"\"8045874f689b020f7b5c3c07620583e5\"","Mapping - a collaborative tool for formulation and intervention planning":"\"c2668f7326ca378549a4b83737a146e7\"","Mapping cultural and language resources":"\"a25958285f5bcab7e50e9e814cc01490\"","Mapping social-ecological needs and goals":"\"bcc942e32d5da21383daf5578c0f9698\"","Mapping social-ecological resources":"\"80197a06236ededa1ad5f2db618543b2\"","Marianne McGowan":"\"0be7eb8927fac76f400afc161f0ba04d\"","Mark Dangerfield":"\"9799d769d9274aaa63b006a9fb56ad11\"","MarkLocalEdits.jpg":"\"145e0a3ab9795e893c0d9c68d9e7710e\"","Marked mirroring":"\"1dc032d3bc681cc4275d9be6c6581ade\"","Marking the Task":"\"20db36f55f2264693a8734db794a56ec\"","Marking the task: Parent education questions":"\"5a7857eb288c2ecc3bac42d5ae6eee08\"","Marking the task: non- symptomatic siblings":"\"949dcda8f688c3df7dcd276dfca454f4\"","Marking the task: working with people who avoid talking about certain topics with workers":"\"9158b48221188743d050c120d8c23250\"","MarkupPreHead":"\"6e61dc9451226b60f4dcdb6e00f81564\"","Mary Target":"\"f730dabde4474f191a0028986f491c06\"","Measuring progress against objectives":"\"40466b0fcf61b4794f48104bfce5691b\"","Measuring recovery and reliable recovery":"\"474da22791e6eb59b552793aa60bf7e7\"","Measuring reliable change":"\"15b30c073570125d3f3abe4d75353547\"","Measuring the Impact of AMBIT Training":"\"6c382a7b081fe2af58de27545a24a405\"","Ment_Table_Stance_pic":"\"4b1ab4297653aa8ed2cfdb51d791c62f\"","Mentalisation based therapy (MBT) - a video example and theory":"\"04b03295752a9855321e4fb82a998bbb\"","Mentalization":"\"715f6cf9b4d2c750e6ed6c0a978b0360\"","Mentalization Based Work":"\"6ff6ac01ba3d7b08e0868230e1c1cd6a\"","MentalizationBasedTabs-211931686":"\"812ce2477d6e3b30b6d9b8890eac775a\"","Mentalize":"\"5629307f1eba8bda4902b7f4d6295edc\"","Mentalize that!":"\"60ff7a493a3c02038a8213527c40b21a\"","Mentalize the Moment":"\"aad161bb46e4b96c0dfc51c6f8eee3a2\"","Mentalize us, your trainers...":"\"ba3372c3000cb2b228388d4ea5c87173\"","Mentalizing":"\"da5d282f8cfc543eb86ef417550b5b00\"","Mentalizing - common definitions and quotes about it":"\"198cc9dce6bc4e3883e16eaafd70d13c\"","Mentalizing Levels":"\"295684cb739c5f80a7d3ad23bcd38147\"","Mentalizing Loop":"\"4e3fbbca21115dd0af49091ad8451722\"","Mentalizing Stance in Family Work":"\"a76768b261c21cd4110eb3143c04b486\"","Mentalizing Therapy Techniques":"\"bab32348057a1b1ba72300e24620d4ef\"","Mentalizing and team learning":"\"5db95f9220ca9a3db8f0e9c83a911f84\"","Mentalizing service barriers":"\"4532815d186efc85d45876ed7098844e\"","Mentalizing stance- manualizing exercise":"\"b5f42356a8f1c6724aef63916eee553a\"","Mentalizing the Moment (in Thinking Together)":"\"79c8803993f0eb27f198dd74af7b59e5\"","Mentalizing the Moment (in the Mentalizing Loop)":"\"45bfbfd504388398990ab8c1182bcc83\"","Mentalizing: a summary":"\"d1aa176168ab96608eace8139a0df430\"","Mentalizing: what it looks like":"\"1c3ca295852120fc642daa2f50c1990b\"","MentalizingLoop.jpg":"\"0045edceafd4c2631fef7ec261f20b03\"","MetaTeam":"\"93904b05def89ce7069ca063fd700094\"","Middle-Relationship stance and mechanisms/techniques":"\"07f006c9267d85426e6843b910201fd3\"","Mind-Scanning":"\"802d041209794e42e9e2dc03a83500d2\"","Mini-PREACHY":"\"0138b1698dd8bf30147d9b4395f8fe3d\"","Model development meeting":"\"6eed420762f0c0c58552298a96a28797\"","Module 1: Introductions and Mentalization":"\"21ee0bcdf9790adb84a9527c3879a641\"","Module 3: Working with your Team":"\"4a84365b89b67cbd2a74c70c9122beae\"","Module 4: Working with your networks":"\"3be92edde7f9e591102b04dd8d531469\"","Module 5: Working with your client":"\"922fe1908a9e832ad434455fa35c5b28\"","Module 7: Learning at Work 2":"\"513a3fc74eb056cc1381ef30aefd20ad\"","Module 8: Review and implementation planning":"\"319b41eea0a5e369caf62c1f12fa281a\"","Monitoring mental health":"\"cae5e2ef3b66bbbcc3d48b7b5f4fbb50\"","Monthly Webinars.jpg":"\"7a75ac94bd1425f81296f58ad951232c\"","More Actions pic.jpg":"\"b473ea498e1198e3ba2e8ef896f808b2\"","More information on the AIM cards":"\"2c70781c5336d6f4d2c120769247bd3a\"","Motivational Core Aspects":"\"4290cd130d84f08281df2200917c97d1\"","Motivational Work":"\"4f3bd14b1fd678032377a273eeb2ff98\"","Motivational Work - Affirmations":"\"56a6adf8caf156c0ddc74887ba5cc375\"","Motivational Work - competency checklist":"\"96417474c6b8a3ceadb26f0fa4595c7c\"","Motivational Work 1":"\"11ff0e85c717fcf1c3344299e6963dac\"","MtM.PNG":"\"b7e1ff56c739fc4efeec94e562129074\"","Multi-Disciplinary Team":"\"72546abc6c46026f79fbd0b73d7bc257\"","Multi-Domain Assessment":"\"8abe3941844afe88f92d7d7b3f3d562e\"","MultiFamilyTabs--1718654290":"\"e46133579981a3a5d03e6fd3a1d168a8\"","MultiFamilyTabs--381715938":"\"8edd9e9c6b79a3e77c91f41ae251eb0c\"","MultiFamilyWork":"\"3a464cf7f88168db03fbeb7730d109c2\"","Multimodal":"\"0d31cfe78431df27c44b14eb74751ed9\"","Multiple interacting aetiologies":"\"756c0c6122896e5ef39bd2006da5d551\"","Mz Sharp-Bevington.jpg":"\"6ece2621cb86f2f21b1749788554db2b\"","Mz.PNG":"\"d2589c5a5519bba0a65b97c2dff21c01\"","NET-Aim-Q":"\"7533936cffc446dc912d2ccc5d43e653\"","NET-Stat-Q":"\"312cf1c81179bb09f49cd6c79cc5b276\"","NETWORK exercises from AMBIT training":"\"3f7818debc5b89fda73f2314ed65d5f1\"","NICE - Depression":"\"f7485c45bbfa08fb5a6ac1194f55a55e\"","NICE - Sexual Health Guidelines for Youth":"\"def97bbcd8873503c9872d6d7a60b5bc\"","NICE ADHD Guidelines":"\"40ff352a2c5c08034edba47a8a1c6a8f\"","NICE Guideline - Schizophrenia (over 18yrs)":"\"b908252a0d44a85f175c591c6ace6558\"","NICE Guidelines":"\"46e1c604a71180ca65b7641adcd0da32\"","NICE Guidelines for PTSD":"\"d4d9d3df11a55b5fc20cf113a276b37c\"","NICE OCD guidelines":"\"2f562a1a03f0e7679e5d5e6dea4353e6\"","Narrative Continuity.jpg":"\"d338abb6d796dfd265d8480d961e2c32\"","Narrative History":"\"e3f0e3afa3f2e6746c3b99bba1e36d3c\"","National Evaluation of the Troubled Families Programme 2015-2020: Findings. (2019) Ministry of Housing, Communities and Local Government":"\"5325e4044644444d2eb3b2ac4913f2b3\"","Navigating the manual (finding what you need)":"\"7b8c16d234cafd7195e49f8ea21232ba\"","NetworksContents":"\"5b025048c4ad14fbdf4a0f766513d8df\"","Neurodevelopment and adolescence":"\"f0665484baa376dc988a423ab1e37708\"","New referrals":"\"b426534e54fb98e9ce40cbe5bc63cf9a\"","NewHere.png":"\"ce6c0c8e03de1f61143a83587e330d59\"","Newsletter 11 May 2020":"\"ade7418c905c461c198b5c3e45a387b2\"","Newsletter 16 July 2020":"\"232a1ef74c1872918bcbf254cf626ecb\"","Newsletter 18 June 2020":"\"bab6860d79ea22929704e764a67a0eb9\"","Newsletter 21 May 2020":"\"1993430ca92afc5a8fa782decaf11d04\"","Newsletter 22 May 2020":"\"20488d0c7e4fa250180cb26295044603\"","Newsletter 27 April 2020":"\"502a5795477b031ecdb2808cf9b4810b\"","Newsletter 3 July 2020":"\"d641a5d065bcacdd0dbb3435bff1b53b\"","Newsletter 4 June 2020":"\"6f1e9873e5bfdf5ad6a7ecb504e24536\"","Newsletter August 2020":"\"80d0bcb5493260a5db5981618a047e40\"","Newsletter December 2020":"\"ebbc0005db2949f9037730241fd83f6c\"","Newsletter January 2021":"\"0a1cbe9488260290ae5f84ac7d77e923\"","Newsletter January/ February  2021":"\"69651eb60ad28117f8da816fc642f5ab\"","Newsletter November 2020":"\"1c3d459f6d5684c96bf4105767cef4df\"","Newsletter October 2020":"\"441d6c3561a0446863cc0b155e830902\"","Newsletter September 2020":"\"f1a7afa4c07fc92305aaf248c0a63bba\"","Non MZ.JPG":"\"4d7bad668a23e8bdb0d5d0b8b4a6ad65\"","Non-contingent":"\"4e58193c28343ef9cd564116d6cd8691\"","Non-mentalizing, positioning and network problems":"\"bcd21fe8ba5284d0ef9639869eb17038\"","Non-mentalizing: a summary":"\"2932bafec2ef6b687d9af291f87ce4e2\"","Non-mentalizing: certainty":"\"340272f981fc2cfa5706eadb419af1f7\"","Non-mentalizing: quick fix":"\"9fd84207c567a162c45c6c6c3b428045\"","Non-mentalizing: waffle":"\"d47fe02de6bd4842b52d13accd8ae81a\"","None of the above!":"\"e5abe87565f8c13308f705fb0ea255e2\"","Norberg (2021) Open - how collaboration and curiosity shaped mankind":"\"fcff7e78ccc51f2892ce468295fc948f\"","Normalising":"\"6608481f24c48657d6842461e71d7621\"","Notice and Name":"\"9ed0fbf08cedde79f833ac74ee70f977\"","OUR LOCAL Resources and Practice":"\"d822f9fb4c1e01afc520d537b0b1b531\"","OUR LOCAL Teamwork and Governance":"\"39518a4c2d5c18de826b369f390627e6\"","OUR Team":"\"3e893ec09a93fb6fc98563ccdd5c6157\"","Obsessional compulsive disorder":"\"60d4e1915efac884a8ac7ec322f6c883\"","Offering unasked-for help to a team-mate (Graded Assertiveness)":"\"ef321349e5abb95ae9d3c0b43ffa0cf6\"","Online AIM Cards: how to set up a room to use with your client":"\"f0915b3d11f3b8bdd0c82a82e69065bf\"","Opacity of other minds.jpg":"\"e21097eabf5dcef5c3c5543611a95f0f\"","Opaqueglass.jpg":"\"9397dccc877d42b204b1d1cefc5716ae\"","Open Questions":"\"5647ee14f56069f6800e4ec281d7714d\"","Open book pic (2).jpg":"\"489f70cf1463419a12f1666d743979c8\"","OpenPagesPic.jpg":"\"89781034b7156dd61510c8f1bdba0c45\"","OpenSource":"\"0d123c8d084d33634cd2f65a1909844a\"","Ostensive communication":"\"6fd86a3e40010297b77172eb43917e1d\"","Other Symptoms of Psychosis and Engagement":"\"6045eadf25d312dc420500eb5a011ae9\"","Other key aspects of AMBIT in a little more detail":"\"f291baabb12e43f63584d1ca8d1d62f3\"","Other team's AMBIT manuals":"\"574fc65c89266b66f17b286397d5581a\"","Our Resources":"\"10ebceb05ceed81d5187dbed24a99661\"","Our team and CLIENT work":"\"69e347e369ed53bfe45df30ac5e077b8\"","Our team and LEARNING":"\"1ba1096b190eb3f9aabb54a03f8878f9\"","Our team and NETWORKS":"\"0a1d1a8b457ce4395730ec26893634e3\"","Our team' strengths in CLIENT work":"\"50dd726791b166f1a4edf2daa2f2e060\"","Our team's challenges in CLIENT work":"\"2e355a1bec872246585f93feb98a9404\"","Our team's challenges in LEARNING":"\"a63b4a8f8e911d9b428f1d71e3925112\"","Our team's challenges in NETWORKING":"\"57f090742dd2c56c1fa5075b30d9ecdc\"","Our team's challenges in TEAMWORKING":"\"490447c5e979c2a5e9421a9f0b9bdecc\"","Our team's core expertise":"\"2c5c1ab2168787db5d2e45dd7d5db826\"","Our team's needs for effective CLIENT work":"\"a5ace1485b90b86bfc764e78e05b4d10\"","Our team's needs for effective LEARNING":"\"fc7ae574632e87ed3815109c78a997dd\"","Our team's needs for effective NETWORKING":"\"58c7135d7a7054fa37a12cfb8282c046\"","Our team's needs for effective TEAMWORKING":"\"b793de92d503db119fc495d4efe30e88\"","Our team's strengths in LEARNING":"\"e25dac1dc39acce2216c2a26f0f8ddb0\"","Our team's strengths in NETWORKING":"\"1896c1ad99ada809613a2bf003532fd9\"","Our team's strengths in TEAMWORKING":"\"fb323ca9f3105f4e95bc3d066793483b\"","Outcome measures (T1, initial)":"\"4ccbea4d07c0a78cfebe8baf6c6dec5b\"","Outcome measures (T2, 3 months)":"\"a718a27a281e2ea7803235712bc54d06\"","Outcome measures (T3, treatment close)":"\"bc60f491681f6b7d6f7cfde24dba60c4\"","Outcomes":"\"8320fab18b8aff28bc0d1bae0277a0ec\"","Outcomes for clients who drop out of treatment":"\"6afe1c48af569fac75b6940fd3c20a53\"","Outcomes for clients with multi-agency needs":"\"a90c630b0b50b4c696683a6742e6cfb3\"","Outcomes for untreated clients":"\"0e6a7fce72e902d01de61faf3cd089a3\"","Outcomes from the Family Intervention Programme":"\"bc85d25bb12e54db06ef1b807854121a\"","Outreach Development Group: Session 1 - Building Relationships":"\"7e9c01936d226815786ddd9166d1a8c5\"","Outreach Development Group: Session 2 - Getting Stuck":"\"c21422f151672c04cf7e7fc30885e40f\"","Outreach Development Group: Session 3 - The Relationship to Help":"\"8396c2072b9eb594e99dc6fa768dd071\"","Outreach Development Group: Session 4 - Solution Focused Theory":"\"f279c304eb3f61fe06dffa4d70a43438\"","Outreach Development Group: Session 5 - Agenda Setting":"\"9ded2e130ee2f179e107b737ee32b9c9\"","Outreach Development Group: Session 6 - Self Disclosure":"\"da9e6dbbf079354847328a87a819114a\"","Outreach Development Group: Session 8 - Formulation":"\"bf434339d23ab9bbb5f4d9ce69c80f0b\"","Outreach Development group: Session 7 - Understanding Strong Emotions":"\"a2f667ac8e36eaa450124b437140afae\"","Outreach Group - reflections on endings with young people":"\"de2d7005fbaf53b03293bdd5795d5476\"","Outreach Group Session 9: Personal Value Cards - Young People":"\"9fb9106ebd51b1366326283affbbee6a\"","Outreach Work":"\"99c96e1f3683b9a48b0fc82481619474\"","Outreach group session 10: Understanding, addressing and reducing ruptures in Outreach Work":"\"f8d2f7199c65a80ae6fc4a1264f80e18\"","Overview: LEARNING at work":"\"9af2005fbc017d6cf971062f31b4e86e\"","Overview: Working with your CLIENT":"\"f43ffed22fc9ed13c66b916b54ba55fd\"","Overview: Working with your NETWORKS":"\"0d5c2ab233c80418e357c27142062b37\"","Overview: Working with your TEAM":"\"d8dfab622d454df0ee60c0f42018ff39\"","POD":"\"9d5407bd2b5fd7d522749c344243edec\"","PREACHY":"\"1a2ca33b95e06ceb947e4bd9c12d483c\"","Paedakoop Team, Schlins Feldkirch Austria":"\"37156196ee1cc945ee8bc7f1a5041a04\"","Panic Attacks":"\"5a0a6fef9c576af84bb4a74292314e10\"","Paranoid":"\"cc14dd3b4f44ec230f56aab6028ed109\"","Parent Message Cards":"\"f1199cffd22b6b9bbab963cec3f412d2\"","Parent Portfolios":"\"a505d5e9d5f08ad99960f658b8707702\"","Parental Mental Health (PMH) input to AMASS":"\"87a20c9a544f2e377d7da55983d84184\"","Parenting Grid":"\"d88b4825bbcbb21b1487ae738543fb3d\"","Parenting: exploration and intervention":"\"c029561c98a64cd3c2137f544db148bf\"","Passed Outwards Discussion - part 1":"\"311a756bcaeaa06231c1b355e93986d7\"","Passed Outwards Discussion - part 2":"\"4235c06485b835dd46b556a08e3a68d8\"","Passed-outwards Discussion":"\"0f6cf15b925eab588b5cc947de74a1fe\"","Past psychiatric history":"\"8cdec988bd4aac15e5b66586d02c97a4\"","PastMedicalHistory":"\"d86cdb29a75a5c1b4d7e78fa789b4d33\"","Patient-Worker Boundaries":"\"5ab67415870e0a870ef0c4f8a4023523\"","Pause and Review":"\"74f0c33ced81409a13eef92aa9984324\"","Peer Linking":"\"e0701a6b22f86dd7c1e8a94181cd7236\"","Personal Value Cards to explore family values in AMASS work":"\"ea9be82e5da9d8cc2a98533efa9275a8\"","Perspective-taking.jpg":"\"bfdbe0e10a113167fa70b1296cd0d6e4\"","Peter Fuggle":"\"31f6fde8aeafd2ad9b091733893ddab6\"","Pharmacological":"\"0c9bc52067cb7a9dd25d67f85e9b966b\"","Phases of AMBIT work":"\"ac86cfbecc5753a2cf93ba84f25972c5\"","Physical Health matters":"\"e9d8001f371daf3ac2c5e5f6ea9c4b2e\"","Pic_WellConnected":"\"6bd8005d58ed3368fbad743dda18e791\"","Picture1.jpg":"\"8d6714bbeb0614febfce0423c9800d81\"","Picture1.png":"\"3273d70695d001071babe39c31b375e9\"","Picture2.png":"\"60ff8eb831cc7fd9bea5e88b05063c70\"","Planning a training event in your team":"\"dba94d596117478eaeda83170278f8bc\"","Planning for AMASS maintenance phase":"\"943644d12977e884ef946f3b39b6dc7e\"","Planning survey":"\"d2e8917a6e9dc7e2df188feffea4722c\"","Planning survey results":"\"a9f81df86bfdb78c116a18994c20802f\"","Positioning Theory":"\"4a648136be0d393dbd237d7dc50b23ac\"","Positive and Negative Syndrome Scale (PANSS)":"\"64670929cd34dea6c66a2181cb98a9fb\"","Post Traumatic Stress":"\"ae17e2e3bd24094c9df687f1e3262ea8\"","Post-training outcome goals":"\"997548fc767721a99e4b4db51436a6fb\"","Practical examples of sustaining the AMBIT approach - Jones, Jones and Schofield":"\"2ebc23a47888b39e529d0d0f759737c3\"","Practice":"\"039d47962716967f8553bb7f7ba19440\"","Practices: LEARNING at work":"\"6bd5969e9e16d386c0473649934ba00e\"","Practices: Working with your CLIENT":"\"50067b727cf31eafdbcc56fd72e9595b\"","Practices: Working with your NETWORKS":"\"8473186ab51ba8eab5e2258ccfcb8893\"","Practices: Working with your TEAM":"\"211d23984fdbd4feada574abc0e16512\"","Pre-contemplation":"\"27e0bd9056ed8423044a4ceae52484ff\"","Pre-mentalistic stances":"\"8870d2e7b1b3a137f7ea5c3de2f179a3\"","Preconditions for Team Learning":"\"f8cf2b7cfb49ed94f933673c1c2f617c\"","Presenting Problems":"\"7cd48e3f023e5af9db1fcf3baee3f381\"","Pretend mode":"\"4cb262b592641e5dfa20f3d0fcb88201\"","Pro-gram picture":"\"62ce2792ec29b5012c0c4d0baa2b9b2a\"","Problem Behaviours - AMASS assessment exercise":"\"f332c655e440fad5f70cba213dad0427\"","Problem solving":"\"bdb15b681ebfcf1cb9f2503155c9cd02\"","Problem-solving checklist":"\"d4e794be4d86ec7a97919e7cb36b44ce\"","Problems in teams":"\"3834726ad4ec46d82c7d4720c2939a9a\"","Process of evaluating the use of the AIM Cards":"\"195db8395ec0aef723b47294c9ec3ba9\"","Processing a New Referral":"\"4615ee386bc0c95c98730d3548e84c06\"","ProfessionalNetworkMembers":"\"cd720b125d449e5a5605e253cc3756c7\"","Progressive Muscle Relaxation":"\"a9aaaca0a61818d4c1cebe9752fe061d\"","Pros and Cons (Decisional Balance) exercise":"\"7159bf8431740483d04d602e2a2bba46\"","Pseudomentalization difficulties":"\"a82983b877154372f203326865a8cc34\"","Psychiatrist":"\"d0f50cafa2cd7597fbc7acda98fa8ee0\"","Psychic equivalence":"\"4d37753617eac19734d2df131d75d700\"","PsychoEducation":"\"0095ea67d9580e7df97c9f5cd3cd8b87\"","Psychodynamic":"\"281bcd9932aca921d9677db06407cda6\"","Psychodynamic theory":"\"51269b4150ac49e1737a7897c95d1b1f\"","Psychometrics and Psychometric Tests":"\"21039fc6adecfaca45470b1b3563adc6\"","Psychosis":"\"89901372e42fe0d4a719b74b68ff154d\"","Published/Current Outcome Studies":"\"e70abd4bee98168316e7aab4955db924\"","Qualitative feedback from AMBIT training":"\"baf1eb10f93a43247a77f65023920e45\"","Qualitative feedback on usefulness of AMBIT":"\"4d7165abd0f5be10a1aa5bec820d2b69\"","QuickWins":"\"b72b1fd145f3893bca2478ea74d20dd8\"","RFQ-YV (Reflective Functioning Questionnaire-Youth Version)":"\"d0556c32b8050ede961cee9127c2c83c\"","RS.PNG":"\"a9c908686dc838af8233578b8d0aef3e\"","Randomised Control Trial":"\"6ec9b081ff5f31dcbdc7b5b35d1dab69\"","Rating Scales":"\"b9d54856330fadf1545988687a03ce7f\"","Re-breathing":"\"41d812a1466aa1d1d42708e8cdc5f088\"","Rebecca Smith":"\"8ce2f773e0d5abaae637ff8c566abd23\"","Recent Reflections on Facilitating the Sculpt":"\"dd9d70c003db275c4dd7e35d4212a2fa\"","RecentChangesPic.jpg":"\"a458fc4531f895ef894448b5c7bbafe5\"","Reciprocity":"\"c00bbc79d280c72913a071b17025c3c7\"","Referral Criteria":"\"991c1b2a1a9955a8877d34a611bcd5d3\"","Reflecting Team Exercise":"\"19efbf22d38930f0220de8dbbae0a5d2\"","Reflecting Team Exercise on Outcomes Evaluation 2012":"\"ff471cf1fb79086fa431e4ba34c38c62\"","Reflecting comments":"\"7f1a4b93607dc94b87b6cc7c6b6f989c\"","Reflecting on Working with the Network":"\"83ab0988a88383138a951b50e0c01783\"","Reflections on Thinking Together":"\"2d63f99be081ecb99e8a299751ffbb32\"","Reflections on the TTT Training 2016":"\"cd81df249a95e0bd1d59a4885c69cb51\"","Reflective Quorum":"\"862ac25e3f6cb7f718a179738e65d493\"","Reframing":"\"90a78c45b0910c65833ed591f1f9faf3\"","Reinforcement":"\"5787ee24ae2a29da02d5f90556a05de0\"","Relapse":"\"117d2bb0513e90a4cb8a96f2df96c736\"","Relapse prevention":"\"e4b6903f4c7414251bf745a9636fb1cb\"","RelatToHelpDiagram":"\"b6f0198ba79571b567fc857c950d4c2e\"","Relationship to help":"\"e34b616a6f9585cc559d0e792f65d04a\"","Respect for Evidence":"\"39527a149e030c9166d2e042678d71f0\"","Respect local practice and expertise":"\"1541cc129627e6da2445b225a6647467\"","RespectLocalPracticeImage":"\"f0ce1538d6b0119955874e7adb0f5e2e\"","Restoring family capacity":"\"88593863edcbfb2e085719b008f8f970\"","Return Home Packages: reflections on how this is working":"\"7f22c9cb10d7260e428c95e6747c77f4\"","Return to Purpose":"\"d03179a0bb352becfbef6cf086af8e15\"","Reviewing change":"\"58fd5f8cf0238ba5568384648dee8617\"","Revisiting AMBIT":"\"98ab59e3a2fb046ee6a38b70c1a76896\"","Rich internal life - pic":"\"6f49b12988fbb467c766f8c6f68f7b14\"","Ripples in a Pond":"\"4415aba401cee992e496be05c2cc86d4\"","Ripples_picture":"\"6755ee01ee52023870f5d7dc010188b8\"","Risk Assessment - paper form":"\"e64bd374f31c2cd0e9ea56463557722e\"","Risk Management- Challenge and Support":"\"8ef1f5b42b31873218dceb8f68e1a3b5\"","Risk of suicide":"\"7a341f1b6bef84f23b16cd965c8d6362\"","Risk support - key aspects of practice":"\"11c3cb6125420760d47614bc6bcf4a1d\"","RiskAssessment":"\"7afe7e6d104d6db5f94c2ac3f86875a3\"","Rituals and Disciplines":"\"f41c6cde550c45728f3c1c7a2b678113\"","Role of the Chair":"\"eedc01a9255210cf48635745b775627b\"","Role of the Scribe":"\"120a94a15811fefb0ee0a4426cf91c54\"","Role of the Team Learning Support Worker":"\"0c5f512ea8bae4ca14c974e63475eb5a\"","Roles and Responsibilities in an AMBIT team":"\"3ba4a67709d09fd09925e18cb4360fbb\"","Roles in the AMBIT Community of Practice":"\"447379c9dd92acee485d8749cec8ab3c\"","Roll with Resistance":"\"a2b733cca625ac142926169c3a6ece9d\"","Rossouw, Fonagy (2012) Mentalization-based treatment for self-harm in adolescents: a randomized controlled trial":"\"f8da4ec6cc4d3efee3d75635e016c1a9\"","Royal College of Psychiatrists - Standards for Crisis/Outreach services":"\"acee31cdf4db7feee33e6ec10c7e6884\"","Rx":"\"fb6039a435f04295c34292006903c241\"","SELF REPRESENTATION":"\"09cfbad9afa6a9b2e13af5109dc2c93b\"","SMAOS":"\"a031aa253c98df117e36f1bfd263c1e5\"","SMAOS Sexual Exploitation Training":"\"608e615538f6cb7d90eb69d12740a224\"","SMART goals":"\"6ff611c60461e1b2fa9f1754770428d8\"","SNAPSHOT.PNG":"\"bda21598284eeb7d176902fda59f3d26\"","STIs":"\"50404c989e1ad500784e54dd50434b49\"","SUD":"\"f7ea67694f71e0c958e9ac15f028c745\"","SUD-Rx":"\"23926e0b26c66a759d4de09ca361efa1\"","SUD-Rx - Who should be present at sessions?":"\"175b4558b37ae0fb05eea2264289e9e6\"","SUD-Rx Session 1 - 2":"\"81eb68a591a3774525b264ed667b79a8\"","SUD-Rx Session 3":"\"8fcc014f4a09a00d2d1b08b4cc4ecafd\"","SUD-Rx Session 4":"\"42bde80bcebd785457d72b72a894e170\"","SUD-Rx Session 5":"\"1b20d51d7c364e9564234cb57a471ab8\"","SUD-Rx Session 6 - FINAL":"\"b4425d5ae1bd0baf8782f50045d22de1\"","SUD-Rx Sessions - CheckLists":"\"a51632cb798c0ee1c3c3625801371ede\"","SUD-Rx Techniques":"\"147d29ac268ebb365eb60f8a266e5a16\"","SUD-Rx principles":"\"a2761c7ce45e935a18c93eabba714fff\"","SUSTAIN best practice":"\"6f2aea4beb3da5d3e4b4e7ef8d5aa2bf\"","Safe Choices Project Worker":"\"f7030030357934989af2459e7c10cb9e\"","Safeguarding Children and Young People from Sexual Exploitation":"\"1749d01d9c7bccc18346cf7ff5b68491\"","Save tick.jpg":"\"1854187796abc4e801da41ebae85ef50\"","SaveCloudicon.jpg":"\"ba0dc054b42b9cd4906863599ad2cfe1\"","Scaffolding existing relationships":"\"36a494ddf839dca35239fba06a9bf136\"","Schein's seven principles of helping":"\"551869320487ac7b83044292cfa737b3\"","Score 15 - Family functioning":"\"d41483972a8df9a4f73d3e7f75b81764\"","Scoring AIM data":"\"ee60b7e57db607e0d83566353946d712\"","Screening Tool for Sexual Exploitation by Brook":"\"f07fb299fcebdf8bda6245f59bd0a4c0\"","Screening for biological illness":"\"0bce45375c6693320e7d2521e8ccb1f0\"","Screenshot_20180323-002957-01.jpeg":"\"537c1162aaf0151d29b0356e3a7ff132\"","Sculpting a network":"\"99333fcb9e781a30c03519147533067e\"","Sculpting the AMBIT wheel: a training exercise":"\"5048e884470ebe477fe06c182db5c832\"","Search Bar":"\"9d4547927e0ca920716f1e424d64ca98\"","Secure Base":"\"7724d572ce6a5b06b7d6fa72d78156a1\"","Seddon, J. 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CheckLists":"\"50df4ac594c5a0cdacfd1f7b3590954f\"","Starting an AMBIT service":"\"477e852a3c6b6a91aef2bf348476e256\"","Stating the Case":"\"d7eb71448e973d4dcff9982bd79a2bb3\"","StatusUpdate.jpg":"\"0c8856431e5f7d671eedca13649de2d5\"","Staying connected to the team when working remotely":"\"48956ee5bb3a90a7beebd04a78248a49\"","Stethoscope Games":"\"5ad8ba45c65292457aa50b25e1afadbc\"","Stigma":"\"6a52cdcbe8210f1cbc08851486993a9f\"","Stigma and Engagement":"\"77de94c9f7200e5a298b141962e0520f\"","Straussner and Fewell (2011) Children of Substance-Abusing Parents: Dynamics and Treatment":"\"4b9568c51a2524413f7c8d54b422bc58\"","Strengths and Difficulties Questionnaire (SDQ)":"\"55a996a1f37c3bca58249bb528621584\"","Strengths in RELATIONSHIPS":"\"de8dd23c742a70512d2fe738de7cb7bd\"","StrengthsResiliencies":"\"a94ea5fd6113cee5be57f34b9dbc9c03\"","Studies relevant to AMBIT":"\"9deb585ee47e6e3df53d7488ad2a2a50\"","Sub-pages":"\"ac977520a428aebb3ce57321ff3bf5ad\"","Sub-topic":"\"0777e798cbe2bd64b898017f92c6b997\"","SubsistenceSupport":"\"28535fe30b3292f9bf635850a2900b8b\"","Substance Use History":"\"a35a7938bccfee1e1cd31c6c1c7f65a9\"","Substance use":"\"4e02e1af49ffb79b80294ae43c5363aa\"","Substance use disorder - treatment":"\"e8053c83092fd85c12162bc72ec6f437\"","SubstanceUseDisorder":"\"05f4ff6456e24e2dbd91548b80391b68\"","Suggested Team Training Sessions":"\"4633dff3d3c24851ecd6a940b54995e3\"","Suggested structure for an (internal) AMBIT Supervision session":"\"df7b85099bfaa08504203d82ef15b870\"","Suicide Attempt":"\"49c37996e6c7bcfeab9b4c6456ac9982\"","Suicide Risk with parents":"\"8f1b0b17a9cef4c4b1823f86dc6aeb45\"","Suicide Risk: Parents with a Mental Health Diagnosis":"\"abff9cd1b14f986593ca987be91f051f\"","Suicide Warnings":"\"95aab7c7e22b16caa18c4489098071ae\"","Suicide risk and self-harm in our work with young people":"\"c699ffdcb2e2026d78abce2a257ff52f\"","Summarising":"\"200913b88782db8835b08c81508c217f\"","SupervisoryStructures":"\"d73690e73008d603592edb8156bd7091\"","Support for the AMBIT Community of Practice":"\"9eb3abba5ba8a5342021367cea30a7de\"","Supporting Relationship with Social Worker":"\"abf933a9ca1d624fab130280754d4704\"","Supporting families to access positive activities":"\"28348823aa4b63f51c1a61fa1b4eeaed\"","Supporting parents to regulate their emotional state during sessions":"\"246f441eb3b84074b4cfa243d6327ab3\"","Sustaining AMBIT practice after training: lessons from a group of front line teams":"\"203a6a0c052ca81d4a13676d3611ba59\"","Sustaining an AMBIT approach in an acute adolescent in-patient setting - Whittick, Morrell, Fairbairn, Thulbourn and Millard":"\"afc64224d5578d2a52152bff3ee041df\"","Sutcliffe et al, 2004 - Communication failures: an insidious contributor to medical mishaps":"\"4a6e883647446f5b88cb079645dac2f1\"","Syed, 2016 Black Box Thinking":"\"3edf2b549d456d41de326dbde905115f\"","SystemsTheory":"\"4ee0e74218b4b59cac60dd2ab765e195\"","TEAM exercises from AMBIT training":"\"e0b7894dfa3dc0218269590d02b25f40\"","THRIVE-Framework.jpg":"\"a595798b3ec57abc48cb73a0ac7c8152\"","THRIVE: Advice and support":"\"362a825cfe25bd44b0ac6b7129775296\"","THRIVE: Help":"\"a9236cc219935f4c0cfb2cee3704261c\"","THRIVE: More help":"\"cc00048d1e3d08aaa2f41c9d4a8b63ac\"","THRIVE: Risk support":"\"1bc1b9dcf3d543570a6f27c0ac131b8f\"","TV phone-in or Documentary games":"\"444ee679fed8e0cf485965e9521cb9b1\"","Tags":"\"92f1fb0b9262bae9ab6a6da288244635\"","Take Home Messages":"\"d8561e05a68c4c0d1b9fb18e1558af60\"","Take a deep dive":"\"e7375ff08fbd49a92fdb94ff384b40b7\"","Taking Aim":"\"ffe39a8cc66f383497467dd8b3e99a39\"","Taking Responsibility for integration":"\"b2325953109107ec7b54f8d3a1f29b9d\"","Taking a break":"\"d89896fa8a37c022fd402b3f5f0412b9\"","Talbot, Fuggle, Foyston and Lawson (2020) - Delivering an Integrated Adolescent Multi-Agency Specialist Service to Families with Adolescents at Risk of Care: Outcomes and Learning from the First Ten Years":"\"ad95f53695067b3a42fa740d7e9b7e49\"","Team Meetings":"\"f8975996fae356f84cc7ab7f8a10a9ff\"","Team Thinking Together exercise":"\"f1518a5947ae5b3cb2d1f9148cfd82c6\"","Team Training Outcomes":"\"214a8b3702827183bd28171c56453a5e\"","Team around the Worker":"\"9fbf27728034549226fba61e70c53ac9\"","Team around the Worker - pic":"\"3a0fcdd0318c83562fbb28e1ef090b1b\"","Team discussion - change in referrals":"\"a1a387698e046503148e721a32cf0896\"","Team meetings survey":"\"4428b97d8b3f79566ad714f316d08a5b\"","Team meetings survey results":"\"73fab813e36a2924cd3adce5f390605d\"","Team training session: deciding on the intervention":"\"8be6ae1a4532b6edd19a36ca40ef348e\"","Team training session: what interventions do we do?":"\"0b80650c083a1e930343110322ed4803\"","TeamLearning.png":"\"67f9d35fa4254f1b3b354d57a9e9ddef\"","Technical aspects of how to set up wiki manuals":"\"257f33ac6d55a629f53332248f70dba3\"","Teleological thinking":"\"9591fc020593202a9e9f29ef15cedb29\"","Terminating non-mentalizing interactions":"\"7950f81cdb2c83d9ff1e427f742df657\"","The 'What's it like to be...' exercise":"\"f67c02447294a79def5ecbe11a365ca9\"","The AIM Questionnaire: What it is and how to use it":"\"4e3e76528a338308d4fc34814a8a5494\"","The AMASS Team":"\"70866773d20b6403cc8315aaf55cbc4d\"","The AMASS Urban Dictionary":"\"5b453624fe7d911d1749db5c78ab1d09\"","The AMASS approach":"\"e11686d994a96d022208c87be1b48902\"","The AMBIT Lead - role and responsibilities":"\"eb7cc300244e38fd2390b9891491b2b2\"","The AMBIT Pro-Gram":"\"6dded19f90f9c5ba1cad180c3fdf825d\"","The AMBIT Pro-Gram: an example":"\"23520c2d66c63939618bfb432ce368b2\"","The AMBIT Study Group":"\"a441632c10235563dd819e3612cd02da\"","The Coping With Stress Course - Gregory Clarke":"\"69b04db14d478022db965da063f4b0d2\"","The Development and Properties of the AIM":"\"a7824839cc06fe64c07358d9c5048805\"","The Egg and Triangle":"\"5dab31a02f93f9d534ab4c78d0c47a19\"","The Inquisitive Stance":"\"f37ace6e2e21b8d71f5cae8a7269b498\"","The Thrive framework":"\"625497787eed0004cba686e7d2badb63\"","The Troubled Families Programme: an overview":"\"c830bc98fcdb37d106ff73cb81088e20\"","The Troubled Families Programme: the intervention model":"\"8ff71be8a3b49fd42347a0dea0bab5b9\"","The Water of Systems Change (2018)":"\"8453d1c6d212861d61813f99635ec4f8\"","The Worker's Mentalizing Stance":"\"31f693eb26f0ad7f5fd7b01ff023557b\"","The World Health Organisation Quality of Life– BREF questionnaire (WHOQOL-BREF)":"\"2ca505afb685cc231dba401a36cc7b73\"","The group activity of manualizing":"\"69ee716a9556fb8f0b8255e53e5d5cdd\"","The many sides of mentalizing":"\"0359859e5fde93db584642f2195566e6\"","The role of the senior Social Worker in AMASS":"\"95cb93ae500ff6624eecd8721d8aa476\"","The work of Jos De Blok":"\"23183107d8434b7629ca75b2b66d8558\"","Theoretical foundations of Family Work":"\"4083552f6c82e4844170eda2b1da4226\"","Theoretical/Explanatory Frameworks":"\"e784725093d73bd43cb91049346ec124\"","Theories: LEARNING at work":"\"1c12a8b527c4c7d7719d8b703560a456\"","Theories: Working with your CLIENT":"\"7ca99b71767bef2041ca1125edf09835\"","Theories: Working with your NETWORKS":"\"c9407d2184303fb0e795878f9d3290eb\"","Theories: Working with your TEAM":"\"10630c651c425b5683ce34a7a065fc99\"","Theory":"\"8b4ec036f8faee45d9876b6cfe7137d4\"","Theory behind the Individual key-worker relationship model":"\"d904ac4a253dd79efbbc649dbe58f2af\"","Theory in Practice":"\"79a208ddce1053f647279659884b9afa\"","Therapeutic Bargain":"\"22d118dc7b5fb31ee05142894ee6f805\"","Therapeutic relationship":"\"3e54fdd022eebeedcb30082ef6f93e80\"","Therapist's use of Self":"\"2d6d97cbbac4bf08d8f929b36dd00f0b\"","Thinking":"\"4950dc39f9118a20b10dec09759d5274\"","Thinking Together":"\"d56d6d7ea28722e9c3dc00c94f05fabc\"","Thinking Together - Local":"\"40c64d365f74eb118e7ae4ec87d3a32c\"","Thinking Together - Training exercise":"\"33146a2ea1de24a810ac2b2d3ee1e2ca\"","Thinking Together example":"\"7b0c899dfd822d769822e19e2d06c841\"","Thinking Together exercise":"\"ae52b277570384f5be74df26023c6788\"","Thinking apart example":"\"cb527f655f829514dceff272d713dbc1\"","This is the same as academic theory X, Y, Z...!":"\"dd558953b1ee5e46eb950db9a2d9f5c8\"","Thought Blocking":"\"9278b1d5fb1dae11285d305d8a5ebb66\"","Thought disorder":"\"7ed71fee36e48bcb7f5fd5ecfc8df350\"","TiddlyManual":"\"ffe415386c4fd6de7421b82de30e6b10\"","TiddlyWiki":"\"000e8d032c45d592491c4f6a889c0431\"","Tomasello et al (2005) Understanding and sharing intentions: The origins of cultural cognition":"\"99df42e29212a6fe06f7b43645f422fd\"","Top Tips: Managers role when working with YP at risk of sexual exploitation":"\"e7775e4e5eae6ec7fa7bc4f863fe3ad8\"","Top Tips: Working with Parents of YP at risk of sexual exploitation":"\"d691c853d4388cf24e90c82bcd99afcc\"","Top Tips: when working with YP at risk of sexual exploitation":"\"d6ff7547ff5d3eef4959d621bf92a1b2\"","Top tips for AMBIT Trainers":"\"10ce5fe8e2ffb31d8d7a97e9e6647e66\"","Top tips: when working with a professional network around risk of sexual exploitation":"\"fd221dee89767acd8bc08c8a11342ce1\"","TopCloudIcon.png":"\"10834ce3e03686139d33a403addc61f4\"","Topic":"\"946aff4b64bd45f1d96038fe96b3b986\"","Topics we would like to wiki":"\"38809478db2027d1f41011e9ff2bd5cc\"","Tower of Babel":"\"975dd6680a1c24822adcb86594ac1211\"","TowerOfBabel.jpg":"\"5d68204f39013b1b7cd00c3ada6c7280\"","Training Challenge":"\"196c97c8dd67320672692384a891f5e7\"","Training Exercises for Keyworker well-connected to wider team":"\"01bb343f15118b7c9ba3ec6e4a435183\"","Training Exercises for Managing Risk":"\"a9381e9625e6259e9f6d01a7d84b6fff\"","Training Exercises for Mentalization":"\"d274a4b1d149fa68a672df4a983aa726\"","Training Exercises for Respect for Evidence":"\"5b9aecf5f6d66abbf8d1ca49cb1abf24\"","Training Exercises for Respect local practice and expertise":"\"adad5b5b23f2637d8f4e2629cc82e2e7\"","Training Exercises for Scaffolding existing relationships":"\"d450f5f79407360f6db516849f819aa4\"","Training Exercises for Taking Responsibility for integration":"\"2f6710abe5dde510a2fd1bf8c821df40\"","Training Exercises for Working in multiple domains":"\"c54ebf6acbcc5b5c5214308dfeac63d0\"","Training Exercises for the Keyworker Relationship":"\"d585a10c1e162cf28febde3f2e0e4aca\"","Training Exercises on AMBIT in general":"\"b96a9fac949a7999dbdfd347f4f78642\"","Training Feedback":"\"f7ab24b567c29afe73490ce9a41fdd5d\"","Training Feedback for 2018":"\"e7ae5aee7086f577923644eaca348001\"","Training Feedback for 2019":"\"10c89ad814ff1f8dffbe8e9e1a5c7c17\"","Training Feedback for 2020-21":"\"17ee50bb48b67a92762a5a83d8acde6a\"","Training Resources":"\"1e4cc24b00eb3e89dd746fac8191d01d\"","Training exercise: Managing transitions across services":"\"db69468b53dba9b5ec2b8814268ab0f1\"","Training exercises":"\"a348ac32b771ffa3654eba3f330ea009\"","TrainingCore":"\"0db5c52467d82a96a8588fdabee6d964\"","TrainingManualization":"\"e6ad576828dfa4ce731893bef7498adc\"","Trauma-focussed CBT":"\"b73fb2d0aa6d34beb054f30a5af70957\"","Treatment":"\"7120901af89348b202f0e4a1f55d5e16\"","Tree of Life":"\"504cc5669fc5a4c9122ad3736f8ca2a3\"","Triggers for problems":"\"e637fc756ff57ea2964f9df494cf3a8c\"","Tronick and Cohn: Infant-Mother Face-to-Face Interaction: Coordination and Miscoordination":"\"fde61b9715c1731d404706c6aa1e8d23\"","Trying out the AIM cards":"\"79513e489db43c78da9adfc8bf47846c\"","URL.JPG":"\"f72fff435635af72c9bd6932e7af35f8\"","Unconferenceboard":"\"f5c6e453ba40e22a6eae003db8c8c639\"","Understanding Risk in face to face working":"\"381085d9119056b84684dcabd7b5a627\"","Ungar (2007) Too safe for our own good":"\"60907c061bc82f4e0e2777ca8745eab9\"","Ungar et al (2013) Service use, risk factors and resilience in adolescents using multiple services":"\"fd82018540ed027621b6004c1104f0f3\"","Upstream (Background) Factors":"\"deea250e0aa9f5d5510c7327f7559fc7\"","Use the Mental Health Act":"\"32a1899f578a7b646e817cc3a3fa7804\"","User Guide":"\"188e3eb2eaef04cd48a28068e232d547\"","Using AMBIT to Reduce In Patient Admissions - Sarah Harmon":"\"f70e6aa4c9d9cf97ed22432d0838eb8c\"","Using Employment Advisors within AMASS":"\"d7bd734669ecc77f9b3e668426d479fb\"","Using role-play in AMASS family work":"\"c41414023891f8fec79b138b1152e56a\"","Using the AIM":"\"3c64e200215cd4f4e977e3ea3cb9d704\"","Using the AIM cards - ideas for workers":"\"feeeec1231f26d2cfcfead28ff6bc13d\"","Using the Strengths Cards in AMASS work":"\"80cc2dc9ea226f2d5ca069296d52367d\"","Using the manual as a REFERENCE tool (looking stuff up)":"\"a383a67b8b00f7ad7cc839817b046ced\"","Using the manual to CONNECT with other AMBIT workers":"\"74f77857e74db14735c2311f3caa0fb8\"","Using the manual to RECORD learning (manualization)":"\"bd9d0610be10ffde9ef862775c4e4d06\"","Using the online AIM Cards":"\"42f16a06cac1a5be510ac2ecab119db4\"","Using1.JPG":"\"c0ed258a406cc4597f26fb8d62956017\"","Using2.JPG":"\"42058ab8082c1ae508f304a35b15c679\"","Using3.JPG":"\"5333b5839c4ee999fc33cfef4972f27a\"","Using4.JPG":"\"2b8de3f498e040b2c4acf188e2abda3f\"","Using5.JPG":"\"fbeb35657a55cf1462ff6d38a114e449\"","Using6.JPG":"\"b3def0168ccdcdd34f556f321bac6ac9\"","UsingTheManualContents":"\"cead2202a707facb6234fd4e1b3879a7\"","VB.PNG":"\"1d0263b9d38df5aabf97baf1731bfcba\"","Verity Beehan":"\"43eb21adea45cf1ca21b7de4dec2f18c\"","Video introduction to Thinking Together":"\"7235c173ef160414d44d60d8597abea6\"","Video introduction to disintegration":"\"1591ebe9cdd3b31306dc57f29ad68032\"","Videos":"\"77a33599227c43a553d2971b0368c2a4\"","Violence":"\"407e8fcde2c71abbfbec7911373b28e6\"","WIKI-ing":"\"b607b8c6151d271edc683859c6e640aa\"","Walker, Conlan and Laforce (2011) A paper on the wraparound approach":"\"f9467fe5f0d5e39961a9bccad2b61114\"","We do most of this AMBIT stuff already - what is DIFFERENT in what you are teaching?":"\"657d838af315944992073c7b5bba895d\"","We want a hospital bed, not a home visit!":"\"e16a8e666a41f546c8e5252f6a2d5908\"","Wearing different hats":"\"d13950cc8cd58866c36e203b1f340f7d\"","Wearing different hats.jpg":"\"9998658d035b1b18011403c0b2a3d851\"","Wearing different hats2.jpg":"\"eaff0b7f95284eb87b0f79dbdf70bf93\"","Web-based AMBIT Lead seminars":"\"cd9c6a4541898a8e9a121a87988848f9\"","Webinar 10 Sept 2020 - Implementation: Making Change Happen (Wandsworth 6 years on)":"\"fba00d4cc397fc0ac5759ecf4a171d21\"","Webinar 11 June 2020 - Online mentalizing (and Active Planning)":"\"f177b684d9d58a651c8f33b8c2569149\"","Webinar 14 May 2020 Working with Networks, Remotely":"\"6adb8f4b2abe22599461b6140a9289be\"","Webinar 23rd July 2020 - AMBIT in a youth and community setting - who trusts who?":"\"613eef3a08873d0988914a7c4d189005\"","Webinar 25 June 2020 Using AMBIT to influence whole systems change":"\"16958b508decab8e2a0dd3de54980e00\"","Webinar 28 May 2020 - What Works about AMBIT":"\"6bca5dae60fddb4daac6da2e4c297e66\"","Webinar 28 May 2020 - What Works about AMBIT  local.url":"\"dacba6a1c231a8fa673d90f014015e29\"","Webinar 30 April 2020 Meeting People Where They Are, Remotely":"\"cc6d919e3cfdb2104297ca248434c6c3\"","Webinar 6th August 2020: Working with young people who use substances":"\"baa4061d1fd117acde8faf904ed49a0b\"","Webinar 8 October 2020: AMBIT in Educational Settings":"\"3c42f821a85987f36171f947f10fe076\"","Webinar 9 April 2020 Staying Connected & Adapting Through Change":"\"5c9652ef9c0f32a6ce83c988cd0b35c2\"","Webinar 9th July 2020- Moving Out of Lockdown":"\"a0540284e19637989a6c6c69c600424c\"","Webinar Notes":"\"36259a2e16198c498290a539e2f70175\"","Webinarsfortnightly (1).jpg":"\"41dfd451f773483c8011e8cc53974c32\"","Weighing Pros and Cons":"\"a5846a2b74e44a8e4ab1a8eb759d323e\"","Weisz, Jensen-Doss, Hawley (2006) Evidence-based youth psychotherapies versus Usual Care":"\"db87c68f065b826bae7241d97677623f\"","Weisz, Simpson-Gray (2008) Evidence-Based Psychotherapy for Children and Adolescents":"\"c85fa4e9d62959dcf4804cd1c3f17426\"","Welcome to AMASS":"\"eb5f81e667a1836fe1bb323aaa47d0db\"","Welcome to Day 2 of Your AMBIT Training - AM":"\"b5db1975336f6128526af50315c4755a\"","Welcome to Day 2 of Your AMBIT Training - PM":"\"fe937ac32381d81b2f79ef894138ed39\"","Welcome to Day 3 of your AMBIT Training AM":"\"361c054cb4169652b3aae91b6abcff41\"","Welcome to Day One of Your AMBIT Training":"\"b5ea8f9669c9bf80f0b7a8236db8a0be\"","Welcome to day 3 of Your AMBIT Training - PM":"\"180fb109a54c4e4989045a4a5ac668c8\"","Welcome to day 4 of your AMBIT training AM":"\"2aba03f1ac84e73fd4033e43d509d258\"","Welcome to day 4 of your AMBIT training PM":"\"6047b11c490aae08e646353d34aa663b\"","What I Learnt at AMBIT Training":"\"ef94e9d49903f60cacf5a7eb3f78310b\"","What I would to like to learn and what should be preserved?":"\"804e4493817d21d8fddf16c7e00ef837\"","What are the expected outcomes for AMBIT clients if they do not receive any help?":"\"c235c284cd67235fcc90910f13840f30\"","What do we mean when we say \"That's (not) very AMBIT!\" - Dickon Bevington":"\"f2b1b2edbf524b0eb5c05a88a67e56a1\"","What do workers here need in order to do their job well?":"\"1557ba5d9db4434aa22aa58aa4ddb5f2\"","What does AMBIT stand for?":"\"97f52182fac465b107a192fe04bc5f07\"","What helps a team to learn?":"\"2ece3820359b000118bc88d502166ec9\"","What if people just hate the word \"mentalization\"?":"\"d71746e9e30a33d8b66238d6ec56676e\"","What if workers don't want to mentalize?":"\"1863bc4c690caf3fe330eadddc845156\"","What is the difference between the AIM measure and AIM cards":"\"db298f97f5567918411bf3baf9dd4292\"","What is your AMBIT? (blank AMBIT wheel)":"\"1605327c6f5157e13de7a5da5cdc59a7\"","What makes me me?":"\"af6ff091ab555a721a952d6d51757d0a\"","What makes the work with clients hard?":"\"0931dda36b5d7b561bf1a6edebd2926b\"","What negative feelings does the work bring up for workers?":"\"1e6e3375a23c908d232283d5bde72acf\"","What positive feelings does the work bring up for workers?":"\"4778832032a2bca902f30d9540bbca43\"","What purpose am I using the AIM for?":"\"77b10d1a4dd84f780b1889c8073f240a\"","What to do?":"\"5543519f8ff9b00ae44307e55978aa64\"","What's the problem?":"\"267cf4c2ddb17144b2516b8f35da6d8d\"","WhatInfluencesPractice_pic":"\"846365aaf53654f06c5cfaf397c92b48\"","Wheel and probs.jpeg":"\"b10782d4bdfefcb910de376029e50098\"","Wheel with client highlighted.jpg":"\"5ff963c226db8eeb3cc5a641f71777cc\"","When (how quickly) are we meant to implement this material?":"\"c8dabbca03eda0b583052b9db8519bab\"","When to use Motivational Interviewing (MI) with young people":"\"d58f76148dbbaca0dfcd5832f5ffa72f\"","Where are we in the therapeutic journey?":"\"6abfc27e077d8fa581e1b8765da7bc93\"","WhichInterventionWhen":"\"cda43eeea41b3eab292395a884d9ec06\"","Who does what?":"\"501c98b503bd7760c06905d83fa6a67e\"","Who has your rope pic.jpg":"\"c8c1e4a0ca45ad2be9d379236dc79099\"","Who is this manual for?":"\"76c8298ccf05e37bdb75ac83aed44428\"","Whole systems change":"\"bc146fcff6f56877c2af95eae0f7bd9f\"","Why intervene simultaneously in multiple domains?":"\"7e2eebbeed41385c484ca563dd0ddfbd\"","Why mentalizing matters: epistemic trust":"\"80cfe5a6ab587a453d0fd333386395f1\"","Wilson, G. T. (1998). 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Using the network to get support when hen you are out on the field is extremely helpful. Below we have outline different ways to support each other in our work.

!!//Why are we interested in this topic?//
There is an acknowledgement that at times we all engage in lone working practices and have found ourselves in situations where perhaps you feel a little stuck, or would have really appreciated some advice whilst out in the field. As part of the AMBIT model there is a real focus on working with your team, using each other for support. 

!!//In what capacity do we/can we use each other for support?//
* When there is risk involved – Risky situations can often promote feelings of anxiety in us, the workers. Stepping out of the situation to call a colleague can help you think more clearly about the situation. This promotes less reactive responses, as well as being able to discuss:
o	What you have done/asked?
o	What else might you want to do?
o	How are you feeling in relation to the risk?

*If you are discussing a topic with a family and you do not have all of the information, calling or asking a colleague can be helpful, as this models to families that we don’t know everything, and getting other people’s perspectives is helpful. This may help families see that it is OK for them not to know everything, and may promote their own help seeking behaviours.  We discussed calling the other professional on speaker phone, to help link the parent in to this discussion. This can be helpful to the family, to know the network and team around them are working together. 

*Walking to and from visits – we discussed the importance of using the time to walk to and from difficult visits together. This can be a really useful way to discuss and hypothesise what you think might be going on for the family. This time is a really useful time to plan, de brief and unpick the sessions with social workers, as we know time is precious. 

*Needing some advice – knowing what to say? How to contain the person? The importance of calling someone who knows the person you maybe having a diffiuclt conversation with (know what would help). More strange if people knew what to say. No one can ever be prepared for every eventuality, the more we can be open and honest about those examples the better. 

*The office environment – often we find ourselves engaged in informal discussions around cases, where support is given to us by our team member’s we discussed the following ways we use this in AMASS:

o	Planning sessions - using your team of colleagues to ask for advice when planning a session. It can be really useful to run ideas past team members to get further input. 
o	Feeding back/debrief - Similarly, debriefing and feeding back after a session can be really useful, this may help you reflect on the visit in a different way, helping you to further process your thoughts, as well as helping to think about how you move forward. We felt checking in after difficult visits either in person or on the phone can really help to offload, helping you to not take those difficult feeling home with you. 
o	Difficult phone conversations – Having a supportive team member on hand to offer advice or simply ask if they can do something, can be really helpful and put people at ease
o	Constructing email correspondence – We thought it was particularly useful to ask a team member for their input when you are having to write emails around difficult topics. 


!!//Areas for development://
*We recognised we are less good at seeking out people outside of the main council building including the fostering teams, CLA teams as well as community based projects. How do we ensure we involve and include the wider network?

*We discussed how useful it can be it state from the beginning of the intervention that we seek out team members to check in, stating explicitly why we do this. Saying something like ‘these are really complicated problems, and people will need help from each other to know what is best’. Stating this can be a helpful message to the family’s to show that it is OK not to always know, and seek out help. We questioned whether this could be done as part of th e helpful/help exercise or during sign up. 

*Team members to encourage and support contact on the field. Whole team approach needed that it is OK not to know…asking for help is not a reflection of competence!

*Something that might make this harder to do can be people’s busy diaries, as everyone has lots of visits. Team is rarely in the office, and there is a feeling of not wanting to disturb (at times) when people are on task (in the office), getting the balance right. Links back to storytelling – sometime appropriate, sometimes not. 

!!//Action://
*Remember to talk about group supervision to families and explicitly state the input of the team, and including other’ people perspective . 

*Explicitly state to the family at the beginning of the intervention that we may call people on visits to help us think about things

*Make sure to arrange and set up a person to contact/call at the end of a visit to think through  the session, offload and feedback, to prevent people from going home with things in their mind.

*Check in with others re: planning of sessions with each other, including Social workers and to re-plan if necessary. 

AMBIT stands unambiguously in support of Black Lives Matter, recognising the disproportionate harms that fall on people of colour as a result of systemic discrimination and all forms of racism, and the need for an active stance of anti-racism. See also [[Equity, Diversity, and Inclusion (EDI) in AMBIT]].

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primary: <<colour afc-purple>>
sidebar-button-foreground: <<colour foreground>>
sidebar-controls-foreground-hover: #000000
sidebar-controls-foreground: #aaaaaa
sidebar-foreground-shadow: rgba(255,255,255, 0.8)
sidebar-foreground: #acacac
sidebar-muted-foreground-hover: #444444
sidebar-muted-foreground: #c0c0c0
sidebar-tab-background-selected: #f4f4f4
sidebar-tab-background: #e0e0e0
sidebar-tab-border-selected: <<colour tab-border-selected>>
sidebar-tab-border: <<colour tab-border>>
sidebar-tab-divider: #e4e4e4
sidebar-tab-foreground-selected: 
sidebar-tab-foreground: <<colour tab-foreground>>
sidebar-tiddler-link-foreground-hover: #444444
sidebar-tiddler-link-foreground: #999999
site-title-foreground: <<colour tiddler-title-foreground>>
static-alert-foreground: #aaaaaa
tab-background-selected: #925195
tab-background: #dcd6dc
tab-border-selected: #925195
tab-border: #ffffff
tab-divider: #925195
tab-foreground-selected: #ffffff
tab-foreground: #050505
table-border: #dddddd
table-footer-background: #a8a8a8
table-header-background: #f0f0f0
tag-background: #ec6
tag-foreground: #ffffff
tiddler-background: <<colour background>>
tiddler-border: <<colour background>>
tiddler-controls-foreground-hover: #888888
tiddler-controls-foreground-selected: #444444
tiddler-controls-foreground: #cccccc
tiddler-editor-background: #f8f8f8
tiddler-editor-border-image: #ffffff
tiddler-editor-border: #cccccc
tiddler-editor-fields-even: #e0e8e0
tiddler-editor-fields-odd: #f0f4f0
tiddler-info-background: #f8f8f8
tiddler-info-border: #dddddd
tiddler-info-tab-background: #925195
tiddler-link-background: <<colour background>>
tiddler-link-foreground: <<colour primary>>
tiddler-subtitle-foreground: #c0c0c0
tiddler-title-foreground: #182955
toolbar-new-button: 
toolbar-options-button: 
toolbar-save-button: 
toolbar-info-button: 
toolbar-edit-button: 
toolbar-close-button: 
toolbar-delete-button: 
toolbar-cancel-button: 
toolbar-done-button: 
untagged-background: #999999
very-muted-foreground: #888888

\define timeline-title()
<$view field="title"/>  <$list filter="[all[current]frombag{$:/plugins/federatial/xememex/config/recipe}]" variable="listItem"><span style="display:inline-block;background:#ff4;border:1px solid #cc0;color:black;padding:0 2px;border-radius:4px;font-size:0.8em;line-height:1.3;">local</span></$list>
\end
<$macrocall $name="timeline" format={{$:/language/RecentChanges/DateFormat}}/>

<$macrocall $name="timeline" format={{$:/language/RecentChanges/DateFormat}} subfilter="frombag{$:/plugins/federatial/xememex/config/recipe}"/>

<$list filter="[<currentTiddler>!is[tiddler]]" variable="ignore"> 
<div class="tc-sidebuttons">
<a href="mailto:manuals@annafreud.org?subject=Feedback%20on%20the%20manuals" target="__blank">
{{$:/core/images/plugin-generic-language}} Give Feedback
</a>
</div>
</$list>

\rules only filteredtranscludeinline transcludeinline macrodef macrocallinline

.tc-sidebuttons {
position: fixed;
right: 0;
top: 50%;
width: 8em;
}


.tc-sidebuttons svg {
fill: <<colour background>>;
float: left;
width: 2em;
height: 2em;
margin-right: 4px;
}

.tc-sidebuttons a {
display: block;
background: <<colour afc-green>>;
padding: 4px;
border-top-left-radius: 8px;
border-bottom-left-radius: 8px;
font-weight: bold;
text-decoration: none;
color: <<colour background>>;
}

.tc-sidebuttons a:hover {
background: <<colour afc-pale-green>>;
}

<$action-setfield $tiddler="$:/state/showeditpreview" $value="yes"/>
<$action-setfield $tiddler="$:/state/editpreviewtype" $value="$:/core/ui/EditTemplate/body/preview/output"/>

/* ------------------------------------------
PURE CSS SPEECH BUBBLES
by Nicolas Gallagher
- http://nicolasgallagher.com/pure-css-speech-bubbles/

http://nicolasgallagher.com
http://twitter.com/necolas

Created: 02 March 2010
Version: 1.2 (03 March 2011)

Dual licensed under MIT and GNU GPLv2 Nicolas Gallagher
------------------------------------------ */

/* NOTE: Some declarations use longhand notation so that it can be clearly
explained what specific properties or values do and what their relationship
is to other properties or values in creating the effect */

/* ============================================================================================================================
== BUBBLE WITH AN ISOCELES TRIANGLE
** ============================================================================================================================ */

/* THE SPEECH BUBBLE
------------------------------------------------------------------------------------------------------------------------------- */

.bubbles-triangle-isosceles {
  position:relative;
  padding:15px;
  margin:1em 0 3em;
  color:#000;
  background:#f3961c; /* default background for browsers without gradient support */
  /* css3 */
  background:-webkit-gradient(linear, 0 0, 0 100%, from(#f9d835), to(#f3961c));
  background:-moz-linear-gradient(#f9d835, #f3961c);
  background:-o-linear-gradient(#f9d835, #f3961c);
  background:linear-gradient(#f9d835, #f3961c);
  -webkit-border-radius:10px;
  -moz-border-radius:10px;
  border-radius:10px;
}

/* Variant : for top positioned triangle
------------------------------------------ */

.bubbles-triangle-isosceles.bubbles-top {
  background:-webkit-gradient(linear, 0 0, 0 100%, from(#f3961c), to(#f9d835));
  background:-moz-linear-gradient(#f3961c, #f9d835);
  background:-o-linear-gradient(#f3961c, #f9d835);
  background:linear-gradient(#f3961c, #f9d835);
}

/* Variant : for left/right positioned triangle
------------------------------------------ */

.bubbles-triangle-isosceles.bubbles-left {
  margin-left:50px;
  background:#f3961c;
}

/* Variant : for right positioned triangle
------------------------------------------ */

.bubbles-triangle-isosceles.bubbles-right {
  margin-right:50px;
  background:#f3961c;
}

/* THE TRIANGLE
------------------------------------------------------------------------------------------------------------------------------- */

/* creates triangle */
.bubbles-triangle-isosceles:after {
  content:"";
  position:absolute;
  bottom:-15px; /* value = - border-top-width - border-bottom-width */
  left:50px; /* controls horizontal position */
  border-width:15px 15px 0; /* vary these values to change the angle of the vertex */
  border-style:solid;
  border-color:#f3961c transparent;
  /* reduce the damage in FF3.0 */
  display:block;
  width:0;
}

/* Variant : top
------------------------------------------ */

.bubbles-triangle-isosceles.bubbles-top:after {
  top:-15px; /* value = - border-top-width - border-bottom-width */
  right:50px; /* controls horizontal position */
  bottom:auto;
  left:auto;
  border-width:0 15px 15px; /* vary these values to change the angle of the vertex */
  border-color:#f3961c transparent;
}

/* Variant : left
------------------------------------------ */

.bubbles-triangle-isosceles.bubbles-left:after {
  top:16px; /* controls vertical position */
  left:-50px; /* value = - border-left-width - border-right-width */
  bottom:auto;
  border-width:10px 50px 10px 0;
  border-color:transparent #f3961c;
}

/* Variant : right
------------------------------------------ */

.bubbles-triangle-isosceles.bubbles-right:after {
  top:16px; /* controls vertical position */
  right:-50px; /* value = - border-left-width - border-right-width */
  bottom:auto;
  left:auto;
  border-width:10px 0 10px 50px;
  border-color:transparent #f3961c;
}


/* ============================================================================================================================
== BUBBLE WITH A RIGHT-ANGLED TRIANGLE
** ============================================================================================================================ */

/* THE SPEECH BUBBLE
------------------------------------------------------------------------------------------------------------------------------- */

.bubbles-triangle-right {
  position:relative;
  padding:15px;
  margin:1em 0 3em;
  color:#fff;
  background:#075698; /* default background for browsers without gradient support */
  /* css3 */
  background:-webkit-gradient(linear, 0 0, 0 100%, from(#2e88c4), to(#075698));
  background:-moz-linear-gradient(#2e88c4, #075698);
  background:-o-linear-gradient(#2e88c4, #075698);
  background:linear-gradient(#2e88c4, #075698);
  -webkit-border-radius:10px;
  -moz-border-radius:10px;
  border-radius:10px;
}

/* Variant : for top positioned triangle
------------------------------------------ */

.bubbles-triangle-right.bubbles-top {
  background:-webkit-gradient(linear, 0 0, 0 100%, from(#075698), to(#2e88c4));
  background:-moz-linear-gradient(#075698, #2e88c4);
  background:-o-linear-gradient(#075698, #2e88c4);
  background:linear-gradient(#075698, #2e88c4);
}

/* Variant : for left positioned triangle
------------------------------------------ */

.bubbles-triangle-right.bubbles-left {
  margin-left:40px;
  background:#075698;
}

/* Variant : for right positioned triangle
------------------------------------------ */

.bubbles-triangle-right.bubbles-right {
  margin-right:40px;
  background:#075698;
}

/* THE TRIANGLE
------------------------------------------------------------------------------------------------------------------------------- */

.bubbles-triangle-right:after {
  content:"";
  position:absolute;
  bottom:-20px; /* value = - border-top-width - border-bottom-width */
  left:50px; /* controls horizontal position */
  border-width:20px 0 0 20px; /* vary these values to change the angle of the vertex */
  border-style:solid;
  border-color:#075698 transparent;
  /* reduce the damage in FF3.0 */
  display:block;
  width:0;
}

/* Variant : top
------------------------------------------ */

.bubbles-triangle-right.bubbles-top:after {
  top:-20px; /* value = - border-top-width - border-bottom-width */
  right:50px; /* controls horizontal position */
  bottom:auto;
  left:auto;
  border-width:20px 20px 0 0; /* vary these values to change the angle of the vertex */
  border-color:transparent #075698;
}

/* Variant : left
------------------------------------------ */

.bubbles-triangle-right.bubbles-left:after {
  top:16px;
  left:-40px; /* value = - border-left-width - border-right-width */
  bottom:auto;
  border-width:15px 40px 0 0; /* vary these values to change the angle of the vertex */
  border-color:transparent #075698;
}

/* Variant : right
------------------------------------------ */

.bubbles-triangle-right.bubbles-right:after {
  top:16px;
  right:-40px; /* value = - border-left-width - border-right-width */
  bottom:auto;
  left:auto;
  border-width:15px 0 0 40px; /* vary these values to change the angle of the vertex */
  border-color:transparent #075698 ;
}


/* ============================================================================================================================
== BUBBLE WITH AN OBTUSE TRIANGLE
** ============================================================================================================================ */

/* THE SPEECH BUBBLE
------------------------------------------------------------------------------------------------------------------------------- */

.bubbles-triangle-obtuse {
  position:relative;
  padding:15px;
  margin:1em 0 3em;
  color:#fff;
  background:#c81e2b;
  /* css3 */
  background:-webkit-gradient(linear, 0 0, 0 100%, from(#f04349), to(#c81e2b));
  background:-moz-linear-gradient(#f04349, #c81e2b);
  background:-o-linear-gradient(#f04349, #c81e2b);
  background:linear-gradient(#f04349, #c81e2b);
  -webkit-border-radius:10px;
  -moz-border-radius:10px;
  border-radius:10px;
}

/* Variant : for top positioned triangle
------------------------------------------ */

.bubbles-triangle-obtuse.bubbles-top {
  background:-webkit-gradient(linear, 0 0, 0 100%, from(#c81e2b), to(#f04349));
  background:-moz-linear-gradient(#c81e2b, #f04349);
  background:-o-linear-gradient(#c81e2b, #f04349);
  background:linear-gradient(#c81e2b, #f04349);
}

/* Variant : for left positioned triangle
------------------------------------------ */

.bubbles-triangle-obtuse.bubbles-left {
  margin-left:50px;
  background:#c81e2b;
}

/* Variant : for right positioned triangle
------------------------------------------ */

.bubbles-triangle-obtuse.bubbles-right {
  margin-right:50px;
  background:#c81e2b;
}

/* THE TRIANGLE
------------------------------------------------------------------------------------------------------------------------------- */

/* creates the wider right-angled triangle */
.bubbles-triangle-obtuse:before {
  content:"";
  position:absolute;
  bottom:-20px; /* value = - border-top-width - border-bottom-width */
  left:60px; /* controls horizontal position */
  border:0;
  border-right-width:30px; /* vary this value to change the angle of the vertex */
  border-bottom-width:20px; /* vary this value to change the height of the triangle. must be equal to the corresponding value in :after */
  border-style:solid;
  border-color:transparent #c81e2b;
  /* reduce the damage in FF3.0 */
  display:block;
  width:0;
}

/* creates the narrower right-angled triangle */
.bubbles-triangle-obtuse:after {
  content:"";
  position:absolute;
  bottom:-20px; /* value = - border-top-width - border-bottom-width */
  left:80px; /* value = (:before's left) + (:before's border-right/left-width)  - (:after's border-right/left-width) */
  border:0;
  border-right-width:10px; /* vary this value to change the angle of the vertex */
  border-bottom-width:20px; /* vary this value to change the height of the triangle. must be equal to the corresponding value in :before */
  border-style:solid;
  border-color:transparent #fff;
  /* reduce the damage in FF3.0 */
  display:block;
  width:0;
}

/* Variant : top
------------------------------------------ */

.bubbles-triangle-obtuse.bubbles-top:before {
  top:-20px; /* value = - border-top-width - border-bottom-width */
  bottom:auto;
  left:auto;
  right:60px; /* controls horizontal position */
  border:0;
  border-left-width:30px; /* vary this value to change the width of the triangle */
  border-top-width:20px; /* vary this value to change the height of the triangle. must be equal to the corresponding value in :after */
  border-color:transparent #c81e2b;
}

.bubbles-triangle-obtuse.bubbles-top:after {
  top:-20px; /* value = - border-top-width - border-bottom-width */
  bottom:auto;
  left:auto;
  right:80px; /* value = (:before's right) + (:before's border-right/left-width)  - (:after's border-right/left-width) */
  border-width:0;
  border-left-width:10px; /* vary this value to change the width of the triangle */
  border-top-width:20px; /* vary this value to change the height of the triangle. must be equal to the corresponding value in :before */
  border-color:transparent #fff;
}

/* Variant : left
------------------------------------------ */

.bubbles-triangle-obtuse.bubbles-left:before {
  top:15px; /* controls vertical position */
  bottom:auto;
  left:-50px; /* value = - border-left-width - border-right-width */
  border:0;
  border-bottom-width:30px; /* vary this value to change the height of the triangle */
  border-left-width:50px; /* vary this value to change the width of the triangle. must be equal to the corresponding value in :after */
  border-color:#c81e2b transparent;
}

.bubbles-triangle-obtuse.bubbles-left:after {
  top:35px; /* value = (:before's top) + (:before's border-top/bottom-width)  - (:after's border-top/bottom-width) */
  bottom:auto;
  left:-50px; /* value = - border-left-width - border-right-width */
  border:0;
  border-bottom-width:10px; /* vary this value to change the height of the triangle */
  border-left-width:50px; /* vary this value to change the width of the triangle. must be equal to the corresponding value in :before */
  border-color:#fff transparent;
}

/* Variant : right
------------------------------------------ */

.bubbles-triangle-obtuse.bubbles-right:before {
  top:15px; /* controls vertical position */
  bottom:auto;
  left:auto;
  right:-50px; /* value = - border-left-width - border-right-width */
  border:0;
  border-bottom-width:30px; /* vary this value to change the height of the triangle */
  border-right-width:50px; /* vary this value to change the width of the triangle. must be equal to the corresponding value in :after */
  border-color:#c81e2b transparent;
}

.bubbles-triangle-obtuse.bubbles-right:after {
  top:35px; /* value = (:before's top) + (:before's border-top/bottom-width)  - (:after's border-top/bottom-width) */
  bottom:auto;
  right:-50px; /* value = - border-left-width - border-right-width */
  left:auto;
  border:0;
  border-bottom-width:10px; /* vary this value to change the height of the triangle */
  border-right-width:50px; /* vary this value to change the width of the triangle. must be equal to the corresponding value in :before */
  border-color:#fff transparent;
}


/* ============================================================================================================================
== BUBBLE WITH A BORDER AND TRIANGLE
** ============================================================================================================================ */

/* THE SPEECH BUBBLE
------------------------------------------------------------------------------------------------------------------------------- */

.bubbles-triangle-border {
  position:relative;
  padding:15px;
  margin:1em 0 3em;
  border:5px solid #A9A9A9;
  color:#333;
  background:#fff;
  /* css3 */
  -webkit-border-radius:10px;
  -moz-border-radius:10px;
  border-radius:10px;
}

/* Variant : for left positioned triangle
------------------------------------------ */

.bubbles-triangle-border.bubbles-left {
  margin-left:30px;
}

/* Variant : for right positioned triangle
------------------------------------------ */

.bubbles-triangle-border.bubbles-right {
  margin-right:30px;
}

/* THE TRIANGLE
------------------------------------------------------------------------------------------------------------------------------- */

.bubbles-triangle-border:before {
  content:"";
  position:absolute;
  bottom:-20px; /* value = - border-top-width - border-bottom-width */
  left:40px; /* controls horizontal position */
  border-width:20px 20px 0;
  border-style:solid;
  border-color:#A9A9A9 transparent;
  /* reduce the damage in FF3.0 */
  display:block;
  width:0;
}

/* creates the smaller  triangle */
.bubbles-triangle-border:after {
  content:"";
  position:absolute;
  bottom:-13px; /* value = - border-top-width - border-bottom-width */
  left:47px; /* value = (:before left) + (:before border-left) - (:after border-left) */
  border-width:13px 13px 0;
  border-style:solid;
  border-color:#fff transparent;
  /* reduce the damage in FF3.0 */
  display:block;
  width:0;
}

/* Variant : top
------------------------------------------ */

/* creates the larger triangle */
.bubbles-triangle-border.bubbles-top:before {
  top:-20px; /* value = - border-top-width - border-bottom-width */
  bottom:auto;
  left:auto;
  right:40px; /* controls horizontal position */
  border-width:0 20px 20px;
}

/* creates the smaller  triangle */
.bubbles-triangle-border.bubbles-top:after {
  top:-13px; /* value = - border-top-width - border-bottom-width */
  bottom:auto;
  left:auto;
  right:47px; /* value = (:before right) + (:before border-right) - (:after border-right) */
  border-width:0 13px 13px;
}

/* Variant : left
------------------------------------------ */

/* creates the larger triangle */
.bubbles-triangle-border.bubbles-left:before {
  top:10px; /* controls vertical position */
  bottom:auto;
  left:-30px; /* value = - border-left-width - border-right-width */
  border-width:15px 30px 15px 0;
  border-color:transparent #A9A9A9;
}

/* creates the smaller  triangle */
.bubbles-triangle-border.bubbles-left:after {
  top:16px; /* value = (:before top) + (:before border-top) - (:after border-top) */
  bottom:auto;
  left:-21px; /* value = - border-left-width - border-right-width */
  border-width:9px 21px 9px 0;
  border-color:transparent #fff;
}

/* Variant : right
------------------------------------------ */

/* creates the larger triangle */
.bubbles-triangle-border.bubbles-right:before {
  top:10px; /* controls vertical position */
  bottom:auto;
  left:auto;
  right:-30px; /* value = - border-left-width - border-right-width */
  border-width:15px 0 15px 30px;
  border-color:transparent #A9A9A9;
}

/* creates the smaller  triangle */
.bubbles-triangle-border.bubbles-right:after {
  top:16px; /* value = (:before top) + (:before border-top) - (:after border-top) */
  bottom:auto;
  left:auto;
  right:-21px; /* value = - border-left-width - border-right-width */
  border-width:9px 0 9px 21px;
  border-color:transparent #fff;
}


/* ============================================================================================================================
== SPEECH BUBBLE ICON
** ============================================================================================================================ */

.bubbles-example-commentheading {
  position:relative;
  padding:0;
  color:#b513af;
}

/* creates the rectangle */
.bubbles-example-commentheading:before {
  content:"";
  position:absolute;
  top:9px;
  left:-25px;
  width:15px;
  height:10px;
  background:#b513af;
  /* css3 */
  -webkit-border-radius:3px;
  -moz-border-radius:3px;
  border-radius:3px;
}

/* creates the triangle */
.bubbles-example-commentheading:after {
  content:"";
  position:absolute;
  top:15px;
  left:-19px;
  border:4px solid transparent;
  border-left-color:#b513af;
  /* reduce the damage in FF3.0 */
  display:block;
  width:0;
}


/* ============================================================================================================================
== BLOCKQUOTE WITH RIGHT-ANGLED TRIANGLE
** ============================================================================================================================ */

.bubbles-example-right {
  position:relative;
  padding:15px 30px;
  margin:0;
  color:#fff;
  background:#5a8f00; /* default background for browsers without gradient support */
  /* css3 */
  background:-webkit-gradient(linear, 0 0, 0 100%, from(#b8db29), to(#5a8f00));
  background:-moz-linear-gradient(#b8db29, #5a8f00);
  background:-o-linear-gradient(#b8db29, #5a8f00);
  background:linear-gradient(#b8db29, #5a8f00);
  -webkit-border-radius:10px;
  -moz-border-radius:10px;
  border-radius:10px;
}

/* display of quote author (alternatively use a class on the element following the blockquote) */
.example-right + p {margin:15px 0 2em 85px; font-style:italic;}

/* creates the triangle */
.bubbles-example-right:after {
  content:"";
  position:absolute;
  bottom:-50px;
  left:50px;
  border-width:0 20px 50px 0px;
  border-style:solid;
  border-color:transparent #5a8f00;
  /* reduce the damage in FF3.0 */
  display:block;
  width:0;
}


/* ============================================================================================================================
== BLOCKQUOTE WITH OBTUSE TRIANGLE
** ============================================================================================================================ */

.bubbles-example-obtuse {
  position:relative;
  padding:15px 30px;
  margin:0;
  color:#000;
  background:#f3961c; /* default background for browsers without gradient support */
  /* css3 */
  background:-webkit-gradient(linear, 0 0, 0 100%, from(#f9d835), to(#f3961c));
  background:-moz-linear-gradient(#f9d835, #f3961c);
  background:-o-linear-gradient(#f9d835, #f3961c);
  background:linear-gradient(#f9d835, #f3961c);
  /* Using longhand to avoid inconsistencies between Safari 4 and Chrome 4 */
  -webkit-border-top-left-radius:25px 50px;
  -webkit-border-top-right-radius:25px 50px;
  -webkit-border-bottom-right-radius:25px 50px;
  -webkit-border-bottom-left-radius:25px 50px;
  -moz-border-radius:25px / 50px;
  border-radius:25px / 50px;
}

/* display of quote author (alternatively use a class on the element following the blockquote) */
.example-obtuse + p {margin:10px 150px 2em 0; text-align:right; font-style:italic;}

/* creates the larger triangle */
.bubbles-example-obtuse:before {
  content:"";
  position:absolute;
  bottom:-30px;
  right:80px;
  border-width:0 0 30px 50px;
  border-style:solid;
  border-color:transparent #f3961c;
  /* reduce the damage in FF3.0 */
  display:block;
  width:0;
}

/* creates the smaller triangle */
.bubbles-example-obtuse:after {
  content:"";
  position:absolute;
  bottom:-30px;
  right:110px;
  border-width:0 0 30px 20px;
  border-style:solid;
  border-color:transparent #fff;
  /* reduce the damage in FF3.0 */
  display:block;
  width:0;
}


/* ============================================================================================================================
== TWITTER
** ============================================================================================================================ */

.bubbles-example-twitter {
  position:relative;
  padding:15px;
  margin:100px 0 0.5em;
  color:#333;
  background:#eee;
  /* css3 */
  -webkit-border-radius:10px;
  -moz-border-radius:10px;
  border-radius:10px;
}

.bubbles-example-twitter p {font-size:28px; line-height:1.25em;}

/* this isn't necessary, just saves me having to edit the HTML of the demo */
.bubbles-example-twitter:before {
  content:url(twitter-logo.gif);
  position:absolute;
  top:-60px;
  left:0;
  width:155px;
  height:36px;
  /* reduce the damage in FF3.0 */
  display:block;
}

/* creates the triangle */
.bubbles-example-twitter:after {
  content:"";
  position:absolute;
  top:-30px;
  left:50px;
  border:15px solid transparent;
  border-bottom-color:#eee;
  /* reduce the damage in FF3.0 */
  display:block;
  width:0;
}

/* display of quote author (alternatively use a class on the element following the blockquote) */
.bubbles-example-twitter + p {padding-left:15px; font:14px Arial, sans-serif;}


/* ============================================================================================================================
== NUMBER
** ============================================================================================================================ */

.bubbles-example-number {
  position:relative;
  width:200px;
  height:200px;
  margin:50px 0 200px;
  text-align:center;
  font:140px/200px Arial, sans-serif;
  color:#fff;
  background:#C91F2C;
}

/* creates the larger triangle */
.bubbles-example-number:before {
  content:"";
  position:absolute;
  bottom:-140px;
  right:0;
  border-width:0 0 140px 140px;
  border-style:solid;
  border-color:transparent #C91F2C;
}

/* creates the larger triangle */
.bubbles-example-number:after {
  content:"";
  position:absolute;
  bottom:-140px;
  right:85px;
  border-width:0 0 140px 55px;
  border-style:solid;
  border-color:transparent #fff;
}


/* ============================================================================================================================
== PINCHED SPEECH BUBBLE (more CSS3)
** ============================================================================================================================ */

.bubbles-pinched {
  position:relative;
  padding:15px;
  margin:50px 0 3em;
  text-align:center;
  color:#fff;
  background:#333;
  /* css3 */
  -webkit-border-radius:10px;
  -moz-border-radius:10px;
  border-radius:10px;
}

/* creates a rectangle of the colour wanted for the pointy bit */
.bubbles-pinched:before {
  content:"";
  position:absolute;
  top:-20px;
  left:50%;
  width:100px;
  height:20px;
  margin:0 0 0 -50px;
  background:#333;
}

/* creates a rounded rectangle to cover part of the rectangle generated above */
.bubbles-pinched:after {
  content:"";
  position:absolute;
  top:-20px;
  left:0;
  width:50%;
  height:20px;
  background:#fff;
  /* css3 */
  -webkit-border-bottom-right-radius:15px;
  -moz-border-radius-bottomright:15px;
  border-bottom-right-radius:15px;
}

/* creates the other rounded rectangle */
.bubbles-pinched > :first-child:before {
  content:"";
  position:absolute;
  top:-20px;
  right:0;
  width:50%;
  height:20px;
  background:#fff;
  /* css3 */
  -webkit-border-bottom-left-radius:15px;
  -moz-border-radius-bottomleft:15px;
  border-bottom-left-radius:15px;
}


/* ============================================================================================================================
== OVAL SPEECH BUBBLE (more CSS3)
** ============================================================================================================================ */

.bubbles-oval-speech {
  position:relative;
  width:270px;
  padding:50px 40px;
  margin:1em auto 50px;
  text-align:center;
  color:#fff;
  background:#5a8f00;
  /* css3 */
  background:-webkit-gradient(linear, 0 0, 0 100%, from(#b8db29), to(#5a8f00));
  background:-moz-linear-gradient(#b8db29, #5a8f00);
  background:-o-linear-gradient(#b8db29, #5a8f00);
  background:linear-gradient(#b8db29, #5a8f00);
  /*
  NOTES:
  -webkit-border-radius:220px 120px; // produces oval in safari 4 and chrome 4
  -webkit-border-radius:220px / 120px; // produces oval in chrome 4 (again!) but not supported in safari 4
  Not correct application of the current spec, therefore, using longhand to avoid future problems with webkit corrects this
  */
  -webkit-border-top-left-radius:220px 120px;
  -webkit-border-top-right-radius:220px 120px;
  -webkit-border-bottom-right-radius:220px 120px;
  -webkit-border-bottom-left-radius:220px 120px;
  -moz-border-radius:220px / 120px;
  border-radius:220px / 120px;
}

.bubbles-oval-speech p {font-size:1.25em;}

/* creates part of the curve */
.bubbles-oval-speech:before {
  content:"";
  position:absolute;
  z-index:-1;
  bottom:-30px;
  right:50%;
  height:30px;
  border-right:60px solid #5a8f00;
  background:#5a8f00; /* need this for webkit - bug in handling of border-radius */
  /* css3 */
  -webkit-border-bottom-right-radius:80px 50px;
  -moz-border-radius-bottomright:80px 50px;
  border-bottom-right-radius:80px 50px;
  /* using translate to avoid undesired appearance in CSS2.1-capabable but CSS3-incapable browsers */
  -webkit-transform:translate(0, -2px);
  -moz-transform:translate(0, -2px);
  -ms-transform:translate(0, -2px);
  -o-transform:translate(0, -2px);
  transform:translate(0, -2px);
}

/* creates part of the curved pointy bit */
.bubbles-oval-speech:after {
  content:"";
  position:absolute;
  z-index:-1;
  bottom:-30px;
  right:50%;
  width:60px;
  height:30px;
  background:#fff;
  /* css3 */
  -webkit-border-bottom-right-radius:40px 50px;
  -moz-border-radius-bottomright:40px 50px;
  border-bottom-right-radius:40px 50px;
  /* using translate to avoid undesired appearance in CSS2.1-capabable but CSS3-incapable browsers */
  -webkit-transform:translate(-30px, -2px);
  -moz-transform:translate(-30px, -2px);
  -ms-transform:translate(-30px, -2px);
  -o-transform:translate(-30px, -2px);
  transform:translate(-30px, -2px);
}


/* ============================================================================================================================
== OVAL THOUGHT BUBBLE (more CSS3)
** ============================================================================================================================ */

.bubbles-oval-thought {
  position:relative;
  width:270px;
  padding:50px 40px;
  margin:1em auto 80px;
  text-align:center;
  color:#fff;
  background:#075698;
  /* css3 */
  background:-webkit-gradient(linear, 0 0, 0 100%, from(#2e88c4), to(#075698));
  background:-moz-linear-gradient(#2e88c4, #075698);
  background:-o-linear-gradient(#2e88c4, #075698);
  background:linear-gradient(#2e88c4, #075698);
  /*
  NOTES:
  -webkit-border-radius:220px 120px; // produces oval in safari 4 and chrome 4
  -webkit-border-radius:220px / 120px; // produces oval in chrome 4 (again!) but not supported in safari 4
  Not correct application of the current spec, therefore, using longhand to avoid future problems with webkit corrects this
  */
  -webkit-border-top-left-radius:220px 120px;
  -webkit-border-top-right-radius:220px 120px;
  -webkit-border-bottom-right-radius:220px 120px;
  -webkit-border-bottom-left-radius:220px 120px;
  -moz-border-radius:220px / 120px;
  border-radius:220px / 120px;
}

.bubbles-oval-thought p {font-size:1.25em;}

/* creates the larger circle */
.bubbles-oval-thought:before {
  content:"";
  position:absolute;
  bottom:-20px;
  left:50px;
  width:30px;
  height:30px;
  background:#075698;
  /* css3 */
  -webkit-border-radius:30px;
  -moz-border-radius:30px;
  border-radius:30px;
}

/* creates the smaller circle */
.bubbles-oval-thought:after {
  content:"";
  position:absolute;
  bottom:-30px;
  left:30px;
  width:15px;
  height:15px;
  background:#075698;
  /* css3 */
  -webkit-border-radius:15px;
  -moz-border-radius:15px;
  border-radius:15px;
}

/* ============================================================================================================================
== OVAL SPEECH BUBBLE WITH QUOTATION MARKS (more CSS3)
** ============================================================================================================================ */

.bubbles-oval-quotes {
  position:relative;
  width:400px;
  height:350px;
  margin:2em auto 10px;
  color:#000;
  background:#ffed26;
  /* css3 */
  /*
  NOTES:
  -webkit-border-radius:Apx Bpx; // produces oval in safari 4 and chrome 4
  -webkit-border-radius:Apx / Bpx; // produces oval in chrome 4 (again!) but not supported in safari 4
  Not correct application of the current spec, therefore, using longhand to avoid future problems with webkit corrects this
  */
  -webkit-border-top-left-radius:400px 350px;
  -webkit-border-top-right-radius:400px 350px;
  -webkit-border-bottom-right-radius:400px 350px;
  -webkit-border-bottom-left-radius:400px 350px;
  -moz-border-radius:400px / 350px;
  border-radius:400px / 350px;
}

/* creates opening quotation mark */
.bubbles-oval-quotes:before {
  content:"\201C";
  position:absolute;
  z-index:1;
  top:20px;
  left:20px;
  font:80px/1 Georgia, serif;
  color:#ffed26;
}

/* creates closing quotation mark */
.bubbles-oval-quotes:after {
  content:"\201D";
  position:absolute;
  z-index:1;
  bottom:0;
  right:20px;
  font:80px/0.25 Georgia, serif;
  color:#ffed26;
}

.bubbles-oval-quotes p {
  width:250px;
  height:250px;
  padding:50px 0 0;
  margin:0 auto;
  text-align:center;
  font-size:35px;
}

/* creates smaller curve */
.bubbles-oval-quotes p:before {
  content:"";
  position:absolute;
  z-index:-1;
  bottom:-30px;
  right:55%;
  width:180px; /* wider than necessary to make it look a bit better in IE8 */
  height:60px;
  background:#fff; /* need this for webkit - bug in handling of border-radius */
  /* css3 */
  -webkit-border-bottom-right-radius:40px 50px;
  -moz-border-radius-bottomright:40px 50px;
  border-bottom-right-radius:40px 50px;
  /* using translate to avoid undesired appearance in CSS2.1-capabable but CSS3-incapable browsers */
  -webkit-transform:translate(-30px, -2px);
  -moz-transform:translate(-30px, -2px);
  -ms-transform:translate(-30px, -2px);
  -o-transform:translate(-30px, -2px);
  transform:translate(-30px, -2px);
}

/* creates larger curve */
.bubbles-oval-quotes p:after {
  content:"";
  position:absolute;
  z-index:-2;
  bottom:-30px;
  right:25%;
  height:80px;
  border-right:200px solid #ffed26;
  background:#ffed26; /* need this for webkit - bug in handling of border-radius */
  /* css3 */
  -webkit-border-bottom-right-radius:200px 100px;
  -moz-border-radius-bottomright:200px 100px;
  border-bottom-right-radius:200px 100px;
  /* using translate to avoid undesired appearance in CSS2.1-capabable but CSS3-incapable browsers */
  -webkit-transform:translate(0, -2px);
  -moz-transform:translate(0, -2px);
  -ms-transform:translate(0, -2px);
  -o-transform:translate(0, -2px);
  transform:translate(0, -2px);
  /* reduce the damage in FF3.0 */
  display:block;
  width:0;
}

.bubbles-oval-quotes + p {
  position:relative; /* part of the IE8 width compromise */
  width:150px;
  margin:0 0 2em;
  font-size:18px;
  font-weight:bold;
}


/* ============================================================================================================================
== RECTANGLE-BORDER STYLE WITH CURVE
** ============================================================================================================================ */

.bubbles-rectangle-speech-border {
  position:relative;
  padding:50px 15px;
  margin:1em 0 3em;
  border:10px solid #5a8f00;
  text-align:center;
  color:#333;
  background:#fff;
  /* css3 */
  -webkit-border-radius:20px;
  -moz-border-radius:20px;
  border-radius:20px;
}

/* creates larger curve */
.bubbles-rectangle-speech-border:before {
  content:"";
  position:absolute;
  z-index:10;
  bottom:-40px;
  left:50px;
  width:50px;
  height:30px;
  border-style:solid;
  border-width:0 10px 10px 0;
  border-color:#5a8f00;
  background:transparent;
  /* css3 */
  -webkit-border-bottom-right-radius:80px 50px;
  -moz-border-radius-bottomright:80px 50px;
  border-bottom-right-radius:80px 50px;
  /* reduce the damage in FF3.0 */
  display:block;
}

/* creates smaller curve */
.bubbles-rectangle-speech-border:after {
  content:"";
  position:absolute;
  z-index:10;
  bottom:-40px;
  left:50px;
  width:20px;
  height:30px;
  border-style:solid;
  border-width:0 10px 10px 0;
  border-color:#5a8f00;
  background:transparent;
  /* css3 */
  -webkit-border-bottom-right-radius:40px 50px;
  -moz-border-radius-bottomright:40px 50px;
  border-bottom-right-radius:40px 50px;
  /* reduce the damage in FF3.0 */
  display:block;
}

/* creates a small circle to produce a rounded point where the two curves meet */
.bubbles-rectangle-speech-border > :first-child:before {
  content:"";
  position:absolute;
  bottom:-40px;
  left:45px;
  width:10px;
  height:10px;
  background:#5a8f00;
  /* css3 */
  -webkit-border-radius:10px;
  -moz-border-radius:10px;
  border-radius:10px;
}

/* creates a white rectangle to cover part of the oval border*/
.bubbles-rectangle-speech-border > :first-child:after {
  content:"";
  position:absolute;
  bottom:-10px;
  left:76px;
  width:24px;
  height:15px;
  background:#fff;
}

/* ============================================================================================================================
== OVER SPEECH BUBBLE, EMPTY, WITH BORDER (more CSS3)
** ============================================================================================================================ */

.bubbles-oval-speech-border {
  position:relative;
  padding:70px 30px;
  margin:1em auto 60px;
  border:10px solid #f3961c;
  text-align:center;
  color:#333;
  background:#fff;
  /* css3 */
  /*
  NOTES:
  -webkit-border-radius:240px 140px; // produces oval in safari 4 and chrome 4
  -webkit-border-radius:240px / 140px; // produces oval in chrome 4 (again!) but not supported in safari 4
  Not correct application of the current spec, therefore, using longhand to avoid future problems with webkit corrects this
  */
  -webkit-border-top-left-radius:240px 140px;
  -webkit-border-top-right-radius:240px 140px;
  -webkit-border-bottom-right-radius:240px 140px;
  -webkit-border-bottom-left-radius:240px 140px;
  -moz-border-radius:240px / 140px;
  border-radius:240px / 140px;
}

/* creates larger curve */
.bubbles-oval-speech-border:before {
  content:"";
  position:absolute;
  z-index:2;
  bottom:-40px;
  right:50%;
  width:50px;
  height:30px;
  border-style:solid;
  border-width:0 10px 10px 0;
  border-color:#f3961c;
  margin-right:-10px;
  background:transparent;
  /* css3 */
  -webkit-border-bottom-right-radius:80px 50px;
  -moz-border-radius-bottomright:80px 50px;
  border-bottom-right-radius:80px 50px;
  /* reduce the damage in FF3.0 */
  display:block;
}

/* creates smaller curve */
.bubbles-oval-speech-border:after {
  content:"";
  position:absolute;
  z-index:2;
  bottom:-40px;
  right:50%;
  width:20px;
  height:31px;
  border-style:solid;
  border-width:0 10px 10px 0;
  border-color:#f3961c;
  margin-right:20px;
  background:transparent;
  /* css3 */
  -webkit-border-bottom-right-radius:40px 50px;
  -moz-border-radius-bottomright:40px 50px;
  border-bottom-right-radius:40px 50px;
  /* reduce the damage in FF3.0 */
  display:block;
}

/* creates a small circle to produce a rounded point where the two curves meet */
.bubbles-oval-speech-border > :first-child:before {
  content:"";
  position:absolute;
  z-index:1;
  bottom:-40px;
  right:50%;
  width:10px;
  height:10px;
  margin-right:45px;
  background:#f3961c;
  /* css3 */
  -webkit-border-radius:10px;
  -moz-border-radius:10px;
  border-radius:10px;
}

/* creates a white rectangle to cover part of the oval border*/
.bubbles-oval-speech-border > :first-child:after {
  content:"";
  position:absolute;
  z-index:1;
  bottom:-10px;
  right:50%;
  width:30px;
  height:15px;
  background:#fff;
}

/* ============================================================================================================================
== OVER THOUGHT BUBBLE, EMPTY, WITH BORDER (more CSS3)
** ============================================================================================================================ */

.bubbles-oval-thought-border {
  position:relative;
  padding:70px 30px;
  margin:1em auto 80px;
  border:10px solid #c81e2b;
  text-align:center;
  color:#333;
  background:#fff;
  /* css3 */
  /*
  NOTES:
  -webkit-border-radius:240px 140px; // produces oval in safari 4 and chrome 4
  -webkit-border-radius:240px / 140px; // produces oval in chrome 4 (again!) but not supported in safari 4
  Not correct application of the current spec, therefore, using longhand to avoid future problems with webkit corrects this
  */
  -webkit-border-top-left-radius:240px 140px;
  -webkit-border-top-right-radius:240px 140px;
  -webkit-border-bottom-right-radius:240px 140px;
  -webkit-border-bottom-left-radius:240px 140px;
  -moz-border-radius:240px / 140px;
  border-radius:240px / 140px;
}

/* creates the larger circle */
.bubbles-oval-thought-border:before {
  content:"";
  position:absolute;
  z-index:10;
  bottom:-40px;
  right:100px;
  width:50px;
  height:50px;
  border:10px solid #c81e2b;
  background:#fff;
  /* css3 */
  -webkit-border-radius:50px;
  -moz-border-radius:50px;
  border-radius:50px;
  /* reduce the damage in FF3.0 */
  display:block;
}

/* creates the smaller circle */
.bubbles-oval-thought-border:after {
  content:"";
  position:absolute;
  z-index:10;
  bottom:-60px;
  right:50px;
  width:25px;
  height:25px;
  border:10px solid #c81e2b;
  background:#fff;
  /* css3 */
  -webkit-border-radius:25px;
  -moz-border-radius:25px;
  border-radius:25px;
  /* reduce the damage in FF3.0 */
  display:block;
}

\rules only filteredtranscludeinline transcludeinline macrodef macrocallinline

.tc-ext-doc-link {
color: <<color primary>>;
fill: <<color primary>>;
font-size: 1.2em;
font-weight: bold;
font-family: Effra;
text-decoration: none;
border-radius: 4px;
padding: 0.3em;
margin: 0.3em -0.3em 0.3em -0.3em;
border: 2px solid transparent;
}

.tc-ext-doc-link svg {
vertical-align: middle;
height: 0.75em;
}

.tc-ext-doc-link img {
vertical-align: middle;
height: 1.3em;
}

.tc-ext-doc-link:hover {
color: <<color background>>;
fill: <<color background>>;
background: <<color primary>>;
border: 2px solid rgba(0,0,0,0.5);
}

\rules only filteredtranscludeinline transcludeinline macrodef macrocallinline

@media (min-width: {{$:/themes/tiddlywiki/vanilla/metrics/sidebarbreakpoint}}) {

<<if-sidebar """

	.tc-sidebar-scrollable {
		background: linear-gradient(to right,rgba(255,255,255,0) 0%,rgba(255,255,255,0.85) 42px,rgba(255,255,255,0.85) 100%);
	}

""">>

}

@media (max-width: {{$:/themes/tiddlywiki/vanilla/metrics/sidebarbreakpoint}}) {

<<if-sidebar """

	.tc-sidebar-scrollable {
		background: linear-gradient(to right,rgba(255,255,255,0.85) 0%,rgba(255,255,255,0.85) 100%);
	}

""">>

}

\rules only filteredtranscludeinline transcludeinline macrodef macrocallinline

html body.tc-body .tc-tiddler-frame.tc-tagged-HideEditButton .tc-btn-\%24\%3A\%2Fcore\%2Fui\%2FButtons\%2Fedit,
html body.tc-body .tc-tiddler-frame.tc-tagged-HideEditButton .tc-btn-\%24\%3A\%2Fcore\%2Fui\%2FButtons\%2Finfo,
html body.tc-body .tc-tiddler-frame.tc-tagged-HideEditButton .tc-btn-\%24\%3A\%2Fcore\%2Fui\%2FButtons\%2Fmore-tiddler-actions,
html body.tc-body .tc-tiddler-frame.tc-tagged-HideEditButton .tc-tags-wrapper,
html body.tc-body .tc-tiddler-frame.tc-tagged-HideEditButton .tc-tagged-by {
	display: none;
}

/* Make links bolder */

button.tc-tiddlylink, a.tc-tiddlylink {
    font-weight: bold;
}

\rules only filteredtranscludeinline transcludeinline macrodef macrocallinline

.tc-topbar-right {
	top: 0;
	right: 0;
}

.tc-topbar-left {
	display: inline-block;
	top: 0;
	left: 0;
	width: 100%;
}

nav.tc-top-menu p {
	margin: 0;
}

nav.tc-top-menu > ul {
	position: relative;
	list-style-type: none;
	margin: 0;
    padding: 0 0 0 42px;
	text-transform: uppercase;
	background: <<colour top-menu-background>>;
	<<box-shadow "1px 1px 5px rgba(0, 0, 0, 0.3)">>
}

nav.tc-top-menu > ul > li {
	display: inline-block;
	margin: 0;
	padding: 0;
}

nav.tc-top-menu > ul > li > a,
nav.tc-top-menu > ul > li > button {
	display: block;
	font-weight: 700;
	color: <<colour top-menu-foreground>>;
	fill: <<colour top-menu-foreground>>;
	text-decoration: none;
	padding: 0.5em;
	margin: 0;
	background: none;
	border: none;
    cursor: pointer;
    text-transform: inherit;
    border-radius: 0;
    text-decoration: none;
}

nav.tc-top-menu > ul > li > a.tc-selected,
nav.tc-top-menu > ul > li > button.tc-selected {
	background: <<colour top-menu-foreground>>;
	color: <<colour top-menu-background>>;
	fill: <<colour top-menu-background>>;
}

nav.tc-top-menu > ul > li svg {
	width: 1em;
	height: 1em;
	fill: <<colour top-menu-foreground>>;
}

nav.tc-top-menu > ul > li > a:hover,
nav.tc-top-menu > ul > li > button:hover {
	background: rgba(0,0,0,0.25);
    border-radius: 0;
    text-decoration: none;
}

nav.tc-top-menu .tc-drop-down {
	max-height: 70vh;
	overflow: auto;
}

nav.tc-top-menu .tc-drop-down a {
	text-decoration: none;
}

nav.tc-top-menu .tc-drop-down button {
	display: inline-block;
	width: auto;
}

nav.tc-top-menu .tc-drop-down ol {
	margin: 0;
}

<hr/>
<$button class="tc-btn-invisible">
<$set name="tags" filter="[<currentTiddler>]">
<$action-sendmessage $message="tm-new-tiddler" tags=<<tags>>/>
Create new tiddler tagged '<$text text=<<currentTiddler>>/>'
</$set>
</$button>

\rules only filteredtranscludeinline transcludeinline macrodef macrocallinline

.tc-tag-navigation-buttons {
	clear: both;
	display: flex;
	font-size: em;
	border: 1px solid #c1e1ea;
}

.tc-tag-navigation-button-previous,
.tc-tag-navigation-button-next {
	cursor: pointer;
	border: none;
	background: #c1e1ea;
	border-radius: 4px;
	padding: 5px; color: white;
}

.tc-tag-navigation-button-middle {
	flex: 1; font-size: 100%;

}

.tc-tag-navigation-body {
	padding: 0.5em;
	border-left: 1px solid #c1e1ea;
	border-right: 1px solid #c1e1ea;
}

.tc-tag-navigation-button-previous:hover {
  background-color:#94d2e3;
}

.tc-tag-navigation-button-next:hover {
  background-color:#94d2e3;
}

\define tag-navigation-buttons()
<div class="tc-tag-navigation-buttons">
<$list filter="[<__tag__>tagging[]allbefore<currentTiddler>limit[1]]" variable="ignore">
<$button class="tc-tag-navigation-button tc-tag-navigation-button-previous">
<$action-setfield $tiddler=<<state>> $value={{{ [<__tag__>tagging[]before<currentTiddler>] }}}/>
{{left}} previous

</$button>
</$list>
<$button class="tc-tag-navigation-button tc-tag-navigation-button-middle tc-btn-invisible">
<$action-navigate $to=<<__tag__>>/>
 (<$text text={{{ [<__tag__>tagging[]allbefore<currentTiddler>count[]add[1]] }}}/> of <$text text={{{ [<__tag__>tagging[]count[]] }}}/>)
</$button>

<$list filter="[<__tag__>tagging[]allafter<currentTiddler>limit[1]]" variable="ignore">
<$button class="tc-tag-navigation-button tc-tag-navigation-button-next">
<$action-setfield $tiddler=<<state>> $value={{{ [<__tag__>tagging[]after<currentTiddler>] }}}/>
next {{right}}
</$button>
</$list>
</div>
\end

\define tag-navigation(tag)
<div class="tc-tag-navigation">
<$set name="state" value=<<qualify "$:/state/tag-navigation">>>
<$set name="state" value={{{ [<state>addsuffix[/]addsuffix<__tag__>] }}}>
<$tiddler tiddler={{{ [<state>get[text]] ~[<__tag__>tagging[]first[]]  }}}>
<<tag-navigation-buttons>>
<div class="tc-tag-navigation-body tc-tiddler-body">
<h1><$text text={{!!title}}/></h1>
<$transclude mode="block"/>
</div>
<<tag-navigation-buttons>>
</$tiddler>
</$set>
</$set>
</div>
\end

\whitespace trim
<div style="clear:both;">
</div>
<$list filter="[<currentTiddler>!hide-subpages[yes]]" variable="none">
<$list filter="[tag<currentTiddler>!tag[hide-subpage]limit[1]]" variable="none">
<div class="tc-tagged-by" style="float:right;">
Subpages:
<ul>
<$list filter="[tag<currentTiddler>!tag[hide-subpage]]">
<li>
<$link to=<<currentTiddler>>>
<$text text=<<currentTiddler>>/>
</$link>
</li>
</$list>
</ul>
</div>
</$list>
</$list>

\rules only filteredtranscludeinline transcludeinline macrodef macrocallinline

body.tc-body .tc-tiddler-body {
clear: none;
}

.tc-tagged-by {
max-width: 50%;
font-size: 0.8em;
background: <<colour code-background>>;
padding: 1em;
margin: 0.5em;
border-radius: 8px;
border-top: 3px solid <<colour tag-background >>;
}

.tc-tagged-by ul {
margin: 0;
list-style: none;
padding-left: 0;
}

<textarea readonly="readonly" style="width:100%;height:10em;"><$text text={{!!text}}/></textarea>

<$button message="tm-login" class="tc-consent-button tc-btn-invisible">
Login
</$button>

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            <path d="M123.607,76.632 C121.303,72.037 116.978,65.453 114.616,62.665 C114.607,62.655 114.599,62.646 114.591,62.637 C113.775,61.695 112.946,60.845 112.071,59.942 C109.061,56.838 105.822,53.998 102.345,51.588 C102.069,51.397 101.826,51.247 101.566,51.07 C90.871,43.795 77.968,39.847 64.736,39.643 C64.416,39.638 62.509,39.654 61.573,39.678 C59.368,43.843 57.693,48.32 56.649,53.046 C56.574,53.385 56.518,53.724 56.45,54.064 C56.448,54.071 56.447,54.078 56.446,54.085 C56.417,54.23 56.397,54.376 56.369,54.52 C71.051,52.674 88.203,58.332 97.369,65.961 C97.425,66.007 97.479,66.059 97.535,66.106 C98.935,67.279 100.289,68.52 101.577,69.849 C103.96,72.306 106.069,74.956 107.903,77.757 C107.938,77.81 107.967,77.867 108.001,77.92 C113.652,86.618 116.614,96.786 116.451,107.389 C116.401,110.7 116.042,113.984 115.385,117.201 L115.385,117.203 C115.385,117.204 115.395,117.215 115.4,117.221 C115.739,117.579 126.182,128.566 126.231,128.616 C126.356,128.496 127.246,127.69 127.711,126.457 C128.429,124.55 129.45,120.662 129.745,118.903 C129.929,117.708 130.071,116.627 130.187,115.589 C130.482,112.945 130.585,110.611 130.632,107.608 C130.801,96.685 128.366,86.125 123.607,76.632" id="Fill-52" fill="#888" mask="url(#mask-4)"></path>
            <path d="M115.384,117.204 C112.973,117.504 110.604,117.806 108.089,117.827 C102.554,117.872 97.018,117.028 91.741,115.36 C86.848,113.813 82.206,111.522 77.95,108.656 C74.818,110.235 71.547,111.59 68.143,112.683 C66.168,113.317 64.175,113.826 62.176,114.273 C78.329,129.021 101.385,135.615 123.671,130.025 C125.196,129.643 126.122,128.718 126.232,128.615 C126.182,128.565 115.739,117.579 115.4,117.221 C115.394,117.215 115.384,117.204 115.384,117.204" id="Fill-54" fill="#888" mask="url(#mask-4)"></path>
            <path d="M95.413,1.917 C94.412,0.954 93.102,0.391 91.885,0.179 C91.885,0.179 88.77,14.749 88.628,15.407 C90.211,17.329 91.783,19.198 93.18,21.361 C96.182,26.012 98.434,31.139 99.851,36.489 C101.109,41.239 101.645,46.158 101.566,51.07 C101.826,51.247 102.069,51.397 102.345,51.588 C105.822,53.998 109.061,56.838 112.071,59.942 C112.946,60.845 113.775,61.695 114.591,62.637 C118.634,40.921 111.907,17.777 95.413,1.917" id="Fill-55" fill="#888" mask="url(#mask-4)"></path>
            <path d="M91.886,0.179 C89.621,-0.203 87.826,0.322 86.587,0.682 C85.194,1.086 83.7,1.792 82.07,2.514 C78.173,4.304 75.681,5.746 72.155,7.997 C62.946,13.873 55.474,21.723 50.173,30.924 C48.058,34.595 46.333,38.502 44.938,42.563 C44.105,44.985 43.361,47.449 42.8,49.987 C42.112,53.103 41.657,56.234 41.414,59.36 C40.292,73.75 43.834,88.052 51.735,100.434 C51.965,100.794 52.215,101.135 52.451,101.49 C56.267,101.137 60.072,100.378 63.809,99.179 C65.032,98.787 66.228,98.339 67.408,97.865 C66.092,96.255 64.829,94.591 63.69,92.806 C56.38,81.349 53.818,67.811 56.369,54.52 C56.397,54.376 56.417,54.23 56.446,54.085 C56.447,54.078 56.448,54.071 56.45,54.064 C56.518,53.724 56.574,53.385 56.649,53.046 C57.693,48.32 59.368,43.843 61.573,39.678 C61.621,39.587 61.662,39.49 61.711,39.399 C65.921,31.557 72.075,24.872 79.784,19.952 C82.596,18.157 85.557,16.636 88.628,15.407 C88.77,14.749 91.876,0.226 91.886,0.179" id="Fill-56" fill="#888" mask="url(#mask-4)"></path>
        </g>
    </g>
</svg>

Young person is involved in non-mandatory organized school or community activities, such as sports, clubs, faith groups, etc.

Attendance at School, Employment or Training courses.  This is a measure of the extent of meaningful activity in the young person's life  Behaviour and attainment are coded separately. Rate the attendance by the young person in the most recent academic, training or work environment, during the most recent 3-month period for which information is available.

Functioning in school, employment or training; includes academic performance and behaviour.  Since intellectual ability is recorded elsewhere, do not adjust this rating for perceived ability. Rate how the young person is functioning in the most recent academic or work environment, during the most recent 3-month period for which information is available.

Skills/talents in activities such as athletics, art, music, mechanical, computers

Includes major illnesses or injuries and chronic conditions such as diabetes, arthritis, side effects of medication, physical effects of  alcohol/substance abuse. Excludes transient conditions e.g. influenza, sprained wrist.

The extent to which the young person performs tasks such as hygiene, dressing, eating, and attention to personal health needs in age-appropriate manner; if the young person has not been given the opportunity to learn a particular skill (e.g. tie shoes because he has no shoes with ties), do not penalize, and rate on overall functioning.

Rating of general impairment or disability from any cause that limits or prevents movement, or impairs sight or hearing, or otherwise interferes with personal functioning. Includes impairment resulting from congenital conditions, side effects of medication, physical disabilities resulting from accidents, etc.  DO NOT SELECT THIS AS A KEY PROBLEM if the disability is not amenable to change.

Rate social development and maturity, in comparison with peers of the same culture and age. This item would cover (although is not limited to) the kinds of problems with social interaction that are commonly observed in pervasive developmental disorders such as the autistic spectrum.  DO NOT SELECT THIS AS A KEY PROBLEM IF A DEVELOPMENTAL DEFICIT IS NOT AMENABLE TO CHANGE.

Young person is engaging, likeable, interested in interacting with people.  Social skills and interaction may be reduced for many reasons.  For (lilfe-long) developmental problems in managing reciprocal relationships (such as autistic spectrum difficulties) see also item 08 Young person daily life - Social development.

Child or young person's ability to access stable, appropriate housing.  For older adolescents the assumption that the home is a //family// home may not be appropriate.

Family's ability to provide concrete resources for the young person; e.g. financial stability, appropriate housing, clothing, etc.  In the case of older adolescents living independently, this may refer to their capacity to access the same independently, via work or appropriate benefits.

The quality of interaction and affection __between members of the immediate family__ (parents and siblings and others living in the home). If variable, rate the best available relationship.

The ways anger, conflict, and negative feelings are expressed and managed in the relationship; rate the relationship between the young person and the immediate family member in which there is the most problematic conflict.

Parent or caregiver's typical patterns of discipline, limits, and rule-setting for the young person; too harsh, inconsistent, or inadequate discipline may be a problem.  If young person spends regular time in two households (e.g., divorced parents), and there are inconsistencies between discipline in the two, rate the effect of the combination of the two. If any indication of abuse, ensure that this is recorded in carefully in the history, and that Child Protection issues have been considered.

Describes relationships with adults outside the family, such as teachers, coaches, neighbours, parents of friends, aunt or uncle, pastor, etc.

The extent to which the young person seeks out, relates to, and becomes attached to peers

The extent to which the young person’s friendship group is identified as pro-social or antisocial.

Young person is bright, quick to learn, able to comprehend.

Includes irrational fears and phobias, general anxiety, worries, and panic-like symptoms, repeatedly asking questions and seeking reassurance, or restless, agitated behaviour if clearly associated with anxiety.  These will often be provoked by new situations or people in milder forms, or more pervasive fears and inhibitions at higher levels of severity.

Obsessional ideas are recurrent, persistent thoughts, impulses, or images that enter the mind despite the person's efforts to exclude them, often recognized by the person as unrealistic. Compulsive behaviours are repetitive and purposeful behaviours associated with a subjective sense that they must be carried out, e.g. checking, washing.

Recurrent trauma-related thoughts, images, feelings, or behaviours that have a highly charged, frightening, or overwhelming quality, are associated with emotional arousal, and which enter the person's mind in a manner that is beyond voluntary control. Includes intrusive memories, nightmares, flashbacks, reenactments. Excludes depressive ideation, obsessional ideas, or ideation associated with specific phobias.

The extent to which the young person can focus on a task for appropriate periods of time without distraction or interruption of concentrated effort, without one-to-one supervision or other individual attention.  Rate typical behaviour, not lapses in attention due to fatigue or situation-specific factors.

General level of response to frustration, disappointment, criticisms, or provocation. Includes irritability associated with manic states.

Difficulties with sleep and arousal, including insomnia (difficulty initiating sleep), excessive daytime sleepiness, nightmares, night terrors, sleep apnoea, sleepwalking, and narcolepsy.  Rated on the basis of how much distress and functional disturbance is associated with the problem, regardless of whether sleep is the primary concern.

Depression may be manifest in sadness, tearfulness, irritability, lethargy, boredom, etc.; one of the principal factors being an inability to take pleasure in normally pleasurable things.  Lack of activity or withdrawal associated with negative symptoms of psychosis are not rated unless there is clear evidence of dysphoric mood.

Includes purposeful and self-injurious behaviour; excludes suicidal behaviour, or unclearly motivated behaviours which can or do result in injury.  Ambiguous behaviours (e.g. punching a wall) may be considered self-injurious if repeated after causing pain or injury.  Self-tattooing/piercing are considered self-harm, but professional tattooing or piercing are not.

Includes all forms of eating disorders, whether restricting calories, binge eating with or without purging, pica etc.  Increase or decrease in caloric intake as a result of depression or other problem is rated under Self Care (06). Includes not eating for reasons associated with delusional states e.g. belief that food is poisoned.

Use of alcohol or illicit drugs (not cigarettes) without parental approval; culturally sanctioned use such as sips of parents' wine are not rated; in a restricted environment such as in young person unit or correctional facility, severity should be based on observations of attitude and interest expressed and apparent intentions regarding abstinence/treatment.

Suicidality is rated on the basis of both behaviour and ideation.  There must be clear evidence of intention to cause self-harm to rate behaviour as a suicide attempt; accidental self-injury is not rated.  Also, do not include injury or illness as a consequence of other symptomatic behaviour such as substance abuse or eating disorder, unless specific suicidal intent is expressed.  Use the Risk Assessment and Care Plan if this scores >1

A style of opposition, noncompliance, and/or refusal to follow directives from authority figures (parents, teachers, social workers, police, etc); some degree of defiance is normally expected, and behaviour should be rated as problematic only if it deviates from age and cultural norms.

Refers to deliberate destruction of the young person's own or other people's property, whether in rage episodes or not, such as graffiti, breaking windows, throwing things, etc.

Aggressive and/or sadistic behaviour that could or does result in harm to other people or animals; socially or culturally sanctioned forms of aggression (e.g. hunting, killing insects) are not considered, unless they are conducted in an unusually sadistic manner (e.g. taking pleasure in pulling the wings off butterflies).  Use the Risk Assessment and Care Plan if this scores >1.

Rate preoccupations, anxieties and behaviours that cause distress, conflict, or risk to the young person or others.  These may include acting out, such as promiscuity, abuse, or exhibitionism, or inhibitions, such as obsessive worrying about sexual matters or anxieties that inhibit social interactions.  Gender identity issues are not rated here unless accompanied by problematic sexual anxieties or behaviours.  Use the Risk Assessment and Care Plan if this scores >1

Presence of psychotic symptoms, such as Delusions (firmly held false beliefs held without objective evidence, often impossible or highly improbable.  Delusions are not affected by rational argument or evidence to the contrary, and are not a conventional belief in the context of the person's social or cultural background) or Hallucinations (any experience of objectively unrealistic perceptions, such as hearing, seeing, hallucinations of touch or smelling things that others do not, when NOT under the influence of intoxicating substances. Rate descriptively only, not based on presumed cause. Rate flashbacks only if they are experienced as real, rather than as intense memory.)

Mood which is unusually 'high', 'giddy', manic, unrealistically happy, out of proportion to real events. Irritability associated with manic states is rated separately.

The capacity the young person has to show sensitive recognition of other people's changing mental states and the effect these have upon their actions, or to reflect thoughtfully upon affective states of their own. When present, the young person demonstrates 'mind-mindedness', but when absent there may be callous, unemotional traits or an incapacity to tolerate frustration and affective states without resorting to defensive or displacement activities.

The extent to which the young person demonstrates an age-appropriate awareness and understanding of his/her problems/difficulties.

The extent to which the young person is successfully engaged in the development and carrying out of his or her treatment and care.

The length of time the young person has experienced significant behavioural or emotional problems (not limited to the presenting problem)

The extent to which the major problems the young person presents are evident in multiple settings or domains of functioning e.g. family, education, psychological, physical, social-environmental.

This is the experience and impact of discrimination upon a young person and their life. This includes discrimination on the basis of race, gender, ethnicity, culture, age, ability, sexuality, class and religion. This can be discrimination that has happened over a long time and in multiple areas of life as well as more specific incidents or experiences. This can also include discrimination from within one's own culture or community as well as intersecting differences which may be the target of discrimination.

Experiences of exploitation. People in positions of power or authority misusing power to coerce or control the young person. This includes grooming, sexual and criminal exploitation and any experiences where young people are pressured to do things that they do not wish to do which may be harmful. Note, it may be difficult for a young person to recognise experiences of exploitation themselves.

How the young person uses the internet in their life. This captures positive and negative ways that being online can impact on a young person. Positive uses may include learning, social connections, relaxation and enjoyment whilst negative uses may include (for example) internet addiction, impact on daily life functioning, experiences of bullying, porn, radicalisation (not exclusive).

ambit-white: #ffffff
ambit-black: #222222
ambit-green: #209377
ambit-pale-green: #6cbeaf
ambit-blue: #155dac
ambit-purple: #925195
ambit-orange: #eb7837
ambit-brown: #786e65
ambit-light-grey: #e2e2e2
ambit-very-light-grey: #f2f2f2

ambit-mid: rgba(232, 232, 232, 0.84)

top-menu-background: <<colour ambit-purple>>
top-menu-foreground: <<colour ambit-white>>

page-footer-background: <<colour ambit-green>>
page-footer-foreground: <<colour ambit-white>>

alert-background: <<colour ambit-white>>
alert-border: #b99e2f
alert-highlight: #881122
alert-muted-foreground: #b99e2f
background: #fff
blockquote-bar: <<colour muted-foreground>>
button-background:
button-foreground:
button-border:
code-background: #f7f7f9
code-border: #e1e1e8
code-foreground: #dd1144
dirty-indicator: #ff0000
download-background: #34c734
download-foreground: <<colour background>>
dragger-background: <<colour foreground>>
dragger-foreground: <<colour background>>
dropdown-background: <<colour background>>
dropdown-border: <<colour muted-foreground>>
dropdown-tab-background-selected: #fff
dropdown-tab-background: #ececec
dropzone-background: rgba(0,200,0,0.7)
external-link-background-hover: inherit
external-link-background-visited: inherit
external-link-background: inherit
external-link-foreground-hover: inherit
external-link-foreground-visited: #0000aa
external-link-foreground: #0000ee
foreground: <<colour ambit-black>>
message-background: #ecf2ff
message-border: #cfd6e6
message-foreground: #547599
modal-backdrop: <<colour foreground>>
modal-background: <<colour background>>
modal-border: #999999
modal-footer-background: #f5f5f5
modal-footer-border: #dddddd
modal-header-border: #eeeeee
muted-foreground: <<colour ambit-green>>
notification-background: #ffffdd
notification-border: #999999
page-background: <<colour ambit-light-grey>>
pre-background: #f5f5f5
pre-border: #cccccc
primary: <<colour ambit-blue>>
sidebar-button-foreground: <<colour foreground>>
sidebar-controls-foreground-hover: #000000
sidebar-controls-foreground: <<colour ambit-green>>
sidebar-foreground-shadow: rgba(255,255,255, 0.8)
sidebar-foreground: #acacac
sidebar-muted-foreground-hover: #444444
sidebar-muted-foreground: #c0c0c0
sidebar-tab-background-selected: #f4f4f4
sidebar-tab-background: #e0e0e0
sidebar-tab-border-selected: <<colour tab-border-selected>>
sidebar-tab-border: <<colour tab-border>>
sidebar-tab-divider: #e4e4e4
sidebar-tab-foreground-selected:
sidebar-tab-foreground: <<colour tab-foreground>>
sidebar-tiddler-link-foreground-hover: #444444
sidebar-tiddler-link-foreground: #999999
site-title-foreground: <<colour tiddler-title-foreground>>
static-alert-foreground: #aaaaaa
tab-background-selected: #ffffff
tab-background: #d8d8d8
tab-border-selected: #d8d8d8
tab-border: #cccccc
tab-divider: #d8d8d8
tab-foreground-selected: <<colour tab-foreground>>
tab-foreground: #666666
table-border: #dddddd
table-footer-background: #a8a8a8
table-header-background: #f0f0f0
tag-background: #ec6
tag-foreground: #ffffff
tiddler-background: <<colour background>>
tiddler-border: <<colour background>>
tiddler-controls-foreground-hover: #888888
tiddler-controls-foreground-selected: #444444
tiddler-controls-foreground: <<colour ambit-green>>
tiddler-editor-background: #f8f8f8
tiddler-editor-border-image: #ffffff
tiddler-editor-border: #cccccc
tiddler-editor-fields-even: #e0e8e0
tiddler-editor-fields-odd: #f0f4f0
tiddler-info-background: #f8f8f8
tiddler-info-border: #dddddd
tiddler-info-tab-background: #f8f8f8
tiddler-link-background: <<colour background>>
tiddler-link-foreground: <<colour primary>>
tiddler-subtitle-foreground: #c0c0c0
tiddler-title-foreground: #182955
toolbar-new-button:
toolbar-options-button:
toolbar-save-button:
toolbar-info-button:
toolbar-edit-button:
toolbar-close-button:
toolbar-delete-button:
toolbar-cancel-button:
toolbar-done-button:
untagged-background: #999999
very-muted-foreground: #888888

<$vars 
	text-outer-line-1-nne="Managing"
	text-outer-line-2-nne="risk"
	text-outer-line-1-ene="Meeting Multiple"
	text-outer-line-2-ene="Needs"
	text-outer-line-1-wnw="Individual key"
	text-outer-line-2-wnw="relationship"
	text-outer-line-1-nnw="Scaffolding"
	text-outer-line-2-nnw="relationships"
	text-outer-line-1-ssw="Respect for local"
	text-outer-line-2-ssw="practice and expertise"
	text-outer-line-1-wsw="Keyworker well-"
	text-outer-line-2-wsw="connected to the team"
	text-outer-line-1-ese="Integrating "
	text-outer-line-2-ese="the help"
	text-outer-line-1-sse="Respect"
	text-outer-line-2-sse="for evidence"
	text-inner-line-1-n="Working with"
	text-inner-line-2-n="your CLIENT"
	text-inner-line-small-1-n=""
	text-inner-line-1-e="Working with"
	text-inner-line-2-e="your"
	text-inner-line-3-e="NETWORKS"
	text-inner-line-small-1-e=""
	text-inner-line-small-2-e=""
	text-inner-line-1-s="LEARNING"
	text-inner-line-2-s="at work"
	text-inner-line-small-1-s=""
	text-inner-line-1-w="Working"
	text-inner-line-2-w="with"
	text-inner-line-3-w="your TEAM"
	text-inner-line-small-1-w=""
	text-inner-line-small-2-w=""
	text-middle="Mentalizing"
	link-ring-outer-nne="Managing Risk"
	link-ring-outer-ene="Working in multiple domains"
	link-ring-outer-wnw="KeyWorker"
	link-ring-outer-nnw="Scaffolding existing relationships"
	link-ring-outer-ssw="Respect local practice and expertise"
	link-ring-outer-wsw="Keyworker well-connected to wider team"
	link-ring-outer-ese="Addressing Dis-integration"
	link-ring-outer-sse="Respect for Evidence"
	link-ring-inner-n="Working with your CLIENT"
	link-ring-inner-e="Working with your NETWORKS"
	link-ring-inner-s="LEARNING at work"
	link-ring-inner-w="Working with your TEAM"
	link-middle="Mentalization"
	>
<$transclude tiddler="$:/_AMBITWheel/Template" mode="inline"/>
</$vars>

\define ambit-wheel(size,language:"English")
<$vars
	wheel-size="$size$"
>
<$transclude tiddler="$:/_AMBITWheel/$language$" mode="inline"/>
</$vars>
\end

\define ambit-wheel-iconic(ring,language:"English")
<$vars
	svg-classes="no-text faded unfade-$ring$"
	wheel-size="50px"
>
<$transclude tiddler="$:/_AMBITWheel/$language$" mode="inline"/>
</$vars>
\end

\define colour-outer-ring-background() #6D6D6D
\define colour-outer-ring-background-faded() #E8E8E8
\define colour-inner-ring-background() #302F30
\define colour-inner-ring-background-faded() #D8D8D8
\define colour-north-text() #F29898
\define colour-east-text() #7BD332
\define colour-south-text() #BCD8F4
\define colour-west-text() #D4D600
\define colour-middle-background() #FFFFFF
\define colour-middle-text() #4D4D4D

\rules only filteredtranscludeinline transcludeinline macrodef macrocallinline macrocallblock

/* Variants */

.ambit-wheel.faded .path-ring-outer {
	fill: <<colour-outer-ring-background-faded>>;
}

.ambit-wheel.faded .path-ring-inner {
	fill: <<colour-inner-ring-background-faded>>;
}

/* Remove default link styling */

.ambit-wheel a.tc-tiddlylink-missing {
	font-style: normal;
}

.ambit-wheel a.tc-tiddlylink:hover {
	text-decoration: none;
}

/* Ring colours */

.ambit-wheel .path-ring-outer {
	fill: <<colour-outer-ring-background>>;
}

.ambit-wheel .ring-outer-nne:hover .path-ring-outer,
.ambit-wheel .ring-outer-nnw:hover .path-ring-outer,
.ambit-wheel.unfade-outer-nne .path-ring-outer-nne,
.ambit-wheel.unfade-outer-nnw .path-ring-outer-nnw {
	fill: <<colour-north-text>>;
}

.ambit-wheel .ring-outer-ene:hover .path-ring-outer,
.ambit-wheel .ring-outer-ese:hover .path-ring-outer,
.ambit-wheel.unfade-outer-ene .path-ring-outer-ene,
.ambit-wheel.unfade-outer-ese .path-ring-outer-ese {
	fill: <<colour-east-text>>;
}

.ambit-wheel .ring-outer-sse:hover .path-ring-outer,
.ambit-wheel .ring-outer-ssw:hover .path-ring-outer,
.ambit-wheel.unfade-outer-ssw .path-ring-outer-ssw,
.ambit-wheel.unfade-outer-sse .path-ring-outer-sse {
	fill: <<colour-south-text>>;
}

.ambit-wheel .ring-outer-wsw:hover .path-ring-outer,
.ambit-wheel .ring-outer-wnw:hover .path-ring-outer,
.ambit-wheel.unfade-outer-wnw .path-ring-outer-wnw,
.ambit-wheel.unfade-outer-wsw .path-ring-outer-wsw {
	fill: <<colour-west-text>>;
}

.ambit-wheel .ring-outer:hover .text-outer {
	fill: <<colour-outer-ring-background>>;
}

.ambit-wheel .path-ring-inner {
	fill: <<colour-inner-ring-background>>;
}

.ambit-wheel .ring-inner-n:hover .path-ring-inner,
.ambit-wheel.unfade-inner-n .path-ring-inner-n {
	fill: <<colour-north-text>>;
}

.ambit-wheel .ring-inner-e:hover .path-ring-inner,
.ambit-wheel.unfade-inner-e .path-ring-inner-e {
	fill: <<colour-east-text>>;
}

.ambit-wheel .ring-inner-s:hover .path-ring-inner,
.ambit-wheel.unfade-inner-s .path-ring-inner-s {
	fill: <<colour-south-text>>;
}

.ambit-wheel .ring-inner-w:hover .path-ring-inner,
.ambit-wheel.unfade-inner-w .path-ring-inner-w {
	fill: <<colour-west-text>>;
}

.ambit-wheel .ring-inner:hover .text-inner {
	fill: <<colour-inner-ring-background>>;
}

.ambit-wheel .text-outer-nne,
.ambit-wheel .text-outer-nnw,
.ambit-wheel .text-inner-n {
	fill: <<colour-north-text>>;
}

.ambit-wheel .text-outer-ene,
.ambit-wheel .text-outer-ese,
.ambit-wheel .text-inner-e {
	fill: <<colour-east-text>>;
}

.ambit-wheel .text-outer-sse,
.ambit-wheel .text-outer-ssw,
.ambit-wheel .text-inner-s {
	fill: <<colour-south-text>>;
}

.ambit-wheel .text-outer-wnw,
.ambit-wheel .text-outer-wsw,
.ambit-wheel .text-inner-w {
	fill: <<colour-west-text>>;
}

/* Middle colours */

.ambit-wheel .middle .circle-middle {
	fill: <<colour-middle-background>>;
}

.ambit-wheel .middle .text-middle {
	fill: <<colour-middle-text>>;
}

.ambit-wheel .middle:hover .circle-middle {
	fill: <<colour-middle-text>>;
}

.ambit-wheel .middle:hover .text-middle {
	fill: <<colour-middle-background>>;
}

/* Text styles */

.ambit-wheel .text-outer,
.ambit-wheel .text-inner-large,
.ambit-wheel .text-inner-small,
.ambit-wheel .text-middle {
	text-anchor: middle;
	font-family: Helvetica-Bold, Helvetica;
	font-size: 14px;
	font-weight: bold;
}

.ambit-wheel .text-inner-small {
	font-size: 10px;
}

.ambit-wheel .text-middle {
	font-size: 17px;
}

/* Variants */

.ambit-wheel.no-text {
	pointer-events: none;
}

.ambit-wheel.no-text text {
	display: none;
}

<svg width={{{ [<wheel-size>] ~[[500px]] }}} height={{{ [<wheel-size>] ~[[500px]] }}} viewBox="0 0 500 500" version="1.1" xmlns:xlink="http://www.w3.org/1999/xlink" class={{{ ambit-wheel [<svg-classes>] +[join[ ]]}}}>
	<g stroke="none" fill="#000">
		<!-- Outer rings -->
		<$link to=<<link-ring-outer-nne>> class="ring-outer ring-outer-nne">
			<path class="path-ring-outer path-ring-outer-nne" d="M249.980442,0 C318.014091,0 379.700478,27.1758611 424.776451,71.2644313 L384.579724,111.461003 C350.611236,78.4525586 304.544048,57.8285743 253.665668,56.8765571 L253.664188,0.0293536996 L249.980442,0 Z"></path>
			<g transform="rotate(22.5 250 250)" class="text-outer text-outer-nne">
				<text>
					<tspan x="250" y="26"><<text-outer-line-1-nne>></tspan>
				</text>
				<text>
					<tspan x="250" y="46"><<text-outer-line-2-nne>></tspan>
				</text>
			</g>
		</$link>
		<$link to=<<link-ring-outer-ene>> class="ring-outer ring-outer-ene">
			<path class="path-ring-outer path-ring-outer-ene" d="M499.96088,246.841053 L443.111556,246.841053 L443.112459,246.805781 C442.288715,195.999648 421.849272,149.961896 389.037447,115.935839 L429.235942,75.7371432 C472.336608,120.064838 499.136956,180.324498 499.96088,246.841053 Z"></path>
			<g transform="rotate(67.5 250 250)" class="text-outer text-outer-ene">
				<text>
					<tspan x="250" y="26"><<text-outer-line-1-ene>></tspan>
				</text>
				<text>
					<tspan x="250" y="46"><<text-outer-line-2-ene>></tspan>
				</text>
			</g>
		</$link>
		<$link to=<<link-ring-outer-wnw>> class="ring-outer ring-outer-wnw">
			<path class="path-ring-outer path-ring-outer-wnw" d="M71.2443388,75.2045366 L111.441588,115.400569 C78.3189623,149.486488 57.6665866,195.754938 56.8478317,246.842547 L0.0062929926,246.842547 L0.0139343633,245.865793 C1.09044628,179.469671 28.0508378,119.365662 71.2443388,75.2045366 Z"></path>
			<g transform="rotate(292.5 250 250)" class="text-outer text-outer-wnw">
				<text>
					<tspan x="250" y="26"><<text-outer-line-1-wnw>></tspan>
				</text>
				<text>
					<tspan x="250" y="46"><<text-outer-line-2-wnw>></tspan>
				</text>
			</g>
		</$link>
		<$link to=<<link-ring-outer-nnw>> class="ring-outer ring-outer-nnw">
			<path class="path-ring-outer path-ring-outer-nnw" d="M247.348398,0.0135848288 L247.348398,56.8630379 L246.817736,56.8674745 C195.99881,57.6832808 149.948798,78.1246403 115.915643,110.943609 L75.717765,70.7443242 C120.162352,27.5300886 180.622994,0.702232997 247.348398,0.0135848288 Z"></path>
			<g transform="rotate(337.5 250 250)" class="text-outer text-outer-nnw">
				<text>
					<tspan x="250" y="26"><<text-outer-line-1-nnw>></tspan>
				</text>
				<text>
					<tspan x="250" y="46"><<text-outer-line-2-nnw>></tspan>
				</text>
			</g>
		</$link>
		<$link to=<<link-ring-outer-ssw>> class="ring-outer ring-outer-ssw">
			<path class="path-ring-outer path-ring-outer-ssw" d="M247.348398,443.140321 L247.348398,499.977775 L245.877757,499.967016 C179.735509,498.902814 119.835458,472.152319 75.7172374,429.255163 L115.916451,389.05717 C150.067821,421.989756 196.319482,442.458677 247.348398,443.140321 Z"></path>
			<g transform="rotate(22.5 250 250)" class="text-outer text-outer-ssw">
				<text>
					<tspan x="250" y="460"><<text-outer-line-1-ssw>></tspan>
				</text>
				<text>
					<tspan x="250" y="480"><<text-outer-line-2-ssw>></tspan>
				</text>
			</g>
		</$link>
		<$link to=<<link-ring-outer-wsw>> class="ring-outer ring-outer-wsw">
			<path class="path-ring-outer path-ring-outer-wsw" d="M0,253.159736 L56.8483983,253.157895 L56.8484244,253.194219 C57.6765004,304.267536 78.3271306,350.522187 111.442123,384.599981 L71.2443172,424.795441 C27.8396148,380.418372 0.827164392,319.942125 0,253.159736 Z"></path>
			<g transform="rotate(67.5 250 250)" class="text-outer text-outer-wsw">
				<text>
					<tspan x="250" y="460"><<text-outer-line-1-wsw>></tspan>
				</text>
				<text>
					<tspan x="250" y="480"><<text-outer-line-2-wsw>></tspan>
				</text>
			</g>
		</$link>
		<$link to=<<link-ring-outer-ese>> class="ring-outer ring-outer-ese">
			<path class="path-ring-outer path-ring-outer-ese" d="M499.980442,250 C499.980442,317.766192 473.01783,379.23493 429.235195,424.263625 L389.037331,384.064281 C421.857142,350.030002 442.298577,303.978194 443.113051,253.157441 L499.954714,253.156722 L499.980442,250 Z"></path>
			<g transform="rotate(292.5 250 250)" class="text-outer text-outer-ese">
				<text>
					<tspan x="250" y="460"><<text-outer-line-1-ese>></tspan>
				</text>
				<text>
					<tspan x="250" y="480"><<text-outer-line-2-ese>></tspan>
				</text>
			</g>
		</$link>
		<$link to=<<link-ring-outer-sse>> class="ring-outer ring-outer-sse">
			<path class="path-ring-outer path-ring-outer-sse" d="M384.579039,388.539663 L424.776506,428.735515 C380.515854,472.02665 320.24023,499.011362 253.665217,499.973387 L253.665217,443.123451 C304.543433,442.171554 350.610516,421.547816 384.579039,388.539663 Z"></path>
			<g transform="rotate(337.5 250 250)" class="text-outer text-outer-sse">
				<text>
					<tspan x="250" y="460"><<text-outer-line-1-sse>></tspan>
				</text>
				<text>
					<tspan x="250" y="480"><<text-outer-line-2-sse>></tspan>
				</text>
			</g>
		</$link>
		<!-- Inner rings -->
		<$link to=<<link-ring-inner-n>> class="ring-inner ring-inner-n">
			<path class="path-ring-inner path-ring-inner-n" d="M249.473661,62.1188274 C299.944603,62.1188274 345.754692,82.0743083 379.444237,114.525578 L296.436658,197.533183 C283.958377,186.004833 267.275457,178.960933 248.947346,178.960933 C230.887053,178.960933 214.424222,185.800479 202.007734,197.030691 L119.503086,114.525578 C153.192631,82.0743083 199.00272,62.1188274 249.473661,62.1188274 Z"></path>
			<text class="text-inner text-inner-large text-inner-n">
				<tspan x="250" y="100"><<text-inner-line-1-n>></tspan>
				<tspan x="250" y="125"><<text-inner-line-2-n>></tspan>
			</text>
			<text class="text-inner text-inner-small text-inner-n">
				<tspan x="250" y="154"><<text-inner-line-small-1-n>></tspan>
			</text>
		</$link>
		<$link to=<<link-ring-inner-e>> class="ring-inner ring-inner-e">
			<path class="path-ring-inner path-ring-inner-e" d="M436.842082,249.487248 C436.842082,299.95819 416.886602,345.768279 384.435332,379.457824 L300.877587,295.900544 C312.107799,283.484056 318.947346,267.021225 318.947346,248.960933 C318.947346,230.901149 312.108184,214.438736 300.877587,202.02237 L383.919234,118.982989 C416.674894,152.721632 436.842082,198.749291 436.842082,249.487248 Z"></path>
			<text class="text-inner text-inner-large text-inner-e">
				<tspan x="375" y="220"><<text-inner-line-1-e>></tspan>
				<tspan x="375" y="244"><<text-inner-line-2-e>></tspan>
				<tspan x="375" y="268"><<text-inner-line-3-e>></tspan>
			</text>
			<text class="text-inner text-inner-small text-inner-e">
				<tspan x="375" y="300"><<text-inner-line-small-1-e>></tspan>
				<tspan x="375" y="320"><<text-inner-line-small-2-e>></tspan>
			</text>
		</$link>
		<$link to=<<link-ring-inner-s>> class="ring-inner ring-inner-s">
			<path class="path-ring-inner path-ring-inner-s" d="M296.436658,300.388682 L379.978981,383.931792 C346.240241,416.688059 300.21215,436.855669 249.473661,436.855669 C198.735704,436.855669 152.708045,416.688481 118.969402,383.932821 L202.008783,300.892123 C214.425149,312.121771 230.887562,318.960933 248.947346,318.960933 C267.275457,318.960933 283.958377,311.917033 296.436658,300.388682 Z"></path>
			<text class="text-inner text-inner-large text-inner-s">
				<tspan x="250" y="353"><<text-inner-line-1-s>></tspan>
				<tspan x="250" y="377"><<text-inner-line-2-s>></tspan>
			</text>
			<text class="text-inner text-inner-small text-inner-s">
				<tspan x="250" y="407"><<text-inner-line-small-1-s>></tspan>
			</text>
		</$link>
		<$link to=<<link-ring-inner-w>> class="ring-inner ring-inner-w">
			<path class="path-ring-inner path-ring-inner-w" d="M115.029118,118.981929 L197.519596,201.471621 C185.991246,213.949901 178.947346,230.632821 178.947346,248.960933 C178.947346,267.289044 185.991246,283.971964 197.519596,296.450245 L114.511991,379.457824 C82.0607213,345.768279 62.1052404,299.95819 62.1052404,249.487248 C62.1052404,198.74876 82.2728509,152.720668 115.029118,118.981929 Z"></path>
			<text class="text-inner text-inner-large text-inner-w">
				<tspan x="125" y="220"><<text-inner-line-1-w>></tspan>
				<tspan x="125" y="244"><<text-inner-line-2-w>></tspan>
				<tspan x="125" y="268"><<text-inner-line-3-w>></tspan>
			</text>
			<text class="text-inner text-inner-small text-inner-w">
				<tspan x="125" y="300"><<text-inner-line-small-1-w>></tspan>
				<tspan x="125" y="320"><<text-inner-line-small-2-w>></tspan>
			</text>
		</$link>
		<!-- Middle Text -->
		<$link to=<<link-middle>> class="middle">
	        <circle class="circle-middle" cx="249" cy="249" r="62"></circle>
			<text class="text-middle">
				<tspan alignment-baseline="middle" x="250" y="250"><<text-middle>></tspan>
			</text>
		</$link>
	</g>
</svg>

\define image-link-body(image,caption,width,height,color,background-color,icon)
<div class="tc-thumbnail-wrapper" style="width:$width$px;height:$height$px;">
<div class="tc-thumbnail-image">[img[$image$]]</div><div class="tc-thumbnail-icon" style="fill:$color$;color:$color$;">
$icon$
</div><div class="tc-thumbnail-caption">
$caption$
</div>
</div>
\end

\define image-link(link,image,caption,width,height,color,background-color,icon)
<$link to="""$link$"""><$macrocall $name="image-link-body" icon=<<__icon__>> color=<<__color__>> background-color=<<__background-color__>> image=<<__image__>> caption=<<__caption__>> width=<<__width__>> height=<<__height__>>/></$link>
\end

\define image-link-ext(link,image,caption,width,height,color,background-color,icon)
<a href="""$link$""" target="_blank" rel="noopener noreferrer"><$macrocall $name="image-link-body" icon=<<__icon__>> color=<<__color__>> background-color=<<__background-color__>> image=<<__image__>> caption=<<__caption__>> width=<<__width__>> height=<<__height__>>/></a>
\end

\define link-doc(caption,url,type:"docs")
<a href="""$url$""" class="tc-ext-doc-link" style="" target="_blank" rel="noopener noreferrer" title="Open in Google Docs">
{{$:/core/images/chevron-right}}<$image source={{{ [tag[$:/_GoogleDocsIcon]caption<__type__>] }}}/> $caption$
</a>
\end

\define link-pdf(caption,url,colour:"#55c6a7")
<a href="""$url$""" class="tc-btn-big-green" style="background-color:$colour$;" target="_blank" rel="noopener noreferrer">
{{$:/core/images/file}} $caption$
</a>
\end

\define embed-video(code)
<iframe width="560" height="315" src="https://www.youtube.com/embed/$code$" frameborder="0" allow="autoplay; encrypted-media" allowfullscreen></iframe>
\end

<div class="tc-table-of-contents">
<<toc-selective-expandable 'AIMmenu'>>
</div>

<div class="tc-table-of-contents">
<<toc-selective-expandable 'AboutContents'>>
</div>

<div class="tc-table-of-contents">
<<toc-selective-expandable 'Community'>>
</div>

<div class="tc-table-of-contents">
<<toc-selective-expandable 'HomeContents'>>
</div>

<div class="tc-table-of-contents">
<<toc-selective-expandable 'Core Features of AMBIT'>>
</div>

<div class="tc-table-of-contents">
<<toc-selective-expandable 'TrainingContents'>>
</div>

<div class="tc-table-of-contents">
<<toc-selective-expandable 'UsingTheManualContents'>>
</div>

day 4 pm

show

show

show

show

hide

hide

yes

yes

auto

no

hide

hide

hide

restored

no

no

no

hide

show

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---

<$list filter={{$:/core/Filters/Drafts!!filter}} >
<div class="tc-menu-list-item">
<$link><$view field="title"/></$link>  <$list filter="[all[current]frombag{$:/plugins/federatial/xememex/config/recipe}]" variable="listItem"><span style="display:inline-block;background:#ff4;border:1px solid #cc0;color:black;padding:0 2px;border-radius:4px;font-size:0.8em;line-height:1.3;">local</span></$list>
</div>
</$list>

<div class="tc-more-sidebar">
<$macrocall $name="tabs" tabsList="[all[shadows+tiddlers]tag[$:/tags/Recent]!has[draft.of]]" default="$:/_AFC/Recent/All" state="$:/state/tab/recentsidebar" class="tc-vertical" />
</div>

\define lingo-base() $:/language/ControlPanel/
\define config-title()
$:/config/PageControlButtons/Visibility/$(listItem)$
\end

<<lingo Basics/Version/Prompt>> <<version>>

<$set name="tv-config-toolbar-icons" value="yes">

<$set name="tv-config-toolbar-text" value="yes">

<$set name="tv-config-toolbar-class" value="">

<$list filter="[all[shadows+tiddlers]tag[$:/tags/PageControls]!has[draft.of]]" variable="listItem">

<div style="position:relative;" class={{{ [<listItem>encodeuricomponent[]addprefix[tc-btn-]] }}}>

<$checkbox tiddler=<<config-title>> field="text" checked="show" unchecked="hide" default="show"/> <$transclude tiddler=<<listItem>>/> <i class="tc-muted"><$transclude tiddler=<<listItem>> field="description"/></i>

</div>

</$list>

</$set>

</$set>

</$set>

<$transclude tiddler="$:/core" subtiddler="$:/core/ui/ViewTemplate/subtitle"/>

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{"tiddlers":{"$:/plugins/federatial/aim-questionnaire/Categories/A":{"title":"$:/plugins/federatial/aim-questionnaire/Categories/A","tags":"AIMCategory","letter":"A","caption":"<<aim-lingo CategoryYoungPersonDailyLife>>"},"$:/plugins/federatial/aim-questionnaire/Categories/B":{"title":"$:/plugins/federatial/aim-questionnaire/Categories/B","tags":"AIMCategory","letter":"B","caption":"<<aim-lingo CategorySocioEconomic>>"},"$:/plugins/federatial/aim-questionnaire/Categories/C":{"title":"$:/plugins/federatial/aim-questionnaire/Categories/C","tags":"AIMCategory","letter":"C","caption":"<<aim-lingo CategoryFamily>>"},"$:/plugins/federatial/aim-questionnaire/Categories/D":{"title":"$:/plugins/federatial/aim-questionnaire/Categories/D","tags":"AIMCategory","letter":"D","caption":"<<aim-lingo CategorySocial>>"},"$:/plugins/federatial/aim-questionnaire/Categories/E":{"title":"$:/plugins/federatial/aim-questionnaire/Categories/E","tags":"AIMCategory","letter":"E","caption":"<<aim-lingo CategoryMentalState>>"},"$:/plugins/federatial/aim-questionnaire/Categories/F":{"title":"$:/plugins/federatial/aim-questionnaire/Categories/F","tags":"AIMCategory","letter":"F","caption":"<<aim-lingo CategoryResponseToSituation>>"},"$:/plugins/federatial/aim-questionnaire/Categories/G":{"title":"$:/plugins/federatial/aim-questionnaire/Categories/G","tags":"AIMCategory","letter":"G","caption":"<<aim-lingo CategoryMeasureOfComplexity>>"},"$:/plugins/federatial/aim-questionnaire/Categories/H":{"title":"$:/plugins/federatial/aim-questionnaire/Categories/H","tags":"AIMCategory","letter":"H","caption":"<<aim-lingo CategoryPowerAndControl>>"},"$:/plugins/federatial/aim-questionnaire/Language/en-GB":{"title":"$:/plugins/federatial/aim-questionnaire/Language/en-GB","type":"application/x-tiddler-dictionary","text":"BodyDownloadCSV: Click the button to download a .CSV file of the scores which can be opened in Microsoft Excel or Google Sheets\nBodyDownloadScoresWordDocument: Click the button to download a .DOC file of the scores which can be opened in Microsoft Word or Google Docs\nButtonClearAllAnswers: clear\nButtonCopyCSVToClipboard: Copy scores data to clipboard\nButtonDownloadCSV: Download scores .CSV file\nBodyDownloadScoresWordDocument: Download scores .DOC file\nBodyDownloadSuggestionsWordDocument: Download suggestions .DOC file\nButtonHideQuestions: hide questions\nButtonNext: next\nButtonPrevious: previous\nButtonShowAllQuestions: show all questions\nButtonShowQuestions: show questions\nCategoryFamily: Family\nCategoryMeasureOfComplexity: Measure of Complexity\nCategoryMentalState: Mental State\nCategoryPowerAndControl: Power and Control\nCategoryResponseToSituation: Response to Situation\nCategorySocial: Social\nCategorySocioEconomic: Socio-Economic\nCategoryYoungPersonDailyLife: Young Person Daily Life\nClearAnswersNo: No, leave existing answers alone\nClearAnswersPrompt: Are you sure you wish to clear all existing answers?\nClearAnswersYes: Yes, clear all existing answers\nContactPhaseHeading: This questionnaire is for:\nContactPhaseUnspecified: Unspecified\nContactPhaseStart: The start of contact\nContactPhaseEnd: The end of contact\nHeadingDownloadCSV: Download CSV file\nHeadingDownloadWordDocument: Download results as Word Document\nLabelKeyProblem: This is a key problem (<<key-question-number>> of <<max-key-questions>>)\nOverviewSuggestedInterventions: These interventions are suggestions according to the AIM results and are based on available evidence. They are a guide and can be useful as a way of checking that these options have been considered, rather than directing a worker to what they must do.\nOverviewSuggestionsFocal: Each suggested intervention is ranked in order of how ''severe'' the set of problems are (their averaged AIM scores) that indicate that particular intervention. This is good for ''focusing on the most severe problems''\nOverviewSuggestionsGlobal: Each suggested intervention is ranked according to how many different problems (that is AIM items scoring greater than 2) the young person has which that particular intervention is relevant for. This is good for ''covering the whole set of problems and causes''\nOverviewSuggestionsLimit: Limit suggested interventions only to those relevant for items identified as ''key problems''\nPreviewDownloadCSV: Preview:\nQuestionFooter: (<<question-number>> of <<max-questions>> questions completed)\nResultsKeyProblems: Key Problems\nResultsKeyProblemsNone: (None)\nResultsNotAvailableBlocked: The results will be available when all <<max-questions>> questions have been answered – <<questions-answered>> have been answered so far\nResultsNotAvailableWarning: ''NOTE'': Only <<questions-answered>> out of <<max-questions>> questions have been answered; the suggestion interventions below relate only to those <<questions-answered>> items\nResultsOverview: The results of the assessment are available as numerical scores, and to drive the suggested interventions. [[Guide to scoring AIM data|Scoring AIM data]]\nResultsQuestionScores: Question Scores\nResultsSubscaleScores: Subscale Scores\nResultsTotalScore: Total Score:\nTabDownload: Download\nTabQuestionsWizard: Questions\nTabQuestionsList: List View\nTabResults: Results\nTabScores: Scores\nTabSuggestedInterventions: Suggested Interventions\nTabSuggestionsFocal: Focal\nTabSuggestionsGlobal: Global\nTabSuggestionsLimit: Limit\n"},"$:/plugins/federatial/aim-questionnaire/Macros":{"title":"$:/plugins/federatial/aim-questionnaire/Macros","tags":"$:/tags/Macro","text":"\\define aim-lingo(string)\n<$transclude tiddler={{{ [{$:/language}get[name]] ~[[en-GB]] +[addprefix[$:/plugins/federatial/aim-questionnaire/Language/]] }}} index=<<__string__>>><$transclude tiddler=\"$:/plugins/federatial/aim-questionnaire/Language/en-GB\" index=<<__string__>>/></$transclude>\n\\end\n\n\\define aim-questionnaire()\n<div class=\"tc-aim-panel\">\n<<tabs tabsList:\"$:/plugins/federatial/aim-questionnaire/Questions/Wizard $:/plugins/federatial/aim-questionnaire/Questions/List $:/plugins/federatial/aim-questionnaire/Results\" default:\"$:/plugins/federatial/aim-questionnaire/Questions/Wizard\">>\n</div>\n\\end\n\n\\define aim-clear-all-answers-actions()\n<$list filter=\"[tag<question-tag>]\">\n<$action-deletetiddler $tiddler={{{ [{$:/status/UserName}addprefix[$:/temp/AIM/Answer/]addsuffix[/]addsuffix<currentTiddler>] }}}/>\n<$action-deletetiddler $tiddler={{{ [{$:/status/UserName}addprefix[$:/temp/AIM/KeyAnswer/]addsuffix[/]addsuffix<currentTiddler>] }}}/>\n</$list>\n\\end\n\n\\define aim-clear-all-answers-button()\n<$button class=\"tc-aim-navigation-button tc-aim-navigation-button-clear\" popup=<<qualify \"$:/state/popup/aim-clear\">>>\n\t\t{{$:/core/images/cancel-button}}\n\t\t<$text text=\" \"/>\n\t<<aim-lingo ButtonClearAllAnswers>>\n</$button>\n<$reveal state=<<qualify \"$:/state/popup/aim-clear\">> type=\"popup\" position=\"below\" tag=\"div\">\n\t<div class=\"tc-drop-down-wrapper tc-aim-navigation-button-drop-down\">\n\t\t<div class=\"tc-drop-down\">\n\t\t\t<p>\n\t\t\t\t<<aim-lingo ClearAnswersPrompt>>\n\t\t\t</p>\n\t\t\t<$button class=\"tc-aim-navigation-button tc-aim-navigation-button-clear\">\n\t\t\t\t<<aim-clear-all-answers-actions>>\n\t\t\t\t<<aim-lingo ClearAnswersYes>>\n\t\t\t</$button>\n\t\t\t<$button class=\"tc-aim-navigation-button tc-aim-navigation-button-next\">\n\t\t\t\t<<aim-lingo ClearAnswersNo>>\n\t\t\t</$button>\n\t\t</div>\n\t</div>\n</$reveal>\n\\end\n\n\\define aim-incomplete-results-blocked()\n<p><br>\n<$vars questions-answered={{{ [{$:/config/federatial/aim-questionnaire/aim-question-tag}tagging[]addprefix[/]addprefix{$:/status/UserName}addprefix[$:/temp/AIM/Answer/]is[tiddler]count[]] }}} max-questions={{{ [tag{$:/config/federatial/aim-questionnaire/aim-question-tag}count[]] }}}>\n<<aim-lingo ResultsNotAvailableBlocked>>\n</$vars>\n</p>\n\\end\n\n\\define aim-incomplete-results-warning-message()\n<p><br>\n<$vars questions-answered={{{ [{$:/config/federatial/aim-questionnaire/aim-question-tag}tagging[]addprefix[/]addprefix{$:/status/UserName}addprefix[$:/temp/AIM/Answer/]is[tiddler]count[]] }}} max-questions={{{ [tag{$:/config/federatial/aim-questionnaire/aim-question-tag}count[]] }}}>\n<<aim-lingo ResultsNotAvailableWarning>>\n</$vars>\n</p>\n\\end\n\n\\define aim-incomplete-results-warning()\n<$list filter=\"[{$:/config/federatial/aim-questionnaire/aim-question-tag}tagging[]addprefix[/]addprefix{$:/status/UserName}addprefix[$:/temp/AIM/Answer/]!is[tiddler]] +[limit[1]]\">\n<<aim-incomplete-results-warning-message>>\n</$list>\n\\end\n\n\\define aim-show-contact-phase()\n<$let contactPhaseTitle={{{ [{$:/status/UserName}else[anon]addprefix[$:/temp/AIM/Answer/]addsuffix[/ContactPhase]] }}}>\n<$text text={{{ [<contactPhaseTitle>get[text]else[unspecified]] }}}/>\n</$let>\n\\end\n\n\\define aim-selectively-show-contact-phase()\n<$let contactPhaseTitle={{{ [{$:/status/UserName}else[anon]addprefix[$:/temp/AIM/Answer/]addsuffix[/ContactPhase]] }}}>\n<$list filter=\"[<contactPhaseTitle>get[text]else[unspecified]!match[unspecified]]\" variable=\"ignore\">\n<$text text={{{ [<contactPhaseTitle>get[text]] }}}/>\n</$list>\n</$let>\n\\end"},"$:/plugins/federatial/aim-questionnaire/Questions/List":{"title":"$:/plugins/federatial/aim-questionnaire/Questions/List","caption":"<<aim-lingo TabQuestionsList>>","text":"\\whitespace trim\n\n\\define category-tag() AIMCategory\n\\define question-tag() AIMQuestion\n\\define key-question-reduction() [{$:/status/UserName}addprefix[$:/temp/AIM/KeyAnswer/]addsuffix[/]addsuffix<currentTiddler>get[text]match[yes]then[1]else[0]add<accumulator>]\n\\define max-key-questions() 6\n\n<table>\n\t<tbody>\n\t\t<$list filter=\"[all[tiddlers+shadows]tag{$:/config/federatial/aim-questionnaire/aim-category-tag}sort[letter]get[letter]]\" variable=\"category\">\n\t\t\t<$vars category-class={{{ [<currentTiddler>get[category]addprefix[tc-aim-category-]] }}}>\n\t\t\t\t<tr class=\"tc-aim-questions-list-category\">\n\t\t\t\t\t<td colspan=\"9\">\n\t\t\t\t\t\t\t<$transclude tiddler={{{ [all[tiddlers+shadows]tag{$:/config/federatial/aim-questionnaire/aim-category-tag}field:letter<category>] }}} field=\"caption\"/>\n\t\t\t\t\t</td>\n\t\t\t\t</tr>\n\t\t\t\t<tr class=\"tc-aim-questions-list-heading\">\n\t\t\t\t\t<td>No.</td>\n\t\t\t\t\t<td>Key</td>\n\t\t\t\t\t<td>Question</td>\n\t\t\t\t\t<td>0+</td>\n\t\t\t\t\t<td>0</td>\n\t\t\t\t\t<td>1</td>\n\t\t\t\t\t<td>2</td>\n\t\t\t\t\t<td>3</td>\n\t\t\t\t\t<td>4</td>\n\t\t\t\t</tr>\n\t\t\t\t<$list filter=\"[tag{$:/config/federatial/aim-questionnaire/aim-question-tag}field:category<category>]\" variable=\"question\">\n\t\t\t\t\t<$vars answerTitle={{{ [{$:/status/UserName}addprefix[$:/temp/AIM/Answer/]addsuffix[/]addsuffix<question>] }}} keyAnswerTitle={{{ [{$:/status/UserName}addprefix[$:/temp/AIM/KeyAnswer/]addsuffix[/]addsuffix<question>] }}}>\n\t\t\t\t\t\t<tr class=\"tc-aim-questions-list-question\">\n\t\t\t\t\t\t\t<td>\n\t\t\t\t\t\t\t\t<$text text={{{ [<question>get[number]] }}}/>\n\t\t\t\t\t\t\t</td>\n\t\t\t\t\t\t\t<td>\n\t\t\t\t\t\t\t\t<$checkbox tiddler=<<keyAnswerTitle>> field=\"text\" checked=\"yes\" unchecked=\"no\" default=\"no\" disabled={{{ [<keyAnswerTitle>get[text]else[no]match[yes]then[no]]  [all[tiddlers]tag{$:/config/federatial/aim-questionnaire/aim-question-tag}reduce<key-question-reduction>compare:number:gteq<max-key-questions>then[yes]] }}}/>\n\t\t\t\t\t\t\t</td>\n\t\t\t\t\t\t\t<td>\n\t\t\t\t\t\t\t\t<$text text={{{ [<question>get[caption]] }}}/>\n\t\t\t\t\t\t\t</td>\n\t\t\t\t\t\t\t<$list filter=\"0plus 0 1 2 3 4\" variable=\"answer\">\n\t\t\t\t\t\t\t\t<$vars answerFieldName={{{ [<answer>addprefix[answer]] }}}>\n\t\t\t\t\t\t\t\t\t<td>\n\t\t\t\t\t\t\t\t\t\t<$list filter=\"[<question>has<answerFieldName>]\" variable=\"ignore\">\n\t\t\t\t\t\t\t\t\t\t\t<$radio tiddler=<<answerTitle>> field=\"text\" value=<<answer>>/>\n\t\t\t\t\t\t\t\t\t\t</$list>\n\t\t\t\t\t\t\t\t\t</td>\n\t\t\t\t\t\t\t\t</$vars>\n\t\t\t\t\t\t\t</$list>\n\t\t\t\t\t\t</tr>\n\t\t\t\t\t</$vars>\n\t\t\t\t</$list>\n\t\t\t</$vars>\n\t\t</$list>\n\t</tbody>\n</table>\n\n<div class=\"tc-aim-navigation-buttons\">\n\t<<aim-clear-all-answers-button>>\n</div>\n"},"$:/plugins/federatial/aim-questionnaire/Questions/Wizard":{"title":"$:/plugins/federatial/aim-questionnaire/Questions/Wizard","caption":"<<aim-lingo TabQuestionsWizard>>","text":"\\whitespace trim\n\n\\define category-tag() AIMCategory\n\\define question-tag() AIMQuestion\n\\define key-question-reduction() [{$:/status/UserName}addprefix[$:/temp/AIM/KeyAnswer/]addsuffix[/]addsuffix<currentTiddler>get[text]match[yes]then[1]else[0]add<accumulator>]\n\\define max-key-questions() 6\n\n<$set name=\"state\" value=<<qualify \"$:/state/aim-navigation\">>>\n\t<$set name=\"state\" value={{{ [<state>addsuffix[/]addsuffix{$:/config/federatial/aim-questionnaire/aim-question-tag}] }}}>\n\t\t<$tiddler tiddler={{{ [<state>get[text]] ~[{$:/config/federatial/aim-questionnaire/aim-question-tag}tagging[]first[]]  }}}>\n\t\t\t<$vars answerTitle={{{ [{$:/status/UserName}addprefix[$:/temp/AIM/Answer/]addsuffix[/]addsuffix<currentTiddler>] }}} keyAnswerTitle={{{ [{$:/status/UserName}addprefix[$:/temp/AIM/KeyAnswer/]addsuffix[/]addsuffix<currentTiddler>] }}} category-class={{{ [<currentTiddler>get[category]addprefix[tc-aim-category-]] }}} >\n\t\t\t\t<div class={{{ tc-aim-questions tc-aim-category-faded [<category-class>] +[join[ ]] }}}>\n\t\t\t\t\t<div class=\"tc-aim-status\">\n\t\t\t\t\t\t<div class=\"tc-aim-indicators\">\n\t\t\t\t\t\t\t<$list filter=\"[tag{$:/config/federatial/aim-questionnaire/aim-question-tag}]\">\n\t\t\t\t\t\t\t\t<div class={{{ tc-aim-indicator [{$:/status/UserName}addprefix[$:/temp/AIM/Answer/]addsuffix[/]addsuffix<currentTiddler>is[tiddler]then<currentTiddler>get[category]addprefix[tc-aim-category-]] +[join[ ]] }}}>\n\t\t\t\t\t\t\t\t</div>\n\t\t\t\t\t\t\t</$list>\n\t\t\t\t\t\t</div>\n\t\t\t\t\t\t<div class=\"tc-aim-popup\">\n\t\t\t\t\t\t\t<$button popup=<<qualify \"$:/state/popup/aim-navigation\">> class=\"tc-btn-invisible\">{{$:/core/images/down-arrow}}<$text text=\" \"/><<aim-lingo ButtonShowAllQuestions>><$text text=\" \"/>{{$:/core/images/down-arrow}}\n\t\t\t\t\t\t\t</$button>\n\t\t\t\t\t\t</div>\n\t\t\t\t\t\t<$reveal state=<<qualify \"$:/state/popup/aim-navigation\">> type=\"popup\" position=\"belowleft\" tag=\"div\">\n\t\t\t\t\t\t\t<div class=\"tc-drop-down-wrapper\">\n\t\t\t\t\t\t\t\t<div class=\"tc-drop-down\">\n\t\t\t\t\t\t\t\t\t<$list filter=\"[all[tiddlers+shadows]tag{$:/config/federatial/aim-questionnaire/aim-category-tag}sort[letter]get[letter]]\" variable=\"category\">\n\t\t\t\t\t\t\t\t\t\t<div class={{{ [[tc-dropdown-item-plain]] +[join[ ]] }}}>\n\t\t\t\t\t\t\t\t\t\t\t''<$transclude tiddler={{{ [all[tiddlers+shadows]tag{$:/config/federatial/aim-questionnaire/aim-category-tag}field:letter<category>] }}} field=\"caption\"/>''\n\t\t\t\t\t\t\t\t\t\t</div>\n\t\t\t\t\t\t\t\t\t\t<$list filter=\"[tag{$:/config/federatial/aim-questionnaire/aim-question-tag}field:category<category>]\" variable=\"question\">\n\t\t\t\t\t\t\t\t\t\t\t<$button class={{{ [[tc-btn-invisible]] [{$:/status/UserName}addprefix[$:/temp/AIM/Answer/]addsuffix[/]addsuffix<question>has[text]then<question>get[category]addprefix[tc-aim-category-]] [{$:/status/UserName}addprefix[$:/temp/AIM/KeyAnswer/]addsuffix[/]addsuffix<question>get[text]else[no]match[yes]then[tc-aim-question-key-problem]] +[join[ ]] }}}>\n\t\t\t\t\t\t\t\t\t\t\t\t<$action-setfield $tiddler=<<state>> $field=\"text\" $value=<<question>>/>\n\t\t\t\t\t\t\t\t\t\t\t\t<$text text={{{ [<question>get[number]] }}}/><$text text=\" \"/>-<$text text=\" \"/><$text text={{{ [<question>get[caption]] }}}/>\n\t\t\t\t\t\t\t\t\t\t\t\t<$vars answerTitle={{{ [{$:/status/UserName}addprefix[$:/temp/AIM/KeyAnswer/]addsuffix[/]addsuffix<question>] }}}>\n\t\t\t\t\t\t\t\t\t\t\t\t\t<$list filter=\"[<answerTitle>get[text]else[no]match[yes]]\">\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t<span class=\"tc-aim-question-key-problem-indicator\">\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<$text text=\" \"/>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t{{$:/core/images/star-filled}}\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t</span>\n\t\t\t\t\t\t\t\t\t\t\t\t\t</$list>\n\t\t\t\t\t\t\t\t\t\t\t\t</$vars>\n\t\t\t\t\t\t\t\t\t\t\t</$button>\n\t\t\t\t\t\t\t\t\t\t</$list>\n\t\t\t\t\t\t\t\t\t</$list>\n\t\t\t\t\t\t\t\t</div>\n\t\t\t\t\t\t\t</div>\n\t\t\t\t\t\t</$reveal>\n\t\t\t\t\t</div>\n\t\t\t\t\t<div class=\"tc-aim-question\">\n\t\t\t\t\t\t<h3 class={{{ [<currentTiddler>get[category]addprefix[tc-aim-category-]] +[join[ ]] }}}><$text text={{!!number}}/></h3>\n\t\t\t\t\t\t<h2><$transclude tiddler={{{ [<currentTiddler>get[category]addprefix[$:/plugins/federatial/aim-questionnaire/Categories/]] }}} field=\"caption\"/></h2>\n\t\t\t\t\t\t<h1><$text text={{!!caption}}/></h1>\n\t\t\t\t\t\t<$transclude mode=\"block\"/>\n\t\t\t\t\t\t<div class={{{ tc-aim-answer [<keyAnswerTitle>get[text]match[yes]then[tc-aim-key-answer-selected]] +[join[ ]] }}}>\n\t\t\t\t\t\t\t<$checkbox tiddler=<<keyAnswerTitle>> field=\"text\" checked=\"yes\" unchecked=\"no\" default=\"no\" disabled={{{ [<keyAnswerTitle>get[text]else[no]match[yes]then[no]]  [all[tiddlers]tag{$:/config/federatial/aim-questionnaire/aim-question-tag}reduce<key-question-reduction>compare:number:gteq<max-key-questions>then[yes]] }}}>\n\t\t\t\t\t\t\t\t<$text text=\" \"/>\n\t\t\t\t\t\t\t\t<$vars key-question-number={{{ [all[tiddlers]tag{$:/config/federatial/aim-questionnaire/aim-question-tag}reduce<key-question-reduction>] }}}>\n\t\t\t\t\t\t\t\t\t<<aim-lingo LabelKeyProblem>>\n\t\t\t\t\t\t\t\t</$vars>\n\t\t\t\t\t\t\t</$checkbox>\n\t\t\t\t\t\t</div>\n\t\t\t\t\t\t<$list filter={{!!list}} variable=\"answer\">\n\t\t\t\t\t\t\t<$vars answerFieldName={{{ [<answer>addprefix[answer]] }}}>\n\t\t\t\t\t\t\t\t<div class={{{ tc-aim-answer [<answerTitle>get[text]match<answer>then[tc-aim-answer-selected]] +[join[ ]] }}}>\n\t\t\t\t\t\t\t\t\t<$radio tiddler=<<answerTitle>> field=\"text\" value=<<answer>>>\n\t\t\t\t\t\t\t\t\t\t<$text text=\" \"/>''<$text text=<<answer>>/>''<$text text=\" = \"/><$text text={{{ [<currentTiddler>get<answerFieldName>] }}}/>\n\t\t\t\t\t\t\t\t\t</$radio>\n\t\t\t\t\t\t\t\t</div>\n\t\t\t\t\t\t\t</$vars>\n\t\t\t\t\t\t</$list>\n\t\t\t\t\t</div>\n\t\t\t\t\t<div class=\"tc-aim-navigation-buttons\">\n\t\t\t\t\t\t<<aim-clear-all-answers-button>>\n\t\t\t\t\t\t<$list filter=\"[{$:/config/federatial/aim-questionnaire/aim-question-tag}tagging[]allbefore<currentTiddler>limit[1]]\" variable=\"ignore\">\n\t\t\t\t\t\t\t<$button class=\"tc-aim-navigation-button tc-aim-navigation-button-previous\">\n\t\t\t\t\t\t\t\t<$action-setfield $tiddler=<<state>> $value={{{ [{$:/config/federatial/aim-questionnaire/aim-question-tag}tagging[]before<currentTiddler>] }}}/>\n\t\t\t\t\t\t\t\t{{$:/core/images/left-arrow}}\n\t\t\t\t\t\t\t\t<$text text=\" \"/>\n\t\t\t\t\t\t\t\t<<aim-lingo ButtonPrevious>>\n\t\t\t\t\t\t\t</$button>\n\t\t\t\t\t\t</$list>\n\t\t\t\t\t\t<$list filter=\"[{$:/config/federatial/aim-questionnaire/aim-question-tag}tagging[]allafter<currentTiddler>limit[1]]\" variable=\"ignore\">\n\t\t\t\t\t\t\t<$button class=\"tc-aim-navigation-button tc-aim-navigation-button-next\" disabled={{{ [<answerTitle>is[tiddler]then[no]else[yes]] }}}>\n\t\t\t\t\t\t\t\t<$action-setfield $tiddler=<<state>> $value={{{ [{$:/config/federatial/aim-questionnaire/aim-question-tag}tagging[]after<currentTiddler>] }}}/>\n\t\t\t\t\t\t\t\t<<aim-lingo ButtonNext>>\n\t\t\t\t\t\t\t\t<$text text=\" \"/>\n\t\t\t\t\t\t\t\t{{$:/core/images/right-arrow}}\n\t\t\t\t\t\t\t</$button>\n\t\t\t\t\t\t</$list>\n\t\t\t\t\t\t<$list filter=\"[{$:/config/federatial/aim-questionnaire/aim-question-tag}tagging[]addprefix[/]addprefix{$:/status/UserName}addprefix[$:/temp/AIM/Answer/]!is[tiddler]] +[limit[1]else[true]match[true]]\">\n\t\t\t\t\t\t\t<$button class=\"tc-aim-navigation-button tc-aim-navigation-button-results\">\n\t\t\t\t\t\t\t\t<$action-setfield $tiddler=<<tabsState>> $value=\"$:/plugins/federatial/aim-questionnaire/Results\"/>\n\t\t\t\t\t\t\t\t{{$:/core/images/save-button}}\n\t\t\t\t\t\t\t\t<$text text=\" results\"/>\n\t\t\t\t\t\t\t</$button>\n\t\t\t\t\t\t</$list>\n\t\t\t\t\t</div>\n\t\t\t\t\t<div class=\"tc-aim-navigation-footer\">\n\t\t\t\t\t\t<div>\n\t\t\t\t\t\t\t<$vars question-number={{{ [{$:/config/federatial/aim-questionnaire/aim-question-tag}tagging[]addprefix[/]addprefix{$:/status/UserName}addprefix[$:/temp/AIM/Answer/]is[tiddler]count[]] }}} max-questions={{{ [{$:/config/federatial/aim-questionnaire/aim-question-tag}tagging[]count[]] }}}>\n\t\t\t\t\t\t\t\t<<aim-lingo QuestionFooter>>\n\t\t\t\t\t\t\t</$vars>\n\t\t\t\t\t\t</div>\n\t\t\t\t\t</div>\n\t\t\t\t</div>\n\t\t\t</$vars>\n\t\t\t<$list filter=\"[{$:/state/aim-questionnaire/edit-mode}match[show]]\" variable=\"ignore\">\n\t\t\t\t<div class=\"tc-aim-navigation-edit-mode\">\n\t\t\t\t\t<div class=\"tc-aim-navigation-edit-mode-heading\">\n\t\t\t\t\tEdit question text\n\t\t\t\t\t</div>\n\t\t\t\t\t<div class=\"tc-aim-navigation-edit-mode-body\">\n\t\t\t\t\t\t<div class=\"tc-aim-navigation-edit-mode-item\">\n\t\t\t\t\t\t\tQuestion caption:\n\t\t\t\t\t\t\t<$edit-text field=\"caption\" tag=\"textarea\" autoHeight=\"yes\" minHeight=\"1em\"/>\n\t\t\t\t\t\t</div>\n\t\t\t\t\t\t<div class=\"tc-aim-navigation-edit-mode-item\">\n\t\t\t\t\t\t\tQuestion text:\n\t\t\t\t\t\t\t<$edit-text field=\"text\" autoHeight=\"yes\" minHeight=\"1em\"/>\n\t\t\t\t\t\t</div>\n\t\t\t\t\t\t<$list filter={{!!list}} variable=\"answer\">\n\t\t\t\t\t\t\t<$vars answerFieldName={{{ [<answer>addprefix[answer]] }}}>\n\t\t\t\t\t\t\t\t<div class=\"tc-aim-navigation-edit-mode-item\">\n\t\t\t\t\t\t\t\t\t<$text text=<<answer>>/>:\n\t\t\t\t\t\t\t\t\t<$edit-text field=<<answerFieldName>> tag=\"textarea\" autoHeight=\"yes\" minHeight=\"1em\"/>\n\t\t\t\t\t\t\t\t</div>\n\t\t\t\t\t\t\t</$vars>\n\t\t\t\t\t\t</$list>\n\t\t\t\t\t\t<div class=\"tc-aim-navigation-edit-mode-item\">\n\t\t\t\t\t\t\tQuestion tiddler is from bag: <$text text={{{ [[$:/state/federatial/xememex/tiddlers/bag]getindex<currentTiddler>] }}}/>\n\t\t\t\t\t\t</div>\n\t\t\t\t\t</div>\n\t\t\t\t</div>\n\t\t\t</$list>\n\t\t</$tiddler>\n\t</$set>\n</$set>\n"},"$:/plugins/federatial/aim-questionnaire/Results":{"title":"$:/plugins/federatial/aim-questionnaire/Results","caption":"<<aim-lingo TabResults>> <$list filter=\"[{$:/config/federatial/aim-questionnaire/aim-question-tag}tagging[]addprefix[/]addprefix{$:/status/UserName}addprefix[$:/temp/AIM/Answer/]!is[tiddler]] +[limit[1]else[true]match[true]]\"><span class=\"tc-aim-result-flag\">{{$:/core/images/download-button}}</span></$list>","text":"<p>\n<<aim-lingo ResultsOverview>>\n</p>\n\n<$let contactPhaseTitle={{{ [{$:/status/UserName}else[anon]addprefix[$:/temp/AIM/Answer/]addsuffix[/ContactPhase]] }}}>\n<p class=\"tc-aim-contact-phase\">\n<<aim-lingo ContactPhaseHeading>>\n<ol>\n<li>\n<$radio tiddler=<<contactPhaseTitle>> value=\"unspecified\" default=\"unspecified\">\n<<aim-lingo ContactPhaseUnspecified>>\n</$radio>\n</li>\n<li>\n<$radio tiddler=<<contactPhaseTitle>> value=\"start\" default=\"unspecified\">\n<<aim-lingo ContactPhaseStart>>\n</$radio>\n</li>\n<li>\n<$radio tiddler=<<contactPhaseTitle>> value=\"end\" default=\"unspecified\">\n<<aim-lingo ContactPhaseEnd>>\n</$radio>\n</li>\n</ol>\n</p>\n</$let>\n\n<<tabs tabsList:\"$:/plugins/federatial/aim-questionnaire/Results/Scores $:/plugins/federatial/aim-questionnaire/Results/Download\" default:\"$:/plugins/federatial/aim-questionnaire/Results/Scores\">>\n"},"$:/plugins/federatial/aim-questionnaire/Results/Download":{"title":"$:/plugins/federatial/aim-questionnaire/Results/Download","caption":"<<aim-lingo TabDownload>>","text":"\\define download-scores()\n! <<aim-lingo HeadingDownloadWordDocument>>\n\n<$button class=\"tc-btn-big-green\">\n<$action-sendmessage $message=\"tm-download-file\" $param=\"$:/plugins/federatial/aim-questionnaire/Results/Scores/DocTemplate\" filename=\"aim-scores.doc\"/>\n{{$:/core/images/download-button}} <<aim-lingo BodyDownloadScoresWordDocument>>\n</$button>\n\n! <<aim-lingo HeadingDownloadCSV>>\n\n<<aim-lingo BodyDownloadCSV>>\n\n<$button class=\"tc-btn-big-green\">\n{{$:/core/images/download-button}} <<aim-lingo ButtonDownloadCSV>>\n<$action-sendmessage $message=\"tm-download-file\" $param=\"$:/plugins/federatial/aim-questionnaire/CSVDownloadTemplate\" filename=\"results.csv\" separator=\",\"/>\n</$button>\n\n<$button class=\"tc-btn-big-green\">\n<$vars separator={{{ [charcode[9]] }}}>\n<$wikify name=\"CSV-data\" text={{$:/plugins/federatial/aim-questionnaire/CSVDownloadTemplate}}>\n<$action-sendmessage $message=\"tm-copy-to-clipboard\" $param=<<CSV-data>>/>\n</$wikify>\n</$vars>\n{{$:/core/images/copy-clipboard}} <<aim-lingo ButtonCopyCSVToClipboard>>\n</$button>\n\n<<aim-lingo PreviewDownloadCSV>>\n\n<div class=\"tc-aim-download-results\">\n<$vars separator=\",\">\n<$wikify name=\"CSV\" text={{$:/plugins/federatial/aim-questionnaire/CSVDownloadTemplate}}>\n<$vars table={{{ [<CSV>split[,]join[</td><td>]addprefix[<table><tbody><tr><td>]addsuffix[</td></tr></tbody></table>]addsuffix<linebreak>] }}}>\n<<table>>\n</$vars>\n</$wikify>\n</$vars>\n</div>\n\\end\n\n<$list filter=\"[{$:/config/federatial/aim-questionnaire/aim-question-tag}tagging[]addprefix[/]addprefix{$:/status/UserName}addprefix[$:/temp/AIM/Answer/]!is[tiddler]] +[limit[1]else[true]match[true]]\" emptyMessage=<<aim-incomplete-results-blocked>>>\n\n<<download-scores>>\n\n</$list>\n"},"$:/plugins/federatial/aim-questionnaire/Results/Scores":{"title":"$:/plugins/federatial/aim-questionnaire/Results/Scores","caption":"<<aim-lingo TabScores>>","text":"\\define total-reduction()\n[{$:/status/UserName}addprefix[$:/temp/AIM/Answer/]addsuffix[/]addsuffix<currentTiddler>get[text]else[0]add<accumulator>]\n\\end\n\n\\define show-scores()\n!! <<aim-lingo ResultsTotalScore>> <$text text={{{ [all[tiddlers]tag{$:/config/federatial/aim-questionnaire/aim-question-tag}reduce<total-reduction>] }}}/>\n\n!! <<aim-lingo ResultsSubscaleScores>>\n\n<table>\n<tbody>\n<$list filter=\"[all[tiddlers+shadows]tag{$:/config/federatial/aim-questionnaire/aim-category-tag}]\" variable=\"category\">\n<tr>\n<td>\n<$transclude tiddler=<<category>> field=\"caption\"/>\n</td>\n<td>\n<$vars category-letter={{{ [<category>get[letter]] }}}>\n<$text text={{{ [all[tiddlers]tag{$:/config/federatial/aim-questionnaire/aim-question-tag}field:category<category-letter>reduce<total-reduction>] }}}/>\n</$vars>\n</td>\n</tr>\n</$list>\n</tbody>\n</table>\n\n!! <<aim-lingo ResultsQuestionScores>>\n\n<table>\n<tbody>\n<$list filter=\"[all[tiddlers+shadows]tag{$:/config/federatial/aim-questionnaire/aim-category-tag}]\" variable=\"category\">\n<$vars category-letter={{{ [<category>get[letter]] }}}>\n<tr>\n<td colspan=\"2\">\n''<$transclude tiddler=<<category>> field=\"caption\"/>''\n</td>\n<td>\n''<$text text={{{ [all[tiddlers]tag{$:/config/federatial/aim-questionnaire/aim-question-tag}field:category<category-letter>reduce<total-reduction>] }}}/>''\n</td>\n</tr>\n<$list filter=\"[all[tiddlers]tag{$:/config/federatial/aim-questionnaire/aim-question-tag}field:category<category-letter>]\" variable=\"question\">\n<tr>\n<td>\n<$text text={{{ [<question>get[number]] }}}/>\n</td>\n<td>\n<$text text={{{ [<question>get[caption]] }}}/>\n</td>\n<td>\n<$text text={{{ [{$:/status/UserName}addprefix[$:/temp/AIM/Answer/]addsuffix[/]addsuffix<question>get[text]else[0]] }}}/><$text text={{{ [<question>addprefix[/]addprefix{$:/status/UserName}addprefix[$:/temp/AIM/KeyAnswer/]get[text]match[yes]then[*]] }}}/>\n</td>\n</tr>\n</$list>\n</$vars>\n</$list>\n</tbody>\n</table>\n\n!! <<aim-lingo ResultsKeyProblems>>\n\n<table>\n<tbody>\n<$vars key-question-filter=\"[all[tiddlers]tag{$:/config/federatial/aim-questionnaire/aim-question-tag}field:category<currentTiddler>addprefix[/]addprefix{$:/status/UserName}addprefix[$:/temp/AIM/KeyAnswer/]get[text]else[no]match[yes]then[1]else[0]] +[sum[]compare:number:gt[0]] \">\n<$list filter=\"[all[tiddlers+shadows]tag{$:/config/federatial/aim-questionnaire/aim-category-tag}get[letter]filter<key-question-filter>]\" variable=\"category-letter\" emptyMessage=\"\"\"\n<tr>\n<td>\n<<aim-lingo ResultsKeyProblemsNone>>\n</td>\n</tr>\n\"\"\">\n<tr>\n<td colspan=\"3\">\n''<$transclude tiddler={{{ [all[tiddlers+shadows]tag{$:/config/federatial/aim-questionnaire/aim-category-tag}field:letter<category-letter>] }}} field=\"caption\"/>''\n</td>\n</tr>\n<$list filter=\"[all[tiddlers]tag{$:/config/federatial/aim-questionnaire/aim-question-tag}category<category-letter>]\" variable=\"question\">\n<$list filter=\"[<question>addprefix[/]addprefix{$:/status/UserName}addprefix[$:/temp/AIM/KeyAnswer/]get[text]match[yes]]\" variable=\"ignore\">\n<tr>\n<td>\n<$text text={{{ [<question>get[number]] }}}/>\n</td>\n<td>\n<$text text={{{ [<question>get[caption]] }}}/>\n</td>\n<td>\n<$text text={{{ [{$:/status/UserName}addprefix[$:/temp/AIM/Answer/]addsuffix[/]addsuffix<question>get[text]else[0]] }}}/>\n</td>\n</tr>\n</$list>\n</$list>\n</$list>\n</$vars>\n</tbody>\n</table>\n\\end\n\n<$list filter=\"[{$:/config/federatial/aim-questionnaire/aim-question-tag}tagging[]addprefix[/]addprefix{$:/status/UserName}addprefix[$:/temp/AIM/Answer/]!is[tiddler]] +[limit[1]else[true]match[true]]\" emptyMessage=<<aim-incomplete-results-blocked>>>\n\n<<show-scores>>\n\n</$list>\n"},"$:/plugins/federatial/aim-questionnaire/Results/Scores/DocTemplate":{"title":"$:/plugins/federatial/aim-questionnaire/Results/Scores/DocTemplate","text":"\\import [[$:/core/ui/PageMacros]] [all[shadows+tiddlers]tag[$:/tags/Macro]!has[draft.of]]\n`<!doctype html>\n<html lang=\"en\">\n<head>\n  <meta charset=\"utf-8\">\n  <title>AIM Assessment Results</title>\n  <style>\n  body {\n    font-family: \"Verdana\", sans-serif;\n  }\n  </style>\n</head>\n<body>\n<h1>AIM Assessment Scores</h1>\n<p style=\"font-style:italic;\">`<$wikify name=\"date\" text=\"<<now [UTC]YYYY0MM0DD0hh0mm0ssXXX>>\"><$text text={{{ [<date>format:date[hh:mm, DDth MMM YYYY]] }}} /></$wikify>`</p>\n<p style=\"font-weight:bold;\">Client name:</p>\n<p style=\"font-weight:bold;\">DOB:</p>\n<p style=\"font-weight:bold;\">Name of person completing AIM:</p>\n<p>Completed at <span style=\"font-weight:bold;\">\n`\n<<aim-selectively-show-contact-phase>>\n`\n</span> of contact</p>\n`{{$:/plugins/federatial/aim-questionnaire/Results/Scores||$:/core/templates/html-tiddler}}`\n</body>\n</html>`"},"$:/plugins/federatial/aim-questionnaire/Results/Suggestions":{"title":"$:/plugins/federatial/aim-questionnaire/Results/Suggestions","caption":"<<aim-lingo TabSuggestedInterventions>>","text":"<<aim-lingo OverviewSuggestedInterventions>>\n\n<<tabs tabsList:\"$:/plugins/federatial/aim-questionnaire/Results/Suggestions/Focal $:/plugins/federatial/aim-questionnaire/Results/Suggestions/Global $:/plugins/federatial/aim-questionnaire/Results/Suggestions/Limit\" default:\"$:/plugins/federatial/aim-questionnaire/Results/Suggestions/Focal\">>\n"},"$:/plugins/federatial/aim-questionnaire/Results/Suggestions/DocTemplate":{"title":"$:/plugins/federatial/aim-questionnaire/Results/Suggestions/DocTemplate","text":"\\import [[$:/core/ui/PageMacros]] [all[shadows+tiddlers]tag[$:/tags/Macro]!has[draft.of]]\n`<!doctype html>\n<html lang=\"en\">\n<head>\n  <meta charset=\"utf-8\">\n  <title>AIM Assessment Results</title>\n  <style>\n  html,body,p {\n    font-family: \"Verdana\", sans-serif;\n\tfont-size: 18px;\n\tline-height: 1.2;\n  }\n  .tc-list-item {\n\t  line-height: 1.2;\n\t  margin: 0;\n  }\n  h1, h2, h3, h4, h5, h6 {\n\t  line-height: 1.2;\n\t  font-weight: bold;\n\t  margin: 0.5em 0;\n  }\n  h1 {\n\t  font-size: 17px;\n  }\n  h2 {\n\t  font-size: 16px;\n  }\n  h3 {\n\t  font-size: 15px;\n  }\n  h4 {\n\t  font-size: 14px;\n  }\n  h5 {\n\t  font-size: 13px;\n  }\n  h6 {\n\t  font-size: 12px;\n  }\n\n\ttable {\n\t\twidth: auto;\n\t\tmax-width: 100%;\n\t\tcaption-side: bottom;\n\t\tmargin-top: 1em;\n\t\tmargin-bottom: 1em;\n\t\tborder: 0.5px solid #000;\n\t}\n\n\ttable th, table td {\n\t\tborder: 1px solid #000;\n\t\tmargin: 0.2em;\n\t\tpadding: 0;\n\t\ttext-align: left;\n\t}\n\n\ttable thead tr td, table th {\n\t\tfont-weight: bold;\n\t}\n\n\ttable tfoot tr td {\n\t}\n\n  </style>\n</head>\n<body>\n<h1>AIM Assessment Suggestions</h1>\n<table border=\"1\" cellspacing=\"0\" cellpadding=\"0\">\n<tr>\n<th>Date</th>\n<td>`<$vars date=<<now [UTC]YYYY0MM0DD0hh0mm0ssXXX>>><$text text={{{ [<date>format:date[0hh:0mm, DDth MMM YYYY]] }}} /></$vars>`&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;</td>\n</tr>\n<tr>\n<th>Client Name</th>\n<td></td>\n</tr>\n<tr>\n<th>D.O.B.</th>\n<td></td>\n</tr>\n<th>Completed by</th>\n<td></td>\n</tr>\n<tr>\n<th></th>\n<td>\nCompleted at `\n<<aim-selectively-show-contact-phase>>\n` of contact\n</td>\n</tr>\n</table>\n<p>`\n<<aim-lingo OverviewSuggestedInterventions>>\n<<aim-incomplete-results-warning>>\n`</p>`\n<$tiddler tiddler=<<content>>>\n<$transclude tiddler=\"$:/core/templates/html-tiddler\"/>\n</$tiddler>\n`</body>\n</html>`"},"$:/plugins/federatial/aim-questionnaire/Results/Suggestions/Focal":{"title":"$:/plugins/federatial/aim-questionnaire/Results/Suggestions/Focal","caption":"<<aim-lingo TabSuggestionsFocal>>","text":"\\define expanded-state()\n[<currentTiddler>addprefix[$:/state/expanded-answer/focal/]]\n\\end\n\n<<aim-lingo OverviewSuggestionsFocal>>\n\n<<aim-incomplete-results-warning>>\n\n<$button class=\"tc-btn-big-green\">\n<$action-sendmessage $message=\"tm-download-file\" $param=\"$:/plugins/federatial/aim-questionnaire/Results/Suggestions/DocTemplate\" filename=\"results.doc\" content=\"$:/plugins/federatial/aim-questionnaire/Results/Suggestions/Focal/DocTemplate\"/>\n{{$:/core/images/download-button}} <<aim-lingo BodyDownloadSuggestionsWordDocument>>\n</$button>\n\n<!-- Define a filter for to compute the average score of the questions tagged with the current intervention -->\n<$vars\n\taverageScoreForIntervention=\"[all[tiddlers]tag{$:/config/federatial/aim-questionnaire/aim-question-tag}tag<currentTiddler>addprefix[/]addprefix{$:/status/UserName}addprefix[$:/temp/AIM/Answer/]get[text]else[0]average[]]\"\n>\n<!-- Loop through all the interventions, descendingly sorted by their average score -->\n<ol class=\"tc-aim-results-interventions\">\n<$list filter=\"[tag{$:/config/federatial/aim-questionnaire/aim-question-tag}] +[tags[]] -[{$:/config/federatial/aim-questionnaire/aim-question-tag}] -[[hide-subpage]] +[!sortsub:number<averageScoreForIntervention>]\">\n<!-- Skip any interventions whose average score is zero -->\n<$list filter=\"[subfilter<averageScoreForIntervention>compare:number:ne[0]]\" variable=\"ignore\">\n<li>\n<!-- Display the intervention and average score -->\n<span class=\"tc-aim-results-intervention\">\n<span class=\"tc-aim-results-score\">\n<span class=\"tc-aim-results-score-small\">\n<$text text={{{ [subfilter<averageScoreForIntervention>fixed[1]] }}}/>\n</span>\n</span>\n<$link to=<<currentTiddler>>><$text text=<<currentTiddler>>/></$link>\n<$reveal stateTitle={{{ [subfilter<expanded-state>] }}} type=\"match\" text=\"hide\" default=\"hide\" tag=\"span\">\n<$button set={{{ [subfilter<expanded-state>] }}} setTo=\"show\">\n<<aim-lingo ButtonShowQuestions>>\n</$button>\n</$reveal>\n<$reveal stateTitle={{{ [subfilter<expanded-state>] }}} type=\"nomatch\" text=\"hide\" default=\"hide\" tag=\"span\">\n<$button set={{{ [subfilter<expanded-state>] }}} setTo=\"hide\">\n<<aim-lingo ButtonHideQuestions>>\n</$button>\n</$reveal>\n</span>\n<$reveal stateTitle={{{ [subfilter<expanded-state>] }}} type=\"nomatch\" text=\"hide\" default=\"hide\" tag=\"div\">\n<ol class=\"tc-aim-results-intervention-questions\">\n<!-- Loop through the questions tagged with this intervention -->\n<$list filter=\"[tag{$:/config/federatial/aim-questionnaire/aim-question-tag}tag<currentTiddler>filter<averageScoreForIntervention>compare:number:ne[0]]\" variable=\"question\">\n<$list filter=\"[<question>addprefix[/]addprefix{$:/status/UserName}addprefix[$:/temp/AIM/Answer/]has[text]]\" variable=\"ignore\">\n<li>\n<!-- Display the question and its score -->\n<$link to=<<question>>>\n<$text text={{{ [<question>get[number]] }}}/>\n<$transclude tiddler={{{ [<question>get[category]addprefix[$:/plugins/federatial/aim-questionnaire/Categories/]] }}} field=\"caption\" mode=\"inline\"/>\n-\n<$text text={{{ [<question>get[caption]] }}}/>\n</$link> (<$text text={{{ [<question>addprefix[/]addprefix{$:/status/UserName}addprefix[$:/temp/AIM/Answer/]get[text]else[-]] }}}/>)\n</li>\n</$list>\n</$list>\n</ol>\n</$reveal>\n</li>\n</$list>\n</$list>\n</ol>\n</$vars>\n"},"$:/plugins/federatial/aim-questionnaire/Results/Suggestions/Focal/DocTemplate":{"title":"$:/plugins/federatial/aim-questionnaire/Results/Suggestions/Focal/DocTemplate","text":"! Focal\n\n<<aim-lingo OverviewSuggestionsFocal>>\n\n<!-- Define a filter for to compute the average score of the questions tagged with the current intervention -->\n<$vars\n\taverageScoreForIntervention=\"[all[tiddlers]tag{$:/config/federatial/aim-questionnaire/aim-question-tag}tag<currentTiddler>addprefix[/]addprefix{$:/status/UserName}addprefix[$:/temp/AIM/Answer/]get[text]else[0]average[]]\"\n>\n<!-- Loop through all the interventions, descendingly sorted by their average score -->\n<$list filter=\"[tag{$:/config/federatial/aim-questionnaire/aim-question-tag}] +[tags[]] -[{$:/config/federatial/aim-questionnaire/aim-question-tag}] -[[hide-subpage]] +[!sortsub:number<averageScoreForIntervention>]\">\n<!-- Skip any interventions whose average score is zero -->\n<$list filter=\"[subfilter<averageScoreForIntervention>compare:number:ne[0]]\" variable=\"ignore\">\n<!-- Display the intervention and average score -->\n<h2>\n<$text text={{{ [subfilter<averageScoreForIntervention>fixed[1]] }}}/>\n<$text text=<<currentTiddler>>/>\n</h2>\n<!-- Loop through the questions tagged with this intervention -->\n<$list filter=\"[tag{$:/config/federatial/aim-questionnaire/aim-question-tag}tag<currentTiddler>filter<averageScoreForIntervention>compare:number:ne[0]]\" variable=\"question\">\n<$list filter=\"[<question>addprefix[/]addprefix{$:/status/UserName}addprefix[$:/temp/AIM/Answer/]has[text]]\" variable=\"ignore\">\n<!-- Display the question and its score -->\n<p class=\"tc-list-item\">\n<$text text={{{ [<question>get[number]] }}}/>\n<$transclude tiddler={{{ [<question>get[category]addprefix[$:/plugins/federatial/aim-questionnaire/Categories/]] }}} field=\"caption\" mode=\"inline\"/>\n-\n<$text text={{{ [<question>get[caption]] }}}/>\n(<$text text={{{ [<question>addprefix[/]addprefix{$:/status/UserName}addprefix[$:/temp/AIM/Answer/]get[text]else[-]] }}}/>)\n</p>\n</$list>\n</$list>\n</$list>\n</$list>\n</$vars>\n"},"$:/plugins/federatial/aim-questionnaire/Results/Suggestions/Global":{"title":"$:/plugins/federatial/aim-questionnaire/Results/Suggestions/Global","caption":"<<aim-lingo TabSuggestionsGlobal>>","text":"\\define expanded-state()\n[<currentTiddler>addprefix[$:/state/expanded-answer/global/]]\n\\end\n\n<<aim-lingo OverviewSuggestionsGlobal>>\n\n<<aim-incomplete-results-warning>>\n\n<$button class=\"tc-btn-big-green\">\n<$action-sendmessage $message=\"tm-download-file\" $param=\"$:/plugins/federatial/aim-questionnaire/Results/Suggestions/DocTemplate\" filename=\"results.doc\" content=\"$:/plugins/federatial/aim-questionnaire/Results/Suggestions/Global/DocTemplate\"/>\n{{$:/core/images/download-button}} <<aim-lingo BodyDownloadSuggestionsWordDocument>>\n</$button>\n<!--\nDefine two filters:\n* a reduction filter to number of questions tagged with a particular intervention that have a score greater than 2\n* a sorting filter to sort interventions by the number of questions scoring greater than 2\n* a filtering filter to select questions scoring greater than 2\n-->\n<$vars\n    global-ranking-reduction=\"[{$:/status/UserName}addprefix[$:/temp/AIM/Answer/]addsuffix[/]addsuffix<currentTiddler>get[text]else[0]compare:number:gt[2]then[1]else[0]add<accumulator>]\"\n    global-ranking-sort=\"[all[tiddlers]tag{$:/config/federatial/aim-questionnaire/aim-question-tag}tag<currentTiddler>] +[reduce<global-ranking-reduction>]\"\n    global-ranking-filter=\"[addprefix[/]addprefix{$:/status/UserName}addprefix[$:/temp/AIM/Answer/]get[text]else[0]compare:number:gt[2]]\"\n>\n<ol class=\"tc-aim-results-interventions\">\n<!-- Loop through the interventions, descendly sorted by the number of questions scoring greater than 2 -->\n<$list filter=\"[tag{$:/config/federatial/aim-questionnaire/aim-question-tag}] +[tags[]] -[{$:/config/federatial/aim-questionnaire/aim-question-tag}] -[[hide-subpage]] +[!sortsub:number<global-ranking-sort>]\">\n<!-- Ignore any interventions that have zero questions scoring greater than 2 -->\n<$list filter=\"[tag{$:/config/federatial/aim-questionnaire/aim-question-tag}tag<currentTiddler>] +[reduce<global-ranking-reduction>compare:number:ne[0]]\" variable=\"ignore\">\n<li>\n<!-- Display the question and the number of answers scoring greater than 2 -->\n<span class=\"tc-aim-results-intervention\">\n<span class=\"tc-aim-results-score\">\n<$text text={{{ [tag{$:/config/federatial/aim-questionnaire/aim-question-tag}tag<currentTiddler>] +[reduce<global-ranking-reduction>] }}}/>\n</span>\n<$link to=<<currentTiddler>>><$text text=<<currentTiddler>>/></$link>\n<$reveal stateTitle={{{ [subfilter<expanded-state>] }}} type=\"match\" text=\"hide\" default=\"hide\" tag=\"span\">\n<$button set={{{ [subfilter<expanded-state>] }}} setTo=\"show\">\n<<aim-lingo ButtonShowQuestions>>\n</$button>\n</$reveal>\n<$reveal stateTitle={{{ [subfilter<expanded-state>] }}} type=\"nomatch\" text=\"hide\" default=\"hide\" tag=\"span\">\n<$button set={{{ [subfilter<expanded-state>] }}} setTo=\"hide\">\n<<aim-lingo ButtonHideQuestions>>\n</$button>\n</$reveal>\n</span>\n<$reveal stateTitle={{{ [subfilter<expanded-state>] }}} type=\"nomatch\" text=\"hide\" default=\"hide\" tag=\"div\">\n<ol class=\"tc-aim-results-intervention-questions\">\n<!-- Loop through the questions tagged with this intervention that have answers scoring greater than 2 -->\n<$list filter=\"[tag{$:/config/federatial/aim-questionnaire/aim-question-tag}tag<currentTiddler>filter<global-ranking-filter>]\" variable=\"question\">\n<li>\n<!-- Display the question and its score -->\n<$link to=<<question>>>\n<$text text={{{ [<question>get[number]] }}}/>\n<$transclude tiddler={{{ [<question>get[category]addprefix[$:/plugins/federatial/aim-questionnaire/Categories/]] }}} field=\"caption\" mode=\"inline\"/>\n-\n<$text text={{{ [<question>get[caption]] }}}/>\n</$link> (rating <$text text={{{ [<question>addprefix[/]addprefix{$:/status/UserName}addprefix[$:/temp/AIM/Answer/]get[text]else[-]] }}}/>)\n</li>\n</$list>\n</ol>\n</$reveal>\n</li>\n</$list>\n</$list>\n</ol>\n</$vars>\n"},"$:/plugins/federatial/aim-questionnaire/Results/Suggestions/Global/DocTemplate":{"title":"$:/plugins/federatial/aim-questionnaire/Results/Suggestions/Global/DocTemplate","text":"! Global\n\n<<aim-lingo OverviewSuggestionsGlobal>>\n\n<!--\nDefine two filters:\n* a reduction filter to number of questions tagged with a particular intervention that have a score greater than 2\n* a sorting filter to sort interventions by the number of questions scoring greater than 2\n* a filtering filter to select questions scoring greater than 2\n-->\n<$vars\n    global-ranking-reduction=\"[{$:/status/UserName}addprefix[$:/temp/AIM/Answer/]addsuffix[/]addsuffix<currentTiddler>get[text]else[0]compare:number:gt[2]then[1]else[0]add<accumulator>]\"\n    global-ranking-sort=\"[all[tiddlers]tag{$:/config/federatial/aim-questionnaire/aim-question-tag}tag<currentTiddler>] +[reduce<global-ranking-reduction>]\"\n    global-ranking-filter=\"[addprefix[/]addprefix{$:/status/UserName}addprefix[$:/temp/AIM/Answer/]get[text]else[0]compare:number:gt[2]]\"\n>\n<!-- Loop through the interventions, descendly sorted by the number of questions scoring greater than 2 -->\n<$list filter=\"[tag{$:/config/federatial/aim-questionnaire/aim-question-tag}] +[tags[]] -[{$:/config/federatial/aim-questionnaire/aim-question-tag}] -[[hide-subpage]] +[!sortsub:number<global-ranking-sort>]\">\n<!-- Ignore any interventions that have zero questions scoring greater than 2 -->\n<$list filter=\"[tag{$:/config/federatial/aim-questionnaire/aim-question-tag}tag<currentTiddler>] +[reduce<global-ranking-reduction>compare:number:ne[0]]\" variable=\"ignore\">\n<!-- Display the question and the number of answers scoring greater than 2 -->\n<h2>\n<$text text={{{ [tag{$:/config/federatial/aim-questionnaire/aim-question-tag}tag<currentTiddler>] +[reduce<global-ranking-reduction>] }}}/>\n<$text text=<<currentTiddler>>/>\n</h2>\n<!-- Loop through the questions tagged with this intervention that have answers scoring greater than 2 -->\n<$list filter=\"[tag{$:/config/federatial/aim-questionnaire/aim-question-tag}tag<currentTiddler>filter<global-ranking-filter>]\" variable=\"question\">\n<!-- Display the question and its score -->\n<p class=\"tc-list-item\">\n<$text text={{{ [<question>get[number]] }}}/>\n<$transclude tiddler={{{ [<question>get[category]addprefix[$:/plugins/federatial/aim-questionnaire/Categories/]] }}} field=\"caption\" mode=\"inline\"/>\n-\n<$text text={{{ [<question>get[caption]] }}}/>\n(rating <$text text={{{ [<question>addprefix[/]addprefix{$:/status/UserName}addprefix[$:/temp/AIM/Answer/]get[text]else[-]] }}}/>)\n</p>\n</$list>\n</$list>\n</$list>\n</$vars>\n"},"$:/plugins/federatial/aim-questionnaire/Results/Suggestions/Limit":{"title":"$:/plugins/federatial/aim-questionnaire/Results/Suggestions/Limit","caption":"<<aim-lingo TabSuggestionsLimit>>","text":"\\define expanded-state()\n[<currentTiddler>addprefix[$:/state/expanded-answer/limit/]]\n\\end\n\n<<aim-lingo OverviewSuggestionsLimit>>\n\n<<aim-incomplete-results-warning>>\n\n<$button class=\"tc-btn-big-green\">\n<$action-sendmessage $message=\"tm-download-file\" $param=\"$:/plugins/federatial/aim-questionnaire/Results/Suggestions/DocTemplate\" filename=\"results.doc\" content=\"$:/plugins/federatial/aim-questionnaire/Results/Suggestions/Limit/DocTemplate\"/>\n{{$:/core/images/download-button}} <<aim-lingo BodyDownloadSuggestionsWordDocument>>\n</$button>\n\n<!-- Define a filter to compute the number of key questions tagged with the current intervention -->\n<$vars\n    numberKeyQuestionsForIntervention=\"[all[tiddlers]tag{$:/config/federatial/aim-questionnaire/aim-question-tag}tag<currentTiddler>addprefix[/]addprefix{$:/status/UserName}addprefix[$:/temp/AIM/KeyAnswer/]get[text]match[yes]count[]]\"\n    keyQuestionsForIntervention=\"[addprefix[/]addprefix{$:/status/UserName}addprefix[$:/temp/AIM/KeyAnswer/]field:text[yes]]\"\n>\n<!-- Loop through all the interventions, descendingly sorted by their  score -->\n<ol class=\"tc-aim-results-interventions\">\n<$list filter=\"[tag{$:/config/federatial/aim-questionnaire/aim-question-tag}] +[tags[]] -[{$:/config/federatial/aim-questionnaire/aim-question-tag}] -[[hide-subpage]] +[!sortsub:number<numberKeyQuestionsForIntervention>]\">\n<!-- Skip any interventions whose average score is zero -->\n<$list filter=\"[subfilter<numberKeyQuestionsForIntervention>compare:number:ne[0]limit[1]]\" variable=\"ignore\">\n<li>\n<!-- Display the intervention and average score -->\n<span class=\"tc-aim-results-intervention\">\n<span class=\"tc-aim-results-score\">\n<$text text={{{ [all[tiddlers]tag{$:/config/federatial/aim-questionnaire/aim-question-tag}tag<currentTiddler>addprefix[/]addprefix{$:/status/UserName}addprefix[$:/temp/AIM/KeyAnswer/]field:text[yes]count[]] }}}/>\n</span>\n<$link to=<<currentTiddler>>><$text text=<<currentTiddler>>/></$link>\n<$reveal stateTitle={{{ [subfilter<expanded-state>] }}} type=\"match\" text=\"hide\" default=\"hide\" tag=\"span\">\n<$button set={{{ [subfilter<expanded-state>] }}} setTo=\"show\">\n<<aim-lingo ButtonShowQuestions>>\n</$button>\n</$reveal>\n<$reveal stateTitle={{{ [subfilter<expanded-state>] }}} type=\"nomatch\" text=\"hide\" default=\"hide\" tag=\"span\">\n<$button set={{{ [subfilter<expanded-state>] }}} setTo=\"hide\">\n<<aim-lingo ButtonHideQuestions>>\n</$button>\n</$reveal>\n</span>\n<$reveal stateTitle={{{ [subfilter<expanded-state>] }}} type=\"nomatch\" text=\"hide\" default=\"hide\" tag=\"div\">\n<ol class=\"tc-aim-results-intervention-questions\">\n<!-- Loop through the questions tagged with this intervention -->\n<$list filter=\"[all[tiddlers]tag{$:/config/federatial/aim-questionnaire/aim-question-tag}tag<currentTiddler>filter<keyQuestionsForIntervention>]\" variable=\"question\">\n<li>\n<!-- Display the question -->\n<$link to=<<question>>>\n<$text text={{{ [<question>get[number]] }}}/>\n<$transclude tiddler={{{ [<question>get[category]addprefix[$:/plugins/federatial/aim-questionnaire/Categories/]] }}} field=\"caption\" mode=\"inline\"/>\n-\n<$text text={{{ [<question>get[caption]] }}}/>\n</$link>\n</li>\n</$list>\n</ol>\n</$reveal>\n</li>\n</$list>\n</$list>\n</ol>\n</$vars>\n"},"$:/plugins/federatial/aim-questionnaire/Results/Suggestions/Limit/DocTemplate":{"title":"$:/plugins/federatial/aim-questionnaire/Results/Suggestions/Limit/DocTemplate","text":"! Limit\n\n<<aim-lingo OverviewSuggestionsLimit>>\n\n<<aim-incomplete-results-warning>>\n\n<!-- Define a filter to compute the number of key questions tagged with the current intervention -->\n<$vars\n    numberKeyQuestionsForIntervention=\"[all[tiddlers]tag{$:/config/federatial/aim-questionnaire/aim-question-tag}tag<currentTiddler>addprefix[/]addprefix{$:/status/UserName}addprefix[$:/temp/AIM/KeyAnswer/]get[text]match[yes]count[]]\"\n    keyQuestionsForIntervention=\"[addprefix[/]addprefix{$:/status/UserName}addprefix[$:/temp/AIM/KeyAnswer/]field:text[yes]]\"\n>\n<!-- Loop through all the interventions, descendingly sorted by their  score -->\n<$list filter=\"[tag{$:/config/federatial/aim-questionnaire/aim-question-tag}] +[tags[]] -[{$:/config/federatial/aim-questionnaire/aim-question-tag}] -[[hide-subpage]] +[!sortsub:number<numberKeyQuestionsForIntervention>]\">\n<!-- Skip any interventions whose average score is zero -->\n<$list filter=\"[subfilter<numberKeyQuestionsForIntervention>compare:number:ne[0]limit[1]]\" variable=\"ignore\">\n<!-- Display the intervention and average score -->\n<h2>\n<$text text={{{ [all[tiddlers]tag{$:/config/federatial/aim-questionnaire/aim-question-tag}tag<currentTiddler>addprefix[/]addprefix{$:/status/UserName}addprefix[$:/temp/AIM/KeyAnswer/]field:text[yes]count[]] }}}/>\n<$text text=<<currentTiddler>>/>\n</h2>\n<!-- Loop through the questions tagged with this intervention -->\n<$list filter=\"[all[tiddlers]tag{$:/config/federatial/aim-questionnaire/aim-question-tag}tag<currentTiddler>filter<keyQuestionsForIntervention>]\" variable=\"question\">\n<!-- Display the question -->\n<p class=\"tc-list-item\">\n<$text text={{{ [<question>get[number]] }}}/>\n<$transclude tiddler={{{ [<question>get[category]addprefix[$:/plugins/federatial/aim-questionnaire/Categories/]] }}} field=\"caption\" mode=\"inline\"/>\n-\n<$text text={{{ [<question>get[caption]] }}}/>\n</p>\n</$list>\n</$list>\n</$list>\n</$vars>\n"},"$:/plugins/federatial/aim-questionnaire/Styles":{"title":"$:/plugins/federatial/aim-questionnaire/Styles","tags":"$:/tags/Stylesheet","text":"\\rules only filteredtranscludeinline transcludeinline macrodef macrocallinline\n\nhtml body.tc-body .tc-tiddler-frame.tc-tagged-AIMQuestion .tc-btn-\\%24\\%3A\\%2Fcore\\%2Fui\\%2FButtons\\%2Fedit,\nhtml body.tc-body .tc-tiddler-frame.tc-tagged-AIMQuestion .tc-btn-\\%24\\%3A\\%2Fcore\\%2Fui\\%2FButtons\\%2Finfo,\nhtml body.tc-body .tc-tiddler-frame.tc-tagged-AIMQuestion .tc-btn-\\%24\\%3A\\%2Fcore\\%2Fui\\%2FButtons\\%2Fmore-tiddler-actions,\nhtml body.tc-body .tc-tiddler-frame.tc-tagged-AIMQuestion .tc-tag-list-item[data-tag-title=\"AIMQuestion\"],\nhtml body.tc-body .tc-tiddler-frame.tc-tagged-AIMQuestion .tc-tag-list-item[data-tag-title=\"hide-subpage\"] {\n\tdisplay: none;\n}\n\n.tc-aim-panel .tc-tab-set > .tc-tab-buttons button {\n\tfont-size: 1.2em;\n\tfont-weight: bold;\n\tpadding: 0.5em;\n}\n\n.tc-aim-result-flag {\n\tfill: red;\n}\n\n.tc-aim-panel > .tc-tab-set > .tc-tab-content {\n\tmargin-top: 0;\n}\n\n.tc-aim-panel > .tc-tab-set > .tc-tab-content > .tc-reveal > p {\n\tmargin: 0;\n}\n\n.tc-aim-panel .tc-aim-popup {\n\ttext-align: right;\n}\n\n.tc-aim-panel .tc-aim-popup button {\n\tcolor: <<colour foreground>>;\n}\n\n.tc-aim-panel .tc-aim-popup button svg {\n\tfill: <<colour foreground>>;\n}\n\n.tc-aim-panel .tc-aim-indicators {\n\tdisplay: flex;\n\twidth: 100%;\n\tbackground: <<colour background>>;\n\tborder-left: 1px solid <<colour muted-foreground>>;\n\tborder-top: 1px solid <<colour muted-foreground>>;\n\tborder-bottom: 1px solid <<colour muted-foreground>>;\n}\n\n.tc-aim-panel .tc-aim-indicators .tc-aim-indicator {\n\tflex-grow: 1;\n\tdisplay: inline-block;\n\tborder-right: 1px solid <<colour muted-foreground>>;\n\tmin-width: 4px;\n\tmin-height: 1em;\n}\n\n.tc-aim-panel .tc-aim-status .tc-drop-down button {\n\tpadding-top: 2px;\n\tpadding-bottom: 2px;\n}\n.tc-aim-panel .tc-aim-status .tc-drop-down button.tc-aim-question-key-problem {\n\tfont-weight: bold;\n}\n\n.tc-aim-panel .tc-aim-status .tc-drop-down button .tc-aim-question-key-problem-indicator {\n\tfloat: right;\n\tpadding-left: 0.5em;\n}\n\n.tc-aim-panel .tc-aim-status .tc-drop-down button .tc-aim-question-key-problem-indicator svg {\n\tfill: red;\n}\n\n.tc-aim-panel .tc-aim-status .tc-dropdown-item-plain {\n\tcolor: #969696;\n}\n\n.tc-aim-panel .tc-aim-questions {\n\tborder-left: 1px solid <<colour tab-divider>>;\n\tborder-right: 1px solid <<colour tab-divider>>;\n\tborder-bottom: 1px solid <<colour tab-divider>>;\n\tline-height: 1.4;\n\tpadding: 1em;\n}\n\n.tc-aim-navigation-buttons {\n\ttext-align: center;\n}\n\nbutton.tc-aim-navigation-button {\n\twidth: auto;\n\tcursor: pointer;\n\tborder: none;\n\tbackground: <<colour foreground>>;\n\tpadding: 5px;\n\tmargin: 0 0.5em;\n\tcolor: <<colour background>>;\n\tfill: <<colour background>>;\n\tborder-radius: 0.25em;\n}\n\nbutton.tc-aim-navigation-button-clear {\n\tbackground: #e46666;\n}\n\nbutton.tc-aim-navigation-button-previous {\n\tbackground: #6666e4;\n}\n\nbutton.tc-aim-navigation-button-next {\n\tbackground: #2bad2b;\n}\n\nbutton.tc-aim-navigation-button-next:disabled {\n\tcolor: <<colour foreground>>;\n\tbackground: <<colour muted-foreground>>;\n}\n\nbutton.tc-aim-navigation-button-next:disabled svg {\n\tfill: <<colour foreground>>;\n}\n\nbutton.tc-aim-navigation-button-results {\n\tbackground: #ffaf16;\n}\n\nbutton.tc-aim-navigation-button:hover {\n  background-color: <<colour muted-foreground>>;\n}\n\n.tc-aim-navigation-footer {\n\ttext-align: center;\n\tmargin-top: 1em;\n\tcolor: #9e9e9e;\n}\n\n.tc-aim-navigation-button-drop-down {\n\ttext-align: left;\n}\n\n.tc-aim-question h3 {\n\tfloat: left;\n\tfont-size: 4em;\n\tline-height: 1;\n\tpadding: 0.25em;\n\tmargin: 0 0.25em 0.25em 0;\n\tborder-radius: 0.125em;\n\t<<box-shadow \"2px 2px 6px 1px rgba(0, 0, 0, 0.5)\">>\n\tborder: 1px solid rgba(0,0,0,0.3);\n}\n\n.tc-aim-question h2 {\n\tfont-size: 1.5em;\n\tline-height: 1.1;\n\tmargin: 0;\n}\n\n.tc-aim-question h1 {\n\tfont-size: 2em;\n\tline-height: 1.1;\n\tfont-weight: bold;\n\tmargin: 0;\n}\n\n.tc-aim-question p {\n\tclear: both;\n\tfont-size: 1.5em;\n}\n\n.tc-aim-question .tc-aim-answer {\n\tmargin: 0.5em 0;\n\tborder-radius: 1em;\n}\n\n.tc-aim-question .tc-aim-answer:hover {\n\tbackground: #ffffff;\n}\n\n.tc-aim-question .tc-aim-answer label {\n\tdisplay: block;\n\tpadding: 0.25em;\n}\n\n.tc-aim-question .tc-aim-answer-selected {\n\tbackground-color: #ffff77;\n}\n\n.tc-aim-question .tc-aim-key-answer-selected {\n\tbackground: #ffc9c9;\n}\n\n.tc-aim-question-done {\n}\n\n.tc-aim-navigation-edit-mode {\n\tmargin-top: 1em;\n\tborder: 1px solid <<colour tab-divider>>;\n\tbackground-color: #e0bfbb20;\n}\n\n.tc-aim-navigation-edit-mode-heading {\n\tbackground-color: #333;\n\tcolor: #fff;\n\tfont-weight: bold;\n\ttext-transform: uppercase;\n}\n\n.tc-aim-navigation-edit-mode-body {\n\tpadding: 0 1em;\n}\n\n.tc-aim-navigation-edit-mode-item {\n\tmargin: 1em 0;\n}\n\n.tc-aim-navigation-edit-mode-item textarea {\n\twidth: 100%;\n}\n\n.tc-aim-questions-list-category {\n\tfont-weight: bold;\n\tcolor: #969696;\n\tfont-size: 1.4em;\n\tline-height: 1.8em;\n}\n\n.tc-aim-questions-list-heading {\n\tcolor: #969696;\n}\n\n.tc-aim-questions-list-question {\n\n}\n\n.tc-aim-contact-phase ol {\n\tlist-style: none;\n\tpadding-left: 0;\n}\n\n.tc-aim-results-interventions {\n\tlist-style: none;\n\tpadding-left: 0;\n}\n\n.tc-aim-results-interventions .tc-aim-results-intervention {\n\tfont-size: 1.5em;\n\tline-height: 1.5;\n}\n\n.tc-aim-results-interventions .tc-aim-results-intervention .tc-aim-results-score {\n\tdisplay: inline-block;\n\ttext-align: center;\n\tfont-weight: bold;\n\tbackground-color: #34c734;\n\tcolor: <<colour background>>;\n\tpadding: 0.25em;\n\tborder-radius: 3em;\n\tmargin: 0.25em;\n\twidth: 2em;\n\theight: 2em;\n}\n\n.tc-aim-results-interventions .tc-aim-results-intervention .tc-aim-results-score .tc-aim-results-score-small {\n\tfont-size: 0.8em;\n\tpadding: 0;\n\tvertical-align: text-bottom;\n}\n\n.tc-aim-results-interventions .tc-aim-results-intervention button {\n\tfont-size: 0.5em;\n\tline-height: 1;\n\tdisplay: inline-block;\n\tpadding: 4px;\n\tmargin: 2px 4px 2px 4px;\n\tbackground: <<colour muted-foreground>>;\n\tcolor: <<colour background>>;\n\tfill: <<colour background>>;\n\tborder: none;\n\tborder-radius: 2px;\n\ttext-decoration: none;\n}\n\n.tc-aim-results-interventions > li {\n\tline-height: 1.5;\n}\n\n.tc-aim-results-intervention-questions {\n\tlist-style: none;\n\tpadding-left: 1em;\n}\n\n.tc-aim-results-intervention-questions > li {\n\tline-height: 1.5;\n}\n\n.tc-aim-download-results {\n\twidth: 100%;\n\toverflow-x: scroll;\n\twhite-space: nowrap;\n}\n\n.tc-aim-category-A {background-color: #bfbbe0;}\n\n.tc-aim-category-A.tc-aim-category-faded {background-color: #bfbbe020;}\n\n.tc-aim-category-B {background-color: #d4bac3;}\n\n.tc-aim-category-B.tc-aim-category-faded {background-color: #d4bac320;}\n\n.tc-aim-category-C {background-color: #ebc6b1;}\n\n.tc-aim-category-C.tc-aim-category-faded {background-color: #ebc6b120;}\n\n.tc-aim-category-D {background-color: #fad9ae;}\n\n.tc-aim-category-D.tc-aim-category-faded {background-color: #fad9ae20;}\n\n.tc-aim-category-E {background-color: #fee99a;}\n\n.tc-aim-category-E.tc-aim-category-faded {background-color: #fee99a20;}\n\n.tc-aim-category-F {background-color: #fff172;}\n\n.tc-aim-category-F.tc-aim-category-faded {background-color: #fff17220;}\n\n.tc-aim-category-G {background-color: #ffcd42;}\n\n.tc-aim-category-G.tc-aim-category-faded {background-color: #ffcd4220;}\n\n.tc-aim-category-H {background-color: #f79577;}\n\n.tc-aim-category-H.tc-aim-category-faded {background-color: #f7957720;}\n\n.tc-aim-ui-editor-list {\n}\n\n.tc-aim-ui-editor-list-item {\n\tbackground-color: #e8e8e8;\n\tmargin-bottom: 1em;\n}\n\n.tc-aim-ui-editor-list textarea {\n\twidth: 100%;\n}\n\n.tc-aim-ui-editor-list-heading {\n\tbackground: #333;\n\tcolor: #fff;\n}\n\n.tc-aim-ui-editor-list-body {\n\tpadding: 0 1em;\n}\n\n.tc-aim-ui-editor-list-body-item {\n}\n"},"$:/plugins/federatial/aim-questionnaire/CSVDownloadTemplate":{"title":"$:/plugins/federatial/aim-questionnaire/CSVDownloadTemplate","text":"\\whitespace trim\n<$vars sortby=\"[get[number]]\" linebreak=\"\n\">\n<$text text=<<separator>>/>\n<<now \"YYYY-MM-DD\">>\n<$text text=<<separator>>/>\n<$list filter=\"[tag{$:/config/federatial/aim-questionnaire/aim-question-tag}sortsub:number<sortby>]\" counter=\"counter\">\n<$text text={{{ [{$:/status/UserName}else[anon]addprefix[$:/temp/AIM/Answer/]addsuffix[/]addsuffix<currentTiddler>get[text]] ~[[missing]] =0 +[replace[0plus]] }}}/>\n<$list filter=\"[<counter-last>!match[yes]]\">\n<$text text=<<separator>>/>\n</$list>\n</$list>\n<$text text=<<separator>>/>\n<<aim-show-contact-phase>>\n<$text text=<<linebreak>>/>\n</$vars>"},"$:/config/federatial/aim-questionnaire/aim-category-tag":{"title":"$:/config/federatial/aim-questionnaire/aim-category-tag","text":"AIMCategory"},"$:/config/federatial/aim-questionnaire/aim-question-tag":{"title":"$:/config/federatial/aim-questionnaire/aim-question-tag","text":"AIMQuestion"},"$:/plugins/federatial/aim-questionnaire/config":{"title":"$:/plugins/federatial/aim-questionnaire/config","text":"Tag used to identify AIM Questions: <$edit-text tiddler=\"$:/config/federatial/aim-questionnaire/aim-question-tag\" tag=\"input\"/>\n\nTag used to identify AIM Categories: <$edit-text tiddler=\"$:/config/federatial/aim-questionnaire/aim-category-tag\" tag=\"input\"/>\n\n---\n\n<$list filter=\"[{$:/state/aim-questionnaire/edit-mode}!match[show]]\" variable=\"ignore\">\n<$button class=\"tc-btn-big-green\">\n<$action-setfield $tiddler=\"$:/state/aim-questionnaire/edit-mode\" $value=\"show\"/>\nSwitch on edit mode\n</$button>\n</$list>\n\n<$list filter=\"[{$:/state/aim-questionnaire/edit-mode}match[show]]\" variable=\"ignore\">\n<$button class=\"tc-btn-big-green\" style=\"background-color: red;\">\n<$action-setfield $tiddler=\"$:/state/aim-questionnaire/edit-mode\" $value=\"hide\"/>\nSwitch off edit mode\n</$button>\n</$list>\n\n---\n\nEdit user interface strings:\n\n<div class=\"tc-aim-ui-editor-list\">\n<$list filter=\"[[$:/plugins/federatial/aim-questionnaire/Language/en-GB]indexes[]sort[]]\" variable=\"index\">\n<div class=\"tc-aim-ui-editor-list-item\">\n<div class=\"tc-aim-ui-editor-list-heading\">\n''<$text text=<<index>>/>''<br>\n</div>\n<div class=\"tc-aim-ui-editor-list-body\">\n<div class=\"tc-aim-ui-editor-list-body-item\">\n//<$text text={{{ [[$:/plugins/federatial/aim-questionnaire/Language/en-GB]getindex<index>] }}}/>//\n</div>\n<div class=\"tc-aim-ui-editor-list-body-item\">\n<$edit-text tiddler={{{ [{$:/language}get[name]] ~[[en-GB]] +[addprefix[$:/plugins/federatial/aim-questionnaire/Language/]] }}} index=<<index>> autoHeight=\"yes\" minHeight=\"1em\"/>\n</div>\n</div>\n</div>\n</$list>\n</div>\n"},"$:/plugins/federatial/aim-questionnaire/debug":{"title":"$:/plugins/federatial/aim-questionnaire/debug","text":"\\define answers() =0plus =0 =1 =2 =3 =4 =0plus =0 =1 =2 =3 =4 =0plus =0 =1 =2 =3 =4 =0plus =0 =1 =2 =3 =4 =0plus =0 =1 =2 =3 =4 =0plus =0 =1 =2 =3 =4 =0plus =0 =1 =2 =3 =4 =0plus\n\n!! Suggested Interventions\n\n[[Click here|$:/plugins/federatial/aim-questionnaire/Results/Suggestions]] to view the suggested interventions.\n\n!! Answer All Questions\n\nFor testing purposes, this button answers all questions with a random answer.\n\n<$button>\n<$list filter=\"[tag{$:/config/federatial/aim-questionnaire/aim-question-tag}]\" counter=\"counter\">\n<$action-setfield $tiddler={{{ [{$:/status/UserName}addprefix[$:/temp/AIM/Answer/]addsuffix[/]addsuffix<currentTiddler>] }}} $value={{{ [subfilter<answers>nth<counter>] }}}/>\n</$list>\n<$list filter=\"1 3 7 12 32 42\">\n<$list filter=\"[tag{$:/config/federatial/aim-questionnaire/aim-question-tag}field:number<currentTiddler>]\">\n<$action-setfield $tiddler={{{ [{$:/status/UserName}addprefix[$:/temp/AIM/KeyAnswer/]addsuffix[/]addsuffix<currentTiddler>] }}} $value=\"yes\"/>\n</$list>\n</$list>\nAnswer all questions\n</$button>"},"$:/plugins/federatial/aim-questionnaire/readme":{"title":"$:/plugins/federatial/aim-questionnaire/readme","text":"! Introduction\n\n! Usage\n\nUse the following macro to display the questionnaire and results:\n\n```\n<<aim-questionnaire>>\n```\n\n! Translating the AIM Questionnaire\n\nTo translate the questionnaire into a different language:\n\n# Install the TiddlyWiki language plugin for the desired language, and note the language code (eg, Castellano Spanish is `es-ES`)\n# Clone the tiddler $:/plugins/federatial/aim-questionnaire/Language/en-GB\n# Replace the `en-GB` in the title with the language code (eg `es-ES`)\n# Edit the definitions in the tiddler to match the language\n#* Take care to keep the macro calls intact (eg `<<key-question-number>>`)\n# Choose the tag used to identify question tiddlers and enter it in the \"config\" tab of this plugin\n# Translate the English questions and answers into the target language\n#* Translate the titles of the tiddlers to the target language\n#* Add tags corresponding to the interventions suggested by each question\n# Use the \"language\" button in the sidebar \"Tools\" tab to switch to the target language to test the translation\n\n"}}}

\whitespace trim
\define print-button()
<$button tooltip="print" aria-label="print" class=<<tv-config-toolbar-class>>>
<$action-sendmessage $message="tm-open-window" template="$:/plugins/federatial/print/window" windowTitle={{$:/config/plugins/federatial/print/window-title}}/>
<$list filter="[<tv-config-toolbar-icons>prefix[yes]]">
{{$:/core/images/print-button}}
</$list>
<$list filter="[<tv-config-toolbar-text>prefix[yes]]">
<span class="tc-btn-text">
<$text text="print"/>
</span>
</$list>
</$button>
\end
<$list filter="[<currentTiddler>tagging[]role[heading]limit[1]]" variable="ignore" emptyMessage=<<print-button>>>
<$text text=""/>
</$list>

\rules only filteredtranscludeinline transcludeinline macrodef macrocallinline

.tc-export-controls {
	background: #dfddf9;
	margin: -1em -1em 0 -1em;
	padding: 1em;
	border-bottom: 2px solid black;
}

.tc-export-controls textarea {
	width: 100%;
}

.tc-export-header {
	margin-top: 1em;
	padding: 1em;
	border: 1px solid black;
}

@media print {

	.tc-unprintable {
		display: none;
	}

}

<$transclude tiddler="$:/plugins/federatial/print/template/inner" mode="block"/>

! <$view field="title"/>

{{!!text}}

\whitespace trim

<$set name="themeTitle" value={{$:/view}}>

<$set name="tempCurrentTiddler" value=<<currentTiddler>>>

<$set name="currentTiddler" value={{$:/language}}>

<$set name="languageTitle" value={{!!name}}>

<$set name="currentTiddler" value=<<tempCurrentTiddler>>>

<$importvariables filter="[[$:/core/ui/PageMacros]] [all[shadows+tiddlers]tag[$:/tags/Macro]!has[draft.of]]">

<div class="tc-unprintable tc-export-controls">

<$button message="tm-print" tooltip="Print this page">
Print
</$button>

</div>

<$transclude tiddler="$:/plugins/federatial/print/template" mode="block"/>

</$importvariables>

</$set>

</$set>

</$set>

</$set>

</$set>

!! This tiddler is present to disable the default login status pill that Xememex provides

{"tiddlers":{"$:/config/Comments/EnableFilter":{"title":"$:/config/Comments/EnableFilter","text":"[all[current]!is[system]]\n"},"$:/plugins/tiddlywiki/comments/above-story":{"title":"$:/plugins/tiddlywiki/comments/above-story","tags":"$:/tags/AboveStory","text":"<$reveal state=\"$:/config/Comments/EnableWikiComments\" type=\"match\" text=\"yes\" default=\"no\">\n\n<$tiddler tiddler=\"$:/SiteTitle\">\n\n<$transclude tiddler=\"$:/plugins/tiddlywiki/comments/comments-template\" mode=\"inline\"/>\n\n</$tiddler>\n\n</$reveal>\n"},"$:/plugins/tiddlywiki/comments/add-comment-button-actions":{"title":"$:/plugins/tiddlywiki/comments/add-comment-button-actions","text":"<$set name=\"username\" value={{$:/status/UserName}} emptyValue=\"(anonymous)\">\n<$set name=\"target\" filter=\"[<currentTiddler>]\">\n<$action-createtiddler $basetitle={{{ [[Comment by ']addsuffix<username>addsuffix[' on ']addsuffix<currentTiddler>addsuffix[']] }}} role=\"comment\" list=<<target>> text=\"\" edit-mode=\"yes\"/>\n</$set>\n</$set>\n"},"$:/plugins/tiddlywiki/comments/add-comment-button":{"title":"$:/plugins/tiddlywiki/comments/add-comment-button","text":"<$reveal state=\"$:/status/IsReadOnly\" type=\"match\" text=\"no\" default=\"no\" tag=\"div\" class=\"tc-comment-button\">\n<$button class=\"tc-btn-invisible\" actions={{$:/plugins/tiddlywiki/comments/add-comment-button-actions}}>\nadd comment {{$:/core/images/add-comment}}\n</$button>\n</$reveal>\n"},"$:/plugins/tiddlywiki/comments/comments-template":{"title":"$:/plugins/tiddlywiki/comments/comments-template","text":"<div class=\"tc-comments\">\n<ol class=\"tc-comment-list\">\n<$list filter=\"[all[tiddlers+shadows]role[comment]contains<currentTiddler>sort[created]!has[draft.of]]\">\n<li>\n<div class=\"tc-comment-entry\">\n<div class=\"tc-comment-entry-heading\">\n<$link>{{!!creator}} at <$view field=\"modified\" format=\"date\" template=\"0hh:0mm:0ss DDD DDth MMM YYYY\"/></$link>\n<$list filter=\"[all[shadows+tiddlers]tag[$:/tags/CommentToolbarButton]!has[draft.of]]\" variable=\"listItem\">\n<$transclude tiddler=<<listItem>> mode=\"inline\"/>\n</$list>\n</div>\n<div class=\"tc-comment-entry-body\">\n<$reveal type=\"match\" state=\"!!edit-mode\" text=\"yes\">\n<$edit-text tiddler=<<currentTiddler>> tag=\"textarea\" focus=\"true\"/>\n</$reveal>\n<$reveal type=\"nomatch\" state=\"!!edit-mode\" text=\"yes\">\n<$transclude tiddler=<<currentTiddler>> mode=\"block\"/>\n<$transclude tiddler=\"$:/plugins/tiddlywiki/comments/add-comment-button\" mode=\"inline\"/>\n</$reveal>\n</div>\n</div>\n<$transclude tiddler=\"$:/plugins/tiddlywiki/comments/comments-template\" mode=\"inline\"/>\n</li>\n</$list>\n</ol>\n</div>\n"},"$:/plugins/tiddlywiki/comments/config":{"title":"$:/plugins/tiddlywiki/comments/config","text":"\\define select(description,filter)\n<$button>\n<$action-setfield $tiddler=\"$:/config/Comments/EnableFilter\" $value=<<__filter__>>/>\n$description$\n</$button>\n\\end\n\n! Wiki Comments\n\n<$checkbox tiddler=\"$:/config/Comments/EnableWikiComments\" field=\"text\" checked=\"yes\" unchecked=\"no\" default=\"no\"> <$link to=\"$:/config/Comments/EnableWikiComments\">Allow wiki-level comments as well as tiddler comments</$link> </$checkbox>\n\n! Tiddler Comments\n\nThis filter expression determines which tiddlers will have commenting enabled:\n\n<$edit-text tiddler=\"$:/config/Comments/EnableFilter\" tag=\"input\"/>\n\nOr you can choose a preselected filter:\n\n* <<select \"All tiddlers except system tiddlers\" \"[all[current]!is[system]]\">>\n* <<select \"Only tiddlers tagged 'commentable'\" \"[all[current]tag[commentable]]\">>\n* <<select \"Disable all commenting\" \"\">>\n"},"$:/plugins/tiddlywiki/comments/filter-all-comments":{"title":"$:/plugins/tiddlywiki/comments/filter-all-comments","tags":"$:/tags/Filter","filter":"[role[comment]!sort[modified]]","description":"All comments","text":""},"$:/plugins/tiddlywiki/comments/footer-view-template-segment":{"title":"$:/plugins/tiddlywiki/comments/footer-view-template-segment","tags":"$:/tags/ViewTemplate","list-after":"$:/core/ui/ViewTemplate/body","text":"<$list filter={{$:/config/Comments/EnableFilter}} variable=\"ignore\">\n<div class=\"tc-comments-segment\">\n<$transclude tiddler=\"$:/plugins/tiddlywiki/comments/add-comment-button\" mode=\"inline\"/>\n<$transclude tiddler=\"$:/plugins/tiddlywiki/comments/comments-template\" mode=\"inline\"/>\n</div>\n</$list>"},"$:/plugins/tiddlywiki/comments/header-view-template-segment":{"title":"$:/plugins/tiddlywiki/comments/header-view-template-segment","tags":"$:/tags/ViewTemplate","list-before":"$:/core/ui/ViewTemplate/body","text":"\\define display-original-comment()\n<$link><$text text=<<currentTiddler>>/></$link>\n\\end\n\n\\define find-original-comment(exclude)\n<$list filter=\"[<currentTiddler>role[comment]]\" emptyMessage=<<display-original-comment>> variable=\"ignore\">\n<$list filter=\"[list<currentTiddler>sort[title]] -[enlist<__exclude__>]\">\n<$set name=\"newExclude\" filter=\"[enlist<__exclude__>] [<currentTiddler>]\">\n<$macrocall $name=\"find-original-comment\" exclude=<<newExclude>>/>\n</$set>\n</$list>\n</$list>\n\\end\n\n<$list filter=\"[all[current]role[comment]]\" variable=\"ignore\">\n<div class=\"tc-is-comment-header\">\n<p>\nThis tiddler is a comment on\n<$list filter=\"[list<currentTiddler>sort[title]]\">\n<span class=\"tc-small-gap-right\"><<find-original-comment>></span>\n</$list>\n</p>\n<$list filter=\"[list<currentTiddler>role[comment]sort[title]limit[1]]\" variable=\"ignore\">\n<p>\nParent comments:\n</p>\n<ul>\n<$list filter=\"[list<currentTiddler>role[comment]sort[title]]\">\n<li>\n<$link to=<<currentTiddler>>><$text text=<<currentTiddler>>/></$link>\n</li>\n</$list>\n</ul>\n</$list>\n</div>\n</$list>\n"},"$:/plugins/tiddlywiki/comments/readme":{"title":"$:/plugins/tiddlywiki/comments/readme","text":"This plugin provides a simple means for adding threaded comments to tiddlers.\n\n* Click the \"add comment\" button to make a new comment, and then click the \"save\" button to save it\n* You can comment on a tiddler itself, or add a comment to an existing comment\n* The sidebar tab ''Comments'' lists a timeline of all comments\n* Comments are attributed to the username stored in the system tiddler [[$:/status/UserName]]\n* By default, comments are available on all non-system tiddlers. The ''config'' tab lets you customise which tiddlers can accept comments by specifying a filter extension\n* The buttons for adding and editing comments are only available if the system tiddler [[$:/status/IsReadOnly]] is not set to `yes`\n* Use the \"All comments\" option in the $:/AdvancedSearch ''Filter'' tab to see or export all comments\n\n!! Data Model\n\nThe data model employed by the comments plugin is very simple:\n\n* Comment tiddlers are identified by the `role` field being set to `comment`\n* The `list` field of comment tiddlers lists the tiddlers to which this comment applies\n** It is thus possible for a comment to be applied to multiple tiddlers at once\n** The links between comments can be preserved when renaming them by using the relink checkbox in the edit template\n* The `edit-mode` field of comment tiddlers is set to `yes` to display it in edit mode, or `no` to display it in view mode\n* The `saved-text` field is updated when switching to edit mode so that it can be restored if the user cancels\n\n"},"$:/plugins/tiddlywiki/comments/sidebar-segment":{"title":"$:/plugins/tiddlywiki/comments/sidebar-segment","tags":"$:/tags/SideBarSegment","list-after":"$:/core/ui/SideBarSegments/site-subtitle","text":"<$reveal state=\"$:/config/Comments/EnableWikiComments\" type=\"match\" text=\"yes\" default=\"no\">\n<$tiddler tiddler=\"$:/SiteTitle\">\n<$transclude tiddler=\"$:/plugins/tiddlywiki/comments/add-comment-button\" mode=\"inline\"/>\n</$tiddler>\n</$reveal>\n"},"$:/plugins/tiddlywiki/comments/sidebar":{"title":"$:/plugins/tiddlywiki/comments/sidebar","tags":"$:/tags/SideBar","caption":"Comments","text":"<div class=\"tc-timeline\">\n<$list filter=\"[all[tiddlers+shadows]role[comment]has[modified]!sort[modified]eachday[modified]]\">\n<div class=\"tc-menu-list-item\">\n<$view field=\"modified\" format=\"date\" template=\"DDth MMM YYYY\"/>\n<$list filter=\"[all[tiddlers+shadows]role[comment]sameday:modified{!!modified}!sort[modified]]\">\n<div class=\"tc-menu-list-subitem\">\n<$link>Comment by '<$view field=\"modifier\">(anonymous)</$view>'</$link> on\n<$list filter=\"[list<currentTiddler>sort[title]]\">\n<$link to=<<currentTiddler>>><$text text=<<currentTiddler>>/></$link>\n</$list>\n</div>\n</$list>\n</div>\n</$list>\n</div>\n"},"$:/plugins/tiddlywiki/comments/styles":{"title":"$:/plugins/tiddlywiki/comments/styles","tags":"[[$:/tags/Stylesheet]]","text":"\\rules only filteredtranscludeinline transcludeinline macrodef macrocallinline\n\n.tc-is-comment-header {\n\tpadding: 0.25em;\n\tborder: 2px solid #c1e1ea;\n\tborder-radius: 4px;\n\tbackground: #f1fcff;\n}\n\n.tc-comments-segment {\n\tborder-top: 2px solid #d7eef4;\n}\n\n.tc-comment-button button {\n\twidth: 100%;\n\ttext-align: right;\n}\n\n.tc-sidebar-scrollable .tc-comment-button button {\n\twidth: auto;\n\ttext-align: right;\n}\n\n.tc-comment-button button svg {\n\tfill: #26cb56;\n\theight: 2em;\n\twidth: 2em;\n}\n\n.tc-comments {\n}\n\n.tc-comment-list {\n\tlist-style: none;\n     padding-left: 0;\n}\n\n.tc-comment-list .tc-comments {\n\tpadding-left: 1em;\n}\n\n.tc-comment-entry {\n\tposition: relative;\n\tborder: 2px solid #c1e1ea;\n\tborder-radius: 4px;\n\tmargin: 0.5em 0 0 0;\n\tbackground: #f1fcff;\n}\n\n.tc-comment-entry-heading {\n\tfont-size: 0.7em;\n\tfont-weight: bold;\n\ttext-transform: uppercase;\n\tbackground: #d7eef4;\n\tcolor: #5B6D80;\n\tpadding: 0 0.5em;\n}\n\n.tc-comment-entry-body {\n\tfont-size: 0.8em;\n\tpadding: 0 0.5em;\n}\n\n.tc-comment-entry-body textarea {\n\tfont-size: 1.1em;\n\twidth: 100%\n}\n"},"$:/tags/CommentToolbarButton":{"title":"$:/tags/CommentToolbarButton","list":"[[$:/plugins/tiddlywiki/comments/toolbar-button-cancel]] [[$:/plugins/tiddlywiki/comments/toolbar-button-delete]] [[$:/plugins/tiddlywiki/comments/toolbar-button-save]] [[$:/plugins/tiddlywiki/comments/toolbar-button-edit]]"},"$:/plugins/tiddlywiki/comments/toolbar-button-cancel":{"title":"$:/plugins/tiddlywiki/comments/toolbar-button-cancel","tags":"$:/tags/CommentToolbarButton","text":"<$reveal state=\"$:/status/IsReadOnly\" type=\"match\" text=\"no\" default=\"no\" tag=\"span\">\n<$reveal type=\"match\" state=\"!!edit-mode\" text=\"yes\">\n<$button>\n<$action-setfield $tiddler=<<currentTiddler>> $field=\"edit-mode\" $value=\"no\"/>\n<$action-setfield $tiddler=<<currentTiddler>> $field=\"text\" $value={{!!saved-text}}/>\ncancel\n</$button>\n</$reveal>\n</$reveal>\n"},"$:/plugins/tiddlywiki/comments/toolbar-button-delete":{"title":"$:/plugins/tiddlywiki/comments/toolbar-button-delete","tags":"$:/tags/CommentToolbarButton","text":"<$reveal state=\"$:/status/IsReadOnly\" type=\"match\" text=\"no\" default=\"no\" tag=\"span\">\n<$reveal type=\"match\" state=\"!!edit-mode\" text=\"yes\">\n<$button>\n<$action-deletetiddler $tiddler=<<currentTiddler>>/>\ndelete\n</$button>\n</$reveal>\n</$reveal>\n"},"$:/plugins/tiddlywiki/comments/toolbar-button-edit":{"title":"$:/plugins/tiddlywiki/comments/toolbar-button-edit","tags":"$:/tags/CommentToolbarButton","text":"<$reveal state=\"$:/status/IsReadOnly\" type=\"match\" text=\"no\" default=\"no\" tag=\"span\">\n<$reveal type=\"nomatch\" state=\"!!edit-mode\" text=\"yes\">\n<$button>\n<$action-setfield $tiddler=<<currentTiddler>> $field=\"edit-mode\" $value=\"yes\"/>\n<$action-setfield $tiddler=<<currentTiddler>> $field=\"saved-text\" $value={{!!text}}/>\nedit\n</$button>\n</$reveal>\n</$reveal>\n"},"$:/plugins/tiddlywiki/comments/toolbar-button-save":{"title":"$:/plugins/tiddlywiki/comments/toolbar-button-save","tags":"$:/tags/CommentToolbarButton","text":"<$reveal state=\"$:/status/IsReadOnly\" type=\"match\" text=\"no\" default=\"no\" tag=\"span\">\n<$reveal type=\"match\" state=\"!!edit-mode\" text=\"yes\">\n<$button>\n<$action-setfield $tiddler=<<currentTiddler>> $field=\"edit-mode\" $value=\"no\"/>\nsave\n</$button>\n</$reveal>\n</$reveal>\n"}}}

<div class="tc-timeline">
<$list filter="[all[tiddlers+shadows]role[comment]has[modified]!sort[modified]eachday[modified]]">
<div class="tc-menu-list-item">
<$view field="modified" format="date" template="DDth MMM YYYY"/>
<$list filter="[all[tiddlers+shadows]role[comment]sameday:modified{!!modified}!sort[modified]]">
<div class="tc-menu-list-subitem">
<$link>Comment by '<$view field="modifier">(anonymous)</$view>'</$link> on
<$list filter="[list<currentTiddler>sort[title]]">
<$link to=<<currentTiddler>>><$text text=<<currentTiddler>>/></$link>
</$list>
</div>
</$list>
</div>
</$list>
</div>

{
    "tiddlers": {
        "$:/plugins/tiddlywiki/consent-banner/banner": {
            "title": "$:/plugins/tiddlywiki/consent-banner/banner",
            "tags": "$:/tags/PageTemplate",
            "text": "\\whitespace trim\n\n<$reveal state=\"$:/state/consent-banner/accepted\" type=\"match\" text=\"\" tag=\"div\">\n\n<div class=\"tc-consent-backdrop\">\n\n</div>\n\n<div class=\"tc-consent-banner tc-consent-banner-left\">\n\n<$transclude tiddler=\"$:/config/plugins/tiddlywiki/consent-banner/greeting-message\" mode=\"block\"/>\n\n<div class=\"tc-consent-buttons\">\n\n<$list filter=\"[all[shadows+tiddlers]tag[$:/tags/ConsentBanner/Button]]\">\n\n<$transclude tiddler=<<currentTiddler>> mode=\"inline\"/>\n\n</$list>\n\n</div>\n\n</div>\n\n</$reveal>\n"
        },
        "$:/plugins/tiddlywiki/consent-banner/blocked-embed-message-wrapper": {
            "title": "$:/plugins/tiddlywiki/consent-banner/blocked-embed-message-wrapper",
            "text": "\\define styles()\nwidth:$(width)$;height:$(height)$;\n\\end\n\n<div class=\"tc-blocked-embedded-content\" style=<<styles>>>\n<div class=\"tc-blocked-embedded-content-inner\">\n<div class=\"tc-blocked-embedded-content-inner-inner\">\n<$transclude tiddler=\"$:/config/plugins/tiddlywiki/consent-banner/blocked-embed-message\" mode=\"inline\"/>\n</div>\n</div>\n</div>\n"
        },
        "$:/plugins/tiddlywiki/consent-banner/buttons/accept": {
            "title": "$:/plugins/tiddlywiki/consent-banner/buttons/accept",
            "tags": "$:/tags/ConsentBanner/Button",
            "text": "<$button message=\"tm-consent-accept\" class=\"tc-consent-button tc-consent-button-default tc-btn-invisible\" tooltip={{$:/config/plugins/tiddlywiki/consent-banner/buttons/accept/hint}}>\n{{$:/config/plugins/tiddlywiki/consent-banner/buttons/accept/caption}}\n</$button>\n"
        },
        "$:/plugins/tiddlywiki/consent-banner/buttons/decline": {
            "title": "$:/plugins/tiddlywiki/consent-banner/buttons/decline",
            "tags": "$:/tags/ConsentBanner/Button",
            "text": "<$button message=\"tm-consent-decline\" class=\"tc-consent-button tc-btn-invisible\" tooltip={{$:/config/plugins/tiddlywiki/consent-banner/buttons/decline/hint}}>\n{{$:/config/plugins/tiddlywiki/consent-banner/buttons/decline/caption}}\n</$button>\n"
        },
        "$:/config/DefaultColourMappings/consent-banner-backdrop-background": {
            "title": "$:/config/DefaultColourMappings/consent-banner-backdrop-background",
            "text": "rgba(0,0,0,0.2)"
        },
        "$:/config/DefaultColourMappings/consent-banner-background": {
            "title": "$:/config/DefaultColourMappings/consent-banner-background",
            "text": "#009677"
        },
        "$:/config/DefaultColourMappings/consent-banner-button-background": {
            "title": "$:/config/DefaultColourMappings/consent-banner-button-background",
            "text": "transparent"
        },
        "$:/config/DefaultColourMappings/consent-banner-button-border": {
            "title": "$:/config/DefaultColourMappings/consent-banner-button-border",
            "text": "#fff"
        },
        "$:/config/DefaultColourMappings/consent-banner-button-default-background": {
            "title": "$:/config/DefaultColourMappings/consent-banner-button-default-background",
            "text": "#fff"
        },
        "$:/config/DefaultColourMappings/consent-banner-button-default-foreground": {
            "title": "$:/config/DefaultColourMappings/consent-banner-button-default-foreground",
            "text": "#009677"
        },
        "$:/config/DefaultColourMappings/consent-banner-button-foreground": {
            "title": "$:/config/DefaultColourMappings/consent-banner-button-foreground",
            "text": "#fff"
        },
        "$:/config/DefaultColourMappings/consent-banner-button-hover-background": {
            "title": "$:/config/DefaultColourMappings/consent-banner-button-hover-background",
            "text": "#fff"
        },
        "$:/config/DefaultColourMappings/consent-banner-button-hover-border": {
            "title": "$:/config/DefaultColourMappings/consent-banner-button-hover-border",
            "text": "#fff"
        },
        "$:/config/DefaultColourMappings/consent-banner-button-hover-foreground": {
            "title": "$:/config/DefaultColourMappings/consent-banner-button-hover-foreground",
            "text": "#009577"
        },
        "$:/config/DefaultColourMappings/consent-banner-foreground": {
            "title": "$:/config/DefaultColourMappings/consent-banner-foreground",
            "text": "#fff"
        },
        "$:/config/DefaultColourMappings/consent-banner-hr-background": {
            "title": "$:/config/DefaultColourMappings/consent-banner-hr-background",
            "text": "rgba(255,255,255,.25)"
        },
        "$:/config/DefaultColourMappings/consent-banner-link-foreground": {
            "title": "$:/config/DefaultColourMappings/consent-banner-link-foreground",
            "text": "#fff"
        },
        "$:/config/plugins/tiddlywiki/consent-banner/block-embedded-content": {
            "title": "$:/config/plugins/tiddlywiki/consent-banner/block-embedded-content",
            "text": "yes"
        },
        "$:/config/plugins/tiddlywiki/consent-banner/blocked-embed-message": {
            "title": "$:/config/plugins/tiddlywiki/consent-banner/blocked-embed-message",
            "text": "Blocked embedded content from<br/><a href=<<url>> class=\"tc-tiddlylink-external\" target=\"_blank\" rel=\"noopener noreferrer\"><$text text=<<url>>/></a>\n\n<hr/>\n\n{{$:/plugins/tiddlywiki/consent-banner/buttons/accept}} cookies to unblock"
        },
        "$:/config/plugins/tiddlywiki/consent-banner/blocked-raw-message": {
            "title": "$:/config/plugins/tiddlywiki/consent-banner/blocked-raw-message",
            "text": "<div class=\"tc-blocked-embedded-content\" style=\"width:100%;\">\n\n<div class=\"tc-blocked-embedded-content-inner\">\n\n<div class=\"tc-blocked-embedded-content-inner-inner\">\n\nBlocked raw content\n\n<hr/>\n\n{{$:/plugins/tiddlywiki/consent-banner/buttons/accept}} cookies to unblock\n\n</div>\n\n</div>\n\n</div>\n"
        },
        "$:/config/plugins/tiddlywiki/consent-banner/buttons/accept/caption": {
            "title": "$:/config/plugins/tiddlywiki/consent-banner/buttons/accept/caption",
            "text": "Accept"
        },
        "$:/config/plugins/tiddlywiki/consent-banner/buttons/accept/hint": {
            "title": "$:/config/plugins/tiddlywiki/consent-banner/buttons/accept/hint",
            "text": "Accept cookies"
        },
        "$:/config/plugins/tiddlywiki/consent-banner/buttons/clear/caption": {
            "title": "$:/config/plugins/tiddlywiki/consent-banner/buttons/clear/caption",
            "text": "Clear"
        },
        "$:/config/plugins/tiddlywiki/consent-banner/buttons/clear/hint": {
            "title": "$:/config/plugins/tiddlywiki/consent-banner/buttons/clear/hint",
            "text": "Clear cookies"
        },
        "$:/config/plugins/tiddlywiki/consent-banner/buttons/decline/caption": {
            "title": "$:/config/plugins/tiddlywiki/consent-banner/buttons/decline/caption",
            "text": "Decline"
        },
        "$:/config/plugins/tiddlywiki/consent-banner/buttons/decline/hint": {
            "title": "$:/config/plugins/tiddlywiki/consent-banner/buttons/decline/hint",
            "text": "Decline cookies"
        },
        "$:/config/cookie-consent-required": {
            "title": "$:/config/cookie-consent-required",
            "text": "yes"
        },
        "$:/config/plugins/tiddlywiki/consent-banner/greeting-message": {
            "title": "$:/config/plugins/tiddlywiki/consent-banner/greeting-message",
            "text": "! Our use of cookies\n\nWe use necessary cookies to make our site work. We’d also like to set optional analytics to help us improve it. We won’t set optional cookies unless you enable them. Using this tool will set a cookie on your device to remember your preferences.\n\n---\n\n!! Necessary cookies\n\nNecessary cookies enable core functionality such as security, network management, and accessibility. You may disable these by changing your browser settings, but this may affect how the website functions.\n\n---\n\n!! Analytics cookies\n\nWe’d like to set non-essential cookies, such as Google Analytics, to help us to improve our website by collecting and reporting information on how you use it. The cookies collect information in a way that does not directly identify anyone.\n\n---\n"
        },
        "$:/plugins/tiddlywiki/consent-banner/tv-block-embedded-content": {
            "title": "$:/plugins/tiddlywiki/consent-banner/tv-block-embedded-content",
            "tags": "$:/tags/Macro",
            "text": "<$set name=\"tv-block-embedded-content\" value={{{ [{$:/config/cookie-consent-required}else[no]match[yes]then{$:/state/consent-banner/accepted}!match[yes]then[yes]] }}}/>\n"
        },
        "$:/plugins/tiddlywiki/consent-banner/config": {
            "title": "$:/plugins/tiddlywiki/consent-banner/config",
            "text": "! [[Greeting Message|$:/config/plugins/tiddlywiki/consent-banner/greeting-message]]\n\n<div style=\"\">\n\n<div style=\"display:inline-block;vertical-align:top;width:45%;\">\n\n<$edit-text tiddler=\"$:/config/plugins/tiddlywiki/consent-banner/greeting-message\" tag=\"textarea\" class=\"tc-edit-texteditor\"/>\n\n</div>\n\n<div style=\"display:inline-block;vertical-align:top;width:45%;margin:0.5em;border:1px solid black;padding:0.5em;\" class=\"tc-consent-banner\">\n\n<$transclude tiddler=\"$:/config/plugins/tiddlywiki/consent-banner/greeting-message\" mode=\"block\"/>\n\n</div>\n\n</div>\n\n! Buttons\n\n|[[Accept caption|$:/config/plugins/tiddlywiki/consent-banner/buttons/accept/caption]] |<$edit-text tiddler=\"$:/config/plugins/tiddlywiki/consent-banner/buttons/accept/caption\" tag=\"input\"/> |\n|[[Accept hint|$:/config/plugins/tiddlywiki/consent-banner/buttons/accept/hint]] |<$edit-text tiddler=\"$:/config/plugins/tiddlywiki/consent-banner/buttons/accept/hint\" tag=\"input\"/> |\n|[[Decline caption|$:/config/plugins/tiddlywiki/consent-banner/buttons/decline/caption]] |<$edit-text tiddler=\"$:/config/plugins/tiddlywiki/consent-banner/buttons/decline/caption\" tag=\"input\"/> |\n|[[Decline hint|$:/config/plugins/tiddlywiki/consent-banner/buttons/decline/hint]] |<$edit-text tiddler=\"$:/config/plugins/tiddlywiki/consent-banner/buttons/decline/hint\" tag=\"input\"/> |\n\n! [[Consent Accepted Status|$:/state/consent-banner/accepted]]\n\nCurrent status: {{$:/state/consent-banner/accepted}} (blank indicates that consent has not yet been granted or declined)\n\n<$button message=\"tm-consent-accept\" tooltip={{$:/config/plugins/tiddlywiki/consent-banner/buttons/accept/hint}}>\n{{$:/config/plugins/tiddlywiki/consent-banner/buttons/accept/caption}}\n</$button>\n\n<$button message=\"tm-consent-decline\" tooltip={{$:/config/plugins/tiddlywiki/consent-banner/buttons/decline/hint}}>\n{{$:/config/plugins/tiddlywiki/consent-banner/buttons/decline/caption}}\n</$button>\n\n<$button message=\"tm-consent-clear\" tooltip={{$:/config/plugins/tiddlywiki/consent-banner/buttons/clear/hint}}>\n{{$:/config/plugins/tiddlywiki/consent-banner/buttons/clear/caption}}\n</$button>\n\n! Embedded Content Blocking\n\n//Requires page reload//\n\n<$checkbox tiddler=\"$:/config/plugins/tiddlywiki/consent-banner/block-embedded-content\" field=\"text\" checked=\"yes\" unchecked=\"no\" default=\"no\"> Block all embedded content such as &lt;iframe>, &lt;embed> and &lt;object> unless consent has been granted</$checkbox>\n"
        },
        "$:/plugins/tiddlywiki/consent-banner/docs": {
            "title": "$:/plugins/tiddlywiki/consent-banner/docs",
            "text": "! Features\n\nIf the same wiki is opened in multiple tabs then once the warning has been accepted or declined in one tab then the other tabs will autonatically follow suit.\n\nConsent is automatically granted if the user logged in (ie the tiddler [[$:/status/IsLoggedIn]] is set to `yes`).\n\n! Consent Banner Palette Entries\n\nAdd these entries to your current colour palette to change the colours used by the consent banner:\n\n* ''consent-banner-backdrop-background'' - the colour of the backdrop behind the consent banner (defaults to {{$:/config/DefaultColourMappings/consent-banner-backdrop-background}})\n* ''consent-banner-background'' - the background colour of the consent banner (defaults to {{$:/config/DefaultColourMappings/consent-banner-background}})\n* ''consent-banner-button-background'' - the background colour of buttons within the consent banner (defaults to {{$:/config/DefaultColourMappings/consent-banner-button-background}})\n* ''consent-banner-button-border'' - the border colour of buttons within the consent banner (defaults to {{$:/config/DefaultColourMappings/consent-banner-button-border}})\n* ''consent-banner-button-default-background'' - the background colour for the default button within the consent banner (defaults to {{$:/config/DefaultColourMappings/consent-banner-button-default-background}})\n* ''consent-banner-button-default-foreground'' - the foreground colour for the default button within the consent banner (defaults to {{$:/config/DefaultColourMappings/consent-banner-button-default-foreground}})\n* ''consent-banner-button-foreground'' - the foreground colour of buttons within the consent banner (defaults to {{$:/config/DefaultColourMappings/consent-banner-button-foreground}})\n* ''consent-banner-button-hover-background'' - the background colour of hovered buttons within the consent banner (defaults to {{$:/config/DefaultColourMappings/consent-banner-button-hover-background}})\n* ''consent-banner-button-hover-border'' - the border colour of hovered buttons within the consent banner (defaults to {{$:/config/DefaultColourMappings/consent-banner-button-hover-border}})\n* ''consent-banner-button-hover-foreground'' - the foreground colour of hovered buttons within the consent banner (defaults to {{$:/config/DefaultColourMappings/consent-banner-button-hover-foreground}})\n* ''consent-banner-foreground'' - the foreground colour of the consent banner (defaults to {{$:/config/DefaultColourMappings/consent-banner-foreground}})\n* ''consent-banner-hr-background'' - the background colour of horizontal rules within the consent banner (defaults to {{$:/config/DefaultColourMappings/consent-banner-hr-background}})\n* ''consent-banner-link-foreground'' - the foreground colour of tiddler links within the consent banner (defaults to {{$:/config/DefaultColourMappings/consent-banner-link-foreground}})\n\n! Embedded Content Blocking\n\nUnless disabled via the config tab, content embedded via &lt;iframe>, &lt;embed> or &lt;object> is blocked until the user consents to accept cookies.\n\n!! Implementation Details\n\nEmbedded content is blocked if the variable `tv-block-embedded-content` is set to `yes`. It is set to the current consent status by a [[global macro|$:/plugins/tiddlywiki/consent-banner/tv-block-embedded-content]]:\n\n<$codeblock code={{$:/plugins/tiddlywiki/consent-banner/tv-block-embedded-content}}/>\n\n! ~YouTube macro\n\nA simple macro for embedding ~YouTube videos is provided to show how to adapt content according to whether consent has been granted. It works by checking the tiddler [[$:/state/consent-banner/accepted]] for the following values:\n\n* ''empty or missing'' - the user has yet to accept or decline to give their consent\n* `yes` - the user has granted consent\n* `no` - the user has declined consent\n\n! Customising banner buttons\n\nThe [[\"accept\"|$:/plugins/tiddlywiki/consent-banner/buttons/accept]] and [[\"decline\"|$:/plugins/tiddlywiki/consent-banner/buttons/decline]] buttons in the banner are individual tiddlers with the tag [[$:/tags/ConsentBanner/Button]], allowing them to be customised and extended.\n\nA common use case is to add a \"login\" button allowing users to login directly to bypass the banner. This could be implemented as a tiddler tagged [[$:/tags/ConsentBanner/Button]] with the following text:\n\n```\n<$button message=\"tm-login\" class=\"tc-consent-button tc-btn-invisible\">\nLogin\n</$button>\n```\n\n! Integration with other plugins\n\nThird party plugins that set cookies can configure themselves to defer setting cookies until the user grants consent. There are several parts to this mechanism:\n\n* The consent-banner plugin includes a shadow tiddler [[$:/config/cookie-consent-required]] with the text `yes`. The third-party plugin should inspect this tiddler at startup; if it is not set to \"yes\" then it can proceed to set tiddlers immediately\n* Otherwise, the third-party plugin should listen for changes to the tiddler [[$:/state/consent-banner/accepted]] and only start setting cookies when and if the value changes to \"yes\"\n\nThe [[Google Analytics plugin|https://github.com/Jermolene/TiddlyWiki5/tree/master/plugins/tiddlywiki/googleanalytics]] shows an example of how this mechanism can be implemented.\n"
        },
        "$:/core/modules/widgets/raw.js": {
            "title": "$:/core/modules/widgets/raw.js",
            "text": "/*\\\ntitle: $:/core/modules/widgets/raw.js\ntype: application/javascript\nmodule-type: widget\n\nAn override of the raw widget that blocks raw content until the user has consented to accept cookies\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nvar Widget = require(\"$:/core/modules/widgets/widget.js\").widget;\n\nvar RawWidget = function(parseTreeNode,options) {\n\tthis.initialise(parseTreeNode,options);\n};\n\n/*\nInherit from the base widget class\n*/\nRawWidget.prototype = new Widget();\n\n/*\nRender this widget into the DOM\n*/\nRawWidget.prototype.render = function(parent,nextSibling) {\n\tthis.parentDomNode = parent;\n\tthis.execute();\n\tthis.blocked = this.getVariable(\"tv-block-embedded-content\",\"no\") === \"yes\";\n\tif(this.blocked) {\n\t\tthis.makeChildWidgets([{\n\t\t\ttype: \"transclude\",\n\t\t\tattributes: {\n\t\t\t\ttiddler: {type: \"string\", value: \"$:/config/plugins/tiddlywiki/consent-banner/blocked-raw-message\"}\n\t\t\t}\n\t\t}]);\n\t\t// Render child widgets\n\t\tthis.renderChildren(parent,null);\n\t} else {\n\t\tvar div = this.document.createElement(\"div\");\n\t\tdiv.innerHTML=this.parseTreeNode.html;\n\t\tparent.insertBefore(div,nextSibling);\n\t\tthis.domNodes.push(div);\n\t}\n};\n\n/*\nCompute the internal state of the widget\n*/\nRawWidget.prototype.execute = function() {\n};\n\n/*\nSelectively refreshes the widget if needed. Returns true if the widget or any of its children needed re-rendering\n*/\nRawWidget.prototype.refresh = function(changedTiddlers) {\n\tif(this.blocked) {\n\t\treturn this.refreshChildren(changedTiddlers);\n\t} else {\n\t\treturn false;\t\t\n\t}\n};\n\nexports.raw = RawWidget;\n\n})();\n",
            "type": "application/javascript",
            "module-type": "widget"
        },
        "$:/plugins/tiddlywiki/consent-banner/readme": {
            "title": "$:/plugins/tiddlywiki/consent-banner/readme",
            "text": "The ''consent-banner'' plugin helps make websites that are compliant with \"cookie legislation\" such as the [[EU General Data Protection Regulation|https://gdpr.eu/cookies/]].\nIt presents a banner inviting the user to accept or reject cookies, keeping track of their consent in local storage so that the banner can be hidden on subsequent visits.\n\nBy default, content embedded with &lt;iframe>, &lt;embed> and &lt;object> is blocked unless the user consents to accept cookies.\n\nConsent status is  available via a configuration tiddler so that it is possible to construct content that behaves differently depending upon whether consent has been granted. As an example, a macro is provided for embedding ~YouTube videos that automatically uses the youtube-nocookie.com variant of video URLs unless the user has accepted cookies.\n\nPlease note that using this plugin does not guarantee compliance with any particular legislation. You will need to understand the technical issues specific to your situation, and if necessary seek legal advice.\n"
        },
        "$:/plugins/tiddlywiki/consent-banner/startup.js": {
            "title": "$:/plugins/tiddlywiki/consent-banner/startup.js",
            "text": "/*\\\ntitle: $:/plugins/tiddlywiki/consent-banner/startup.js\ntype: application/javascript\nmodule-type: startup\n\nStartup initialisation\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n// Export name and synchronous status\nexports.name = \"consent-banner\";\nexports.platforms = [\"browser\"];\nexports.after = [\"startup\"];\nexports.before = [\"render\"];\nexports.synchronous = true;\n\nvar CHECK_CONSENT_INTERVAL = 1000, // Milliseconds between checking local storage\n\tIS_LOGGED_IN_TITLE = \"$:/status/IsLoggedIn\",\n\tCONSENT_KEY = \"COOKIE_CONSENT\", // Local storage keyname\n\tCONSENT_TITLE = \"$:/state/consent-banner/accepted\", // \"\": undeclared, \"yes\": accepted, \"no\": declined\n\tCONFIG_BLOCK_EMBEDDED_CONTENT_TITLE = \"$:/config/plugins/tiddlywiki/consent-banner/block-embedded-content\",\n\tEMBEDDED_MESSAGE_WRAPPER_TITLE = \"$:/plugins/tiddlywiki/consent-banner/blocked-embed-message-wrapper\";\n\nexports.startup = function() { \n\tvar consentState = \"\",\n\t\tsetConsentStatus = function(state) {\n\t\t\tif(consentState !== state) {\n\t\t\t\tconsentState = state;\n\t\t\t\t// Write to local storage\n\t\t\t\twindow.localStorage.setItem(CONSENT_KEY,state);\n\t\t\t\t// Write to a state tiddler\n\t\t\t\t$tw.wiki.addTiddler(new $tw.Tiddler({\n\t\t\t\t\ttitle: CONSENT_TITLE,\n\t\t\t\t\ttext: state\n\t\t\t\t}));\n\t\t\t}\n\t\t},\n\t\tcalculateConsentStatus = function() {\n\t\t\t// Consent is implied for logged in users, otherwise we check local storage\n\t\t\treturn ($tw.wiki.getTiddlerText(IS_LOGGED_IN_TITLE) === \"yes\" && \"yes\") || window.localStorage.getItem(CONSENT_KEY) || \"\";\n\t\t},\n\t\tcheckConsentStatus = function() {\n\t\t\tsetConsentStatus(calculateConsentStatus());\n\t\t\tif(consentState === \"\") {\n\t\t\t\tpollConsentStatus();\n\t\t\t}\n\t\t},\n\t\tpollConsentStatus = function() {\n\t\t\tsetTimeout(checkConsentStatus,CHECK_CONSENT_INTERVAL);\n\t\t};\n\t// Set the current consent status\n\tcheckConsentStatus();\n\t// Listen for consent messages\n\t$tw.rootWidget.addEventListener(\"tm-consent-accept\",function(event) {\n\t\tsetConsentStatus(\"yes\");\n\t});\n\t$tw.rootWidget.addEventListener(\"tm-consent-decline\",function(event) {\n\t\tsetConsentStatus(\"no\");\n\t});\n\t$tw.rootWidget.addEventListener(\"tm-consent-clear\",function(event) {\n\t\tsetConsentStatus(\"\");\n\t});\n\t// Add our element rendering hook\n\tif($tw.wiki.getTiddlerText(CONFIG_BLOCK_EMBEDDED_CONTENT_TITLE,\"no\") === \"yes\") {\n\t\t$tw.hooks.addHook(\"th-rendering-element\",function(parseTreeNodes,widget) {\n\t\t\tif(parseTreeNodes) {\n\t\t\t\treturn parseTreeNodes;\n\t\t\t}\n\t\t\tif([\"iframe\",\"object\",\"embed\"].indexOf(widget.tag) !== -1 && widget.getVariable(\"tv-block-embedded-content\",\"no\") === \"yes\") {\n\t\t\t\tvar url = widget.getAttribute(\"src\"),\n\t\t\t\t\taddUnitsIfMissing = function(str) {\n\t\t\t\t\t\tstr = \"\" + str;\n\t\t\t\t\t\treturn str + ((\"\" + parseInt(str,10)) === str ? \"px\" : \"\");\n\t\t\t\t\t},\n\t\t\t\t\twidth = addUnitsIfMissing(widget.getAttribute(\"width\",\"\")),\n\t\t\t\t\theight = addUnitsIfMissing(widget.getAttribute(\"height\",\"\"));\n\t\t\t\treturn [\n\t\t\t\t\t{\n\t\t\t\t\t\ttype: \"vars\",\n\t\t\t\t\t\tattributes: {\n\t\t\t\t\t\t\turl: {type: \"string\", value: url},\n\t\t\t\t\t\t\twidth: {type: \"string\", value: width},\n\t\t\t\t\t\t\theight: {type: \"string\", value: height}\n\t\t\t\t\t\t},\n\t\t\t\t\t\tchildren: [\n\t\t\t\t\t\t\t{\n\t\t\t\t\t\t\t\ttype: \"transclude\",\n\t\t\t\t\t\t\t\tattributes: {\n\t\t\t\t\t\t\t\t\ttiddler: {type: \"string\", value: EMBEDDED_MESSAGE_WRAPPER_TITLE},\n\t\t\t\t\t\t\t\t\tmode: {type: \"string\", value: \"inline\"}\n\t\t\t\t\t\t\t\t}\n\t\t\t\t\t\t\t}\n\t\t\t\t\t\t]\n\t\t\t\t\t}\n\t\t\t\t];\n\t\t\t}\n\t\t\treturn null;\n\t\t});\n\t}\n};\n\n})();\n",
            "type": "application/javascript",
            "module-type": "startup"
        },
        "$:/plugins/tiddlywiki/consent-banner/styles": {
            "title": "$:/plugins/tiddlywiki/consent-banner/styles",
            "tags": "$:/tags/Stylesheet",
            "text": ".tc-consent-backdrop {\n\tz-index: 1999;\n\tposition: fixed;\n\tleft: 0;\n\tright: 0;\n\ttop: 0;\n\tbottom: 0;\n\tbackground: <<colour consent-banner-backdrop-background>>;\n}\n\n.tc-consent-banner-left {\n\tz-index: 2000;\n\tposition: fixed;\n\tleft: 0;\n\ttop: 0;\n\tbottom: 0;\n\tmax-width: 500px;\n\toverflow-y: auto;\n}\n\n.tc-consent-banner {\n\tpadding: 1em;\n\tbackground: <<colour consent-banner-background>>;\n\tcolor: <<colour consent-banner-foreground>>;\n\tbox-shadow: 0 0 20px rgba(0,0,0,.2);\n}\n\n.tc-consent-banner a.tc-tiddlylink-external {\n\ttext-decoration: underline;\n\tcolor: <<colour consent-banner-link-foreground>>;\n\tbackground-color: inherit;\n}\n\n.tc-consent-banner a.tc-tiddlylink-external:visited {\n\tcolor: <<colour consent-banner-link-foreground>>;\n\tbackground-color: inherit;\n}\n\n.tc-consent-banner hr {\n\tclear: both;\n\tpadding: 0;\n\twidth: 100%;\n\toverflow: hidden;\n\ttext-align: left;\n\tborder: 0 none;\n\tmargin: 24px 0;\n\theight: 1px;\n\tmax-height: 1px;\n\tbackground: <<colour consent-banner-hr-background>>;\n}\n\n.tc-consent-buttons {\n\t\n}\n\n.tc-consent-banner .tc-consent-button {\n\tmargin-right: 1em;\n}\n\n.tc-consent-button {\n\tborder: 1px solid <<colour consent-banner-button-border>>;\n\tmargin-top: 1em;\n\tpadding: 0.75em 1.5em;\n\tcolor: <<colour consent-banner-button-foreground>>;\n\tbackground: <<colour consent-banner-button-background>>;\n\tfont-weight: bold;\n}\n\n.tc-consent-button:hover {\n\tcolor: <<colour consent-banner-button-hover-foreground>>;\n\tborder-color: <<colour consent-banner-button-hover-border>>;\n\tbackground: <<colour consent-banner-button-hover-background>>;\n\topacity: .6;\n}\n\n.tc-consent-button-default {\n\tcolor: <<colour consent-banner-button-default-foreground>>;\n\tbackground: <<colour consent-banner-button-default-background>>;\n}\n\n.tc-blocked-embedded-content {\n\tdisplay: inline-block;\n\toverflow: hidden;\n\tcolor: <<colour background>>;\n\tbackground: <<colour muted-foreground>>;\n\tborder: 1px solid <<colour foreground>>;\n\t<<box-shadow \"inset 0 0 8px rgba(0, 0, 0, 0.15)\">>\n}\n\n.tc-blocked-embedded-content-inner {\n  display: flex;\n  justify-content: center;\n  align-items: center;\n  width: 100%;\n  height: 100%;\n}\n\n.tc-blocked-embedded-content-inner-inner {\n\tdisplay: inline-block;\n\ttext-align: center;\n}\n\n.tc-blocked-embedded-content-inner-inner hr {\n    background: <<colour foreground>>;\n    height: 1px;\n    width: 80%;\n    border: none;\n}\n"
        },
        "$:/plugins/tiddlywiki/consent-banner/youtube": {
            "title": "$:/plugins/tiddlywiki/consent-banner/youtube",
            "tags": "$:/tags/Macro",
            "text": "\\define embed-video-with-consent(code)\n<$set name=\"tv-block-embedded-content\" value=\"no\">\n<$reveal state=\"$:/state/consent-banner/accepted\" type=\"match\" text=\"yes\" tag=\"div\">\n<iframe width=\"560\" height=\"315\" src=\"https://www.youtube.com/embed/$code$\" frameborder=\"0\" allow=\"autoplay; encrypted-media\" allowfullscreen></iframe>\n</$reveal>\n<$reveal state=\"$:/state/consent-banner/accepted\" type=\"nomatch\" text=\"yes\" tag=\"div\">\n<iframe width=\"560\" height=\"315\" src=\"https://www.youtube-nocookie.com/embed/$code$\" frameborder=\"0\" allow=\"autoplay; encrypted-media\" allowfullscreen></iframe>\n</$reveal>\n</$set>\n\\end\n\n! Macro source\n\n<$codeblock code={{$:/plugins/tiddlywiki/consent-banner/youtube}}/>\n\n! Example\n\n<<embed-video-with-consent KtCUr83XgyE>>\n"
        }
    }
}

{
    "tiddlers": {
        "$:/plugins/tiddlywiki/googleanalytics/googleanalytics.js": {
            "title": "$:/plugins/tiddlywiki/googleanalytics/googleanalytics.js",
            "text": "/*\\\ntitle: $:/plugins/tiddlywiki/googleanalytics/googleanalytics.js\ntype: application/javascript\nmodule-type: startup\n\nRuns Google Analytics with the account number in the tiddler `$:/GoogleAnalyticsAccount` and the domain name in `$:/GoogleAnalyticsDomain`\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n// Export name and synchronous status\nexports.name = \"google-analytics\";\nexports.platforms = [\"browser\"];\nexports.synchronous = true;\n\nvar CONFIG_CONSENT_REQUIRED_TITLE = \"$:/config/cookie-consent-required\",\n\tCONSENT_TITLE = \"$:/state/consent-banner/accepted\"; // \"\": undeclared, \"yes\": accepted, \"no\": declined\n\nexports.startup = function() {\n\tvar hasInitialised = false,\n\t\tinitialiseGoogleAnalytics = function() {\n\t\t\tconsole.log(\"Initialising Google Analytics\");\n\t\t\thasInitialised = true;\n\t\t\tvar gaAccount = $tw.wiki.getTiddlerText(\"$:/GoogleAnalyticsAccount\",\"\").replace(/\\n/g,\"\"),\n\t\t\t\tgaDomain = $tw.wiki.getTiddlerText(\"$:/GoogleAnalyticsDomain\",\"auto\").replace(/\\n/g,\"\");\n\t\t\t// Using ga \"isogram\" function\n\t\t\t(function(i,s,o,g,r,a,m){i['GoogleAnalyticsObject']=r;i[r]=i[r]||function(){\n\t\t\t(i[r].q=i[r].q||[]).push(arguments)},i[r].l=1*new Date();a=s.createElement(o),\n\t\t\tm=s.getElementsByTagName(o)[0];a.async=1;a.src=g;m.parentNode.insertBefore(a,m)\n\t\t\t})(window,document,'script','https://www.google-analytics.com/analytics.js','ga');\n\t\t\tga('create',gaAccount,gaDomain);\n\t\t\tga('send','pageview');\n\t\t};\n\t// Initialise now if consent isn't required\n\tif($tw.wiki.getTiddlerText(CONFIG_CONSENT_REQUIRED_TITLE) !== \"yes\") {\n\t\tinitialiseGoogleAnalytics();\n\t} else {\n\t\t// Or has been granted already\n\t\tif($tw.wiki.getTiddlerText(CONSENT_TITLE) === \"yes\") {\n\t\t\tinitialiseGoogleAnalytics();\n\t\t} else {\n\t\t\t// Or when our config tiddler changes\n\t\t\t$tw.wiki.addEventListener(\"change\",function(changes) {\n\t\t\t\tif(changes[CONSENT_TITLE]) {\n\t\t\t\t\tif(!hasInitialised && $tw.wiki.getTiddlerText(CONSENT_TITLE) === \"yes\") {\n\t\t\t\t\t\tinitialiseGoogleAnalytics();\n\t\t\t\t\t}\n\t\t\t\t}\n\t\t\t});\n\t\t}\n\t}\n};\n\n\n\n})();\n",
            "type": "application/javascript",
            "module-type": "startup"
        },
        "$:/plugins/tiddlywiki/googleanalytics/readme": {
            "title": "$:/plugins/tiddlywiki/googleanalytics/readme",
            "text": "This plugin enables you to use Google Analytics to track access to your online TiddlyWiki document. Based upon the [[official Google code|https://developers.google.com/analytics/devguides/collection/analyticsjs]].\n\nBy default, the user is not asked for permission before initialising Google Analytics. This plugin also optionally integrates with the \"Consent Banner\" plugin (also found in the official plugin library) so that Google Analytics is not initialised until the user grants explicit permission.\n\n[[Source code|https://github.com/Jermolene/TiddlyWiki5/blob/master/plugins/tiddlywiki/googleanalytics]]\n"
        },
        "$:/plugins/tiddlywiki/googleanalytics/settings": {
            "title": "$:/plugins/tiddlywiki/googleanalytics/settings",
            "text": "You have only two value to set, only first is mandatory:\n\n# ''[[Google Analytics Account|$:/GoogleAnalyticsAccount]]'': (mandatory) a code of the form `UA-XXXXXX-XX` where X are digits<br/><$edit-text tiddler=\"$:/GoogleAnalyticsAccount\" default=\"\" tag=\"input\"/>\n\n# ''[[Google Analytics Domain|$:/GoogleAnalyticsDomain]]'': (optional) the website URL where the TiddlyWiki file is published. Defaults to `auto` if not set.<br/><$edit-text tiddler=\"$:/GoogleAnalyticsDomain\" default=\"\" tag=\"input\"/>\n"
        },
        "$:/plugins/tiddlywiki/googleanalytics/usage": {
            "title": "$:/plugins/tiddlywiki/googleanalytics/usage",
            "text": "!! Create a Google Analytics account\n\nIf you don't already have an account:\n\n# Go to the Google Analytics website: http://www.google.com/analytics/\n# Click the ''Access Google Analytics'' button and follow instructions to set up your account\n# Enter the URL where the wiki is hosted\n# Note the Tracking ID for this domain of the form `UA-XXXXXX-XX`\n\n!! Install the plugin on your local copy of the TiddlyWiki\n\n# ''Backup your TiddlyWiki''. Just in case\n# Install the plugin via the plugin manager in control panel\n# Save the TiddlyWiki andrefresh the page to load the plugin\n# Go to [[$:/ControlPanel]] > Plugins tab and unfold the Google Analytics Plugin\n# Go to the //settings// tab and edit the parameters\n# Save the TiddlyWiki\n\n!! Upload the new version of your TiddlyWiki\n\n# Upload the saved TiddlyWiki to TiddlySpot, GitHub, GitLab or other web host\n# Return to your Google Analytics page to check that your site is being tracked\n"
        }
    }
}

{"tiddlers":{"$:/config/DefaultColourMappings/menubar-foreground":{"title":"$:/config/DefaultColourMappings/menubar-foreground","text":"#fff"},"$:/config/DefaultColourMappings/menubar-background":{"title":"$:/config/DefaultColourMappings/menubar-background","text":"#5778d8"},"$:/config/plugins/menubar/MenuItems/Visibility/$:/plugins/tiddlywiki/menubar/items/pagecontrols":{"title":"$:/config/plugins/menubar/MenuItems/Visibility/$:/plugins/tiddlywiki/menubar/items/pagecontrols","text":"hide"},"$:/config/plugins/menubar/MenuItems/Visibility/$:/plugins/tiddlywiki/menubar/items/server":{"title":"$:/config/plugins/menubar/MenuItems/Visibility/$:/plugins/tiddlywiki/menubar/items/server","text":"hide"},"$:/config/plugins/menubar/MenuItems/Visibility/$:/plugins/tiddlywiki/menubar/items/sidebar":{"title":"$:/config/plugins/menubar/MenuItems/Visibility/$:/plugins/tiddlywiki/menubar/items/sidebar","text":"hide"},"$:/config/plugins/menubar/TableOfContents/Tag":{"title":"$:/config/plugins/menubar/TableOfContents/Tag","text":"TableOfContents"},"$:/config/plugins/menubar/breakpoint":{"title":"$:/config/plugins/menubar/breakpoint","text":"620px"},"$:/plugins/tiddlywiki/menubar/config":{"title":"$:/plugins/tiddlywiki/menubar/config","tags":"$:/tags/ControlPanel/Toolbars","caption":"Menu Bar","text":"\\define config-base() $:/config/plugins/menubar/MenuItems/Visibility/\n\n! Menu Bar Configuration\n\n!! Menu Items\n\nSelect which menu items will be shown. You can also drag items to reorder them.\n\n<$set name=\"tv-config-toolbar-icons\" value=\"yes\">\n\n<$set name=\"tv-config-toolbar-text\" value=\"yes\">\n\n<$macrocall $name=\"list-tagged-draggable\" tag=\"$:/tags/MenuBar\" itemTemplate=\"$:/core/ui/ControlPanel/Toolbars/ItemTemplate\"/>\n\n</$set>\n\n</$set>\n\n!! Breakpoint Position\n\nThe breakpoint position between narrow and wide screens. Should include CSS units (eg. `400px`).\n\n<$edit-text tiddler=\"$:/config/plugins/menubar/breakpoint\" default=\"\" tag=\"input\"/>\n\n!! Contents Tag\n\nThe tag for the ~TableOfContents used in the Contents dropdown\n\n<$edit-text tiddler=\"$:/config/plugins/menubar/TableOfContents/Tag\" default=\"\" tag=\"input\"/>\n\n!! Menu Bar Colours\n\nTo change the colour of the menu bar, define the colours `menubar-foreground` and `menubar-background` in the currently selected palette\n"},"$:/plugins/tiddlywiki/menubar/items/contents":{"title":"$:/plugins/tiddlywiki/menubar/items/contents","caption":"Contents","description":"Table of Contents","is-dropdown":"yes","tags":"$:/tags/MenuBar","text":"<div class=\"tc-table-of-contents\">\n\n<$macrocall $name=\"toc-selective-expandable\" tag={{$:/config/plugins/menubar/TableOfContents/Tag}}/>\n\n</div>\n"},"$:/plugins/tiddlywiki/menubar/items/hamburger":{"title":"$:/plugins/tiddlywiki/menubar/items/hamburger","tags":"$:/tags/MenuBar","caption":"Hamburger","description":"Show the full menu bar on a narrow screen","custom-menu-content":"{{$:/plugins/tiddlywiki/menubar/items/hamburger}}","show-when":"narrow","text":"<$list filter=\"[[$:/state/popup/menubar/hamburger]get[text]else[no]match[no]]\">\n<$button set=\"$:/state/popup/menubar/hamburger\" setTo=\"yes\">\n{{$:/core/images/menu-button}}\n</$button>\n</$list>\n<$list filter=\"[[$:/state/popup/menubar/hamburger]get[text]else[no]match[yes]]\">\n<$button set=\"$:/state/popup/menubar/hamburger\" setTo=\"no\">\n{{$:/core/images/close-button}}\n</$button>\n</$list>\n"},"$:/plugins/tiddlywiki/menubar/items/pagecontrols":{"title":"$:/plugins/tiddlywiki/menubar/items/pagecontrols","tags":"$:/tags/MenuBar","description":"Page controls from the sidebar","caption":"Page controls","custom-menu-content":"<$transclude tiddler=\"$:/plugins/tiddlywiki/menubar/items/pagecontrols\" mode=\"inline\"/>","text":"\\whitespace trim\n\\define config-title()\n$:/config/PageControlButtons/Visibility/$(listItem)$\n\\end\n<$list filter=\"[all[shadows+tiddlers]tag[$:/tags/PageControls]!has[draft.of]]\" variable=\"listItem\">\n<$set name=\"hidden\" value=<<config-title>>>\n<$list filter=\"[<hidden>!text[hide]]\" storyview=\"pop\" variable=\"ignore\">\n<$set name=\"tv-config-toolbar-class\" filter=\"[<tv-config-toolbar-class>] [<listItem>encodeuricomponent[]addprefix[tc-btn-]]\">\n<$transclude tiddler=<<listItem>> mode=\"inline\"/>\n</$set>\n</$list>\n</$set>\n</$list>\n"},"$:/plugins/tiddlywiki/menubar/items/search":{"title":"$:/plugins/tiddlywiki/menubar/items/search","custom-menu-content":"{{$:/plugins/tiddlywiki/menubar/items/search}}","description":"Search","caption":"Search","tags":"$:/tags/MenuBar","text":"\\define cancel-search-actions()\n<$set name=\"userInput\" value={{{ [<__storeTitle__>get[text]] }}}>\n<$list filter=\"[<__tiddler__>get[text]!match<userInput>]\" emptyMessage=\"\"\"<$action-deletetiddler $filter=\"[<__storeTitle__>] [<__tiddler__>] [<__selectionStateTitle__>]\"/>\"\"\">\n<$action-setfield $tiddler=<<__tiddler__>> text=<<userInput>>/><$action-setfield $tiddler=<<__refreshTitle__>> text=\"yes\"/>\n</$list>\n</$set>\n\\end\n\n\\define input-accept-actions() <$list filter=\"[{$:/config/Search/NavigateOnEnter/enable}match[yes]]\" emptyMessage=\"\"\"<$list filter=\"[<__tiddler__>get[text]!is[missing]] ~[<__tiddler__>get[text]is[shadow]]\"><$action-navigate $to={{{ [<__tiddler__>get[text]] }}}/></$list>\"\"\"><$action-navigate $to={{{ [<__tiddler__>get[text]] }}}/></$list>\n\n\\define input-accept-variant-actions() <$list filter=\"[{$:/config/Search/NavigateOnEnter/enable}match[yes]]\" emptyMessage=\"\"\"<$list filter=\"[<__tiddler__>get[text]!is[missing]] ~[<__tiddler__>get[text]is[shadow]]\"><$list filter=\"[<__tiddler__>get[text]minlength[1]]\"><$action-sendmessage $message=\"tm-edit-tiddler\" $param={{{  [<__tiddler__>get[text]] }}}/></$list></$list>\"\"\"><$list filter=\"[<__tiddler__>get[text]minlength[1]]\"><$action-sendmessage $message=\"tm-edit-tiddler\" $param={{{  [<__tiddler__>get[text]] }}}/></$list></$list>\n\n\\define set-next-input-tab(beforeafter:\"after\") <$macrocall $name=\"change-input-tab\" stateTitle=\"$:/state/tab/search-results/sidebar\" tag=\"$:/tags/SearchResults\" beforeafter=\"$beforeafter$\" defaultState={{$:/config/SearchResults/Default}} actions=\"\"\"<$action-setfield $tiddler=\"$:/state/search/currentTab\" text=<<nextTab>>/>\"\"\"/>\n\n\\whitespace trim\n<$vars searchTiddler=\"$:/temp/menubarsearch/input\" searchListState=<<qualify \"$:/state/search-list/selected-item\">>>\n<span style=\"margin: 0 0.5em;\">\n<$keyboard key=\"((input-tab-right))\" actions=<<set-next-input-tab>>>\n<$keyboard key=\"((input-tab-left))\" actions=<<set-next-input-tab \"before\">>>\n<form class=\"tc-form-inline\">\n<$macrocall $name=\"keyboard-driven-input\" tiddler=\"$:/temp/menubarsearch\" storeTitle=<<searchTiddler>> selectionStateTitle=<<searchListState>> \n\t\trefreshTitle=\"$:/temp/menubarsearch/refresh\" tag=\"input\" type=\"search\" focusPopup=\"$:/state/popup/menubar-search-dropdown\" \n\t\tclass=\"tc-popup-handle tc-menu-show-when-wide\" placeholder=\"Search...\" default=\"\" cancelPopups=\"yes\" \n\t\tinputAcceptActions=<<input-accept-actions>> inputAcceptVariantActions=<<input-accept-variant-actions>> inputCancelActions=<<cancel-search-actions>> \n\t\tfilterMinLength={{$:/config/Search/MinLength}} configTiddlerFilter=\"[[$:/state/search/currentTab]!is[missing]get[text]] ~[{$:/config/SearchResults/Default}]\" />\n</form>\n</$keyboard>\n</$keyboard>\n</span>\n<$reveal tag=\"div\" class=\"tc-block-dropdown-wrapper\" state=\"$:/state/popup/menubar-search-dropdown\" type=\"nomatch\" text=\"\" default=\"\">\n\n<div  class=\"tc-block-dropdown tc-search-drop-down\">\n\n<$list filter=\"[<searchTiddler>get[text]minlength[1]]\" emptyMessage=\"\"\"<div class=\"tc-search-results\">Type your search terms</div>\"\"\" variable=\"ignore\">\n\n<$list filter=\"[<searchTiddler>get[text]minlength{$:/config/Search/MinLength}limit[1]]\" emptyMessage=\"\"\"<div class=\"tc-search-results\">{{$:/language/Search/Search/TooShort}}</div>\"\"\" variable=\"listItem\">\n\n<$vars configTiddler={{{ [[$:/state/search/currentTab]!is[missing]get[text]] ~[{$:/config/SearchResults/Default}] }}} userInput={{{ [<searchTiddler>get[text]] }}}>\n\n{{$:/core/ui/SearchResults}}\n\n</$vars>\n\n</$list>\n\n</$list>\n\n</div>\n\n</$reveal>\n\n</$vars>\n"},"$:/plugins/tiddlywiki/menubar/items/server":{"title":"$:/plugins/tiddlywiki/menubar/items/server","tags":"$:/tags/MenuBar","description":"Server options","caption":"Server","custom-menu-content":"<$transclude tiddler=\"$:/plugins/tiddlywiki/menubar/items/server\" mode=\"inline\"/>","text":"<$list filter=\"[[$:/status/IsLoggedIn]get[text]else[no]match[yes]]\" variable=\"ignore\">\n<$transclude tiddler=\"$:/core/ui/Buttons/save-wiki\" mode=\"inline\"/>\n</$list>\n<$list filter=\"[[$:/status/IsLoggedIn]get[text]else[no]match[no]]\" variable=\"ignore\">\n<$button message=\"tm-login\">\nLogin\n</$button>\n</$list>\n"},"$:/plugins/tiddlywiki/menubar/items/sidebar":{"title":"$:/plugins/tiddlywiki/menubar/items/sidebar","caption":"Sidebar","description":"Sidebar","is-dropdown":"yes","tags":"$:/tags/MenuBar","text":"<$scrollable fallthrough=\"none\" class=\"tc-popup-keep tc-menubar-dropdown-sidebar\">\n\n<$transclude tiddler=\"$:/core/ui/SideBarSegments/tabs\" mode=\"inline\"/>\n\n</$scrollable>\n"},"$:/plugins/tiddlywiki/menubar/items/topleftbar":{"title":"$:/plugins/tiddlywiki/menubar/items/topleftbar","tags":"$:/tags/MenuBar","description":"Items from $:/tags/TopLeftBar","caption":"Legacy Top Left Bar","custom-menu-content":"<$transclude tiddler=\"$:/plugins/tiddlywiki/menubar/items/topleftbar\" mode=\"inline\"/>","text":"<$list filter=\"[all[shadows+tiddlers]tag[$:/tags/TopLeftBar]!has[draft.of]]\" variable=\"listItem\" storyview=\"pop\">\n\n<$transclude tiddler=<<listItem>> mode=\"inline\"/>\n\n</$list>"},"$:/plugins/tiddlywiki/menubar/items/toprightbar":{"title":"$:/plugins/tiddlywiki/menubar/items/toprightbar","tags":"$:/tags/MenuBar","description":"Items from $:/tags/TopRightBar","caption":"Legacy Top Right Bar","custom-menu-content":"<$transclude tiddler=\"$:/plugins/tiddlywiki/menubar/items/toprightbar\" mode=\"inline\"/>","custom-menu-styles-wide":"float: right;","text":"<$list filter=\"[all[shadows+tiddlers]tag[$:/tags/TopRightBar]!has[draft.of]reverse[]]\" variable=\"listItem\" storyview=\"pop\">\n\n<$transclude tiddler=<<listItem>> mode=\"inline\"/>\n\n</$list>"},"$:/plugins/tiddlywiki/menubar/menu":{"title":"$:/plugins/tiddlywiki/menubar/menu","tags":"$:/tags/PageTemplate","text":"\\define menubar-inner(size)\n<ul class=\"tc-menubar-list\">\n<$list filter=\"[all[shadows+tiddlers]tag[$:/tags/MenuBar]!has[draft.of]] -[all[tiddlers+shadows]tag[$:/tags/TopLeftBar]limit[1]then[]else[$:/plugins/tiddlywiki/menubar/items/topleftbar]] -[all[tiddlers+shadows]tag[$:/tags/TopRightBar]limit[1]then[]else[$:/plugins/tiddlywiki/menubar/items/toprightbar]]\">\n<$list filter=\"[<currentTiddler>addprefix[$:/config/plugins/menubar/MenuItems/Visibility/]get[text]] ~show +[match[show]]\" variable=\"ignore\">\n<$list filter=\"[[$size$]match[wide]] ~[<currentTiddler>get[show-when]match[$size$]] ~[{$:/state/popup/menubar/hamburger}match[yes]]\" variable=\"ignore\">\n<li style={{!!custom-menu-styles-$size$}} class={{{ [<currentTiddler>get[show-when]addprefix[tc-menubar-]] tc-menubar-item +[join[ ]] }}}>\n<$list filter=\"[<currentTiddler>!is-dropdown[yes]]\" variable=\"listItem\" emptyMessage=\"\"\"\n\t<!-- Dropdown -->\n\t<$set name=\"dropdown-state\" value=<<qualify \"$:/state/popup/topmenu/dropdown/\">>>\n\t<$set name=\"dropdown-state\" value={{{ [<dropdown-state>addsuffix<currentTiddler>] }}}>\n\t<$button popup=<<dropdown-state>> selectedClass=\"tc-selected\">\n\t<$set name=\"tv-wikilinks\" value=\"no\">\n\t<$transclude field=\"caption\" mode=\"inline\"/>\n\t<$text text=\" \"/>\n\t<span class=\"tc-menubar-dropdown-arrow\">\n\t<$transclude tiddler=\"$:/core/images/down-arrow\" mode=\"inline\"/>\n\t</span>\n\t</$set>\n\t</$button>\n\t</$set>\n\t</$set>\n\"\"\">\n<$list filter=\"[<currentTiddler>has[custom-menu-content]]\" variable=\"listItem\" emptyMessage=\"\"\"\n\t<!-- Link -->\n\t<$link to={{!!target}}>\n\t<$set name=\"tv-wikilinks\" value=\"no\">\n\t<$transclude field=\"caption\" mode=\"inline\"/>\n\t</$set>\n\t</$link>\n\"\"\">\n<!-- Custom content -->\n<$transclude field=\"custom-menu-content\" mode=\"inline\"/>\n</$list>\n</$list>\n</li>\n</$list>\n</$list>\n</$list>\n</ul>\n\\end\n\n<$list filter=\"[all[shadows+tiddlers]tag[$:/tags/MenuBar]!has[draft.of]] -[all[tiddlers+shadows]tag[$:/tags/TopLeftBar]limit[1]then[]else[$:/plugins/tiddlywiki/menubar/items/topleftbar]] -[all[tiddlers+shadows]tag[$:/tags/TopRightBar]limit[1]then[]else[$:/plugins/tiddlywiki/menubar/items/toprightbar]] +[limit[1]]\" variable=\"listItem\">\n<nav class=\"tc-menubar tc-adjust-top-of-scroll\">\n<div class=\"tc-menubar-narrow\">\n<<menubar-inner narrow>>\n</div>\n<div class=\"tc-menubar-wide\">\n<<menubar-inner wide>>\n</div>\n<div style=\"clear:both;\"/>\n<$list filter=\"[all[shadows+tiddlers]tag[$:/tags/MenuBar]!has[draft.of]is-dropdown[yes]]\">\n<$list filter=\"[<currentTiddler>addprefix[$:/config/plugins/menubar/MenuItems/Visibility/]get[text]] ~show +[match[show]]\" variable=\"ignore\">\n<$set name=\"dropdown-state\" value=<<qualify \"$:/state/popup/topmenu/dropdown/\">>>\n<$set name=\"dropdown-state\" value={{{ [<dropdown-state>addsuffix<currentTiddler>] }}}>\n<$reveal type=\"popup\" state=<<dropdown-state>> position={{{ [<currentTiddler>get[dropdown-position]else[below]] }}} class={{{ [<currentTiddler>get[class]] }}} tag=\"div\">\n<div class=\"tc-drop-down\">\n<$transclude/>\n</div>\n</$reveal>\n</$set>\n</$set>\n</$list>\n</$list>\n</nav>\n</$list>\n"},"$:/core/ui/PageTemplate/topleftbar":{"title":"$:/core/ui/PageTemplate/topleftbar","text":"<!-- The menubar plugin overrides this tiddler to remove the core top left menu. The menu items that it would include are instead included in the menubar -->"},"$:/core/ui/PageTemplate/toprightbar":{"title":"$:/core/ui/PageTemplate/toprightbar","text":"<!-- The menubar plugin overrides this tiddler to remove the core top right menu. The menu items that it would include are instead included in the menubar -->"},"$:/plugins/tiddlywiki/menubar/readme":{"title":"$:/plugins/tiddlywiki/menubar/readme","text":"!! Introduction\n\nThis plugin provides a menu bar with the following features:\n\n* Menu items take the form of simple text links, dropdowns, or entirely custom content\n* Menu items can be individually enabled via the control panel\n* Responds to reduced screen width by abbreviating the menu items to a \"hamburger\" dropdown\n\n!! Menu Item Tiddlers\n\nMenu items are tagged <<tag $:/tags/MenuBar>>. The following fields are used by this plugin:\n\n|!Field Name |!Purpose |\n|title |Each menu item must have a unique title (not shown to the user) |\n|description |Description for use in listings |\n|tags |Must contain `$:/tags/MenuBar` |\n|caption |The text that is displayed for the menu item. Avoid links, using `~` to suppress CamelCase links if required |\n|target |For simple link menu items specifies a tiddler title as the target of the link |\n|is-dropdown |Set to `yes` to indicate a dropdown menu item |\n|dropdown-position |Optional position for the dropdown (can be ''left'', ''above'', ''aboveleft'', ''aboveright'', ''right'', ''belowleft'', ''belowright'' or ''below'') |\n|text |For dropdown menu items, specifies the body of the dropdown |\n|custom-menu-content |Optional wikitext to be displayed in place of the caption |\n|custom-menu-styles-wide |Optional string of styles to be applied to menu item when the menubar is wide |\n|custom-menu-styles-narrow |Optional string of styles to be applied to menu item when the menubar is narrow |\n\nCustom menu items should make sure that the clickable link or button is an immediate child, and not wrapped in another element.\n\nNote that menu items can be pushed to the right of the menu bar setting the ''custom-menu-styles'' field to `float: right;`.\n"},"$:/plugins/tiddlywiki/menubar/styles":{"title":"$:/plugins/tiddlywiki/menubar/styles","tags":"[[$:/tags/Stylesheet]]","text":"\\define breakpoint-plus-one()\n<$text text={{{ [{$:/config/plugins/menubar/breakpoint}removesuffix[px]add[1]addsuffix[px]] ~[{$:/config/plugins/menubar/breakpoint}] }}} />\n\\end\n\n\\define sidebarbreakpoint-minus-one()\n<$text text={{{ [{$:/themes/tiddlywiki/vanilla/metrics/sidebarbreakpoint}removesuffix[px]subtract[1]addsuffix[px]] ~[{$:/themes/tiddlywiki/vanilla/metrics/sidebarbreakpoint}] }}} />\n\\end\n\n\\define set-sidebar-scrollable-top-if-hamburger()\n<$list filter=\"[all[tiddlers+shadows]tag[$:/tags/MenuBar]] -[all[tiddlers+shadows]prefix[$:/config/plugins/menubar/MenuItems/Visibility/]regexp:text[hide]removeprefix[$:/config/plugins/menubar/MenuItems/Visibility/]] -[all[tiddlers+shadows]tag[$:/tags/TopLeftBar]limit[1]then[]else[$:/plugins/tiddlywiki/menubar/items/topleftbar]] -[all[tiddlers+shadows]tag[$:/tags/TopRightBar]limit[1]then[$:/plugins/tiddlywiki/menubar/items/toprightbar]] -$:/plugins/tiddlywiki/menubar/items/hamburger +[limit[1]]\">\n\n\t.tc-sidebar-scrollable {\n\t\tmargin-top: 2em;\n\t}\n\n</$list>\n\\end\n\n\\define set-sidebar-scrollable-top()\n<$list filter=\"[all[tiddlers+shadows]tag[$:/tags/MenuBar]] -[all[tiddlers+shadows]prefix[$:/config/plugins/menubar/MenuItems/Visibility/]regexp:text[hide]removeprefix[$:/config/plugins/menubar/MenuItems/Visibility/]] -[all[tiddlers+shadows]tag[$:/tags/TopLeftBar]limit[1]then[]else[$:/plugins/tiddlywiki/menubar/items/topleftbar]] -[all[tiddlers+shadows]tag[$:/tags/TopRightBar]limit[1]then[$:/plugins/tiddlywiki/menubar/items/toprightbar]] +[limit[1]]\">\n\n\t.tc-sidebar-scrollable {\n\t\tmargin-top: 2em;\n\t}\n\n</$list>\n<$reveal state=\"$:/state/popup/menubar/hamburger\" type=\"match\" text=\"yes\">\n\n\t<$set name=\"itemCount\" value={{{ [all[tiddlers+shadows]tag[$:/tags/MenuBar]] -[all[tiddlers+shadows]prefix[$:/config/plugins/menubar/MenuItems/Visibility/]regexp:text[hide]removeprefix[$:/config/plugins/menubar/MenuItems/Visibility/]] -[all[tiddlers+shadows]tag[$:/tags/TopLeftBar]limit[1]then[]else[$:/plugins/tiddlywiki/menubar/items/topleftbar]] -[all[tiddlers+shadows]tag[$:/tags/TopRightBar]limit[1]then[]else[$:/plugins/tiddlywiki/menubar/items/toprightbar]] +[count[]] }}}>\n\n\t\t.tc-sidebar-scrollable {\n\t\t\tmargin-top: calc(<<itemCount>> * 2em);\n\t\t}\n\n\t</$set>\n\n</$reveal>\n\\end\n\n\\rules only filteredtranscludeinline transcludeinline macrodef macrocallinline\n\nnav.tc-menubar {\n\tposition: fixed;\n\tz-index: 850;\n\tdisplay: inline-block;\n\ttop: 0;\n\tright: 0;\n\tleft: 0;\n}\n\nnav.tc-menubar ul.tc-menubar-list {\n\tposition: relative;\n\tlist-style-type: none;\n\tmargin: 0;\n\tpadding: 0 0 0 42px;\n\tbackground: <<colour background>>;\n\tbackground: <<colour menubar-background>>;\n\t<<box-shadow \"1px 1px 5px rgba(0, 0, 0, 0.3)\">>\n}\n\n@media (max-width: <<sidebarbreakpoint-minus-one>>) {\n\n\thtml nav.tc-menubar ul.tc-menubar-list {\n\t\tpadding: 0 0 0 8px;\n\t}\n\n}\n\nnav.tc-menubar li.tc-menubar-item {\n\tdisplay: inline-block;\n\tmargin: 0;\n\tpadding: 0;\n}\n\nnav.tc-menubar .tc-menubar-narrow li.tc-menubar-item {\n\tdisplay: block;\n}\n\nnav.tc-menubar li.tc-menubar-item > a,\nnav.tc-menubar li.tc-menubar-item > button {\n\tdisplay: inline-block;\n/*\ttext-transform: uppercase; 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Create a drop-down list of all recent : <<tag [[(a) Work in Progress - Major change]]>>

* ''We do not track extremely minor content changes'', such as fixing broken links, correcting typos, or improving the layout - members of the [[AMBIT Editorial Group]] work independently on these "housekeeping" tasks.
* ''Major changes'' require more "sign-off" than ''Minor changes''

!!(a) Work in Progress - Major change
This is used to [[tag|Tags]] changes flowing from group discussions in the [[AMBIT Editorial Group]] and in order to be posted in the AMBIT manual they require a minimum of three members to agree, but to be properly accepted they require sign off from at the very least the significantly more for the highest level changes proposed.

The highest level of major changes mark a response to new evidence drawn from wider theoretical/experimental advances.  They generally mark a //significant change in direction// (the removal of one of the [[Specific interventions]], or addition of a new one, for instance; or a change to the [[Core Features of AMBIT]] represented in the [[AMBIT Wheel]].)

!!(b) Work in Progress - Minor change
This [[tags|Tags]] changes that are generally new pages that introduce some small element of new theory of practice, or which are formed to better elaborate an existing area, but which do not represent any kind of fundamental shift in direction or practice - but are rather "clarifications" or "embellishments" on existing content.

For example:

* The response to a local outcomes evaluation by a local AMBIT-influenced team that demonstrates wide applicability for other teams, but comes without the assurance of a randomized controlled trial.  
* These changes are more likely to be smaller //components of practice//, or examples of stylistic approaches to a problem.
* The practice recommendation or "example" will be judged as marking a subtle shift in the direction of the "steer" that has previously been offered by the manual, although not one that - if all other things remaining unchanged - would be likely to have a significant impact on outcomes.
** For instance, the addition of video illustrating a technique for introducing the use of playing cards developed as a young persons' version of the [[AIM Cards]] - this (new) approach to the use of the cards (themselves an innovation from the AFC, building on the Clinician-rated [[AIM]]) was developed locally and evaluated locally in the AMASS team in Islington.  It was agreed in the Editorial Group that this approach, while without formal validation evidence, was worth sharing as by doing so there may be scope for a formal validation exercise.) 

Drop down list of all recent : <<tag [[(b) Work in Progress - Minor change]]>>

* ''We do not track extremely minor content changes'', such as fixing broken links, correcting typos, or improving the layout - members of the [[AMBIT Editorial Group]] work independently on these "housekeeping" tasks.
* ''Major changes'' require more "sign-off" than ''Minor changes''

!!(a) Work in Progress - Major change
This is used to [[tag|Tags]] changes flowing from group discussions in the [[AMBIT Editorial Group]] and in order to be posted in the AMBIT manual they require a minimum of three members to agree, but to be properly accepted they require sign off from at the very least the significantly more for the highest level changes proposed.

The highest level of major changes mark a response to new evidence drawn from wider theoretical/experimental advances.  They generally mark a //significant change in direction// (the removal of one of the [[Specific interventions]], or addition of a new one, for instance; or a change to the [[Core Features of AMBIT]] represented in the [[AMBIT Wheel]].)

!!(b) Work in Progress - Minor change
This [[tags|Tags]] changes that are generally new pages that introduce some small element of new theory of practice, or which are formed to better elaborate an existing area, but which do not represent any kind of fundamental shift in direction or practice - but are rather "clarifications" or "embellishments" on existing content.

For example:
* The response to a local outcomes evaluation by a local AMBIT-influenced team that demonstrates wide applicability for other teams, but comes without the assurance of a randomized controlled trial.  
* These changes are more likely to be smaller //components of practice//, or examples of stylistic approaches to a problem.
* The practice recommendation or "example" will be judged as marking a subtle shift in the direction of the "steer" that has previously been offered by the manual, although not one that - if all other things remaining unchanged - would be likely to have a significant impact on outcomes.
** For instance, the addition of video illustrating a technique for introducing the use of playing cards developed as a young persons' version of the [[AIM Cards]] - this (new) approach to the use of the cards (themselves an innovation from the AFC, building on the Clinician-rated [[AIM]] was developed locally and evaluated locally in the AMASS team in Islington.  It was agreed in the Editorial Group that this approach, while without formal validation evidence, was worth sharing as by doing so there may be scope for a formal validation exercise.) 

[img[AMBIT wheel 2014_SMALL]]<<imageMap MapWheel_2014>>

!What are you looking for?
*''[[I want a brief introduction to AMBIT|AMBIT: an overview]]''
*''[[I want to learn about (or review) the AMBIT Training|AMBIT training]]''
*''[[I want to learn about using this website|Using the Manual]]''
*''[[I am just starting work with a client|INITIAL PHASE]]''
*''[[I am already working with a client; where next?|INTERVENTION PHASE]]''
*''[[I want to look up a specific piece of information, or surf and browse|Find your way around]]''
*''[[I just want to fill an AIM questionnaire|AIM Form]]''
*''[[I am authorized to edit to our local team's manual]]''
*[[I want to find out about AMBIT training|AMBIT training]]
*''[[None of the above!]]''

!Development work progressing!
Welcome to the first iteration of the newest theme (v.2.0) for the AMBIT manuals!

We are still in the middle of a major upgrade for these wiki-based manuals at the Anna Freud National Centre for Children and Families, and over the coming months (From March 2018) you should start to see significant improvements at the user interface (faster to load, improved design and navigation, easier to edit, better display on mobile phones, etc.) as well as new or improved content based as ever on experiences from teams working in the field as well as developments in evidence and our experiences of creating a more "linear" story of AMBIT in the recently published [[book|Bevington, Fuggle, Cracknell and Fonagy (2017) Adaptive Mentalization Based Integrative Treatment: a guide for teams to develop systems of care. (Book, pub. OUP)]] of AMBIT.

''As ever, we crave [[Feedback please!]]''

!!Editing of local versions of the AMBIT manual
After a hiatus, this is now possible again.  If you already had membership of a local version of the AMBIT manual (if your team did an AMBIT training) and haven't yet done so, do contact ''ambit@annafreud.org'' and we can help you get a new username and password for our new site on the Anna Freud servers (https://manuals.annafreud.org).  See [[Edit]] for instructions on how to edit local content, or (temporarily!) send your edits in to ambit@annafreud.org with details of who you are, which manual you want this to go into, and what the page heading is, etc.

!Who is this manual for?
This manual is primarily for WORKERS, but it is OpenSource so that if clients or other interested parties are interested they are welcome to look, too - and some local teams encourage their clients to help them author new material, or improve existing pages.  See [[Who is this manual for?]] and [[Current versions of the AMBIT manual]]; that page is just one of the [[Comparing and Sharing functions]] that support AMBIT as a growing [[Community of Practice]]

!What's AMBIT?
[[AMBIT: an overview]] is a good place to start.

AMBIT is not really a standalone approach to "therapy", but is both something //more general// - an OpenSource approach to improving existing professional forms of help - and also something //more collaborative// - an endeavour by a [[Community of Practice]] that continues to [[learn|LEARNING at work]] and develop //more effective, acceptable and sustainable// ways of working.  However, AMBIT is based around the core theory and practices of [[Mentalization]] -
 a strongly evidence-based approach to organising therapy in a variety of ways, with a variety of difficulties, and is focused on applying these understandings systematically in four different directions:
* [[face to face work|Working with your CLIENT]]
* between [[team-members|Working with your TEAM]]
* across [[networks|Working with your NETWORKS]]
* in fostering a team culture of [[learning|LEARNING at work]]

!!!What kinds of problems invite AMBIT as a response?
<html><iframe width="560" height="315" src="https://www.youtube.com/embed/g2bk7sSKD-c" frameborder="0" allowfullscreen></iframe></html>

The basics of the [[AMBIT Wheel]], which represents the [[Core Features of AMBIT]], are explained here:

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!!!Important Legal stuff

There are important issues relating to [[Security and authorization]] to use this manual, and by going on into the manual you are agreeing to abide by the rules laid out.

!!!Sponsors
The AMBIT programme is grateful to numerous early [[Sponsors]], including Comic Relief, without whom this freely available resource would not be possible.  We still need help to support this OPEN RESOURCE!  If you would be happy to donate, visit https://www.annafreud.org or contact the AMBIT programme directly at ''ambit@annafreud.org''

!Keeping assessment integrated:
''NB Section A below is the least necessary information gathering activity that a [[Key Worker]] will need to undertake in situations where an Education/Vocational Centre provision does //not// exist.'' 

The intention is always to integrate as much of the young person’s education/vocational realities into the overall treatment package to avoid the splitting that commonly exists between education and mental health services.

There is an [[Educational-Vocational Engagement Phase Flowchart]].
!SECTION A
''Preliminary information gathering and arrangements for attendance:''
!!!If young person is School Age (<16yrs):
(a) ''If attending school'':
Gather information from the YP and/or their family about their current education situation:
##Which school? Address? Phone number? Email address?
##What year?
##Name of tutor/head of year/SENCO?
##Position in relation to public examinations?
##Status of any course work/ deadlines missed or pending?
(b) ''If not attending school'':
##Who in the education service is, or should be, responsible for their education provision? 
##Education Welfare Officer? 
##Educational Psychologist involved? 
##Learning mentor?
##Extend information by contacting relevant education professionals in the young person's school or college. Potentially the tutor, head of year, or SENCO (Special Educational Needs Cooordinator), in the first instance.
##Education history from records and teacher knowledge.
##Any Statement of Special Educational Needs? 
###Current? 
###In the past? 
###Being applied for? 
##Academic performance? 
###Any pattern of deterioration?
##Knowledge about family circumstances? Any significant events/crises?
##Siblings/relatives in school?
##Peer group relationships? Friendship group? Isolation? History and any recent changes? Bullying? Drugs? 
##Relationships with teaching staff?
##Relationships with ancillary staff? 
##Public examination status? 
##Course work situation, deadlines missed or pending?
##Other professionals or agencies known to be involved?
(d) ''School-age but not currently attending school:''
Information can be gathered from main school teachers, particularly the SENCO, as well as from Education Welfare Officers, Educational Psychologists, Learning Mentors or Connexions Personal Advisors (responsible for working with 13 to 19 year olds).
##How long out of school? 
##Any legal action current or being contemplated?
## attempts to reengage YP in school? Who involved? What happened? Family participation/support?
##Current alternative education provision or attempt at provision?
##Other professionals or agencies known to be involved? Social Services, G.P.?
##Is there information about any previous exclusions and reports written for school governors?
!!!If above School Age:
##What educational level achieved? 
###Exam results
###Basic literacy/numeracy skills
##Current employment status?
##Vocational Schemes, training, higher educational training?
##Aspirations regarding career and further educational opportunities?
!Engagement
Negotiation will need to take place between the [[Key Worker]] and the young person, to get to (or be brought to) the Education/Vocational Centre.  
##See [[Motivational Work]]
##See [[Engagement techniques]] for further detail.
##If the initial information gathering/liaison exercise turns up a significant professional or family member for the young person, they may be persuaded to accompany the young person on the first one or two occasions to the Education/Vocational Centre.
!SECTION B
''Key tasks and activities during first two weeks of actual attendance.'' - see an [[Example timetable during engagement phase]]
(a) ''Educational Assessment''
Educational tasks and activities to be given to the young person during teaching sessions to complement information already obtained from teachers and other education professionals. Because of individual or small group context the information gained will be both current and potentially more detailed than may have been available before.
National Curriculum levels in Literacy and Numeracy could be obtained, as well as getting a basic Reading Age.
A whole range of educational or psychometric tests could be used as deemed necessary for more detailed assessment profile.
(b) ''Social Assessment''
This is carried out by observing the YP in a range of contexts and activities in the education centre.
**Relationship with peers - observed in formal, semi-structured and informal contexts.
**Formal - observation of relationships in small group tightly structured teaching situations
**Semi-structured - observation in less formal activities drama, art, cooking etc.
**Informal - observation in breaks and free time around the education centre.
**Relationships with authority figures - observations made in similar contexts to above and in addition, during one-to-one conversations.
**Relationship to learning - observations made in teaching situations.
It is important to note that much information that will contribute to both the educational and social assessment will be derived from the "routine" teaching context. Everything that the young person does during this assessment phase shouldn't look only like assessment.
(c) ''Family Assessment'' 
As appropriate, relevant family members will be encouraged to participate in elements of the education programme. This will provide opportunities to observe relationships between the young person and their family in a range of contexts not normally available either on home visits or in mainly structured family interviews. The contexts will be based on both individual family as well as multi family activities. The information obtained will be additional to that gained in regular family interviews.
(d) ''Individual Assessment''
The young person will be withdrawn from the education programme group for individual interviews as necessary.

!Intervention
As the educational assessment becomes completed there is an increased capacity to tailor the academic/vocational element of the programme more specifically to meet the needs of the young person. 

There is an [[Education-Vocation Intervention phase - Example timetable and Flowchart]].

This may involve more public exam work or support for course work. Alternatively, it may become clear that more sophisticated teaching delivery is required in relation to a YP's specific learning difficulty. This may entail intensive literacy or numeracy input.

Equally, as the social assessment information becomes available, the individual and family targets and objectives will become clearer and the programme can be adjusted accordingly.

The basic structure of the sample timetable above will remain the same but with an increasing emphasis on making the necessary connections with the young person's future placement after leaving the Education/Vocational Centre. This may involve meetings with the school, further education college or work experience placement professionals. The Connexions Personal Advisers will be particularly useful in helping to facilitate this transition as they have the responsibility for working with young people to help them negotiate any of these moves.

The young person should reduce attendance at the Education/Vocational Centre to 3 sessions per week at some stage during the second phase. This is to support their reintegration back to school or their transition into college or work experience placement whilst they are still part of the Education/Vocational Centre programme and available to get the most support from it.

!Background to Referring Crisis
Sixteen year old Darren was referred to the team by his family and friends, who had become extremely anxious and frightened by his abnormal behaviour during the past six hours. 

He was a member of the local youth theatre and was performing in a production they were putting on at a local theatre. He had turned up for the show late and clearly under the influence of cannabis and alcohol. He was in an agitated state but insisted that he was all right to go on. Very quickly it became clear that he was not fit to continue as he was standing on the stage staring blankly around him disrupting the whole performance. He resisted attempts to persuade him to leave and had to be physically carried off. He did not calm down and had to be restrained when he started to bang his head repeatedly against the dressing room wall. He said he could hear voices telling him to kill himself. His family was called but neither his mother nor father was willing to come. However, his younger brother turned up to take him home. It took the two youth theatre leaders, one of Darren's friends and his brother to chaperone him back to his house. When his condition continued to deteriorate into the night the KW was called.
 
Because Darren was so agitated and a danger to himself and threatening violence particularly to his brother, in consultation with the psychiatrist the Keyworker decided to medicate him.
!Education Liaison - 
During the next three days whilst the KW was doing intense work with Darren and his family in the home, the Education/Vocational Centre teacher/therapist contacted the SENCO of his school. She found out that Darren had a long history of disaffection and truancy since his transfer from primary school. However when he was at school he had been very good at drama and music and was said to be a talented drummer. He had poor relationships with most of the school staff but was well liked by one drama teacher who had encouraged him to join the youth theatre. He was in the middle of his GCSE final year but was way behind in virtually all of his course work and was in danger of not being entered for any of his exams. He was said to have no real friends at school and was described as a loner and a bit of an "oddball". In contrast, the SENCO said that Darren's younger brother was a high achiever, sporty and popular. The SENCO had only met Darren's mother but had been alarmed by her highly critical manner of talking about him.

On the fourth day, the KW felt confident enough that Darren's condition had stabilised sufficiently for him to be brought to the Education/Vocational Centre.

!Education/Vocational Centre Attendance: Phase One
(See [[1. Educational-Vocational Engagement and Assessment]])
During the first two-week assessment period the following key observations were gathered:
*Educational Assessment
Darren was initially very reluctant to participate in any areas of the educational programme. However once he did start to engage it was possible to carry out a reading test which showed that he had a reading age of 9.5. This clearly showed why he would have difficulties accessing the secondary school curriculum. Further testing showed that he had some word recognition difficulties consistent with a mild form of dyslexia. His numeracy skills were average for his age. He talked about his liking for drama but mainly focused on his ambition to be a professional drummer.
*Social Assessment
At first he would only stay in the Education/Vocational Centre if the KW promised to stay with him. He would not join in any activities at all for the first three days but stayed on the fringes covertly observing what was going on. He was surly but not aggressive in his manner towards the staff. He kept his hood up during this phase.
In the break periods he was gradually encouraged to talk by one of the other young people in the group. After day four he slowly started to participate in the education programme. Once his hood came down it became increasingly easy to sustain a conversation with him for short periods.

He could not be taught in a group with anyone else because he would "wind up" others to the point that violence would either happen or be threatened.
After initial reluctance he would agree to be taught one-to-one and would be relatively co-operative. He would quickly become discouraged if he could not be successful with a piece of work straight away and would frequently tear something up if it was less than perfect in his eyes.
*Family Assessment 
The KW persuaded Darren's mother to attend some of the multi family group meetings. She was consistently critical of him and blamed him for all the trouble that he had caused the family. Darren became totally withdrawn and silent during these meetings. His younger brother came to one meeting. He was also critical of Darren and complained about how embarrassed he felt about having an older brother who showed him up at school.
In the individual family meetings which were attended by all the family including Darren's father, it appeared that Darren's breakdown or illness had had the effect of bringing together what had formerly been a fairly disconnected family. Harshness, criticism and mutual blame characterised the family communication patterns.
*Individual Assessment
Darren engaged well with his individual therapy and talked about his feelings of being a failure and about his anger towards everybody in his family. He said that he had felt suicidal in the past but currently had no such thoughts. He said that he wanted to get his life together and make a career for himself as a drummer.
!Education/Vocational Centre Attendance: Phase Two
(See [[2. Educational-Vocational Intervention and Transition]])

A literacy programme was devised to specifically help Darren with his reading difficulties.

Through connections with the school SENCO curriculum relevant to his GCSE subjects was brought to the Education/Vocational Centre for Darren to do. He was helped to organise himself so that he would be able to take four of the GCSEs that it was still possible for him to enter. The SENCO also arranged for him to slowly reintegrate into the school first of all via the drama lessons but with a plan to increase as his confidence and self esteem improved.

In the [[MultiFamilyWork]] meetings other members of the group started to challenge Darren's mother about the amount of criticism that she aimed in his direction. She began to talk about her feelings of guilt and frustration and how she had felt unable to help Darren. She had always known he had more problems with his schoolwork than his brother but hadn't been able to get anybody to offer any help.
 
She and Darren created targets for each other; significantly, she would try to be less critical and he would try to stop winding up his brother.

In YP group meetings the others in the programme were able to see behind Darren's "loner presentation" and were able to help him to face up to his avoidance behaviour as well as supporting him in his feelings of anger about his family's lack of understanding and support.

Peer group relationships around the Education/Vocational Centre improved significantly as Darren reduced his winding up behaviour towards others.

The family meetings also focused on the negative ways that everybody related to each other. Cross-generational patterns were relevant for both Darren's mother and father. Strains in the marital relationship were discussed in separate couple sessions. Darren and his brother were able to resolve some of their jealousies and rivalries to a limited extent.

In his individual sessions Darren switched between more pragmatic work in relation to his fears about drug and alcohol misuse and deeper issues related to his feelings of hopelessness and inadequacy.

Through links with the youth theatre leaders, Darren was encouraged to take up drumming lessons with a local musician.

At the end of the three months he had returned to school part time, was not misusing alcohol or cannabis and reported that he had not heard any voices since soon after the initial crisis.

!What's here, and what's elsewhere?
!!!This page covers:

* 1. Creating new pages
* 2. Editing existing content
* 3. Adding tags 
* 4. Adding links
* 5. Sharing your work

!!!Elsewhere:

* For a more ''basic guide'' see the [[User Guide]].
* For ''more detailed information'' about using the wiki-manuals that the [[Anna Freud National Centre for Children and Families]] use, including navigation and more complicated editing tasks (adding videos, recorded sound, formatting text to create headings, italics, bullet pint lists, etc, etc, etc), see the separate [[GUIDE FOR ANNA FREUD MANUALS|https://manuals.annafreud.org/guide/]].  

!!Help:
If you get into any difficulties with the manual or just have a question about the manual, or can give us feedback (we LOVE feedback positive or negative) please contact ambit@annafreud.org

!!''1. Creating a New Page''
 Once you are logged in, create a new page by clicking the + sign to the right of the homepage.  The new page will open in its 'editing view', with boxes where you can add text for the ''title'' (by default it is titled "New Tiddler" because in this software pages are known as "Tiddlers"... don't ask!), [[Tags]], and ''content'' (which can be simple text, or can include pictures, videos, sound recordings):

[img[AddNewPagePic.jpg]]                                                                


!!''2. Edit an Existing Page''
Find the page you wish to edit, click the //‘pen icon’// and the page will open in the same format as when you create a new page. 

[img[Edit 2.JPG]]
 

!!''3. Adding Tags''
[img[Edit 4.JPG]]

!!''4. Adding Links''
When editing or creating a new page, highlight a word or phrase that you wish to link, then click the ‘//link icon//’ (chain link) and search for the topic/page you wish to link this to. When selected, this will create a link from the chosen word or phrase to the relevant page.

[img[Edit 5.JPG]]

!! 5. Sharing your work (or any interesting content) with colleagues
{{ht.JPG}}

Create an instant address link ("URL") that you can email or text to colleagues - that will open a copy of the manual with specific chosen page(s) pre-opened.

* Get the page(s) you want to share opened in your manual.
* Use the crazy looking hashtag just above the search engine to copy the URL of all the current pages you have open to your clipboard.
{{URL.JPG}}
* Open your text or email programme, and 'paste' the URL address in, press send and share the link with your colleagues.
* This function means that you can direct your colleagues to specific pages, so if you wanted to share the page that was created at the last team meeting for everyone to review, or something that came up in supervision , etc, you can link them directly to that single page.
* ''This function effectively turns the whole manual into a big filing cabinet of individual shareable worksheets!''


-----
!!!Useful Links
* ''Basic guide'' to navigating/usage - [[User Guide]]
* ''More detailed guide'' (external link) for more detailed editing tips (formatting text, adding videos, pictures, PDFs, sound, etc): [[Anna Freud Manuals General Guide|https://manuals.annafreud.org/guide]])
* ''Advice to enthusiastic manualizers'' about [[Fitting what you ADD into what is ALREADY THERE in your manual]] (not reinventing too many wheels, or duplicating content)

The online manuals are open resources that anyone can access. All teams who train in AMBIT get their own individual manual and the idea is that teams can share practice (how and why they do things) through these manuals, encouraging a community of practice. Each team’s manual is made up of core AMBIT content and their own local manualized pages. When the AMBIT team edit the core content it automatically updates in all of the manuals.

All members of a team can access the manuals and you do not need a password to view and explore the content, you do however, need a log in to be able to edit your team’s manual. To learn more about editing the manual please see [[A Guide to Editing the Manual |A Guide to Editing the Manual]]or contact the ambit team with any queries (ambit@annafreud.org).

The purpose of this page is to help users navigate their way through the online Manual and to better understand some of its quirks. 

''Things to remember:''

*Each team has their own manual; within this manual is all of the Core AMBIT content which includes all the material from the training and more.
*With practice and research adapting and growing all the time, the core content is regularly updated and edited by the AMBIT project team - when this happens the most recently added pages/edits will appear under the ‘//Recent//’ tab to the right hand side of the homepage.
*If you make changes and edit your team's manual, these changes will appear in your manual only. Your team's local pages are listed, again, to the right hand side of the homepage under '''Recent''' then click '''Local'''.



!!''Step 1 - Finding the Manual & Homepage''
Go to https://manuals.annafreud.org/ or use google to search ‘AFC manuals’. Once on the welcome page, click the arrow where it says ‘More’ under AMBIT and find your teams manual from the list.

[img[4.JPG]]

!!''Step 2 - Navigating the Manual''
Once you have located and selected your teams manual it will open with the homepage //'[[Getting Started|+ Getting started]]'//, as below. To navigate the manual, you can either use the menu bar/row of contents at the top of the homepage or the search engine to the right of the homepage, to search to specific topics. 

[img[1.JPG]]


 

!!''Step 3 - Opening & Closing Pages''


Use the icons at the top right of the tiddler to close the page, access more information on the page (such as who wrote it), or expand/reduce the page.


[img[2.JPG]]


!!''Step 4 - Links''
In each page you will notice that there are various words in other colours, which act as Links. The links open pages to elaborate upon the word or phrase highlighted. For example, within ‘//[[Sculpting a Network|Sculpting a network]]’// if you select ''‘Training Exercises’'' this  would open the page on training exercises. 
[img[Using3.JPG]]


!!''Step 5 - Tags''
Tags (yellow pills) can be used to navigate you to other existing and related pages. If you click on the yellow tag a list of all pages with the tag will drop down.


[img[Using4.JPG]]


Using //’[[Mentalization|Mentalization]]//’ as an example, if we click on the tag// ‘Attachment’,// a list of all tiddlers with this tag would appear, as below:


[img[Using5.JPG]]

If we select// ‘Attachment Behaviours’// this tiddler would open and would also have an //‘Attachment’// tag.


[img[Using6.JPG]]


!!//Hints//

*It is helpful to keep the// ‘Getting started’// page open so that you can refer back to the AMBIT wheel easily, if needs be.

*It is good to keep track of which tiddlers you have open. You can close tiddlers when you are finished with them or keep them open so that you know which ones you have read or visited.  

This is a common example of a [[Training Challenge]] (a less off-putting term for 'homework') set in a [[Cognitive Behavioural]] approach.

''THE PURPOSE OF DIARY KEEPING IN CBT''
Sometimes diary keeping is carried out without being clear what the purpose of diary keeping is. As an approach CBT is concerned with trying to enable the young person to make changes in their daily life and is less focussed on changes that take place in the therapy itself. Diary keeping is a method of trying to connect the therapy sessions with real events in the young person's life. One of the ways that the young person's life is kept at a distance from the therapy is by the young person providng vague, general statements about themselves and the events of their week. For example atypical enquiry can go as follows. 'How are you?' 'Okay'. 'How has your week been? 'Okay'. 'Been out much?' 'A bit' 'Had any good days?' 'Not sure'. etc Such general evaluative statemetns are of little value in CBT. It can be similar when the statements are negative e.g 'How has your week been?' 'Shit'. The purpose of diary keeping is rarely to obtain a comprehensive picture of the whole week's events but more to locate one specific event that can then be explored in more detail as a way of getting these general statements.  

Most young people find keeping a diary record of what happens during the week very hard to do. Do not be discouraged by this but be extremely practical about how to encourage young person to begin to keep very simple records of what has happened in between sessions. 

''Start with a simple frequency diary''. This simply asks the young person to notice whether a certain thing happneded on a particular day. For example, having a row with a parent. Getting the young person to notice if this happened each day. In practice, at the following session, the young person may turn up without any record etc and you may need to go through the week asking for each day. What may be very helpful is to get interested in the days that NO ROWS took place.

Nowadays, young people can ''use mobile phones'' or other IT equipment to keep records of things. For some young people I have suggested they write a quick text message to themselves as a reminder of something that happened. There may be circumstances that it is appropriate to have an arrangement for the young person to text the therapist as a record keeping task. This can be excellent but needs to be set up with very clear task boundaries so that young people do not expect a therapist response to all such messages.  

if you have suggested a diary task, it is ''CRUCIAL'' that you are very interested in what the young person has done around this at the following session. If you minimise or forget, you model the very behaviour which you are trying to change. 

If the young person is able to do some frequency diary work, it may be possible to move on to doing more complex diary work using an ABC format (see below). This allows for a close analysis of the possible [[Reinforcement]] of particular behvaiours, and the design of new [[Contingencies]] that might help to //reduce// the reinforcement of undesired behaviours, and //increase// the reinforcement of desired behaviours. The purpose of this is twofold. Firstly, it may provide some ideas about how negative behaviours are being encouraged by their consequences. Secondly, it may help the young person to see 'patterns of interactions' rather than just being dominated by own feelings and thoughts.  

*Ask the young person to keep a diary sheet, either simply recording daily drug/alcohol consumption (or any other behaviour that is targetted, such as self-injury) or, preferably, (as it gathers more information to work with) recording ''__A, B, C__'';

!A = Antecedents
What came ''just before'' the target behaviour (e.g. smoking the joint/the aggressive outburst/etc) - //"Where were you? Who else was there? What were you thinking? What do you remember feeling?/etc."// (It is easy to see that thinking about these things is getting close to [[Mentalizing]].)


!B = Behaviours
What ''actually happened''? (e.g. smoked 1, 2, 3 joints...)


!C = Consequences
What happened ''afterwards?''  Think of short term effects (fun? paranoia? fights? Police?) and longer term effects (parental arguments, trouble at school...) - see [[Weighing Pros and Cons]] for more ideas on this.

Attention Deficit Hyperactivity Disorder

This is a neurodevelopmental disorder - the common core features of ADHD are:

*Attention problems (distractibility, difficulty staying on task)
*Impulsivity (the opposite of looking before you leap)
*Hyperactivity (high levels of physical energy and movement - "like a motor always on the go")

!Comorbidities
ADHD is associated with a wide range of other difficulties (co-morbidities), including:
* [[Conduct problems]]
* Educational under-achievement
* Disorganisation
* Low self esteem
* [[SubstanceUseDisorder]]
* Family dysfunction

In adolescence (as opposed to younger childhood) it is not uncommon that the main difficulties expienced are related less to the "core deficits" (Attention, Activity, Impulse control) and more to the "satellite problems" that arise as co-morbidities.  

!Treatment

Prescribing medication is the mainstay of treatment at earlier ages, alongside work with the family, school, and young person to help manage behaviours and associated mood problems.   Treatment may take the form of ''controlled drugs'' such as methylphenidate (a "Stimulant" drug, that seems to preferentially stimulate the frontal area of the brain, boosting the "executive" part of the brain that controls decision-making, and reduces impulsivity.  This treatment may be difficult at older ages.  This is particularly so if it is those co-morbidities that are now the main problem, and in general starting treatment late is much less effective than starting it earlier in the life course, with a view to helping establish good peer and family relations, improved school performance, and better self esteem.  

If [[SubstanceUseDisorder]] is a problem this makes use of the "stimulant" medications such as methylphenidate even more difficult, because of perceived risks of misuse of this medication (slow release preparations do reduce this risk, and there are non-stimulant alternatives, but these are still often insufficient to impact on other patterned behaviours that have begun to become ingrained.)

There are well researched and evidenced protocols for managing ADHD, in the UK these are provided in the  [[NICE ADHD Guidelines]]

[[Anna Freud National Centre for Children and Families]]

!!!This page connects together all pages related to AIM

!!The AIM is a way of [[measuring client outcomes|Evaluating outcomes]]

!!!AIM stands for 'AMBIT Integrative Measure'

!!!There are 2 different formats of the AIM, namely the AIM Questionnaire and the AIM Cards. 

This can sometimes cause confusion so we think that it is helpful for workers to understand the differences between these two formats. The content of the two formats is the same but their format, purpose and use is different. 

The following pages describe each of these aspects separately

!![[(i) The AIM questionnaire|The AIM Questionnaire: What it is and how to use it]]

*This is a questionnaire ''completed by the worker from the __workers' perspective__''

*It provides a holistic measure of client functioning

*The AIM questionnaire measures: Daily life-function, socio-economic factors, family relationships, social relationships, mental state, clients' response to their situation, the complexity of the difficulties, and issues around power and control influencing a clients' life

*It can be used as a measure at the beginning and end of work with clients to track how the work has gone, whether the goals set have been met, and whether things have changed in a clients' life. At a service or team level it can provide a rich source of information about the clients that have been seen, and act as a resource for teams to learn about the work they do


*[[We have recently updated and revised the AIM questionnaire|AIM Questionnaire: Updates and revisions]]. This was done by the Anna Freud Centre team in 2021. It is now includes an ''additional 3 questions'' which cover issues related to experiences of ''discrimination, exploitation and online life''. These questions are categorised under a new subscale called 'power and control'. There have also been some minor wording changes to improve clarity

''There are 2 formats for completing the AIM questionnaire''

!!![[1. The AIM questionnaire - Interactive version|AIM questionnaire - interactive version]]


This version is completed online through this wiki manual. It scores the questionnaire automatically and provides a downloadable summary of results along with a list of suggested interventions based on the scoring output

!!![[2. The AIM questionnaire- paper version|AIM questionnaire - paper version]]

The paper version of the questionnaire can be downloaded and printed for completion 




!![[(ii) The AIM cards|AIM Cards]]

*These are an AMBIT client tool and are ''used together with clients'' as a way of assessing, building relationships and developing an understanding of the client's needs from __the ''clients' own perspective''__. The AIM cards are used to explore and make explicit our clients' views and experiences

*They are a set of cards covering the same areas of functioning as the AIM questionnaire (the cards map onto each question in the AIM questionnaire) however they are worded in ways which we hope are accessible for clients

*There is an [[online version of the AIM cards|Using the online AIM Cards]]

*''The AIM cards differ from the AIM questionnaire  which is rated by the worker from the workers' perspective''. For more on this see [[Difference between the AIM questionnaire and AIM cards|What is the difference between the AIM measure and AIM cards]]







  

!!Purpose
To explain what Key Problems are, as we define them in the [[AIM]], and how we use these to clarify what we will work on together with our client.

!!Definition
"Key Problems" refers to one of the scoring options in the [[AIM]]. The ''key problems'' give the option to mark a particular item in the AIM questionnaire as a "Key Problem".  We then use these to help guide what we will address together with our client.

!!! Criteria for labelling a problem as a KEY PROBLEM

*Key problems are those that are the most important ones to change within the proposed period of contact, in order to allow meaningful improvements in this clients' life

*Key Problems must be amenable to CHANGE: problems that are NOT AMENABLE TO CHANGE should NOT be selected as Key Problems, for instance:

*Learning Disability
*Physical Disability

!!Collaboration with client
The AIM Questionnaire (see [[interactive version|AIM questionnaire - interactive version]] or [[paper version|AIM questionnaire - paper version]]) is  carried out from the perspective of the worker. ''The key problems are recorded from the perspective of the worker.''

*However, it is essential that we agree together with our client the Key Problems which we will address together. It is important that Key Problems have meaning to the client/their family 

*We accept that certain problems (for instance, a psychotic illness about which the young person has no insight, or an addiction that the young person is denying) will need to be negotiated, and we may see these differently to the client 

*We invite workers to highlight and make explicit differences of opinion about what is or is not seen as a Key Problem. For example, to compare and contrast the workers' and clients' perspectives with the intention of thinking together about how these different perspectives have arisen (holding a [[mentalizing stance|General features of a "Mentalizing Stance"]])


* Workers can record the clients' view of the key problems from the AIM alongside their own perspective if they wish

*[[The AIM cards|AIM Cards]] are the AMBIT tool for  exploring the clients' perspective on the key issues in their life. The AIM cards map directly on to the items in the AIM questionnaire

!!Limit the number of Key Problems

When filling in the [[AIM]], you must limit the number of Key problems to 6 or less, otherwise they lose their value as markers of the MOST pressing issues to address.



!!!Consultation
*The [[AIM]], where Key Problems are first defined, is a //Clinician/Practitioner-rated scale//, ''but the Key Problems which will be the focus of treatment should be agreed in consultation with:''
*Client
*Family members
*Other parts of the Professional Network (see [[Working with other professionals]])
*The Supervisory Structures that are in place

In establishing a shared plan about the focus of the work together AMBIT proposes the [[Active Planning |Active Planning]] stance. This addresses how as workers we attempt to hold a balance between both attuning to our clients' whilst making explicit our own perspectives and intentions.

''There may be times when as a worker our perspective on a key problems (and the perspective of others around the client) is very different to our clients' view, and that this does not change.''

For example,

*A client may deny that Drug use is a Key Problem, whilst family and others all say it is... 

*A parent may deny that their own mental health problem is a Key Problem for the young person... 

**In this case our plans and aims would need to address these DIFFERENT perspectives and hold a balance between both [[Managing Risk]] and[[ scaffolding relationships|Scaffolding existing relationships]]

The Assistant Psychologist and the Outreach Worker met with a young person who agreed to help us gain a young person's perspective on the [[AMBIT AIM Cards]]. 

We asked the young person to look through each card and put aside any that she was not sure about.  She chose:
''Card 37 - Understanding what's the problem for me:'' The young person said that she felt that the card was implying there was an inherent problem 'with her', despite the card being worded 'for me'. She also said that it can be very difficult to have any idea what the problem is.
''Card 35 - Being high in ways that other people just "don't get".'' The YP felt that the term 'high' is seen by young people as being associated with having taken drugs. She felt that the word 'hyper', or something that made it more clear that the card related to mood would make more sense to her.
''Card 34 - Believing, hearing or seeing strange things.'' The young person felt that this card may usually be associated with drug use. She also pointed out that the amount of writing on this card would put her off from choosing it. 
''Card 33 - Problems with sex.'' The young person felt that she and other young people would discard this card because of the use of 'problems with sex' as the card header. The young person also wondered whether there should be a card that asked about friendships or boyfriends/girlfriends, and how the young person felt these relationships were going.

General feedback on the cards: The young person felt that there was too much writing on the cards, and questioned whether it was necessary to have the descriptive writing on them in addition to the headers. She felt that young people would be unlikely to read cards with a lot of writing and may just discard them. She said that she liked that there was lots of cards so that they were quite specific. She also said that she thought it was ok using them initially with the Outreach Worker and thought we should carry on using them. She was also confused by the numbers at the bottom of the cards, and was unsure how the rating system worked , particularly with the 0+. 

''Recommendations''
After discussing the feedback, several recommendations seem that they could be helpful:
*Remove unnecessary text on the cards that are prompts for the workers
*Possibly change some of the wording in title of some cards to make them more accessible
*Look at the rating system at the bottom of the cards. Perhaps using a scale ranging from Really Good to Really Bad? Or clearer numbers e.g. 0-5?
*Think about the number of cards - whilst the young person we spoke to felt she liked that there was a lot of cards, in practice we have found that going through all of the cards can be a very long process for some young people. 
*Consider the AMBIT wheel on the back of the AIM cards. This does not feel too young person friendly?

The AIM cards are a client-rated version of the [[AIM]]. They are a set of 43 cards, representing the 43 [[AIM Items]]: 8 domains of a person's life and functioning. 

This page covers:

*How to purchase packs of AIM cards 
*Using the AIM cards online (free)
*Using the AIM cards as a tool to support [[Active Planning]]
*Using the AIM cards to measure outcomes

<center>{{AIM cards pic1.jpg}}</center>

!!How to purchase packs of AIM cards

You can purchase packs of AIM cards by [[emailing us|mailto:ambit@annafreud.org]]. You can pay electronically via the website, or by invoice.

!!Using the AIM cards online


You can also use a free online version of the AIM cards which can be used with clients remotely, as well as face to face. 

Read our [[instructions on how to set up your AIM cards online|Online AIM Cards: how to set up a room to use with your client]]. You will need to download a small file to set up your cards for the first time, but once you've done that once you can create multiple AIM cards rooms for use with different clients. 

Then watch this fantastic step-by-step video guide to using the cards with a young person; it was created by ''Lateesha Parkes'', an educational outreach worker from [[AMASS, in Islington|https://manuals.annafreud.org/ambit-amass/index.html]]:



<iframe width="560" height="315" src="https://www.youtube-nocookie.com/embed/VJe_r-fHLLo" title="YouTube video player" frameborder="0" allow="accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture" allowfullscreen></iframe>

!!Using the AIM cards for Active Planning






The AIM cards are an example of applying the [[Active Planning]] triangle in practice.They are used to ''sensitively attune'' to the clients' perspectives, to ''broadcast our intentions'' as the worker, and to begin developing a focus or structure for work together. The AIM cards can be used as a [[ Goal Based Outcome measure|Goals-based outcome measures]] to develop and measure specific goals based on what matters most to the client.

>//This is an example of a page that has been ''cloned and customised'' from the original work by the ''AMASS team in Islington'' - to whom we are immensely grateful.//

The AMASS Team have developed a framework for using the AIM cards. Their suggested steps and learning points are set out below. Here we also highlight examples of the ''active planning triangle'' with the intention of showing how active planning may look in practice. 

''Please note this framework can be adapted according to the client and service context''.

''When to use the AIM cards''

The AIM cards are usually used fairly early on in the contact with the client, as part of efforts to build a relationship. It is usually helpful that the client has met the worker at least once before using the cards. Exactly when they're used will vary according to the degree to which the worker thinks that the client would find it ok to share a bit about how things are with someone who they don't know/yet trust and the extent to which they are actively help-seeking.

It can be helpful to hold in mind that using the cards can help build [[Epistemic Trust]], if the worker takes care to reflect back what they are learning about the clients' perspective from completing the cards ''(sensitive attunement)''


Similarly, a client does not have to be actively or explicitly help-seeking in order for the cards to be used. In fact, it can be more helpful for the worker not to assume any help-seeking on the part of the client when using the cards, instead holding in mind that their first priority is to understand how life is currently from the clients' perspective ''(sensitive attunement'') 

''1. Introducing the cards''-
the worker should explain to the client what the cards are and their purpose. This is an example ''[[Broadcasting Intentions]]''.

>//I've bought some cards along that I do with lots of people when I'm trying to get to know them. These cards have got different topics on that relate to different areas of a person’s life//

>// I'd like to try to understand a bit how life is for you at the moment, to see if there's anything I could be helpful with - how does that sound?//


>//If you're not sure, you can take a look at the cards and then decide if you'd like me to bring them again another time - that's totally fine too
''(sensitive attunement)''//

''2. Agree how to look through the cards'' - Would they prefer to read through the cards themselves? or if they would like them to be read out by the worker? Remind them they can always ask for help with reading and can ask you questions if there are any that they are not sure about.

''Agree on how to divide up the cards - as a first step, usually 3 piles:''

*Things that are difficult/a problem

*Things that are going well/are strengths, and

*It doesn't apply to me


''3. Client sorts through the cards''-
allow the client to take the lead.
The worker should try to notice how actively the client looks to involve the worker in the process, and attune to this. The worker should hold in mind that using the cards is about understanding the clients' ideas about their life ''(sensitive attunement)'' rather than the worker seeking to influence these.  

Quite often, some extra piles can develop (i.e. sometimes a problem; not sure etc).

Pay attention to how much the client seems able to tolerate naming something as a difficulty – some people will describe things in a high impact way “Really hard for me”; others will only be able to acknowledge something being difficult, but with minimal impact (i.e. sometimes a problem). Either way, we consider anything that is labelled as a bit of a difficulty as something that constitutes a “problem” and we don't talk it up or down in terms of severity or frequency - go with the clients' current description ''(sensitive attunement'').

Similarly, notice how easy the client finds it to identify strengths and attune to their level of comfort with this.

Check in on how they found the process of sorting and if it would be ok for you to ask a bit more about some of the cards.

''4.Exploring the strengths pile''-
start with the strengths – explore each of these in detail. The purpose is to show interest and build a bit of an understanding about areas of life that are going well.


It can be helpful to offer some summaries back about what you feel you are learning about them, their skills, strengths and abilities as you look through this pile ''(sensitive attunment)''.

In time, it can be helpful to support the client to think about how their strengths might help with some of the areas they are finding more difficult. Time spent focusing on strengths may also help them to feel comfortable in the session and potentially more open to move onto exploring aspects of their life that might feel more difficult.

''5. Exploring the difficulties pile''-
lay out the difficulties cards on the table. Ask them if they would be ok with talking you through why they chose these cards as difficulties. If so, ask where they would like to start.

Again, attune to how much exploration the client can tolerate, so that they are not feeling pressured into talking about things that are too uncomfortable or difficult ''(sensitive attunement)''.

Comment on the process in a sensitive manner - i.e. let them know how well they are doing about thinking about something that’s difficult; notice if they are finding it hard; check if they are ok to continue.

Follow the clients' lead in terms of how much they wish to share about these cards at this stage. Using the cards can help us learn how able the client is to think about themselves and their situation and how much they feel willing/able/ready to accept some help with these matters ''(sensitive attunment).''


''6. Exploring how the cards fit together''- it can be helpful to explore whether the client feels that there are any links between the cards that they have chosen. 

Ask them to arrange the cards around to reflect this – for example, difficulties at school or with family might go together with a series of other cards.

Let the client take the lead in this. Usually, this process results in the cards being sorted into a smaller number of groups, around particular themes (e.g. how things are at home or at school or with friends, for example). The worker can ask questions to gain an understanding of why the client feels that certain cards go together, supporting them in the process of trying to make some sense of how these areas of difficulty might fit together and be influencing each other.



''7. Explore whether there is anything that the client might want help with''-
 it is important that workers do not assume that a client wants to have help (from them) just because they have identified something as an area of difficulty.

With this in mind, it can be helpful for the worker to:

Ask the client whether there are any of the difficulty cards that they would like to see looking a bit different. Are there any areas that they would make a change to if they could? If they identify some, check in about whether its something that they think you could be useful for by meeting together. Which cards would be their priority to focus on (usually 2-4 cards is realistic).

Here is a point where we may ''broadcast intentions''

>// I’d really like to be helpful if I can, so if there were any of the cards here that you feel you would like some help with, then I would be happy to try to help if I can//

Attune to the degree to which the client seems comfortable with the idea of being in need – it may be more appropriate to position them as the expert.

>// You’ve got a lot of strengths/things you’re good at; maybe we can figure out a way that those could help with the things that are feeling more tricky at the moment//

''8.Contract what help might look like and where to start''-
think with the client about how to turn these cards into goals, decide which they would like to start with and think about how you might begin to work on these cards together ''(making a plan!)''.

!!Using AIM cards to measure outcomes:



*The client can rate the severity of the problem indicated on the card (or cards) that they feel are most important to change or to focus on. They are able to rate how much this affects them at the moment, using the numbers on the cards. This can then be used as a [[Goals-based outcome measure|Goals-based outcome measures]] and tracked over the course of the work together. This is a helpful way of checking 'how are things now?' in relation to what matters most to the client in comparison with the beginning of the work together.  If the clients' rating is not changing, or getting worse this is also really important, as it can open conversations about why this might be, what might need to change for the ratings to move from x to x. Ratings can be plotted on a graph showing progress or change over time. This can also be shared and reflected on with the client. 

*At the end of the intervention the AIM card session can be repeated and the ratings of the chosen cards can be compared from the pre-intervention AIM card session. 


!!Adaptions and translations of the AIM cards

Some teams have adapted the cards to fit with their local context and different client groups. The AIM cards have also been translated into different languages;

!!!AIM cards for clients with a learning disability

*The ''Hertfordshire Learning Disability Service'' has adapted the cards to fit with their client group. Please contact Helen Fletcher at __helen.fletcher6@nhs.net__ 

!!! AIM cards for adults/parents
*Please contact Bee Huter and Michael Hollenstein from the ''Vorarlberger Kinderdorf team in Bregenz, Austria'' for information about this adaption
__b.huter@voki.at__   and  __m.hollenstein@voki.at__

!!! AIM cards for younger children
*The ''Brent Schools Emotional Heath and Well Being Team'' have adapted the cards to fit for younger clients. Please contact __west@brent.gov.uk__

!!!For AIM cards translated into German 

please contact __b.huter@voki.at__  __m.hollenstein@voki.at__ from the ''Vorarlberger Kinderdorf team in Bregenz, Austria'' 

!!!For AIM cards translated into Spanish 
Please contact the ''ECID team in Barcelona'' via
__Anna.Oriol-Sanchez@annafreud.org__ 








 

!What does this license apply to?

This license applies to all written material relating to the [[AIM]] questionnaire which remains the copyright of the [[Authors of the AIM]].  

!Released under license:

<html><a rel="license" href="http://creativecommons.org/licenses/by-nc-sa/3.0/"><img alt="Creative Commons License" style="border-width:0" src="http://i.creativecommons.org/l/by-nc-sa/3.0/88x31.png" /></a><br /><span xmlns:dct="http://purl.org/dc/terms/" href="http://purl.org/dc/dcmitype/InteractiveResource" property="dct:title" rel="dct:type">AMBIT AIM - Adolescent Integrative Measure</span> by <a xmlns:cc="http://creativecommons.org/ns#" href="http://ambit-aim.tiddlyspace.com" property="cc:attributionName" rel="cc:attributionURL">Schneider, Fonagy, Target, Bevington, Fuggle</a> is licensed under a <a rel="license" href="http://creativecommons.org/licenses/by-nc-sa/3.0/">Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License</a>.<br />Permissions beyond the scope of this license may be available at <a xmlns:cc="http://creativecommons.org/ns#" href="http://annafreud.org" rel="cc:morePermissions">http://annafreud.org</a></html>.

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''Under the following conditions:''

* ''Attribution'' — You must attribute the work in the manner specified by the author or licensor (but not in any way that suggests that they endorse you or your use of the work).
* ''Noncommercial'' — You may not use this work for commercial purposes.
* ''Share Alike'' — If you alter, transform, or build upon this work, you may distribute the resulting work only under the same or similar license to this one.

''With the understanding that:''

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''Notice'' — For any reuse or distribution, you must make clear to others the license terms of this work. The best way to do this is with a link to the Creative Commons webpage defining this licence, [[here|http://creativecommons.org/licenses/by-nc-sa/3.0/]].

!!Purpose 
The purpose of this page is to provide you with an overview of the 43 items of the [[AIM]] with their corresponding subscales.

!!Subscales
!!!Young person daily life

1. Social Activities

2. Attendance at Education, Employment or Training

3.  Attainment in Education, Employment or Training

4. Other talents or abilities 

5. Physical Health Condition

6. Self Care

7. Physical Impairment or Disability

8. Social Development

9. Social Skills and Interaction



!!!Socio-Economic
10. Provision of Stable Housing

11. Income and Provision of Material Resources

!!!Family 
12. Relationships

13. Conflict with Young Person

14. Parental Disapline

!!!Social 

15. Supportive adult relationship outside the family

16. Peer friendships

17. Prosocial and antisocial peer group

!!!Mental State 

18. Cognitive Ability

19. Anxiety

20. Obsessional Ideas and Complusive Behaviour

21. Post-traumatic intrusive experience

22. Attention and Concertration

23. Irritability

24. Sleep Disturbance

25. Depression

26. Deliberate Self-harm

27. Eating problems

28. Substance misuse	

29. Suicidaility

30. Defiance

31. Destruction of property

32. Physical harm to others

33. Problematic sexual behaviour

34. Psychotic experiences

35. Elated mood

36. Mentalizing capacity

!!!Response to situation 
37. Insight

38. Engagement with treatment and care

!!!Measure of Complexity
39. Chronicity

40. Pervasivness 

!!!Power and Control

41. Experiences of discrimmination

42. Experiences of exploitation

43. Online life

!!!Purpose of page: 

!!!This page has been created to describe 1 of the 3 new questions ('items') for the AIM  

These new Items are included in both the AIM questionnaire (paper and interactive versions). They are also included in the AIM cards

Please also see 2 other pages that contain details of the remaining 2 new items:

 
*[[Experiences of Exploitation|AIM New Items: Experiences of Exploitation]]

*[[Online Life|AIM New Items: Online Life]]


These 3 items are categorised together under the new subscale in the AIM questionnaire called  'Power and control'

Title of this new AIM item is:

!  Experiences of Discrimination

Explanation and scoring guide contained in the AIM Questionnaire:

//''Experiences of discrimination. 

This is the experience and impact of discrimination upon a young person and their life. This includes discrimination on the basis of race, gender, ethnicity, culture, age, ability, sexuality, class and religion. This can be discrimination that has happened over a long time and in multiple areas of life as well as more specific incidents or experiences. This can also include discrimination from within one's own culture or community as well as intersecting differences which may be the target of discrimination''//

0+= Strength. Young person has not experienced discrimination but is actively aware of issues around  racism and discrimination and acts as an ally to others who experience discrimination

0= No problem. Young person has not had experiences of discrimination

1=Minor problem. Young person has experienced very infrequent discrimination which has not caused ongoing distress or identifiable barriers in the young person's life. 

2= Moderate problem. Young person has experienced discrimination which has caused distress and or impacted to a moderate degree on the young person's sense of self- identity and sense of safety. The emphasis here is on the impact on the young person and their life.

3= Severe problem. Young person experiences discrimination which causes ongoing distress and impacts on the young persons sense of control, self identity and sense of safety. The young person experiences barriers to achieving their goals due to discrimination.

4= Very severe problem. Discrimination is a recurrent and significant ongoing life barrier for the young person. It impacts on the young person's capacity to do the things they want to do in life and causes ongoing distress and trauma, leaving the young person feeling very unsafe in the world.


!!Language for this item on corresponding AIM card: 

<<<
''"Being treated //__unfairly__//... - relating to race, gender, sexuality, background, physical appearance, religion, age, abilities"''

!!!Purpose of page: 

!!!This page has been created to describe 1 of the 3 new items for the AIM questionnaire 

Please also see 2 other pages that contain details of the remaining 2 new items:

 
*[[Experiences of Discrimminatio|AIM New Items: Experiences of Discrimination]]n
*[[Online Life|AIM New Items: Online Life]]


These 3 items will be grouped together under the new subscale in the AIM questionnaire called  'Power and control'

Title of this new AIM item will be:

!  Experiences of Exploitation

Explanation and scoring guide contained in the AIM Questionnaire:


// ''Experiences of exploitation. People in positions of power or authority misusing power to coerce or control the young person. This includes grooming, sexual and criminal exploitation, radicalisation and any experiences where young people are pressured to do things that they do not wish do do and which may be harmful. Note, it may be difficult for a young person to recognise experiences of exploitation themselves''//

0+= Strength. No experiences of exploitation. Young person has good sense of self agency and shows examples of recognising and responding positively to misuses of power by others

0= No Problem. No experiences of exploitation

1=Minor problem. Young person is sometimes in situations where there is a risk to them of being exploited. Or, young person has encountered infrequent and minor attempts by others to exploit them or misuse power over them. These have not been successful and young person has been able to identify these attempts as 'not ok'. These have not had an ongoing impact

2=Moderate problem. Young person is frequently in situations where there is a risk to them of being exploited. Or, there is evidence that others have attempted to exploit the young person and that the young person has been impacted by this. The young person finds it difficult to recognise or manage the situation. 

3= Severe problem. There is clear evidence of exploitation. This impacts on the young person and places them at clear risk. The risk and harm is ongoing and the young person is not able to recognise or act in ways to remove them self from the control of others

4=Very severe problem. Severe control and exploitation causing significant harm or trauma to the young person and placing them at ongoing severe risk. Young person is controlled to the degree that they do not have the capacity to recognise risks or change the situation and there are considerable barriers to intervening or to the young person escaping the situation

!!Language on corresponding AIM card:


<<<
''"Experience of people trying to (take advantage of me) make me do things I don't want to do or don't feel comfortable doing"''
<<<

!!!Purpose of page: 

!!!This page has been created to describe 1 of the 3 new questions ('items') for the AIM  

These new Items are included in both the AIM questionnaire (paper and interactive versions). They are also included in the AIM cards

Please also see 2 other pages that contain details of the remaining 2 new items:

 
*[[Experiences of Discrimmination|41 Power and Control - Experiences of Discrimination]]

*[[Experiences of Exploitation|AIM New Items: Experiences of Exploitation]]


These 3 items are categorised together under the new domain in the AIM questionnaire called  'Power and control'

Title of this new AIM item is:

!  Online Life

Explanation and scoring guide contained in the AIM Questionnaire:





//''Online life: how the young person uses the internet in their life. This captures positive and negative ways that being online can impact on a young person. Positive uses may include learning, social connections, relaxation and enjoyment whilst negative uses may include internet addiction, impact on daily life functioning, experiences of bullying, porn, radicalisation and doxxing (not exclusive)''//

0+= Young person uses the internet in ways which enrich their life (e.g. in relationships or 
 or meaningful activities). Internet use is appropriate, developmentally healthy and the young person shows good insight into downsides or risks to being online. Young person regulates their internet use in line with this awareness

0= No problem. Uses internet in ways that are appropriate for learning, enjoyment and social connection without any difficulty 

1= Minor problem. Young person shows some difficulties in regulating how much, when, or what they do online to the degree that others express minor concerns about this. Internet use does not lead to clear risks to the young person

2= Moderate problem. Others around the young person express concerns about the young person's online life and internet has a clear impact on the young person's capacity to carry out developmentally appropriate tasks. Online life leads to infrequent but potentially risky situations or harm to young person or others.

3=Severe problem. Clear impact of being online upon the young persons' life or wellbeing. This includes engaging in recurrent risky or harmful behaviours online 

4= Very severe problem- Online life impacts on the young persons daily functioning in an ongoing and harmful way. There is an impact across multiple areas of life functioning due to internet use. Risks of harm that happen due to online behaviour are high and continued


!!Language on corresponding AIM Card:


<<<
''How I use the internet in my life''

''//Do any things you do online, or how much you are online, cause worry or problems (for you or others)?

Are there positive ways in which being online helps your life?//

!!!The purpose of this page is to explain the additions and updates to the AIM questionnaire that we completed in August 2021


The  AIM questionnaire now includes an additional 3 new questions or 'items' (there are now 43 items in total)

''The three new items are grouped together under a new subscale called 'power and control'''

''The new items are:''

1. [[Experiences of Discrimination|AIM New Items: Experiences of Discrimination]]

2. [[Experiences of Exploitation|AIM New Items: Experiences of Exploitation]]

3. [[Online life|AIM New Items: Online Life]]

!!!Why have we revised the AIM questionnaire?

This work has been influenced by recent social movements and events, in particular the death of George Floyd and the Black Lives Matter movement, which has also prompted a wider journey within the Anna Freud Centre with the goal of being an anti-racism organisation.

Part of this thinking within the AMBIT team has been to reflect on the potential connection with issues including racism, discrimination and power and the AMBIT model. In this context, one practical relevant area is the way in which we need our assessment and engagement tools to explicitly ask about and open curiosity with our clients (and teams) around themes of discrimination and abuse of power.




!!!The AIM questionnaire can now also be used through an online version hosted within this wiki manual.

[[The AIM questionnaire- interactive version |AIM questionnaire - interactive version]]

 We believe this development gives teams important new opportunities and functions that improve the original AIM questionnaire:


(i) Workers can quickly access and fill in the AIM questionnaire online via the ambit wiki manual

(ii) Scores are calculated automatically and it is possible to immediately see a clear summary of the clients' scores. These can be downloaded or printed  out and added to a clients' notes

(ii) The client scores can then be quickly transfered into a specifically designed spreadsheet that is freely available and can be held within the team. This allows the data to be managed, stored and visually represented. Please see [[Scoring AIM data]] to download and learn how to use the AIM spreadsheet

(iv) [[The AIM questionnaire- interactive version|AIM questionnaire - interactive version]] gives workers a list of suggested interventions for their client after the scores have been entered. These suggested interventions connect the clients' profile of scores with current evidence about the kind of interventions that are most likely to be helpful and supported by evidence


''Please note
The [[AIM cards|AIM Cards]] will also be updated with the 3 new items added to the current 40 AIM cards '' and will be available to purchase via the AIM cards page
.



!!!General points

*We think that creating a new subscale for the AIM (Power and Control) is more helpful than changing or editing the questions that already exist, as this could impact on the validity of teams' data that they have already collected. This might cause problems for teams in comparing clients' outcomes at a later stage.

*For teams who have already been using the AIM questionnaire and would like to compare scores for clients after they start using the new revised version, the new subscale can be scored separately so as to allow this comparison against previous scores

[[The AIM questionnaire paper version can be downloaded here|AIM questionnaire - paper version]]


*We encourage teams to adopt the revised version of the AIM questionnaire and would very much welcome feedback on the new items and online system

*The AIM questionnaire original version will be phased out over time

Source: Cheryl Hunter and James Fairbairn

!! ''Purpose of this page''

This page provides a downloadable spreadsheet for the AIM for workers wishing to record results when using the [[AIM|AIM]] questionnaire.  This page also gives instructions on how to use the spreadsheet.

!! ''How to use the spreadsheets''


''1) ''''Intention of the spreadsheets''

The spreadsheets are designed to:

* Help teams quickly and easily record AIM scores
* Help teams visualise change in individuals and across teams over time
* Help teams share data easily with [[AMBIT study group|The AMBIT Study Group]]

The spreadsheets are currently in English, but teams are welcome to translate for their own use.

''2) How to use the spreadsheets''

Instructions for use and a summary of the AIM measure are included on the AIM sheet of the spreadsheet.

Ratings should be inputted into the sheet named 'Data'. Each row should represent one individual's data. You insert the person's identifier (e.g., name or ID number) into the first column. If you scroll across, you will see that Timepoint 1 (T1) scores are coloured in Blue and Timepoint 2 (T2) scores are coloured in Orange. You can also record the date of completion (for T1 and T2).

Formulas will generate totals and averages for you so that you only have to enter the ratings.

The Data sheet is automatically linked to the 'Individual Scores', 'Individual Graphs', 'Team Scores' and 'Team Graphs' sheets. 

The Key Problems sheet needs to be filled in separately to the Data sheet.  

''AIM summary''
 

The [[AIM|AIM]] is a worker rated measure, where each item is rated between 0-4 with the worker's 'best guess' rating of that item. When rating the AIM, you can use a "0+" to indicate an area of particular strength, but it is advised not to use this score on the spreadsheet as it will disrupt any score change calculations. Use "0" instead.

With the AIM, you can also choose to identify ket problems. Key problems act as goal-based outcomes for the client and they should be the most important targets for intervention.  Only modifiable items should be considered and the same key problems should be measured at T1 and T2. You can only choose up to 6 key problems.

''Score meanings''

* 0= No problem
* 1= Mild
* 2= Moderate
* 3= Severe
* 4= Very Severe. 

Higher scores indicate worse functioning. 

We have adopted a pragmatic rule that the total AIM scores can be compared if at least 80% (32 out of 40) items are completed. 

For subscales, the scores can also be compared if over 80% of subscale items are completed. The spreadsheet also calculates the average item score (per individual, and across cases) - this will be out of 4 (from -4 to + 4, dependent on direction of change). 

Negative change scores indicate a decline in functioning between time 1 and time 2, positive change scores indicate an improvement.

''3) Sheets Summary''

''AIM''

Summarises the instructions for using the spreadsheet and the AIM measure

''Data Sheet''

Where you enter the raw ratings of the AIM at T1 and T2.

''Individual Scores Sheet''

Automatically re-orders the data so that you can quickly scan across individuals and compare time 1 and time 2 scores for individuals.

''Individual Graphs Sheet''

//This sheet is only included in the Ten Cases version of the spreadsheet as there are a lot of possible graphs generated per person.//

You will see automatically generated graphs for each individual.  These include a comparison of AIM score at time 1 and time 2, plus change in score; comparison of each sub-scale score at time and time 2, plus in subscale score. 

''Team Scores Sheet''

Automatically displays mean item scores and subscale scores at T1 and T2 (plus change between T1 and T2) for the entire team dataset.

''Team Graphs Sheet''

Automatically displays graphs for AIM total score and AIM subscale scores at T1 and T2, and change over time.

''Key Problems Sheet''

Allows you to record the Key problems, and track change in them over time, and generates graphs.

There is a section on the sheet for the worker to record the specific key problems for each individual using the AIM Item Numbers (see 'appendix' sheet for items list with associated numbers). 

''Appendix Sheet''

Lists the items on the AIM with an associated number. The number matches with the numbers on the AIM and the AIM cards.

''4) Outputs''

There are different outputs generated within the spreadsheet.

The y-axis on the generated graphs always indicates the highest and lowest possible scores, e.g., for item scores, the highest possible score is 4 and the lowest is 0; for the full AIM, the highest possible score is 160 and the lowest is 0; for the mental state subscale, the highest possible score is 76 and the lowest is 0.

* Individual graphs (only in the ten cases spreadsheet)

** AIM scores at T1 and T2 and change 
** AIM sub-scale scores at T1 and T2 and change

//Example output: AIM score at T1 and T2 for an individual//

[img[AIM individual score.JPG]]

* Team graphs (in both spreadsheets)
** Average item score across clients at T1 and T2 (Average item score offers a more precise indicator of change than comparing total or subscale AIM scores) 
** Average AIM scores across clients at T1 and T2 and change between times
** Average AIM sub-scale scores across clients at T1 and T2 and change between times

//Example output: Average item score//

[img[AIM score.JPG]]

//Example output: Average AIM score across clients at T1 and T2//

[img[Average score.JPG]]

''5) Links to Spreadsheets''

There are two version of the spreadsheet that are filled in in the same way. 

The reasoning is that most teams will want to know whether they are making a difference to their clients across their service, and therefore the "Team Level" spreadsheet allows you to collect up to 100 people's data at a time and will generate graphs that visualise this. It would be too cumbersome and slow down the spreadsheet to include the capacity to generate individual client graphs as well, so a smaller spreadsheet ("Ten cases") is provided that allows you to automatically generate individual client graphs as well as group graphs. 

We recommend that teams use the team level spreadsheet for //all your team's data// and copy over a particular client case into the ten cases spreadsheet if you want to visualise change on total AIM scores or AIM domains for an individual client.

''//Here are the links to the spreadsheets://''

<<link-pdf "AIM Data Collection Spreadsheet - Ten Cases" "https://drive.google.com/file/d/1JWfSYwrxNb5ONyfzv5xaa1ezbOUd3xpT/view?usp=sharing">>

<<link-pdf "AIM Data Collection Spreadsheet - Team Level Data" "https://drive.google.com/file/d/1GtJMWA_aEfnf-0p1SV0ww-WH80Vva0Vw/view?usp=sharing">>

''Technical notes''

* The spreadsheets are protected to prevent accidental deletion of the formulas (which generate sums and averages and outputs). If a team want to edit the spreadsheet formulas, they can do so by entering the password "ambit"
* The spreadsheets also lose this protection if opened in google sheets

Please read about [[AMBIT Client Impact Project|AMBIT Client Impact Project (ACIP)]] which describes a developing protocol of how to use the AIM measure. This protocol is developing in response to feedback from teams who are currently trialling the AIM as part of their practice.

The CASUS study collected AIM measures for a sample of 100 cases. This page provides a simple summary of these scores. 

The baseline (at start of treatment) mean domain and total scores are shown below. 

Domain and Mean scores 

#Daily Life 5.8
#Socio-economic 0.7 
#Family 2.6
#Social relationships 2.1
#Mental health 14.2
#Responsiveness 0.9
#Complexity 4.8

Mean total score was 27. 89 (SD 11.98)

This sample was a group of young people with significant substance use problems and other life difficulties (multiple needs). 

The measure was taken at the ir early contact with the service. 

<<aim-questionnaire>>

Below is the AIM questionnaire paper version, which you can download from the manual by clicking on the corner box. Please see the page on the [[AIM|AIM]] which describes how to use this measure, how to score it and how it was developed. 

[[https://docs.google.com/document/d/1iVIItDQ6xmwfpWffWyuj8I9TFML2cf7OI3jBrySsHtI]]:

<html><iframe src="https://docs.google.com/document/d/1iVIItDQ6xmwfpWffWyuj8I9TFML2cf7OI3jBrySsHtI/preview" width="640" height="480"></iframe></html>
----

!Introduction
Many of the young people AMBIT is designed for have high levels of [[Complexity]] and [[Comorbidities]].  It can be difficult to decide [[which intervention|WhichInterventionWhen]] to use, when, and the AMBIT [[AIM]] assessment can help you in this task by analysing your results and generating suggested interventions in the form of ranked lists, which provide direct [[Links]] to the manualized interventions.

!How does it work?

At the end of the [[AIM questionnaire - interactive version]] you will see a final page titled ''AIM Results''.  At the bottom of that page you will see the ''Suggested Interventions'' section.

The AIM questionnaire collects the severity scores you have entered across the 40 items in the questionnaire for your client, and then uses quite simple algorithms to rank potentially useful (evidence-based) interventions for the problems you have identified with your client.  These algorithms are explained below.

The fact that //''different lists''// of suggested interventions are generated is in itself designed to communicate to the [[Key Worker]] that, because the lives and difficulties of young people we work with a generally marked by COMPLEXITY, ''there is NOT a simple mechanical relationship between "problem //a//" and "intervention //x//"''

Thus the [[Key Worker]] is encouraged to use these lists as an additional layer of 'mentalized' oversight on a case; one that offers a more or less objective //perspective// on the options open to him or her, or to discuss them in [[supervision|SupervisoryStructures]]  The lists should be used to monitor whether or not what is being delivered is broadly in line with other thinking, and to stimulate questions if there is wide variance between what is suggested and what is actually being offered:

>''//"Am I offering my 'favourite' interventions, rather than the ones most suited to the needs of this person at this time and place?"//''  

See also WhichInterventionWhen for other advice on how to sequence what to do, or [[I'm stuck: what next?]] if you are at a more general impasse.

!How does it rank interventions?

In order to make it quite clear that this is not a "check-box" exercise, and that there must be flexibility for the worker in deciding what to do, there are different ways to sort these suggestions, depending on whether you want to look at addressing the whole spread of a young person's difficulties (''GLOBAL ranking''), or to focus on the most severe ones first (''FOCAL ranking''), and whether you want to limit your attention just to the [[Key Problems]]. 

* ''GLOBAL RANKING'' - each suggested intervention is ranked according to //how many different problems// (that is, AIM items scoring greater than 2) the young person has //which that particular intervention has evidence for being effective in treating//. This is good for selecting interventions that will COVER THE WIDER SET OF PROBLEMS AND THEIR CAUSES, in particular for finding approaches that might address some of the [[Comorbidities]] that frequently act as //maintaining factors// for the young person's difficulties.

* ''FOCAL RANKING'' - each suggested intervention is ranked in order of how SEVERE the set of problems it has evidence for being effective in treating are (their averaged AIM scores). This is good for FOCUSING THE MOST EFFECTIVE INTERVENTIONS ON HELPING WITH THE MOST SEVERE PROBLEMS.

* ''LIMIT'', as the title suggests, this limits the suggested interventions that are ranked in both of the above sorting algorithms //only to those relevant for items identified as KEY PROBLEMS//.

= [[AMBIT Local Facilitators]]

AMASS is the Islington ADOLESCENT MULTI-AGENCY SUPPORT SERVICE

HOW DO WE WORK? 

| <<tag [[Manage RISK]]>> | <<tag [[Manage CLIENT RELATIONSHIP]]>> | |<<tag [[OUR LOCAL Teamwork and Governance]]>>|

!!!''What do we want to think about?''
* What is the format of the End reports? 
* Different types of end reports	

!!!''Format of End Reports''
Can we have a template/format for a ‘standard’ AMASS intervention?
Suggested structure of the end report:
1.	Description of what AMASS is, package requested, workers involved (all very brief)
2.	Reason for referral (can take from Eligibility)
3.	Engagement from the family
4.	[[End Goals]]; sub headings of - progress towards end goals (rating included), 
5.     Summary of key interventions and sustainability of progress. Positive maintenance maps/positive FITS could be put here.  Formulation?? How much of this shared?
5.	Possibility of having headings of outreach/education/AP roles integrated into the End report (summaries of the work with the young person)
6.	Summary, conclusion at the end of the report (of all the work completed). 

!!!''Court reports''
Things get more complicated when we have to write things for court and there is no format for this. With the recent changes in AMASS there has been an increase in requests for assessments and input for PLO and court proceedings which has impacted on the way End Reports are written. A big question we had was thinking about //How do we present motivation and capacity to make changes?// We discussed the importance of being clear and getting clarification of ''what people are asking for when they ask us to comment on capacity?'' The below areas were discussed and will need to be returned to:
* Do we need to keep a record or parenting capacity as we are going along?
* Do we need to be explicit with parents re: assessment alongside parenting work?

There is currently a lack of direction of how the above should be presented or written up. It has previously arisen where practitioners have been asked to comment on something during the middle or towards the end of the intervention. This feels very difficult as this had not been looked at specifically through out. We also questioned if this is ethically correct from the families perspective? 

The social worker needs to consider how they are positioning us to the family. If the circumstances change and we are later asked to comment on parenting capacity, the social worker needs to take more responsibility for addressing this with the family. Question - //Do we need to include this in the beginning of our work with the families to facilitate transparency? Let them know that your position may change from parenting work to assessment along side this?//

Actions:
* Look at frameworks for assessing capacity to help us further define what is meant by capacity, helping us to think about what are we able to comment on
* Discuss with the Adult Parental mental health worker too
* Clarity from senior management about what is being requested of us in terms of our work/end reports

!!!__Marking the Task:__
Endings are incredibly significant in the work that we do and can often evoke certain feelings (anxiety, fear, excitement, relief, fear, anger and sometimes loss) in the families we work with, and in ourselves. Endings can be difficult and at times painful for our families but it can also provide an experience of engaging in a positive ending, where they may have previously only had traumatic or negative experiences of this. We wanted to think about some of the things we do to help prepare families for endings as well as thinking about some of the key messages we like to give families as the work draws to a close. 

!!!__Thing we can do to prepare/help with the ending:__
* We spoke about the importance of keeping the end in mind right from the beginning (which may sound a little strange!) As we are a time limited service (6 month intensive intervention) it is important to be clear about this from the outset. As the work draws towards the end of this phase workers discuss the prospect of maintenance 
* Maintenance phase – allows for a gradual step down of the work. As we have worked so closely with families (twice weekly visits) it is important to gradually taper off this process. It is important to draw this out with families and keep discussion of the ending alive 
* In terms of the ending itself, we spoke about trying to mark it with a special event such as bowling, ice skating, food or coffee. Ensure to decide this collaboratively with the families
* Sometimes the ending can feel really difficult for the young person/family and they may try to avoid it completely, or attempt to divert the conversation to other areas, preventing you from saying the things you had hoped. Buying and writing a card with some of these key messages in can be a really nice way of communicating this. Then, if the ending does not go as you planned, they are still able to read the things you intended them to hear
* It can be helpful to leave the family/young person with something tangible such as a coping kit for managing their emotion, summary of the strategies that have worked for them,  leaving voice records for the parent/young person to listen to in times of stress, preparing a portfolio of the work completed - this helps to reflect back the journey you have been on, in a coherent narrative


!!!__What we include in ‘Ending’ conversations__
* Explicitly stating that we as workers find the ending difficult and let them know that we are going to miss working with them
* Either commenting on the positive changes made and/ora depiction of the journey you have been on together. Saying things such as //“remember back to the beginning X was happening, and think about how you are managing that now…”//
* Careful framing of the ending conversation to ensure it is in line with the reality of the progress – do not over inflate progress. Remind the parent where we were when we started and track the progress that has been made.
* Focus on the positives, however acknowledge that if things still feel difficult e.g. //“You have worked really hard to make changes and have done a great job at putting in boundaries and consequences. I know things still feel difficult regarding school, but remember who is there to help you continue think about this”//
* Saying positive statements such //‘I know you can do this….’// 
* Pick out qualities of the parent/families that you identified as particular strengths, such as how much they care about their child, their commitment to the work and the dedication to trying to make things different for their family, their sense of humour, their ability to be reflective particularly in times of stress…the list is endless! 
* Remind parents that if things feel difficult again they can still access help as well as reminding them of the people around them they have to help e.g. school colleagues, friends, family, other services if they are still involved
* Remind them of different resources and different places they could go and get help 
* Mark that the parent has been able to have a positive relationship with you as the worker, their ability to trust the worker. If there have been up‘s and down’s (which there often are), identify this and reflect back the parents ability to repair and continue with the work regardless of this.
* If parent is feeling a little unsure/uncertain about the ending, reminding the parent that during the maintenance period you have seen them less frequently and they have managed. Try and scaffold friend and family of the person of ongoing support
* Statements such as - //“It’s OK not to get it right…”// //“It’s OK not to have all the answers, I didn’t’ have all the answers, we figured it out together..”//
* Give an example of how the young person/parent has helped you as the worker…. E.g. …//I’ll always remember x, and this will help me in my ongoing work x’//


!!!__Helpful resources:__
* Karen’s prompt sheet 
* FAP end of therapy letter to client
S:\Children_and_Families\AMASS\Direct Work Tools and Sheets\Endings
Both of these resources have thought provoking questions to consider when writing a closing letter to a young person or family. We thought these questions could also be held in mind by workers when talking about the ending and in closing conversations. These included:
* Think about the goals and their progress since you have known them
* The positive qualities and skills of the person
* What you have taken from working with the person, what touched you or what you enjoyed and will carry forward with you
* What you want them to take forward with them
* Your future hopes and wishes for the person
* What you will miss about working with the person

!!!__How we manage the ending:__
Endings can be rather emotional for the family. If you think the parent/young person is likely to be rather emotional during the ending, you can encourage conversations around this in the lead up – drip feed and refer to the ending in a timely manner, especially if you think the person may not be able to tolerate this. It can be helpful to acknowledge your own emotion too (if you feel this way), letting the person know it is difficult for us as the workers too. However, it is important not to ‘overwhelm’ the family with your own feelings. 

The emotional impact on the worker can be quite powerful too. It is important for us to attend to and think about this. As a team we felt we could be better at giving space for this. We thought helpful things to consider were ; //What is it like for us? How do we feel about it? How do we manage this?//  This can be something that is brought back to the team to think about either in informal discussions or Individual supervision. 

!!__A topic we wanted to return to was:__
Potential difficulties in Endings:

''
Marking the task: '' How can we man the hybrid system work best for the worker and the team?

''What are the challenges?''

Scheduling of joint visits and the flexibility of how we normally work. How do we maintain the flexibility with a client group who are hard to reach and syncing workers diaries?

Covid social distancing is difficult to maintain limited numbers and appropriate spaces such as gardens.

How to navigate when instructed when to use the office and what works best for the team in a flexible way and trying to use your time as efficiently as possible.

''Being in the office presents its own challenges:''

•	There may be a need to find a space in the office to make calls to maintain an appropriate noise level however it can be difficult to find/book a room for a MS Teams meeting

•	There are more distractions as people in the office like to have conversations, possibly due to isolation 

•	There have been occasions whereby video calls have been interrupted in the office if using a public area 

''Future Pilot – Upgraded work space  ''

•	We now have more meeting rooms however the walls are not as thick therefore confidentiality can be a bit of an issue at times

•	No team area in the office and having to be conscious of conversations about our families if those around us are doing meetings at their desks nearby 

•	There are not enough desks for teams to sit next to each other 

•	Group supervision – Finding a room with the right technology so that everyone can take part in person as well as online 

''How can we make this better?''

•	Backgrounds on MS Teams should be turned on so that staff in the background are not visible in the meeting

•	A sign could be created so that those who wish to communicate with us are aware that we are not available as it can be difficult to tell if someone is on a video call and not to be disturbed

•	Possible desk sharing? Review which teams need their desk space on a regular basis and which do not, in the case that an extra desk is needed

•	If out on visits for most of the office day, can the space be shared?


''How does the team contact each other with communication is urgent?''

What’s app group chat for team contact and individual messages
Email – If more information that needs to be shared with network 
Text messages and phoning each other
Voice mail – This is the least effective means of communication 

The clients commitments i.e. work, school, etc presents a challenge for the worker to schedule i.e. fitting the visits in on the days the worker is in Islington.

•	Workers needs to be clear on their working patterns if they have shifted them in order to accommodate visits with clients.

•	Length of visits. Is there a value in extending session time? When would it be worth extending? Is it more of a question about 
containment i.e. all parties understand what they are signing up for

•	Stating during the sign up the method of engagement i.e. length of session may be longer because it virtual

''Are we as workers finding it harder to end cases because of COVID?''

•	Building the relationship during COVID has be challenging and may require a mixed approach i.e. a virtual visit and a in person visit.

Are schools allowing visits on school grounds? 
•	We can’t as a team prepare for local lockdowns and blurred boundaries for workers and the challenges that’s can come with that. 

!!!''What is the purpose of maintenance:''

AMASS has a specific [[AMASS Intervention Timeline]]. The maintenance phase is the second part of the intervention (following on from a 6 month intensive period). The purpose of the [[AMASS Maintenance Phase]] is to sustain the changes that have been made during the intensive period. The idea is that contact with the family will reduce and visits will be less frequent. 

The maintenance phase has continuously been a topic that has been discussed at length. AMASS have previously documented their thoughts on this on the WIKI, please see [[Development of the AMASS Maintenance Phase]].

!!!''Questions we have:''
* What happens to maintenance if there is a crisis during/going into this period or during this period (PLO, CP)?

* What happens if there has been very little change over the 6 month intensive phase and then change is seen towards the end of this phase, is it still appropriate to follow maintenance plan?

!!!''Possible suggestions:''
* If there is traction towards the end of the intensive phase could we ask permission for an extension of intensive (rather than put it in to maintenance)? 
* Would it be more helpful to block out dates for maintenance prior to the case entering this stage. Could we have a flagging system during [[AMASS Allocations]] Meeting, at 24 (2 weeks prior to end of intensive) weeks this should prompt a conversation with families regarding maintenance letting them know visits will drop down to fortnightly, as well as arranging the Time 2 FOF 
* Would it be better to have a gap at the end of intensive? Possibility of having a two week gap and then go back and ask what has been difficult? //we noted this would feel difficult if the family was having a crisis//
* There is some drift at the beginning of cases. Longer spent at the beginning completing the assessment as little bits of work start. Could be more strict with the assessment phase, conduct all of the assessment work and then start the actual work. If we had tighter time scales could increase our sense of urgency with families
* Responsibility of [[AMASS Maintenance Phase]] should be driven and taken forward by the social worker. We need to be more proactive of asking them what they would work they would like to carry forward and continue working on
* Could we create a sustainability plan to give to the social worker and share with the family //e.g. What we have worked on (summary to date) and what needs to  be addressed going forward (recommendations)//.  If social workers are now going to see families once a week this could be taken forward by them. We could include the titles used for the end report  Start having a discussion a couple of weeks before with the social workers
* Could do maintenance maps at the end of intensive to map out how the positive changes have been achieved, what has made them possible (Positive Fits). Think about a few ‘What ifs….’ 
* Could we make a sheet/page to give to families giving information about maintenance //e.g. I will be coming less, social worker will be coming more//

!!!''Actions going forward:''
* Flagging system in allocations at week 24 to start discussing maintenance with families as well as booking in Time 2 FOF
* Create a summary template for sustainability plan
* Bring the above ideas and suggestions to a team meeting to further discuss

Here at AMASS we have many different thinking spaces where we think, discuss and reflect on our work with families. The five commonly used spaces are:

1)	[[AMASS Group Supervision]]
2)	Individual supervision
3)	Parental mental health consultations
4)	Formulation meetings 
5)	Outreach development group

Each space provides an opportunity for thinking and reflecting about the work we do, however each has its own unique function. We wanted to try and capture the function and use of each space as well as trying to think about how each space can be used more usefully

!!!''[[AMASS Group Supervision]]''
Group Supervision takes place weekly in AMASS, with all team members expected to attend. Other professionals working with the family (e.g. CIN social worker, YOS worker, Employment advisor, Parental Mental Health team, women’s advocate) will also be invited to share and discuss the case. Each case is given a 20 minute time slot, where team members share updates from the week, thinking about what has happened for the family the effects this has had on them, as well as us, the practitioners. Given the short 20 minute time slot, cases are discussed using the Ambit ‘[Thinking Together]’ strategy which helps to provide structure and clarity to the discussions.

Once the ‘headlines’ have been shared, the space is used to think and plan tasks for the up and coming week. It is helpful to bear [[Thinking Together]] in mind, to make sure that an explicit task is being clearly marked for discussion. Any goals generated are recorded and assigned to a specific professional to complete. The tasks are reviewed and monitored weekly, with them being marked as complete or not. By reviewing the ‘headlines’ and actively planning tasks for the week allows all professionals involved to be an active part of this process. This space creates an opportunity for all professionals involved to complete shared planning, helping to ensure integration between the networks around the family. 

The space is also used to share case dilemmas and to think with the wider team about what this is, what may be contributing towards it, as well as the impact this maybe having on you and the work. It can be a useful space to think about the direction the case is going in, and to reflect on progress towards the [[End Goals]]. 

Team members share how they are feeling in relation to the case e.g. stuck, frustrated. Its a chance for them to be mentalized by the team. By identifying these feelings as a team we think about how these feelings can be managed. These feelings are not picked apart here; rather they are highlighted and can be revisited in more detail during individual supervision. 

!!!''Individual supervision''
Individual supervision is usually had by practitioners once every two weeks. We all have different style and preferences to working, this makes it important to make sure supervision is personalised to the style of the individual. It can be helpful to have an explicit conversation with your supervision, about your preferences, how you like supervision to be. The individual supervision space can be negotiated between both you and the Supervisor, coming to a collective agreement that works for you both. 

Part of the function of individual supervision is to discuss your cases with your supervisor. It is not always felt necessary to discuss all of your open cases. Preference is often given to those more high risk cases, or those where there has been a lot going on recently. This is an important space to look at risk in cases; highlighting the level of risk, revisiting risk plans, informing relevant professionals. 
Sometimes further planning is required (in addition to Group Supervision), and this time can be used to think more in-depth about the specifics of how you want to execute certain tasks, thinking about the technique and theory you want to use in relation to the case. It can be helpful to use specific Tools to help bring structure to the case discussion such as the [[APrAT]] Ambit tool, as well as using Ambit’s model of [[Thinking Together]].

It is important to review network relationships thinking about what relationships maybe going well, and those you may be having more difficulty with. It can be helpful to think about the impact this maybe having on you and your perception of the work with the family. You may want to discuss with your manager different ways to help scaffold the relationship with the other professionals and with the family. 

Thinking about you - Time can be given and set aside to think about your continuing professional development, and your future aspirations. Individual Supervision can be a useful space to dedicate time to thinking about current training opportunities in the borough, and to think more about what training you would like in the future.  

It is recognised this work can be extremely challenging, and at times may cause us to feel differently in ourselves. Individual supervision is a great place to articulate how you maybe feeling and the impact this may have on your work. Looking after yourself is important!

!!!''Parental Mental Health Consultations''
Parental Mental Health consultations are a resource that practitioners can request from the Adult Mental Health team. There are many different reasons you may want to request a consultation and these are listed below:
* The parent maybe displaying behaviour that leads you to have concerns around their mental health
* The parent may already have a diagnosis from a health professional, and you may want further information on this, and how best to support this parent
* It can be helpful if you require further information relating to the Parent’s mental health. The Adult Mental health team are able to contact other agencies such as ICOPE and the GP to help with the chronology and missing information
* The families we work with are complex, who all have a variety of different stresses affecting them and their children. Having a consultation with this service can help you to gain a better understanding of how this might be effecting them in their daily lives, as well as providing us with strategies and resources to share with the families such as relaxation CD’s, Stress Bucket activity, screening tools
* It maybe appropriate for the Adult Mental health practitioner to accompany you on a home visit, to help you deliver particular tools with a family
* It can be a really useful space to think about helping children/young people to better understand their parents mental health. Advice can be given around structuring the conversation, as well as practical age appropriate activities to facilitate this
* As you work so closely with the parents it provides a space to think about how this impacts on you emotionally, and provides a starting point in helping you understand this a bit better. 
''Future ideas:''
* It may be more useful to have follow up consultations with the Adult mental health team, to help to ingrate and review the work, as well as thinking about ongoing work that may need to be done. 

!!!''Formulation Meetings''
Formulation meetings are a space where the team meets together in order to understand something better about their work with the family. This can include, trying to understand what factors have “set the context” for the presenting problem (both past and current factors), or trying to understand a particular barrier that in impacting on engagement or progress in a particular area. The workers would usually be invited to think of some specific questions prior to the meeting that capture what they would like to understand better by the end of the meetings, so that appropriate tools/resources can be brought to the meeting by the psychologist.  

Formulation meetings bring all professionals (social workers, adult mental health team, employment advisor, YOS workers) involved in the case together helping to bring different perspectives for family members.

This can be a useful space to bring together all that is currently known about the family, drawing on information collected from outcome tools, adult mental health consultations as well as the family history. The information might be captured visually using flipcharts, as well as using maintenance maps to help make sense of why particular things might be happening (behaviours, barriers, successes).


It is most helpful to do [[Marking the Task]] i.e. deciding something specific you want to get out of it ahead of the meeting. 

Following the formulation meeting feedback is provided in writing, which helps to structure the subsequent work. 
''Ideas and questions for the future:''
*What information from this is taken back to the family?
*What actions arise from the meeting?
*How do we move forward with the work following identification of information?
*Should this be a standard procedure with all families at a specific week of the intervention?
*Could the actions from the formulation be brought back in to Group Supervision, so they don’t get lost?


!!!"Outreach Skills Group"

This is a new space where practitioners working specifically with Young people across IFIT and AMASS meet fortnightly. This is a space where practitioners share skills, strategies and resources for working with Young people. Being a lone worker, can be isolating and this provides a space for mutual support from other teams doing similar roles. A real focus of this group is to read literature, trying to apply this theory to practice. 

Current topics that have been discussed can be found here:
* [[Outreach Development Group: Session 1 - Building Relationships]]
* [[ Outreach Development Group: Session 2 - Getting Stuck]]
* [[ Outreach Development Group: Session 3]]
* [[ Outreach Development Group: Session 4 - Solution Focused Theory]]
* [[ Outreach Development Group: Session 5 - Agenda Setting]]

This is a weekly team meeting, separate to the [[AMASS Team Meetings]] to discuss current caseload:

*Identify where young person is for all intensive cases (are they still at home or in placement?)

*Check list of maintenance cases and offer a slot for team members to talk about any current issues

*Discuss new referrals and considerations 

! Processes relating to cases

Below is a summary of the key BSU tasks at different stages of the family's journey through involvement with AMASS. 

__''Referral''__

*Log the referral on the AMASS spreadsheet

* Add the details of the referral to the Allocations sheet for the next Allocation's meeting
* Complete checks as to whether the case is known previously to AMASS, SFST and Enhanced. Add this information to the Notes section on Allocations sheet
* Create a folder within the Considerations folder on the Shared drive and save any referral documents there. 

__''Eligibility meeting''__

*Add date of eligibility meeting to the AMASS spreadsheet
After the eligibility meeting:

*If case eligible, workers will organise sign up meeting (see below)
*If the family is not deemed to meet criteria, please enter date of referral closure and the reason on the AMASS spreadsheet.

*You may be sent a copy of the eligibility meeting minutes which will need to be saved in the electronic folder. 

__''Sign up''__

*Add date and outcome of sign up to the AMASS spreadsheet

''__Case Allocation__''

*When case is allocated to workers, add start date (e.g. date of first session) to AMASS spreadsheet. 
*Add AMASS workers to Involvements on LCS
*Move electronic folder from Considerations to AMASS Intensive folder. 
*Add to Group Supervision schedule and create template for Group Supervision minutes. 
*Make a paper folder in drawer 82. 

__''Maintenance''__

*Move electronic folder into AMASS Maintenance folder
* Remove from Group Supervision schedule as the case will no longer be included in Group Supervision. 

__''Case Closure''__

*End Involvements of AMASS workers on LCS
*Add closure date and reason for closure on AMASS spreadsheet

! Group Supervision

__''Each week''__

//Making the schedule//

* Prepare the schedule on Thursday and send to AMASS managers to make any revisions
* Please try to ensure that there is a 15 minute break and an equal number of slots before and after the break

//Emailing the schedule//

* Send out the invite email, once managers have confirmed, ideally on Friday. Please chase AMASS managers if you do not here back from them!
* The email invite should be sent to all the allocated social workers and cc'd to the AMASS team and the DTMs of the social workers. 
*If someone asks to swap, please ask them to approach another social worker to ask if they can swap slots. 

//Group supervision templates//

*Please make these within the case files electronic folders, ready to be used for Group Supervision. Please update the week number and date in both the file name and within the sheet. 
*After group supervision, please upload the notes to each of the case files on LCS and add a case note to reflect this. 

! General tasks

The team may ask for help with:

*scanning and uploading documents onto LCS
*room bookings
*setting up meetings
*organising calendar invites 

!!!''Marking the task''
AMASS team members complete a Genogram with each family we work with. The Genogram is a graphic representation of a family tree, which provides detailed information on relationships among individuals. The family may also have significant others who are not family members, who they may want to include in the genogram. Pets also have a significant role and place within many families we work with, and putting them on the genogram may also feel appropriate. Genograms are usually completed during the assessment phase of the intervention (See [[AMASS Intervention Timeline]] with the parents/carer and often with the young person present too.

!!!''Why use Genograms?''
* Completing the genogram puts the family as the ‘experts’, allowing them to tell you about their family from their perspective.
* It provides a wealth of discussion regarding the family relationship, allowing for an in-depth analysis of how the individuals relate to one another, generating discussion about the specificities of relationships with in the family network. It allows for discussion around the quality of relationships and this information is represented visually on the genogram using colour, different types of lines (wavy, dotty) and symbols. 
*It can generate conversation about what relationships are positive and strong for the young person or parent/carer. It can be helpful to ask follow up questions such as //why are the relationships strong?// //What do you do together?// //What do you find helpful or supportive about the relationship?// This can be helpful for workers, in building their relationship with the family as well as trying to promote positive relationships between family members.
* The genogram is also useful in finding out what relationships the family members find difficult, thinking about why.
*It can be interesting to ask the age of individuals. This can highlight things such as those who were young mum’s, age gaps between siblings. This can be a good prompt to ask questions to understand how the family has developed with an increase in children e.g. What were things like when the first/second/third child were born? It is good to keep in mind that the children may take on different roles with in the family, and how this may change and evolve with the addition of another sibling. 

''It can be interesting to think about the following when doing a genogram with a family'':
* ''Educational history'' – exploring what the parents/Grandparents/siblings experiences have been. It can be interesting to think about what family professions, their value base and the expectations on the child
* ''Cultural factors in the family'' – Where people are from and how this influences their family now? What does this mean? How do parents deal with problems that may be influenced by their cultural background? If the parents are from different cultural backgrounds, what does each person bring? Are their cultural values carried forward in their family? If a family has recently moved from another country, when did this happen? What was it like when they moved here? Do they still have support from family members back home? How often do they keep in touch? How much do they know and share with them?  
* ''Person qualities/characteristics'' of each family member e.g. laid back, opinionated, bright, calm etc.
* ''Health'' – Thinking about mental health in the family, as well as identifying those family members who have physical disabilities as well as learning disabilities. It can be useful to think with a family about how this impacts on the person as well as the family network
* ''Family history of abuse'' and if family members have been in care
* Can also bring up ''topics of loss'' – people in the family who have passed away (grandparents, siblings, miscarriages, still born births
* Is useful to get parents to think about their relationships with their family members? What is their template of relationships? Does this impact them?

!!!''Challenges:''
Actually trying to draw a genogram! It can be useful to first ask: //What side of the family is bigger?// This can help with trying to place the index child on the piece of paper – trying to think about the space and scale of the drawing. There are many different symbols to try and remember, spend some time looking over these and feeling confident in using them (you can find a genogram symbol sheet saved to the S:Drive). It is really useful to draw a key for on your genogram, so when you come back to it you know what each colour, line and symbol means. 

The genogram can be difficult if there has been a lot of historical trauma. This can sometimes be an obstacle to discussion relationships, and the parent may not want to discuss things. The family may not want to talk about relationships all that much, even if there isn’t a history of abuse. Relationships can be a difficult thing, and can bring up certain feelings in people. Remember this is a very personalised piece of work, always ensure to clarify spellings of names, and never assume siblings have the same fathers/mothers. 

The family unit is made up of individuals, it is important to remember this. Different family members may have different views and perspective on each other. This can be difficult if you are doing the genogram with the family as a whole. Certain individuals may not want a specific person on the paper, but that same person may feel very important and special to another. To try and alleviate this, perhaps take post it notes (so this doesn’t feel so fixed), which can be moved and removed if necessary.

Genograms provide a wealth of information across various different topics. There is the concern that this information can sometimes get lost. It might be helpful to bring the genogram to group supervision to help remind people of the different relationships.

It can be useful to reflect on your own position following a session with a family, thinking about why you may have lead the conversation in a particular direction

All members of the AMASS team meet once a week with the key worker allocated to the case (the social worker). This is a chance to provide [[headlines]], review goals  and have a case discussion. Weekly group supervision fulfills three important functions for AMASS work: 

!!!1. Goal and Task Monitoring:
[[End Goals]], weekly family tasks, ICON education and outreach tasks
  
!!!2. Team support:
Supporting professionals, coping with difficult emotions, sharing knowledge and expertise
       
!!!3. Self-audit:
Supervision monitoring form, covering objectives and avoiding [[Black Holes]] 
            

This is a local adaptation of AMBIT [[SupervisoryStructures]] and has an important role in supporting the AMASS worker to remain well connected to the wider team. Principles of [[Thinking Together]] may be helpful for the group process. 


  

!!The Intensive Phase (first six months)

The Intensive Phase has two stages, the //Assessment Phase// and the //Intensive Intervention Phase//. Visits are twice a week by the AMASS worker and the case holding social worker. Additional visits may also be organised by the Outreach Worker and Education Coordinator.

!!!The Assessment Phase (first 4 to 6 weeks)
* Collection of past and current information about the young person's presenting problems and about the family; focus on strengths, not just difficulties.
* The AMASS workbook contains exercises to make information gathering systematic and straightforward 
* A //Pre-intervention Evaluation// is carried out as part of the [[AMASS Outcomes Framework]], is completed within the first 2 or 3 weeks by the Assistant Psychologist. 
* By the end of the Assessment Phase the family, AMASS worker, and case holding social worker will have agreed on [[End Goals]] which will help guide the rest of the intervention
* End Goals should be SMART (Specific, Measurable, Achievable, Realistic, Time limited)
*[[Formulation Meetings]] may be arranged following assessment and outreach relationship building with young person



!!!The Intervention Phase (week 6 to 26)
* Visits continue twice weekly and telephone contact is offered as extra support
* Main focus is on changing parenting practice and improving relationships and family functioning
* //Family Goals// are set weekly and reviewed with the family every visit. These are recorded in the AMASS workbook.
* //AMASS worker Goals// are set during [[AMASS Group Supervision]] 
* Range of systemic and behavioural approaches, tools, and techniques are used to promote change. For example; behaviour contracts and monitoring, family meetings, life-story projects, mentalisation based work and problem focused work (e.g. anger management classes). 
* Outreach work continues with young person- often with a focus on encouraging engagement in pro-social activities and building self-confidence and resilience.
* The education coordinator creates opportunities for engagement in school, training programmes and employment and may even provide one-to-one teaching sessions

!!The Maintenance Phase (8 weeks)
* Support families to maintain the positive changes they have made and the progress they have achieved
* Help the families to generalise the skills they have learnt in the intensive phase
* Gradual disengagement- visits are reduced at a rate appropriate to the family
* Maintenance cases are discussed at [[AMASS Allocations]] and social workers are no longer required to attend [[AMASS Group Supervision]].

!! 1. How are AMASS Involved in the Decision Making Process to Place a Young Person into Care?

*''Gathering and Sharing Information''
** The frequency and intensity of AMASS visits allows us to get more accurate picture of family functioning and causes for concern
** A range of expertise in the team and can provide specialist reports, for example using the AIM (Assess Intervene and Move on) Assessment for young people who display sexually harmful behaviour
** Good relationships and contacts in both Social Care and CAMHS teams allows us to easily share information between relevant services - things can move quickly

*''Status as a Specialist Service''
** AMASS is understood to be working with extremely difficult cases, so when we raise concerns  about a child's safety at home these are taken seriously. See other pages on [[Manage RISK]]
** There is a sense that AMASS is a "last resort" for families on the very edge of care and there is trust/respect for AMASS's professional's opinions
** Our Operations Manager is closely connected to the team and knows our cases so we can easily raise concerns to this level of management.

*''Supporting the Case Holding Social Worker''
** [[AMASS Group Supervision]] as a forum for discussing the case concerns and manage our own anxieties
** Use of mentalisation based approaches such as [[Thinking Together]] and [[Active Planning]] to help the social worker conduct assessment work and plan collection and sharing of relevant evidence
** Support in preparing for Legal Planning Meetings, Joint Agency Panel Meetings etc.

*''Supporting the Family''
** Being open and honest about the fact that our service is focussed on preventing family breakup
** Also being honest with families when we have serious concerns, such as child protections worries or view that young person is out of parental control
** Providing support to help parents and young people manage their anxieties
** Providing information about the different options for action
** Team to [[Mentalize]] the family 

!!2. What Involvements Does AMASS Have After the Decision Has Been Made to Place a Young Person in Care?

- During transition we can assist with planned moves and handover of information
- Depending on the needs of the young person; there may be a need for re-referral for placement stability
-If young person has built positive relationship with outreach worker this may be extended for a time limited period during transition period

Input structure of maintenance phase from ICON manual
what we plan to do

For recent thoughts on this [[AMASS - recent thoughts re: Maintenance phase]]

Since forming AMASS outcomes have been an integral part of the service. There is a robust framework called the [[AMASS Outcomes Matrix]] that evaluates and monitors outcomes of the families who have had an AMASS intervention and complies with the [[Aims of Service]]. 

!!!! 4 Stages of data collection during [[AMASS Intervention Timeline]]

1. Pre-intervention collected during the assessment stage
2. During intervention collected six months into the intervention (end of intensive)
3. Post intervention collected at the end of the intervention (end of maintenance)
4. Follow up collected one year after AMASS involvement ends

!!!!How Data is collected

*The Assistant Psychologist within the team leads on outcome data collection. 
*An excel spreadsheet documents when families are due to be contacted.
*Families are informed about outcome framework and consent is obtained
*Joint visit to family with team worker and Assistant Psychologist to complete questionnaire
*Questionnaires scored and entered into outcomes database


!!!!The benefits of collecting outcomes

*Proves value of service
*Provides commissioners with a rationale to continue funding


!!!!Overcoming challenges to outcome data collection

*Making contact with families post intervention can be very difficult. Contacting the current professionals working the family may be a form of contact.

!!!Evaluation is divided between EFFORT and QUALITY and IMPACT

!!!!!1. Effort: How much did we do?

E.g. Number of referrals, how many families supported, cases completed, number of significant males engaged, number of individuals with Education, Clinical Psychology support.


!!!!!2. Quality: How well did we do it?

E.g. % of families completed intervention, % cases withdrawn, parent experience of service ratings, % of families for whom the intervention model was acceptable

Including a Service Evaluation focus

*Number of supervision sessions provided to practitioners per year
*Cost
*Delivery of service against capacity


!!!!!3. Impact: Did we make a difference? Is anyone better off?

E.g. % of children becoming looked after, % of children stabilised in foster placement, reduced difficulties scores and improved parent satisfaction according to measures within [[AMASS Outcomes Framework]], reduction in anti-social behaviour, increased participation in education/training/employment

''__Marking the Task__''
A big part of the senior social workers role is to help integrate the network. As a senior social worker position has become vacant in AMASS it would be useful to try and capture what the senior social workers do in relation to this, thinking about how the senior social workers manage networks in their role.

Things we want to think about:
* Senior social workers position/role in professional meetings
* SSW role in managing the rel. between social worker and the parent
* Role in AMASS, being the glue in the entire network for the family – without AMASS involvement the network could disintegrate
•	Adult mental health – proactive in terms of managing and pulling together the network around this
•	SW and Supervising Social worker relationship – shift happening re: CLA social worker involvement in AMASS work

''__SSW role in professional meetings:__''
* Discussed the difficult position of not taking charge/control of this as other professionals often look to the AMASS senior social worker to do this
* Thinking about it in similar terms to a family meeting – Trying to listen out for positive things/points that are aligned through professional network and pulling/highlighting these. Looking for opportunities to improve relationships and bring things/people together.
* Modelling something different – not just about updates, 
* Holding people in the room in mind 
* Make sure to keep the parent at the forefront of the discussion – show case parents strengths. A lot of re-phrasing/re-framing of what other professionals are saying to the parent to ensure they understand as well as changing the perception of what is being said. Balancing it with child centred approach. 
* Preparing the parent to actively engage in the process. Directly speaking to the parent to encourage their own input. Then end up para-phrasing what the parent is saying, back to the professional network 
* HELPFULNESS! Thinking about what would be helpful right now for the family – not being stuck in the problem, but focusing on what’s next? What’s going to be helpful going forward
* Shutting down storytelling!
* Identifying misunderstandings and helping to make intentions explicit
* ''Further thought'' - What conversation do SSW’s have with the allocated SW’s prior to these meetings? Help to set the agenda before the meeting begins e.g. what do we want to get out of this? What do we want to cover? We could do this more... 
* SW’s look to SSW to think about how to goal set during professional meetings 
* Identifying in Group Supervision if there is a up and coming meeting that requires extra thinking time, this is set as a goal here. 

''__Role in AMASS__''
There is a recognition the SSW is often like the glue in the network for the family and an acknowledgement without AMASS involvement the network could disintegrate
* Importance of [[Group Supervision]] and how we hold cases
* Actively thinking about who is in the network and inviting them to GS. Bridging networks in the professional network 
* If network is fragmented, lots of emails (positive messages, keep linked up), spending a lot of time investing in the relationship with the SW – this promotes engagement with the work 
* Using the other [[AMASS Team Members]] (Edu, AP, PMH) to help bolster the school/professionals/PMH to maintain the wider network
* Multi-layered co-ordination – Senior social worker will use the support of the Edu/AP/PMH to co-ordinate mini networks in these areas
* Holding a [[Mentalizing]] position in the network, helping others to see different perspectives – Importance of re-framing 

''Marking the task: ''

Team away day. Looking after the worker in the workplace (self-care, self-compassion) Team safety and lone working.


''Purpose:'' training and team activities i.e. team building) Why are we thinking that being given information (training) is fun? Why it would be more enjoyable to have lectures?

•	We are often in highly stressful situations and it would be nice to be in a position where we are not giving and able to relax and take in information without having to worry about formulating in order to have a response.

•	Lecture provides the worker with a time to take in new ideas and reflect on how one might make use this new information  

•	A space for the team to think about the same idea about how we respond to ideas or thought similarly or differently. Allow us to be more supportive of each other

•	Away ideas: Spa day, climbing, Epping forest, Hampstead Heath, Escape rooms, the crystal maze, walking tours, forest bathing, Cambridge to meet another team
 
Lone Working 
There is more than one strand to lone working. The council and NHS have different policies. How do we work together as a team around lone working? How do we look after each other and work together in AMASS?


* Keep your diary up to date so that the team are aware of where you are 
* Do not use laptop bags , use rucksacks that are more discrete 
* If phone is flat make team aware of another way to contact you i.e Personal phone number
* Check LCS for hazards regarding family and if there are any, bring another staff member
* Be aware of where your nearest exits are when doing home visits 
* Taxi home/back to office and be arranged depending on the location/nature of the visit
* Be aware of your surroundings. If things start to feel tricky you can stop the session
* Be up to date with what is going on with the family via Emails and LCS before visits 
* Be mindful of hand gestures and personal space when speaking with families 
* (2017-08-02) Appendix 2 - Working alone guide for employees.pdf (sp.izzi)


''Well- being''

•	CIN Services had a well-being/feedback meeting where we discussed impact of pandemic and well-being, how we are working with other services and what has been helpful 

•	Try to organise time with the team outside out work hours

•	There is an agreed sense in the team than planned/unstructured time can tend to well-being

•	Team Reflection meeting takes place every three weeks to think about AMASS work

•	Reflection space does not have to be as structured/ free flowing
 
•	Kim to look at outcomes from CIN Service review meeting
 
 

[[AMASS]] is a small, multi-disciplinary team ([MULTI-AGENCY]0 based with in Children's social care in Islington. The team is comprised of a Social Care manager, Clinical Psychologist (manager), two senior social workers, [[Education Co-ordinator role]], Outreach worker, Assistant psychologist and business support. Below is an overview of each team members role and responsibilities. 

!!!''Social Care Manager''
* Co-facilitating [[AMASS Group Supervision]] and [[AMASS Team Meetings]]
* Managing new referrals -  attending eligibility meetings, communication etc. 
* To supervise and conduct individual supervision for the two senior social workers and the [[Education co-ordinator role]]
* Thinking about safeguarding and risk (needing to escalate where necessary)
* Parent work, jointly with senior social workers
* Advice and guidance to senior social workers
* Taking things to senior management on behalf of the team as well as liaising with the rest of SMAOS and other agencies including CAMHS
* Developing service plans
* Conducting appraisals
* Attend other teams to promote our service
* Developing and implementing [[AMBIT]] material
* Line management of senior social workers and education co-ordinator (part management)

!!!''Clinical Psychologist (manager)''

!!!''Senior social workers''
* Mainly the parent work (twice weekly visits)
* Helping parents think about what might be going on for their children from their children’s perspective
* Helping them in their parental/carer’s role in the home and supporting them build and develop their parenting capacity
* Supporting parents identify and implement behaviour management strategies, which include introduction contracts, reward systems, routine
* Linking in with the network and other professionals who already support the family, as well as introducing and scaffolding new relationships such as M.T, A.H, Social workers
* Main point of contact for the social workers
* Co-ordination of family meetings, taking the lead when these are organised
* Learning and teaching about the different techniques, strategies and resources used with families e.g. maintenance maps, mapping out, paper, being really visual
* Family support, helping to promote positive relationships and modelling positive interaction and positive parenting 
* Safety planning and sharing that with the network and family 
* Identifying and setting end goals with the family and social worker
* Sharing ideas and strategies to the wider team and the network, encouraging learning at work
* Helping to navigate systems especially when it goes from CIN to CLA, as well as helping other staff and the family understand processes
* Help other workers to reflect about what has happened. Leaving a visit and helping social workers to pick apart what they have just experienced. Helping social worker to pick up on what feelings the visit or interaction evokes in them
* Helps to gather more information about the formulation/hypothesis for the family
* Help with the planning of sessions including the social workers in this process.
* Working through immediate crisis but also being able to keep hold of a more long term plan that you work through, keeping a thread of the work.
*  A lot of information for other agencies and referring on
* Taking history of the family to help inform the work
* Sharing the frustrations/’stuckness’ as well as the successes. Validating social workers feelings of working with a family

!!!''Outreach worker''
* Conducts the [[Outreach Work]] with the young people
* Advocate on young people’s behalf
* Signpost to positive activities and youth hubs in the community
* To capture the young person’s view/perspective  on their view of their home life, relationship with parents, school, their own self-image, peer relationships etc.
* Promoting sexual health, signposting to relevant agencies
* Supporting young people to attend appointments such as GP, dentist, meetings, etc. 
* Help the young person get to a position where they are able to access more mainstream services
* Scaffolding new relationships with new professionals e.g. careers advisor, 
* Helping the young person to understand their thoughts by relaying this back to them e.g. through paraphrasing
* Helping the young person see things from other people’s perspectives
* Family support, helping to promote positive relationships and modelling positive interaction and positive parenting 
* Education sessions around topics such as drugs, giving advice and guidance helping them to make informed choices
* Talking about the talking – even if they are not ready to talk about this, what would this look like if they were ready
* Helping to provide a positive experience of working with an outside agency
* Strength focused work – seeing what they are good about already, celebrating their achievements as well as sharing with others who need to know
* ‘Deal brokers’ if there is something they want, helping to bring this and negotiate this with the parent work. Feedback loop between parent and young person work
* Navigating the systems especially if a case goes from CIN to CLA. Helping to understand what that might mean for the young person. 
* Preparing for independence e.g. emotionally how they are coping, as well as with things such as housing or independent living skills (CLA YP)
* Ensure to work with siblings of the index child to ensure a holistic approach to the family

!!!''Education co-ordinator''
* Liaising with schools and linking this back to the team and social workers
* Support data collection such as attendance and performance (where they are with their levels) data, which feeds into the data analysis which helps guide the service going forward…how effective are we?
* Requests the Education assessment on an initial case (when referral comes in), which feeds back into the decision whether AMASS takes the case
* Supports the young people in school e.g.re-integration process, attendance, 
* Supporting young people and their parents with  morning routines, conducting observations, as well as providing practical support to help ensure they get to school e.g. accompanying a young person to school
* Modelling to/with the parents around morning routine e.g. timely reminders, checking to see what is happening, prompting the young person
* Supporting the parents with any queries or issues about the child’s education, as well as attending school related meetings, advocating on their behalf as well as being there as a supportive figure
* Linking with the outreach/AP work and further supporting this through own individual sessions
* Supporting parents and young people with help and advice regarding the Education Health Care Plan (EHCP)
* Identifying the needs of the young person and adapting your approach to suit this. Making sure to link with social workers (AMASS) and statutory, schools to see how best you fit in. 
* Liaison with team members to ensure work is linked up – wrap around approach
* Think with parents about their own educational history  - //area for development// – Trying to ensure this happens from the beginning of the work, social workers to identify parents with educational history and co-ordinate a meeting with Edu co-ordinator to ascertain this information
* Advise and consult with social workers as well as parents 
* Looks at the barriers to education as well
* Attend PEP’s and liaise and communicate with the virtual school
*Broker between family/social workers with the school/virtual school/AP (education placements)
* Looks holistically at a young person’s education
* Helps to identify any missed learning difficulties, and communicate this to the school, to the family

!!!''Assistant Psychologist''
* Building relationships ensuring it is targeted at an appropriate level re: their journey of change
* Helping the young person get to a position where they are able to access more mainstream services
* Scaffolding new relationships with new professionals e.g. careers advisor, 
* Helping the young person to understand their thoughts by relaying this back to them e.g. through paraphrasing
* Helping the young person see things from other people’s perspectives
* Young person lead intervention, arranging the work around their strengths and difficulties
* Helping to link the parent work into the young person work as well
* Education sessions around topics such as drugs, sexual health, sleep, giving advice and guidance helping them to make informed choices
* Safety planning around topics such as Self harm, anger, keeping safe in the community
* Evaluation – completing initial and closing questionnaires (Family Outcome Framework, Strength and Difficulties Questionnaire, McMaster Family assessment, Parental Well being Scale) with families to help evaluate our service and monitor change 
* WIKI champion!! To note take and update the WIKI regularly
* Working on topics to support a young person’s emotional well-being e.g., anger, worry, relationships, supported by clinical psychologist to implement  techniques from psychological evidence base such as CBT, behavioural activation, timetabling of positive activities
* Liaising with other agencies and trying to link up with other professionals to help scaffold and build relationships
* Increasing protective factors such as identifying positive helpful people in their network and socially, increasing positive activity, identifying strengths and building on these
* Completing screening tools and assessments for anxiety, depression etc. 
* Group Supervision notes
* Talking about the talking – even if they are not ready to talk about this, what would this look like if they were ready
* Positive experience of working with an outside agency
* ‘Brokering’ between parents/carers and the young person e.g. coming with ideas that may help to motivate the young person in relation to the contract, people’s intentions (intended intentions).

Team administrator:

Communication throughout the network and our views on the risks 
When teams refer to us they already know that there is a risk of care. If the case is a CIN case, we need to be clear why the family haven’t been escalated to a CP plan (including; has there been a CP consult?  What was the outcome? How does the family work with the social work team?)

''How do other people view us as a team?''
 

AMASS can be the more hopeful team at the start and then can and up being the more concerned by the end.  We sometimes feel that expectations of AMASS intervention outcomes can be overly optimistic. AMASS shares the high volume of work and challenges that the social worker has, which can be a relief for them. We do more “talking” about the issue, with families, rather than being too direct around the problem. This can sometimes lead to splitting within the network as we have different approaches.

''Do the social workers have another perspective as they were very concerned at the point of referral?''

Can see the small changes the family have been able to make?  AMASS can become more concerned as they unpick conversations and start to understand the family functioning and dynamic better.
How can our team and the case holding team align their views on risk i.e. current and future concerns?

Look at the current plan. Probable cause to suspect harm = CP consultation.  Advocate for what child needs regardless of plan. The context around risk has changed however we need to keep an eye on the impact on the child and their siblings. Evidence what has been tried and the impact of different tactics, not just engagement. Remind social worker about capacity for change with the family and think about the trajectory. The impact might look different on different children/siblings depending on their personalities and strengths.  

Explaining our style of delivering regarding concerns about a case and its developments. It’s about how we formulate our concerns so that it can be heard in a palatable way for the parents and YP which makes them more able to not shutting downing upon receiving it 

''How can AMASS be clearer about the capacity for change for future parenting?''

Invite DTM of the team to group supervision periodically (every 6 weeks) so they have a first-hand update of case. Set up an AMASS/ SW goal for us to feel better (what is good enough to step this case down from CP) so that each party’s goals are aligned. What are specify desires for members of the family e.g. Mum, dad, YP, etc.  

Case formulation at the end of AMASS intervention to be considered. This would help to mark the ending and inform the social care team of what we have tried to do with the family. Possibly extend last group supervision slot to 30 minutes and invite DTM to inform of final maintenance goals. Remind social workers of lead up to maintenance stage. Make sure the focus is clear! To attend external consultations to understand parents capacity of change e.g PICT and add this in our end reports for clarity on risk and lack of change. 
 
When children reach the age of 16 ‘we’ need more attention to what they want because they still have more agency. ‘We’ shouldn’t be using CP as a punishment.
 

!!!How do we Think Together?

We have uploaded two videos as an example of how we integrate [[AMBIT]] practice. 

Video 1 is an example of a fairy typical conversation within the workplace.

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Video 2 is an example of the same conversation using the [[Thinking Together]] framework 

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!!!!A 1 hour refresher training session lead by the AMBIT Lead on how to edit a tiddler - //to jog memories and empower colleagues!//

!!!!!0 - 20 mins

1. Each individual to check the through the login process 

2.Watch [[Video introduction to editing a tiddlymanual]]

2. Read the page on [[ManualizationBoundaries]] - adapt page to suit team 

!!!!!20 - 40 minutes

3. Reflect on previous team discussion on a specific topic, i.e. [[Short Term Work]]

4. Assign a Chair to facilitate the discussion and a Scribe to do the [[Manualization]]  //(perhaps someone who has not edited a page before?)//

5. Scribe and Chair to summarise discussion - check important points

!!!!!50 - 60 minutes

6. Reflections to be added on team's view of the training session 

As part of Children's Social Care's core offer, Social workers are now expected to make weekly visits to all families they are working with. They have implemented a family book, that contains a series of different activities to help understand the difficulties the family are experiencing, as well as helping to set goals for the work. This has brought up lots of questions for the AMASS team, thinking about how this fits in with the traditional AMASS workbook and our way of working. We started to think about some of the dilemmas and challenges that may arise. 

The three main situations we thought about were:
*

Dilemmas:
//If core offer is already up and running:
* Families may have already completed certain activities e.g. [[genogram]] as well as setting [[End Goals]] 


* If the case is started at the same time as the core offer we may need to think about the order things are undertaken. Do we need to think differently about who takes the leads on activities?
•	We may get a case that is not on the Core Offer when AMASS start the work but they may be transferred to Core Offer when AMASS work has already begun
•	How flexible/prescriptive is the book in the core offer?
•	Management team coming into cases (going forward) at certain times reviews– How do we do this? WE don’t want this to feel repetitive with the CIN reviews happening as well. 
•	Trying to empower S.W to have better rel. with family, but find ourselves leading the session and planning. AMASS workers feel like they are in the ‘driving seat’. Will S.W’s find working with AMASS helpful as we have experience of working with a book, in an M.I way? Could offer to Managers and DTM’s about us providing training on how to work in this way? 
•	How do we set up our working relationship with the S.W to the family?
•	If S.W uses our book, how does this effect the RCT?
Starting before or after core offer, felt this may not be as bad as this can be transferred, fleshed out. This could also be sued to review work and progress of it. Refer back to what they have previously done. Use their book to link into their book. Can be a good way for us to get to know the family. 
•	If Core offer and AMASS are starting at the same time this needs careful planning with the social worker to think about how this is planned and presented.
o	 Need careful thought about how to do goal setting
o	IF DTM is present curing core offer, they will need to be more present during group supervision
o	Prior discussion with DTM, how are they expecting their S.W to follow core offer?  Is the book prescriptive? How flexible are they going to be? Do they have to deliver in a certain way? 
o	Clarify (the above) on a case by case basis (diff DTM’s may have different expectations)
o	Understand form workers perspective where/how they sit with this. Don’t want them to feel anxious or uncontained if AMASS take work in different direction
o	CIN planning meetings (6 week review’s) – Plan and set the goals as well as to review the progress of the goals. At the moment these are being conducted very differently depending on the team. Separate template for CIN planning/review meeting
Questions:
•	How long do they expect sessions to last for family sessions? What is achievable in a certain amount of time? Experience these sessions have taken a lot longer. 
•	Permission to ask S.W 

Actions:
•	Consulting (SM) with social workers (LW NB) around how they think the AMASS work book would fit with the core offer; beginning, middle and end 
•	KL to feedback information from the Evaluators (of the core offer) to AMASS to better understand if there will be observations if AMASS is involved.  How can they determine whether these positive improvements are related to AMASS or the Core Offer. 

AMASS stands for Adolescent Multi-Agency Support Service. We are a team made up of seven individuals comprising of a range of disciplines:

*Social Work
*Clinical Psychology
*Outreach/youth work
*Education 
*Adult mental health
*Adult employment support 

We do this as part of an attempt to ensure that we are "working in multiple domains" because we recognise that young people who are on the edge of care or foster care have a range of needs which interact with each other in complex ways. This means that we need multiple perspectives and a range of specialisms to offer the young person and the family a package of help that is most likely to meet their range of needs. 

Secondly, by all work together in one team hopefully makes the experience of help that we deliver more helpful for families. By being based together in the same team, rather than being separated by physical locality and service boundaries, we are more likely to be able to work together in an integrated way. By working together all the time, we have a better understanding of each other's perspectives and ways of working, meaning that the process of collaboration is easier - we are more easily able to understand (because of our familiarity with each other) where each is coming from and have the opportunity to build trusting relationships with each other where any misunderstandings or differences of perspective can be made explicit and worked through, in order that the experience of our help for the family is one that is hopefully useful and well co-ordinated. 

By having a good understanding of each other, we are also better able to help families to understand the different perspectives and intentions of the range of people who might be seeking to help them with their range of needs, across different sectors (e.g. health, education, adult mental health). By building trusting relationships with members of our team, who often have a greater capacity (e.g. time and service structures, such as lower caseloads) to build relationships in an outreaching and flexible manner, we are able to act as a bridge for families to other existing or potential helpers in our respective sectors (e.g. the Employment Lead linking the family to the Job Centre; the Education Worker linking the family to the SEN Keyworker; the Clinical Psychologist linking the young person to mainstream CAMHS etc). 

As part of our meeting focusing on [[Making End Goals Meaningful]] we had a team discussion about how there can sometimes be a delay in setting end goals.

Comments:

*We sometimes have end goals in our own heads - without being explicit discussion with families - this should be avoided
*Assessment tasks need to happen first
*[[Desired Changes]] - but can be abstract and not always easy to create [[End Goals]] from them
*We can get distracted by problem solving, dealing with crisis or managing risk
*Parents are asked to enquire other family members views about desired changes and end goals, this can take time 
*Shame or burden on others around desired changes
*Theory of change in parents view can often be the child has to "change"
*Conflict around theory of change - relational vs. individual needs to happen first
*Trust needs to be built with families during initial meetings,  sometimes there is sporadic contact.
*We want to co-create goals with families and therefore contact with them is required
*Sometimes when the process is taking too long we become less creative - this lead to a discussion around Why are our end goals always the same?

As part of our meeting focusing on [[Making End Goals Meaningful]] we had a team discussion about the similarity of end goals. 

!Comments:

*The experience of our team - leads us to feel we know our families. This can be beneficial because we get good at thinking of goals but also can hinder creativity. 
*Our families present with similar issues due to our criteria - does this make end goals more similar?
*Comprising end goals can make us anxious - outcomes, 'getting things right'
*Do we need more specific goals?
*We need more collaboration with other specialist members of the team
*Is it easier? Is it habit?
*We are aware of the difficulties in measuring some goals, for example young people's attitude or motivation
*When end goals have not been identified due to other issues arising sometimes we panic - leading to a discussion about [[Why does it take us so long to set end goals?]]

A team meeting was arranged to discuss and review the process of setting [[End Goals]].

!Current issues:

* Some delay on setting them (leads to some frustration/embrassment) - what makes it difficult?
* Is delay linked to engagement and wanting them to be collaborative?
* Sometimes time spent on 'firefighting'
* End goals are similar - because problems are similar, or default of team?
* Lack of creativity
* Hard to set them when other things going on
* Tokenistic of false sometimes?
* Education/outreach goals are often the same and don't capture the work that the workers do e.g. end goal on positive activities doesn't other work which might be emotional/motivational
* How do you measure less concrete goals?
* How do families know if things are getting any better?
* Measuring is a problem for us AND families (balance to negative bias)
* End goals feel a bit separate to outreach and education workers
* Has become a task rather than a purpose - not individualised enough
* Feels a bit covert? Not explicitly from families/ disconnected from purpose
* Our own end goal of keeping the family together
* Balancing behavioural and mentalization-based approaches - what impact on setting end goals?
* How do we make them more collaborative?
* Trying to use positive language
* How do you keep them in mind throughout the work?

!!!!!Key Questions that we asked ourselves

1. [[Why are our end goals always the same?]]
2. [[Why does it take us so long to set end goals?]]

''How do we start to address this?''

Linking to theory/negative bias
Monitoring more again? Linked to the end goals
Developing a rationale for what we are doing and why we think they are helpful
Being assertive/explicit
Be explicit/realistic about size of change that can be achieved (respectful of their difficulties)
Use the book more e.g. every 4 weeks we make sure to sue the book/have an end goal sheet
Put in 'check end goals' in regular weekly intervals in the weekly goals?
Laminated end goals sheet?
Trying to notice the 'whispers' with families - and link these to end goals more
Refer back to end goals in group supervision more
Use AIM cards as a way of thinking about end goals with young people and measuring if/how things are getting better - use with all young people as blanket tool?
Dvds! Of parents talking about problem behaviours, but also 'film letters' noticing positive changes

Have discussion about how we talk about end goals with families/ what questions we use:

If your life was a bit better in 6 months time what would it look like?

We need ways to work out whether or not we're being helpful to you - how will we know?

''AMBIT Marking the Task cards''

We developed these cards to use in our weekly group supervision. The purpose of the cards is to assist team members in [[Marking the Task]], which is the first of the four steps in [[Thinking Together|Thinking Together]]. The cards contain a number of different categories of task that a worker might want help with. Sometimes selecting a clear and specific task can be a challenge for workers, particularly since the experience of having a dilemma or feeling stuck is often related to a loss of mentalizing, which can make it more challenging for a worker to think through "//What exactly do I need help with?//".  The intention of getting a worker to select the relevant card and place it on the table is therefore to help with both the identification of the task and to create a playful way of helping the worker and the team hold the boundary around being clear about task //before //moving into [[Stating the Case|Stating the Case]] i.e. ("//You can't start until you've chosen your card and helped us understand what the task is//!"). 

!!How is [[Mentalization]] used in our work in AMASS?

*Naturally, because we do it most of the time anyway. Perhaps we are doing it without naming it as [[Mentalization]]

*Unsure if we are doing it explicitly or implicitly

*Very helpful to understand the young person’s difficulties and understanding their behaviour

*[[Thinking Together]] can be helpful to have a proactive short discussion before a visit



!!What are the barriers to using [[Mentalization]] in our work in AMASS?

*When families are not talking, it is difficult to get a response to work with. This sparked a debate concerning a challenge with [[Mentalization]] is if it relies on verbal communication?

*When working alone it is more difficult to Mentalize

*Some families/young people may respond to the Mentalizing approach better than others. 



!!What have you learnt in [[AMBIT]] training that will be most helpful for your role? 

*‘The Dis-integration table as a tool to use’ - //Social Worker//

*‘It is ok to feel anxious about these kids and it is good to remember that other agencies have good intentions’ - //[[Outreach]] Worker//

*‘Remembering the neurological involvement of Mentalising’ – //Social Worker//

*‘I have a clearer understanding of [[Mentalization]]’ – //Teacher//  

*‘Thinking of [[Mentalization]] as a working bubble that is flexible and adaptive’ – //Assistant Psychologist// 

! Young person portfolio

! Parent portfolio

                                                       ''AMASS sign up meeting''

__What is the sign up meeting?__ 

Before starting work with any family, we meet with them and their allocated social worker for a sign up meeting, where we outline what the service offers and make a decision together about whether the family would like to work with AMASS

__Marking the Task for this wiki__

*What to cover in the sign up meeting?
*How to agenda set in the sign up? 
*What is the goal/purpose of the sign up?
*What the parent should “leave with”? 
*Communication with social worker – before and after
*How to respond to different parent presentations and how to plan for and respond to these – i.e. when parent is very focused on the child being the problem; when the parent “overshares” during the sign up process. 

!What is the goal/purpose of the sign up?

*To inform the parent/family about the service, in terms of the expectations and commitment required
*To increase the likelihood of building a positive working alliance with the family within which the change process can be initiated, by ensuring that they are clear about the purpose, intention and working methods of the service. 
*To ensure that the parent has sufficient opportunity to reflect on whether they want to commit to undertaking an intensive intervention - the service is voluntary and we would wish to respect parents' autonomy in this respect
*To check whether they want the help that the service can offer
*It is not an “assessment session”, so keep to the above boundaries even if the parent is seeming as though they want to offer/do more. 
*The social worker and an AMASS worker attend together to try to reach a shared understanding with the parent about whether AMASS can assist with the identified concerns

!Communication with the social worker before the sign up

*We have found it helpful to ensure that the allocated social worker has had a conversation with the parent/carer prior to the sign up meeting to explain why they are making a referral to the AMASS service and to clarify their concerns. The parent and social worker should have a shared understanding of the "edge of care" concerns that are leading to the referral, which will arise either from the parent/carer expressing that they wish for the child to be accommodated or because the Local Authority are concerned enough about parenting capacity/safety to be considering entering court proceedings if the family do not make sufficient changes. 
*The team will usually check that this conversation has occurred between parent and social worker during the AMASS eligibility meeting (which will have occurred between an AMASS manager, the allocated social worker and their DTM at the point of referral). 
*Ahead of the sign up meeting, the AMASS worker should let the allocated social worker know that they are going to ask them to briefly summarise the reason for referral to AMASS at the beginning of the sign up meeting and that it would be helpful to hear what the social worker is planning to say. 
*The AMASS worker and allocated social worker can then agree on an appropriately clear, accurate and succinct rationale that the social worker is going to share and double check that none of this information will be "new" to the family. 
*When the above process is followed, we have tended to find that the sign up proceeds more smoothly. Without this process happening, there can be a risk that the parent receives news that they either find distressing or do not agree with, which then becomes the issue of focus and needs to be resolved prior to the family feeling willing/able/ready to consider discussion with the AMASS team about the service that they might offer

!Agenda setting

*Social worker summarises reason for referral to AMASS (ensuring they mention “edge of care” concerns)
*AMASS worker checks with parent what they already know about service
*AMASS worker then outlines service offer
*AMASS worker checks in with parent as to what they think about this and what they think they might like some help with
*Clarifying between AMASS, social worker and parent the expectations for the work. 

!What to say about the service?

*Purpose is to keep young people at home with families, where everyone is in agreement that this is the best/safest thing
*Usually families are having difficulties with the young person at home, at school and in the community. 
*Introduce the different team members and roles (briefly)
*Length of intervention and intensity of visits
*Highlighting that it does involve a lot of work on the part of the parent, but we are here to support with that and it’s a team effort! 
*Explain the outreach offer – the YP gets their own worker to support them with any goals they might have. Try to reassure the parent about this being something they can “leave to us” – sometimes it can take time to engage the young person and that’s ok. We are used to working with YP who don’t want any help and in helping them along with the process. 
*Introduce the “bonus offer” of adult employment and adult MH – we have some additional workers that we can call on to help us out if mental health or employment is an issue. You might feel that this would be helpful to you or it might not, so we can figure that out. 
*Leave the leaflet for the parent to look over if they wish – make an arrangement for the social worker to contact the family to check in on their decision. 
*If the family is taking a while to decide, give a clear deadline of when a decision needs to be made (2 weeks from sign up is max). 



!Overall stance

*Don’t be persuasive – make it clear the family that it is a choice
*Stick to the boundaries of what the service can offer -  don't negotiate on the non-negotiables (i.e. intensity)
*We would hope that the parents would leave with a clear enough sense of the service and a sense that it would be helpful – an experience of being understood  
*Conveying that we are here to support parents with the difficulties – we can be like your cheerleader; supporter, its teamwork, motivator etc. 
*Conveying that we get that they have probably tried a lot already – we want to hear what you’ve tried, maybe some parts of have worked. Maybe say “it’s not a parenting program” – try not to mention “helping you with your parenting!”. 
*We work with lots of parents who are parenting in lots of really stressful situations – this is hard work. 
*"Is it going to work?" Be optimistic but over-promise! The families that make the most changes are the ones who practice trying things out! Making changes or doing things differently might feel a bit strange/hard at first, but it probably will get easier over time. 

!Some common responses

When parent is very focused on the child being the problem: 
-acknowledge how difficult this in
-Highlight that the parent, in meeting with us, is trying to think about what role they might have in making things better/feel different
-In our experience of working with different families, we have usually found that making changes involves everyone doing things differently
-Try to reframe any of their desired changes into more of a “relational” focus – (i.e. he just smashes the house up – you’d like things to be different between you all at home, a calmer household.) 

Over-sharing or going into too much detail
- RESPECTFULLY INTERRUPT! "Let’s get into this when we start the work…."
- Broadcasting that "we don’t want to stress you out – let’s just focus on….. we don’t necessarily need all the detail today". 

[[List LOCAL EDITS to the manual]]

These are questions that we find ourselves using regularly with parents and young people. A lot of these questions are taken from [[Mentalization]] based approaches and [[SystemsTheory]]  

!!!Mentalising based Questions
*When your Mum says that, what do you think is going through her head?
* When you do that what do you think your Mum is thinking?

!!!Statements which are actually like questions
* We've got a bit of a theory about this...and it might be a bit off... but what you think about...
* I'm really curious about the way you said that...

!!!Change Questions
* How did you know there had been an improvement?
* Why do you think things are going better at the moment? 
* What would it look like if

!!!Ratings Questions
* What would it look like if it was 7 out of 10?
* How would you raise that to an 8?
* How would you rate the week/that argument/ your anxiety etc...
*How confident are you about your ability to get to that goal on a scale of 1 to 10?

!!! Questions about process
* I'm wondering if this is helpful...
* We were thinking that things are going well- do it feel like that to you?
* What about that conversation was helpful/unhelpful

!!! Questions for young people
*How would you feel if?
*I wonder why your parent might be concerned about this?

!!!  Different uses of time
* Future focussed questions
* Looking back questions
* Imagined future questions (Rocking Chair Exercise)

!!''What does AMBIT mean?''

*''__AMBIT__''  ///ˈæmbɪt/// 

**''Noun.''

***a. Scope or extent

***b. Limits, boundary, or circumference

***c. ''A sphere of action, expression, or influence''</center>
*''__Etymology:__'' 
**16th Century: from Latin //ambitus// a going round, from //ambīre// to go round, from //ambi-// + //īre// to go 

!!''AMBIT as a way of working?''
The word AMBIT itself is preferred as opposed to its use as an acronym A.M.B.I.T. (''[[Adaptive]] [[Mentalization]]-Based [[Integrative]] [[Treatment]]'')

!!''From A.M.B.I.T. to AMBIT to //"ambit-"//''
Best of all, refer to ''ambit-'': this is the prefix that starts the address to the many local versions of the online wiki [[manuals|Manualization]].  There is little of ambit- without the //local expertise// that adopts, adapts and helps itself to shape the onwards development through its own contribution of outcomes from the work.

!!''Introductory material on AMBIT:''
1. See [[AMBIT: an overview]], or learn about [[Mentalization]] and how this can act as an [[Integrative]] framework for work in a multi-modal, multi-agency context. 

2. [[Core Features of AMBIT]] goes into more detail

3. The [[AMBIT Wheel]] provides a good reminder.

!!''Past versions...'' 
As this model of practice has developed over the past years it has been through various name changes - since 2001 it has been known as both [[IMP]] and [[M-BIO]], and originally AMBIT stood for ''Adolescent'' Mentalization Based Integrative Treatment, rather than ''Adaptive'', which was adopted when significant numbers of teams began working with clients outside the originally targeted adolescent age range.

We have been trialling the use of the cards which have been adapted from the [[AIM]] as an assessment tool as part of the direct work/outreach work with the young person. 

We would like these cards to become part of our assessment process within the [[AMASS Intervention Timeline]] and have started to integrate this into the core process for every young person working with AMASS.

Our Assistant Psychologist has identified a potential framework for incorporating it as a collaborative assessment tool and an outcome measure. It uses the Focal Ranking system followed by the Global Ranking system (please see [[AIM suggested interventions]]). 

!!!!!Suggested Framework:

* Have AIM card session in week 6. This enables parallel of ratings weeks and parent work (completion of [[Genogram]], [[End Goals]], [[Desired Changes]]) but also means time has been invested into developing trust between young person and worker.

* Explain to young person that these cards are strengths/challenges/difficulties that young people face as part of growing up. The session is aimed at trying to identify what particular strengths/challenges/difficulties are most relevant to them.

*Please see the videos showing how the cards can be used in a session with a young person

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!!!!!Incorporation of Outcomes:

*A follow up session can reflect on what three/four cards the young person chose and this allows the worker and the young person to collaboratively discuss how to focus on these cards.

*The young person can rate the severity of the problem indicated on the card, how much it affects them using the numbers on the card.

*At the end of the intervention the AIM card session can be repeated and the ratings of the three/four cards can be compared from the pre-intervention AIM card session. 

*Ratings can also be taken more frequently within the intervention and the ratings profile can be plotted on a graph which can be shared and reflected on with the young person at the rating points and/or the end of intervention.


!!!!!Helpful Hints:

*BE FLEXIBLE: The framework can be adapted according to what suits the young person - (i.e. some young people may need to be doing another activity whilst the worker reads the cards and puts them in piles according to what the young person wants or the way in which the ranking happens may change according to young person's choice).

*LISTEN: The session allows an exploration of what the young person feels about themselves and any challenges/difficulties they are facing. You can explore and ask questions about what the young person talks brings to the session.

*COLLABORATION: The cards enable a [[Thinking Together]] process with the young person to plan for future sessions together and for the young person to feel part of the intervention/outreach process. 

Part 1:
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Part 2:
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!AMBIT Client Impact Project (ACIP) 

!!!!Source: Peter Fuggle


!!Introduction 
ACIP is a project being carried through a collaboration out between teams influenced by the AMBIT model.

Outcomes can be measured in a diverse number of ways, depending on whether the focus is the client, the worker, the team, the network and the service.  There is no single way of measuring outcomes in AMBIT. The basic stance is curiosity about whether the work is proving helpful to the client, worker, team or network. 

Outcomes work for AMBIT has been hugely influenced by outcomes work in other projects at the AFNCCF where principles of low burden and simplicity have been demonstrated to be critical to successful implementation.  

AMBIT encourages local diversification according to service and client needs. Any method of evaluating outcomes that is going to be used as part of the general AMBIT approach needs to be able to accommodate to local service variations. We expect that additional local ways of evaluating outcomes can be bolted on to this core framework. The intention is to create a small shared thread of data across very different services and teams. 
 

The criteria for being part of the collaboration is that the participating team has been trained in AMBIT and that they are willing to explore the value and benefit of this shared approach to outcome monitoring by testing the suggested framework in their service.   

!!Purpose of the project 

The primary aim of the project is to:

*Develop a low burden, simple outcomes system that could be used in multiple contexts to evaluate whether clients of AMBIT teams improve in life functioning during their contact with the service. 
The secondary aims of the project are to: 

*find out whether it is feasible to obtain outcomes from a variety of teams using a shared outcomes approach so that outcome data can be accumulated across multiple settings.
 
*develop a method that might become a routine component of the AMBIT approach. 

!!Stages of Project 
*Consult with academic and AMBIT community. This involved holding a study day in 2019 attended by teams from across the world to consider the problem of outcome measurement. This resulted in the setting up of[[ the AMBIT Study Group |The AMBIT Study Group]]which has begun in 2020.
*Complete data analysis on CASUS data. A substantial series of outcome data from the CASUS team has been used to explore ways of assessing outcome for an AMBIT trained team.  This work is nearing completion and will be submitted for publication in 2020. 
*Design of low burden outcomes framework The analysis of the CASUS data has provided an invaluable opportunity to test different outcome methods and the need to pay attention to important details of any agreed method. The conclusion of this preliminary work is to propose the following core method of evaluating impact of AMBIT trained teams on client functioning. 

The core components of this are: 

*''A single measure''. The approach involves the use of one measure, the AMBIT Integrative Measure ([[AIM]]). This involves 40 item ratings.  
*''Two time points''. The measure is completed by the worker on two time points. Time Point 1 is near the beginning of the work with the young person. Usually this will be after the worker has had a couple of contacts with the client. The exact details of this will vary for each team. Time Point 2 is when the active work with the client comes to an end. Some teams may have follow up arrangements but the intention is that the second time point is when active help has been concluded. 
*''The informant''. For this project, the AIM is completed by the allocated worker. It is completed from the worker’s perspective. As a mentalization based approach it is important to be clear about this. It is not completed as if the worker is imagining what the client might say. This is consistent with the process of Active Planning where their intention is to explicitly contrast the perspective of the worker with the perspective of the client. The use of the AIM here could be part of the workers understanding of the client that is shared with the client as part of active planning.  
*	''Relationship of outcome monitoring and mentalization based practice''. In the discussions about developing this method, there has been a lot of discussion about how outcome measures interface with therapeutic work in which the perspective of the client is central to the helping process. The use of a worker rated AIM is not intended to undermine this central tenet of practice. 

Many teams may wish to amplify this basic measure by also exploring the clients understanding of the issues raised in the AIM by:

*Use of the [[AIM cards|AIM Cards]] with the client as a method of obtaining a client perspective on the AIM items. 
*Exploring key problems from young person’s perspective and contrasting these with perceived key problems by the worker. 

For this project, the intention is not to try to develop a ‘true’ rating for the AIM by engaging the client but to retain a clear understanding that this is based on the workers understanding. We recognise that there are many complexities to this as ratings by the worker will be influenced by how well the worker knows the client. In our wider experience of outcomes work, it is often a major mistake if an outcomes framework tries to capture such complexities as it leads to method that is potentially more sensitive but undeliverable as a core outcome method. 

!!AIM Scores. 

The AIM produces three levels of scores to be considered about a case or the work of a team as whole; a total score, seven domain scores and 40 item scores. 

For a team we would suggest that the total AIM score is the primary outcome score. The difference between the Total AIM score at Time 1 and Time 2 would be the primary outcome measure. In theory this could range for 160-0. From current data we would anticipate that total scores will range between 10-50. 

!!![[Reliable Change |Measuring reliable change]]
From the CASUS data, we have calculated the reliable change criteria. This is the degree of change between Time 1 and Time 2 that suggests that the change may be greater than chance variation. For the Total AIM score this is 12.91. This means that any case where there is a difference in total scores of more than 12.91 is a case that has achieved reliable change. 

!!!Domain scores 
In addition to total scores, the AIM will also have the ability to generate domain scores for the seven domains covered by the AIM and also to generate individual item scores. As domains have a wide variation in number of items, domain scores are best presented as mean item scores for each domain. These will range between 0-4. 

!!!Item scores 
Our experience so far is that individual item scores are very informative. Some of these item (e.g. anxiety) are frequently scored high in the vulnerable populations the teams will generally serve. 

The purpose of the project is to explore the degree of similarity and variation between teams on all three levels of analysis offered by the AIM. 

!!Project plan. 
At the core of this project is a collaboration between members of the AMBIT Study Group and the AMBIT Team at the Anna Freud Centre. All of the current proposal etc needs ot be discussed and considered by the AMBIT Study Group. 

The Project Plan has three parts,:

*1. develop an agreed core model of outcome evaluation 
*2. Collect data from a number of participating teams
*3. Collectively reflect on the learning from this  and revise framework from this.  

Teams participating in the Project need to be actively attempting to use this framework in their work with clients. There is no required number of cases for a participating team at this stage. The intention is to hold a meeting of the Study Group in March 2020 to review examples of actual outcome monitoring and to consolidate guidance and good practice.

At this initial stage, data will be shared through excel spreadsheets. The longer term plan is to explore the use of an on-line outcome monitoring system called POD for this work. This again can be considered at the March meeting of the Study Group.

The intention is that by the end of 2020 we will have a substantive data set based on data from a number of teams. This may provide the basis for fresh thinking about the AMBIT approach and what we learn from the outcomes of clients coming through AMBIT teams.

!!''Introduction'' 
Descriptions of competencies can be a bit daunting and dry but they are also very useful in being clear about the core aspects of the model and what practitioners should know and do. 

The AMBIT Project Group at the [[Anna Freud National Centre for Children and Families]] has been working on trying to define the core competencies for a practitioner working in an AMBIT trained  team.  We recognise that different teams will adopt some parts of the AMBIT approach more than others and that it is not a requirement that all practitioners are competent in all the 20 competencies outlined below. 

We would greatly welcome comments and suggestions from current AMBIT trained teams about whether the competencies outlined here represent their understanding of the core AMBIT approach. 

Adaptations of these competences for individual teams would be especially interesting and welcome.  

!!''The overall competency framework for AMBIT'' 
!!!Individual Competencies
AMBIT competencies for individual workers are organised into three parts;

* ''Part A: Basic knowledge for AMBIT'' 
* ''Part B: Basic practice for AMBIT''
** [[AMBIT Competencies covered in the Basic Training]] lists the ten most basic components (Part A and Part B). 
* ''Part C: Advanced knowledge and practice for AMBIT.''
** [[AMBIT Full Competency Framework]] adds ten further competencies (Part C) which are listed together with the ten covered in the Basic Training (Part A and Part B).  
*** Thus, ''overall, there are twenty competencies''.
*** There is a self-audit scoring scheme included in that list
*** Embrace the importance of [[Work on the Self]] and use this to direct AutoDidact activities as teams or individuals.
!!!Team Competencies
Because AMBIT is explicitly and exclusively a ~TEAM-BASED approach, there is also a list of team-based practices that require the kind of  [[Working with your TEAM]] that AMBIT promotes:

* [[AMBIT Team Competencies]]

 

!!!This page is being re-drafted (15.09.22)

!What is here?

This page lists the ''core knowledge and skills'' that we cover in our [[AMBIT Training]]s, and that we would hope trainees will leave a training with a basic grasp of.

This material is being ''re-edited in 2022'' in the light of our experiences of training teams for the last 5 years since the page was last edited (note that over the last 3 years trainings have been predominantly ONLINE, rather than face to face.)


!1. General:
!!General: Knowledge
*An understanding of ''the kinds of problems that AMBIT was co-designed to help with''. E.g.
** Multiple intersecting needs
** High risk/Worker stress/Burnout
** Low conventional help-seeking/High mistrust in professional help
** Limited evidence base for the client group
*Knowledge of the basic AMBIT framework summarised in the AMBIT wheel 
** See [[AMBIT Wheel]] and [[Core Features of AMBIT]]
* Understand why AMBIT is a TEAM approach ( see [[Working with your TEAM]])

!!General: Skills

* Being able to set up team processes which support deliberate and explicit attention across the four quadrants of the [[AMBIT Wheel]]


!2. Mentalizing

!!Mentalizing: Knowledge
*An ability to draw on knowledge about the nature of mentalizing (see [[Mentalization]])

*An ability to draw on knowledge about the developmental basis of processes of mentalization 

*An ability to recognise mentalizing and patterns of non-mentalizing in both self and others (see [[Implicit mentalization]]; [[Explicit mentalization]]; Quick fix thinking; Pretend mode and Certainty)

*An ability to draw on knowledge of the vulnerability to loss of mentalization in self and others.

!!Mentalizing: Skills
*An ability to use explicit [[Mentalization]] with clients
** Using this to develop, maintain and generalise [[Epistemic Trust]]
** E.g. [[The Therapist's Mentalizing Stance]] and [[General features of a "Mentalizing Stance"]]
 
*An ability to build interventions based on //who the client has epistemic trust with// 
** E.g. developing or using a [[Team around the Worker]]

* An ability to balance worker intentions and client intentions in planned work
** E.g. see [[Active Planning]] 

* An ability to work towards //developing help for the client as a system// rather than (just) as an individual dyadic relationship

!3. Team

!!TEAM: Knowledge
*Understanding the fluctuating mentalizing capacity of colleagues within a team (including oneself) in response to anxiety, stress and other //expected// aspects of work with hard to reach young people (see [[Ripples in a Pond]]). 

*Basic knowledge of help-seeking theory, and how this supports a [[Well-connected team|Keyworker well-connected to wider team]]
 
!!TEAM: Skills
*An ability to apply mentalization in one’s interactions between colleagues within the team (see [[Work on the Self]] and [[Is Mentalizing just Reflective thinking?]]). 

*An ability to use [[Thinking Together]] 
** to support ''individual'' colleagues' mentalizing (giving and receiving help)
** in ''group'' ([[Team Meetings]]) settings.

*An ability to challenge colleagues (or offer uninvited help) where there is evidence of non-mentalizing and/or risk
** See [[Graded assertiveness in challenging a team member]]

!4. Client

!!CLIENT: Knowledge
* Understanding the burden of multiple intersecting needs
* Knowledge of the theory of [[Epistemic Trust]] and its relation to [[Mentalization]] and learning/change in clients 
* Understanding the causes and implications of Epistemic mistrust
* Understanding the risks in mechanisms of change (teaching/telling as teleology, listening/attunement as pretend, broadcasting as psychic equivalence)

!!CLIENT: Skills
*An ability to use explicit [[Mentalization]] with clients
** Using this to develop, maintain and generalise [[Epistemic Trust]]
** E.g. [[The Therapist's Mentalizing Stance]] and [[General features of a "Mentalizing Stance"]]
*An ability to build interventions based on //who the client has epistemic trust with// 
** E.g. developing or using a [[Team around the Worker]]
* An ability to balance worker intentions and client intentions in planned work
** E.g. see [[Active Planning]] 
* An ability to work towards //developing help for the client as a system// rather than (just) as an individual dyadic relationship

!5. Network

!!NETWORK: Knowledge
* Understanding the concept, causes and //inevitability// of network [[Dis-integration]]
** The presence and persistence of beliefs/narratives about the practice of other agencies, and how these arise.
** The impact of stress on inter-agency and inter-professional mentalizing
** The presence of contradictory goals between different agencies
* Understanding the impact of Dis-integration: on clients 
* Understanding the value of [[Addressing Dis-integration]] to produce more effective systems of help

!!NETWORK: skills

*An ability to apply explicit mentalization to staff from other agencies 
** see [[Addressing Dis-integration]]

*Ability to adopt or recover a position of respect towards staff from other agencies :
** Using the [[Dis-integration grid]] to target and support [[Connecting Conversations]]
** Developing techniques for creating more mentalizing relationships across professionals and agencies in a network 

* An ability to build an understanding of the network through the eyes of the client:
** Using [[The AMBIT Pro-Gram]]
** Using sculpting techniques, etc
*An ability to accept that different agencies may be required to prioritise different aspects of a young person’s needs and that these different priorities may create tensions within a network around a young person (see [[Mentalizing service barriers]]).  

!6. Learning

!!LEARNING: Knowledge
* Understanding what a Learning Organisation is and why it is essential
* Understanding that Mentalizing and Epistemic Trust create the conditions for  Learning 
** Understanding necessary conditions for ''Team'' learning
** Understanding the barriers to team learning
* Know about the AMBIT manual and its functions
* Understand the value of measuring impact
** outcomes as a way of supporting team learning

!!LEARNING: Skills
* Developing and Sustaining an explicit learning space for the team
** [[Manualization]] as way of applying this space
* Skills in using the manual
** Reference text
** Recording team learning
** Connecting with the [[Community of Practice]]
* Using an Outcome measure that '''measures what matters'''
** An example: the [[AIM questionnaire - interactive version]]
----

!OLD text (Drafting continues...)

!!What is this?
See [[AMBIT Competencies]] for a description of this.  The list below is ''just the first half'' of the [[AMBIT Full Competency Framework]] - that is, just the core elements of practice that we hope trainees will achieve in their initial [[AMBIT Training]].

!!!Self-AUDIT
A simple exercise in thinking about your skills is to rate yourself on each of the competencies. Rate yourself against each of the following 20 competencies according to the following scale:

__''Scoring:''__ ''0'' = Not confident, ''1'' = Becoming confident, ''2'' = Confident 



!!PART A: KNOWLEDGE FOR AMBIT

!!1.	Knowledge of the theory of [[Mentalization]]* 

*An ability to draw on knowledge about the nature of mentalizing (see [[Mentalization]])

*An ability to draw on knowledge about the developmental basis of processes of mentalization 

*An ability to recognise mentalizing and patterns of non-mentalizing in both self and others (see [[Implicit mentalization]]; [[Explicit mentalization]]; Quick fix thinking; Pretend mode and Certainty)

*An ability to draw on knowledge of the vulnerability to loss of mentalization in self and others. 

* Knowledge of the theory of [[Epistemic Trust]] and its relation to [[Mentalization]]

!!2.	Knowledge of the AMBIT approach*  
*An understanding of the kinds of problems that AMBIT was co-designed to help with. E.g.
** Multiple intersecting needs
** High risk/Worker stress/Burnout
** Low conventional help-seeking/High mistrust in professional help
** Limited evidence base for the client group
*Knowledge of the basic AMBIT framework summarised in the AMBIT wheel 
** See [[AMBIT Wheel]] and [[Core Features of AMBIT]]

!!3. Understand the 4 Quadrants and how Mentalizing is applied in each:
** Understand why AMBIT is a TEAM approach ( see [[Working with your TEAM]])
* Understand  the 8 elements of a principled stance:
** Understanding the principle of a balance between competing dilemmas in each quadrant
*** Keyworker well-connected


*An ability to describe the AMBIT stance features 
 


!!PART B: AMBIT PRACTICE 

!!3.	Ability to use mentalization in their work with clients 
 
*An ability to use explicit [[Mentalization]] with clients
** Using this to develop, maintain and generalise [[Epistemic Trust]]
** E.g. [[The Therapist's Mentalizing Stance]] and [[General features of a "Mentalizing Stance"]]
 
*An ability to build interventions based on //who the client has epistemic trust with// 
** E.g. developing or using a [[Team around the Worker]]

* An ability to balance worker intentions and client intentions in planned work
** E.g. see [[Active Planning]] 

* An ability to work towards //developing help for the client as a system// rather than (just) as an individual dyadic relationship

!!Balancing the team and workers' attention (4 quadrants)

** Being able to set up team processes which support deliberate and explicit attention across the four quadrants of the [[AMBIT Wheel]]

!!4.	Ability to apply mentalization to work with colleagues*  

*An ability to draw on knowledge of mentalization to recognise that the mentalizing capacity of colleagues within a team (including oneself) is likely to fluctuate in response to anxiety, stress and other expected aspects of work with hard to reach young people (see [[Ripples in a Pond]]). 

*An ability to draw on knowledge of attachment and mentalization to work towards creating a sense of safety within a team in order to facilitate mentalizing in oneself and others (see [[Secure Base]]). 

*An ability to draw on knowledge of attachment theory to recognise the value of availability and responsiveness in work between colleagues in a team (see [[Attachment theory]]). 


!!5.	Ability to apply mentalization to work across agencies and see problems from multiple institutional standpoints*    

*An ability to make sense of the behaviour of staff from other agencies in terms of understandable  mental states and intentions of agents in that organisation (see [[Addressing Dis-integration]]).

*An ability to recognise that beliefs about the practice of other agencies is likely to be influenced by unbalanced feedback patterns about such agencies (see [[Dis-integrative processes in a Multi-Agency context]]).

*An ability to adopt a position of respect towards staff from other agencies and to demonstrate this by positive curiosity about their work with the young person (see [[Non-mentalizing, positioning and network problems]]).  

*An ability to accept that different agencies may be required to prioritise different aspects of a young person’s needs and that these different priorities may create tensions within a network around a young person (see [[Mentalizing service barriers]]).  


!!6.	Ability to intervene in multiple domains*

*An ability to make sense of a young person's difficulties by considering the impact of these problems on many areas of his/her life and to recognise the way that these difficulties are likely to interact together (see [[Working in multiple domains]]).  

*An ability to work with both individual and systemic difficulties in trying to improve the life chances of the young person (see [[SystemsTheory]]). 

*An ability to engage with the wider community such as schools, colleges and youth services in working with the young person (see [[Working with the Social Ecology]]). 

* An ability to apply basic systemic ideas and techniques to intervening in relationship problems both within the family and between the family members and people in the wider community (see [[Family Work]]). 

*An ability to consider how wider systems, commissioning arrangements, service procedures and local policies impact on the work with young people and to aim to support such systems to operate in a more coherent way (see [[Addressing Dis-integration]]).  

  
!!7.	Ability to scaffold existing relationships to provide help.

*An ability to explore with the young person their experience of relationships with others in their network and to facilitate the young person in mentalizing both their own and others’ experiences of such relationships (see [[Relationship to help]]). 

*An ability to be guided by the young person about who may be most helpful to them about their key problems independent of the person’s professional status or background training (see [[The AMBIT Pro-Gram]]). 

*An ability to focus work on building capacity and availability in existing (and potentially long lasting) resiliencies identified in the young person’s social ecology (see [[Focussing on Strengths]]).

*An ability to actively support (by joining them at meetings etc) a young person’s engagement with more mainstream therapeutic, educational or social care/youth agencies (see [[Working in multiple domains]]).

*An ability and willingness (temporarily, and with due attention to professional boundaries) to step outside of formally defined roles in order to support the work of another agency - if doing so supports the establishment of improved working and more effective intervention in another functional domain (see [[Key Worker]] and [[Why intervene simultaneously in multiple domains?]]).


!!8.	 Ability to think together with colleagues* 

*An ability to draw on knowledge about the high likelihood and impact of episodes of non-mentalizing in the worker doing work of this kind (see [[Features of UNsuccessful Mentalizing]] and [[Keyworker well-connected to wider team]]).

*An ability to apply mentalization in one’s interactions between colleagues within the team (see [[Work on the Self]] and [[Is Mentalizing just Reflective thinking?]]). 

*An ability to use the ‘thinking together’ approach to consulting with a colleague in a team, as a way of ensuring that sense is made of the worker’s own feelings about a particular young person or clinical situation, and the possible impact of this upon the work. (see [[Thinking Together]]).

*An ability to respond to colleagues who seek help around a particular case in helping them to think together about the dilemmas around a particular young person or clinical situation (see [[Thinking Together]]).

*An ability to challenge colleagues where evidence of a non-mentalizing approach to the work is present, and to support them to regain their own mentalized explanations for the behaviours that they are working with (see [[Local Session 04: Working with your Team]]).


!!9.	Ability to assess network functioning using a disintegration grid.*

*An ability to identify all key participants from the youth’s professional network who have an investment in the youth’s outcomes, including family members where appropriate and other formal and informal key stakeholders (see [[The AMBIT Pro-Gram]]). 

*An ability to make sense of the behaviour of others in the network in terms of intentional mental states (e.g. to apply the same insistence upon mentalized explanations for behaviour in working with professional colleagues as in working with young people and their families) (see [[Addressing Dis-integration]]). 

*An ability to work proactively to identify gaps (or dis-integrations) in the work of the multi-agency network, that might (mostly inadvertently) either diminish the effectiveness of the interventions by some parts of of the network, or damage the young person or family’s experience of contact with these various facets of “help” from the wider system by presenting them with conflicting or overwhelming demands (see [[Dis-integration grid]]).

*An ability to facilitate collaboration between professionals at all levels of the service system that takes into account professional beliefs about the nature of the young person’s difficulties, what may be helpful in addressing these problems, and beliefs about role responsibilities in a multi-agency system (see [[Addressing Dis-integration|Addressing Dis-integration]]). 

*An ability to help each of the key agencies to identify desired outcomes or initial goals, and to use this information to set overall treatment goals (see [[Advice on setting Treatment Aims and Goals]]). 


!!10.	Ability to manualize specific local practice.*

*An ability to use the local web based version of the AMBIT manual in a fluent and confident way: 
**To locate the manual via a browser (www.tiddlymanuals.com) 
**To open it and orient oneself to the sections of the screen desktop
**To navigate it and find specific material via the search function, via the indexes, or by following links, references and topics/sub-topics in the “Show related information” panel.
**To use the “Snapshot” function in the manual in order to share a specific page or set of pages with a colleague 

*An ability to draw on basic knowledge as to how the manual has been constructed and how a local version of it may be adapted to describe and develop solutions to local service challenges (see [[User Guide]]). 

*An ability to engage in team discussion about important areas of practice with young people in order to develop a shared approach to a particular difficulty or situation that commonly arises with this client group (see [[Manualization]]). 

*An ability to contribute into achieving a consensus approach to common clinical dilemmas based on team reflection and discussion and to manualize practice guidance from this (see [[Respect local practice and expertise]]). 
 
*An ability to reflect with team colleagues on interactions with young people and/or professionals in the network and in a systematic way agreed within the team (e.g. discussion in a team meeting) in order to enable collective learning about effective practice (see [[Team Meetings]]).  

*An ability to make use of the team wiki manual in order to ensure that clinical decision making is consistent with evidence based practice and the AMBIT model as applied to the specific local team (see [[User Guide]]).

** Advanced: attachment and mentalization to work towards creating a sense of safety within a team in order to facilitate mentalizing in oneself and others (see [[Secure Base]]).

----
See [[AMBIT Full Competency Framework]] for the extended list of competencies, and [[AMBIT Team Competencies]] for competencies relating to whole teams rather tan individuals.
----

!!DEVELOPING EVIDENCE ABOUT THESE COMPETENCIES
!!!!Relative Importance and Use of these competencies:
We asked 41 AMBIT practitioners at the AMBIT conference 2014 to give each competency a relative rating of its ''importance'' and its ''use in current practice''. 

High scores indicate more importance/use (see [[Competency use and importance ratings]]). 

This page has links to AMBIT Conference presentations made by a variety of teams and collaborators which took place during the early years of the development of AMBIT between 2013-2016. 



!!2016
*See [[AMBIT Unconference 2016]]

!!2015
*Not videoed

!!2014
* [[AMBIT in an Adolescent MH team: struggles and successes - Griffiths, Duffy, Kennedy]]
* [[Sustaining an AMBIT approach in an acute adolescent in-patient setting - Whittick, Morrell, Fairbairn, Thulbourn and Millard]]
* [[Practical examples of sustaining the AMBIT approach - Jones, Jones and Schofield]]
* [[What do we mean when we say "That's (not) very AMBIT!" - Dickon Bevington]]

!!2013
* [[Building a Community of Practice - Dickon Bevington]]
* [[Learning organisation - is the concept useful in AMBIT? - Peter Fuggle]]
* [[Using AMBIT to Reduce In Patient Admissions - Sarah Harmon]]
* [[Manualizing a live issue - Garry Richardson and Heather Tovey]]
* [[AMBIT Across a Complex Array of CAMHS services - Gavin Cullen and Fiona Duffy]]
* [[Engaging a team in Outcomes Measurement - Liz Cracknell and Carol Evans]]

!!What is an AMBIT consultation day?
An AMBIT consultation is offered as standard to all teams enquiring about, or preparing for, AMBIT training, after the initial engagement call. The broad purpose of the consultation day is to reach a shared understanding with a team (or organisation) about whether embarking on AMBIT training will be useful to them and if so, what the training objectives might be.

The day will be facilitated by two trainers from the AMBIT Programme, one of whom will be a senior AMBIT trainer.

!!The format of the day
Depending on the size of the team or organisation, the consultation day may consist of either a half or full day.

A consultation day is comprised of the following elements:

* Exploration with the team/organisation around its core purpose, strengths and needs
* Exploration with the team about how it currently learns and develops
* Supporting the team to clarify the training objectives for an AMBIT training
* Providing a brief overview of AMBIT
* Providing information about the different training routes and implementation support packages available

!!Full day or half day?

*For teams who are seeking to embark upon a large-scale programme of training (e.g. one involving multiple teams within an area or organisation), the consultation day is most usefully undertaken in two halves. We recommend a morning session which includes key stakeholders or representatives from the different teams who will be the recipients of the training, followed by an afternoon session which includes frontline practitioners from these teams to ensure that the views of both are fully captured. The agenda of the sessions will be similar, with the intention that elements of the discussion from the morning (including the provisional training objectives agreed) can be shared and discussed with the frontline practitioners during the afternoon session in order to seek out and incorporate their views.

*Where training is being sought by an individual team, the consultation day can either be undertaken with a half-day or full-day session, according to the team’s preference. The full day will allow for a more in depth exploration of the above areas and a more detailed overview of the AMBIT framework. 

This is the AMBIT Programme team at the AFNCCF

Using the yellow tags below you can find links to a whole series of Frequently Asked Questions about AMBIT in general, that have arisen in trainings or conferences over the past years.  Below you will see that there are also FAQ's about the Training, and for Local Trainers.

This is a resource that will be built upon and we invite users of the manual to offer further suggestions about useful subjects for FAQs. 

Click the button below to select a question you are interested in:

*<<tag [[AMBIT FAQs]]>> 
*<<tag [[Training FAQs]]>> 
*<<tag [[LOCAL trainers FAQs]]>> 

!!Introduction
AMBIT training aims to provide team members with [[AMBIT Competencies covered in the Basic Training]], but as AMBIT is a framework for [[LEARNING at work]], so the full range of competencies is wider.  Listed below is the full range of competencies that team's should aim to cover.  See also [[AMBIT Team Competencies]] that cover the [[Core Features of AMBIT]]. 

!!~Self-AUDIT
A self-audit exercise is suggested with these competencies. 

Rate yourself against each of the following 20 competencies according to the following scale, in order to direct further training: 

__''Scoring:''__ ''0'' = Not confident, ''1'' = Becoming confident, ''2'' = Confident  


!!PART A: KNOWLEDGE FOR AMBIT

!!!1.	Knowledge of the theory of [[Mentalization]]* 

*An ability to draw on knowledge about the nature of mentalizing (see [[Mentalization]])
*An ability to draw on knowledge about the developmental basis of processes of mentalization (see [[Secure Base]] and [[Marked mirroring]])
*An ability to recognise mentalizing and patterns of non-mentalizing in both self and others (see [[Implicit mentalization]]; [[Explicit mentalization]]; [[Teleological thinking]]; [[Pretend mode]] and [[Psychic equivalence]])

*An ability to draw on knowledge that the vulnerability to loss of mentalization leaves the young person exposed to more primitive modes of experiencing internal reality that, in turn, undermines the coherence of self-experience (see [[Concrete Mentalizing difficulties]])

!!!2.	Knowledge of the AMBIT approach*  

*An ability to draw on knowledge of the basic AMBIT framework (“core features”) summarised in the AMBIT wheel (see [[AMBIT Wheel]] and [[Core Features of AMBIT]]).

*An ability to describe the AMBIT stance and the principle of holding the balance between competing dilemmas that are represented in it (see [[The Worker's Mentalizing Stance]] and [[General features of a "Mentalizing Stance"]]). 

*An ability to describe the four key practices in the AMBIT approach and to understand the relationship between the four practices as part of an integrated approach to effective intervention (see [[Working with your CLIENT]]; [[Working with your TEAM]];[[Working with your NETWORKS]];[[LEARNING at work]]).  
 
*An ability to recognise the limitations of the relative lack of evidence for the AMBIT approach for hard to reach young people (see [[Respect for Evidence]] and [[Is AMBIT evidence based?]]).


!!PART B: AMBIT PRACTICE 

!!!3.	Ability to use mentalization in their work with young people and their carers* 
 
*An ability to draw on knowledge that the intervention aims at increasing the young person’s capacity to mentalize (see [[Highlighting and reinforcing Positive Mentalizing]]).

*An ability to draw on knowledge that AMBIT formulates some of the mental vulnerabilities associated with hard to reach young people as resulting from the fragility of mentalization in the context of attachment relationships (see [[Formulation and Treatment Aims]]).

*An ability to draw on knowledge of the developmental factors and experiences that are typically associated with a vulnerability to loss of mentalization (see [[Developmental Considerations]]).  

*An ability to adopt the mentalizing stance in working with young people (see [[The Worker's Mentalizing Stance]] and [[General features of a "Mentalizing Stance"]]).  

*An ability to use the mentalizing loop in working with young people and their carers (see [[Mentalizing Loop]]). 


!!!4.	Ability to apply mentalization to work with colleagues*  

*An ability to draw on knowledge of mentalization to recognise that the mentalizing capacity of colleagues within a team (including oneself) is likely to fluctuate in response to anxiety, stress and other expected aspects of work with hard to reach young people (see [[Ripples in a Pond]]). 

*An ability to draw on knowledge of attachment and mentalization to work towards creating a sense of safety within a team in order to facilitate mentalizing in oneself and others (see [[Secure Base]]). 

*An ability to draw on knowledge of attachment theory to recognise the value of availability and responsiveness in work between colleagues in a team (see [[Attachment theory]]). 


!!!5.	Ability to apply mentalization to work across agencies and see problems from multiple institutional standpoints*    

*An ability to make sense of the behaviour of staff from other agencies in terms of understandable  mental states and intentions of agents in that organisation (see [[Addressing Dis-integration]]).

*An ability to recognise that beliefs about the practice of other agencies is likely to be influenced by unbalanced feedback patterns about such agencies (see [[Dis-integrative processes in a Multi-Agency context]]).

*An ability to adopt a position of respect towards staff from other agencies and to demonstrate this by positive curiosity about their work with the young person (see [[Non-mentalizing, positioning and network problems]]).  

*An ability to accept that different agencies may be required to prioritise different aspects of a young person’s needs and that these different priorities may create tensions within a network around a young person (see [[Mentalizing service barriers]]).  


!!!6.	Ability to intervene in multiple domains*

*An ability to make sense of a young person's difficulties by considering the impact of these problems on many areas of his/her life and to recognise the way that these difficulties are likely to interact together (see [[Working in multiple domains]]).  

*An ability to work with both individual and systemic difficulties in trying to improve the life chances of the young person (see [[SystemsTheory]]). 

*An ability to engage with the wider community such as schools, colleges and youth services in working with the young person (see [[Working with the Social Ecology]]). 

* An ability to apply basic systemic ideas and techniques to intervening in relationship problems both within the family and between the family members and people in the wider community (see [[Family Work]]). 

*An ability to consider how wider systems, commissioning arrangements, service procedures and local policies impact on the work with young people and to aim to support such systems to operate in a more coherent way (see [[Addressing Dis-integration]]).  

  
!!!7.	Ability to scaffold existing relationships to provide help.

*An ability to explore with the young person their experience of relationships with others in their network and to facilitate the young person in mentalizing both their own and others’ experiences of such relationships (see [[Relationship to help]]). 

*An ability to be guided by the young person about who may be most helpful to them about their key problems independent of the person’s professional status or background training (see [[The AMBIT Pro-Gram]]). 

*An ability to focus work on building capacity and availability in existing (and potentially long lasting) resiliencies identified in the young person’s social ecology (see [[Focussing on Strengths]]).

*An ability to actively support (by joining them at meetings etc) a young person’s engagement with more mainstream therapeutic, educational or social care/youth agencies (see [[Working in multiple domains]]).

*An ability and willingness (temporarily, and with due attention to professional boundaries) to step outside of formally defined roles in order to support the work of another agency - if doing so supports the establishment of improved working and more effective intervention in another functional domain (see [[Key Worker]] and [[Why intervene simultaneously in multiple domains?]]).


!!!8.	 Ability to think together with colleagues* 

*An ability to draw on knowledge about the high likelihood and impact of episodes of non-mentalizing in the worker doing work of this kind (see [[Features of UNsuccessful Mentalizing]] and [[Keyworker well-connected to wider team]]).

*An ability to apply mentalization in one’s interactions between colleagues within the team (see [[Work on the Self]] and [[Is Mentalizing just Reflective thinking?]]). 

*An ability to use the ‘thinking together’ approach to consulting with a colleague in a team, as a way of ensuring that sense is made of the worker’s own feelings about a particular young person or clinical situation, and the possible impact of this upon the work. (see [[Thinking Together]]).

*An ability to respond to colleagues who seek help around a particular case in helping them to think together about the dilemmas around a particular young person or clinical situation (see [[Thinking Together]]).

*An ability to challenge colleagues where evidence of a non-mentalizing approach to the work is present, and to support them to regain their own mentalized explanations for the behaviours that they are working with (see [[Local Session 04: Working with your Team]]).


!!!9.	Ability to assess network functioning using a disintegration grid.*

*An ability to identify all key participants from the youth’s professional network who have an investment in the youth’s outcomes, including family members where appropriate and other formal and informal key stakeholders (see [[The AMBIT Pro-Gram]]). 

*An ability to make sense of the behaviour of others in the network in terms of intentional mental states (e.g. to apply the same insistence upon mentalized explanations for behaviour in working with professional colleagues as in working with young people and their families) (see [[Addressing Dis-integration]]). 

*An ability to work proactively to identify gaps (or dis-integrations) in the work of the multi-agency network, that might (mostly inadvertently) either diminish the effectiveness of the interventions by some parts of of the network, or damage the young person or family’s experience of contact with these various facets of “help” from the wider system by presenting them with conflicting or overwhelming demands (see [[Dis-integration grid]]).

*An ability to facilitate collaboration between professionals at all levels of the service system that takes into account professional beliefs about the nature of the young person’s difficulties, what may be helpful in addressing these problems, and beliefs about role responsibilities in a multi-agency system (see [[Addressing Dis-integration]]). 

*An ability to help each of the key agencies to identify desired outcomes or initial goals, and to use this information to set overall treatment goals (see [[Advice on setting Treatment Aims and Goals]]). 


!!!10.	Ability to manualize specific local practice.*

*An ability to use the local web based version of the AMBIT manual in a fluent and confident way: 
**To locate the manual via a browser (www.tiddlymanuals.com) 
**To open it and orient oneself to the sections of the screen desktop
**To navigate it and find specific material via the search function, via the indexes, or by following links, references and topics/sub-topics in the “Show related information” panel.
**To use the “Snapshot” function in the manual in order to share a specific page or set of pages with a colleague.

*An ability to draw on basic knowledge as to how the manual has been constructed and how a local version of it may be adapted to describe and develop solutions to local service challenges. 

*An ability to engage in team discussion about important areas of practice with young people in order to develop a shared approach to a particular difficulty or situation that commonly arises with this client group (see [[Manualization]]). 

*An ability to contribute into achieving a consensus approach to common clinical dilemmas based on team reflection and discussion and to manualize practice guidance from this (see [[Respect local practice and expertise]]). 
 
*An ability to reflect with team colleagues on interactions with young people and/or professionals in the network and in a systematic way agreed within the team (e.g. discussion in a team meeting) in order to enable collective learning about effective practice (see [[Team Meetings]]).  

*An ability to make use of the team wiki manual in order to ensure that clinical decision making is consistent with evidence based practice and the AMBIT model as applied to the specific local team (see [[User Guide]]).  

!!PART C: ADVANCED COMPETENCIES

!!!11.	Knowledge of the common difficulties of under-served, (or ‘hard to reach’) young people and their families/carers across [[multiple domains|Working in multiple domains]].

*An ability to draw on knowledge of the psychological and interpersonal difficulties experienced by young people and family members/carers with multiple mental health, educational and social needs who are not seeking help for such problems (‘[[Hard to reach]]’ or Under-Served). 

*An ability to draw on knowledge of the multiple risks factors ([[Complexity]]) that influence hard to reach young people (e.g. at the level of the individual, family/carers, peer, school and community). 

*An ability to draw on knowledge of [[Family]] phenomena commonly associated with the multiple mental health needs of a ‘hard to reach’ young person (e.g. disorganised [[Attachment]] patterns, inconsistent parenting style, negative marital interactions, psychiatric disorders (Diagnoses), [[Physical Health matters]]), Educational needs (see [[Educational-Vocational Training]]), the [[SocialEcology]] (such as social service entitlements and economic factors (e.g. poverty) in a young person’s life - see [[Social-Ecological Work]] and [[SubsistenceSupport]].  

*An ability to reflect on the lack of [[Evidence]] associated with psychological therapies associated with this complex and often co morbid group

*An ability to draw on knowledge of the long term psychological, social and economic  consequences of social exclusion such dropping-out of school, college and work and/or a history of offending (e.g. reduced wages, limited career opportunities and housing restrictions) and its links to [[Complexity]] and the nature of [[Hard to reach]] populations.  

*An ability to draw on knowledge about the general (and specific local) approach to provision of services for such young people – and the psychological impact of multi-agency involvement in “complex” or “multi-problem” cases.  See [[Addressing Dis-integration]].


!!!12.	Knowledge of Attachment theory and help seeking as a way of making sense of 'Hard to reach' young people.  

*An ability to draw on knowledge of [[Attachment theory]] and the processes involved in help seeking, as well as the implications of lack of help seeking (or atypical forms of help-seeking) for young people whose [[Relationship to help]] may contribute to them being described as [[Hard to reach]].

*An ability to draw on knowledge that a [[Mentalization]] based approach is grounded in [[Attachment theory]]. 

*An ability to adapt methods of practice to take into account the young person’s previous experiences of seeking help from adults (see [[Contingencies]], as opposed to [[Non-contingent]] responses). 


!!!13.	Knowledge of systemic principles that inform the AMBIT approach 

*An ability to draw on knowledge of [[SystemsTheory]] - that whatever affects one member of a system (e.g. a family, school or multi-agency network) may affect all other members. 

*An ability to draw on knowledge that patterns of interaction within and outside a group may affect each member of that group (see [[Positioning Theory]]). 

*An ability to draw on knowledge that patterns of interaction between professionals working with a young person may affect each member of such a network Dis-integration. 


!!!14.	Ability to engage with young people and their social context 

*An ability to recognise the factors that inhibit [[Engagement]]  with help for young people and to adapt the intervention to accommodate to these factors (see [[Relationship to help]] and the [[Therapeutic Bargain]]). 

*An ability to identify trusted adults in the network around the young person (either family or professionals) and, where appropriate, to work through such adults in order to enhance the young person’s capacity to develop trust in others around key issues in his/her life (see StrengthsResiliencies and [[Scaffolding existing relationships]].) 

*An ability to carry out a process of gradual [[Engagement]] with a young person through the use of persistence that takes into account a formulation of the young person’s difficulty in responding to offers of help. 

*An ability to promote engagement by employing core clinical skills ([[Engagement techniques]] including ordinary skills such as empathy, warmth, reflective listening, reframing, flexibility and instilling hope for change). 

*An ability to draw on knowledge that engagement is a process over time rather than a single event  and that a young person’s behaviour (e.g. contacting the service when upset or angry) may indicate (through the lens of [[Attachment theory]]) positive shifts in [[Engagement]] as much as what they say about the relationship (e.g. you’re all rubbish). 


!!!15.	 Ability to complete an AIM assessment.*

*An ability to draw on knowledge about the value of carrying an assessment of different [[Domains]] of a young person’s life (see [[Working in multiple domains]]).

*An ability to complete an [[AIM]] assessment of a young person either with a member of the network who knows the young person well or a family member as part of an initial assessment of the young person’s needs. 

*An ability to complete an [[AIM]] assessment with the young person either using the ([[AIM questionnaire|AIM questionnaire - interactive version]]) or by using the [[AIM Cards]] as a method of understanding the young person’s perspective on his life and problems. 

*An ability to score the AIM assessment and to use the [[AIM]] in the AMBIT manual to generate suggested interventions for that specific range of presenting problems indicated from that assessment. 

*An ability to share the results of an AIM assessment with the young person and to construct a shared understanding of its meaning. 


!!!16.	Ability to develop a mentalized formulation of the young person’s difficulties  

*An ability to summarise information about a young person from a range of different sources in a concise and coherent manner.  See [[Formulation and Treatment Aims]].  This builds on the idea of providing //narrative continuity// (one of the [[Features of Successful Mentalizing]]). 

*An ability to reflect on the [[Formulation and Treatment Aims]] and to develop a description of the young person that takes account of their likely mental states and intentionality. 

*An ability to share this mentalized [[Formulation and Treatment Aims]] with the young person in a manner which supports the capacity of the young person’s mentalizing and does not raise anxiety and/or affect (for instance see [[Assessment for SUD-Rx - Giving Feedback]])


!!!17.	Ability to develop a shared care plan with the young person 

*An ability to be curious about the young person’s ideas as to what would make his/her life better and, where possible, develop these into goals for the work together (see [[The Inquisitive Stance]] as part of [[The Worker's Mentalizing Stance]])

*An ability to process information gleaned from, and about, the young person and their network, using peer/supervisory support where indicated, and to draw up a preliminary ‘roadmap’ for the therapeutic work that might be possible or necessary (see [[Active Planning]]).

*An ability to broadcast one’s own therapeutic intentions ([[Broadcasting Intentions]]), concerns, non-negotiables, hopes, etc, tentatively, as a “work in progress”, inviting authentic collaboration to develop a care plan that takes account of the young person’s beliefs’ about what will be helpful. 

*An ability to communicate  ideas about  evidence based interventions (see [[Respect for Evidence]]) in ordinary language to a young person in order to discuss what is likely to be helpful , and why. 

*An ability to liaise with the young person about how the agreed care plan is communicated with family members and/or the professional network - see [[Active Planning]].

!!!18.	Ability to support the measurement of individual and team clinical outcomes

*An ability to recognise the importance of remaining curious as to whether a particular method of work with a young person is be experienced as helpful to them - see 
[[Evaluating outcomes]] and [[Respect for Evidence]]

*An ability to support and contribute to the development of systematic methods within a team to evaluating whether young people are experiencing the service as beneficial to their problems. 

*An ability to focus on continued evaluation of outcome from multiple perspectives, ensuring that both the young person and the AMBIT worker communicate their respective viewpoints and consider the viewpoint of the other. 


!!!19.	Ability to identify with, and access support from, the wider AMBIT Community of Practice.

*An understanding of the ideas behind the [[Community of Practice]] that AMBIT seeks to develop and support.

* An understanding of the way that the AMBIT tiddlymanual has “layers of authorship” – with all local versions sharing a common core, but being empowered to add to or overwrite this content in their own local version (see [[User Guide]]).

*An ability to locate links to other local versions of the AMBIT manual via the [[www.tiddlymanuals.com|http://www.tiddlymanuals.com]] signposting site

*An understanding of the “[[OpenSource]]” aspects of the development of AMBIT


!!!!Features not currently working 
*//An ability to use the manual to see updates on the manualizing work by other AMBIT teams in the AMBIT Community of Practice//.

*//An ability to identify whether a page in the manual exists in different versions in other local manuals, and to compare those two versions.//


!!!20. Ability to reflect on one's own, and the team's fidelity to AMBIT

*An ability to access and use the APrAT self audit form in relation to a specific case.

*An ability to use this [[AMBIT Competencies]] framework to evaluate one's own further training needs.

*An ability to audit the team's practice against the [[Core Features of AMBIT]]

*An ability to accept the inevitability of variation in outcomes in one's work with young people and families/carers.

*Demonstrate an openness to accept and learn from outcomes that have proven less successful than intended (See [[LEARNING at work]]).


!!DEVELOPING EVIDENCE ABOUT THE COMPETENCIES
!!!!Relative Importance and Use of these competencies:
We asked 41 AMBIT practitioners at the AMBIT conference 2014 to give each competency a relative rating of its ''importance'' and its ''use in current practice''. 

High scores indicate more importance/use (see [[Competency use and importance ratings]]). 

The idea is to construct an interview framework for exploring the impact of AMBIT on the work of your team?

The intention is to avoid creating a sense of defensiveness about not having done things properly and to create a space where the impact of the training can be reflected on - both the presence and absence of impact. 

What lines of enquiry should we explore? 

The image of a river delta where AMBIT might be one stream, that it contributes to the river or that it just dried up!! 

Open questions



More specific enquiries 

The following are useful pages in the manual - to look through as part of your initial training, but also to refer to in the future.

!!1. AMBIT Training and Implementation in general
* [[AMBIT Training]], especially
** [[TrainingCore]]
* [[Implementation Science]]
** The [[Implementation Team]]
** The [[Implementation Plan]]

!!2. How to help sustain AMBIT principles in the team
* [[SUSTAIN best practice]] 


!!3. Holding a manualising conversation/meeting in your team.
* [[Manualization]] is the basic page with links from it that covers everything, including how to manualize.

!!4. Technical skills for using the manual
* [[User Guide]] - the general page on USING THE MANUAL - this includes material on the best techniques for reading and searching content, as well as technical help and lots more.
* [[How to edit - Videos]]

!!5. How to increase access of the manual to team members.
* Do check out the incredibly useful [[Create shareable weblinks to specific manual page(s)]] button to gather specific links to useful pages that you can email to colleagues.
* Make the manual your Browser HOMEPAGE
* Organisational support for getting the manual to work in a big IT system such as an NHS Trust: [[Technical aspects of how to set up wiki manuals]]

!!6. How to run a team training event using the manual
* [[Planning a training event in your team]]
* [[Suggested Team Training Sessions]]
* [[Training exercises]]

!!7. How to develop and use the AMBIT Community of Practice
* See the material on [[Community of Practice]]
* See [[Other team's AMBIT manuals]]
* Consider the use of QUID PRO QUO arrangements between teams, so that external "consultants" can swap between teams to observe discussions and provide mentalizing reflections - much like the [[Fishbowl discussion]] exercises we use in training.

This page is a tag which links together all the tiddlers (pages) relevant to the AMBIT lead role. 

The AMBIT approach does not prescribe on the organisational structure for a team using AMBIT. It assumes their will be a variety of leadership arrangements within different teams.   However, AMBIT practice is unlikely to be sustained without one or preferably two people within the team taking on the role of sustaining the skills and practice of AMBIT - which we refer to as the [[AMBIT Lead]] and the [[Implementation Team]].

See also:

* [[The AMBIT Lead - role and responsibilities]] 
* [[AMBIT LEADS - useful training pages]]


----
!!Sub Pages
Below are the pages that are tagged with 'AMBIT Lead':
<<list-links "[tag[AMBIT Lead]]">>

!!Work in Progress
This is a system that is currently (June 2015) being brought in to AMBIT training - but is not yet fully operational.

!!What is this?
* A peer-to-peer support system for a pair of [[AMBIT Lead]]s in one team to connect with a pair in another team.
* This relationship is established during the AMBIT Lead training
* Allocation of AMBIT peer-to-peer partnerships:
** Peers are allocated by the AMBIT training project team before the AMBIT Basic Training Day 3 (AMBIT Leads)
** The criteria are variable but will include similarity of work, geographical proximity, etc
* We emphasise that ''this is a WORK relationship, not a social relationship''!
** There is no block on the formation of alternative or additional peer-to-peer relationships.
!!What is the intention?
* To keep AMBIT on the agenda of a local team
* To create an opportunity for [[AMBIT Lead]]s to co-train their own team alongside a visiting [[AMBIT Lead]] (or [[AMBIT Local Facilitators]]) from another team
* To increase the confidence and competence of the [[AMBIT Lead]]s
* To create teams that are not only [[Well connected|Keyworker well-connected to wider team]] internally, but externally, too - across the the AMBIT [[Community of Practice]].
!!How might it work?
* Introduction at the AMBIT Basic Training Day 3 (AMBIT Leads)
!!Barriers for this to work
* It could be exposing for an AMBIT Lead from one team to talk to the AMBIT Lead from another team about //what is making this work hard//.

!!!!//Page in development//
<a class="tc-float-right">[img width= 200 [facil.PNG]]</a>

!!!This page has 2 purposes:

#To gather together resources, ideas and tips to support local facilitators in implementing and developing AMBIT within their own services.
#A guide for the AMBIT lead trainers from the Anna Freud Centre to support implementation before, during and after a local facilitator training.



!!Who are the Local Facilitators?

Local Facilitators are local team members who will facilitate training sessions in their local teams/services.

Local facilitators receive training and ongoing support in this role and will have attended the
[[Local Facilitator training|Local Facilitator Training (LFT)- training model]] (previously known as AMBIT Train The Trainer model).


!! Helping local facilitators to connect and work together 

Sometimes there are a number of workers from different services and agencies who come together to train as local facilitators. This can bring a valuable opportunity to develop relationships (i.e. integration) across networks. The local facilitators can get to know each other and each others' services throughout the training process. This brings the potential to work jointly and help train each others' services afterwards. 

''In our experience local facilitators from different service contexts working together can be a really useful approach. For example, when introducing aspects of AMBIT back to their own teams, having a 'visiting co-facilitator' from another team can bring different perspectives and knowledge and can help build relationships across services.''

<a class="tc-float-right">[img width= 200 [map.PNG]]</a>

!!Mapping out who is where 


Sometimes the network of people attending local facilitator training is quite complex and needs 'mapping out' (this may need to happen at an earlier point in the training or at the consultation day). 
Mapping helps to begin planning how people might stay connected and work together after the training as well as who might work with who through some of the group exercises in the training.

This kind of 'mapping the system' could happen in different ways depending on the needs/goals of the services. This would need to be discussed with commissioners attending to think about their ideas/hopes for developing AMBIT going forward across systems.

''Some ways to do 'mapping' are:''

* AMBIT lead trainers set up a physical sculpt with the local facilitators, whereby people can position themselves in relation to:

#Who works closer to whom (//geographically//) - This can help guide who might most easily connect up and work jointly in implementation
#Service areas/cross over of client groups - i.e. teams who do similar work in which it would be beneficial to join up to train e.g. a social care team and CAMHS team both whom see many of the same clients
#Other ways of mapping?

!!!Local facilitators staying well connected after the training


*A Google Map with pins dropped for each of the local facilitators work base. This can be put in the local manual (this idea was developed by a member of the Lancashire cohort 4)

*Local facilitators using Whattsapp groups to organise trainings together, develop plans and support each other

*Local facilitator meetings- more formal/structured meetings bringing together the local facilitators to make plans and support each other with the training

*A launch day- bringing together as many of the local facilitators as possible with commissioners and managers to plan the 'vision' going forward, review support and next steps, and to learn together from the process of implementation so far. This would be supported by some of the training team from the Anna Freud Centre with a view to manualizing these areas as a larger group

!!!Other support for local facilitators

*[[AMBIT supervision provided by the AMBIT Programme]] (from the Anna Freud Centre AMBIT training team) - this would need to be planned within the network of local facilitators around how they might best use it, in what groups and format etc. //NB this might be a useful topic to plan at a local facilitator day or a 'launch day'//

 *Further support in using the wiki manual - the AMBIT team offer support/demonstrations/workshops on using the manual and manualizing

*Support in helping you measure and 'get curious about change' for your client groups - Teams can join an AMBIT project using the AIM measure to learn about outcomes in your service and explore how these can be used to develop practice

----
!Tools for Local Facilitators


!!Below is a list of resources/links and info for local facilitators:

!!!0. ...Before anything else...

As facilitator of a [[Mentalization]]-based approach, YOU are the main resource, and YOUR local expertise, and YOUR being known (with some [[Epistemic Trust]]) by your colleagues, are your key tools. 

''What this means'' is that your first role/duty in facilitating for your team is to work at ''mentalizing them'' (their experience of their work, their hopes, fears, beliefs, intentions regarding this 'AMBIT stuff') - this is how we help our clients and open the minds of our clients to whatever help we might have for them... ''it is no different for our colleagues/peers/trainees/etc...'' This is much more important than remembering the precise terms for the three forms of non-mentalizing, or whether to spell mentalize with a 'z' or an 's'!

!!!1. Training Resources
The page [[Training Resources]] offers a collection of the AMBIT training resources, including training slides, all videos, and links to all our training exercises.

!!!2. Training plans
on key AMBIT topics - these are simple guides which can be adapted and developed to fit your local contexts:

** [[Local Session 01: What is AMBIT?]] 
**[[Local Session 02: What is AMBIT training for?]] 
**[[Local Session 03: Mentalization]] 
**[[Local Session 04: Working with your Team]] 
**[[Local Session 05: Working with your Networks]] 
**[[Local Session 06: Working with your Client pt. 1 (Mentalizing stance)]] 
**[[Local Session 07: Working with your Client pt.2 (Hard to reach)]] 
** [[Local Session 08: Review (1) and Auditing Team Practices]] 
** [[Local Session 09: Working with your Client pt.3 (Outcomes)]] 
** [[Local Session 10: Review (2) and Top-up plans]] 
** [[Local Session 11: Making a real difference - Implementation Science]] 


!!! [[AMBIT Service Evaluation Questionnaire (ASEQ)]]

 A questionnaire which asks workers about their views on how mentalizing is applied across the four AMBIT quadrants in their service/work. It can be used to plan areas that might be beneficial for future training and to measure change after training.

!!![[AMBIT Implementation Questionnaire|AMBIT implementation questionnaire.pdf]]

A tool to measure which aspects of AMBIT practice are being used by workers

Below is a template setting out a timeframe for stages of implementation over the first 6 months for local facilitators. 

<<link-doc "Implementation Template" "https://drive.google.com/open?id=1YtWLG5DLiw237xcMVkB1JZGJoezRTKnB">>



!!Other tips

* In our experience it has been useful for local facilitators to begin integrating parts of AMBIT  relevant to them in their own practice before training others

* Starting training in small manageable bits rather than attempting to 'roll out long blocks of training' at first can help to build confidence as facilitators and develop curiosity within teams.... 

*Introducing one or two ideas in your own team in small 'bite size chunks'- thinking about the aspects of AMBIT that might be most relevant or interesting to your own teams first

See [[Overcoming barriers to implementation|AMBIT Local Trainer: overcoming barriers to effective implementation]]
for information about common barriers to implementation and ideas to address these. Additionally, click the yellow tag to see a drop dow list of <<tag [[LOCAL trainers FAQs]]>>.

!Task - define a shared problem
!!1. Dealing with a ''//lack of enthusiasm//'' in team members
* Acknowledging the inertia that political situations/funding/job insecurity etc tend to bring.
* Risk of disappointment if early sessions are seen as "falling flat"
* Moving from Quick Fix to patient work towards a longer term goal
!!!Ideas
* Moving from Quick Fix to Quick Wins - clarifying clear objectives //that make sense to the team// early on
** "Doing AMBIT" is ''NOT'' an objective! Avoid connecting outcomes to "doing AMBIT" - stick with benefits for clients... and yet to avoid making outcomes focus into a BURDEN 
** MAYBE having staff feeling more enthusiastic about the work is an OUTCOME in itself?
*** Playfulness - the play of ideas
**** //"Suivrez la Juissance!"// (follow the joy/juice!)  - Lacan
*** The capacity of the team to EXPLORE together
*** To ACCEPT the stressfulness of the work we do, including thinking about new ways of working together.  
**** //"Making the best of an impossible job"// - Bion
* Think about what might help members of this team feel SAFE enough to do this work, or unsafe in ways that inhibit such exploration?
* Team's capacity to use [[Mentalization]] for itself will likely have an impact on how successful it is in working with young people.

!!2. Risk that ''//we are perceived as dangerous "agents of change"//''
** Implicit sense of a hierarchy ("you went off to London")
** Getting into fights about control/letting go
** Telling team they are "doing it wrong"
** that "you are more equal than we are" 
!!3. Concerns about the ''//dependence upon specific person (me)//''
* That it's "//up to you to DO AMBIT TO THE TEAM//"!
** Need to make ways for this to be a shared enterprise
** Creating curiosity to listen
!!4. ''//TIME and other PRACTICAL concerns//''
* Avoid this being an ADDITIONAL BURDEN, 
* Avoid a focus on "WHAT" (else) we should be doing, and rather for this to be about "HOW" we do what we already do.
!!5.''We are trying to train "old hands"''
* Our "trainees" know all the tricks about trying to implement change in behaviours! 
* Keep our practice and methods transparent ([[Broadcasting Intentions]])

!Principles/Resources
* Define our [[AMBIT]] - where can we expect to have influence?
** We have control over what we communicate about our work
** We have the capacity to (make an effort to) mentalize our work colleagues
* We have existing relationships within these teams
* ''"If isn't broken, don't fix it"'': 
** There are probably things //this team, here// does NOT need any training on
* ''Openness'':
** Supporting conditions for a team to recognise that not all we do is crowned with success all the time
** This is a policy agenda - engaging in dialogue about which of our policies address our needs, and which need improvement.

!Ideas
* Offering feedback on our experience first, rather than unfolding an "agenda for change" ([[Broadcasting Intentions]])
* Inviting hopes and concerns from the team - keep it snappy!
* What are the things this team does very well, that any training must NOT BREAK!
* Creating an initial schedule with the team
* Encourage/foster "Yes, AND!" responses, rather than Yes, BUT"

!Measures of effective change
* How would you know this had made a positive difference?
** How would the team define critical positive change?
** See material on [[Implementation Science]] 
** Consider your [[Implementation Plan]]
** Recruit your [[Implementation Team]]

<<list-links "[!is[system]!is[image]sort[]]">>

!!The Top-Bar menu for the AMBIT Manual:
The ''Top Bar Menu'' (pictured below) is your main entrance to all the ''content'':

<center>{{AMBIT top-bar.png}}</center>


|There is also a [[SideBar]] to the right (or in mobile phone versions this is positioned below the top-bar menu); this menu offers different ways of ''seeing what pages you currently have open, and sorting, searching, saving existing (or importing new) content''. It can be folded out of view if you don't want it to clutter your view.|

!!!The Top Bar contents are listed below: 
Click on the arrows to the left hand side of each item, to reveal the dropdown menus

!!Home
<div class="tc-table-of-contents">
<<toc-selective-expandable 'HomeContents'>>
</div>

!!About

<div class="tc-table-of-contents">
<<toc-selective-expandable 'AboutContents'>>
</div>


!!Using the Manual
<div class="tc-table-of-contents">
<<toc-selective-expandable 'UsingTheManualContents'>>
</div>

!!Community
<div class="tc-table-of-contents">
<<toc-selective-expandable 'Community'>>
</div>

!!AIM
<div class="tc-table-of-contents">
<<toc-selective-expandable 'AIMmenu'>>
</div>

!!Search bar
[[Search Bar]]

!![[Log in]]/Cloud icon 
Once you are logged in the [[Log in]] ''phrase'' will automatically be replaced by a Cloud icon. 

 [img[TopCloudIcon.png]]

//You only need to be logged in if you want to edit content// - you can see everything without logging in, as this is an [[OpenSource]] resource. This cloud icon (there is another one on the [[SideBar]]) shows (a) that you are logged in, and (b) the status of your wiki's synchronisation with the web (if you hover over it a tick confirms that the wiki is synchronised - this is only relevant if you are editing content. You can edit content even if you offline, and the wiki should synchronise when it next connects to the internet, but only if the webpage )

!!!This page collects together measures that are being developed by AMBIT influenced teams or the AMBIT team at the Anna Freud Centre.

The idea is that they measure aspects of team, client, learning or network functioning

* The [[AIM]] has recently been updated (August 2021)  to address experiences of power and control.

*The [[NET-AIM-Q|NET-Aim-Q]] was developed by Dr Janne Walløe Vilmar & Dr Stefan Lock Jensen in [[Regions Sjaelland,Denmark|https://manuals.annafreud.org/ambit-denmark/index.html]]. The aim of the measure is to create an ongoing focus on the quality of network meetings, encouraging mentalizied cooperative meetings

*[[The NET-STAT-Q|NET-Stat-Q]] was developed by Dr Janne Walløe Vilmar & Dr Stefan Lock Jensen in [[Regions Sjaelland, Denmark|https://manuals.annafreud.org/ambit-denmark/index.html]]. This measure is an extension of the NET-Aim-Q

*The ''AMBIT Relationship to Help Questionnaire'' ([[ARHQ]]) is hardly an outcome measure, strictly speaking, but it could conceivably be used as such. It relates to the [[Client's AMBIT Wheel]] and offers 8 questions to probe the client's relationship to help: what work are they doing in relation to their self, to working with help, to making that "help" helpful, and to learning about what works for them

*In AMBIT we are interested in [[recruiting service users to take part in the process of designing outcome measures|Involving young people in designing outcomes]] and shaping how we might use them in more helpful ways. Please see the CORC website who are currently working closely with young champions around the theme of outcome measures. CORC have been producing information and gathering feedback from young people around how we can make outcome measures more user friendly and helpful. For more on this see [[here|https://www.corc.uk.net/for-young-people/]]

[img width=500 [news head.jpg]]

Helping People with Multiple Needs is a community of practice open to anyone interested in AMBIT and all those who work in health, social care, youth, education and criminal justice settings who work with people with multiple needs.

!!Previous Editions
You can read previous additions right here the manual. Click the Community link on the top menu to see news, newsletters and notes from webinars, or click the links in the top right of this page.


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This tag gathers any material about CURRENT or PUBLISHED studies that examine [[Outcomes]] from ''AMBIT-influenced teams''.

See also <<tag [[Studies relevant to AMBIT]]>> for studies and work that is not directly about AMBIT but which is highly relevant to our work.

!!What is the APrAT?
This is a simple questionnaire and exercise to give teams a basic reflective measure of how closely they have followed AMBIT principles in a particular case, and to help them [[SUSTAIN best practice]].
!!How to do it?
Try to do at least one APrAT every three months with the team. 
#Set aside an hour to do this - see the [[APrAT exercise in, or across, teams]]. 
# Pick one case - preferably one that has given particular cause for concern in the recent past.
# Using the questions below, audit the 8 AMBIT stance indicators (see [[Core Features of AMBIT]]) around this case. 
# Look at the results, identify //which stance indicator is the most relevant for the team to improve its practice//, and look at the [[AMBIT Stance Exercises]] to locate a relevant exercise to practice this.
!!The Questionnaire
Full size version here: [[AMBIT Practice Audit Tool_v.2.pdf]]
[img[AMBIT Practice Audit Tool_v.2.pdf]]

!!Video introduction
Using an APrAT questionnaire to help you plan the local training sessions that your team might benefit from.
<html><iframe width="640" height="360" src="//www.youtube.com/embed/1ERcDJgTn3g" frameborder="0" allowfullscreen></iframe></html>

!!!The purpose of this page is to set out some steps that we, the AMBIT programme team, will take if a safeguarding issue arises within our activities

Our roles as AMBIT trainers, consultants and supervisors means that we do not have accountability for the practice of the teams and services we work with however we all have responsibility for safeguarding. 

It is possible that safeguarding issues may arise through any number of contexts within which we operate and we are likely to hear about safeguarding situations in our roles, however there may be times when we feel that a situation or concern has not been appropriately addressed by the team or service that we are working with. It may be that we continue to hold concerns about a safeguarding situation/information which we feel requires further attention by the organisation. 

Because of our position as trainers/consultants it is unlikely we would know relevant client details to be able to make direct safeguarding referrals, however our role in safeguarding would involve sharing our concerns with the organization we ae working with (and more widely when appropriate e.g. our own AFNCCF safeguarding team, other agencies etc) 

!!!Steps for AMBIT programme team


* Recognising a safeguarding concern because we have some questions about how a safeguarding situation has been managed

*If the risk appears to be urgent then we would follow the centre's safeguarding policies by reporting the concern to the designated Anna Freud Centre safeguarding lead and safeguarding oversight group

*Following our principles ([[Keyworker well-connected to wider team]]) we would think together with a colleague in order to attend to us , the workers' feelings about the concern, alongside getting some help in any other aspects of the issue that we might need. This would happen whether the risk seems immediate or not.

*If the risk does not appear to be immediate we would bring our concerns to the AMBIT program team (either to supervision with colleagues, or to the next possible discussion forum)

*Recording of the concerns/situation would happen in the safeguarding log. This is a place to make a note of key details (including date and context), nature of the concerns, any actions and next steps

*When safeguarding concerns are not urgent, recording could happen during/after the team discussion as what to record may be more apparent after discussion with our team

!!Links for AMBIT Programme staff

(these links are only accessible to members of staff)

*[[Safeguarding records folder|https://annafreud.sharepoint.com/:f:/r/sites/AMBITprogramme/Shared%20Documents/Safeguarding%20records?csf=1&web=1&e=zB1DO7]]
*[[Safeguarding adults and children information on staff intranet|https://www.annafreud.org/intranet/practical-info/safeguarding-and-child-protection/]]

!!The ASEQ

[img[ASEQpicture.png]]

The AMBIT Service Evaluation Questionnaire is designed as a pre- and post-training evaluation of the impact of AMBIT training, ''or can be used as a "temperature check" for an AMBIT-influenced team, to help highlight where ongoing training and practice would be best invested:''

* ''Q's 1 - 4:'' probe the AMBIT quadrant [[Working with your CLIENT]]
* ''Q's 5 - 8:'' probe the AMBIT quadrant [[Working with your TEAM]]
* ''Q's 9 - 12:'' probe the AMBIT quadrant [[Working with your NETWORKS]]
* '' Q's 13 - 16:'' probe the AMBIT quadrant [[LEARNING at work]]

!!TRAINING EXERCISE:
!!!Download a Spreadsheet and start team learning
An Excel spreadsheet is downloadable [[here|https://drive.google.com/drive/folders/0B5h_CVBdhJPYMm5xNjFWNW56U2M?usp=sharing]].

* Teams collect individual team members' scores and aggregate them in the spreadsheet
* The spreadsheet automatically generates a set of graphs to show the distribution of (anonymized) individual scores for each AMBIT quadrant, and for individual questions (see tabs on the spreadsheet)
* Print out these graphs and post them in a prominent place in the team office
* Invite team members to place respectful graffiti on the graphs reflecting on:
** these aggregated experiences of working in this team
** what explicit learning might the team want to focus on in the coming months (which answers highlight the most important area for the team to develop its practice in)? 
* Repeat annually?

Here we are just gathering all the various [[Training exercises]] in the manual together under headings that sort them according to which area of the AMBIT stance they best support:

!On the AMBIT stance and ways of working //as a whole//:
<<tag [[Training Exercises on AMBIT in general]]>> 
!On the separate components of the Stance:
<<tag [[Training Exercises for Mentalization]]>>
<<tag [[Training Exercises for the Keyworker Relationship]]>>
<<tag [[Training Exercises for Keyworker well-connected to wider team]]>>
<<tag [[Training Exercises for Scaffolding existing relationships]]>>
<<tag [[Training Exercises for Managing Risk]]>>
<<tag [[Training Exercises for Working in multiple domains]]>>
<<tag [[Training Exercises for Taking Responsibility for integration]]>>
<<tag [[Training Exercises for Respect local practice and expertise]]>>
<<tag [[Training Exercises for Respect for Evidence]]>>

Groups may not be so well known as some will come from briefer training  than the four day AMBIT training.  

People will have done Module 3 (AMBIT training) and Module 4 (MI and Mz).  

*Supervision groups have 5 people, 
*will have four supervisions, once a month. 
*16 groups are being held each month. 
*1.5 hours per supervision. 
*Mixed groups not in teams. 
*Some people may have two lots of supervision if they have done both modules. 

There may be difficulties in attendance. People under pressure. May easily cancel. 

!!How set it up from the start? 

*Getting to know each other - they will have met previously.  

*common factor is around crisis work and being able to share experiences together. 

*Emphasising the importance of working together on these issues. 

*Need to make connections. Recognise the challenges of not being trained as a whole team. 

*reflections on impact of training - what are key take home messages? 

*discuss pressure on coming; discussing commitment to attend. 

*first steps to creating a community practice 

*Linking to implementation plan 
**staying connected 
**thinking about own AMBIT
**Sharing AMBIT with your team 
**Influencing managers - how does it work as a team approach if only one person has been trained. 

!!Developing a structure

*check-in 

*connect with crisis manual 

*making a plan together 

*Identify and work on a dilemma 

*Practice a tool such as thinking together and disintegration 

*Manualizing key learning points in crisis manual at the end of the session. 

The [[AMBIT Full Competency Framework]] describes 20 competencies for an individual worker in an AMBIT trained team. However, AMBIT is unambiguously a team approach and alongside this individual framework we are developing some ideas about what a team competency framework would look like. This page indicates some initial work on this idea. Our proposal is that an AMBIT team could be identified as having five  core competencies of its work. These are:- 

The team's ability to:-
#''Mentalize the Client''
#''Mentalize the Team'' 
#''Mentalize the Network''
#''Learn as a team''
#''Evaluate client outcomes''

We have tried to think about how a team competency can be demonstrated. For each of the five competencies, we have included a list of possible alternative ways in which this aspect of team practice could be shown. Teams are not expected to do all of these but if they are doing none of them, then perhaps a part of the AMBIT model is not being used. This may be appropriate but it would seem useful if it is explicit and choisen rather than happening by default. 

However, we are nervous about appearing to reduce a competency to a single practice. This would be unhelpful but, at the same time, if there is no explicit way by which a competency could be observed to be taking place, there is a possibility that the competency itself may be marginal to mainstream team work. As ever, the AMBIT approach is to try to balance top down definitions with appropriate local adaptations. 

!1. Mentalizing the client 
An ability for the team to support each other in supporting an  intervention which aims at increasing the client's capacity to mentalize.

An ability for the team to support each other in adopting the mentalizing stance in working with their clients.  

An