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(1987). Hypothesising, circularity and neutrality revisited: an invitation to curiosity":"\"e627c21fef4cb304d942513d546c9f57\"","Challenge and Support in Therapeutic Relationships":"\"a626551b3105969d6093cbfcb240971c\"","Challenging techniques":"\"03c2e70beee3b7cba15e06209007f1ab\"","Charlie Sackey":"\"4e930f1b39e5e03f2423fd4af95e49e9\"","CheckLists":"\"22cd3fafb9d61d212e2166535b300dd5\"","Checking":"\"02f63c273b4ae540109ad9b1bd013528\"","Child Protection":"\"35385caf4cbdca0fae2c8c5be9224c4a\"","Child Protection Referral":"\"9c839cee115b2ac4a71187d84da9e087\"","Child Protection/Safeguarding Services":"\"ea055ef360dbcd64afe0cf657c68a490\"","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":"\"a7b412ced48dccd7a89a0a6d7b1a20b4\"","ClientWheelDoubleSided":"\"99f3234a286e42307f4bda89f893366d\"","ClientWheelsingle":"\"900d4eb0f8c90b2ee8083fb3c1b555d7\"","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\"","Colombo-style Curiosity":"\"1e53919868ca9da91846ad703f96427e\"","Comic Relief":"\"4c083f54121033325d7fc5d70d1f9e9b\"","Comment by 'dickon' on '+ Getting started'":"\"e5e8b296cd01c4f698e8158a96ff112f\"","Comment by 'dickon' on 'Commenting Function'":"\"850b30baa070c34a70a6167855dda945\"","Comment by 'dickon' on 'Commenting Function' 1":"\"6dd7dc51eb57b045a5bdf6ac6fb7ffbd\"","Comment by 'dickon' on 'Commenting Function' 2":"\"6793fc6f659a712fdb349ccf05b2e24d\"","Comment by 'dickon' on 'Error messages'":"\"32e3838befea00c378d8029c3598e9e8\"","Comment by 'dickon' on 'Error messages' 1":"\"2c76a3874e13a9c526f864a433f14adb\"","Comment by 'dickon' on 'Future AMBIT training intentions'":"\"6547e8580e2f2b23ddf6deb172511b6f\"","Comment by 'dickon' on 'JF'":"\"a457146de2d4bae373168ae539e4e1ab\"","Comment by 'dickon' on 'Logic models training exercise'":"\"4d48a5ec909acef1b0f00d4e91effad8\"","Comment by 'dickon' on 'Qualitative feedback from AMBIT training'":"\"c4f09d8406fe3982526e93379c83ae3a\"","Comment by 'dickon' on 'The Development and Properties of the AIM'":"\"e57c4c1279b977ae7725ae4dcc023b3a\"","Comment by 'dickon' on 'iFrames'":"\"cb508a3ea7b03d87b8cefd4cb9736199\"","Comment by 'jamesfairbairn' on 'AMBIT Local Facilitators'":"\"b8579efc731deae706596e9be68719d5\"","Comment by 'jamesfairbairn' on 'Active Planning'":"\"619532b535610624e7f79f502f65aaae\"","Commenting - Boundaries":"\"547b0f10f54e7dea8831611c2e02dcc3\"","Commenting - Content Moderation":"\"ba02ab78eea70520d9015bd1c6a7e2f7\"","Commenting Function":"\"df9d95c61bfeb0d6bb914aa6c77da88a\"","CommentingButton.jpg":"\"913bfe84dc068b7b72b29256648930e3\"","Commissioners AMBIT Toolkit":"\"ecaa9b5976aefd3a2e12bb05456ddbf1\"","Community":"\"eb5dd3e56380251e7c11fd1f7cd41ae5\"","Community of Practice":"\"1088d1b3ee921350d9e8ab57132e1717\"","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\"","Complexity":"\"534f4b6e8aed077f37fd3e6c9875e18a\"","Concrete Mentalizing difficulties":"\"ae7ea1b76cbeadf675d36e9081d80f77\"","Conduct problems":"\"f6c22cb3ee0ff6cd2fd82a5e42651b73\"","Confidentiality":"\"0cd5427c713cd8aa37c74759ee94012a\"","Connecting Conversations":"\"a81f59bb1b9f75712536aac21e1a0f64\"","Consent to Treatment":"\"fe3808c6f7a2a2d8f5c0fd1403c3b01e\"","Contemplation":"\"c8ecfd8a6fe7f0e44e7503ec102cfa8b\"","Contingencies":"\"e6e3d551143eef17827f1d2920c0ab98\"","Copyright matters":"\"0cc52ee8e83eff12368de8cebbf44098\"","Core Features of AMBIT":"\"78d9324a82bda036b5cae8bd1dc74dcd\"","Createnewpageicon.jpg":"\"1e203c5a22f111a25c7e130b0976f56c\"","Crisis Contingency Planning":"\"912bd059769b8ab8bf8bea4a5a2bd3b4\"","Crisis Pathway AMBIT Online Training":"\"810c188cc47ef863f30b2a17f6fff7b0\"","CrisisServices":"\"6ec13a42f03f9775f99f2915ab77281f\"","Criteria for inclusion/exclusion of CONTENT in AMBIT":"\"3d75683e27006972763f9668ee795cf7\"","Crossword":"\"12cbc14eac292493391ab2fe8db14bf8\"","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\"","DataSecurity":"\"04c4872f737c9ee591ab6c0d7d5dab68\"","Daubney et al (2020) - Outcomes of Assertive Community Treatment for Adolescents with Complex Mental Health Problems Who are Difficult to Engage":"\"e1b46f646e2136776c9084fd1a155f20\"","DefaultTiddlers":"\"181a555ba74d2cf536096f621dd52bd3\"","Definitions & Principles of Motivational Work":"\"d0cbf877ccd6146228afd411699b608d\"","Delusions":"\"fb498940b020a50b613e8fc46d18e213\"","Depression":"\"95b4900401af17aa49e9511314eac2b0\"","Develop Discrepancy":"\"386fb904d10c607b0e57e075c7cd654e\"","Developing Team Learning Objectives":"\"c0d51c56aad0fcf8c4b833f1f2f91ba2\"","Developing learning organisations":"\"34952d368a3391cdad11faaf7a9c589d\"","Developing maintenance routines":"\"55f7a0dbcd1e1dcaf7a3e9d1c8d0a91b\"","Development of Mentalization":"\"7261df189da78ce3566734a00ddc4ac4\"","Developmental Considerations":"\"2cc59b019bfd05502d9adb47aabf20de\"","DevelopmentalHistory":"\"a55d4eb79bc9e7edd1cfc898f3866abb\"","Dgrid.PNG":"\"0c26a6da5b925e760e073f8d6c93a44f\"","DickonBevington":"\"4d6b1a9aced49eaaf5a3ba08922a7999\"","Differences between MST and AMBIT":"\"a05b0eb05e6e300eff0eed262dcb556b\"","Dis-integratedInterventions":"\"dc73559b62aabeb29e92e3f65199b690\"","Dis-integration":"\"b39b164e7fb8bb73ef65da987a183eeb\"","Dis-integration Grid EXERCISE":"\"7d74ed1808358538b537fd5998df5058\"","Dis-integration grid":"\"0286c65f7e69fcd524df5ef19d98b92b\"","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":"\"6be27f8be1f48bf6b5db7a20c3fa19cf\"","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\"","Discussing outcomes (PF and DB)":"\"950306def68a9000b83084bbfcd29ef6\"","Disintegration in networks: respect for local practice and expertise?":"\"7a3634c2c5a3bacbb74e30d072f9077c\"","Dive Boat - An Analogy":"\"fa3ca32d006cf995f15383b91ada77aa\"","Does AMBIT contribute to reductions in institutional interventions/care?":"\"0b74e5ce7f020fd3ca6330440fa460b8\"","Domains":"\"2118b7e36ee41c4aac4f68009b55046b\"","Domestic violence":"\"9134bd3638e0812a48151e2c66734ff3\"","Downloadable Resources from Training":"\"691da9d2e56da3caade9b69f9e6e18f1\"","Draft of 'AMBIT Outcome Studies' by dickon":"\"772de0defe2ef2e70fdb5b07b966af32\"","Draft of 'New Tiddler' by peterf":"\"a2ee308fcd22fab7112519f0a8cc065d\"","Draft of 'New Tiddler' by rebeccasmith":"\"7320e6af4b2b003f58e02c4931c803ce\"","Draft of 'Welcome to Module Eight of Your AMBIT Training' by liz":"\"db781f366af818d27a1936a01b1fa025\"","Draw my mind":"\"04febb7e568811427b825dd7d7c94750\"","Draw my mind - Mentalizing Exercise":"\"0772ed5a05754c9427b6e5a788fdce4b\"","Drawing the AMBIT Wheel":"\"a15ec2cef8bfd4deded4ea22f7577241\"","Duncan Law and the IAPT CO-OP Group (2012).  Using Service User Feedback & Outcome Tools":"\"3e1ad81f5ba2ce50e4050b3cf7659e2f\"","ENDING PHASE":"\"5542065f130fb4a4145c2849cc8812cb\"","EXAMPLE of a local training session":"\"998575e022bdaec9478561df0fc4d810\"","EatingDisorders":"\"878e63f70d8fc01cf79ad1ca841c42fc\"","Edit 1.JPG":"\"7c8b15701bfa1ea4531a65aeb44090db\"","Edit 2.JPG":"\"cf829ce3c5e649ee29e33fe04c749471\"","Edit 3.JPG":"\"68902e151d90ea72246dd7ce7f981d9c\"","Edit 4.JPG":"\"356969cdc11050d9948cef4b17cad0e3\"","Editing - Difficulties with Saving Pages":"\"8d385fdbef8c6104db61346a2b3e743a\"","Education-Vocation Intervention phase - Example timetable and Flowchart":"\"e8575cc30d212926c65b78e2f440e3e1\"","EducationEmploymentTraining":"\"1654c271b75ff32121d4559acffeca96\"","Educational-Vocational Engagement Phase Flowchart":"\"997d88479493716dd03e6033f9b0ac7e\"","Educational-Vocational Training":"\"85b4d80e97fa4c64d34f8c064f1fed63\"","Educational-VocationalComponents":"\"26866001092365c1e34da2c96a802ce7\"","Educational-VocationalPrinciples":"\"1793dbe6e954c713574f2a7220578f70\"","Educational-VocationalStructure":"\"d14fe38b9575fe2dc5c8182f417f3de7\"","Educational/Vocational centre":"\"9847518b7ad77d2460e3e4d09faadeb8\"","Egg and Triangle - Local":"\"466c0676fe0b93b868dbf7042fc2fa04\"","Egg and Triangle.pdf":"\"1505a609ff9be82a46bc8aa6ff2d3103\"","Egg and triangle (marked)":"\"50053617f688d1e4768e8b82d665b52e\"","EiaAsen":"\"1401769c78e1094cacc8553525341951\"","Elevator Pitch":"\"0ec21881ff6fb556fba3ce42801a04d2\"","EmergencyProcedures":"\"039347fc3ca4bd56ae234f76980a239d\"","EmergencyResponse":"\"dd76c434524b9d6c57494ef6363b4de8\"","Enactments":"\"7bde5f92b6f06456c3ae8949b8a988a9\"","Engagement":"\"10cfbe69e2555dd7cf7937237c970a4e\"","Engagement call":"\"72aaabbaa6afb8eafb22cb40ef60a46f\"","Engagement techniques":"\"b7720e9628dc83522072f720e1355891\"","Engaging a team in Outcomes Measurement - Liz Cracknell and Carol Evans":"\"966b5dedfaa83f5059a23335ae796c52\"","Epistemic Trust":"\"7454647c6df538fcba003e014beabe0b\"","Epistemic Trust image.jpg":"\"c31c00a9c23ab3a53e34b8d1b940f113\"","Equity, Diversity, and Inclusion (EDI) in AMBIT":"\"37c1944cba6b750253f66afa334d9660\"","Error messages":"\"1c3bb1731588d5993dc2f8abc23063f6\"","Evaluating AMBIT trainings":"\"c59903a7ad82f43be7d0cf2ed76c3f9f\"","Evaluating outcomes":"\"4ebf20cbb3c284c73ce661a6572b6f1b\"","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":"\"857fdc1706e4d48027636e918efdf91f\"","Experts By Experience":"\"ad77614412734ecf09f2da16d9ed7bca\"","Explicit mentalization":"\"8c276626a79eb71721f7df0efe2fab20\"","Exploitation and Substance use":"\"e879af016ffc87e96340e9a847e059fa\"","Express Empathy":"\"145368504abcf98ba7ad0407c654093d\"","Expressed Emotion":"\"5939dae75226af65d34378061d19ab07\"","Extended learning":"\"972c23ab75b9791b906d1e54dacf414b\"","FINISHING (Closing) a case - CheckLists":"\"0496e3c1bf06657a9b21cf8ec13341da\"","Families and Engagement":"\"1d7711d784473b688e55663c3d62d5e8\"","Family":"\"c72a1552ab82b5240599df0f4556a343\"","Family Life Space (Genogram) Techniques":"\"477fa475a67622df66a7e99a9da88f46\"","Family System Mentalizing diagram 1":"\"ec521fff5eef1bf6722ba1c74df81c89\"","Family System Mentalizing diagram 2":"\"018000e85ef5232a84a5032f6766ce7f\"","Family-Aims and Principles":"\"8bf628af32bc69444ec60b63badb18b5\"","Family-Settings and Arrangements":"\"df1a6f6724bd938ea59ca2c47daf7c7b\"","FamilyHistory":"\"ba053ed11a142499c0b146ec0ac094ba\"","FamilyInformalNetworkMembers":"\"fcc720449484814ce01c23ec023eb6e9\"","FamilyWork":"\"592129083c4a913010d31e34e9d26a2d\"","FamilyWork for SUD-Rx":"\"ca7850e6d147f7b293b3bdcd34aaa656\"","Features of Successful Mentalizing":"\"7b44edb594a66344935a6cea0e39735e\"","Features of UNsuccessful Mentalizing":"\"da6fcf3f48b40cee0e8b66cefcfd6925\"","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":"\"9c3f2544268f031a7efaaa41a2b79af9\"","Feedback please!":"\"1ff40aa6634701915f00b1032ae2cd5d\"","Feeling":"\"4b34e448696a9e1e4fb82e6447d243fb\"","Feeling Spinner":"\"af0c9e9a132cbd42af124a776c5e8f5e\"","Fillers":"\"d63c90b7e53056a22028b303a0799a53\"","Find a falsehood":"\"0b8dca18d90662a8b3f2b6d150db62c8\"","Fishbowl discussion":"\"9973a85a6d4abbffe97050892aec1a9d\"","Fishtank film clip":"\"08e3751b90232c0713813ef8717c0bde\"","Fitting what you ADD into what is ALREADY THERE in your manual":"\"4c14059dbf373f7554fe845bee32dc08\"","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":"\"a9b685993c1dd9ba9bcb8a6ea96b95cf\"","Formatting Pages in AFNCCF Manuals":"\"4a2ac1aef03d9ed5cdbec5e2436652a8\"","Formulation and Treatment Aims":"\"a9e143c368a2b8289fcbb9c60057434f\"","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.":"\"25303e130763b869b19e6d189dc6d7e1\"","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\"","GHQ-12":"\"a5842aa958ae6e1fc47e7eeb86eb031e\"","GHQ12.pdf":"\"38d90dc7da5c9ed2b652f73b0d76994c\"","GUM":"\"3346458e25bed1ab2fe44c64c9ea45e2\"","Gemma McKenzie":"\"cc979f5c645f66aeaead8b6a6398126d\"","General Features of Unsuccessful Mentalizing":"\"b971864193af42e105c5b861fc1f9695\"","General Systemic Techniques":"\"a6a320924a4cf85583c8480662721b25\"","General features of a \"Mentalizing Stance\"":"\"da9c3ead6d6f63e6a715bf9c3f381a5c\"","Generalize (and Consider Change)":"\"d6832c28802a5fb2d167aef139086a8a\"","Genogram picture":"\"d2ca0ec0583f05f4610b55a9c46fba7b\"","Gergely, G (2004) The social construction of the subjective self":"\"ca425fbf4f798603185b7903d5197c53\"","Getting started with CBT":"\"6ff15bd480cb610c3f7a2ec0a43bc67a\"","GettingStarted":"\"409a4e351300ab194c53edf5b0dc9d90\"","Gilvarry et al (2012) Practice standards for young people with substance misuse problems":"\"3e999280b03c7608e453e0d27f89857c\"","Giving Advice":"\"246f484b3deae8275b133786cf845dae\"","Global Assessment of Function (GAF)":"\"2a2ff7cae969d71897d2c5f2ead42837\"","Glossary":"\"dafb85c9d681127c523ad88a12f719a3\"","Goals-based outcome measures":"\"7cd6082eaec8b3afa5b1a3f94275d88f\"","Governance":"\"44327a7276cb75fddc55b6498685b9f7\"","Graded Exposure":"\"93040d7b85e8e486463519ec3bf99dc9\"","Graded assertiveness in challenging a team member":"\"51f8a2818c87389048e70d736c64717c\"","Grid Pic.jpg":"\"b51f8b43a92093744f709c0bd3b28f0f\"","Griffiths et al (2016) Evaluating clinical outcome and service utilization in an AMBIT trained Tier 4 CAMHS":"\"876e46f3c1345ad6ded6b61277df7d6f\"","Group Work":"\"58b9cec3ade415069d47274d5aea3353\"","Guidance for Teams Considering Applying for Training":"\"ead258eb2cdb15e52a697f1cceaec8b3\"","Guidance for teams on selecting people for local facilitator training":"\"bb834faf030a795db0bdb5bb4aacee9b\"","Guidelines on how to edit this manual":"\"5f7ed5bf471a11db1e131eb84373310d\"","H-CAMA":"\"3ae31e5cae1e31a5d5140d3163e21972\"","HEE health education england logo.png":"\"0eaea154218bf801124caef82a5d83ed\"","Hallucinations":"\"9e68058572918c9e130c820a05ede581\"","Hard to reach":"\"71a23e94aa3ce26bc563118d7791f898\"","Help seeking in teams":"\"4125d722c14d725d915ce869348fb5d1\"","Helping by Edgar Schein":"\"552aaad150ad573549e806e0f5bbe7f3\"","Hidden, private or implicit theory":"\"5b98f36834bbfa1289004d2a822f48da\"","Highlighting and reinforcing Positive Mentalizing":"\"2f57d217192dce570ff2342c9e3e3442\"","HoNOSCA":"\"50a998efadf821daf93751a048d92cad\"","Holding the Balance":"\"060ef4a9fe8c240e373742b40175e91f\"","Home":"\"0e9b6ca4ad5c38779ef0c8749e448714\"","Homework":"\"541d26ec9f68ade7bb3441eee7b594f8\"","How do members of our team seek help from each other?":"\"64de1d87d71ffedade8c5ade7d42a8cd\"","How do members of our team support help seeking in others?":"\"4647aaa62e22e70c6bb56b0000a62a33\"","How do we as trainers keep ourselves on task?":"\"fbb4793f8ef0ca92d460bd165d3aa4a6\"","How do we help each other in this team?":"\"a099a7d287252bb4a6cff8dba70f1146\"","How do we measure whether our team is DOING this?":"\"11ead1824968412c8de2199751b49d66\"","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 motivated is my client?":"\"00810ba76cccdf58912fb261fdfb1f84\"","How much time have I spent with this client?":"\"56377ef70e640bfaa56c3d467e854e45\"","How teams support each other to mentalize - Unconference Conversation, 2016":"\"996bf8aabc3ca8be5f38158780faa093\"","How to Change the Manual Title/Icon":"\"093cb57a0c0fed9664edb8d10ad25bf1\"","How to add HyperLinks":"\"5a60c7db015ec3a23c024d7a1a232e17\"","How to add a PDF link":"\"ac01e2f005c48d24aaee291dcf806dd1\"","How to add a document or PDF":"\"600af890857336e70ff7e10b27c1d399\"","How to add a picture":"\"3395d0023a53095011af08521a8bb464\"","How to centre a title, phrase or image":"\"f0abd677566cb0fb1eb33e55d2cb9dc0\"","How to decide who is the KeyWorker?":"\"dbb177cadb93c92c3432399eda7ca0a4\"","How to draw up a Care Plan":"\"989775859103717e027d82d96a8d9693\"","How to edit - Videos":"\"22c146ae2d2ec05af5f6e5c2b891abef\"","How to edit your teams manual":"\"9761e4e7e0f969e26c6042e55aabccfe\"","How to embed a video":"\"59241a2d0a784ec27dfdd5c082778ad6\"","How to get the best out of Web-based seminars":"\"da1d1c921dc6ecf089761b486a7ea252\"","How to log in to your local manual":"\"322bbaef897d4a78f354a0c8007f15a8\"","How to speak to a DOCTOR":"\"ea882d8298563894b1b6ce80c6bbc279\"","How to speak to a NURSE":"\"2258a2023d127ba9a902bc85d2d61730\"","How to speak to a SOCIAL WORKER":"\"0d124d0f38c3d5048f1c99c1a8276df6\"","How to speak to a...":"\"fb86d631b9c60d705f73ae018ba79a57\"","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?":"\"fe8605b7347615d14e05f1e31f6d2d93\"","IMP":"\"159748fd4e6a4290cfc6ef2cd5845f57\"","INITIAL PHASE":"\"354f25e4c567b23d95afda5e9b5b98db\"","INTERVENTION PHASE":"\"ac87d5d85cfed750edfe77ed68b07d44\"","IPCimage3.PNG":"\"dee8d1811ac26316564d18680a6fa00d\"","IPPA-R (The Inventory of Parent and Peer Attachment—Revised)":"\"280e3ad2705a44980dd5683285059d30\"","IPT":"\"dc1c26bbec6e48ed033dd7cfd3f84305\"","IPT Ending Session 6 (30 mins)":"\"348b3157bec0f40abfcc7f3069023c06\"","IPT Session 1 (45 mins)":"\"10ba044a8a04258b03aaa416ba8bb17d\"","IPT Session 2 (30 mins)":"\"6b6fbcdeb0d14230021a8ac088fe771e\"","IPT Session by Session Guide":"\"02cd84c041a871a298771b0f2664a68f\"","IPT Sessions 3-5 (Middle Phase - 30 mins)":"\"fbc5ddeb08e7cf91251fb66b92e6d484\"","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?":"\"fa136489eec8fd3889a97b9ee6ab5d0e\"","Implementation Plan":"\"fea3c2417386d9c62dc156466944c7cd\"","Implementation Science":"\"6c9931276d3a2bead56163db72878066\"","Implementation Team":"\"98cbb02ca778510b7420c8711ac4746e\"","Implementation of the Evaluation Framework - Things to consider":"\"e2ebf0340a9559b6d9f0c9812f7cc031\"","Implementing social-ecological change":"\"2f9478d0a3c7127fc13e7077bd332368\"","Implicit Core Beliefs":"\"7bb0ff44cff10bf1d9ee1a2199133a8c\"","Implicit mentalization":"\"1ab793c8628f673e51f11bfaa708575e\"","Implicit psychoanalytic model":"\"052bbc66378c6d7c9e8a457f661b8789\"","In my beginning is my end":"\"f87a5a0528389c646570a380e8e39292\"","Increasing 'value' in services":"\"0261c1da7eb3f82e4bc49bd7816c6240\"","Increasing 'value': the work of Michael Porter":"\"fe2221d861b73d05ede9615ee302d0e7\"","Increasing service value: the work of John Seddon":"\"4347a0fc8dd600b0f4e4f9b6bf3f47ff\"","Individual Differences and Disagreements":"\"20025eedc0fc6929ce16e1fc92b4a86d\"","Individual differences and AMBIT training":"\"014b9cb39fadd8c3b0ef133fe42085d2\"","Inducting new team members":"\"7cdd36fa22ad527039d41739c5ae10e9\"","Initial Engagement - notes for trainers":"\"40402154a9edd1c2b821454cd32f91d3\"","Initial introductions at a Training event":"\"1b08387c3ed161d18a66c89aecd63eda\"","Inside Out":"\"bf035cd9bd3776e9847af318695abf7e\"","Insight and Engagement":"\"738ba626f056618442123ff83319f935\"","Integrated care systems":"\"545eca206e862a4001bc32f3c1bbdb00\"","Integrative":"\"f8373cf7f1a4d895ea7766450b57a10b\"","Integrative Multimodal Practice":"\"33cdbeafecece75479e129a7771cb701\"","IntegrativeContext":"\"20d32045b6407a87e734b69d7aeab495\"","Intention Broadcasting. Proceedings of I-KNOW ’09 and I-SEMANTICS ’09 - Von Kaufman, Richard (2009)":"\"e303add8c51d27b752fd931783ff38ad\"","Intentional stance":"\"fa2cec624a2908f2693d8375da8435cc\"","Internal Working Model":"\"5bcf44fb9eae0df6f9284825f9f190a5\"","International Train the Trainer (TTT) Model":"\"b196b62f8f7f26a0b33fe4d97dad142a\"","Interpersonal Therapy (IPT)":"\"a1c7e6ec4ab3ac76f98917191726a69a\"","Interprofessional Boundaries":"\"014558f536039b3d1459b1144916f778\"","Intervention timeline":"\"e60837b8c0113784fd209b3c45c09d8c\"","Interventions (by target group)":"\"10fef2991d595dc926f0c7a3e334cfab\"","Introducing Family Work":"\"7e1615fe4871024e3ba9d1a3594e16ee\"","Introducing Mentalization based work - addressing resistance":"\"4397f64fa3cb8c53db0eafb119c87d01\"","Introducing the AIM measure in your service":"\"d90109cabcf6fbd273b4f8d61f7c8c0d\"","Introduction":"\"6985cbc7de70e563ac57e3229f69ce3d\"","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?":"\"fc42a6c82bd80c53e4f182340e2c4dec\"","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)?":"\"ba7dd1d501de9479a3a14546402857e8\"","Isn't mentalizing just being supportive?":"\"74c25afb81dff15697630a108c93fba9\"","Issues that can arise when training your own team":"\"f5c8b32e4f39fa9e53e0ee922e739b46\"","Iterative":"\"a8d12ec25887ebf1a32744ded95521f4\"","JF":"\"be14cb41830438515c657fd151105537\"","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\"","JeremyRuston":"\"4174e14aaf4099cff5d16a83ed3acf57\"","John Lincoln":"\"d16e55f32103becaf4a7bda65eb755bc\"","Johnson, Baron-Cohen et al (2005) emergence of the social brain network":"\"051e42bdc12c121e831d908710c7c3ec\"","Just the facts":"\"ae5528786eae9e02edfe5c8ab94006be\"","Kaminski J, Pitsch A, Tomasello M (2012) Dogs steal in the dark":"\"8e56794ed0f9a2a3c82494fbee2a356a\"","Keeping secrets/different levels of disclosure within the family":"\"80dc0ee921a01abda44e011b4671fc11\"","KeepingYourBearings":"\"ab39aa4a75a9a42c9befbc63dc298f4f\"","Key Problems":"\"aeb2004e2cc67e16002cd410fbb3d898\"","KeyProblemDefinitions":"\"c93a4abd775a292ba8eb0176419f2a4e\"","KeyWorker":"\"2920203b214fdde85e71acb070956fac\"","Keyworker well-connected to wider team":"\"8591ba938f9da2faccee9b697a6c7fd6\"","Khan et al (2010) You just get on and do it: healthcare provision in Youth Offending Teams":"\"9340a6b674e392aca120bb82b357b91c\"","Kolb's Experiential Learning Model":"\"c4a2c52f88bf7e9af983de0194c3ae35\"","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\"","LOCAL trainers FAQs":"\"f176f272d7e71d06c81f766450ab5667\"","Lack of insight":"\"9e6c1fd9342b91ecf5d5a093590c7865\"","Laura Talbot":"\"b331f4d367623bad96bce48bcac15fb6\"","Lave and Wenger (1991). Situated Learning: Legitimate Peripheral Participation":"\"891ddc76e3449639d5ea7ff9acc7cd91\"","Learning - How do you engage young people? (Unconference conversation 2016)":"\"b06062c4102421a4a9f3f01588a2707e\"","Learning - Making Manuals easier to use (Unconference 2016)":"\"a0eddd77039b8fb638965aca17526746\"","Learning - Outcome measures (Unconference 2016)":"\"fbf6f1b05527aed9da15bc83e14c293f\"","Learning - Working with young people who offend (Unconference conversation 2016)":"\"f7271b61c1460a1799eff80ead2b3dad\"","Learning Organisations (extended learning)":"\"cce4d1afd4eb5ef52b08aaccbe8d8318\"","Learning Organisations (further reading)":"\"2e0ebb7bb1c59bd5e3ec937efa6ed067\"","Learning about AMBIT":"\"74714d7b95f67f1edc51c9bed1492b77\"","Learning about Addressing Dis-integration":"\"75ee25264330a97542b36263d76ee946\"","Learning about Supervisory Structures":"\"ad60965873328aa24edfe7c720365781\"","Learning about Team Learning - a discussion exercise":"\"dfb0bbc40294f7d7ee86f2833cd248ef\"","Learning about mentalizing":"\"343ff707008106b07d67e60abd76192c\"","Learning at Work Tools":"\"23b5e185a1ae2db9f459253d6e845368\"","Learning from the ASEQ: how do teams rate themselves before training":"\"fa00fd10b39536d2f9e682634ad31dc0\"","Learning organisation - is the concept useful in AMBIT? - Peter Fuggle":"\"5a24ec39f30267179b8fffb5e1f08244\"","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":"\"6f5dc7597a2b76dd967e7b352e71a004\"","Level of intensity":"\"b8efc2a02855d31241c7ec3ab3badba0\"","Licensed":"\"da7d6efe16d4882fa75774812e00548a\"","Life practice":"\"c0e26520bc2572e3bdc593ce640ba908\"","Line-ups - exploring individual differences":"\"50b9bfd50cbfe0cb7c9bd7fe420a62fa\"","Link to current page & Link to my open pages":"\"5ef9361126f5acd4211e06755bc623e7\"","Links":"\"4cf6f8159b4e5afca5d1db5207c7291e\"","Littlechild and Smith (2013): A Handbook for interprofessional practice in the human services":"\"027a3c7355c943594fbac5f1526b2830\"","LivingSkills":"\"48ddecd0f2901ed1830215aebf87ee2d\"","Liz Cracknell":"\"071919f6bffcb29539cef3ddbef54b63\"","Liz's buttons test":"\"e2cf5691693e138c4df9d6ded1f88a3c\"","Lizpicture.jpg":"\"a6f19cda48bcfe2fe13de77e0ddc1c50\"","Local Facilitator Training (LFT)- training model":"\"573c47c1f908624c2084ffd5942b5817\"","Local Facilitator Training: potential barriers to achieving training objectives":"\"7513f5585a5765d5d3dd5e96ec1f865f\"","Local Manualization Homework Tasks":"\"6402c503b8ac59a7ee951e953e46c593\"","Local Protocols":"\"faf08a583238f54473ad3f2de5c6687b\"","Local Session 01: What is AMBIT?":"\"479709534e7bc0a269f32a2a9f28d813\"","Local Session 02: What is AMBIT training for?":"\"2f6beeb4cd3f8e3f6acdc409606711f9\"","Local Session 03: Mentalization":"\"a974240b3b3f51636c46b77c95774028\"","Local Session 04: Working with your Team":"\"54f88c35a0e744fe97f7451a18a54629\"","Local Session 05: Working with your Networks":"\"231a9949814d0d6afd596ab8e718441e\"","Local Session 06: Working with your Client pt. 1 (Mentalizing stance)":"\"0cbee80332258d1ef03fdffaaec96513\"","Local Session 07: Working with your Client pt.2 (Hard to reach)":"\"a14fedda64e4c75859ee53897d01314b\"","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 TTT Session 8.0":"\"02183749890f5f022ecd787c0eb1ffbf\"","Local TTT Session 8.1":"\"60e8e6177190c68d8f532e60aaab1a8c\"","Local TTT Session 8.2":"\"7477a295b9bb0adad7af5f1970075b6f\"","Local TTT Videos":"\"d0c197d367d939a65ee8ebed2a67f05d\"","Local Training Sessions: some core ideas and structure":"\"0bc0ec9bd9e62631153cc7f508285983\"","Log in":"\"159cbd8544fbe8d71334c452a8665aeb\"","Logic Models":"\"00c9c47efa87f0c923baa240b3e42a17\"","Logic model for AMBIT services":"\"4d4a64c46a9051e71af17b9b722bd2dc\"","Logic model for AMBIT training (as an intervention)":"\"af71a6fcca423121add044bfb9c65633\"","Logic model.JPG":"\"b6c475b8614954c730fa524c9e62d711\"","Logic models training exercise":"\"8264d45394a8642ac2c732e8bbf53a80\"","LoneClimber.jpg":"\"90fa7f9a5e7381116bb03374430825b4\"","M-BIO":"\"8060387b13d7dd88d97d23188bd97aa1\"","MA.ICON.PNG":"\"515845c08313761a4b732f1ff731ac82\"","MAINTENANCE PHASE":"\"3bfff6e5dcf940604ca13363609cff9b\"","MB-Principles":"\"b05a26beda85f0e7a5911683212ccb84\"","MBT-A":"\"3ab02097ba24fdb0484aa1feb2422b21\"","MBT-F":"\"52b450e7addaba34d52acc7e0d5e2ad3\"","MP3's are like thoughts":"\"685e39426e49d8c73ade1e334e3ea0f2\"","MS.JPG":"\"b985f5e79a50dfe7a9274d86fc220487\"","Maintaining Mind-mindedness":"\"0fb64e688a83f76c00c6d746a5f92ab2\"","Maintaining factors for problems":"\"98bba1034058232476024757ea50faad\"","Maintenance":"\"af36b39f56ffeb0df91f720e8cd23c5c\"","Maintenance and the Recovery Model":"\"f4db4d4bffb8caf559d1a244745cecf2\"","Make or View Client Notes":"\"c568fe60f3daa36b761ff954815b1da9\"","Making plans for change":"\"440a0be407c3db8df29e5e3674aa16d0\"","Making zoom recordings":"\"9298b7a3bafef4742995a1be00a50b32\"","MalalaQuote":"\"b26ef05282006bc92fa8ea48c80c5ada\"","Manage CLIENT RELATIONSHIP":"\"cbeb07b6582cc984edfbd8e706d6a903\"","Manage CLINICAL PROBLEM":"\"fcf80ea5c49e07d918a4acb13bc79e32\"","Manage Violence":"\"5b8b8fa564d752979878f73510c9c379\"","Managing Differences of Opinion":"\"adc73396f3f9ead5d2f2abee7ea61921\"","Managing NETWORK PROBLEMS":"\"be7a874671263bd6a20cbe6244f39279\"","Managing Risk":"\"d70df3c2d1a01cc5ce274eff3f452911\"","Managing and scoring AIM data made easy":"\"a1d6ff2d6fa7bf956c858bcc8c6c3736\"","Mania":"\"cb4b449ab18de3c0026c0f6b7eb33d96\"","Manual Features":"\"7ec56c71ccc48216447fac60dc750ba4\"","Manual Treasure Hunt Quiz":"\"a0efa19f0155fe43ccc7f29c03e924bc\"","Manualised framework":"\"8417c7f0d5ffc4d4727722d23f467212\"","Manualization":"\"545172a31179e5f746f596747685fc03\"","Manualization Boundaries":"\"9acaae0572940b9d9033b2e78944d955\"","Manualizing a live issue - Garry Richardson and Heather Tovey":"\"531e7f4817bde3f78155938d22da4009\"","Manualizing exercise":"\"d2771229ef5debe494dddbe0983bab43\"","Mapping cultural and language resources":"\"c8b05b1e2dce96d76cf86a4367af715b\"","Mapping social-ecological needs and goals":"\"78a9661c2f0439dd8ddfc513ebef2605\"","Mapping social-ecological resources":"\"af96f65462f928273015fcaf3d04a293\"","Marianne McGowan":"\"0be7eb8927fac76f400afc161f0ba04d\"","Mark Dangerfield":"\"9799d769d9274aaa63b006a9fb56ad11\"","MarkLocalEdits.jpg":"\"145e0a3ab9795e893c0d9c68d9e7710e\"","Marked mirroring":"\"1dc032d3bc681cc4275d9be6c6581ade\"","Marking the Task":"\"9bc857dae815dfc165b3cb67f548b951\"","MarkupPreHead":"\"751319c237c3d706c27e34fd6927d1b3\"","MaryTarget":"\"887646b8067eba0a2f7407123d58da6e\"","Mason, B (1993) Towards positions of Safe Uncertainty":"\"27d35094663a2d36f17fea5f68403307\"","Measuring progress against objectives":"\"d40ff64400c33e591bc74efe43e1b25c\"","Measuring recovery and reliable recovery":"\"eb97fd9a565bd1e8589b70294b9c6e18\"","Measuring reliable change":"\"e4c786dc3a41ff2a94ff911f4d96d8aa\"","Measuring the Impact of AMBIT Training":"\"6c382a7b081fe2af58de27545a24a405\"","Ment_Table_Stance_pic":"\"4b1ab4297653aa8ed2cfdb51d791c62f\"","Mentalization":"\"8d2321bda126158ba7bd5308d76bb592\"","Mentalization based treatment - MBT":"\"64386ff6ae732caa0b6b10739fd61490\"","Mentalization, the work of Daniel Kahneman and the value of doubt":"\"98f9e0599c420d79614baf618b6b3356\"","MentalizationBasedWork":"\"96c7668e11c11789044676814350afd1\"","Mentalize":"\"e6bc6a7b2b81fcdc96bba28f1f219458\"","Mentalize that!":"\"46fef3cd725a5ba320c94a93971a3df8\"","Mentalize the Moment":"\"1b782bf73abd5b5c6c373594a272175e\"","Mentalize us, your trainers...":"\"ba3372c3000cb2b228388d4ea5c87173\"","Mentalizing":"\"9825f1cdccc1f05cd3704fea3e51501e\"","Mentalizing Levels":"\"0fae27ceaa2b34f7b98f77576bff1edd\"","Mentalizing Loop":"\"2b6b99bc0006b17fbf59257d83529957\"","Mentalizing Quotes":"\"d5d4ff9a8260968b420ad3eae3756286\"","Mentalizing Stance in Family Work":"\"c308aed7a73e935b171f4a8acfc2d1d4\"","Mentalizing Therapy Techniques":"\"a56177ce59585050a55cab2c79dc80ba\"","Mentalizing and team learning":"\"5db95f9220ca9a3db8f0e9c83a911f84\"","Mentalizing service barriers":"\"4532815d186efc85d45876ed7098844e\"","Mentalizing stance- local":"\"5881cf2060c56f1a88b4e60fb98aa9b9\"","Mentalizing the Moment (in Thinking Together)":"\"462a4fc04caeaaf545c6e9a8ce55715a\"","Mentalizing the Moment (in the Mentalizing Loop)":"\"b3c21c9bef0f3a20ae8b66ca3d59fd2a\"","Mentalizing your colleagues":"\"24ccfaffd2bca2d5144c23e38b5b351b\"","Mentalizing: a summary":"\"d1aa176168ab96608eace8139a0df430\"","Mentalizing: what it looks like":"\"1c3ca295852120fc642daa2f50c1990b\"","MentalizingLoop.jpg":"\"0045edceafd4c2631fef7ec261f20b03\"","MetaTeam":"\"b29d5de07a731e83ad319630d6c0957f\"","Middle Phase of Mentalization based Work":"\"e1423cbfec0ba6731987812653a56ba9\"","Mind-Scanning":"\"802d041209794e42e9e2dc03a83500d2\"","Mini-PREACHY":"\"4a011b19a652e9e208e869a6e03ad937\"","Mirza and Mirza (2008) Adolescent Substance Use":"\"629e2d49442579d07ed78dbfa9c894f9\"","Misuse of Mentalization":"\"7fe1a1ff85d0bed8e02939fd7c81f0e0\"","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 Training exercises":"\"75ab3dbdff3a198fec142a3f38e4f4c2\"","Motivational Work":"\"3e1d36c46f999fbcb827b3abf26591a9\"","Motivational Work - Affirmations":"\"56a6adf8caf156c0ddc74887ba5cc375\"","Motivational Work - Checklists":"\"18a1750d38cd0df74bf47986bded73a9\"","Motivational Work 1":"\"11ff0e85c717fcf1c3344299e6963dac\"","MotivationalTabs-2037923370":"\"89bfd916057272d288c47572ed007aac\"","MtM.PNG":"\"b7e1ff56c739fc4efeec94e562129074\"","Multi-Disciplinary Team":"\"0b874d4c5b52fb8571d478b3a6501022\"","Multi-Domain Assessment":"\"483f9748f2ab0bfc04503c7555eef694\"","MultiFamilyWork":"\"3a464cf7f88168db03fbeb7730d109c2\"","Multimodal":"\"7f2e0065179065b1d432837ac6922956\"","Multiple interacting aetiologies":"\"756c0c6122896e5ef39bd2006da5d551\"","Mz.PNG":"\"d2589c5a5519bba0a65b97c2dff21c01\"","NET-Aim-Q":"\"7533936cffc446dc912d2ccc5d43e653\"","NET-Stat-Q":"\"312cf1c81179bb09f49cd6c79cc5b276\"","NETWORK exercises from AMBIT training":"\"c054f18e7ed2e3a83f45ca69b721e28c\"","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":"\"6e30d6f8203106792d481efe0ccae3bb\"","National Evaluation of the Troubled Families Programme 2015-2020: Findings. (2019) Ministry of Housing, Communities and Local Government":"\"5325e4044644444d2eb3b2ac4913f2b3\"","Needs video":"\"19238df20ba1c6ebc87e047b9bab1b7f\"","NeilDawson":"\"78ca334300da05848885cf0ce3fbb186\"","NetworksContents":"\"5b025048c4ad14fbdf4a0f766513d8df\"","NeuroDevelopmental":"\"dc59bfefd1a6228cf0ab9eebaf12575e\"","New referrals":"\"b426534e54fb98e9ce40cbe5bc63cf9a\"","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 Bingo!":"\"d070e7694d34b0bf6e9d0578b616f3ce\"","Non-mentalizing, positioning and network problems":"\"a9b2864c844a9ca1394ea70be32efbea\"","Non-mentalizing: a summary":"\"2932bafec2ef6b687d9af291f87ce4e2\"","Non-mentalizing: certainty":"\"340272f981fc2cfa5706eadb419af1f7\"","Non-mentalizing: quick fix":"\"9fd84207c567a162c45c6c6c3b428045\"","Non-mentalizing: waffle":"\"d47fe02de6bd4842b52d13accd8ae81a\"","None of the above!":"\"e5abe87565f8c13308f705fb0ea255e2\"","Normalising":"\"6608481f24c48657d6842461e71d7621\"","Notice and Name":"\"9ed0fbf08cedde79f833ac74ee70f977\"","OUR LOCAL Resources and Practice":"\"12e921fdc53922826268714dbbfa1831\"","OUR LOCAL Teamwork and Governance":"\"39518a4c2d5c18de826b369f390627e6\"","OUR Team":"\"ab25520eeabb7bbcc334186d75899ce8\"","Obsessional compulsive disorder":"\"91384a8fc317a88e6610f0d87ae4e510\"","Online AIM Cards: how to set up a room to use with your client":"\"5dde12858151b21652e34574831d5cbe\"","Opacity of other minds.jpg":"\"e21097eabf5dcef5c3c5543611a95f0f\"","Opaqueglass.jpg":"\"9397dccc877d42b204b1d1cefc5716ae\"","Open Questions":"\"5647ee14f56069f6800e4ec281d7714d\"","Open book pic (2).jpg":"\"489f70cf1463419a12f1666d743979c8\"","OpenPagesPic.jpg":"\"89781034b7156dd61510c8f1bdba0c45\"","OpenSource":"\"510a14d640499018ab3fc97c1826d915\"","Organisational support for the technology to run TiddlyManuals":"\"c99b58201282fbee28a5cb371b200b00\"","Ostensive communication":"\"6fd86a3e40010297b77172eb43917e1d\"","Other Symptoms of Psychosis and Engagement":"\"6045eadf25d312dc420500eb5a011ae9\"","Other key aspects of AMBIT in a little more detail":"\"96b7a4656254a1470e58943e2de568f7\"","Other team's AMBIT manuals":"\"ab3032d219874f4268bf05d73355c52f\"","Our Resources":"\"c578b1d15caeed31fc85d8083dd3aa2d\"","Our team and CLIENT work":"\"775c7502751083010c44fd86a38a5658\"","Our team and LEARNING":"\"970463bdd3687934da3b9b92dae7340f\"","Our team and NETWORKS":"\"cd86c40a002765c0e53d2a9697ce418a\"","Our team and TEAMWORKING":"\"29e28fce5796df877518b203e54db0ba\"","Our team's core expertise":"\"4db5b311eff0ea83114cb92adab22ed6\"","Outcome measures (T1, initial)":"\"2bb2ee766ab9041d17bb40033c56638f\"","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":"\"b95bb040ae12a7c57393a822285ce737\"","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\"","POD - a web based outcome measurement system":"\"fcd1ee1e68e81060afebe3e59362907e\"","PREACHY":"\"1a2ca33b95e06ceb947e4bd9c12d483c\"","Paedakoop Team, Schlins Feldkirch Austria":"\"37156196ee1cc945ee8bc7f1a5041a04\"","Panic Attacks":"\"ca4402f4cd378b83776d8166f369b357\"","Paranoid":"\"cc14dd3b4f44ec230f56aab6028ed109\"","Passed Outwards Discussion - part 1":"\"311a756bcaeaa06231c1b355e93986d7\"","Passed Outwards Discussion - part 2":"\"4235c06485b835dd46b556a08e3a68d8\"","Passed-outwards Discussion":"\"13bfbb4d9f5eefe2e2306698ad77f7a3\"","PastMedicalHistory":"\"d86cdb29a75a5c1b4d7e78fa789b4d33\"","PastPsychHistory":"\"1686227af631d933215617fded17e5a7\"","Patient-Worker Boundaries":"\"0b32f36c7f64332b31fe360aa032e3ae\"","Pause and Review":"\"74f0c33ced81409a13eef92aa9984324\"","Perspective-taking.jpg":"\"bfdbe0e10a113167fa70b1296cd0d6e4\"","Peter Fuggle":"\"31f6fde8aeafd2ad9b091733893ddab6\"","PeterFonagy":"\"20b3878d173e2b10d6ffbdfa169a393d\"","Pharmacological":"\"98c7e05b1e3b7871a1cc50d445690fa8\"","Phases of AMBIT work":"\"ce82739a733dbf7a2bc99d4a4850804f\"","Physical Health matters":"\"e9d8001f371daf3ac2c5e5f6ea9c4b2e\"","Pic_WellConnected":"\"6bd8005d58ed3368fbad743dda18e791\"","Picture1.jpg":"\"8d6714bbeb0614febfce0423c9800d81\"","Picture1.png":"\"3273d70695d001071babe39c31b375e9\"","Picture2.png":"\"60ff8eb831cc7fd9bea5e88b05063c70\"","Planning a training event in your team":"\"da2fe5c87145e2dd9db5b1e8c4a44053\"","Planning survey":"\"d2e8917a6e9dc7e2df188feffea4722c\"","Planning survey results":"\"a9f81df86bfdb78c116a18994c20802f\"","Positioning Theory":"\"3f35267b974a5bfde6476080b038e9ef\"","Positive and Negative Syndrome Scale (PANSS)":"\"64670929cd34dea6c66a2181cb98a9fb\"","Post Traumatic Stress":"\"a9448d7ab97a958b1d574c4bd0df9b3b\"","Post-training outcome goals":"\"997548fc767721a99e4b4db51436a6fb\"","Practical examples of sustaining the AMBIT approach - Jones, Jones and Schofield":"\"2ebc23a47888b39e529d0d0f759737c3\"","Practice":"\"bd2839d760f085e8657c6cb8547134f0\"","Practices: LEARNING at work":"\"6bd5969e9e16d386c0473649934ba00e\"","Practices: Working with your CLIENT":"\"50067b727cf31eafdbcc56fd72e9595b\"","Practices: Working with your NETWORKS":"\"8473186ab51ba8eab5e2258ccfcb8893\"","Practices: Working with your TEAM":"\"e50c479f22a4d05476618497992da83f\"","Pre-contemplation":"\"3cabae5c0f8522dd7c6d4b9b70fe0229\"","Pre-mentalistic stances":"\"8870d2e7b1b3a137f7ea5c3de2f179a3\"","Preconditions for Team Learning":"\"1e35439cb2e5f3761be0b0f2f8102167\"","PresentingProblems":"\"6b36e3c1acf08db89b010148f2df9c9a\"","Pretend mode":"\"4cb262b592641e5dfa20f3d0fcb88201\"","Pro-gram picture":"\"62ce2792ec29b5012c0c4d0baa2b9b2a\"","Problem solving":"\"bdb15b681ebfcf1cb9f2503155c9cd02\"","Problem-solving checklist":"\"69cf8b9e8bacd40c4eeff3ebf08802c0\"","Problems in teams":"\"3834726ad4ec46d82c7d4720c2939a9a\"","Processing a New Referral":"\"4615ee386bc0c95c98730d3548e84c06\"","ProfessionalNetworkMembers":"\"cd720b125d449e5a5605e253cc3756c7\"","Progressive Muscle Relaxation":"\"a9aaaca0a61818d4c1cebe9752fe061d\"","Pros and Cons (Decisional Balance) exercise":"\"43f02fd629d641f09abf3c2ba71208c0\"","Pseudomentalization difficulties":"\"a82983b877154372f203326865a8cc34\"","Psychiatrist":"\"d0f50cafa2cd7597fbc7acda98fa8ee0\"","Psychic equivalence":"\"4d37753617eac19734d2df131d75d700\"","PsychoEducation":"\"4f3c4685e1a0b3b3a74dac1e50a64e7e\"","Psychodynamic":"\"281bcd9932aca921d9677db06407cda6\"","Psychodynamic theory":"\"51269b4150ac49e1737a7897c95d1b1f\"","Psychometrics and Psychometric Tests":"\"21039fc6adecfaca45470b1b3563adc6\"","Psychosis":"\"77bf281885c653107d2e6fdbfe575504\"","Published/Current Outcome Studies":"\"e70abd4bee98168316e7aab4955db924\"","Qualitative feedback from AMBIT training":"\"fc8675b948ba564361546007981c0de2\"","Qualitative feedback on usefulness of AMBIT":"\"36318d04eb0324d96da0d4dd1fe21cd7\"","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":"\"5a9f458ee1e1f277a19399892ff9bf2e\"","RecentChangesPic.jpg":"\"a458fc4531f895ef894448b5c7bbafe5\"","Reciprocity":"\"c00bbc79d280c72913a071b17025c3c7\"","Referral Criteria":"\"991c1b2a1a9955a8877d34a611bcd5d3\"","Reflecting comments":"\"7f1a4b93607dc94b87b6cc7c6b6f989c\"","Reflections on Thinking Together":"\"2d63f99be081ecb99e8a299751ffbb32\"","Reflections on the TTT Training 2016":"\"cd81df249a95e0bd1d59a4885c69cb51\"","Reflective Quorum":"\"d38c1cef5b3c3ddc6f6bf3c3c3be29f2\"","Reframing":"\"1a24c5804d97490c8900ebbebd860237\"","Reinforcement":"\"1ede6cfc08b169059f747bc3a190fc78\"","Relapse":"\"117d2bb0513e90a4cb8a96f2df96c736\"","Relapse prevention":"\"486934999dd943a8ab27ad9a311c739f\"","RelatToHelpDiagram":"\"b6f0198ba79571b567fc857c950d4c2e\"","Relationship to help":"\"eb658f53a1d8c3fe471563622f368c8f\"","Report writing and Professional Communication":"\"3238f8e642209b6966525644ac54a47c\"","Respect for Evidence":"\"39527a149e030c9166d2e042678d71f0\"","Respect local practice and expertise":"\"1541cc129627e6da2445b225a6647467\"","RespectLocalPracticeImage":"\"f0ce1538d6b0119955874e7adb0f5e2e\"","Restoring family capacity":"\"d5476439b165d84dbe464b38163289ef\"","Return to Purpose":"\"d03179a0bb352becfbef6cf086af8e15\"","Review":"\"e880fb03dc9b510a6e4a56c0a2185a1e\"","Reviewing change":"\"58fd5f8cf0238ba5568384648dee8617\"","Revisiting AMBIT":"\"98ab59e3a2fb046ee6a38b70c1a76896\"","Rich internal life - pic":"\"6f49b12988fbb467c766f8c6f68f7b14\"","Ripples in a Pond":"\"4228773766da42eaee4cbdc998484662\"","Ripples_picture":"\"6755ee01ee52023870f5d7dc010188b8\"","Risk Assessment - paper form":"\"d830cc33ae007288b8441e5945abd67a\"","Risk Management- Challenge and Support":"\"8ef1f5b42b31873218dceb8f68e1a3b5\"","Risk of suicide":"\"7a341f1b6bef84f23b16cd965c8d6362\"","RiskAssessment":"\"7afe7e6d104d6db5f94c2ac3f86875a3\"","Rituals and Disciplines":"\"9e9d1a80e3a432c82b384c349d7e74e3\"","Role of the Chair":"\"e1075dac80891f9082d16680d3893dc9\"","Role of the Team Learning Support Worker":"\"d648b15876f0631be9cbf3ef3cd69746\"","Roles and Responsibilities in an AMBIT team":"\"382f29c29311bc8309c05055e89656a2\"","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\"","SMART goals":"\"6ff611c60461e1b2fa9f1754770428d8\"","SNAPSHOT.PNG":"\"bda21598284eeb7d176902fda59f3d26\"","STIs":"\"d36b6fc7d3a618b8797cf32f2f2e5a72\"","SUD":"\"f7ea67694f71e0c958e9ac15f028c745\"","SUD-Rx":"\"23926e0b26c66a759d4de09ca361efa1\"","SUD-Rx - Who should be present at sessions?":"\"75f0d56c503d9a728040ad4145dcebb1\"","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\"","Safeguarding Children and Young People from Sexual Exploitation":"\"1749d01d9c7bccc18346cf7ff5b68491\"","Safety and sex for youth":"\"6138758ce0289b3e32d25ec19e89f744\"","Save tick.jpg":"\"1854187796abc4e801da41ebae85ef50\"","SaveCloudicon.jpg":"\"ba0dc054b42b9cd4906863599ad2cfe1\"","Scaffolding existing relationships":"\"2d9c0c7c722074fa493b0431a7acbd08\"","Schein's seven principles of helping":"\"ad42afd4b7a6774b555abe2c73c0abc0\"","Score 15 - Family functioning":"\"d41483972a8df9a4f73d3e7f75b81764\"","Screening Tool for Sexual Exploitation by Brook":"\"85b8073c11c8c687ac6bff1e5fc83b6d\"","Screening for biological illness":"\"b535769940f320e356a302deef9b7b48\"","Screenshot_20180323-002957-01.jpeg":"\"537c1162aaf0151d29b0356e3a7ff132\"","Sculpting a network":"\"2d5dd8fb3411249a93499f5adb88dfaa\"","Sculpting the AMBIT wheel: a training exercise":"\"5048e884470ebe477fe06c182db5c832\"","Secure Base":"\"7724d572ce6a5b06b7d6fa72d78156a1\"","Security and Authorization":"\"69bbac2cb63212f2fe5f877a96750fce\"","Seddon, J. (2008) Systems Thinking in the Public Sector":"\"b0f57d501f9c9ed6d8fa8765fbb4c92b\"","Self Injurious Behaviour":"\"c17340ad1f848eca626d3e0e38392a27\"","Self-directed learning":"\"da72eb7e703b7b66324c632320701d6f\"","Self-efficacy":"\"683d703684cce2d2c015250339275efd\"","Senge (2006, 2nd edition) The Fifth Discipline: the Art and Practice of the Learning Organisation. Random House Business Books":"\"f6c9be7484f5a34788dc530e4c6e973f\"","Senge, P. (2006, 2nd Edition) The Fifth Discipline: The art and practice of the learning organization, Random House.":"\"344afc340df85bb7e555bf9298c12383\"","Senge: Discipline 1 - Systems Thinking":"\"829e6822db25375573eb6b935440e39c\"","Senge: Discipline 2 - Personal Mastery":"\"b007b5692a16e4b068d16051263957ba\"","Senge: Discipline 3 - Mental Models":"\"d95d30acf73656501c0cfa3d1ea2393a\"","Senge: Discipline 4 - Shared Vision":"\"d75e64588d9be9b3590146b5cd6faa16\"","Senge: Discipline 5 - Team Learning":"\"bd2d2f0ce2f95cb0816e6ad01c0a6989\"","Senge: eight strategies to develop a learning organisation":"\"8681556a821900e8d312df0eee76232c\"","Senge: the characteristics of 'Learning Disabled' Organisations":"\"bd91dd63e0ead5b4d9841f0e2c27c1a3\"","Sensitive attunement":"\"c8cb0a934044bc125affe6c8a2613165\"","Separation":"\"2c2d069b95b26ef752e60b59670d0448\"","Service Delivery":"\"f3628de51eedfa822f8fc0a32feef5b8\"","Service User Feedback":"\"b3a4d97b49b345965335ee33f7d4471d\"","ServiceDevelopment":"\"ab6d655f2a825cdd0bceb418140124d2\"","Session Feedback Form.pdf":"\"a3be1e5430658f63cf14bcc6309ece99\"","Session Plan for three hour training session on Mentalization":"\"2e44b6581c8ddad18f42c31736a264c7\"","Session Rating Scale":"\"fcc7d18056ecd12134893932e0952d84\"","SessionPlans":"\"b010c2e13c0b5e64de54d0cf56f68865\"","Setting up Mentalization based work":"\"476946a515a2d61efb55fb132dfb1793\"","Setting up a first meeting":"\"5a8ab1ab5b3eeb340c4cafad5036a0c2\"","Sharp et al (2006) Imagining your child's mind":"\"fcbe5d1ce528adb3300a89ed2b015c97\"","Signs of Safety":"\"df0d671cc73fb4e8891f0586e3182af0\"","Signs of Safety Child Protection Practice Framework (2011)":"\"4ea35fe5acd18e5c05a019d18896e4d8\"","Signs of safety evaluation (2021)":"\"7fb21416b892a34b9fedcb56426df67f\"","Simmering Down":"\"dfda147e742c3d45bd358267e7e7d969\"","Siri (2012) Mentalization-based therapy for adolescents":"\"9dad94ec4321aa97277bce50fd7fee9f\"","SiteIcon":"\"8a9cedead4f53497e1da01e37becea7d\"","SiteInfo":"\"901f92fbf452105198943dc4074a6cd4\"","SiteMap.PNG":"\"8eea15f3d3681aad77debd010da99656\"","SiteSubtitle":"\"3e667d8519aa9eb62ea19506b7ab7ca9\"","SiteTitle":"\"10c3ff010de877d488b9ee0bdce460f3\"","Slow engagement":"\"fc151349464cd57639dc1aba0125d972\"","Social Capital":"\"d7c63b2c7c2301fc38947be82ba2e098\"","Social-Ecological Work":"\"878160acd9f627a787e6e4d6f24f57d2\"","SocialCognitiveTheory":"\"e3170314ef03842e5c5c3c0009a11ceb\"","SocialEcology":"\"a5c9e5a9562ed914aa33daf73d5945ed\"","SocialEcologyPicture":"\"53018ac6971674d88564604bf3376d0f\"","Sort Cards":"\"c2a68282798dbabd1e3513d8790013c6\"","Specific diagnoses and their corresponding mentalizing failures":"\"febe24a55519f14e4e9c7cae8a88877b\"","Specific interventions":"\"3794255dd6285d7b12ea96ac06473aef\"","Sponsors":"\"5855e02c2467b1d36aa66bc7bdbb45ae\"","Spot the non-mentalizing":"\"777bb1811753525730384ff55167a960\"","Spot the non-mentalizing 2":"\"657ad460040279849766d7df93ea4aac\"","Spot the non-mentalizing 3":"\"9899e82749a1953afe69823191cee98b\"","Spot the non-mentalizing 4":"\"4268090a80b2da25b4542648a9aa1068\"","Spot the non-mentalizing 5":"\"78a20e33f107f59574d6a2f55153321a\"","Stages of Change":"\"bd68bb582e7c270ca3a3dbb0b95ea62c\"","Stages of Change and Mz pic":"\"3655bc9df9cebdeddb931e98e99e16b0\"","StagesPicture":"\"1b4e69c89fb8e52b97dd183b449d8f30\"","Stance Features: LEARNING at work":"\"5f95275424b24ccef282c48cd53dab20\"","Stance Features: Working with your CLIENT":"\"0290a55cc461367d967f1440fc9a9616\"","Stance Features: Working with your NETWORKS":"\"3c5fc66b4c6e5eedb504ee1f56e51ed1\"","Stance Features: Working with your TEAM":"\"205088273bb07642186e2f1acce90292\"","Stance-Domains.JPG":"\"5a2b9fb481d2c04832f049266b43a7ff\"","Stance-RespectEvidence.JPG":"\"fe576ae0cd0b7cf559f5a7844b4d88b5\"","Stance-Scaffolding.JPG":"\"0ffa29a95e20465d3c32a7b57dac436c\"","Starting a NEW CASE - CheckLists":"\"630bb0f48c66e84aa57937f05ce35dbc\"","Starting an AMBIT service":"\"b38b5e177a17240f63b209a541b8ea2d\"","Stating the Case":"\"10549ada4a31e6aa38f3bfbb9ec9e1e3\"","StatusUpdate.jpg":"\"0c8856431e5f7d671eedca13649de2d5\"","Stethoscope Games":"\"5ad8ba45c65292457aa50b25e1afadbc\"","Stigma":"\"c8c3c822f9b5b9bc5e5f5b5cedf2ffd2\"","Stigma and Engagement":"\"56046f285c74170e8500286460f4ca98\"","Straussner and Fewell (2011) Children of Substance-Abusing Parents: Dynamics and Treatment":"\"4b9568c51a2524413f7c8d54b422bc58\"","Strengths and Difficulties Questionnaire (SDQ)":"\"55a996a1f37c3bca58249bb528621584\"","Strengths in RELATIONSHIPS":"\"de8dd23c742a70512d2fe738de7cb7bd\"","StrengthsResiliencies":"\"2a53fd6789e3bb95a73997f98800d624\"","Studies relevant to AMBIT":"\"9deb585ee47e6e3df53d7488ad2a2a50\"","Sub-topic":"\"c5a43a1c2a1cf9cdc5a5c609b41c242d\"","SubsistenceSupport":"\"885a162b6edeb4ba73c7ffd5c9996425\"","Substance Use History":"\"faae89064d814202afbae5e4d759f560\"","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 Warnings":"\"d9c8e6ea6f7567518db2a9d8d81f29e4\"","Summarising":"\"200913b88782db8835b08c81508c217f\"","SupervisoryStructures":"\"a4c3b5fc0d1559e6aafd7659f7c87060\"","Support for the AMBIT Community of Practice":"\"9eb3abba5ba8a5342021367cea30a7de\"","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":"\"d2f65185e5d82a6ee4e11b6841853038\"","TEAM exercises from AMBIT training":"\"e0b7894dfa3dc0218269590d02b25f40\"","TS Eliot - \"East Coker\" from the \"Four Quartets\"":"\"1cd3fc7e4204ba6ca9343b53dab8db73\"","TTT May 2018 reflections on what we could use from Day 3":"\"18af33fb3b63315ef8207ad0260f3ee5\"","TTT May 2018: Reflections on how to use network learning in our teams":"\"e90ce3311871a50eab080e8dfc5f397b\"","TV phone-in or Documentary games":"\"444ee679fed8e0cf485965e9521cb9b1\"","Tags":"\"2599e6a49e459721b6f8f4dc58e33a99\"","Take a deep dive":"\"e7375ff08fbd49a92fdb94ff384b40b7\"","TakeHomeMessages":"\"e4e8105e21058a4cc84913a018358b40\"","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":"\"b46e33e9fb316f308f804741acb3b71d\"","Team Thinking Together exercise":"\"f1518a5947ae5b3cb2d1f9148cfd82c6\"","Team around the Worker":"\"bfe82f2162d6e948f595c7ac20acd85d\"","Team around the Worker - pic":"\"3a0fcdd0318c83562fbb28e1ef090b1b\"","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?":"\"251edcae0e64a244a04a32f66e9d0017\"","Teleological thinking":"\"4db1886afafde84d504b7a10ace1cc93\"","Terminating non-mentalizing interactions":"\"56c231b3774f234373d60a57e6cf6088\"","The 'What's it like to be...' exercise":"\"f67c02447294a79def5ecbe11a365ca9\"","The AIM Questionnaire: What it is and how to use it":"\"7db8686a1598eb1317ebc23da44ba635\"","The AMASS Team":"\"70866773d20b6403cc8315aaf55cbc4d\"","The AMBIT Lead - role and responsibilities":"\"577cdbcce859b274b2012c6253ce0edc\"","The AMBIT Pro-Gram":"\"ca89f009befd75c1d2f0844004d6d61d\"","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":"\"dd17a766836b04af5ee421ed11ee231f\"","The Egg and Triangle":"\"5dab31a02f93f9d534ab4c78d0c47a19\"","The Inquisitive Stance":"\"67eeb0532288babac58e29146b0523e8\"","The Therapist's Mentalizing Stance":"\"3d713ea60a3a3fc2040290c926def19e\"","The Troubled Families Programme: an overview":"\"c830bc98fcdb37d106ff73cb81088e20\"","The Troubled Families Programme: the intervention model":"\"8ff71be8a3b49fd42347a0dea0bab5b9\"","The Water of Systems Change (2018)":"\"8453d1c6d212861d61813f99635ec4f8\"","The World Health Organisation Quality of Life– BREF questionnaire (WHOQOL-BREF)":"\"2ca505afb685cc231dba401a36cc7b73\"","The many sides of mentalizing":"\"bc90c8091c22c002fb44faf2386147a5\"","Theoretical foundations of Family Work":"\"8ef34c92fd1245d9a32fac68b2b94593\"","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":"\"04f29f6fd6d88b212a8a76971bd490da\"","Theory behind the Individual key-worker relationship model":"\"4c0520fa1ac7e9290ba26d2d518389aa\"","Theory in Practice":"\"07c3e7cc3787a0482653dfa5f8cf7669\"","Therapeutic Bargain":"\"22d118dc7b5fb31ee05142894ee6f805\"","Therapeutic relationship":"\"767f0bccd648eb771ac70cd2648c8ff1\"","Therapist's use of Self":"\"2d6d97cbbac4bf08d8f929b36dd00f0b\"","Thinking":"\"4950dc39f9118a20b10dec09759d5274\"","Thinking Together":"\"f0cdaa0ac32dbc27ee9218f59e0d04c8\"","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":"\"fd257354a31fb29cccbf2124d5230f24\"","Tomasello et al (2005) Understanding and sharing intentions: The origins of cultural cognition":"\"99df42e29212a6fe06f7b43645f422fd\"","Top tips for AMBIT Trainers":"\"10ce5fe8e2ffb31d8d7a97e9e6647e66\"","Topic":"\"d1e6b27b0606d5776a0e23b46adfb464\"","Tower of Babel":"\"b2528b0e16e645805416772085f62f5d\"","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":"\"fa5e81a59d90a8521cc82e788ebe4823\"","Training Exercises on AMBIT in general":"\"b96a9fac949a7999dbdfd347f4f78642\"","Training FAQs":"\"081d71b6d6c1e3a1528ee5ce691acfdc\"","Training Feedback for 2018":"\"c733741cab38d8f10e89ac8279dabfa4\"","Training Feedback for 2019":"\"57f8577831c018ac34841c8b68a40045\"","Training Feedback for 2020-21":"\"58997f5507aa50ead0416450cba678b6\"","Training Resources":"\"cb7a39b5e994d7e515b794a537ea0690\"","Training exercise: Managing transitions across services":"\"db69468b53dba9b5ec2b8814268ab0f1\"","Training exercises":"\"a348ac32b771ffa3654eba3f330ea009\"","TrainingCore":"\"f0074b1502ef8c23bf1c7f6c078a6727\"","TrainingManualization":"\"31a4e8d74de619fa6a72723ead5cefc7\"","Trauma-focussed CBT":"\"65efe43172f69feeade726ecf9611b16\"","Treasure Hunt Quiz -answers":"\"995292ec54093c9d2afb6fe811feddba\"","Treatment":"\"7120901af89348b202f0e4a1f55d5e16\"","Triggers for problems":"\"a55693dada7453dd2ae24ac843271234\"","Tronick and Cohn: Infant-Mother Face-to-Face Interaction: Coordination and Miscoordination":"\"fde61b9715c1731d404706c6aa1e8d23\"","Trying out the AIM cards":"\"3c516a125aae41fd73cb54c96feda871\"","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":"\"222aee10d7bbbe2135d58daa34731ba1\"","Use the Mental Health Act":"\"746878788d962a7bb92f1a6af9bf4f81\"","User Guide":"\"fea37a7abe615708b0531d78d2ca5f6b\"","Using AMBIT to Reduce In Patient Admissions - Sarah Harmon":"\"f70e6aa4c9d9cf97ed22432d0838eb8c\"","Using the AIM":"\"fe6009800759e83db2c60eea03a0160b\"","Using the online AIM Cards":"\"545eef193cf255980ac612cc332e4a62\"","Using1.JPG":"\"c0ed258a406cc4597f26fb8d62956017\"","Using2.JPG":"\"42058ab8082c1ae508f304a35b15c679\"","Using3.JPG":"\"5333b5839c4ee999fc33cfef4972f27a\"","Using4.JPG":"\"2b8de3f498e040b2c4acf188e2abda3f\"","Using5.JPG":"\"fbeb35657a55cf1462ff6d38a114e449\"","Using6.JPG":"\"b3def0168ccdcdd34f556f321bac6ac9\"","UsingTheManualContents":"\"8a11a406c255a782468ee9caa05fca7f\"","VB.PNG":"\"1d0263b9d38df5aabf97baf1731bfcba\"","Verity Beehan":"\"43eb21adea45cf1ca21b7de4dec2f18c\"","Video introduction to Thinking Together":"\"7235c173ef160414d44d60d8597abea6\"","Video introduction to disintegration":"\"1591ebe9cdd3b31306dc57f29ad68032\"","Videos":"\"77a33599227c43a553d2971b0368c2a4\"","Violence":"\"407e8fcde2c71abbfbec7911373b28e6\"","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!":"\"84f8a7153314a00576863cef25818281\"","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":"\"8d71dd3cc92e15f313358b4f0c178011\"","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 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 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":"\"e160b69cbe9fb522f702ee02d4ff76ef\"","What is your AMBIT? 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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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	link-ring-outer-nne="Gestionar el riesgo"
	link-ring-outer-ene="Trabajando en múltiples dominios"
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	link-ring-outer-ese="Abordar la Desintegración"
	link-ring-outer-sse="Respeto por la evidencia"
	link-ring-inner-n="Trabajando con el CLIENTE"
	link-ring-inner-e="Trabajando con la RED"
	link-ring-inner-s="Aprendiendo en el trabajo"
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	link-middle="Mentalización"
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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>
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            <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>

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

<$vars 
	text-outer-line-1-nne="Managing"
	text-outer-line-2-nne="risk"
	text-outer-line-1-ene="Working in"
	text-outer-line-2-ene="multiple domains"
	text-outer-line-1-wnw="Individual keyworker"
	text-outer-line-2-wnw="relationship"
	text-outer-line-1-nnw="Scaffolding"
	text-outer-line-2-nnw="existing relationships"
	text-outer-line-1-ssw="Respect for local"
	text-outer-line-2-ssw="practice and expertise"
	text-outer-line-1-wsw="Keyworker well-"
	text-outer-line-2-wsw="connected to the team"
	text-outer-line-1-ese="Keyworker responsible"
	text-outer-line-2-ese="for integration"
	text-outer-line-1-sse="Respect"
	text-outer-line-2-sse="for evidence"
	text-inner-line-1-n="Working with"
	text-inner-line-2-n="your CLIENT"
	text-inner-line-small-1-n="(Active Planning, etc)"
	text-inner-line-1-e="Working with"
	text-inner-line-2-e="your"
	text-inner-line-3-e="NETWORKS"
	text-inner-line-small-1-e="(Addressing"
	text-inner-line-small-2-e="disintegration, etc)"
	text-inner-line-1-s="LEARNING"
	text-inner-line-2-s="at work"
	text-inner-line-small-1-s="(Wiki-manualization, etc)"
	text-inner-line-1-w="Working"
	text-inner-line-2-w="with"
	text-inner-line-3-w="your TEAM"
	text-inner-line-small-1-w="(Supervisory"
	text-inner-line-small-2-w="structures, etc)"
	text-middle="Mentalizing"
	link-ring-outer-nne="Managing Risk"
	link-ring-outer-ene="Working in multiple domains"
	link-ring-outer-wnw="KeyWorker"
	link-ring-outer-nnw="Scaffolding existing relationships"
	link-ring-outer-ssw="Respect local practice and expertise"
	link-ring-outer-wsw="Keyworker well-connected to wider team"
	link-ring-outer-ese="Addressing Dis-integration"
	link-ring-outer-sse="Respect for Evidence"
	link-ring-inner-n="Working with your CLIENT"
	link-ring-inner-e="Working with your NETWORKS"
	link-ring-inner-s="LEARNING at work"
	link-ring-inner-w="Working with your TEAM"
	link-middle="Mentalization"
	>
<$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>
		<$link to=<<link-ring-inner-e>> class="ring-inner ring-inner-e">
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<div class="tc-thumbnail-wrapper" style="width:$width$px;height:$height$px;">
<div class="tc-thumbnail-image">[img[$image$]]</div><div class="tc-thumbnail-icon" style="fill:$color$;color:$color$;">
$icon$
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$caption$
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<$link to="""$link$"""><$macrocall $name="image-link-body" icon=<<__icon__>> color=<<__color__>> background-color=<<__background-color__>> image=<<__image__>> caption=<<__caption__>> width=<<__width__>> height=<<__height__>>/></$link>
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\define image-link-ext(link,image,caption,width,height,color,background-color,icon)
<a href="""$link$""" target="_blank" rel="noopener noreferrer"><$macrocall $name="image-link-body" icon=<<__icon__>> color=<<__color__>> background-color=<<__background-color__>> image=<<__image__>> caption=<<__caption__>> width=<<__width__>> height=<<__height__>>/></a>
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\define link-doc(caption,url,type:"docs")
<a href="""$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}} $caption$
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<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

auto

no

hide

hide

hide

restored

no

no

no

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show

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$:/_AFC/Palette

{"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\nBodyDownloadWordDocument: Click the button to download a .DOC file of the scores which can be opened in Microsoft Word or Google Docs\nButtonCopyCSVToClipboard: Copy data to clipboard\nButtonDownloadCSV: Download .CSV file\nButtonDownloadDocFile: Download .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\nHeadingDownloadCSV: Download CSV file\nHeadingDownloadWordDocument: Download Word Document\nLabelKeyProblem: This is a key problem (<<key-question-number>> of <<max-key-questions>>)\nOverviewSuggestedInterventions: Suggested interventions based on the assessment\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)\nResultsNotAvailable: The results will be available when all <<max-questions>> questions have been answered – <<questions-answered>> have been answered so far\nResultsOverview: The results of the assessment are available as numerical scores, and to drive the suggested interventions\nResultsQuestionScores: Question Scores\nResultsSubscaleScores: Subscale Scores\nResultsTotalScore: Total Score:\nTabDownload: Download\nTabQuestions: Questions\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 $:/plugins/federatial/aim-questionnaire/Results\" default:\"$:/plugins/federatial/aim-questionnaire/Questions\">>\n</div>\n\\end\n"},"$:/plugins/federatial/aim-questionnaire/Questions":{"title":"$:/plugins/federatial/aim-questionnaire/Questions","caption":"<<aim-lingo TabQuestions>>","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-$index$\">> 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 \"$:/state/popup/aim-navigation-$index$\">> type=\"popup\" position=\"belowleft\" tag=\"div\">\n\t\t\t\t\t\t\t<div class=\"tc-drop-down-wrapper\">\n\t\t\t\t\t\t\t\t<div class=\"tc-drop-down\">\n\t\t\t\t\t\t\t\t\t<$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={{{ [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]] }}}/> — <$text text={{{ [<question>get[caption]] }}}/>\n\t\t\t\t\t\t\t\t\t\t\t\t<$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</$list>\n\t\t\t\t\t</div>\n\t\t\t\t\t<div class=\"tc-aim-navigation-buttons\">\n\t\t\t\t\t\t<$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<$vars question-number={{{ [{$:/config/federatial/aim-questionnaire/aim-question-tag}tagging[]addprefix[/]addprefix{$:/status/UserName}addprefix[$:/temp/AIM/Answer/]is[tiddler]count[]] }}} max-questions={{{ [{$:/config/federatial/aim-questionnaire/aim-question-tag}tagging[]count[]] }}}>\n\t\t\t\t\t\t\t<<aim-lingo QuestionFooter>>\n\t\t\t\t\t\t</$vars>\n\t\t\t\t\t</div>\n\t\t\t\t</div>\n\t\t\t</$vars>\n\t\t</$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":"\\define incomplete-results()\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{$:/config/federatial/aim-questionnaire/aim-question-tag}count[]] }}}>\n<<aim-lingo ResultsNotAvailable>>\n</$vars>\n</p>\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=<<incomplete-results>>>\n\n<br><<aim-lingo ResultsOverview>>\n\n<<tabs tabsList:\"$:/plugins/federatial/aim-questionnaire/Results/Suggestions $:/plugins/federatial/aim-questionnaire/Results/Scores $:/plugins/federatial/aim-questionnaire/Results/Download\" default:\"$:/plugins/federatial/aim-questionnaire/Results/Suggestions\">></$list>\n\n\n"},"$:/plugins/federatial/aim-questionnaire/Results/Download":{"title":"$:/plugins/federatial/aim-questionnaire/Results/Download","caption":"<<aim-lingo TabDownload>>","text":"! <<aim-lingo HeadingDownloadWordDocument>>\n\n<<aim-lingo BodyDownloadWordDocument>>\n\n<$button class=\"tc-btn-big-green\">\n<$action-sendmessage $message=\"tm-download-file\" $param=\"$:/plugins/federatial/aim-questionnaire/Results/Scores/DocTemplate\" filename=\"results.doc\"/>\n{{$:/core/images/download-button}} <<aim-lingo ButtonDownloadDocFile>>\n</$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"},"$:/plugins/federatial/aim-questionnaire/Results/Scores":{"title":"$:/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!! <<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</$vars>\n</tbody>\n</table>\n"},"$:/plugins/federatial/aim-questionnaire/Results/Scores/DocTemplate":{"title":"$:/plugins/federatial/aim-questionnaire/Results/Scores/DocTemplate","text":"\\import [[$:/core/ui/PageMacros]] [all[shadows+tiddlers]tag[$:/tags/Macro]!has[draft.of]]\n`<!doctype html>\n<html lang=\"en\">\n<head>\n  <meta charset=\"utf-8\">\n  <title>AIM Assessment Results</title>\n  <style>\n  body {\n    font-family: \"Verdana\", sans-serif;\n  }\n  </style>\n</head>\n<body>\n<h1>AIM Assessment Results</h1>\n<p style=\"font-style:italic;\">`<$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`{{$:/plugins/federatial/aim-questionnaire/Results/Scores||$:/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"},"$:/plugins/federatial/aim-questionnaire/Results/Suggestions/Focal":{"title":"$:/plugins/federatial/aim-questionnaire/Results/Suggestions/Focal","caption":"<<aim-lingo TabSuggestionsFocal>>","text":"\\define expanded-state()\n[<currentTiddler>addprefix[$:/state/expanded-answer/focal/]]\n\\end\n\n<<aim-lingo OverviewSuggestionsFocal>>\n\n<!-- Define a filter for to compute the average score of the questions tagged with the current intervention -->\n<$vars\n    averageScoreForIntervention=\"[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}] +[!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<li>\n<!-- Display the question and its score -->\n<$link to=<<question>>><$text text=<<question>>/></$link> (<$text text={{{ [<question>addprefix[/]addprefix{$:/status/UserName}addprefix[$:/temp/AIM/Answer/]get[text]else[0]] }}}/>)\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":{"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<!--\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[]] -[{$:/config/federatial/aim-questionnaire/aim-question-tag}] +[!sortsub:number<global-ranking-sort>]\">\n<!-- Ignore any interventions that have zero questions scoring greater than 2 -->\n<$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>>><$text text=<<question>>/></$link> (rating <$text text={{{ [<question>addprefix[/]addprefix{$:/status/UserName}addprefix[$:/temp/AIM/Answer/]get[text]else[0]] }}}/>)\n</li>\n</$list>\n</ol>\n</$reveal>\n</li>\n</$list>\n</$list>\n</ol>\n</$vars>\n"},"$:/plugins/federatial/aim-questionnaire/Results/Suggestions/Limit":{"title":"$:/plugins/federatial/aim-questionnaire/Results/Suggestions/Limit","caption":"<<aim-lingo TabSuggestionsLimit>>","text":"\\define expanded-state()\n[<currentTiddler>addprefix[$:/state/expanded-answer/limit/]]\n\\end\n\n<<aim-lingo OverviewSuggestionsLimit>>\n\n<!-- Define a filter to compute the number of key questions tagged with the current intervention -->\n<$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}] +[!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>>><$text text=<<question>>/></$link>\n</li>\n</$list>\n</ol>\n</$reveal>\n</li>\n</$list>\n</$list>\n</ol>\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\n.tc-aim-panel .tc-tab-set > .tc-tab-buttons button {\n    font-size: 1.2em;\n    font-weight: bold;\n    padding: 0.5em;\n}\n\n.tc-aim-result-flag {\n    fill: red;\n}\n\n.tc-aim-panel > .tc-tab-set > .tc-tab-content {\n    margin-top: 0;\n}\n\n.tc-aim-panel > .tc-tab-set > .tc-tab-content > .tc-reveal > p {\n    margin: 0;\n}\n\n.tc-aim-panel .tc-aim-popup {\n    text-align: right;\n}\n\n.tc-aim-panel .tc-aim-popup button {\n    color: <<colour foreground>>;\n}\n\n.tc-aim-panel .tc-aim-popup button svg {\n    fill: <<colour foreground>>;\n}\n\n.tc-aim-panel .tc-aim-indicators {\n    display: flex;\n    width: 100%;\n    background: <<colour background>>;\n    border-left: 1px solid <<colour muted-foreground>>;\n    border-top: 1px solid <<colour muted-foreground>>;\n    border-bottom: 1px solid <<colour muted-foreground>>;\n}\n\n.tc-aim-panel .tc-aim-indicators .tc-aim-indicator {\n    flex-grow: 1;\n    display: inline-block;\n    border-right: 1px solid <<colour muted-foreground>>;\n    min-width: 4px;\n    min-height: 1em;\n}\n\n.tc-aim-panel .tc-aim-status .tc-drop-down button {\n    padding-top: 2px;\n    padding-bottom: 2px;\n}\n.tc-aim-panel .tc-aim-status .tc-drop-down button.tc-aim-question-key-problem {\n    font-weight: bold;\n}\n\n.tc-aim-panel .tc-aim-status .tc-drop-down button .tc-aim-question-key-problem-indicator {\n    float: right;\n    padding-left: 0.5em;\n}\n\n.tc-aim-panel .tc-aim-status .tc-drop-down button .tc-aim-question-key-problem-indicator svg {\n    fill: red;\n}\n\n.tc-aim-panel .tc-aim-status .tc-dropdown-item-plain {\n    color: #969696;\n}\n\n.tc-aim-panel .tc-aim-questions {\n    border-left: 1px solid <<colour tab-divider>>;\n    border-right: 1px solid <<colour tab-divider>>;\n    border-bottom: 1px solid <<colour tab-divider>>;\n    line-height: 1.4;\n    padding: 1em;\n}\n\n.tc-aim-navigation-buttons {\n    text-align: center;\n}\n\n.tc-aim-navigation-button {\n\tcursor: pointer;\n\tborder: none;\n\tbackground: <<colour foreground>>;\n\tpadding: 5px;\n    margin: 0 0.5em;\n    color: <<colour background>>;\n    fill: <<colour background>>;\n    border-radius: 0.25em;\n}\n\n.tc-aim-navigation-button-previous {\n    background: #6666e4;\n}\n\n.tc-aim-navigation-button-next {\n    background: #2bad2b;\n}\n\n.tc-aim-navigation-button-next:disabled {\n    color: <<colour foreground>>;\n    background: <<colour muted-foreground>>;\n}\n\n.tc-aim-navigation-button-next:disabled svg {\n    fill: <<colour foreground>>;\n}\n\n.tc-aim-navigation-button-results {\n    background: #ff4141;\n}\n\n.tc-aim-navigation-button:hover {\n  background-color: <<colour muted-foreground>>;\n}\n\n.tc-aim-navigation-footer {\n    text-align: center;\n    margin-top: 1em;\n    color: #9e9e9e;\n}\n\n.tc-aim-question h3 {\n    float: left;\n    font-size: 4em;\n    line-height: 1;\n    padding: 0.25em;\n    margin: 0 0.25em 0.25em 0;\n    border-radius: 0.125em;\n    <<box-shadow \"2px 2px 6px 1px rgba(0, 0, 0, 0.5)\">>\n    border: 1px solid rgba(0,0,0,0.3);\n}\n\n.tc-aim-question h2 {\n    font-size: 1.5em;\n    line-height: 1.1;\n    margin: 0;\n}\n\n.tc-aim-question h1 {\n    font-size: 2em;\n    line-height: 1.1;\n    font-weight: bold;\n    margin: 0;\n}\n\n.tc-aim-question p {\n    clear: both;\n    font-size: 1.5em;\n}\n\n.tc-aim-question .tc-aim-answer {\n    margin: 0.5em 0;\n    border-radius: 1em;\n}\n\n.tc-aim-question .tc-aim-answer:hover {\n    background: #ffffff;\n}\n\n.tc-aim-question .tc-aim-answer label {\n    display: block;\n    padding: 0.25em;\n}\n\n\n.tc-aim-question .tc-aim-answer-selected {\n    background-color: #ffff77;\n}\n\n.tc-aim-question .tc-aim-key-answer-selected {\n    background: #ffc9c9;\n}\n\n.tc-aim-question-done {\n}\n\n.tc-aim-results-interventions {\n    list-style: none;\n    padding-left: 0;\n}\n\n.tc-aim-results-interventions .tc-aim-results-intervention {\n    font-size: 1.5em;\n    line-height: 1.5;\n}\n\n.tc-aim-results-interventions .tc-aim-results-intervention .tc-aim-results-score {\n    display: inline-block;\n    text-align: center;\n    font-weight: bold;\n    background-color: #2eb547;\n    color: <<colour background>>;\n    padding: 0.25em;\n    border-radius: 3em;\n    margin: 0.25em;\n    width: 2em;\n    height: 2em;\n}\n\n.tc-aim-results-interventions .tc-aim-results-intervention .tc-aim-results-score .tc-aim-results-score-small {\n    font-size: 0.8em;\n    padding: 0;\n    vertical-align: middle;\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    line-height: 1.5;\n}\n\n.tc-aim-results-intervention-questions {\n    list-style: none;\n    padding-left: 1em;\n}\n\n.tc-aim-results-intervention-questions > li {\n    line-height: 1.5;\n}\n\n.tc-aim-download-results {\n    width: 100%;\n    overflow-x: scroll;\n    white-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"},"$:/plugins/federatial/aim-questionnaire/CSVDownloadTemplate":{"title":"$:/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]] }}}/>\n<$list filter=\"[<counter-last>!match[yes]]\">\n<$text text=<<separator>>/>\n</$list>\n</$list>\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"},"$:/plugins/federatial/aim-questionnaire/debug":{"title":"$:/plugins/federatial/aim-questionnaire/debug","text":"For testing purposes, this button answers all questions with a random answer.\n\n<$button>\n<$list filter=\"[tag{$:/config/federatial/aim-questionnaire/aim-question-tag}]\">\n<$action-setfield $tiddler={{{ [{$:/status/UserName}addprefix[$:/temp/AIM/Answer/]addsuffix[/]addsuffix<currentTiddler>] }}} $value=\"4\"/>\n</$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<$keyboard key=\"((input-tab-left))\" actions=<<set-next-input-tab \"before\">>>\n<$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]] ~[{$:/config/SearchResults/Default}]\" />\n</$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>> class={{{ [<currentTiddler>get[dropdown]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|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.) 

!!Purpose
This page provides an overview of where to start if you are planning to manualize in your team. This can include editing existing pages in the manual and adding your own completely new pages. 

!Before you start
You cannot edit a manual unless you are member of it, with a login name and password, issued from the Anna Freud Centre.  You will need to be logged in for some of the editing tools to appear. See [[User Guide]].

!!1. Start work on pre-defined topics
You can edit pages which the AMBIT team have created but that act as a template for you to add content to.

*Click on the tag <<tag [[Local Manualization Homework Tasks]]>> to see a dropdown list of these pre populated pages. 
*''Create a NEW manualizing homework task'' by selecting the option  //"Create New Tiddler tagged ..."// in the drop-down list that appears when you click on the button.

!!2. Create new content 
Instead of editing pages that are already in the manual you can create your own content and add your own topics.  

* Click on the  ''+'' icon just above the search engine. 
* Consider the Title you give your new page 
* Consider which topic(s) this new page might be a sub-topic of, or if it might have sub-topics of it's own - use [[Tags]] to organise this
* See [[How to edit - Videos]]

[img[Createnewpageicon.jpg]] <br><br> 

!!3. Improve existing content
If you and your team have identified an area of your work that is not covered adequately in the manual, and want to...

* describe it in better terms
* adapt it to fit your local culture, service ecology, etc.
You can go to the page you've found that needs improving and [[Edit|How to edit - Videos]] that page directly or click the ''More Actions''  button (top right corner of the page (tiddler) - see picture below) and select ''clone'' to create another version of the page.
[img[More Actions pic.jpg]] 

!!4. Start a new 'Sub topic'
In order to create a new sub topic you will need to understand how the [[Tagging|Tags]] system works. I.e that tags act as topic heads hierarchically above the page that it is tagged with. Therefore if you want to add a subtopic to the page 'Manualization' for example, you would tag your new page with Manualization. 

Additionally, if you come across a tag that you wish to create a new page under  you can:

* Choose the option  //"Create New Tiddler tagged ..."// in the drop-down list that appears when you click on buttons below 
* This creates a new page as a new sub topic under that topic heading
** Check you are not DUPLICATING content (use search or [[Tags]] to help)
* Some examples are provided below:
** <<tag [[Managing Risk]]>> - material related to managing risks in work with clients
** <<tag [[Manage CLIENT RELATIONSHIP]]>> - material on engagement or challenges in the relationship with your client
** <<tag [[Manage CLINICAL PROBLEM]]>> - material on challenges in the face to face work with clients
** <<tag [[Working with your NETWORKS]]>> - material on challenges in working across professional and informal helping networks
** <<tag [[Local AMBIT training session plans]]>> - material on local training updates, refreshers, or exercises that the team wants or needs to practice at a forthcoming [[AMBIT training|Information About AMBIT Training]] refresher.
** <<tag [[Supervision Notes]]>> - use this tag to create notes on a team supervision if there are learning points that are of value (remember not to post any confidential information, just learning points on practice!)

!!''5. Review Our Existing Local Pages'' 
If you are looking for what your team has //already manualized// you are in the wrong place... just look at the Sidebar and click the ''Recent Changes'' tab - all local titles are labelled:
[img[MarkLocalEdits.jpg]] 

!!''6. Help!''
* See [[Manualization Boundaries]]: __''NB this is a TEAM TASK''__, not an individual team member's choice...
* See [[How to edit - Videos]] to learn how to edit your teams manual  
* Tips on //what// to manualize? See existing <<tag [[Local Manualization Homework Tasks]]>> where outstanding manualization tasks for a local team are listed.
* ''Feedback'': we rely on hearing from you if stuff doesn't work or is not clear.  Contact ambit@annafreud.org or use the [[Feedback please!]] form to give technical reports of glitches, or other suggestions for improvements, please!

----

<center><<image-link "How to edit your teams manual" "luciano-de-sa-ObwMZBdEWdI-unsplash (1).jpg" "How to edit your teams manual" "250">><<image-link "Preconditions for Team Learning" "john-schnobrich-2FPjlAyMQTA-unsplash (1).jpg" "Preconditions for Team Learning" "250">>
</center>

<center><<image-link "Your Manual" "free-to-use-sounds-W_FHuUQKNP0-unsplash (1).jpg" "Your Manual" "310">></center> 

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

Adaptive Mentalization-Based Integrative Treatment (AMBIT) is one of a number of emerging adaptations of MBT. The AMBIT approach provides tools for putting mentalization to use in work with clients, team colleagues and wider inter-agency networks, and is designed to support the development of both local excellence and evidence-based practice. It is as much a framework for local improvement and learning as it is a unitary and fixed method of therapy.

AMBIT stresses the need for local adaptation, and the sharing of emerging evidence and best practice, using its award-winning wiki-based approach to treatment manualization - AMBIT Manual). 

You may find it helpful to read various publications about AMBIT: see [[Academic references]] (the book of AMBIT is [[here|Bevington, Fuggle, Cracknell and Fonagy (2017) Adaptive Mentalization Based Integrative Treatment: a guide for teams to develop systems of care. (Book, pub. OUP)]]) and also read the following pages in the manual: [[AMBIT: an overview]] and [[Core Features of AMBIT]].

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.

There are two main training options available for your consideration:

!!Training your whole team together
Multi-team trainings are aimed at small teams (of 5-16 members) from either the voluntary or statutory sector, and will be based at the [[Anna Freud National Centre for Children and Families]]. Small teams are trained together with other teams of roughly the same size. The course is delivered in two blocks of two consecutive days (four days in total). We allow a month or so between the two parts to allow teams time to put what they have learned into practice. 


Bespoke training dates can be organised for larger teams (>16 members). Prices vary depending on the size of the team and the location of the training (at the [[Anna Freud National Centre for Children and Families]] or at a venue of your choice). 

*Please see the [[Centre's website|http://www.annafreud.org/training-research/training-and-conferences-overview/training-at-the-anna-freud-national-centre-for-children-and-families/ambit-multi-team-training/]] or [[email us|mailto:ambit@annafreud.org]] for upcoming dates or more information. 

!!Training two or more local facilitators to train their colleagues in turn
The [[Local Facilitator Training AMBIT model|Local Facilitator Training (LFT)- training model]] is designed to make training more sustainable and affordable for teams; two or more members in a team are given an extensive five day AMBIT training which includes training on how to run trainings for the rest of their team. These local trainers are then supported in implementing the approach in their team through supervision sessions for twelve months following training. 

Please see the [[Centre's website|http://www.annafreud.org/training-research/training-and-conferences-overview/training-at-the-anna-freud-national-centre-for-children-and-families/ambit-multi-team-training/]] or contact [[Amy Rozwod|mailto:amy.rozwod@annafreud.org]] for upcoming dates or more information. 

* See [[AMBIT training|Information About AMBIT Training]] for all the details.

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.

One of the first stages of either training option is to organise a meeting or telephone conversation between an AMBIT Trainer from the Anna Freud National Centre for Children and Families, and your Team and Service Manager(s) to discuss your training needs further. After being introduced to the model, our hope is that Managers will then be able to continue on to engage their team members in a discussion about learning objectives before any training commences, with the aim of shaping the training content to the needs of the team. 

For more information see the [[AMBIT Training Application Process]]. 

Please contact [[Amy Rozwod|mailto:Amy.Rozwod@annafreud.org]] to go ahead with organising such a meeting.

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

AMBIT training can be delivered at your location. This is generally more suitable for larger teams (>16). Please note that as well as paying for the training itself, your team must also cover trainer expenses including travel and accommodation, and you must provide the training venue. 

Prices start from £6,900 for up to 16 people. Please contact [[Amy Rozwod|mailto:Amy.Rozwod@annafreud.org]] for a quote.

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.

We do not routinely run AMBIT trainings outside of the UK, but we are sometimes commissioned by overseas teams to run bespoke trainings for them.

Depending on the number of staff to be trained in your service, it may be possible for us to run a bespoke overseas training. However, there is a £500 surcharge on overseas trainings, and as well as paying for the training itself, your team must also cover trainer expenses including travel and accommodation. 

Another option is for two members of your team to attend the an International Train the Trainer Event, at the Anna Freud National Centre for Children and Families, London. See the [[Centre's website|http://www.annafreud.org/courses.php/113/ambit-train-the-trainer-for-international-teams]] or contact [[Amy Rozwod|mailto:Amy.Rozwod@annafreud.org]] for upcoming dates for this type of training.

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.

The Train the Trainer model is designed to make training more sustainable and affordable for teams; two or more members in a team are given an extensive five day AMBIT training which includes training on how to run trainings for the rest of their team. These local trainers are then supported in implementing the approach in their team through supervision led by the AMBIT project for twelve months following training.

The training price for the 5 day training, plus monthly supervision for 12 months is £2,000 per person (a mininum of 2 team members per team must attend the training). 

Contact [[Amy Rozwod|mailto:Amy.rozwod@annafreud.org]] if you are interested in attending.

See [[International Train the Trainer (TTT) Model]] for the curriculum.

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.

We only train teams that we believe will benefit from AMBIT training, and be able to translate the training experience into sustainable and effective changes in practice. One of the ways that we determine, together with you, whether AMBIT is right for your team is to organise a telephone conversation or meeting between an AMBIT Trainer from the Anna Freud National Centre for Children and Families, and your Team and Service Manager(s) to introduce you to the model, and to discuss your training needs further. We then ask teams to take part in a [[AMBIT Service Evaluation Questionnaire (ASEQ)]] together, to discover what your learning objectives are.

*[[Guidance for Teams Considering Applying for Training]] can be found on the manual. 

Contact [[ambit@annafreud.org|mailto:ambit@annafreud.org]] if you have any further queries.

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.

Where MBT is a very specific therapy, AMBIT is a much broader therapeutic approach.  Some people have described AMBIT as "pretherapy" - but contained within AMBIT are manualized versions of a wide range of evidence-based approaches, including simple CBT, simple versions of MBT, MBT-F, Motivational work etc.  The core training is for TEAMS and allows them to adapt how they use the materials in their own clinical setting.

To find out the difference between the different mentalization based courses that are offered at the Anna Freud National Centre for Children and Families there is more information the [[Centre's website|https://www.annafreud.org/training/mentalization-based-treatment-training/]]

If you decide after reading the documents that the MBT training may be more suitable for you and you wish to find out more about this course or any other course that the [[Centre runs|https://www.annafreud.org/training/]] then please contact [[Amy Rozwod|mailto:amy.rozwod@annafreud.org]].

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.

//To be completed//

!Keeping assessment integrated:
''NB Section A below is the least necessary information gathering activity that a KeyWorker 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 KeyWorker 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.

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.

As AMBIT is a constantly developing model, we are always interested in new research possibilities, and our emphasis on [[Respect for Evidence]] means that we encourage [[Evaluating outcomes]] and would be keen to pool results fro across teams. 

We are currently (2019) running an AMBIT Evaluation Project, which is a pilot project aimed at helping AMBIT influenced teams measure the outcomes of their client work using the AIM questionnaire (AMBIT Integrative Measure); a multi-dimensional measure of a client’s current state. 

Please contact [[ambit@annafreud.org|mailto:ambit@annafreud.org]] if you are interested in taking part or with your research suggestions, so that we can see how this project could fit into our current ongoing research projects.

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.

!!No!

AMBIT is a team approach, therefore the training is only available to teams and not individuals. As an individual, you may be interested [[in other short courses|https://www.annafreud.org/training/]] that the Anna Freud National Centre for Children and Families runs. 

To find out more please contact [[Amy Rozwod|mailto:amy.rozwod@annafreud.org]].

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.

AMBIT is a developing model of practice, and as such the evidence-base for its effectiveness is far from robust, even though early signs are encouraging. 

For more information, see manual pages on:

*[[Evidence]]
*[[Is AMBIT evidence based?]]
*[[Academic references]] 

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.

We see attending conferences to speak about AMBIT, as a good way to advertise the approach to others, therefore we may be able to provide speakers, and we don’t aim to make a profit from such events. However, we do need to cover our costs so usually charge the raw cost of the speaker’s time, plus any travel and accommodation costs involved. 

Please contact [[Amy Rozwod|mailto:amy.rozwod@annafreud.org]] with speaker requests.

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.

Although the AMBIT course was originally created for teams working with complex adolescents, it has now broadened to teams working with complex cases in general - and we have trained those working with families, early years, and young adults as well as adolescents. The material on the manual is sometimes more geared towards working with adolescents, however, the idea of the manual is for it to be customised by local teams so that the material works for their own client population.

AMBIT is really a set of Core Principles (the [[Core Features of AMBIT]]) which, integrated via the theory of [[Mentalization]] and other major [[theories|Theory]], offers a platform for local teams to develop evidence-based, or at least evidence-oriented practice.

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

We have a pricing structure that is designed to keep prices to an absolute minimum, as we know that access to training budgets for whole teams is imited.  The pricing structure does get updated fairly regularly - not least because we are constantly updating and adapting the ways that we deliver training to get maximum value for money, so please check with [[ambit@annafreud.org|mailto:ambit@annafreud.org]] for the most up to date pricing structure.


If you are part of a large team and it is too costly to send the whole team to a training, then our  [[Local Facilitator Training|Local Facilitator Training (LFT)- training model]] details of which can be found on the [[AFNCCF website|https://www.annafreud.org/training/training-and-conferences-overview/training-at-the-anna-freud-national-centre-for-children-and-families/ambit-local-facilitator-training-previously-known-as-ambit-train-the-trainer/]]. 

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

We are happy to consider top up training requests, but would also like to think with you about whether the AMBIT Leads from your service could assist in the delivery of top up trainings.  

An example curriculum is provided here [[Follow-up training for established teams]] but this is highly adaptable to suit the needs of the team.

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

We are very keen to encourage conversations between teams, as AMBIT seeks to promote and support a vital [[Community of Practice]] - so we encourage relations between teams to continue once training has been completed. The AMBIT manual is just one of the ways that we encourage teams to share their local knowledge and practice with each other.

Contact the AMBIT project officer, [[Amy Rozwod|mailto:Amy.Rozwod@annafreud.org]] who will contact a team similar to yours to see if they would be happy for their contact details to be passed on. 

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.

!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.

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

!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.

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).

!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)

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]]

(Page under development- Insert new AIM image here)






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

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

!!!AIM stands for 'AMBIT Adolescent Integrative Measure'

!!!There are 3 different aspects to the AIM. These can sometimes cause confusion so we think that it is helpful for workers to understand the differences between these. 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 across a range of areas (or domains) of life

*The domains that it measures are: Daily life-function, socio-economic factors, family relationships, social relationships, mental state, clients' response to their situation, and, the complexity of the difficulties

*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



!![[(ii) AIM 2 questionnaire|AIM 2]]

*This is the most recent and updated version of the AIM questionnaire  (above). It is exactly the same however has an ''additional 3 questions'' which cover issues related to experiences of discrimination, exploitation and online life. These questions are categorised under the new domain called 'power and control'

*The AIM 2 has an online version which is accessed directly through this wiki manual. This function allows workers to quickly enter their client scores then download and print out summaries and breakdowns of scores. They can then be stored and managed on a specifically designed AIM spreadsheet. The online version also provides workers with suggested interventions for each client, based on their score profile

*We recommend that workers adopt the AIM 2 in place of the AIM questionnaire as we will be phasing out the previous version of AIM over time

!![[(iii) 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 item in the AIM questionnaire) however they are worded in ways which we hope are accessible for clients

*We have an online version of the 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 purpose of this page is to explain the AIM 2 and highlight the differences between the AIM questionnaire and AIM 2



*The AIM 2 is a revised version of the original [[AIM questionnaire|The AIM Questionnaire: What it is and how to use it]]

*It is the same as the AIM questionnaire and is scored in the same way. The difference is that AIM 2 includes an additional 3 new items (there are 43 items in total)

''The three new items are classified under a new domain called 'power and control'''

''The new items are:''

[[1. Experiences of discrimination|AIM 2 New Items: Experiences of Discrimination]]

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

[[3. Online life|AIM 2 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.


We have developed the 3 new items to try to do this

!!!The AIM 2 can be used through an online version hosted within this wiki manual. 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 2 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 transfer into a [[specifically designed data base|Managing and scoring AIM data made easy]] that is freely available and can be held within the team. This allows the data to be managed, stored and visually represented

(iv) The online version of AIM 2 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

''(The AIM 2 online version will be available from July 2021)''

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



!!!General points

*We think that creating a new domain for the AIM 2 (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 have changed to the AIM 2, the new domain in the AIM 2 can be scored separately so as to allow this comparison

*The downloadable (draft) version of the [[AIM2 paper form|AIM 2 draft paper version]] can be found here

*The AIM 2 will be fully available (both paper and online version including new AIM cards) will be available in August 2021

*We encourage teams to adopt the AIM 2 and would very much welcome feedback on the new items and online system

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

!!!Purpose of page: 

!!!This page has been created to describe 1 of the 3 new items for the AIM 2 questionnaire 

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

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

*[[Online Life|AIM 2 New Items: Online Life]]


These 3 items are categorised together under the new domain in the AIM 2 called  'Power and control'

Title of this new AIM item is:

!  Experiences of Discrimination

Explanation and scoring guide contained in the AIM 2 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 2 questionnaire 

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

 
*[[Experiences of Discrimination|AIM 2 New Items: Experiences of Discrimination]]

*[[Online Life|AIM 2 New Items: Online Life]]


These 3 items will be categorised together under the new domain in the AIM 2 called  'Power and control'

Title of this new AIM item will be:

!  Experiences of Exploitation

Explanation and scoring guide contained in the AIM 2 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 items for the AIM 2 questionnaire 

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

 
*[[Experiences of Discrimination|AIM 2 New Items: Experiences of Discrimination]]

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


These 3 items are categorised together under the new domain in the AIM 2 called  'Power and control'

Title of this new AIM item is:

!  Online Life

Explanation and scoring guide contained in the AIM 2 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 corresponing AIM Card:


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



(Then in small text on card add the below text as prompts for worker to explore)

We are currently (March 2021) working on a revision of the AIM questionnaire. The form remains essentially the same with the same 40 items as before. This involves some small editing to improve clarity of the items and we are working on adding a further item to consider aspects of power and exploitation. The drafting of this item is still in progress. We are calling this revised version of the measure  AIM2.   

Below is the draft of this new version of AIM question. We plan to complete this work over the next two months.   As before, 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>

The AIM cards are a client-rated version of the [[AIM]]. They are a set of 40 cards, representing the 40 [[AIM Items]]: 7 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.//






*This video produced by the [[AMASS team in Islington|https://manuals.annafreud.org/ambit-amass/index.html]] shows an example of how the cards can be used in a session with a client:

<html><iframe width="420" height="315" src="//www.youtube.com/embed/wG9Of1PCHPI" frameborder="0" allowfullscreen></iframe></html>

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 young people when I'm trying to get to know them. These cards have got different topics on that relate to different areas of a young 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 thngs 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 of the AIM cards

Some teams have adapted the cards to fit with their local context and client group. 

*The ''Hertfordshire Learning Disability Service'' has adapted the cards to be fit with their clients

*The ''Brent Schools Emotional Heath and Well Being Team'' have adapted the cards to fit for younger clients.

If you would like to find out more about these adaptions and connect with workers from these teams please get in contact by [[emailing us|mailto:ambit@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>.

!Summary of terms:

''You are free:''

* to Share — to copy, distribute and transmit the work
* to Remix — to adapt the work

''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:''

* ''Waiver'' — Any of the above conditions can be waived if you get permission from the copyright holder.
* ''Public Domain'' — Where the work or any of its elements is in the public domain under applicable law, that status is in no way affected by the license.
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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 40 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 

<<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/open?id=0B5h_CVBdhJPYck41Y2p5d0g0N3c]]:
----
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!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 KeyWorker 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 KeyWorker 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]]

!!''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.

Part 1:
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Part 2:
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We also employ a pool of AMBIT Assistant Trainers, each of whom is experienced in working in, leading, or commissioning  an [[AMBIT-influenced]] team or organisation.

We'd love to hear from you if you are interested in becoming an AMBIT Assistant Trainer. Send us an [[email|mailto:ambit@annafreud.org]]

!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]]

 

!!What is this?
See [[AMBIT Competencies]] for a description 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|Information About 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 (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 Therapist'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 Therapist'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 [[FamilyWork]]). 

*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 [[KeyWorker]] 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]]).

----
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]]). 

!!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 the AMBIT Programme Lead or Deputy Lead.

!!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. 

!!''Introduction''
As AMBIT grows and its core content is shared by many teams, a more formal structure is under development to review and approve new material.
The original material in the manual was written by the listed [[Authors]], but as any reading of AMBIT will show, the nature of AMBIT is to //adapt// and develop to keep in touch with changing knowledge, evidence and experience, using access to the evidence base (eg [[Fonagy, Cottrell, Phillips, Bevington, Glaser and Allison (2014) What Works for Whom]]) as well as feedback from teams using the material in real world settings.  Local versions of the AMBIT manual are developing a great deal of new content, and the authorship of this content is held by the local teams.

<<tag [[AMBIT Editorial Group - current manualizing tasks]]>>

!!''The AMBIT Editorial Group''
* As a pilot we have convened a small group of AMBIT trainers to review changes to the manual more systematically.
* The group meets regularly to review all changes to the core content of the AMBIT manual, accepting or rejecting proposed changes, and passing more substantial adaptations to the [[AMBIT training|Information About AMBIT Training]] curriculum on for agreement by the wider AMBIT project team at their meetings.
* A ''minimum'' number of 3 members of the group needs to be present for editing to proceed (see [[Reflective Quorum]]). 
** There will be a review of the work of this group in 6 months
** This will include the technical methods for recording their work.
* ''We invite expressions of interest from others (especially outside of the AMBIT 'community') to join this group.''

!!''Tasks for the Editorial Group''
1. Setting the processes, rules and criteria The AMBIT Editorial Group, with oversight from an [[AMBIT Expert Reference Group]], sets the processes up for managing content in the manual, the rules by which content is admitted to the core AMBIT platform, and the criteria by which such content is judged.

2.Tracking and approving/rejecting NEW material 

*PROCESS: We track new material that is added in the manual under two headings
**<<tag [[(a) Work in Progress - Major change]]>>
**<<tag [[(b) Work in Progress - Minor change]]>>
*RULES
**"Very minor edits'" (correcting typos, repairing links, improving presentation) are not tracked at all.
** "Major and Minor changes" to content can be made if this fulfills the [[Criteria for inclusion/exclusion of CONTENT in AMBIT]].
**REMOVAL of the "Work in Progress" tags signifies that approval of the changes have been made.
3.  Identifying and resolving duplications/contradictions in EXISTING content

*PROCESS: We are systematically screening for material that has been written in different ways and under different headings.
*RULES:
Rules for how to label and integrate new material - see [[Fitting what you ADD into what is ALREADY THERE in your manual]]

''To Do Lists:''
This tag lists material that NEEDS EDITORING/AUTHORING WORK from the editorial group <<tag [[AMBIT Editorial Group - current manualizing tasks]]>>
These tags gather changes that need review and sign off:
<<tag [[(a) Work in Progress - Major change]]>>
<<tag [[(b) Work in Progress - Minor change]]>>

!!''Work in progress requiring sign-off by the AMBIT Project Group''
!!!(a) Standing item for sign-off by wider AMBIT Project Group:
(list pages below as [[Links]], that are currently being worked on that involve a change to the training curriculum/model)

* [list pages as links here]
* etc
* etc
!!!(b) Early drafting:
See the [[ambit-afc|https://manuals.annafreud.org/ambit-afc/index.html]] ambit-afc (local version of the manual for members of the AMBIT project at [[AFC|Anna Freud National Centre for Children and Families]]) for content that is being worked prior to inclusion in the core content.

!!''Current Editorial Group membership:''
* [[DickonBevington]] - Chair
* [[Peter Fuggle]]
* [[Suzanne Hare]]
* [[Liz Cracknell]]
* [[John Lincoln]]
* [[Garry Richardson]]
* [[Sally Zlotowicz]]
* [[Katie Partridge]]
* [[Nick Jones]]
* [[Olive Moloney]]

!!''What is this for?''
This tag lists material that has been identified as needing further/new content authoring by the [[AMBIT Editorial Group]] and original [[Authors]] - you can see content gathered under this tag here:
<<tag [[AMBIT Editorial Group - current manualizing tasks]]>>

!!''NOT for technical development priorities''
Please use this tag to label ''technical developmental tasks'': <<tag [[Tasks to improve manual]]>>

!!''Rules for editing and authoring''
Please tag all new edits and authored pages with either
[[(a) Work in Progress - Major change]] or [[(b) Work in Progress - Minor change]].  If you are just correcting minor typos or layout then no tagging is required.

The Editorial team is responsible for core content in the AMBIT manual 

DickonBevington (Lead Editor)
[[Peter Fuggle]]

The proposed AMBIT expert reference group will consist of recognised experts who have agreed to provide occasional oversight of the AMBIT content.  Suggestions or volunteers for these roles are welcomed (add comments at the bottom of this page or email us: ambit@annafreud.org) 

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 using the [[Feedback please!]] form.

Click the button below to select a question you are interested in:

*<<tag [[AMBIT FAQs]]>> 
*<<tag [[Training FAQs]]>> 
*<<tag [[LOCAL trainers FAQs]]>> 

This is a tag that collects all the Tiddlers that include downloadable forms that can be used in the general process of assessment, formulation and care planning.

!!Introduction
The [[AMBIT training|Information About 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 Therapist'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 Therapist'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 [[FamilyWork]]). 

*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 [[KeyWorker]] 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 Therapist'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|Information About 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 [[Link to current page & Link to my open pages]] 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: [[Organisational support for the technology to run TiddlyManuals]]

!!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//.

!! AMBIT as a learning organisation revisited  
This can be found in pages linked together by [[Developing learning organisations]]
''What is your team good at learning about?'' 
New games on the net? How to help each other? New drugs on the streets? New music? New fads for young people? How do they learn these things? [[Senge: Discipline 2 - Personal Mastery]]
''Learning about helping?''
Isn't this a bit wierd? Isn't it just instinctive? Like learning about having a sense of humour. Or learning about kindness? Let's take an example 'Learning how to put young people at their ease'

!!Manualizing
Manualizing is a method to support learning in groups or teams. 
For a simple introduction to the manual go to [[User Guide]]
A broader introduction to editing content can be found in pages linked together by [[Manualization]].
''Manualizing and mentalizing''. The need to incorporate differences in the way a team comes to know its own way of working. Differences in confidence or belief around a particular issue.  Otherwise it becomes just the voice of a dominant culture. Senge encourages people to //"listen for the whispers in a team"// - see [[Developing learning organisations]].  

The suggested plan for this webinar is to invite two of the participants to present a case that the team has worked with. The aim would be to do this by presenting the core aspects of the case and to try to consider it from the perspective of working from the fours parts of the AMBIT approach. 

The rest of the group would act as a reflecting team particularly focusing on mentalizing and there own reflections on the case. Each case would take 20 minutes so that we had 10 minutes a the end to conclude the series of webinars and consider what next. 

!!What does the manual say about ''working with your client?'' Too much! 

The manual has a wide range of material focusing on ''working with your client''. The main sections of this are shown in the opening page of this section [[Working with your CLIENT]]. Let's look at this together for a few minutes.
 
From this array of material, the aim of this webinar is to focus on two aspects; the young person's ''relationship to help'' and the worker's need to dance around this, a process which we have called ''active planning''.  The webinar will take as its starting point the following three pages from the manual. 

[[Relationship to help]]

[[Active Planning]] 

The aim of the webinar will be to look at this material together and then consider how it applies to the respective services and teams that participants come from. 

!!!''Getting started.'' 
How do local teams in your area see your team/service? What would be some of the characteristics that they may assign generally to your team? What intentions would they assign to your team? Could you imagine a malign intention that might arise in their minds!!?
!!!''Why do networks matter?'' 
The idea is that well integrated networks are likely to improve effectiveness. The direct evidence for this is uncertain despite it appearing to be a common sense idea. Formal evaluation of this hypothesis in the Fort Bragg study provided disappointing results with no improvement associated with greater integration of care. its value may be partly an extrapolation from family studies which suggest that parents who work together are likely better care for their offspring than those who are in conflict. Recent observations from the Edinburgh service has suggested that greater effectiveness may be associated with fewer professionals being involved in the case. The causal direction of this association is uncertain. 
!!!''Messing up'' 
Can you identify examples where your team inadvertently undermined the intervention of another service? PF to share a recent example from CAMHS
!!!''Using disintegration grids?'' 
How does this work in practice? Are they used? Can we share examples where this resulted in useful shifts in the functioning of the network?
!!!''What training challenges does working with networks present?'' 

!Introduction:
What are the ''boiled-down essentials'' for understanding about [[Working with your TEAM]]?

* See the sub-topics that fall under this heading: <<tag [[Working with your TEAM]]>>
** The <<tag [[AMBIT-Teamworking]]>> sub-topic contains a lot of material that has been validated through the experience of multiple teams trained (the [[Community of Practice]])
* But AMBIT is not just about dancing to someone else's tune, though;
** It is also very much about a LOCAL team adopting a systematic approach towards developing, clarifying and sharing it's own sense of identity, mission, and techniques, and situating them in relation to EXISTING EVIDENCE for what is safe and helpful
** In other words it is about developing <<tag [[OUR Team]]>>

!In a nutshell
We think that the most important elements to grasp are:
* [[Keyworker well-connected to wider team]] and the Team around the worker
** Remember that [[Mentalization]] is born //and recovered// in the context of relationships of trust.
* The disciplined use of [[Mentalization]] between worker peers in holding critical work conversations: 
** ie [[Thinking Together]]
** Consider //ways to prompt and nudge the team// towards developing this as part of their own team culture.
* The idea that local teams are AMBIT-influenced, not "AMBIT teams" and take responsibility for LEARNING and DEVELOPING their own sense of "who we are and how we work"
** [[Manualization]] and see [[Local Manualization Homework Tasks]]
** How do your [[Team Meetings]] reflect your AMBIT influences?
** The APrAT

!!!!//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 faciltators using Whattsapp groups to organise trainings together, develop plans and support each other

*Local trainer meet up days- more formal meetings bringing together the local trainers 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 implemention 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]] 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:

*[[Training Resources|Training Resources]] - a collection of the AMBIT training resources, including training slides, all videos, and training exercises. 
*''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[]]">>

<center>{{CaptureMap.PNG}}</center>

!!!!Click on the arrows to the left hand side to reveal the dropwdowns

!!Home
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!!!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 2]] is an updated version of the original AMBIT [[AIM]] that (belatedly) addresses 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.

!!The AMBIT Pleasure and Pain at Work Questionnaire 

List five things that you enjoy about your work with young people and their families. Rate each item on a scale of 1-10 as to how much you enjoy this aspect of the job. (10 is a lot; 1 is only a bit) 
!!! What you find enjoyable working with your clients                        Rating (1-10) 
1. 
2. 
3. 
4. 
5. 

!!! What you don't find enjoyable about working with your clients                       Rating (1-10)  
1. 
2.
3.
4.
5.

CRITERIA for accreditation as an AMBIT-accredited team:

* i. Creating at least one film about local AMBIT-influenced practice and publishing this in their local manual.
* ii. Having a one year [[Implementation Plan]] which should include:
** [[planned in-house trainings|Planning a training event in your team]] - with evidence they have been delivered.
** At least one visit from an [[AMBIT Lead]] or another [[AMBIT Local Facilitators]] from another AMBIT-influenced team.
* iii. The team is able to demonstrate adaptation of AMBIT to local practice:
** Create a series of pages in the manual. 
** Present a series of APrAT audits
** Self-assessed AMBIT competencies using the [[AMBIT Full Competency Framework]]. 
* iv. [[AMBIT Lead]]s take part in monthly half hour telephone supervision, from a nominated AMBIT trainer (nominated during the AMBIT training).

!!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>

!!Supervisory Structures 
*Close adherence to the SupervisoryStructures are one of the [[Core Features of AMBIT]] practice.  
**Supervision in [[AMBIT]] is more than simply meeting regularly, or occasionally, to talk about work, ensure fidelity of methods, check on training needs and career progress, etc.  
**Supervision in [[AMBIT]] is much more dynamic and takes a number of forms.  
*[[AMBIT]] does not attempt to replace local [[Governance]] structures, but to reinforce them.  
***Individual staff members are expected to fulfil any local supervisory commitments.
*** //In addition// there are weekly [[Team Meetings]] that provide group supervision.  
*Another of the [[Core Features of AMBIT]] describes a [[Keyworker well-connected to wider team]]
**This refers to the use of team members for on-the-spot peer-to-peer supervisory contact.
**Such peer-to-peer consultation functions according to clearly defined [[Rituals and Disciplines]] such as [[Thinking Together]].

!!Boundaries of Competence
* There are [[AMBIT Competencies]] documented.
* The KeyWorker must always remain within the boundaries of his or her competence. 
** Practitioners in the field are respnsible for their clinical practice
** [[AMBIT training|Information About AMBIT Training]] is strongly recommended before working in an AMBIT service.
* Avoiding Omnipotence
** A risk in developing multi-skilled practitioners who can work relatively independently in an outreach setting is that a KeyWorker might develop rather 'omnipotent' ideas about what he or she is able to handle.  
** The risk in such a situation is of workers who //assume// more expertise than they have, who fail to use the SupervisoryStructures available, and get caught in a situation that escalates and places people at risk of harm.  
** Such omnipotence would represent a loss of one of the key features of a [[Mentalization]]-based approach - which is the quality of //tentativeness//, assuming the opaque nature of other people's minds (we cannot know the contents of another person's mental experience - we can only infer, guess, or ask.)  
** This aspect of practice is covered in [[Maintaining Mind-mindedness]].  
** Use of SupervisoryStructures is a key protection against the risk of breaking this important boundary.

!!The ASEQ
[img [ASEQ.jpg]]

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]]

An Excel spreadsheet is downloadable [[here|https://drive.google.com/drive/folders/0B5h_CVBdhJPYMm5xNjFWNW56U2M?usp=sharing]] that allows teams to enter their data, generating a series of graphs to show the spread of answers across the team for each AMBIT quadrant, and for individual questions.

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 choosen 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 drawing on knowledge that the intervention aims at increasing the young person’s capacity to mentalize.

An ability for the team to support each other in adopting the mentalizing stance in working with young people. 

An ability for the team to support each other in using the mentalizing loop in working with young people and their carers.  

!!!Team Practices that support Mentalizing the Client
*Group supervision in which a team member presents a case and the rest of the group mentalize the client and the worker either through discussion or through role play.  
*Explicitly using the mentalizing stance or the mentalizing loop in joint work with young people 
*Using mentalizing based formulations as the basis of casework interventions. 
*Using the mentalizing approach explicitly as part of individual supervision. 

!2. Mentalizing with your team 
An ability for the team to support each other in recognising 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. 

An ability for the team to support each other in using 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.

An ability for the team to support each other in being able 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.

!!!Team Practices that support Mentalizing the Team 
*Using 'thinking together' method of case discussion in team meetings. 
*Using 'thinking together' in individual supervision.
*Training all new staff in the team about 'thinking together' 

!3. Mentalizing the Network
An ability for the team to support each other in making sense of the behaviour of staff from other agencies in terms of understandable  mental states and intentions of agents in that organisation.  

An ability for the team to support each other in adopting a position of respect towards staff from other agencies and to demonstrate this by positive curiosity about their work with the young person. 

An ability for the team to support each other 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. 

An ability for the team to support each other in facilitating 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. 

!!!Team Practices that support Mentalizing the Network
*Using the method of network sculpting to reflect on difficult cases
*Using the dis-integration Grid as part of case formulation 
*Using network sculpting as part of team training events. 

!4. Learning as a Team 
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.  

An ability for the team to support each other 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.   

An ability for the team to support each other 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. 

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.  

!!!Team Practices that support Learning as a Team
*Having planned manualising meeting at set times throughout the year. 
*Using the manual as part of case discussion. 
*Re-writing aspects of core AMBIT practice adapted to local service needs

!5.Evaluating Client Outcomes 
An ability for the team to support each other 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. 

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. 

An ability of the team to support each other to complete an AIM assessment with a young person or  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. 

!!!Team Practices supporting Evaluating Client Outcomes
*Having a systematic method of recording client outcomes at the point of discharge
*Discussing client outcomes as part of team awaydays.
*Reporting on client outcomes to the commissioners and including the team in such reports
*Meeting with young people to consider outcomes and how these could be improved. 

AMBIT was originally devised out of work developed by a group of practitioners at the Anna Freud National Centre for Children and Families and the Marlborough Family Centre. 

For information on the current AMBIT team see:

<<image-link "AMBIT programme" "jehyun-sung-6U5AEmQIajg-unsplash (1).jpg" "Meet the Team" "295">>

There are also [[AMBIT Assistant Trainers]] who are experienced practitioners currently working in [[AMBIT-influenced]] teams

!!AMBIT Training Programme

Adaptive Mentalization-Based Integrative Treatment (AMBIT) is one of a number of emerging adaptations of MBT. The AMBIT approach provides tools for putting mentalization to use in work with clients, team colleagues and wider inter-agency networks, and is designed to support the development of both local excellence and evidence-based practice. It is as much a framework for local improvement and learning as it is a unitary and fixed method of therapy.

AMBIT stresses the need for local adaptation, and the sharing of emerging evidence and best practice, using its award-winning wiki-based approach to treatment manualization - AMBIT Manual. 


!!Step1- AMBIT Engagement Call
In order to assist with the process of establishing whether the AMBIT Programme can be of help to a team or service, we follow up initial enquiries by scheduling an engagement call. This is a 30 minute telephone conference call between you (it can be more than one person as relevant) and either the AMBIT Programme Lead or Deputy Lead.


!!Step 2- [[AMBIT Consultation Day]]
An AMBIT consultation is offered as standard to all teams enquiring about undertaking 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 meetings can involve senior managers, clinicians and all staff due to attend a training. The day will be facilitated by two trainers from the AMBIT Programme, one of whom will be the AMBIT Programme Lead or Deputy Lead.

!!Step 3- Deciding on the Appropriate Training Package
There are various types of AMBIT training. These are:

*Multi-Team training
*Local Facilitator Training 
*Bespoke Team training

!!Step 4- Choosing a Supervision Package
!!!Local Facilitator Supervision

Team members who have attended the Train the Trainer course receive six hours of supervision from a Lead AMBIT trainer to support the implementation of their local AMBIT training plan. The supervision can be split as the team sees most helpful i.e. 6 x one-hour conference calls, 12 x 30-minute calls, 2 x 3-hour face-to-face meetings at the Centre

!!!Individual and Group Supervision

AMBIT-trained individuals/teams can request bespoke individual or group supervision packages from the AMBIT programme, to assist with their implementation of AMBIT. These are usually 60 minute sessions, either face-to-face at the Anna Freud Centre or by telephone, set at a mutually agreed frequency and duration.

---
For more information, please see the AFNCCF Website https://www.annafreud.org/training/mentalization-based-treatment-training/ambit-training-programme/ or [[Contact us|AMBIT programme]] in the AMBIT programme.

!!''1. Expression of interest''
*Enquiries about [[AMBIT Training]] from teams/services go to [[The AMBIT Project Coordinator|mailto:ambit@annafreud.org]].
*We will send out published papers and a link to the AMBIT manual
*We will also make initial enquiries about the size of the team, whether it is statutory or voluntary sector and annual income of the team if voluntary sector.
*We will ask the enquirer to fill in an Expression of Interest form

!!''2. Engagement Call''
In order to assist with the process of establishing whether the AMBIT Programme can be of help to a team or service, we follow up initial enquiries by scheduling an engagement call. This is a 30 minute telephone conference call between you (it can be more than one person as relevant) and either the AMBIT Programme Lead or Deputy Lead.

<<link-pdf "Engagement Call" "https://drive.google.com/file/d/1TxIUFm5cZhDIE4z2_JzX-anpGLlkVb0q/view?usp=sharing">>

!!''3. Consultation Day ''
An AMBIT consultation is offered as standard to all teams enquiring about undertaking 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 meetings can involve senior managers, clinicians and all staff due to attend a training. The day will be facilitated by two trainers from the AMBIT Programme, one of whom will be the AMBIT Programme Lead or Deputy Lead.

After the Consultation day the AMBIT programme will send a consultation report, summarising the key themes arising from the day, training objectives and make
recommendations about training routes and implementation support should the
team/organisation wish to proceed with booking an AMBIT training. It is important to the
AMBIT programme that training is useful for teams and as such, there is no obligation to
book training after the consultation day if it does not feel as if it would assist the team
with their development. 

<<link-pdf "Consultation Day" "https://drive.google.com/file/d/15KR2OzpDhpc6uup3A1SOdi6-VMLighjK/view?usp=sharing">>



!!''4. Application Review and Acceptance''
Following the Consultation day the application is reviewed, and a decision will be made //jointly// about whether the team wants to proceed with [[AMBIT Training]], and if so, by which route. Arrangements for training will be finalised with [[The AMBIT Project Coordinator|mailto:ambit@annafreud.org]]

!!!!!//Note//- //At any stage in the application process, it may be helpful for teams to hold a [[Briefing session for senior managers/commissioners]]//

!!''Intention'' 
The intention of the AMBIT project at the [[AFNCCF]] is to provide free, OpenSource resources for supporting and developing effective practice with young people whose needs are multiple, complex, and who are subject to social exclusion and who may not be seen as "help-seeking" in conventional terms.

!!''"There is no such thing as an AMBIT team"'': 
* We talk instead of [[AMBIT-influenced]] teams
* AMBIT is focused on supporting IMPROVEMENT in relation to locally-defined organisational/service goals.  
* We are, however, looking at developing an option for teams/organsations to become [[AMBIT-accredited]].

!!''Locally defined service goals''
In pursuit of these locally-defined service goals, AMBIT training is designed to:

* ''Support'' [[LEARNING at work]] so that local teams can develop, record and broadcast their own excellence and learning.
* ''Provides a robust foundation of theory and integrated practices'' 
** (see [[AMBIT: an overview]], and note the explicitly evidence-based and manualized interventions here: <<tag [[Specific interventions]]>> which are integrated within the broader framework of AMBIT.
** The content of AMBIT //has been shaped by the teams trained//, with encouraging early outcomes data published (see [[Academic references]]).
** ''Share all of our [[Training exercises]]'' that have been found to be helpful over multiple trainings.
** ''Encourage wide dissemination through supporting''  locally-delivered training sessions: 
*** <<tag [[Planning a training event in your team]]>>

!!''No rigidity''
There is no rigidly fixed method of being trained in the AMBIT approach, but note the following:

* ''We do NOT train individuals in AMBIT'' - it is a team approach

!!''Respect Local Practice and Expertise''
*We do not want to leave workers with a sense that their existing skills are wrong or devalued.
*Rather than giving didactic teaching about what we want people to do and then asking them to practice this, it is helpful to introduce new techniques by first examining present practice and existing skills.
*This includes looking at what can go wrong in present practices.
*It may include looking at video or role play examples of "unsuccessful" attempts to achieve the basic aims of the skill to practice.
*AMBIT seeks to AUGMENT these existing skills by adding mentalizing to a range of existing and perfectly legitimate skills, rather than REPLACING them.

!!''Manualizing''
*When teaching people to [[Manualize|Manualization]] material - pay attention to how new material they generate is fitted into (integrated with) //existing material// in the manual.
* Use the search facility to check for similar or overlapping topics and themes
* Consider what related material is already there, and what [[Links]] and [[Tags]] should be added.
* If considering whether to tag a new page, first open the tag ([[Topic]]) and look at the other sub-topics gathered under it - would this new page be "in the right company" with these other sub-topics?

!!''Emphasis on resisting Shame''
*We constantly emphasise the ordinariness of anxiety in the work, and the fact that there should be no shame attached to feeling anxious in the work we do
*There is much that workers //should// feel anxious about.
*AMBIT seeks to help them maintain safe, sustainable and effective practice in spite of this.

For AMBIT's 4th annual conference, on 2nd June 2016, we ditched the traditional conference format adhered to in previous years in favour of a style more in keeping with the AMBIT's tradition of co-creation and the project's ambitions to foster and sustain a [[Community of Practice]] for AMBIT-influenced teams and individuals: the ''unconference''. The [[unconference | https://en.wikipedia.org/wiki/Unconference]] format provided a loosely structured space for peer-to-peer sharing of ideas, good practice and learning.

At the beginning of the day, participants were invited to make a note on small pieces of paper of particular conversations they would like to lead or take part in. These ideas were then mapped to the quadrant of the [[AMBIT Wheel]] to which they most related, and organised into five "Unconference Conversation" topics for each quadrant: [[Working with your CLIENT]], [[Working with your NETWORKS]], [[LEARNING at work]] and [[Working with your TEAM]]. We then had a participant-created schedule for the morning, with sessions relating to each quadrant to run concurrently in separate rooms. The schedule was displayed on a board so that participants could choose their own timetable for the morning:

<<image [[Unconferenceboard]]>>

Notes made by facilitators in each unconference conversation are available here, arranged by quadrant. 

|bgcolor(pink):<<tag [[Working with your CLIENT Unconference Conversations]]>>|
|bgcolor(lightgreen):<<tag [[Working with your NETWORKS Unconference Conversations]]>> |
|bgcolor(yellow):<<tag [[LEARNING at work Unconference conversations]]>> |
|bgcolor(lightblue):<<tag [[Working with your TEAM Unconference conversations]]>> |

In the afternoon we played some games designed to prompt thinking about ''Dis-integration'' (which involved silly glasses and balloons) and the use of the [[Community of Practice]] (which involved post-it notes on foreheads and long bits of elastic). We also offered three short, pre-planned talks with a view to sharing practice, sparking conversation and seeking feedback and collaboration:
*AMBIT training across a locality - James Wheeler
*Thinking about the AMBIT Wheel from a young person's perspective - Dickon Bevington
*Starting an AMBIT-influenced team from scratch: establishing a partnership between the AMBIT Project and an NHS healthcare team - Liz Cracknell

A "cafe corner" was open all day to create a space for those serendipitous encounters with fellow participants which feedback from previous conferences tells us sometimes create the most valued learning opportunities.  

See also the [[Core Features of AMBIT]] for text and video to support this diagram.
!!!Download!
You can Download the AMBIT Wheel diagram as a PDF [[here|AMBIT Wheel.pdf]] 
!!!Diagram:
Click on where you want to go (or scroll down for more content.)
[img[AMBIT wheel 2014_SMALL]]<<imageMap MapWheel_2014>>

!Explanation
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!There's more: a client's version
The AMBIT Wheel is primarily designed for the benefit of workers - helping them to map or [[mark|Marking the Task]] and [[balance|Holding the Balance]] the range and scope of their work tasks.

A new development currently under review is a "matched"  (segment-for-segment) version, the [[Client's AMBIT Wheel]].  Early feedback about this from practitioners at the 2016 AMBIT conference was positive - as a way of shaping workers' understanding of their work from the client's point of view. Whether sharing it with clients (as a form of PsychoEducation aid) adds any value is undetermined as yet. 

!!Feedback from AMBIT-influenced teams
>>"We have found that we have managed to embed use of the 'Wheel' in the team meeting (members elect to think with a view to a particular quadrant)"
>>> AMBIT-influenced team, 2014

!!''Combining the ambit wheel and the APrAT''
This page includes two visual aids created by ''Alastair Wakely'', Harmful Sexual Behaviour Services Coordinator in Wiltshire and B&NES. They were created by combining the ambit wheel and the APrAT questions. Colleagues can have these up in their offices as a quick reference for checking an AMBIT view about a case.

You can download these by clicking the pop out button on the top right hand corner, which will direct you to google docs where you can download them from. 

!!!''AMBIT Wheel with Tools''
<iframe src="https://drive.google.com/file/d/1X3lupnmO9Av6cmeta5dkj1R6b6tyrhNI/preview" width="640" height="480"></iframe>

!!!''AMBIT Wheel with APrAT Questions''
<iframe src="https://drive.google.com/file/d/1llNxnnfg2pD4NI-46tp6IjfOSWRzfrxs/preview" width="640" height="480"></iframe>

!Work in progress!

A page for documenting how AMBIT has (or intends to) interact(ed) with ''other models of practice''. To include refs to ideas of Integration, Dis-integration, Working alongside, Co-construction and Co-production.

See page on [[Signs of Safety]] for an example, and describe work with FPM (Family Partnership Model) as another.

See John Burnham paper - "Approach, Method, Technique"

In some ways AMBIT is at least much an approach to support Quality Improvement in a service, as it is a "therapy".  Another way of putting this is that if mentalizing is useful for our clients and their families, it's just as useful us as professionals and our teams.  See sub-topics under this heading for material relating to Service Improvement and [[Implementation Science]]

We have produced 3 sets of cards for use within supervision or case discussion contexts, which are based on ideas from several different AMBIT teams who had developed and used such cards in their team meetings. Each of these card sets is described below. 

''AMBIT stance cards''

The [[AMBIT stance playing cards|AMBIT stance playing cards]] were developed by the CASUS team, a substance use service for adolescents in Cambridgeshire. Each area of the AMBIT stance is printed on individual cards which are dealt out to team members. Each team member is responsible for holding that particular area of the stance in mind during the discussions. The purpose of this is to support a team to remain "on balance" by attending to the four different domains of AMBIT - Client, Team, Network and Learning - within the discussion taking place. 

''AMBIT Marking the Task cards''

These cards were based on cards developed by the AMASS team in Islington, an edge of care team for adolescents, for use in their 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//!"). 

''AMBIT usual suspects cards''

Developed by CASUS workers, these cards are intended to be given out to team members who are wanting to assist a worker in thinking about addressing [[Dis-integration|Addressing Dis-integration]] within a network. The worker can select the relevant professionals from the pack of cards, assign each of these cards to a member of the team and ask each team member to mentalize that worker's perspective in the discussion that follows. This may help to identify areas of agreement, dis-integration and possibilities for [[connecting conversations|Connecting Conversations]] that may be helpful. 

----
Click on the 'more' button under the manual manual to see a dropdown list of all the teams who have recieved [[AMBIT training|Information About AMBIT Training]] and who have their own individual local manual.

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!!update:
See also the paper published two years later by this group in 2016:

[[Griffiths et al (2016) Evaluating clinical outcome and service utilization in an AMBIT trained Tier 4 CAMHS]]

!AMBIT conference presentation 2014:

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A rather hurried but packed conversation:

* ''Where to start?''
** How to introduce an organisation to AMBIT
** How to introduce AMBIT to the organisation

* We discussed the ''usefulness of the theory of Dis-integration'' - as the "natural resting state" of all complex multi-professional [let alone multi-agency] networks.  
** Establishing this ''reduces the likelihood ''professional shame'''' in talking about this (and reduces the possibility of workers in trouble shrinking away from help-seeking.)

* We discussed how critical it is to have ''Top-down and bottom-up conversations with staff in the organisation'' (senior managers/commissioners/CEO's AS WELL as street level workers; the latter are often easier to engage with the material and ideas.)
** Beware senior managers who engage AMBIT trainings more because "We need to spend this money before the end of the year, or it will be taken away from us" than because of an understanding of authentic need in the team.
** Discussion of the PREP day of pre-training preparation (see [[AMBIT Consultation Day]])
** Never seems to have been as much senior management engagement as we wanted/thought we had achieved before the event!

* ''Barriers to discussion with senior management/commissioners''
** More difficult for managers to acknowledge a "learning gap" in their team, and to acknowledge their own need to understand what might be seen as "detailed clinical practice"...
** Easy to misunderstand the systemic/organisational implications of an AMBIT training
** Do the people commissioning AMBIT training understand what it is they are inviting in?!

* ''Upwards conversations "By Stealth"''
** Small influential "corridor conversations"
** Talking "their language" - especially outcomes.
*** see other discussion on [[Does AMBIT work? (Unconference conversation 2016)]]
*** Use of [[Elevator Pitch]] exercise with team: ''can you create an elevator pitch that summarises in 1 minute:''
**** The goals of the (training) project?
**** The Barriers to successful completion of the team's [[Implementation Plan]]
**** Proposed solutions to these barriers?

AMBIT is in some senses a way of working with young people or adult clients whose [[Relationship to help]] is non-conventional or troubled, and before they are ready to receive more mainstream forms of help. 

[[Active Planning]] provides:
|bgcolor(lightgrey): ''A FRAMEWORK for developing relationships'' where [[Epistemic Trust]] can be established |
And together with the other elements of [[AMBIT|AMBIT: an overview]] seeks to provide:
|bgcolor(lightgrey): ''CONTEXTS in which sustainable therapeutic change is most likely to become possible'' |

AMBIT aims to capture - from research-based [[Evidence]], workers, and [[Experts By Experience]] - some of the key dilemmas that workers experience, and to collect evidence-based practices that may assist with managing this, which are described as the [[Core Features of AMBIT]].  

We have produced 4 sets of <<tag [[AMBIT playing cards]]>>, three of which are for use within supervision or case discussion contexts, which are based on ideas from several different AMBIT teams who had developed and used such cards in their team meetings. Each of these card sets is described or linked to below:

''AMBIT AIM cards''

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

The AMBIT [[AIM Cards]] are designed to be //used with a client// in helping to measure what matters to them, and to help them make links and prioritise work (they are an aid to [[Active Planning]] as well as providing a client rated version of the clinician/worker-rated [[AIM]] questionnaire).  There is more detail at [[AIM Cards]].

''AMBIT stance cards''

The [[AMBIT stance playing cards]] were developed by the CASUS team, a substance use service for adolescents in Cambridgeshire. 

{{AMBIT stance playing cards}}

Each area of the AMBIT stance is printed on individual cards which are dealt out to team members. Each team member is responsible for holding that particular area of the stance in mind during the discussions. The purpose of this is to support a team to remain "on balance" by attending to the four different domains of AMBIT - Client, Team, Network and Learning - within the discussion taking place. 

''AMBIT Marking the Task cards''

The [[AMBIT Marking the Task cards]] cards are based on cards developed by the AMASS team in Islington, an edge of care team for adolescents, for use in their weekly group supervision. 

{{AMBIT Marking the Task cards}}

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//!"). 

''AMBIT usual suspects cards''

Developed by CASUS workers, the [[AMBIT usual suspects cards.pdf]] are intended to be given out to team members who are wanting to assist a worker in thinking about ''Dis-integration'' within a network. 

{{AMBIT usual suspects cards}}

The worker can select the relevant professionals from the pack of cards, assign each of these cards to a member of the team and ask each team member to mentalize that worker's perspective in the discussion that follows. This may help to identify areas of agreement, dis-integration and possibilities for [[connecting conversations|Connecting Conversations]] that may be helpful. Additionally the cards may be used within a group discussion or individual supervision to “sculpt” a network in order to make sense of the client’s system of help, visually map out dis-integration and consider the the differing perspectives. This is a quick and easy alternative to the [[Sculpting a network]] exercise and use of [[The AMBIT Pro-Gram]].

The AMBIT programme is led by [[Laura Talbot]] & [[Liz Cracknell]].  [[DickonBevington]] and [[Peter Fuggle]] are consultants to the programme, which is hosted at the [[Anna Freud National Centre for Children and Families]].

AMBIT is the work of a group of original [[Authors]], led by DickonBevington and [[Peter Fuggle]], but it has only come into its current shape through the contributions of hundreds of practitioners in the many teams that have had [[AMBIT training|Information About AMBIT Training]] and have given feedback from the field.

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<h1>Contact us</h1>
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You can contact us via email [ext[ambit@annafreud.org|mailto:ambit@annafreud.org]]  or, if you have a login, please feel free to leave a ''comment ''on the manual. You will see the comment box at the bottom of each page!

Alternatively, you can contact the AFNCCF details of which can be found on our website https://www.annafreud.org/

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{{$:/core/images/mail}} Email the AMBIT programme
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{{$:/core/images/twitter}} @AFCambit on Twitter
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<h1>Programme Staff</h1>
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!!Dickon Bevington
{{DickonBevington}}
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!!Peter Fuggle
{{Peter Fuggle}}
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!!Laura Talbot
{{Laura Talbot}}
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!!Liz Cracknell
{{Liz Cracknell}}
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!!Gemma McKenzie
{{Gemma McKenzie}}
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!!Marianne McGowan
{{Marianne McGowan}}
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!!James Wheeler
{{James Wheeler}}
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!!Rebecca Smith
{{Rebecca Smith}}
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!!Mark Dangerfield
{{Mark Dangerfield}}
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!!Bea Herbert
{{Bea Herbert}}
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<h1>AMBIT Assistant Trainers</h1>
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!!Verity Beehan
{{Verity Beehan}}
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!!John Lincoln
{{John Lincoln}}
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<h1>AMBIT Study Group Leads</h1>
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!!James Fairbairn
{{James Fairbairn}}
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!!Anna Oriol- Sanchez
{{Anna Oriol-Sanchez}}
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This is a means of helping a team to [[SUSTAIN best practice]] in their day to day work during [[Team Meetings]].

{{AMBIT stance cards}}

A set of playing cards with the each of main elements of the AMBIT stance (see [[Core Features of AMBIT]]) printed on one, is shuffled and the cards are dealt - one to each team member - at the beginning of a team meeting.

The holder of each card becomes a "stance monitor" for that particular aspect of practice during case discussions, trying to keep a focus for that meeting on whether there are particular aspects of practice influenced by that element of the stance that should be emphasised.

This technique works best if a certain amount of playfulness is allowed to lubricate the serious intent underlying it.  Stance bingo is an alternative that has been suggested...

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!! Background context to the study group

The AMBIT [[Community of Practice]] has grown considerably over the last 10 years with towards 300 teams and services completing AMBIT training and a continued high level of interest from other services nationally and internationally in the model. 

In general, [[feedback from teams|Feedback on AMBIT Training]] (in relation to the experience of training and impact on their service) is very positive. However, with the growth and increased reach of the model there is a clear need to formally and rigorously evaluate the effectiveness of an AMBIT influenced approach. To date, there have been some smaller scale evaluations of AMBIT influenced services and evaluations currently underway e.g. CASUS.

Given the need to evaluate we are eager to investigate questions including:

# ''Whether an AMBIT influenced approach is effective?'' i.e. Does it help those areas that we intend it to (client functioning, team function, network function and learning).
#''Does it help clients and teams in meeting their own specific goals? ''
#''Does it cause any unforeseen problems? ''
#''How does it work?'' i.e. does it work in any of the ways that we would predict based on the theories which underpin it? What are the things that mediate or moderate outcomes?

There are a number of challenges in evaluating outcomes across AMBIT influenced teams. In particular, the nature of ambit itself- as an adaptive approach aimed to be applied in different ways across different contexts and with different client groups. There are no 2 AMBIT influenced teams who work in exactly the same way (although there will be common features of ‘core practice’ across teams). 


//In February 2019 AMBIT influenced teams met together with researchers and academics to work on the theme of outcome evaluation. Some key points  came from this including://

#''Measuring client functioning'' should be a primary outcome for any evaluation of AMBIT influenced teams. This means measuring whether there is a change in overall functioning for the client from beginning to end of contact (rather than just measuring changes in specific symptoms)
#[[Logic Models]] can be an important to underpin the evaluation. These are ways of breaking down the (i) resources needed, (ii) the activities that go on and  (iii) the outcomes expected.

!!Evaluation pilot

There is currently a pilot evaluation project already underway with 5 AMBIT influenced teams who are trialling the use of the AIM as a pre and post outcome measure with their clients. These teams have been offered the use of [[Patient Outcomes Database (POD)|POD - a web based outcome measurement system]], an online secure data collection system, to record and pool their outcomes. There is also a shared spread sheet available for those teams not using POD. 

These teams have taken part in a training day around evaluation, aiming to stimulate thinking about outcomes, the potential purpose and use of outcomes in their team, as well as training in the AIM. 

!!''Plan for the AMBIT study group''


''The overall purpose of the group is'':

* To develop the AMBIT [[Community of Practice]], increase collaboration and build relationships between teams

*Support [[learning|LEARNING at work]] together in ways that are lively, creative and interesting!

*Build on the work that has started already within the AMBIT community and in the evaluation pilot teams 

*Work together on defined shared projects. These will include building a shared data set and evaluation of the AMBIT influenced approach using the AIM as a first measure

*To work with client group representatives in developing the use of [[Evaluating outcomes]] in AMBIT

*Stimulate further post graduate research around AMBIT
<a class="tc-float-right">[img width= 300 [world.PNG]]</a>

!! Group membership


*The group will have representation from Europe, America and Australia
*Representatives of each team will be asked to commit to joining the larger study group twice a year, with a combination of multi-site and face to face meetings. Smaller sub-groups will join together more frequently. //Costs for attendance at meetings would need to be covered by local teams.// 

*Teams joining the group would be required to use the [[AIM]] questionnaire and AIM ‘6 key problems’ as outcome measures pre and post intervention and share these with the group as part of the evaluation project

*After the group is established we will work as a closed group for a period towards shared specific objectives, including the evaluation project 

*We intend that this would lead to publication of some of the work separately and together as a group

*We would like to stimulate shared learning around the model and it’s relation to the client groups that AMBIT teams work. We will use some of the AMBIT structures and theory to support collaboration and learning within the group meetings

''In draft''***



!NB: This refers to external supervisions provided by the AMBIT Programme at AFNCCF to external (AMBIT) teams

!!!1. The different functions of supervision
* Supporting ''Effective implementation of AMBIT practice''
** Facilitating local teams to use their OWN local implementation plans within their own practice 
**Education - remind people of the model, helping people to consolidate learning of the AMBIT approach through relating it to their ACTUAL WORK DILEMMAS
**Case-based: helping a team with practice dilemmas related specific cases
**Encourage teams to consider all parts of the approach e.g. remind people to pay attention to all four directions in their work

**Helping local team facilitators to develop their local 'training' function
* Creating an ''Explicit Reflective Learning space'': 
** what has gone well?
**what has been a challenge? 
**why? 
**what are the lessons?
**acknowledging and validating and managing difficult emotions in the work
**using our position at the edge of the pond
* An opportunity to ''record this learning''
** Collaborating to agree what is learned
** Manualizing the learning points
* Developing a ''Network of AMBIT influence'':
** Encouraging continued CONNECTIONS:
*** to ''each other''
*** to ''us at AFNCCF''
*** to the ''Community of Practice'' 
**''Sharing AMBIT practices/understandings'' across the local network/systems












!!Support AMBIT Local Facilitators to facilitate learning for their team
!!!2. How we do supervision:

* [[Thinking Together]] is the main structure:
** Use Marking the Task as an exercise to:
*** Shape the direct help provided by this supervision session around what the help-seekers think will be helpful for them...
*** Help the supervisor focus on THEIR personal responsibility to be actively mentalizing self and other (note the supervisor's isolation in this role) - Marking the Task enables the supervisor to ask for the help of the supervisees in this respect (//Have I mentalized the nature of this task, do you think?//)
** Provide teaching about the nature of Thinking Together and Mz

''TO BE CONTINUED... (Work in Progress)''

Important that the AFNCCF AMBIT Programme use this page as a place to share their experiences, because ''note that Supervision is one of the ONLY activities that we do in ISOLATION''...  so sharing our practices and experiences is important to learn, and get assurance of some consistency of method.

Other points to debate/share:

* do we manualize during sessions? When? how? When NOT? Why should we not?
* are there OTHER structures apart from Thinking Together than people use?
* When do we shift into more of a 'training' mode?
Etc Etc


!!!3. Connection between training, supervision and implementation support

!!!4. Structure/s for sessions

!!!5. Tools for supervision (including APrAT and ASEQ)

!!!6. How do we seek feedback on supervision

!!!7. On administrating: pairing teams up for supervision

<<tag-navigation tag:"Module 1: Introductions and Mentalization">>

<<tag-navigation tag:"Module 3: Working with your Team">>

<<tag-navigation tag:"Module 4: Working with your networks">>

<<tag-navigation tag:"Module 5: Working with your client">>

<<tag-navigation tag:"Module 6: Learning at work 1">>

<<tag-navigation tag:"Module 7: Learning at Work 2">>

<<tag-navigation tag:"Module 8: Review and implementation planning">>

The following content is curated under the heading [[AMBIT-R training programme]]:

{{AMBIT-R training programme}}

This is just the TIMETABLE for the AMBIT-R programme (AMBIT for residential settings) - see the detailed trainer instructions for each day here: <<tag [[AMBIT-R training programme]]>>

<<tag [[AMBIT-R Training Schedule]]>>

!Day 1

{{AMBIT-R Training Schedule - Day 1}}

!Day 2

{{AMBIT-R Training Schedule - Day 2}}

!Day 3
{{AMBIT-R Training Schedule - Day 3}}

!Day 4
{{AMBIT-R Training Schedule - Day 4}}

Below is the training schedule for __ [[Day 1|AMBIT-R training programme DAY 1]]__ of AMBIT-R training.

----

1. Activity: Before we start, where are you now?

2. Activity: Introductions

3. Discussion: Planning the day

4. Exercise: What are your existing strengths?

!!>BREAK for COFFEE/TEA

5.  What makes this work hard?

5(a) Activity: Describe the challenges

5(b) Activity: Create examples (Who are Our Clients?)

6. Activity: Develop Training Goals for the team

7. Discussion: What PROBLEMS is AMBIT designed to help with?

8. THE CORE IDEA: MENTALIZING

!!>BREAK for LUNCH

8. (Continued) WATCH FISH TANK CLIP

9. PRACTICE Mentalizing WITH TEAM-MATES.

9(a) ''Reminder - it's not just our clients whose mentalizing wobbles!'' 

9(b) Exercise: The [[Passed-outwards Discussion]] or 'POD'

9(c) Additional Trainer/facilitator notes on the POD:

!!>TEA BREAK 

10. Putting it together: What's the POINT of mentalizing? 

10(a) Exercise: Obstacle Course - taking advice!

10(b) Teaching on Epistemic Trust

11. Putting it together: what is AMBIT?

!!>END OF DAY

Below is the training schedule for __[[Day 2|AMBIT-R training programme DAY 2]]__ of AMBIT-R training.

----

1. Recap and feedback on DAY 1 (up to 30 minutes)

2. Preparing for today

3. EXERCISE: "a well-connected team"

3 (a) - Taking stock of our team

3(b) Help-giving for team-mates can be hard to do

!!>TEA/COFFEE BREAK

4. A disciplined approach to helping conversations: "Thinking Together"

4(a) Play the video introducing [[Thinking Together]]

4(b) Play one of the video demonstrations of "Thinking Together"

4(c) Practice this

4(d) Take feedback from groups: How was it for you?

4(e) Practitioner reflections on using Thinking Together in the field

!!>BREAK - LUNCH

5. Team around the Worker

5(a) Exercise

5(b) Think about the position of ''RESIDENTIAL CARE WORKERS''

6. Working with our NETWORKS

6(a) Dis-integration: a painful truth in complex systems

6(b) Group discussion: Wearing Different hats

6(c) Facilitated brief Group Feedback

!!>BREAK - TEA

6(d) Addressing Dis-integration

6(e) Mapping a system of help: the AMBIT Pro-Gram

7. Concluding remarks and reflections

!!>END OF DAY

Below is the training schedule for [[Day 3|AMBIT-R training programme DAY 3]] of AMBIT-R training.

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1. Feedback

2. Plan for day

3. Why mentalizing matters in the work we do: Epistemic Trust

4. Putting mentalizing to work with clients: the Mentalizing Stance

5. Active Planning: applying the mentalizing stance to Planning help for clients

!!>COFFEE BREAK

6. Working with Networks: Sculpting

7. Working with Networks: The Dis-integration Grid

!!>LUNCH

8. Learning at work

8 (a) Line-up exercise

!!>BREAK FOR TEA

8(b) LEARNING at work conversation

8(c) Manualizing exercise, and the Wiki Manual

Feedback and end

!!>END OF DAY

Below is the training schedule for __[[Day 4|AMBIT-R training programme DAY 4]] __of AMBIT-R training.

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!!>Trainers/Facilitators notes

!!>Feedback and orientation

!!>Plan for the day

1. General theme: fostering important conversations

2. Practice: Team Meetings

!!>Coffee/Tea Break

2. (Continued) Practice: Team Meetings

!!>LUNCH

3. Learning: Using measures/outcomes in the team

4. Implementing //what matters to the team//

4(a) Exercise: Trolley dash

4(b) ''Changing behaviours in a team is very hard''

!!>TEA BREAK

5. Catch up time

!!>END

!!Background reading for trainers

!!!__What is AMBIT-R?__

For a dropdown menu of ''trainer's instructions'' for running each day's training curriculum: <<tag [[AMBIT-R training programme]]>>

For the ''timetable for each day'' of AMBIT-R training, click here: <<tag [[AMBIT-R Training Schedule]]>>

AMBIT-R stands for ''AMBIT-RESIDENTIAL'', a specific adaptation of the AMBIT training ''designed with and for workers in the Children's Residential Care sector, in and around the Great Manchester area''.

This adaptation was made possible by funding from ''Health Education England (HEE)'' and by our partners in ''Manchester City Council'', especially those members of staff in Children's Residential Care settings across the City who took part in the original three waves of training, that led to the development of this curriculum

!!!__Structure of the AMBIT-R training__

The core theory and practices of AMBIT are the same in AMBIT-R, but the training programme has been adapted to suit the needs and preferences of the workers in this field.  There has been a particular effort to keep explanations of theory to a minimum, and to reflect preferences for //learning-by-doing// rather than through abstract (powerpoint illustrated) accounts.

!!!__BEFORE YOU START A TRAINING: Preparation__
See [[AMBIT Consultation Day]] and these notes made in Manchester:

In planning the training with commissioners, team managers and team members always ask the question: '''WHY ARE WE BEING ASKED TO DELIVER TRAINING HERE?'''

* It is important to recognise that the teams we train ''ALREADY KNOW A GREAT DEAL ABOUT HOW TO DO THIS WORK!'' - AMBIT does not come in to wreck things that already work (one of AMBIT's key [[principles|Core Features of AMBIT]] is [[Scaffolding existing relationships]])
* This is ''not'' just a training to ''"share a few special tricks”'' that will make things work with young people - we are not selling magic!
* This is a training ''to encourage a team (or teams) to collaborate with the trainers so they can develop their OWN locally-adapted and locally-applicable approaches.'' It is about helping teams //develop their own local culture// that will help a team do this hard work in ways that are more sustainable, fun, and above all, //effective//.
* Therefore, ''in order for this to work, it requires more than that trainees simply “turn up”''
* How do we create a culture in a local team to support continuous improvement?
** ''Senior managers must reassure staff'' (genuinely!) that this is NOT about reorganisation, special measures, etc, and nor is it about “tokenism” – throwing training at workers to solve a training budget underspend, etc.
** The message from the top down must be: //“We are invested in this.”//  In order for that to happen, senior managers and commissioners must be able to grasp what AMBIT is, and is not.
** ''AMBIT-R PREP sessions:'' Consider how to ensure the attendance of the right senior managers before the training begins: they must be clear about what they are commissioning. 
** ''Attendance of senior managers at the training?''
*** There may be circumstances in which senior managers would want to attend for episodes during the training.  Could the team teach the “boss” what they need him/her to know about how they are trying to develop and work?  This would need the boss to be pre-warned about the purpose of attending such sessions…
*** It may make sense for senior managers to come for the whole training, or in other instances to make space for them to come on day 4, when the team(s) could present their understandings of what they have covered, and what support they want from their manager to implement these things.
*** In some situations, a separate managerial stream for AMBIT-R trainings would make sense.  
*** ''These decisions will rely on local expertise'', as there is no definitive evidence base that can determine the right way to engage and involve both workers and managers effectively in a particular setting.
** ''Managerial support for WHOLE TEAM ATTENDANCE:'' this is a TEAM approach that needs commitment… if only a small section of a team attends there is a risk that this creates two teams within a team.  There are smart ways to approach rotas in order to facilitate this whole team attendance, but it is important to stress this. 
** ''Pre-training reading or videos'' – some people like this.
*** See the AMBIT crash course in short videos: [[here|https://www.youtube.com/playlist?list=PLJK5O2B_tNfmo8FRObOGKZ0jr3dhaiM_D]]. 
** ''Broadcast intentions'' around the pre-training questionnaire ([[ASEQ|AMBIT Service Evaluation Questionnaire (ASEQ)]] etc)
*** These are most definitely NOT to spy on staff!
*** They are to help the trainers to get a reasonable idea of the team's //existing strengths and challenges//, and to offer the possibility of a pre- and post-training //measure// that could indicate outcomes for the team. //"Has this training made the differences we wanted it to?"//

!!!__Materials required for Trainings__
This is a non-exhaustive list of materials required for a training:

* Projector, screen, leads, and laptop
* Access to ~WiFi
* Access to the online manual at https://manuals.annafreud.org/ambit
* USB stick for videos/slides (if wifi not reliable)
* Access to the first 6 minutes of the [[Fishtank film clip]] - either on a DVD, online subscription, or you may find it on ~YouTube. 
* ROOM with space for floor exercises! - if the space for training is too cramped it will seriously affect the outcomes.
* POSTERS of the wheel (change “Key worker” to “Trusted Worker”)
* HANDOUTS – lay the materials out IN THE ORDER THEY TRAIN IN IT! E.g. Days 1, 2, 3, 4…
* Post-it notes (lots)
* Cardboard Cutout people (blanks - a commercial example is [[here|https://www.cardboardcutoutstandees.com/?gclid=CjwKCAiAksvTBRBFEiwADSBZfIEh37j2uDiIaY71mULYVQgmzH7gJJ9uj8XDlgHrgR7ToADSQlgxdxoC8EIQAvD_BwE]])
* Flipcharts and Pens
* Powerpoint slides, Projector, Screen, Internet connection and laptop
* Extension lead
* A Brain (model!)
* Cones etc and Voice-changer for Epistemic Trust game
* Toy supermarket trolleys (2) - optional but wonderful if available
* AMBIT cards - (see list for Trolley dash on Day 4)
* AIM questionnaires

!!!__On the use of Videos__
Many of the videos were originally made for this project, as a way of "compressing" the theory elements of the curriculum.  However, the general feedback from early versions of the AMBIT-R training that trialled these videos, was that despite being shortened and simplified they were still //too long or "school-like"// or they //took away from the authority/liveliness// of the face to face training that was important to staff.

We therefore recommend that the <<tag Videos>> are better used as:

* ''Preparatory work for [[AMBIT Local Facilitators]]'', so that they are clear what the key learning points are.
* ''Resources ([[Training exercises]]) for teams to use POST-Training'', in locally-run top-up sessions
** i.e. watch ONE video together at the beginning of a team meeting
** discuss this/do one of the [[Training exercises]] to practice this/monitor your team’s use of these ideas in the week ahead
* ''E.g. watch the [[Epistemic Trust]] video as a team''
** Ask each team member to talk with a partner about how they might try to use (or have in the past used) epistemic trust, or these ideas.
** Ask them to apply this in a more purposeful way in the week ahead, and report back to the team about how this went, and whether this makes a difference.  
** Next week: feedback on this session, and on how this “tryout” went.

Repeat with next video!

----

See <<tag [[AMBIT-R training programme]]>> for a drop-down menu of each day's training curriculum.

For ''timetables for each day'' of AMBIT-R training, click here: <<tag [[AMBIT-R Training Schedule]]>>

!!Intro:
These are notes for [[AMBIT-R]] facilitators and trainers, to support them in working through a structured AMBIT training.

See the page [[AMBIT-R training programme]] for more introductory material.

See the pages tagged <<tag [[AMBIT-R Training Schedule]]>> for just the timetable (without the instructions)

The better you know these notes beforehand, the less you will need to refer to them during the training, but we think it would be helpful to have access to them during a training.

The point of these notes is to ensure that any AMBIT-R training is basically the same as the others.  If that were not the case then how would we know if one AMBIT-R training was the same as the next, and whether this work is actually making any difference?!

You can use the associated (embedded) film clips to support the exercises and team discussions in the room (assuming you have internet access where you train) OR you can use these film clips to clarify the purpose of each exercise //before// you deliver the training.

----

!DAY 1
!!!See [[AMBIT-R Training Schedule - Day 1]] for the Day 1 timetable only.

!!__1. Activity: Before we start, where are you now?__

Before any discussion, collect baseline measures (unless this has already been done at an [[AMBIT Consultation Day]]). Below are some suggestions:

* [[AMBIT Service Evaluation Questionnaire (ASEQ)]] questionnaire
* [[GHQ-12]] Questionnaire
* Any other measures (as agreed in the PREPARATORY sessions (see notes in [[AMBIT-R training programme]], and [[AMBIT Consultation Day]])
** ''Why?'' - because we (us trainers, and you participants!) all need to know whether this makes any positive difference!

!!__2. Activity: Introductions__

This is to get people to warm up, to know a bit about each other, to have an experience that //''they are going to be invited to involve themselves!''//

!!!Speed dating 
See __Trainer notes__ below if you have not run this exercise before!

* Everyone get up
* All walk around the room in random patterns without bumping into anyone 
* Every minute or so, the trainers call STOP!
* At this, people partner up with the person nearest to them, and on each occasion they're told to find out from each other ONE of the following options, and take FEEDBACK in a very particular way (see below):
# Why are you here?
#What do you really want from this training? ditto
# What do you really NOT want? ditto

''Taking Feedback:''

# Invite feedback on ''what people understood of their __partner’s__ answer.'' 
# NB do NOT ask people to feedback their OWN answers!
# Invite people who heard their answers repeated to the group - what was that like if your partner represented you well?  What was it like if they phrased your words slightly differently/got the wrong end of the stick?
* Ask for general feedback on what was interesting in what they heard.
* FLIP CHART OR RECORD THE THEMES that come up on post-it notes - these will be guides for the training ahead, and can be arranged to start illustrating the AMBIT model (see guidance notes below)

!!!Trainer guidance notes on "speed dating":

* ''Set the context before starting:'' this is an ordinary introductions warm up //BUT there is a twist to it that will help us to think about this thing called 'Mentalizing'//, so __pay attention!__
* ''Record the THEMES'' arising from the group on a big blank version of the AMBIT wheel - use post-it notes or a white board marker...
** Record points in one of the four quadrants (stick them there if the points are recorded on post-it notes), depending on whether they relate to:
*** CLIENT work
*** TEAM work
*** NETWORKS
*** LEARNING at work.
* ''Record as QUOTATIONS in the CENTRE of the wheel any MARKERS of Mentalizing'' that you notice in the reporter who introduces the other person, statements like:
** //“I’m not sure but…”//
** //“What I understood from X is...” //
** Are they using eye contact and verbally checking in with the person they are introducing (//“Did I get that OK?”//)                                                                                                                                                                                                                                                                                                           
* Ask ''what it was LIKE to be the introducer of the other person?''
** Look for anxiety to get it right, do them justice, etc - //we all know how painful it is to be misrepresented!//
* Ask ''what it was like to BE INTRODUCED''
** What was it like if/when the introducer //did get something slightly wrong?// (there is something important at stake if we are mentalizing each other!)

Other (older) ways of doing intros exist: see the conventional AMBIT approach to [[Initial introductions at a Training event]].

!!__3. Discussion: Planning the day__

Here, you are [[Broadcasting Intentions]]... so allow for some comeback from trainees, but don't get too drawn into discussion!  If there are critical questions/worries, NOTE THEM on flip chart so that you can revisit these through the day, don't try to answer every worry or complaint or you may never get started.

!!!Spend 5 - 10 minutes to briefly ''outline the shape of the training ahead'':

* It lasts for 4 days
* It does obviously has //some// "curriculum" (new stuff to learn)
* The reason for having some curriculum (//learning// - which not everyone loves to do!) is:
** ''to HELP workers'' who work in very challenging places by bringing the most up to date EVIDENCE for WHAT WORKS into the field
** ''to EMPOWER workers'' - especially groups of workers who are often ''NOT RECOGNISED/VALUED'' in the wider system for the detailed //knowledge// and //understanding// and the //trusting relationships// that they are able to build with very vulnerable young people.  
** Giving workers access to some of the most cutting edge language and and approaches is just one way to help amplify their voices in the professional networks that they are part of.
* The training is designed //at least as much// to encourage ''TEAM LEARNING'' as it is for individuals to "cram" new skills.
** There are //no exams at the end!// 
** Because of this, the //conversations between and within teams// that will take place through the training //are at least as important// as anything that comes from the front of the room!
** The bad news is that //this training relies on people getting involved and thinking and communicating with each other//, rather than being spoon fed "from above".
** We want this training to help people have some useful ''shared experiences'' over the coming days, that they can think about and learn from, as well as just supplying them with some new words and ideas.
* ''Expectation management:''
** ''Day 1 is IMPORTANT but is //nearly always the toughest!//'' - it is where most of the learning/curriculum is presented.
** Finding day 1 hard is a //normal// part of the journey, so ''don't worry if it doesn't all make sense after Day 1!''
** ''Days 2, 3 and 4'' are much more about //putting this theory into your own team's practice// in ways that - we hope - help your team to develop and improve.

---
!!!More about the background of this training

* ''__Who built it?__'' This is a training designed for you by other ''people who work with Looked After Children in Manchester'', alongside members of the AMBIT programme (from the [[Anna Freud National Centre for Children and Families]])
* ''__What's the point?__'' Defining goals for the training (reminder about the Pre-training preparation – this is not about topping you up with a few extra magical individual “Ninja-skills” in how to persuade young people to be calm/happy/obedient/etc!)
** We are assuming that you are probably ''already quite/very good at this work''
** ...so this training is more about:
*** how to ''work as an effective TEAM'' - supporting each other, sharing expertise, training the next generation of workers...
*** how your team can ''work more effectively in the wider NETWORK'' of professional and informal helpers around the young people you look after.
*** how the team might ''keep CHANGING how it works (Learning)'' in ways that make sense to its members and which fits the evidence of their eyes, ears, and research.
*** More generally, the training is about helping workers to recognise that //“it is OK to not be OK”// at times in this work… this work is ALWAYS going to raise emotions in us as well as in our clients.  So in a practical way it is about “keeping our sense of direction”, especially in the middle of the storms that will always be likely to occur at times in this work.
----

!!__4. Exercise: What are your existing strengths?__

//Training is like treatment, and like treatments, there can be side effects!//

* So first, we trainers want to make sure we do no harm by accidentally undermining existing expertise (//"Don't do it like that!  Do it like this!"//)
** ''AMBIT is all about the need to [[Respect local practice and expertise]].''
* This next exercise is to help us understand ''What of your existing practice must this training scaffold and strengthen'', and not undermine or break?
** ''AMBIT is "ADAPTIVE"'' mentalization-based integrative treatment - it is NOT about sweeping away existing practice and relationships, but providing an adaptable framework for services to improve themselves, based on current theory and evidence-based practice.

!!__''EXERCISE: the [[Elevator Pitch]]''__

This is a 60 second pitch "for an interested donor/commissioner with money in their pocket"

!!!Guidance for TRAINERS setting up the Elevator Pitch exercise

* PLEASE NOTE: - the //point// of this exercise is NOT for the teams to win the money! We want them to do two things:
** ''To clarify in their own minds what are their existing strengths'' and how and why they do things the way they do...
** ''To practice communicating this in a snappy way that they can all share'' and understand why being able to do that is important.
*** What do we do here?
*** Why do we do what we do? What is the point of all our labouring?
*** What do we do particularly well?
*** Why do we do it like //that//? Under what circumstances might we do it differently (a "Plan B")?
*** How would we all know when we would be shifting to "Plan B"?

{{Elevator Pitch}}

---
!!BREAK for COFFEE/TEA
---

!!__5.  What makes this work hard?__

!!!5(a) Activity: Describe the challenges

* Invite group to develop as RICH a collection of different stresses and strains as they can (//"think as broadly as you can!"//)
* Write down each stressor on a post-it note.
* When ready, hand them in one at a time
* Trainers:
** Read them out one at a time - //''Note to trainers:'' clarify - have you really understood what they mean? - this is a helpful way of modelling the "mentalizing stance"//
** Place each note on floor in the middle of the circle (''Note to trainers:'' keep the suspense! //Without marking them out in advance//, agree as trainers where each quadrant on the AMBIT wheel is positioned on the floor, then as they are read out, place each post-it note in the relevant quadrant - ''CLIENT, TEAM, NETWORK'' and ''LEARNING'').
** ''If you are tech-savvy'' (!), take a photograph of the post-it notes, and use a photo-editing app on your phone to create a "double exposure", overlaying the picture of the post-it notes on this image of the AMBIT wheel.

<center>{{AMBIT Wheel_B+W_round.jpg}}</center>


<center> {{Wheel and probs.jpeg}} </center>

* ''LEARNING POINTS FOR THE TRAINERS:''
** Discuss with your training partner: //what is the balance or spread of the different problems and challenges this team describes?//
** If there are ''problems identified in ALL FOUR "Quadrants"'' of the AMBIT wheel, then this is generally a POSITIVE:
*** It suggests that this is a team that is intuitively thinking/mentalizing about their practice in a broad (AMBIT) way.
** If there are ''NO problems identified in a quadrant'', that is a helpful prompt for us as trainers to become curious about this: 
*** Most commonly, teams identify the least number of "problems" in the [[LEARNING at work]] quadrant - which we think is worth us worrying about a bit!)  Ask a few follow up questions to probe this:

**** Do you all feel that you are "on the same page" with the details of how you work, and why you do things in a certain way?
**** Do you ever get into confusion with "too many ideas" about what to do, or how to do it?
**** Do you ever set up formal opportunities talk about how to do this work?
*** Do you know how other people in the team do their work?
**** Would you all induct a new team member to the team in the same basic way, introducing the same basic practices and beliefs?
**** Does you team know how effective its work is (and if so, how)?
**** Does your team know which kinds of client or problems it most struggles to get positive outcomes for (and if so, how)?
** Which quadrant seems to hold the most "tension" or the strongest feelings? - Check back with the team to see if that is their experience.
*** Identifying this might influence the time allocated to exercises practicing mentalizing in that specific quadrant of the work for that specific team (//this is an example of ''adaptation'' in the AMBIT method/training!//)
* ''Most teams want some reassurance:''
** We are reassured by teams that can acknowledge the challenges in their work (teams that identify no challenges may be in a kind of [[Pretend mode]] non-mentalizing state of mind.)
** We see this work as //inherently// difficult and challenging, and would be most worried if a worker (or whole team) claimed not to recognise these kinds of dilemmas 
** We have never met a team that doesn't face these kinds of dilemmas
* ''AMBIT is an approach that has been designed by and for workers facing these kinds of dilemmas''
** it starts from an attempt to recognise and record the difficulty
** rather than offering an "easy solution"
** in the AMBIT programme's experience (training hundreds of teams across the world) ''there is a great deal in common with the kinds of problems faced'', even though the details are very specific 
* ''SHOW THE AMBIT WHEEL''
** We will cover this in more detail later, and thorughout the training, but for now, note that AMBIT has been developed for teams that identify challenges in all four quadrants:
*** [[Working with your CLIENT]]
*** [[Working with your NETWORKS]]
*** [[Working with your TEAM]]
*** [[LEARNING at work]]

!!!5(b) Activity: Create examples (Who are Our Clients?)

* Get into small groups
* Think of 1 - 3 typical (''ANONYMISED'') clients that your team works with
* Generate comments on Post-it notes that describe //their perspective//:
** how would they describe //feeling//?
** how would they explain their //beliefs// about the care system/carers/helpers?
** what would they want a helpful worker to know about their //past and present experiences?//
** how would they explain the kinds of external pressures (what the world demands/expects) they face?
* ''If you have cardboard cut-outs'' available then stick the post-it notes on these
** ''Keep them in the room'' during the training
** If AMBIT training doesn't help you to be more helpful to //them//, ''then AMBIT training is not helpful''

!!__6. Activity: Develop Training Goals for the team__

* Goals are ''aspirations, hopes, "best case scenarios"'' but can also be used to measure progress...
** Later on, today, we will create some ideas of how to measure our progress ([[Evaluating outcomes]]) 
** Just now, the exercise is about allowing the team to generate ''hopeful aims and aspirations that //make sense to them//'' in relation to the challenges that they all face.
** If these have already been drafted in a PREP day, remind the team what these were.
** Focus minds on areas of the [[AMBIT Wheel]] that were particularly challenging for their team in the earlier exercises
* ''Create a simple list, //or better still, an artistic poster// to record these''
** Later we will work on creating some more detailed measures that the team could use to know whether it was making progress.
** These goals will influence the [[Implementation Plan]] that we will develop towards the end of the training

''Trainer Notes''

* ''Here the trainers can do [[Broadcasting Intentions]]'' - //"What we are trying to do here with you..."//
** We want to help teams to do the work that they do, but in ways that they know to be //better//
** We take a position that no team on earth could ever find nothing about its work to improve upon!
* ''Stating the obvious'': 
** //"You are in a helping relationship ''with us as your trainers/facilitators''"//
** You bring your team's practice and experience, in the hope that together we can help improve things.
* Emphasise ''Parallel processes:''
** Meeting you as a team, is very like when we meet a client - not surprising as we are all human!
** ''We'' cannot start helping ''you'' until you have some trust in us - this is just as it is for a young person arriving in your care.
** You are unlikely to trust us //until you feel we have a basic understanding of how things are for you...// 
* ''Different intentions and expectations between team members:''
** Some teams (or individuals in those teams) will come a with clear idea about what they want help with to improve, others will not.
** It is important to acknowledge in a //team-based// training (not everyone has individually signed up for this!) it is likely that some people don't want to be here at all!
*** This is fine: "people are where people are"
*** We //do not// want to deny the different perspectives in the room
*** We //do ask// that attendees try to access positive intentions towards contributing to the team's practice, even if they also feel scepticism, or other frustrations
* In this training, the conversations and decisions that teams can have amongst themselves are as important as the "theory/learning" that comes from the front of the room.

!!__7. Discussion: What PROBLEMS is AMBIT designed to help with?__

* If you want, you can watch a video about the nature of the difficulties that AMBIT has been developed to address:

<html><iframe width="560" height="315" src="https://www.youtube.com/embed/g2bk7sSKD-c" frameborder="0" allowfullscreen></iframe></html>

* If not, just use a poster or projection of the [[AMBIT Wheel]] to give a "quick walk around":
** ''(a) Emphasise the need for BALANCE''
*** AMBIT does ''not just focus all attention'' on the relationship and work with the Client 
*** AMBIT shows that to be SUSTAINABLE and EFFECTIVE, there needs to be equal emphasis on the workings of
**** ''Team''
**** ''Network''
**** and opportunities for ''Learning'' from evidence and local experience
** ''(b) Point out that in the middle is some of the science of communication''
***  [[Mentalization]] is the science of //“making sense of each other”//

* Group discussions and feedback
** Divide the large group into groups of c. 3-4
** 5 minutes of conversation
** Take feedback

!!__8. THE CORE IDEA: MENTALIZING__

* Ask the teams: //has anyone here already got some knowledge or experience of mentalizing in practice?//
** When people do have existing knowledge, try to acknowledge that the thing about mentalizing is that it is "simple but slippery" so hearing different accounts, can help to enrich our understanding.
** It's one thing to UNDERSTAND this stuff, but quite another to EXPLAIN it to someone else in ways that they can make sense of.
* The ''AMBIT training is not a THEORETICAL training, but above all a practical one'', //based on the best reading of evidence that we have at present//
** There is a huge amount of science  - some of it very complicated - BENEATH the surface of mentalizing (Brain and [[Developmental Considerations]], [[Attachment theory]], [[Psychodynamic theory]], [[SocialCognitiveTheory]], [[SystemsTheory]] and the theory of [[SocialEcology]])
** This may or may not be of interest for  practitioners in the field. 
** What we are interested in is the //putting it into practice//.
** What follows, therefore is a //'boiled down concentrate'// of the most important parts of this idea - [[Mentalization]] - this is like the "load-bearing axle" in the middle of the [[AMBIT Wheel]].
* Watch video
** For most teams (short version - 10 mins):
<html><iframe width="560" height="315" src="https://www.youtube.com/embed/sq61A5wGC8o" frameborder="0" allowfullscreen></iframe></html>

** For teams who want more academic detail (longer version - 20 mins):

<html><iframe width="560" height="315" src="https://www.youtube.com/embed/mCqrgQSe2MY" frameborder="0" allowfullscreen></iframe></html>

*''Small group discussion''
** Which bits make sense to you, which do not?  
*** How might you talk about these ideas with a colleague? 
*** With a Client?
** If people respond with confusion, reassure - we will revisit this throughout the 4 days
** ''If people respond with "This is what we do anyway!"'' - then this is:
***''(a) a relief!'' - it would be odd to think that there was some magical new thing to replace what has worked for centuries
***''(b) an opportunity for gentle challenge!'' - do you //really use these ideas in systematic, regular ways?//
* How would you know that somebody's pre-frontal cortex is busy (that they are actively Mentalizing)?
** See the [[Features of Successful Mentalizing]] for more details on this.

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! BREAK for LUNCH
---

!!8. (Continued) WATCH FISH TANK CLIP

Watch the [[Fishtank film clip]] and discuss:

* where did you see evidence of Mentalizing?
* see notes on this exercise on the page [[Fishtank film clip]] 

{{Fishtank film clip}}

!!9. PRACTICE Mentalizing WITH TEAM-MATES.

!!!9(a) ''Reminder - it's not just our clients whose mentalizing wobbles!'' 

AMBIT suggests that it it is ''just as important'' to create strong (accurately-mentalized) relationships with your TEAM-MATES as it is to do the same with your clients.

* The analogy of the climber (the worker "out there alone with the client") and the partner holding their rope.  Do we have the right communication to know when our partner needs us to "hold on" or to pay out rope?

!!!9(b) Exercise: The [[Passed-outwards Discussion]] or 'POD'
<html><iframe width="560" height="315" src="https://www.youtube.com/embed/0hea7zaIZdw" frameborder="0" allowfullscreen></iframe></html>
* After the exercise:
<html><iframe width="560" height="315" src="https://www.youtube.com/embed/q1MNTgDLvYU" frameborder="0" allowfullscreen></iframe></html>

!!!9(c) Additional Trainer/facilitator notes on the POD:
Note: there may be some repetition from above material, and this is really more "background reading".

{{Passed-outwards Discussion}}

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!!TEA BREAK 

(Trainers set up an obstacle course during the break.  ''Note:'' this will be moved around once the exercise gets started, so just free up the furniture you need.  Use chairs, etc.  Keep an eye on safety!)
---

!!10. Putting it together: What's the POINT of mentalizing? 

...EPISTEMIC TRUST!

!!!10(a) Exercise: Obstacle Course - taking advice!

Requires Voice-synthesizer toys!

* Divide into teams of 3 - 4 people each
* Each team picks a runner from their members
* Each runner picks their own helper from their team
* The runner and their helper leave the room and can spend a few minutes working out their strategy (the helper will direct the runner by the spoken instructions "Stop!" "Go!" "Left!" "Right!" "Back!" - no other words are allowed, but they can use tone of voice, etc, to add more information if they wish.
* As they are preparing, move the course into its final position
* The runners are blindfolded and return to the room with their helpers
* There is a five second time penalty for each time a runner collides with a part of the course, or with another runner (do emphasise safety!) and the umpire's word is final.
* Race, and reflect briefly on what this was like for the runners.
* Send the runners back out - but without their helpers.
* Change the course around again so they cannot know the way (warn them that this will be the case)
* Come back for "Round 2:
* This time the same runners are paired with an ANONYMOUS helper from their team, //who can only speak through the voice synthesizer// so that their voice is (we hope!) unidentifiable and alien.
* Repeat the race
* Ask for the runners to give feedback on what this was like, especially in comparison to the first round. 

!!!Discussion: 

How easy is it to trust the person who is trying to help you?  What helps you to trust their advice?

!!!10(b) Teaching on Epistemic Trust

Either watch the video together, or just discuss.

<html><iframe width="560" height="315" src="https://www.youtube.com/embed/ZBeEOkwLToM" frameborder="0" allowfullscreen></iframe></html>

* ''Group discussion:'' Keep this discussion reasonably brief
** Emphasise that ''//effective work// - whether as a therapist, or a residential care worker, or a teacher, a social worker, a parent, etc, etc, //almost always requires that we create some epistemic trust.//''
** If we did NOT create Epistemic Trust, then our clients would never try anything new based on our work with them after they walk out of the door!
** //Mentalizing// that is accurate enough is what "wins" Epistemic Trust.
** //"If you can 'get' me like that, then I am interested in what __else__ you understand and know, because it just might work in my world, out there!"//
** Mentalizing probably explains WHY what we do works (when it does) and it helps us to focus our efforts on the really effective things that we can do.
** ''__NOTE!__ Epistemic Trust is NOT BASED ON SPECIAL TRAINING, OR SENIORITY OF ROLES, OR EXPERTISE'' - young people will decide who "gets" them, and who they trust... (even if sometimes those are not at all the people we would choose for them!)
** Helping systems have historically been very poor at recognising this:
*** They have //down-played// the importance of Epistemic Trust, while //emphasising// (hierarchical) specialist skills.
** ''We are NOT wanting to undermine the importance of specialist skills'', but we ARE wanting to //promote the importance of Epistemic Trust//, and the value in creating systems of help that look out for, and really value Epistemic Trust when they see it.

''If residential care workers have one skill above all others'', perhaps it is that they are often (not always!) uniquely good at establishing relationships of Epistemic Trust with young people who find it especially hard to trust anyone.

!!11. Putting it together: what is AMBIT?

* Watch video:

<html><iframe width="560" height="315" src="https://www.youtube.com/embed/HrEgDdsohNo" frameborder="0" allowfullscreen></iframe></html>

* Group discussion: 
** What do they make of this?
** How do they see this as applying to their day to day work?
*** Where do they see their work as "in balance", and where does it get "out of balance"?
*** Which quadrant do they see as the most challenging for their team?

* Feedback
* Trainers' final 'confessions':
** //The day's training you have just completed was structured to try to help you trainees experience us, the trainers, as //coming to understand you, and your own struggles and challenges in the work you do (rather than just filling you full of facts/instructions).
** If this worked at all, we hope that we have developed a little bit of [[Epistemic Trust]] in you towards us!
** We may or may not have been successful, but that was our aim - to show you by doing, as much as by telling!

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!!END OF DAY
---

 Click <<tag [[AMBIT-R training programme]]>> for links to days 2, 3 and 4. 

!DAY 2
!!See [[AMBIT-R Training Schedule - Day 2]] for the Day 2 timetable only.

!!1. Recap and feedback on DAY 1 (up to 30 minutes)
* Discuss in small groups
** //What has stayed in your mind that seems valuable?//
** //Any key things that you are left unclear/concerned about?//
* Each small group feeds back one or two points from their discussion to the wider group
** Take notes on flipchart of any points that might need further attention

''Notes for trainers''

* ''The aim of this discussion'' is to get an understanding of the range of current states of mind that the group is in.
** You won't win their [[Epistemic Trust]] if they don't feel that you have understood //their// position.
** This training programme is perhaps slightly different from other training programmes because it is NOT just about the trainers delivering a bunch of information and instructions to trainees; it very much more about the trainers bringing their material ([[AMBIT-R]]) into a //dialogue// with workers who are assumed (because we [[mentalize|Mentalization]] them!) to bring their own experiences, expertise, hopes and fears with them.  It is also about the trainers helping to set up a context which allows trainees to explore each other's understandings and to collaborate to clarify what their //shared understandings// are about what works and what does not in the work they do in residential care.
** Remember that //a wide range of feedback is quite normal// at this stage: it may range from enthused to confused!
* ''Responding to the confused/stuck/unimpressed:''
** First, //avoid a glib answer that seeks to"quick fix" it// (this would be you falling into [[Teleological thinking]], rather than holding on to our own [[Mentalization]]).  Instead, seek to ensure //that you have really understood// (accurately mentalized) __how__ this person is confused/stuck/unimpressed - //do they feel that you have 'got them' properly?//
** Next, //offer reassurance to people that this training is a __process__// (not really a "product") - the next three days will be spent getting more into the detail of what AMBIT is (putting some mentalizing into areas of work where it often gets left out.)
** Offering //Advice and instruction// to trainees:
*** Our experience of training many teams is that things usually become clearer over the course of the different days - //"try to live with this uncertainty."// 
*** For those who do feel a bit unclear at this point some advice that is worth giving: //"You can still help by 'bringing your mind along' and contributing"//:
**** When there are opportunities for team dialogue, engage!
**** Try to play your part to ensure that your team is having the conversations that it needs to have
**** Try to help create the best conditions possible for this conversation to bear fruit - calmness, compassion, respect... all these old fashioned ideas have their place here.
* ''Trainers aim to hold a balance'' between:
** (a) //Being responsive to feedback// by making any necessary adjustments where appropriate (i.e. clarifying some content; giving more practical examples etc)
** (b) //Holding the boundaries of the training curriculum// - getting through the materials/exercises is all about creating a space for teams to embark on their own learning journeys
*** This //holding a balance// is tricky, and, because we are human, we will wobble! This is why AMBIT trainings //always use at least two trainers//.  ''Use your training partner;'' when one of you is speaking, the other should be mentalizing their partner and the trainees.  Ask each other for help in the room, so that you are //modelling// help-seeking and using each other's minds, in just the same way that a "well-connected team" uses each other to help its clients.  If this is working it makes for a much more lively, in-the-room, authentic style of training than just a mechanical "going through the material and doing the exercises".
** ''If there are trainees who take a more "combative" position:''
*** Strong characters can sometimes dominate a quieter group; it is important to avoid allowing their position to get in the way of the whole team's learning opportunities.
*** Such situations are rare; very occasionally it is helpful to set aside some time in a break to discuss with an individual your perception that their behaviour might risk shutting down other team members from feeling able to engage with the learning.
*** Our experience in the AMBIT training team has been that "sharing our dilemma" with such individuals, and //inviting them to help us// to make the training as safe as possible for all team members to explore/learn is often effective.  
*** Such individuals may be experiencing this external training as being //disrespectful// of their existing expertise and practices - which is, of course, exactly the opposite of our AMBIT stance, which includes the principle to [[Respect local practice and expertise]] - be ready to emphasise that if that is the impression they have got, we have failed to communicate this clearly enough.
** This is, of course, a good example of us trainers using [[Active Planning]] (which we cover in Day 3 under "Working with your Client": balancing ''Plans/Doing'' with ''Broadcasting'' ('why we are doing these things in this way?') and ''Sensitive Attunement'' to our audience.  Because //we are all "imperfect mentalizers"// we will always be slightly off-balance, but holding this balance is our aim! 
* ''If there are "technical" or "theoretical" questions:''
** These can be "parked" on a flipchart
** There are plenty of books and papers, and all these are listed and described in the online manual (search "[[Academic references]]" or use this direct link: https://manuals.annafreud.org/ambit/#%5B%5BAcademic%20references%5D%5D ) 
** ''If theory questions threaten to derail the task'' of getting into practice, then //gently// remind people about the [[Pretend mode]] (one of the three ways that people "fall out of" balanced mentalizing)!
** ''Remember: your role as a trainer/facilitator'' is //NOT to be the expert on the theory, but on creating and holding the context for teams to learn...//
*** ...about one another
*** ... and to experience each other (and other professionals) as separate minds //worth// making sense of (i.e. mentalizing)
* ''Trainers are not Experts on the local settings/organisational challenges for specific teams''.
** This may seem obvious, but it is common that trainees invite trainers to take up positions of commenting on/solving details of local implementation //that they cannot possibly actually know about.//  i.e. Trainers/facilitators shouldn't feel under pressure to offer quick-fixes or immediate responses to all the local dilemmas or concerns that trainees raise. ''For example:''
*** ...there might be some concerns about the applicability of the [[Team around the Worker]] ideas to a particular team's service context
*** ...there may be questions about how a team should deal with a specific Service manager, or Commissioner whom they perceive as "difficult", or some other organisational issue that is really outside the scope of what a trainer could be expected to solve (a "get out" phrase might be: //"it is just not in my AMBIT to solve this!"//)
*** ...or a belief that attempts to improve network functioning in town X will inevitably be unsuccessful.
*** ...questions about how a particular ethnic group may or may not make sense of the mentalizing model of human interaction
** Trainers may wish just to ''validate or "roll with" these perspectives/challenges, rather than seeking to argue or change them at this stage:'' invite people to revisit these perspectives throughout the training as they learn/experience more of the content.

!!2. Preparing for today

''Project the AMBIT Wheel''

<a class="tc-float-right">[img width= 500 [AMBIT Wheel_B+W_round.jpg]]</a>

For the rest of the training days, we will be "walking around the wheel" practising ways to use [[Mentalization]] in each of the four quadrants:

* ''Day 1'' tends to be the hardest (most theory, least practice)
* ''Day 2, today'' will focus on:
** ''Morning:'' [[Working with your TEAM]] help-seeking conversations and the well-connected team
** ''Afternoon:'' [[Working with your NETWORKS]] - Dis-integration in networks, and systematic efforts mentalize between different professionals and informal helpers. 
* ''Day 3'' will focus on [[Working with your CLIENT]] and on [[LEARNING at work]] - especially on helping to create and sustain a "well-connected team"
* ''Day 4'' will focus on practicing more about [[LEARNING at work]] and on //implementing change// in the year ahead.

** //"So from now on we are trying to put these things into practice!"//

!!3. EXERCISE: "a well-connected team"

!!!Scene-setting:

Watch this video by Peter Fuggle:

<html><iframe width="560" height="315" src="https://www.youtube.com/embed/Zs37DCK2-A4" frameborder="0" allowfullscreen></iframe></html>

* ''Trainers should feel able to cover the following ideas/points during this section:''
** (1) Creating and maintaining a [[well-connected team|Keyworker well-connected to wider team]] is one of the [[Core Features of AMBIT]]; one of the eight elements of our ''principled AMBIT stance'' (the outer ring of the [[AMBIT Wheel]]).
** (2) Remember that each quadrant of the [[AMBIT Wheel]] has two "principles" attached to it, which describe one of the main dilemmas in that quadrant of the work.  If you get ONE of these principles going well, it can often make you lose sight of the other one.
** (3) In [[Working with your TEAM]] the principle of "[[Keyworker well-connected to wider team]]" counterbalances the pull of trying to ensure that there are strong ''Individual [[KeyWorker]] relationships''.  It is very easy for a worker who develops a very powerful relationship with their client to then get a bit isolated from the help that their team-mates could provide (//"I'm the only one in this team who __really __ understands and cares about X"//).
* ''A helpful image/metaphor:''
** In the work that we do, it is very easy to think that it is all about how technically good at "climbing" I am, and to lose sight of //"who is holding onto my rope"//:

<a class="tc-float-left">[img width= 1000 [LoneClimber.jpg]]</a>

!!3 (a) - Taking stock of our team

!!!''Discuss in small groups (max 10 minutes):'' 
//How does this team already provide support and help to its members?//

* Think of as many different //places, times, and ways// that help-giving and help-receiving between team-mates already happens
* Think of some of the ways that, sometimes, the team is //not as helpful// to its members as it might usually intend to be?
* Note these down on flipchart paper

!!!''Large group feedback:'' (points for trainers to ensure they cover)

* ''This team is //already a helping system//'' - otherwise people wouldn't stay in their posts!
** //AMBIT does not want to change what is already working//, but to "finesse" and make small adjustments to //maximise// the helpfulness that team members provide for each other... 
** AMBIT seeks to make "helping my team-mates" (and accepting their help) into a core part of day-to-day practice, not a "luxury added extra" or an "extra mile" for workers to feel they have to walk.
*''What does a "well-connected team" actually mean?''
** A team in which ''asking for and receiving help'' from team-mates is:
*** ''Expected behaviour'', from all team members
*** ''Taken seriously'' - as a core part of our work (helping a colleague is //not// "going an extra mile" or "out of the kindness of my heart"!)
*** ''Performed effectively'' - we will cover some disciplined ways to support this next...
** A team in which all members know "who is holding their rope", and have good enough communication to tell them when to //"hold tight"// and when to //"let me have some slack"//
** A team in which those "holding the rope" for their colleagues //know how to alert them to risks that they might not yet have seen// without that being taken as criticism (we will cover this in Day 3).
* //''This work IS STRESSFUL''//
** It is ''normal and proper'' to feel anxious doing this work (sometimes, not all of the time, or so much that you can't function!)
** If you do NOT feel anxious sometimes, you are probably in the wrong job!  You are denying the real risks involved, a good example of the [[Pretend mode]] of non-mentalizing.
** Because we get stressed occasionally (however that might 'look' in our particular case - different people react to stress differently) our own capacity to Mentalize will sometimes reduce (ie. we are human)
** Because of that, we need the perspectives, knowledge, practical and emotional support of our colleagues: //when a trusted person mentalizes us accurately, we tend to recover our own abiity to mentalize//.
* So, in summary: //''Beware the "Lone-ranger" worker''//, who never seems to require the support of team members.

!! 3(b) Help-giving for team-mates can be hard to do

* Play //one// of the two videos on ''Thinking Apart'' to the group:

Either this one (Laura and Charlie):

<html><iframe width="560" height="315" src="https://www.youtube.com/embed/dhVwRaNGmtk" frameborder="0" allowfullscreen></iframe></html>

Or this one (Dickon and Peter):

<html><iframe width="560" height="315" src="https://www.youtube.com/embed/GMKWnfMN6uo" frameborder="0" allowfullscreen></iframe></html>

* ''Divide into small groups: discuss the scenario''
** What went "right" and what went "wrong"?
** ''These videos are just "caricatures"'':
*** do they reflect some of the realities of trying to help/being helped in your team?
*** have they missed out any other ways that help-giving can be hard to get right?

---
!TEA/COFFEE BREAK
---

!!4. A disciplined approach to helping conversations: "Thinking Together"

AMBIT is about helping teams to //"take back control"// of their local culture; purposefully trying to create the best possible environment for being well-connected. This section of the morning is about practicing ways to allow more mentalizing helping conversations between team members.

!!!4(a) Play the video introducing [[Thinking Together]]:

<html><iframe width="560" height="315" src="https://www.youtube.com/embed/nYFxbzL76aI" frameborder="0" allowfullscreen></iframe></html>

* Small group discussions (brief discussion for 5 minutes): what made sense in that?

!!!4(b) Play one of the video demonstrations of "Thinking Together":

Either this one (Laura and Charlie):

<html><iframe width="560" height="315" src="https://www.youtube.com/embed/iUaWgJ2ibiE" frameborder="0" allowfullscreen></iframe></html>

Or this one (Dickon and Peter):

<html><iframe width="560" height="315" src="https://www.youtube.com/embed/ZeSW-uWFfE0" frameborder="0" allowfullscreen></iframe></html>

Here the ''"4-step dance"'' is illustrated: a conversation that has four distinct stages:

# Marking the Task
# Stating the Case
# Mentalizing the Moment
# Return to Purpose

!!!4(c) Practice this

* __''Get into THREES:''__
** PERSON A: ''A help-seeker''
** PERSON B: ''A helper''
** PERSON C: ''An observer''
* __''Help-seeker'':__ Someone happy to bring a real clinical dilemma (not a piece of tough work, that they are secretly quite proud of, but a piece of work that they are genuinely a bit worried about, or feel as though they might be "going wrong" with.  
** //''NOTE TO TRAINERS:'' remind groups that (unless there were immediate safeguarding concerns!) the CONTENT of these discussions will remain confidential within these small groups of three; ''only the experiences of the PROCESS will be shared later.''//)
* __''Helper'':__ Use the 4 step Thinking Together process to help you help your colleague
** When you are first practising it is helpful to announce which "step" you are in, and when you are switching to the next one.
** When you switch to step 3, Mentalizing the Moment, //try to change your physical posture a bit, pause, and breathe (!)//; you are trying to create a sense of relaxation, of purposefully not being so focused on an end-point, but of creating space for both of you now to //use your imagination// (which is what Mentalizing is!)
** Some people describe Mentalizing the Moment as the "soft centre" - like those sweets that have a hard coating!
* __''Observer'':__ Remain silent, but watch with some specific questions in mind:
** //At any point in time, am I aware which of the four steps we are currently engaged in?//
** //Am I completely clear in my mind what TASK it is that the help-seeker is inviting the helper to join in with?//
** //How do I feel the Help-seeker and the Helper are experiencing this?//
** //How could I give feedback to each of them at the end in a way that is likely to be experienced as helpful?//

* ''__Trainers: Allow 12 minutes for the exercise__''
** Emphasise that this is a "realtime" exercise - designed for use in the rush of real working life.
** Emphasise that of course you CAN use the same format over a longer period (a supervision hour, a team case discussion, etc) but here we want people to get a sense of the STEPS and the FORM of these "disciplined" conversations 
** ''Call out time at c.5 minutes:''
*** //"Are you all really clear what Task has been marked?"//  
*** //"Have you set enough a bit of time for Mentalizing?"//
** ''Call out time at c.10 mins:''
*** //"Have you started to return to purpose yet?"//

!!!4 (d) Take feedback from groups: How was it for you?

* ''Common feedback'' 
** (and suggested responses)
* ''__(a) [[Marking the Task]] was hard to do, or "took too long"__''
** This is nearly always the case, in most teams
** We are rarely clear when we start talking to a colleague about what it is that we want from them (ie we start talking //before we have mentalized ourselves//).  In these situations how much harder must it be for our helpful colleague to be helpful, or even to know what they should be listening out for?
** Sometimes "the task" may actually be to help work out what, in a complicated story filled with feelings and concerns, should actually be the top priorities.  If that is the case, then //Mark it//! This alone will help the would-be-helper to be more helpful.
* ''__(b) //"Woodenness" in having to use such a structured format//__ for a conversation that "should be natural".''
** This is why we need to train together (we //don't do individual// AMBIT trainings - it is //only a team approach//.)
** It only really works if //both parties know// that this is a //disciplined// and highly purposeful kind of conversation... and know what to expect
** If I have shared some training with my colleague, I can "put up with this tough, boundaried beginning to our conversation" - even if it can feel wooden or blunt - because //I know that this will make it more possible for my helpful colleague to properly ''attend to __me__''// (how this affects me, what I am really concerned about, what - and why - I think I need to move forwards safely, effectively, etc) later in the conversation (when we get to to the 3rd step of [[Mentalizing the Moment|Mentalizing the Moment (in Thinking Together)]]).
** Once people get used to this, it gets much easier to "not be wooden"!
* ''__(c) //"Trying to keep to the rules" took my attention away//__ from what I wanted to be thinking and talking about.''
** This is common - especially when the steps are unfamiliar
** It is especially so in teams where there is already a clear culture of "how we talk to each other"... try to 'trust the process' and play with new ways of working.
** ''Practice'' will reduce this experience
** ''Clarity'' about //why doing it in this way makes sense// reduces this experience
* ''__(d) Helper feels //"forced into being rude"//__'' by having to create such clear boundaries (especially in [[Marking the Task]])
** Ditto the points given above, about why we only use this across teams that have //shared this training//.
** If you know the intention behind this "upside down" approach to conversation (defining what a successful end-point would be, before you actually have the conversation) it feels less "rude" or "wooden"
** You //can use this with people who are untrained//, but to do so, you need to invest additional time at the beginning (as a would-be helper) in //explaining how and why you want to conduct this conversation in this way// - if the help-seeker is very anxious, this might not be the right time for such a conversation!
* ''__(e) 'Mentalizing the Moment' can make would-be helpers feel anxious:__'' - //"have I done it properly?"// or //"I didn't know how to start mentalizing"//
** Remember the [[Passed-outwards Discussion]] exercise on Day 1: the effort of the listener is //__first to understand, not to solve__// - mentalizing the moment in the Thinking Together routine is just the same.
** Remember that the first rule of mentalizing the moment is ''First, mentalize the worker, not the client'' (the client is not present, but your colleague is!)
** One easy way to get started is to //ask the worker to help you be sure you have understood ''how this situation has made them __feel__''// (as opposed to what they believe has caused this, whose fault it is, or what they think should happen next, etc)
** Another tip is to mimic the [[Passed-outwards Discussion]] a bit; try to "tell their story back to them, as if 'from the edge of the pond'" - in ways that you hope will allow them to feel that you have heard them, and made sense of (ie mentalized) their dilemma/worry/predicament.
** Once the helper gives the help-seeker a sense that they are at least partially understood (and understandable) it is likely that the help-seeker will already have begun to feel less isolated/misunderstood/stressed and will start mentalizing themself.
** //Helping our colleagues get back into a mentalizing state of mind// is one of the main purposes of Thinking Together - in ways this is MORE important than having to "come up with an answer" - especially if the nature of the problems are that they are incredibly complex, and simple answers are likley to too simplistic. //A mentalizing worker is much more likely to be helpful to their client than a non-mentalizing one!//


!!!4(e) Practitioner reflections on using Thinking Together in the field

Watch the video:

<html><iframe width="560" height="315" src="https://www.youtube.com/embed/rrPNer2c5rs" frameborder="0" allowfullscreen></iframe></html>

!!Trainer tips: Discussion Points

* ''Thinking Together is not magic!''
** Climbers //still fall off mountains// even though they have developed and use very disciplined ways of communicating to each other about the rope that holds them together!
** Thinking Together is not a guarantee that help offered will always be helpful, but it is a serious attempt to reduce the likelihood of it being experienced as //unhelpful//.
* ''Feed back evidence that this is valued by teams''
** Many teams - across the UK, and internationally, describe significant benefits from adopting this approach:

>1. Shorter more focused meetings
>2. Adaptability of this approach - use it in one:one supervisions, "corridor chats", phone calls, and in front of clients so as to //model// what "help-seeking and help-receiving" looks like, and to allow us to work in more transparent ways (a version of [[Broadcasting Intentions]]).
>3. More of a culture of support for each other's thinking in teams
>4. More clarity in defining and very clearly marking "work conversations" leaves more room for intervals of "recreational chat"/humour, etc, which can help team morale.

* ''Further uses:'' Later in the training we will practice how to use Thinking Together in [[Team Meetings]], etc.

----

!BREAK - LUNCH

----

!!5. Team around the Worker
!! Intro for trainers/facilitators

This topic is purposefully slotted in between thinking about [[Working with your TEAM]] and [[Working with your NETWORKS]], //because it applies to both//. 

'Team around the Worker' is easy to talk about, and much harder to do in practice.  It is an ideal, rather than a mechanical recipe:

* ''__How do we create systems of care that can:__''
** ''Look'' at the system //through the eyes of the client//
** ''Value the Key''- (//trusted//) -''workers'' that our client recognises at any point in time
** ''Demonstrate'' this value by //mentalizing// this KeyWorker and //creating supportive and helpful relationships// with them.

It may feel like an //extra investment//, but if we start to "get the same back" from a wider network, it will become obvious that it is also an //"invest-to-save" policy//...

!!!5(a) Exercise
* Watch this video and then discuss in small groups:

<html><iframe width="560" height="315" src="https://www.youtube.com/embed/xjYFu6VkiMs" frameborder="0" allowfullscreen></iframe></html>

* ''Discuss in small groups, then feedback'' into the large group:
** //How does our team already work as a "team around the worker"?//
*** //Within// the team?
*** //Beyond the team?// (i.e. with workers from the wider multiprofessional/multiagency network)
** //How might our team benefit// from a wider network that had a stronger "team around the Worker" culture?

!!!5(b) Think about the position of ''RESIDENTIAL CARE WORKERS''

The idea of the [[Team around the Worker]] may be PARTICULARLY relevant:

* Residential care workers are very often (obviously not //always//, but often!) the professionals that young people experience as "getting me", and who they come to trust - especially with [[Epistemic Trust]].
* Residential care workers are also often (obviously not //always//, but often!) relatively invisible/powerless in the big multiprofessional/multiagency networks that gather around the young people they look after.
** //This is unhelpful to the young people!//
* Could a [[Team around the Worker]] culture in a local area change this, by helping:
** ''Residential workers'' - whose relationship of [[Epistemic Trust]] is noticed and valued, and who get better supported/protected by others
** ''Other professionals'' - whose efforts to access and understand young people (who DON'T find it easy to trust doctors, social workers, teachers, police, etc,) could be helped by the Residential care worker who has //earned this trust//.
** ''MOST IMPORTANT OF ALL: Young People'' - whose helping network might start to become //more coherent, more understandable, more trustworthy, and more effective//.

!!6. Working with our NETWORKS

!!!6(a) Dis-integration: a painful truth in complex systems

Watch the video on Complexity and Dis-integration:

<html><iframe width="560" height="315" src="https://www.youtube.com/embed/lRoOYlPwzWo" frameborder="0" allowfullscreen></iframe></html>

!!!6(b) Group discussion: Wearing Different hats

!!!''Wearing Different hats: Part 1''

''What do OTHERS say about US?''

[img[Wearing different hats.jpg]]

!!!''Wearing Different hats: Part 2''

''What do WE say about OTHERS?''

[img[Wearing different hats2.jpg]]

!!!6(c) Facilitated brief Group Feedback

* ''TRAINER TIPS:''
** Quite often it is the case that trainees are very enthusiastic in talking about all the myths and unhelpful misunderstandings that //other agencies, or outside professionals hold about us//, but are rather taken aback when they are invited to think about how WE must hold similar myths and misunderstandings about THEM!
** ''Use their examples'' to help them think about how it was quite easy to become a bit "certain" about the wrong-headed ideas others have about us
** ''Remember that //certainty// is often a clue'' that there is non-mentalizing ([[Psychic equivalence]]) happening!
** ''It makes sense that we become a bit non-mentalizing about other professionals'' because it is //frustrating/upsetting/worrying to be misunderstood//.... and when we are frustrated/upset/worried it is harder for us to mentalize!
**Emphasise the importance of recognising that ''mentalizing each other across professional networks is ALWAYS GOING TO BE HARD''.  Failing to do so (we call this [[Dis-integration]]) is not necessarily a mark of professional shame/failure; it is pretty much inevitable.
** ''The professional response to this'' is to //predict it//, and be ready to //correct it// when it happens.
** ''This is not rocket science!''  In fact it is much harder than rocket science (which is just sums that either add up or not)!  
** Multiagency and multiprofessional working should be seen as a much higher level skill than rocket science!

----

!BREAK - TEA

----

!!!6(d) Addressing Dis-integration

''Watch video:''  This is a very short introduction to three techniques (explained in later videos) that help workers in the task of ''Addressing Dis-integration''

<html><iframe width="560" height="315" src="https://www.youtube.com/embed/QxCNC08TJo8" frameborder="0" allowfullscreen></iframe></html>

!!!6(e) Mapping a system of help: the AMBIT Pro-Gram

* Watch the Video: emphasise that the [[The AMBIT Pro-Gram]] is a "back of an envelope" tool -one that only really needs a piece of paper (although a big white board, or flipchart paper is better!)

<html><iframe width="560" height="315" src="https://www.youtube.com/embed/yU3jiKYUJEE" frameborder="0" allowfullscreen></iframe></html>

''Example of a Pro-gram:''

[img[Pro-gram picture]]

''NOW PRACTICE this technique based on a real client known to you:''

* In pairs. 
* Ideally work with a team-mate who also knows the same case
* One person plays the client, one plays the worker.
** As in all AMBIT role-plays, ''if you are playing the client, //be generous!//''
** This is NOT an exercise to test ability to manage confrontation/challenging behaviour, but to practice [[The AMBIT Pro-Gram]] technique
* Try to reach the point where you can discuss possible ways to enrich/improve relationships across the network:
**(a) //"Who would it be helpful to arrange a conversation between?"//
**(b) //"If we know who we would LIKE to get talking, then HOW might we go about helping that to happen?"// (''NOTE:'' very often in networks it is //not within our __ambit__// [ie not within our sphere of influence/direct authority] to order such conversations... so a degree of subtlety and "soft power"/influence might be required to encourage/facilitate this.

* Discuss feedback in large group
* Then watch Liz Cracknell and Laura Roberston discussing and reflecting on the use of [[The AMBIT Pro-Gram]] in face-to-face work with clients:

<html><iframe width="560" height="315" src="https://www.youtube.com/embed/rAqx0uB82ns" frameborder="0" allowfullscreen></iframe></html>

!!7. Concluding remarks and reflections

* We have now covered some ''theory'' (mainly Day 1)
* We have covered some ''practice'' (applying this theory) in:
** ''Working with your Team'' 
** and in ''Working with your Networks''
* ''On [[Day 3|AMBIT-R training programme DAY 3]]'' we will look at
** Applying this with our ''Clients'' in face-to-face work
** Learning at work - ways in which teams might work towards mentalizing (making sense of) their own shared practices ("our own local culture of working") and starting to make purposeful changes, so as to develop themselves as a ''Learning Organisation'' (see [[Developing learning organisations]] for more detail on this).


----

 Click <<tag [[AMBIT-R training programme]]>> for links to days 1, 3 and 4. 

!DAY 3
!!See [[AMBIT-R Training Schedule - Day 3]] for the Day 3 timetable only.
!!1. Feedback
(a) ''Divide into small groups'' (3-4 people)

(b) ''Discuss where you have got'' to in small groups (for 10 minutes max)

* What was of interest and made sense to you from Day 2?
* How could you see any of these ideas or practices influencing your own team's practice?

(c) ''Send an envoy'' (each small group picks and sends an 'envoy' to the neighbouring group)

* ''Group'' describes to the envoy the key themes from their discussion
* ''Envoy'' reflects on what they have heard, and describes the key points of his/her own group's discussion

(d) ''Large group reflections on where the group is today''

!!2. Plan for day:
!!Morning:

# [[Working with your CLIENT]] - Epistemic trust, Mz stance, Egg and Triangle
# [[Working with your NETWORKS]] - sculpt and Dis-integration grids

!!Afternoon

# [[LEARNING at work]]:
## Teams, differences, and change.
## Manualizing areas of practice (Starting with Thinking Together in [[Team Meetings]])

!!3. Why mentalizing matters in the work we do: Epistemic Trust

Watch the video:

<html><iframe width="560" height="315" src="https://www.youtube.com/embed/ZBeEOkwLToM" frameborder="0" allowfullscreen></iframe></html>

!!!Discussion in small groups:

* What makes sense about this idea, and what doesn't?
* Think of some real world examples where you or a colleague were able to create epistemic trust in a client, by first creating conditions for them to say "you've really understood me!" - which then allowed them to "listen" to advice/understanding and then (perhaps!) to follow this and try something different later on...
* Feedback

!!4. Putting mentalizing to work with clients: the Mentalizing Stance

Watch the video:

<html><iframe width="560" height="315" src="https://www.youtube.com/embed/QF93rO36NaQ" frameborder="0" allowfullscreen></iframe></html>

Brief group discussion

* Feedback
* Ask the group to recall ''"What are the four legs of the Mentalizing Stance?"'' - in the stress of face to face work, it can be hard to keep more than four things in mind!
* We will practice the mentalizing stance shortly


!!5. Active Planning: applying the mentalizing stance to Planning help for clients

* Watch this video 
** ''from 5:00 mins'' to hear about ''Active Planning'' (the video will automatically start here, rather than at the beginning where the [[The Therapist's Mentalizing Stance]] is described.) 
** Alternatively, ''if you just want a description of the Egg and Triangle, start at 20:20 mins'' 

<iframe width="560" height="315" src="https://www.youtube.com/embed/GQZ6EIt_aP0?start=300" frameborder="0" allow="accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture" allowfullscreen></iframe>

!!!Practice (ROLE PLAY):
Use [[The Egg and Triangle]] - pictured below - to practice the Mentalizing stance:

[img[Ment_Table_Stance_pic]]

[img[Egg and Triangle]]

[img[Egg and triangle (marked)]]

* ''Divide into groups of three (or four)''
* ''One worker presents a case'' (known to him/her) to the others
* ''The listeners, then collaborate'' to fill in the Egg and Triangle, while the presenter just listens/observes
** Those recording their understandings try to use statements in the "egg" that the young person (if he or she were present) would experience as accurately "getting me".
** They consider their intentions and plans for this client, and record these in the triangle
** Remember to think hard about the //top section// of the triangle (the //"Why?"// question that tries to connect the workers best intentions to something that would have value for the client.)
* ''The original presenter now ROLE PLAYS'' as the young person
** ''The others take it in turns to role play a worker'' //broadcasting their understanding and intentions// to the young person - using the Mentalizing Stance, and the Egg and Triangle that they have just filled in to "shape" the conversation
** Can they offer these ideas //tentatively// without trying to "mind-read", but offering them as a "best first-effort to make sense", one that they are sure the client can help them improve upon?
* ''__Advice on ROLE PLAYING:__''
** Note the word "Playing"!  Play is the primary way in which children learn
** If you are role-playing a client, ''BE KIND!''  This is for your colleagues to practice, not for proving that some clients you know can be very challenging!
** Use "Time Out" when the worker "runs out of mentalizing" - all role players can talk about what is happening, why the the worker might have "got lost", and how they might restart the role play
** THEN RESTART! It is important not to get lost  in talking //about// the role play (the [[Pretend mode]] of non-mentalizing!), rather than practising it!
** Notice how, once the role-play is paused, //it is much easier for everyone (especially the worker) to mentalize again//; this is probably because the anxiety for the worker reduces when they are not 'on show'!
** Try to bring the (mentalizing) conversation that happens in these //pauses// back into the role play itself: the mentalizing stance has been described as "thinking thoughtfully and kindly, but //aloud//, hoping that feedback will improve the quality of these first thoughts" - it is a "non-expert" stance, but takes practice (perhaps expertise!) to hold onto it, especially if the situation is stressful.
 
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!COFFEE BREAK

''Advice for trainers/facilitators:'' during the break try to identify a trainee who can help to create a sculpt around a client.  Choose a client whose professional network is reasonably extensive (and ideally, one which is not seen as working as effectively as it might in an ideal situation!) 

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!!6. Working with Networks: Sculpting

See [[Sculpting a network]]. 

* The point of this technique is to encourage workers to "take different perspectives" across a complex network of different professionals, agencies, and informal 'helpers' around their client.
* Especially, the exercise seeks create "thinking space" to help workers //make sense of the different positions that other workers find themselves placed in// (with their explanations, interventions and responsibilities all defined by their training, organisational priorities, personality, etc)

{{Sculpting a network}}

!!7. Working with Networks: The Dis-integration Grid

* It may be possible to complete the [[Dis-integration grid]] simultaneously with the sculpting exercise
* Complete the grid for the same case example
* This makes it very clear the fact that //both exercises// are just "thinking tools" to help workers mentalize the different minds of the people who make the wider network
** ''LEARNING POINT 1: Systems, Organisations, and Networks are in themselves //mindless//'', but they are composed of many minds.
*** AMBIT seeks to enrich understanding (mentalizing) of the different minds that are at work in networks
*** Networks that have improved relationships and understanding are much more likely to be able to adapt to become more effective
** ''LEARNING POINT 2: Use the Dis-integration grid to help identify 1 or 2 "Connecting conversations"'' 
*** [[Connecting Conversations]] are ones that - if you can help facilitate them - might reduce the largest, most unhelpful 'holes' (dis-integrations) in the existing network.

[img[Dis-integrationGridPicture]]

* ''More practice:''
** Divide into twos or threes - ideally pair with a colleague who knows the same client
** Discuss the network
** Fill in the Dis-integration Grid
*** Keep asking yourselves //"what would this worker think if they saw the points we have recorded about their position?  Would they feel we have accurately 'got' their perspective?"//
*** Identify 1 - 2 [[Connecting Conversations]] that would make the most positive impact on the functioning of the network
*** Discuss //how you would strategically go about setting up, and facilitating these conversations// 
*** ''Note: it may not be within your ambit to 'order' different people to talk to each other!''... how might you extend your ambit, to influence things in a positive way?
*** Remember the material on [[Epistemic Trust]] - if you want to encourage someone (another professional, for instance) to try something different, then first they have to feel that you have shown interest and understanding in them, and their dilemma, here and now!

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!LUNCH

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!!8. Learning at work

Note that LEARNING is in the lowest quadrant of the wheel - which is //"where the rubber hits the road"//

* It is LEARNING by local teams that will create the traction to move things forwards (not the clever words of the trainers!)
* Having the right conversations between team members is at least as important as the "curriculum" that comes from the trainers/facilitators

[img[AMBIT Wheel_B+W_round.jpg]]

''8 (a) Line-up exercise''

* Make sure you have enough space for the team to do the line-up exercise
* Watch the film AT THE SAME TIME AS YOU CONDUCT EXERCISE - the video instructs you to PAUSE it on occasions as you go...

<html><iframe width="560" height="315" src="https://www.youtube.com/embed/tTJ6E6F3H7c" frameborder="0" allowfullscreen></iframe></html> 

* Allow some group discussion

Watch the reflections on the Line-up exercise video:

<html><iframe width="560" height="315" src="https://www.youtube.com/embed/gsoWvi41a6E" frameborder="0" allowfullscreen></iframe></html>

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!BREAK FOR TEA

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''8 (b) LEARNING at work conversation:''

<html><iframe width="560" height="315" src="https://www.youtube.com/embed/DrNxEfCuM-4" frameborder="0" allowfullscreen></iframe></html>

Discuss briefly, then watch the next video which introduces a manualizing exercise:

''8 (c) Manualizing exercise, and the Wiki Manual''

* This video requires PAUSING at points to allow teams to practice as directed in the video
* trainers might prefer to watch the video beforehand, and then run the exercise themselves, or use the video to help them in the group:

<html><iframe width="560" height="315" src="https://www.youtube.com/embed/J-dzA7n8ZTo" frameborder="0" allowfullscreen></iframe></html>

* We suggest that teams start by manualizing something that they are QUITE PLEASED ABOUT
** //...something that they would want to be able quickly to induct a new team member into 'following their lead'//
* ''Alternative suggestion'': If teams wish to practice and then manualize how they could use [[Thinking Together]] in their [[Team Meetings]] then they could watch the two videos below to give some context:

Team meeting: "Thinking //Apart//":

<html><iframe width="560" height="315" src="https://www.youtube.com/embed/CPuTn9ExNuw" frameborder="0" allowfullscreen></iframe></html>

Team Meeting using Thinking Together:

<html><iframe width="560" height="315" src="https://www.youtube.com/embed/lKI3zeHrQX8" frameborder="0" allowfullscreen></iframe></html>


!Feedback and end

[[AMBIT-R training programme DAY 4]] will concentrate on helpng the team bring these ideas together and make plans about which parts they want to try to ''implement'' in the weeks ahead.

Training that results in no change of behaviour is probably a waste of everyone's time!


----

 Click <<tag [[AMBIT-R training programme]]>> for links to days 1, 2 and 4. 

!DAY 4
!!See [[AMBIT-R Training Schedule - Day 4]] for the Day 4 timetable only.
!!Trainers/Facilitators notes
The final day has a slightly less packed curriculum, specifically in order to allow flexibility for catching up (if material was missed out, or under-covered from previous days) and to allow for local teams to spend time on locally-relevant conversations/planning, etc.  The aim for today is that the facilitators should perhaps say rather less, and the team members should say more to each other!

!!Feedback and orientation
Where are we, now and where do we need to get to?

* Small groups - discuss and then each group feeds back to the large group
* Are there any key areas that need to be covered (missed from earlier days, or new material brought up by teams?)

!!Plan for the day

Here, we trainers are doing some [[Broadcasting Intentions]]! (Remember this from our practice with [[Active Planning]] yesterday?  It is often helpful to ''do something'' with the group, and ''then explain what it was you did, and why, using AMBIT terms'', so as to bring these things to life.)

!!1. General theme: fostering important conversations
* Conversations that need to take place between team members
* Today is definitely not just about information flowing from facilitators/trainers to the trainees, but if trainers discover that important conversations are required then we hope (expect?!) them to agree to hold them ''in an AMBIT framework:''
** ''Use [[Thinking Together]]'', trying to support everyone in the team to bring their mentalizing to the table (recognising that this is fragile, especially if there is emotion connected to what is being discussed.  Hint: //and there nearly always is in this work!//)
* Having said this, as trainers, you may have to ''Limit conversations to what is relevant to this training'' (what might this team as a whole choose to do differently, drawing on what we have been covering?)
** ''Conversations that do NOT fit into this, might include...'' significant inter-personal conflicts within the team, or between the team and management (this training is not the same as team facilitation/conflict resolution, even though it offers tools that might be helpful in doing this work) or very complex casework (many of the cases AMBIT teams work with are extremely hard to "solve" and,  again, this training is not designed to do this here and now, but to help workers learn tools that might be helpful in this process.) 
* ''If conversations arise that are not appropriate'' to be worked right through from start to finish, but which are important anyway, then "mark" or "park" them on a piece of flipchart:
** agree quickly what is the proper work-based forum for them to happen in
** agree quickly who would need to be there
** facilitate the right people to agree how/when they will fix a time to arrange this, or book it in to diaries straight away

!! 2. Practice: Team Meetings

Nearly every team has some kind of meeting that allows time for them to discuss the work.

* ''Discuss existing team meetings:''
** Divide into small groups of three or four
** In groups, discuss:
***//What works well and is valued about our team meetings?//
***//What makes them challenging, or less helpful than they might be?//
**Large group feedback

* ''Using [[Thinking Together]] //as a whole team//:''
** Watch videos (or parts of videos):

(a) ''Thinking APART'' in team meeting (well-meaning but ultimately unhelpful practice):

<html><iframe width="560" height="315" src="https://www.youtube.com/embed/CPuTn9ExNuw" frameborder="0" gesture="media" allow="encrypted-media" allowfullscreen></iframe></html>

(b) ''[[Thinking Together]] in a team meeting'' (fictionalised case: Jamil):

<html><iframe width="560" height="315" src="https://www.youtube.com/embed/lKI3zeHrQX8" frameborder="0" gesture="media" allow="encrypted-media" allowfullscreen></iframe></html>

(c) ''Another example of Thinking Together'' in a team Meeting (fictionalised case: Paul):

<html><iframe width="560" height="315" src="https://www.youtube.com/embed/jyOQdu9QwAc" frameborder="0" gesture="media" allow="encrypted-media" allowfullscreen></iframe></html>

(d) ''When a team member is resistant'' to using Thinking Together:

* We suggest that the team (or Chair) responds by:
** //Mirroring his/her upset// (not by apologising and being embarrassed, or by trying to look sympathetic!)
** Reflecting //with our own sense of urgency// that "we __get__ that there is some urgency/frustration/etc here; and //we want to help// (rather than just nodding and look //as if// we are being thoughtful...)"
** In order to maximise the chance of us being genuinely helpful, however, we need a clearer understanding in our own minds of the task for us (the team) to "chew on".
** Note how this boundary-setting is intended to help to kick-start the help-seeker's own mentalizing - //"Why am I bringing this case to the team?"//:

<html><iframe width="560" height="315" src="https://www.youtube.com/embed/G9myCdw6WrM" frameborder="0" gesture="media" allow="encrypted-media" allowfullscreen></iframe></html>

(e) ''Prompts for AMBIT-influenced practice:'' There are some simple ways of prompting/reminding workers about their shared intention to develop a mentalizing focus (balance-holding) into whole team practice/culture, as well as between individuals:

* ''AMBIT's Principled Stance cards'' Below is a video example of a team meeting, using cards (see below, too) to appoint members as "monitors" for each of the 8 different elements of the AMBIT stance (it is hard for an individual to hold the whole stance in mind, but a whole team can do so collectively, and this is good way to rehearse and remind each other what the principles are.):

See [[AMBIT stance cards]] 

[img[AMBIT stance cards]]

<html><iframe width="560" height="315" src="https://www.youtube.com/embed/gFOlVBLCmwY" frameborder="0" gesture="media" allow="encrypted-media" allowfullscreen></iframe></html>

(f) ''ROLE PLAY A TEAM MEETING''

* One member of the team brings a real case with a concern attached to it to the team.  ''Allocate a Chair'' for the meeting, whose role is to:
** (i) Hold to the "4 steps" of [[Thinking Together]]:
*** Mark the Task
*** State the Case
*** Mentalize the Moment
*** Return to Purpose
** (ii) Ensure that the thinking of all team members has the opportunity to be heard
** (iii) ''MOST CRUCIALLY:'' Ensure //the help-seeker's mind is kept in mind// by the team, rather than letting the discussion become a "battle of ideas"!

!!!Trainers tip:
Do keep in mind the fact that ''this is TRAINING'', so you are mainly focused on ''practising the new TECHNIQUES'', rather than getting too deeply involved in trying to solve the details of day to day work.  This is much harder than it sounds! Work is what everyone here knows how to do, and it is tempting to let go of the difficult task of //trying to do something differently// in favour of the (difficult, but well known) task of fixing family X, or young person Y, or network Z.  As a trainer, you may have to keep pulling people out from very detailed case discussion, and back into the technique.

A useful reminder to groups getting too far into the "nitty gritty of work" might sound like this:

>//"We are just __borrowing__ this actual case to help us practice.  IF we find we suddenly solve the real problem out there, that is great!  BUT the point of this exercise today is to __practice the technique__, not necessarily to solve the problem!  Remember, too, that many of our cases are extremely difficult, and there is no magic that will change that!  Often when teams practice a new technique, it is tempting for them to throw the most insoluble problem at it to 'see if it is any good' - but insoluble problems are generally insoluble! Try to concentrate on learning and making sense of the steps, and thinking about whether a STRUCTURE like this would be helpful if we practised it.  It __has helped__ a lot of other teams (similar to yours) to have better meetings, but hasn't solved all the problems they discuss!"//

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!Coffee/Tea Break

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(g) ''TEAM DISCUSSION on TEAM MEETINGS:'' 

* Might this [[Thinking Together]] approach to case discussion be relevant in trying to make OUR FUTURE team meetings more helpful to individual team members?
** Try some [[Manualization]] - manualize the outcomes of this discussion (use the online wiki if you have one, or posters if not.)
*** Record points that receive general agreement
*** Record where there are two (or more) different ideas about what to do ("Path A" and "Path B", etc)
*** Teams are allowed to have a menu of options!
*** Manualizing is about keeping a scrapbook of our current thinking, not producing a perfect finished product.
** Use the online manual, or flipchart paper, to record these ideas (take photos of any written record)...
** Make sure there is a CHAIR (as before) and a SCRIBE, whose job is to record the key points of the groups thinking - ideally in front of them, so that corrections and clarifications can be called out, and the notes become "shared real-time minutes" that summarise things in a way that the team feels its collective thinking has been reasonably represented

(g) ''ON TEAM LEARNING and REMEMBERING:''

* TEAM DISCUSSION: 

However you recorded the discussion above, have another team discussion now to try to reach agreement about ''what happens going forwards after this training?'':

*  ''(i) How could we make time for reflecting on elements of our team's practice?''
** Think of //existing meetings/training slots// that could be "tweaked"?
** Try to avoid creating new meetings if possible?
* ''(ii) If we did create this opportunity for the team, then what elements of our practice would we want to work on?''
** The task is to CREATE A TOPIC LIST
** You don't try to have all of these conversations now!
** If you make a good enough list full of stimulating topics that the team is KEEN to discuss, this will encourage the team to get into [[LEARNING at work]] after the training has finished.
** That is //real change//, not just doing things on a training course, and then going back to business as usual!
*** ''START'' by picking elements of practice that the team is generally PLEASED with (//what elements of our team practice would we want to introduce a NEW TEAM MEMBER to quickly?//)
*** ''THEN'' identify a few challenging elements of day-to-day working life for the team (//"Where are there areas in which we agree 'WE COULD DO BETTER'?"//)
* ''(iii) Discuss practical ways to store the team's collective thinking and agreements'' that might flow from these opportunities:
** A big book or file? (easily gets lost, only one copy, in one place, but simple!)
** Use the AMBIT wiki manual? (https://manuals.annafreud.org) - accessible anywhere, can't get lost, teams get their own local version that you can use to add new pages, or improve on existing pages, takes about 30 minutes to learn how to use it.)
** NOTE: there are instructions (and instructional videos) on [[Manualization]] in the AMBIT manual

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!LUNCH

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!! 3. Learning: Using measures/outcomes in the team

How else can we do [[LEARNING at work]] if we don't actually have any real-life measures to see if what we do changes anything?

* ''DISCUSS "MEASURING":''
**In small groups
*** (i) What measures do we already use?
*** (ii) Measuring what matters: Do we? Could we? What would we measure that matters, if we could measure it?
*** (iii) What are we //interested// to measure, to see if we could change it?

* ''Other measures, that may be of interest'' (try these out in role plays if there is time):

(a) ''The AMBIT Practice Audit Tool'' [[APrAT]] – an occasional individual practice audit.  Try it out in pairs //with a case that (one or both of) you know://

[img[AMBIT Practice Audit Tool_v.2.pdf]]

(b) ''The AMBIT Relationship to Help Questionnaire'' - [[ARHQ]] -  A reflective questionnaire that helps a client to describe their relationship to helping services, and to set goals on how (or what) to improve.

See [[ARHQ_20.06.17.pdf]]

[img[ARHQ_20.06.17.pdf]]

A worked example of the ARHQ:

See [[ARHQ_WorkedExample.pdf]]

[img[ARHQ_WorkedExample.pdf]]

(c) [[AMBIT Service Evaluation Questionnaire (ASEQ)]] – an occasional whole team check in: what’s it like to work here? - we will look at this at the end of the afternoon

(d) [[AIM]] and [[AIM Cards]] - a 43 item questionnaire which has a worker-rated version, and more recently a client-rated version usually presented as a set of playing cards (see [[AIM Cards]])

See [[AIM questionnaire - interactive version]] or [[AIM questionnaire - paper version]]



!!4. Implementing //what matters to the team//

!!4(a) Exercise: Trolley dash

''__Purpose of the exercise:__''

* Inject energy with some noise and fun
* Remind trainees of the range of things they have covered, and the resources that are available to them afterwards to remind, prompt and guide practice
* Help start the process of team reflection on //"What do we want to take away and USE from this training?"// rather than leaving the training as a remote external process, as if it was just something that was //"done to us"//. 

''__Materials:__''

* A pre-prepared collection of pieces of paper, each with //one// of the following AMBIT-influenced practices or tools described on it:
** [[Thinking Together]] in Team Meetings (Mark the Task, State the Case, Mentalize the Moment, Return to Purpose.)
** Thinking together in informal 1:1 staff interactions
** [[Dis-integration grid]]s to identify why networks might not be working as well as they might.
** 'Egg and Triangles' (see [[The Egg and Triangle]]) for collaborative care planning
** [[The AMBIT Pro-Gram]] for mapping existing helping networks
** Using [[The Therapist's Mentalizing Stance]] in day to day interactions with young people
** Using CUSS or PACE '[[Graded Assertiveness|Graded assertiveness in challenging a team member]]' disciplines to alert colleagues to risks that they might not have seen( //without that alert being taken as criticism!//)
** [[Sculpting a network]] to help workers mentalize the people in complicated (and often dis-integrated) helping networks
** Regular '[[Manualization]] sessions' when the team meets to discuss and records their shared understanding of "how we do it" in relation to particular specific elements of the work we do.
** Using [[Active Planning]] (balancing ''Planning'', ''Broadcasting Intentions'' and ''Staying sensitively attuned'' in adapting what we do with young people)
** [[AIM Cards]] for helping young people to tell their story and prioritise what they want help with ("Key problems").
** [[AIM]] questionnaire: a way of assessing a young person that covers a wide range of functions, contexts and experiences, which also allows you to measure their progress (//"Are we improving the key problems?"//)
** [[AMBIT stance cards]] for Team Meetings, to ensure that collectively the team holds all eight elements of [[AMBIT's principled stance|Core Features of AMBIT]] in mind as a case is discussed
** [[AMBIT usual suspects cards]] to offer a table-based way of [[Sculpting a network]]
** [[AMBIT Marking the Task cards]] to help team members to Mark their task clearly when they bring a case for team discussion (//which in turn helps the team to offer them the help that is asked for, rather than the help they feel like giving!//)
* If there are two toy shopping trolleys these would be excellent extra props!

''__Preparation:__''

* Arrange the room like a supermarket with chairs scattered around the room, creating aisles.
* Aim to maximise the distance between each item, so that there is further for the "trolley-dasher" to have to travel. 
* Lay out the pieces of paper on the chairs in the "supermarket aisles" - randomly, and spread around the room.

''__The Trolley dash challenge:__''

* ''STEP 1:'' divide into two teams
* ''STEP 2:'' All players spend 10 minutes, walking around as a team browsing the supermarket, and discussing //which items they would choose if they were only allowed 5 items to take back into their work.//
* ''STEP 3:'' Both teams record these 5 items on their own ''"shopping list"''
* ''STEP 4:'' Each team elects one member who will be their team's seeker/trolley dasher...
* ''STEP 5:'' The trainers/umpires now turn all the pieces of paper over (face down!) while leaving them in place in the supermarket (//N.B. ''do not warn players'' that this will be happening!//)
* ''STEP 6:'' explain the SCORING SYSTEM:
** ''2 points'' for every item they collect //that is on their shopping list//
** ''1 point'' for any item that is //not on their shopping list// but which //all members of the team can (independently, without conferring!) explain in a few sentences// roughly what it is and why it matters!
** ''Minus 1 point'' - any substituted item (i.e. //not on the shopping list//) that //cannot be roughly explained by all members of the team// as above
** ''Minus 2 points'' - any Missing item (i.e. less than 5 items selected)
* ''STEP 7:'' At the given signal, seekers enter the supermarket and  have //2 minutes to find the five items on their shopping list.//
** //''Strategy hint:'' if they think there is a high likelihood that the other team will go for the