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/* ------------------------------------------ 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 #5a8f00; 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:#5a8f00 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 #5a8f00; } /* 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 #5a8f00; } /* 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: Mulish; 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; }
button.tc-tiddlylink, a.tc-tiddlylink { font-weight: bold; } .tc-afc-above-story-logo { background: <<colour afc-light-purple>>; margin: -0.5em -0.5em 1.5em -0.5em; padding: 0.5em 0.5em 0.5em 0.5em; border-radius: 0.25rem; } h1, h2, h3, h4, h5, h6 { margin: 0.75em -0.25em 0.25em -0.25em; padding: 0.25em 0.25em 0.25em 0.25em; border-radius: 0.25rem; color: <<colour afc-dark-blue>>; } h1 { background: <<colour afc-solid-turquoise>>; } h2 { background: <<colour afc-solid-purple>>; color: <<colour afc-white>>; } h3 { background: <<colour afc-solid-yellow>>; } h4 { background: <<colour afc-solid-green>>; } h5 { background: <<colour afc-solid-pink>>; } .tc-titlebar h2, h1.tc-site-title { background: none; color: <<colour afc-dark-blue>>; } div.tc-thumbnail-caption { background: <<colour afc-dark-blue>>; }
\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; }
<$list filter="[{$:/_AFC/SurveyBanner/URL}!is[blank]]" variable="ignore"> <a href={{$:/_AFC/SurveyBanner/URL}} target="_blank" class="tc-survey-banner"> <div class="tc-survey-banner-heading"> {{$:/core/images/plugin-generic-language}} Help us improve </div> <div class="tc-survey-banner-body"> We are hoping to gather valuable feedback on your use and opinion of the Wiki Manuals. By sharing your thoughts and opinions, you will contribute directly to ongoing improvements. It will take no longer than 10 minutes of your time to complete. </div> </a> </$list>
\rules only filteredtranscludeinline transcludeinline macrodef macrocallinline macrocallblock .tc-survey-banner { background: <<colour afc-light-green>>; color: <<colour afc-dark-blue>>; fill: <<colour afc-dark-blue>>; padding: 1em; text-shadow: none; border-radius: 8px; line-height: 1.2; text-decoration: none; display: block; margin-right: 1em; } .tc-survey-banner:hover { background: <<colour afc-dark-blue>>; color: <<colour afc-light-green>>; fill: <<colour afc-light-green>>; } .tc-survey-banner-heading { font-size: 2em; font-weight:bold; margin-bottom: 0.5em; } .tc-survey-banner-heading svg { width: 1em; height: 1em; vertical-align: text-bottom; }
<hr/> <$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: 1em; 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__>] }}}> <$tiddler tiddler={{{ [<state>get[text]] ~[<__tag__>tagging[]first[]] }}}> <<tag-navigation-buttons>> <div class="tc-tag-navigation-body"> <h1><$text text={{!!title}}/></h1> <$transclude mode="block"/> </div> <<tag-navigation-buttons>> </$tiddler> </$set> </$set> </div> \end
<textarea readonly="readonly" style="width:100%;height:10em;"><$text text={{!!text}}/></textarea>
<$button message="tm-login" class="tc-consent-button tc-btn-invisible"> Login </$button>
<svg xmlns="http://www.w3.org/2000/svg" fill="none" viewBox="0 0 230 53" class="header__logo--desktop"> <g class="logo-icon"> <path fill="#FFDC16" d="M5.546 36.716 0 47.398 10.682 53l3.88-7.47c-3.716-2.032-6.885-5.052-9.016-8.814Zm4.562-8.843 2.322-.412c.71 4.12 3.251 7.47 6.639 9.337l6.01-11.589-6.803-13.099-8.168 15.763Z"></path> <path fill="#64C3D7" d="M34.23 26.5c-1.911-3.707-.49-8.293 3.197-10.215L28.986 0l-13.36 7.003 2.65 5.107 1.585-3.048 10.682 5.602-5.464 10.573L39.476 53l13.36-7.003-8.442-16.284c-3.688 1.95-8.25.494-10.163-3.213Z"></path> <path fill="#AFDCE6" d="m19.861 9.062-1.585 3.048 6.803 13.1 5.464-10.573L19.86 9.062Z"></path> <path fill="#645FA5" d="M44.394 29.713c3.688-1.922 5.136-6.508 3.196-10.216-1.912-3.707-6.475-5.162-10.163-3.212l6.967 13.428Z"></path> <path fill="#AAA0CD" d="M34.23 26.5c1.913 3.707 6.476 5.163 10.164 3.213l-6.967-13.429c-3.688 1.923-5.108 6.509-3.196 10.216Z"></path> <path fill="#ED73AA" d="m29.068 48.03-1.694-9.694c-2.978.412-5.846-.165-8.305-1.538l-4.508 8.733a22.757 22.757 0 0 0 14.507 2.499ZM2.814 29.164a23.297 23.297 0 0 0 2.732 7.551l4.562-8.842-7.294 1.29Z"></path> <path fill="#F0AFCB" d="m12.457 27.461-2.322.412-4.59 8.87a23.222 23.222 0 0 0 9.016 8.815l4.508-8.76c-3.36-1.895-5.901-5.218-6.611-9.337Z"></path> </g> <g class="logo-text"> <path fill="#000" d="M81.957 38.336a.594.594 0 0 1-.546-.385l-2.022-6.123h-9.288l-1.967 6.123c-.082.193-.3.385-.546.385h-3.36c-.192 0-.328-.192-.274-.385l8.06-22.957c.081-.192.3-.385.546-.385h4.671c.246 0 .465.165.547.385L85.7 37.95c.055.165-.082.385-.273.385h-3.47Zm-3.66-9.941-3.58-10.82-3.496 10.82h7.076Zm9.152 9.941c-.192 0-.41-.192-.41-.412l.164-7.8-.137-8.841c0-.193.191-.413.41-.413h3.142c.19 0 .41.193.41.412l-.055 2.142c1.12-1.62 3.06-2.938 5.655-2.938 3.633 0 5.901 2.444 5.901 6.838v3.597l.136 7.003c0 .192-.191.412-.409.412h-3.36c-.192 0-.41-.192-.41-.412l.136-7.003v-3.487c0-2.472-1.338-3.762-3.196-3.762-2.05 0-3.934 1.73-4.29 5.354v1.895l.055 7.003c0 .192-.19.412-.41.412H87.45Zm18.194 0c-.191 0-.41-.192-.41-.412l.164-7.8-.136-8.841c0-.193.191-.413.409-.413h3.142c.191 0 .41.193.41.412l-.055 2.142c1.12-1.62 3.06-2.938 5.655-2.938 3.634 0 5.901 2.444 5.901 6.838v3.597l.137 7.003c0 .192-.191.412-.41.412h-3.333c-.191 0-.41-.192-.41-.412l.137-7.003v-3.487c0-2.472-1.339-3.762-3.196-3.762-2.049 0-3.934 1.73-4.289 5.354v1.895l.054 7.003c0 .192-.191.412-.41.412h-3.36Zm30.188 0c-.191 0-.41-.192-.41-.412l.055-1.977c-1.202 1.702-3.005 2.718-5.355 2.718-4.781 0-7.349-3.927-7.349-9.007 0-5.053 2.787-9.117 7.431-9.117 2.268 0 4.043.879 5.218 2.581l-.082-1.84c0-.192.191-.412.41-.412h3.333c.191 0 .41.193.41.412l-.164 8.266.164 8.376c0 .192-.192.412-.41.412h-3.251Zm-4.562-2.527c2.732 0 4.289-2.032 4.316-6.068.027-4.037-1.475-6.262-4.234-6.29-2.924-.027-4.372 2.225-4.372 5.96-.027 4.064 1.421 6.398 4.29 6.398Zm17.593 2.527c-.191 0-.41-.192-.41-.412l.273-11.451-.273-11.452c0-.192.192-.412.41-.412h14.452c.191 0 .41.193.41.412v2.444c0 .193-.192.412-.41.412h-10.545l-.192 7.305h10.245c.191 0 .41.192.41.412v2.444c0 .192-.191.412-.41.412h-10.245l.192 9.474c0 .192-.192.412-.41.412h-3.497Zm17.129 0c-.191 0-.41-.192-.41-.412l.164-8.403-.164-8.239c0-.192.192-.412.41-.412h3.306c.191 0 .41.193.382.412l-.109 2.719c1.284-2.17 3.579-3.24 6.065-3.24.273 0 .546.027.765.055.218.027.41.247.41.466v2.362a.398.398 0 0 1-.41.385c-.191-.028-.465-.028-.738-.028-3.223 0-5.764 1.867-5.983 5.767l.082 8.156c0 .192-.191.412-.41.412h-3.36Zm26.828-5.959c.191 0 .382.192.327.412-.491 3.295-3.332 5.959-7.922 5.959-5.601 0-8.633-3.762-8.633-9.062 0-5.52 3.196-9.172 8.496-9.172 5.328 0 8.387 3.597 8.524 9.474 0 .192-.191.412-.41.412h-12.539c.164 3.734 1.693 5.492 4.589 5.492 2.076 0 3.47-.989 3.961-3.076a.521.521 0 0 1 .492-.412h3.115v-.027Zm-7.677-9.035c-2.431 0-3.879 1.483-4.316 4.311h8.414c-.164-2.279-1.475-4.311-4.098-4.311Zm16.391 15.406c-3.633 0-5.901-2.444-5.901-6.838v-3.598l-.109-7.002c0-.192.191-.412.41-.412h3.306c.191 0 .409.192.409.412l-.109 7.003V31.8c0 2.472 1.339 3.762 3.169 3.762 2.049 0 3.934-1.73 4.289-5.355v-1.895l-.027-7.002c0-.192.191-.412.41-.412h3.333c.191 0 .409.192.409.412l-.163 7.799.136 8.842c0 .193-.191.412-.41.412h-3.141c-.192 0-.41-.192-.41-.412l.109-2.142c-1.147 1.62-3.114 2.939-5.71 2.939Zm24.724-.412c-.191 0-.409-.192-.409-.412l.082-1.977c-1.175 1.702-3.006 2.718-5.328 2.718-4.781 0-7.349-3.927-7.349-9.007 0-5.053 2.787-9.117 7.431-9.117 2.268 0 4.043.879 5.191 2.554l-.082-8.046c0-.192.191-.412.41-.412h3.36c.191 0 .41.192.41.412l-.164 10.874.164 12.028c0 .193-.191.412-.41.412h-3.306v-.027Zm-4.535-2.5c2.705 0 4.289-2.031 4.317-6.068.027-4.064-1.475-6.344-4.235-6.371-2.923-.055-4.371 2.28-4.371 6.014-.027 4.064 1.421 6.426 4.289 6.426Z"></path> </g> </svg>
\define image-link-body(image,caption,width,height,color,background-color,icon) <div class="tc-thumbnail-wrapper" style="width:$width$px;height:$height$px;"> <div class="tc-thumbnail-image">[img[$image$]]</div><div class="tc-thumbnail-icon" style="fill:$color$;color:$color$;"> $icon$ </div><div class="tc-thumbnail-caption"> $caption$ </div> </div> \end \define image-link(link,image,caption,width,height,color,background-color,icon) <$link to="""$link$"""><$macrocall $name="image-link-body" icon=<<__icon__>> color=<<__color__>> background-color=<<__background-color__>> image=<<__image__>> caption=<<__caption__>> width=<<__width__>> height=<<__height__>>/></$link> \end \define image-link-ext(link,image,caption,width,height,color,background-color,icon) <a href="""$link$""" target="_blank" rel="noopener noreferrer"><$macrocall $name="image-link-body" icon=<<__icon__>> color=<<__color__>> background-color=<<__background-color__>> image=<<__image__>> caption=<<__caption__>> width=<<__width__>> height=<<__height__>>/></a> \end
\define link-doc(caption,url,type:"docs") <a href="""$url$""" class="tc-ext-doc-link" style="" target="_blank" rel="noopener noreferrer" title="Open in Google Docs"> {{$:/core/images/chevron-right}}<$image source={{{ [tag[$:/_GoogleDocsIcon]caption<__type__>] }}}/> $caption$ </a> \end
\define link-pdf(caption,url,colour:"#55c6a7") <a href="""$url$""" class="tc-btn-big-green" style="background-color:$colour$;" target="_blank" rel="noopener noreferrer"> {{$:/core/images/file}} $caption$ </a> \end
\define embed-video(code) <iframe width="560" height="315" src="https://www.youtube.com/embed/$code$" frameborder="0" allow="autoplay; encrypted-media" allowfullscreen></iframe> \end
<div class="tc-table-of-contents"> <<toc-selective-expandable 'AboutContents'>> </div>
<div class="tc-table-of-contents"> <<toc-selective-expandable 'Evidence'>> </div>
<div class="tc-table-of-contents"> <<toc-selective-expandable 'Guidance'>> </div>
<div class="tc-table-of-contents"> <<toc-selective-expandable 'Practice'>> </div>
permaview
yes
show
show
yes
yes
hide
hide
show
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<$list filter={{$:/core/Filters/Drafts!!filter}} > <div class="tc-menu-list-item"> <$link><$view field="title"/></$link> <$list filter="[all[current]frombag{$:/plugins/federatial/xememex/config/recipe}]" variable="listItem"><span style="display:inline-block;background:#ff4;border:1px solid #cc0;color:black;padding:0 2px;border-radius:4px;font-size:0.8em;line-height:1.3;">local</span></$list> </div> </$list>
\define lingo-base() $:/language/ControlPanel/ \define config-title() $:/config/PageControlButtons/Visibility/$(listItem)$ \end <<lingo Basics/Version/Prompt>> <<version>> <$set name="tv-config-toolbar-icons" value="yes"> <$set name="tv-config-toolbar-text" value="yes"> <$set name="tv-config-toolbar-class" value=""> <$list filter="[all[shadows+tiddlers]tag[$:/tags/PageControls]!has[draft.of]]" variable="listItem"> <div style="position:relative;" class={{{ [<listItem>encodeuricomponent[]addprefix[tc-btn-]] }}}> <$checkbox tiddler=<<config-title>> field="text" checked="show" unchecked="hide" default="show"/> <$transclude tiddler=<<listItem>>/> <i class="tc-muted"><$transclude tiddler=<<listItem>> field="description"/></i> </div> </$list> </$set> </$set> </$set>
<$transclude tiddler="$:/core" subtiddler="$:/core/ui/ViewTemplate/subtitle"/>
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Recent Edits
$:/_AFC/Palette
\whitespace trim \define print-button() <$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":{"$:/plugins/tiddlywiki/consent-banner/banner":{"title":"$:/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 <iframe>, <embed> and <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 {{$:/config/DefaultColourMappings/consent-banner-link-foreground}})\n\n! Embedded Content Blocking\n\nUnless disabled via the config tab, content embedded via <iframe>, <embed> or <object> is blocked until the user consents to accept cookies.\n\n!! Implementation Details\n\nEmbedded content is blocked if the variable `tv-block-embedded-content` is set to `yes`. It is set to the current consent status by a [[global macro|$:/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 [[$:/state/consent-banner/accepted]] and only start setting cookies when and if the value changes to \"yes\"\n\nThe [[Google Analytics plugin|https://github.com/TiddlyWiki/TiddlyWiki5/tree/master/plugins/tiddlywiki/googleanalytics]] shows an example of how this mechanism can be implemented.\n"},"$:/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":"$:/plugins/tiddlywiki/consent-banner/readme","text":"The ''consent-banner'' plugin helps make websites that are compliant with \"cookie legislation\" such as the [[EU General Data Protection Regulation|https://gdpr.eu/cookies/]].\nIt presents a banner inviting the user to accept or reject cookies, keeping track of their consent in local storage so that the banner can be hidden on subsequent visits.\n\nBy default, content embedded with <iframe>, <embed> and <object> is blocked unless the user consents to accept cookies.\n\nConsent status is available via a configuration tiddler so that it is possible to construct content that behaves differently depending upon whether consent has been granted. As an example, a macro is provided for embedding ~YouTube videos that automatically uses the youtube-nocookie.com variant of video URLs unless the user has accepted cookies.\n\nPlease note that using this plugin does not guarantee compliance with any particular legislation. You will need to understand the technical issues specific to your situation, and if necessary seek legal advice.\n"},"$:/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: $:/plugins/tiddlywiki/googleanalytics/googleanalytics.js\ntype: application/javascript\nmodule-type: startup\n\nRuns Google Analytics with the measurement ID in the tiddler `$:/GoogleAnalyticsMeasurementID`\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\", // \"yes\" or \"no\" (the default)\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 gaMeasurementID = $tw.wiki.getTiddlerText(\"$:/GoogleAnalyticsMeasurementID\",\"\").replace(/\\n/g,\"\");\n\t\t\tvar url =\"https://www.googletagmanager.com/gtag/js?id=\" + gaMeasurementID;\n\t\t\twindow.dataLayer = window.dataLayer || [];\n\t\t\twindow.gtag = function() { window.dataLayer?.push(arguments); };\n\t\t\twindow.gtag(\"js\",new Date());\n\t\t\twindow.gtag(\"config\",gaMeasurementID);\n\t\t\tconst scriptElement = window.document.createElement(\"script\");\n\t\t\tscriptElement.async = true;\n\t\t\tscriptElement.src = url;\n\t\t\twindow.document.head.appendChild(scriptElement);\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":"$:/plugins/tiddlywiki/googleanalytics/readme","text":"This plugin enables you to use Google Analytics to track access to your online TiddlyWiki document.\n\nBy default, the user is not asked for permission before initialising Google Analytics. This plugin also optionally integrates with the \"Consent Banner\" plugin (also found in the official plugin library) so that Google Analytics is not initialised until the user grants explicit permission.\n\n[[Source code|https://github.com/TiddlyWiki/TiddlyWiki5/blob/master/plugins/tiddlywiki/googleanalytics]]\n"},"$:/plugins/tiddlywiki/googleanalytics/settings":{"title":"$:/plugins/tiddlywiki/googleanalytics/settings","text":"''[[Google Analytics Measurement ID|$:/GoogleAnalyticsMeasurementID]]'': (mandatory) a code of the form `G-XXXXXXXXXX` where X are digits or uppercase letters<br/><$edit-text tiddler=\"$:/GoogleAnalyticsMeasurementID\" default=\"\" tag=\"input\"/>\n\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 `G-XXXXXXXXXX`\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 [[$:/ControlPanel]] > Plugins tab and unfold the Google Analytics Plugin\n# Go to the //settings// tab and edit the parameters\n# Save the TiddlyWiki\n\n!! Upload the new version of your TiddlyWiki\n\n# Upload the saved TiddlyWiki to Tiddlyhost, GitHub, GitLab or other web host\n# Return to your Google Analytics page to check that your site is being tracked\n"}}}
{"tiddlers":{"$:/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() $:/config/PageControlButtons/Visibility/$(listItem)$\n\n<$list filter=\"[all[shadows+tiddlers]tag[$:/tags/PageControls]!has[draft.of]]\" variable=\"listItem\">\n\t<$set name=\"hidden\" value=<<config-title>>>\n\t\t<$list filter=\"[<hidden>!text[hide]]\" storyview=\"pop\" variable=\"ignore\">\n\t\t\t<$set name=\"tv-config-toolbar-class\" filter=\"[<tv-config-toolbar-class>] [<listItem>encodeuricomponent[]addprefix[tc-btn-]]\">\n\t\t\t\t<$transclude tiddler=<<listItem>> mode=\"inline\"/>\n\t\t\t</$set>\n\t\t</$list>\n\t</$set>\n</$list>\n"},"$:/plugins/tiddlywiki/menubar/items/search":{"title":"$:/plugins/tiddlywiki/menubar/items/search","custom-menu-content":"{{$:/plugins/tiddlywiki/menubar/items/search}}","description":"Search","caption":"Search","tags":"$:/tags/MenuBar","text":"\\define cancel-search-actions()\n<$set name=\"userInput\" value={{{ [<__storeTitle__>get[text]] }}}>\n<$list filter=\"[<__tiddler__>get[text]!match<userInput>]\" emptyMessage=\"\"\"<$action-deletetiddler $filter=\"[<__storeTitle__>] [<__tiddler__>] [<__selectionStateTitle__>]\"/>\"\"\">\n<$action-setfield $tiddler=<<__tiddler__>> text=<<userInput>>/><$action-setfield $tiddler=<<__refreshTitle__>> text=\"yes\"/>\n</$list>\n</$set>\n\\end\n\n\\define input-accept-actions() <$list filter=\"[{$:/config/Search/NavigateOnEnter/enable}match[yes]]\" emptyMessage=\"\"\"<$list filter=\"[<__tiddler__>get[text]!is[missing]] ~[<__tiddler__>get[text]is[shadow]]\"><$action-navigate $to={{{ [<__tiddler__>get[text]] }}}/></$list>\"\"\"><$action-navigate $to={{{ [<__tiddler__>get[text]] }}}/></$list>\n\n\\define input-accept-variant-actions() <$list filter=\"[{$:/config/Search/NavigateOnEnter/enable}match[yes]]\" emptyMessage=\"\"\"<$list filter=\"[<__tiddler__>get[text]!is[missing]] ~[<__tiddler__>get[text]is[shadow]]\"><$list filter=\"[<__tiddler__>get[text]minlength[1]]\"><$action-sendmessage $message=\"tm-edit-tiddler\" $param={{{ [<__tiddler__>get[text]] }}}/></$list></$list>\"\"\"><$list filter=\"[<__tiddler__>get[text]minlength[1]]\"><$action-sendmessage $message=\"tm-edit-tiddler\" $param={{{ [<__tiddler__>get[text]] }}}/></$list></$list>\n\n\\define set-next-input-tab(beforeafter:\"after\") <$macrocall $name=\"change-input-tab\" stateTitle=\"$:/state/tab/search-results/sidebar\" tag=\"$:/tags/SearchResults\" beforeafter=\"$beforeafter$\" defaultState={{$:/config/SearchResults/Default}} actions=\"\"\"<$action-setfield $tiddler=\"$:/state/search/currentTab\" text=<<nextTab>>/>\"\"\"/>\n\n\\whitespace trim\n<$vars searchTiddler=\"$:/temp/menubarsearch/input\" searchListState=<<qualify \"$:/state/search-list/selected-item\">>>\n<span style=\"margin: 0 0.5em;\">\n<$keyboard key=\"((input-tab-right))\" actions=<<set-next-input-tab>>>\n<$keyboard key=\"((input-tab-left))\" actions=<<set-next-input-tab \"before\">>>\n<form class=\"tc-form-inline\">\n<$macrocall $name=\"keyboard-driven-input\" tiddler=\"$:/temp/menubarsearch\" storeTitle=<<searchTiddler>> selectionStateTitle=<<searchListState>> \n\t\trefreshTitle=\"$:/temp/menubarsearch/refresh\" tag=\"input\" type=\"search\" focusPopup=\"$:/state/popup/menubar-search-dropdown\" \n\t\tclass=\"tc-popup-handle tc-menu-show-when-wide\" placeholder=\"Search...\" default=\"\" cancelPopups=\"yes\" \n\t\tinputAcceptActions=<<input-accept-actions>> inputAcceptVariantActions=<<input-accept-variant-actions>> inputCancelActions=<<cancel-search-actions>> \n\t\tfilterMinLength={{$:/config/Search/MinLength}} configTiddlerFilter=\"[[$:/state/search/currentTab]!is[missing]get[text]] ~[{$:/config/SearchResults/Default}]\" />\n</form>\n</$keyboard>\n</$keyboard>\n</span>\n<$reveal tag=\"div\" class=\"tc-block-dropdown-wrapper\" state=\"$:/state/popup/menubar-search-dropdown\" type=\"nomatch\" text=\"\" default=\"\">\n\n<div class=\"tc-block-dropdown tc-search-drop-down\">\n\n<$list filter=\"[<searchTiddler>get[text]minlength[1]]\" emptyMessage=\"\"\"<div class=\"tc-search-results\">Type your search terms</div>\"\"\" variable=\"ignore\">\n\n<$list filter=\"[<searchTiddler>get[text]minlength{$:/config/Search/MinLength}limit[1]]\" emptyMessage=\"\"\"<div class=\"tc-search-results\">{{$:/language/Search/Search/TooShort}}</div>\"\"\" variable=\"listItem\">\n\n<$vars configTiddler={{{ [[$:/state/search/currentTab]!is[missing]get[text]] ~[{$:/config/SearchResults/Default}] }}} userInput={{{ [<searchTiddler>get[text]] }}}>\n\n{{$:/core/ui/SearchResults}}\n\n</$vars>\n\n</$list>\n\n</$list>\n\n</div>\n\n</$reveal>\n\n</$vars>\n"},"$:/plugins/tiddlywiki/menubar/items/server":{"title":"$:/plugins/tiddlywiki/menubar/items/server","tags":"$:/tags/MenuBar","description":"Server options","caption":"Server","custom-menu-content":"<$transclude tiddler=\"$:/plugins/tiddlywiki/menubar/items/server\" mode=\"inline\"/>","text":"<$list filter=\"[[$:/status/IsLoggedIn]get[text]else[no]match[yes]]\" variable=\"ignore\">\n<$transclude tiddler=\"$:/core/ui/Buttons/save-wiki\" mode=\"inline\"/>\n</$list>\n<$list filter=\"[[$:/status/IsLoggedIn]get[text]else[no]match[no]]\" variable=\"ignore\">\n<$button message=\"tm-login\">\nLogin\n</$button>\n</$list>\n"},"$:/plugins/tiddlywiki/menubar/items/sidebar":{"title":"$:/plugins/tiddlywiki/menubar/items/sidebar","caption":"Sidebar","description":"Sidebar","is-dropdown":"yes","tags":"$:/tags/MenuBar","text":"<$scrollable fallthrough=\"none\" class=\"tc-popup-keep tc-menubar-dropdown-sidebar\">\n\n<$transclude tiddler=\"$:/core/ui/SideBarSegments/tabs\" mode=\"inline\"/>\n\n</$scrollable>\n"},"$:/plugins/tiddlywiki/menubar/items/topleftbar":{"title":"$:/plugins/tiddlywiki/menubar/items/topleftbar","tags":"$:/tags/MenuBar","description":"Items from $:/tags/TopLeftBar","caption":"Legacy Top Left Bar","custom-menu-content":"<$transclude tiddler=\"$:/plugins/tiddlywiki/menubar/items/topleftbar\" mode=\"inline\"/>","text":"<$list filter=\"[all[shadows+tiddlers]tag[$:/tags/TopLeftBar]!has[draft.of]]\" variable=\"listItem\" storyview=\"pop\">\n\n<$transclude tiddler=<<listItem>> mode=\"inline\"/>\n\n</$list>"},"$:/plugins/tiddlywiki/menubar/items/toprightbar":{"title":"$:/plugins/tiddlywiki/menubar/items/toprightbar","tags":"$:/tags/MenuBar","description":"Items from $:/tags/TopRightBar","caption":"Legacy Top Right Bar","custom-menu-content":"<$transclude tiddler=\"$:/plugins/tiddlywiki/menubar/items/toprightbar\" mode=\"inline\"/>","custom-menu-styles-wide":"float: right;","text":"<$list filter=\"[all[shadows+tiddlers]tag[$:/tags/TopRightBar]!has[draft.of]reverse[]]\" variable=\"listItem\" storyview=\"pop\">\n\n<$transclude tiddler=<<listItem>> mode=\"inline\"/>\n\n</$list>"},"$:/plugins/tiddlywiki/menubar/menu":{"title":"$:/plugins/tiddlywiki/menubar/menu","tags":"$:/tags/PageTemplate","text":"\\define menubar-inner(size)\n<ul class=\"tc-menubar-list\">\n<$list filter=\"[all[shadows+tiddlers]tag[$:/tags/MenuBar]!has[draft.of]] -[all[tiddlers+shadows]tag[$:/tags/TopLeftBar]limit[1]then[]else[$:/plugins/tiddlywiki/menubar/items/topleftbar]] -[all[tiddlers+shadows]tag[$:/tags/TopRightBar]limit[1]then[]else[$:/plugins/tiddlywiki/menubar/items/toprightbar]]\">\n<$list filter=\"[<currentTiddler>addprefix[$:/config/plugins/menubar/MenuItems/Visibility/]get[text]] ~show +[match[show]]\" variable=\"ignore\">\n<$list filter=\"[[$size$]match[wide]] ~[<currentTiddler>get[show-when]match[$size$]] ~[{$:/state/popup/menubar/hamburger}match[yes]]\" variable=\"ignore\">\n<li style={{!!custom-menu-styles-$size$}} class={{{ [<currentTiddler>get[show-when]addprefix[tc-menubar-]] tc-menubar-item +[join[ ]] }}}>\n<$list filter=\"[<currentTiddler>!is-dropdown[yes]]\" variable=\"listItem\" emptyMessage=\"\"\"\n\t<!-- Dropdown -->\n\t<$set name=\"dropdown-state\" value=<<qualify \"$:/state/popup/topmenu/dropdown/\">>>\n\t<$set name=\"dropdown-state\" value={{{ [<dropdown-state>addsuffix<currentTiddler>] }}}>\n\t<$button popup=<<dropdown-state>> selectedClass=\"tc-selected\">\n\t<$set name=\"tv-wikilinks\" value=\"no\">\n\t<$transclude field=\"caption\" mode=\"inline\"/>\n\t<$text text=\" \"/>\n\t<span class=\"tc-menubar-dropdown-arrow\">\n\t<$transclude tiddler=\"$:/core/images/down-arrow\" mode=\"inline\"/>\n\t</span>\n\t</$set>\n\t</$button>\n\t</$set>\n\t</$set>\n\"\"\">\n<$list filter=\"[<currentTiddler>has[custom-menu-content]]\" variable=\"listItem\" emptyMessage=\"\"\"\n\t<!-- Link -->\n\t<$link to={{!!target}}>\n\t<$set name=\"tv-wikilinks\" value=\"no\">\n\t<$transclude field=\"caption\" mode=\"inline\"/>\n\t</$set>\n\t</$link>\n\"\"\">\n<!-- Custom content -->\n<$transclude field=\"custom-menu-content\" mode=\"inline\"/>\n</$list>\n</$list>\n</li>\n</$list>\n</$list>\n</$list>\n</ul>\n\\end\n\n<$list filter=\"[<tv-config-static>!match[yes]]\" variable=\"ignore\">\n<$list filter=\"[all[shadows+tiddlers]tag[$:/tags/MenuBar]!has[draft.of]] -[all[tiddlers+shadows]tag[$:/tags/TopLeftBar]limit[1]then[]else[$:/plugins/tiddlywiki/menubar/items/topleftbar]] -[all[tiddlers+shadows]tag[$:/tags/TopRightBar]limit[1]then[]else[$:/plugins/tiddlywiki/menubar/items/toprightbar]] +[limit[1]]\" variable=\"listItem\">\n<nav class=\"tc-menubar tc-adjust-top-of-scroll\">\n<div class=\"tc-menubar-narrow\">\n<<menubar-inner narrow>>\n</div>\n<div class=\"tc-menubar-wide\">\n<<menubar-inner wide>>\n</div>\n<div style=\"clear:both;\"/>\n<$list filter=\"[all[shadows+tiddlers]tag[$:/tags/MenuBar]!has[draft.of]is-dropdown[yes]]\">\n<$list filter=\"[<currentTiddler>addprefix[$:/config/plugins/menubar/MenuItems/Visibility/]get[text]] ~show +[match[show]]\" variable=\"ignore\">\n<$set name=\"dropdown-state\" value=<<qualify \"$:/state/popup/topmenu/dropdown/\">>>\n<$set name=\"dropdown-state\" value={{{ [<dropdown-state>addsuffix<currentTiddler>] }}}>\n<$reveal type=\"popup\" state=<<dropdown-state>> position={{{ [<currentTiddler>get[dropdown-position]else[below]] }}} class={{{ [<currentTiddler>get[class]] }}} tag=\"div\">\n<div class=\"tc-drop-down\">\n<$transclude/>\n</div>\n</$reveal>\n</$set>\n</$set>\n</$list>\n</$list>\n</nav>\n</$list>\n</$list>\n"},"$:/core/ui/PageTemplate/topleftbar":{"title":"$:/core/ui/PageTemplate/topleftbar","text":"<!-- The menubar plugin overrides this tiddler to remove the core top left menu. The menu items that it would include are instead included in the menubar -->"},"$:/core/ui/PageTemplate/toprightbar":{"title":"$:/core/ui/PageTemplate/toprightbar","text":"<!-- The menubar plugin overrides this tiddler to remove the core top right menu. The menu items that it would include are instead included in the menubar -->"},"$:/plugins/tiddlywiki/menubar/readme":{"title":"$:/plugins/tiddlywiki/menubar/readme","text":"!! Introduction\n\nThis plugin provides a menu bar with the following features:\n\n* Menu items take the form of simple text links, dropdowns, or entirely custom content\n* Menu items can be individually enabled via the control panel\n* Responds to reduced screen width by abbreviating the menu items to a \"hamburger\" dropdown\n\n!! Menu Item Tiddlers\n\nMenu items are tagged <<tag $:/tags/MenuBar>>. The following fields are used by this plugin:\n\n|!Field Name |!Purpose |\n|title |Each menu item must have a unique title (not shown to the user) |\n|description |Description for use in listings |\n|tags |Must contain `$:/tags/MenuBar` |\n|caption |The text that is displayed for the menu item. Avoid links, using `~` to suppress CamelCase links if required |\n|target |For simple link menu items specifies a tiddler title as the target of the link |\n|is-dropdown |Set to `yes` to indicate a dropdown menu item |\n|dropdown-position |Optional position for the dropdown (can be ''left'', ''above'', ''aboveleft'', ''aboveright'', ''right'', ''belowleft'', ''belowright'' or ''below'') |\n|text |For dropdown menu items, specifies the body of the dropdown |\n|custom-menu-content |Optional wikitext to be displayed in place of the caption |\n|custom-menu-styles-wide |Optional string of styles to be applied to menu item when the menubar is wide |\n|custom-menu-styles-narrow |Optional string of styles to be applied to menu item when the menubar is narrow |\n\nCustom menu items should make sure that the clickable link or button is an immediate child, and not wrapped in another element.\n\nNote that menu items can be pushed to the right of the menu bar setting the ''custom-menu-styles'' field to `float: right;`.\n"},"$:/plugins/tiddlywiki/menubar/styles":{"title":"$:/plugins/tiddlywiki/menubar/styles","tags":"[[$:/tags/Stylesheet]]","text":"\\define breakpoint-plus-one()\n<$text text={{{ [{$:/config/plugins/menubar/breakpoint}removesuffix[px]add[1]addsuffix[px]] ~[{$:/config/plugins/menubar/breakpoint}] }}} />\n\\end\n\n\\define sidebarbreakpoint-minus-one()\n<$text text={{{ [{$:/themes/tiddlywiki/vanilla/metrics/sidebarbreakpoint}removesuffix[px]subtract[1]addsuffix[px]] ~[{$:/themes/tiddlywiki/vanilla/metrics/sidebarbreakpoint}] }}} />\n\\end\n\n\\define set-sidebar-scrollable-top-if-hamburger()\n<$list filter=\"[all[tiddlers+shadows]tag[$:/tags/MenuBar]] -[all[tiddlers+shadows]prefix[$:/config/plugins/menubar/MenuItems/Visibility/]regexp:text[hide]removeprefix[$:/config/plugins/menubar/MenuItems/Visibility/]] -[all[tiddlers+shadows]tag[$:/tags/TopLeftBar]limit[1]then[]else[$:/plugins/tiddlywiki/menubar/items/topleftbar]] -[all[tiddlers+shadows]tag[$:/tags/TopRightBar]limit[1]then[$:/plugins/tiddlywiki/menubar/items/toprightbar]] -$:/plugins/tiddlywiki/menubar/items/hamburger +[limit[1]]\">\n\n\t.tc-sidebar-scrollable {\n\t\tmargin-top: 2em;\n\t}\n\n</$list>\n\\end\n\n\\define set-sidebar-scrollable-top()\n<$list filter=\"[all[tiddlers+shadows]tag[$:/tags/MenuBar]] -[all[tiddlers+shadows]prefix[$:/config/plugins/menubar/MenuItems/Visibility/]regexp:text[hide]removeprefix[$:/config/plugins/menubar/MenuItems/Visibility/]] -[all[tiddlers+shadows]tag[$:/tags/TopLeftBar]limit[1]then[]else[$:/plugins/tiddlywiki/menubar/items/topleftbar]] -[all[tiddlers+shadows]tag[$:/tags/TopRightBar]limit[1]then[$:/plugins/tiddlywiki/menubar/items/toprightbar]] +[limit[1]]\">\n\n\t.tc-sidebar-scrollable {\n\t\tmargin-top: 2em;\n\t}\n\n</$list>\n<$reveal state=\"$:/state/popup/menubar/hamburger\" type=\"match\" text=\"yes\">\n\n\t<$set name=\"itemCount\" value={{{ [all[tiddlers+shadows]tag[$:/tags/MenuBar]] -[all[tiddlers+shadows]prefix[$:/config/plugins/menubar/MenuItems/Visibility/]regexp:text[hide]removeprefix[$:/config/plugins/menubar/MenuItems/Visibility/]] -[all[tiddlers+shadows]tag[$:/tags/TopLeftBar]limit[1]then[]else[$:/plugins/tiddlywiki/menubar/items/topleftbar]] -[all[tiddlers+shadows]tag[$:/tags/TopRightBar]limit[1]then[]else[$:/plugins/tiddlywiki/menubar/items/toprightbar]] +[count[]] }}}>\n\n\t\t.tc-sidebar-scrollable {\n\t\t\tmargin-top: calc(<<itemCount>> * 2em);\n\t\t}\n\n\t</$set>\n\n</$reveal>\n\\end\n\n\\rules only filteredtranscludeinline transcludeinline macrodef macrocallinline\n\nnav.tc-menubar {\n\tposition: fixed;\n\tz-index: 850;\n\tdisplay: inline-block;\n\ttop: 0;\n\tright: 0;\n\tleft: 0;\n}\n\nnav.tc-menubar ul.tc-menubar-list {\n\tposition: relative;\n\tlist-style-type: none;\n\tmargin: 0;\n\tpadding: 0 0 0 42px;\n\tbackground: <<colour background>>;\n\tbackground: <<colour menubar-background>>;\n\t<<box-shadow \"1px 1px 5px rgba(0, 0, 0, 0.3)\">>\n}\n\n@media (max-width: <<sidebarbreakpoint-minus-one>>) {\n\n\thtml nav.tc-menubar ul.tc-menubar-list {\n\t\tpadding: 0 0 0 8px;\n\t}\n\n}\n\nnav.tc-menubar li.tc-menubar-item {\n\tdisplay: inline-block;\n\tmargin: 0;\n\tpadding: 0;\n}\n\nnav.tc-menubar .tc-menubar-narrow li.tc-menubar-item {\n\tdisplay: block;\n}\n\nnav.tc-menubar li.tc-menubar-item > a,\nnav.tc-menubar li.tc-menubar-item > button {\n\tdisplay: inline-block;\n/*\ttext-transform: uppercase; */\n\tline-height: 1;\n\tfont-weight: 700;\n\tcolor: <<colour foreground>>;\n\tcolor: <<colour menubar-foreground>>;\n\tfill: <<colour foreground>>;\n\tfill: <<colour menubar-foreground>>;\n\ttext-decoration: none;\n\tpadding: 0.5em;\n\tmargin: 0;\n\tbackground: none;\n\tborder: none;\n\tcursor: pointer;\n\tborder-radius: 0;\n\ttext-decoration: none;\n}\n\nnav.tc-menubar li.tc-menubar-item > a.tc-selected,\nnav.tc-menubar li.tc-menubar-item > button.tc-selected {\n\tbackground: <<colour foreground>>;\n\tbackground: <<colour menubar-foreground>>;\n\tcolor: <<colour background>>;\n\tcolor: <<colour menubar-background>>;\n\tfill: <<colour background>>;\n\tfill: <<colour menubar-background>>;\n}\n\nnav.tc-menubar li.tc-menubar-item svg {\n\ttransition: none;\n\twidth: 1em;\n\theight: 1em;\n\tfill: <<colour foreground>>;\n\tfill: <<colour menubar-foreground>>;\n}\n\nnav.tc-menubar li.tc-menubar-item .tc-menubar-dropdown-arrow svg {\n\twidth: 0.5em;\n\theight: 0.5em;\n}\n\nnav.tc-menubar li.tc-menubar-item > a.tc-selected svg,\nnav.tc-menubar li.tc-menubar-item > button.tc-selected svg {\n\tfill: <<colour background>>;\n\tfill: <<colour menubar-background>>;\n}\n\nnav.tc-menubar li.tc-menubar-item > a:hover,\nnav.tc-menubar li.tc-menubar-item > button:hover svg,\nnav.tc-menubar li.tc-menubar-item > button:hover {\n\tbackground: <<colour foreground>>;\n\tbackground: <<colour menubar-foreground>>;\n\tcolor: <<colour background>>;\n\tcolor: <<colour menubar-background>>;\n\tfill: <<colour background>>;\n\tfill: <<colour menubar-background>>;\n\tborder-radius: 0;\n\ttext-decoration: none;\n}\n\nnav.tc-menubar li.tc-menubar-item > a:active,\nnav.tc-menubar li.tc-menubar-item > button:active svg,\nnav.tc-menubar li.tc-menubar-item > button:active {\n\tbackground: <<colour foreground>>;\n\tbackground: <<colour menubar-foreground>>;\n\tcolor: <<colour background>>;\n\tcolor: <<colour menubar-background>>;\n\tfill: <<colour background>>;\n\tfill: <<colour menubar-background>>;\n\tborder-radius: 0;\n\ttext-decoration: none;\n}\n\nnav.tc-menubar .tc-drop-down,\nnav.tc-menubar .tc-block-dropdown {\n\tmax-width: 70vw;\n\tmax-height: 70vh;\n\toverflow: auto;\n}\n\nnav.tc-menubar .tc-drop-down a {\n\ttext-decoration: none;\n}\n\nnav.tc-menubar .tc-drop-down .tc-table-of-contents button {\n\tdisplay: inline-block;\n\twidth: auto;\n}\n\nnav.tc-menubar .tc-drop-down ol {\n\tmargin: 0;\n}\n\nnav.tc-menubar .tc-drop-down .tc-menubar-dropdown-sidebar a,\nnav.tc-menubar .tc-drop-down .tc-menubar-dropdown-sidebar button {\n\tdisplay: inline;\n\twidth: auto;\n}\n\nnav.tc-menubar .tc-more-sidebar > .tc-tab-set > .tc-tab-buttons > button {\n\tdisplay: block;\n\twidth: 100%;\n}\n\n@media (max-width: {{$:/config/plugins/menubar/breakpoint}}) {\n\n\t.tc-menubar-wide {\n\t\tdisplay: none;\n\t}\n\n}\n\n@media (min-width: <<breakpoint-plus-one>>) {\n\n\tnav.tc-menubar li.tc-menubar-item.tc-menubar-narrow,\n\t.tc-menubar-narrow {\n\t\tdisplay: none;\n\t}\n\n}\n\n@media (max-width: <<sidebarbreakpoint-minus-one>>) {\n\n\t<<set-sidebar-scrollable-top-if-hamburger>>\n\n}\n\n@media (max-width: {{$:/config/plugins/menubar/breakpoint}}) {\n\n\t<<set-sidebar-scrollable-top>>\n\n}\n@media print {\n\n\tnav.tc-menubar {\n\t\tdisplay: none;\n\t}\n\n}\n"},"$:/tags/MenuBar":{"title":"$:/tags/MenuBar","list":"$:/plugins/tiddlywiki/menubar/items/hamburger $:/plugins/tiddlywiki/menubar/items/topleftbar $:/plugins/tiddlywiki/menubar/items/contents $:/plugins/tiddlywiki/menubar/items/search $:/plugins/tiddlywiki/menubar/items/pagecontrols $:/plugins/tiddlywiki/menubar/items/server $:/plugins/tiddlywiki/menubar/items/toprightbar"}}}
450px
fluid-fixed
classic
!''Live Online Support Checklist'' Have you :- # Introduced yourself and the service - who you are, where you are, and why you are in contact with the child or young person and/or parent or carer. #Clarified that the family has access to the internet and offered alternative form of support if this is not the case. #Discussed reasons and ideas about the purpose of the support work - from each person's perspective. #Discussed doing the support online. #Obtained online contact details of both parents or carers. #Supported the parent or carer in thinking about how the other child(ren) will be cared for during the session. #Discussed the equipment that children, young people, parents and carers can acces,s and their preferences for contact (e.g., camera on/off) - testing way of communicating too (a trial run) and considering concerns around communication systems. #Made sure that the physical space can support the agreed level of privacy and confidentiality. #Made arrangements for what to do with disruptions and interruptions (including technical difficulties and disruptions, and having a second option for contact or plan if the internet fails). #Ensured that the child, young person and/or parent and carers have provided informed consent to the support being offered. ## Made sure the wishes of the child or young person have been heard and considered. ## Set boundaries for sessions including agreement about types of contact between sessions. ## Agreed who will be present in the sessions. ##Agreed the length and number of sessions, including reviews. ##Made an explicit agreement about recording sessions. #Ensured that responsibilities about safeguarding are communicated in the same way as in face-to-face work, and that managing crises and emergencies have been considered where this is relevant to the case. [[Example Excel Checklist|Checklist.xlsx]] that can be downloaded/edited for different teams/services.
! Practice //The below practice points are emergent learning from Anna Freud Centre clinicians and teams// ''Supporting training in therapeutic technique'' * Mentalizing students and their experience ** Having to adapt practice quickly has encouraged a mentalizing of the student experience, leading to creation of much richer, better paced and layered training sessions (confirmed by student feedback). ** Explicitly reflecting //what I can help students do to learn //rather than //what I can do/say to help students learn// * Creating training videos ** E.g., role playing working online, discussing the changes that working online makes to my therapeutic work, recording tutorials that mix demo and discussion that reflect questions coming up for students (a kind of online dialogue). ** Recording on Microsoft Teams has been helpful for creating and sharing videos with students. * Encouraging people to use the chat function and hand-raising function, to enable participation in a more explicit way (compensating for loss of visual cues that would let people know when they can speak without interrupting). * Using online breakout rooms as part of training, to enable people to connect with each other and to have conversations. * Generally, chairing meetings and teaching sessions in a more explicit way, e.g., making it clearer how to take turns during the meeting and helping people participate. ---- !!!Link to guidance. [[Guidance: Modifying practice for online work]]
!!!Source: Tessa Baradon (April 2020) We are guided at this time, in this situation, by the question of how to best contribute to our patients’ well-being as they get through their day/s. To this end, we have found that: a) It is important to stay with the here and now of our patients’ daily lives. Often this gives opportunity to mentalize experience – think about what happens in the course of their self-isolation with baby, give name and normalize affects where it is the case. We do not regard a flood of speech regarding the seemingly mundane as ‘nonanalytic’ or defensive in these circumstances. b) Pressure of speech on the part of the parent/s can make it difficult to access the baby in the session. We need to hold in mind how the baby may be experiencing the parent’s anxieties and burdens and ease thinking about their baby into the parent’s preoccupation. c) Digital working also complicates our ability to really include the baby in the moment through interactions and play. When the family and screen are on the floor the baby and therapist can see each other. Babies respond in various ways to a screen, but often seem to register our physical non-presence in an anxious way. Tracking the baby as much as possible will enable you to pick up expressions of interest in the baby which you can capitalize on to represent their inner world. When the family is not on the floor the baby may be physically absent from your screen and you may have to rely on mentalizing him/her with the parent. d) Within the session we need to think with the parents not only their upsets and fears but also how they rally themselves. This, in Anna Freudian terms, would be working with ego strengths – their coping abilities. For example, a parent describes being driven mad by a situation. It is not sufficient to explore how/why they got into that state – i.e. the triggers to the stress response, but also how they got out of that state of mind – i.e. more resilient aspects of their functioning. e) We suggest refraining from therapeutic interventions that arouse anxiety and challenge our patient’s coping mechanisms. It is important to remember that you are operating with reduced information about your patients’ responses to your interventions. You are limited to the frame of the screen and miss many of the nonverbal cues that normally inform us about ‘how’ our intervention has been experienced by the other. We quote from Gillian Isaacs Russell, Ph.D., NCPsyA >>//On screen, the view of the face without the whole body is closer than in-person connection and distracting. It is two-dimensional. The loss of many subtle non-verbal cues means that we have to work so much harder to perceive the whole communication. This is loss of a sense of presence, a core neuropsychological phenomenon stemming from an organism's capacity to locate itself in an external world according to the action it can do in it. For humans these actions specifically include the person’s capacity--even potential capacity-- to interact with another person in a shared external environment. The sense of presence enables the nervous system to recognize that one is in an environment that is outside one’s self and not just a product of one’s inner world (i.e. being awake, not dreaming). Presence is not the same thing as emotional engagement, absorption or the degree of technological immersion. When communication via technology "works," it is because we have an illusion of this sense of presence. But the illusion cannot be consistently maintained. We lose the illusion of shared embodied presence when we have to narrow our focus and concentrate hard. That is why working with technology is so tiring. It is more difficult to get to those moments of evenly-suspended attention, reverie, relaxed communication.// f) Flexibility, in these circumstances, means going the extra mile in reaching out to a vulnerable baby and parents, and engaging with the network to ensure they receive professional support and containment to keep safe. It may also mean that if you ‘meet’ at a prearranged time, and the family is too much turmoil to engage, you call a short time later if you can, and hold the session then. Sometime a full session cannot be managed but a shorter holding meeting is helpful. Our approach is to use your clinical judgement to assess what the family can make use of at any point in time and work with that, even if it feels that the usual analytic frame is being somewhat flexed ---- <<list-links "[tag[Parent Infant Psychotherapy (PIP)]]">> ---- Link to guidance. [[Guidance: Modifying practice for online work]]
!Supporting evidence Therapists should inform the child or young person about taking notes as in face-to-face sessions (1). ! Reflections on practice * It can be useful to physically show children, young people or families the note-taking format, e.g., is it on paper or on a computer, and even to screen-share or take photos to share with them after the session. !!!References for evidence section 1. University of Exeter. Remote working. 2020. ---- Link to guidance. [[Guidance: Managing Individual Sessions]]
! Supporting evidence Therapists should: • withhold their phone number if using a personal phone (and let the child or young person know that they will do this) • arrange how children and young people can get in touch to reschedule or cancel sessions • establish what will happen if the child or young person does not answer a call (1) If using text messages or email, therapists should be clear about when these will be checked and how long a response will usually take (1). ! Reflections on practice Follow-up between sessions * Establishing some form of communication between sessions, to promote the continuity and collaborative working that therapists and practitioners would have previously done during face-to-face work. ** E.g., Sending a follow up email to the client with key points, that might have otherwise been written down together during the session (which the client might then take away or take a photo of). ** E.g., Putting key points into a written summary in an email or sometimes making them into a bespoke worksheet as a reminder, with pictures etc. for the young person. * Agreeing a short phone call to check in later in the week with a client after more difficult sessions – to help with it feeling harder to gauge the emotional impact of sessions in the same way over screen. !!! References 1. University of Exeter. Remote working. 2020. ---- Link to guidance. [[Guidance: Managing Individual Sessions]]
The Anna Freud National Centre for Children and Families is a charity dedicated to ''Innovation'' in the the treatment of mental health difficulties in Children and Young people, ''Evaluation'' of new treatments, and the ''Dissemination'' of effective techniques to the widest possible audience. Further information can be found at the Centre's [[website|http://www.annafreudcentre.org/]].
! Supporting evidence Challenges related to technical problems are often raised in studies of remote therapy (1-3). Technical glitches are common and can become both frustrating (4) and time consuming (5). Issues with video and sound quality can also be common, especially for children who may not understand that speaking quietly might not be picked up (6). Due to this, it is important to provide clear guidance on how to handle lost connections (4). Having access to a technical support person in real time (4, 5, 7), or resolving technical issues through telephone calls with the clinician (8) have both been reported as helpful. NHS Digital suggests arranging pre-therapy telephone conversations to agree what to do in various eventualities (e.g. disturbance or technical failure) (9) and clinicians should consider confirming an alternative contact method at the beginning of each session in case of an interruption (10). ! Reflections on practice Sessions are likely to take longer than usual when accounting for technical problems, so clinicians may need to leave longer gaps between sessions to accommodate this. Especially with younger children, it could be helpful to use child-friendly games to demonstrate how to speak to and use the system. ''References'' 1. Connolly SL, Miller CJ, Lindsay JA, et al. A systematic review of providers' attitudes toward telemental health via videoconferencing. Clinical Psychology-Science and Practice. 2019;e12311. 2. Cunningham DL, Connors EH, Lever N, et al. Providers' perspectives: utilizing telepsychiatry in schools. Telemedicine Journal and e-Health. 2013;19(10):794-9. 3. Pesamaa L, Ebeling H, Kuusimaki ML, et al. Videoconferencing in child and adolescent telepsychiatry: a systematic review of the literature. Journal of Telemedicine and Telecare. 2004;10(4):187-92. 4. Hepburn SL, Blakeley-Smith A, Wolff B, et al. Telehealth delivery of cognitive-behavioral intervention to youth with autism spectrum disorder and anxiety: A pilot study. Autism. 2016;20(2):207-18. 5. Jacob MK, Larson JC, Craighead WE. Establishing a telepsychiatry consultation practice in rural Georgia for primary care physicians: a feasibility report. Clinical Pediatrics. 2012;51(11):1041-7. 6. Mitchell SA, Maclaren AT, Morton M, et al. Professional Opinions of the Use of Telemedicine in Child & Adolescent Psychiatry. Scottish Medical Journal. 2009;54(3):13-6. 7. Jones AM, Shealy KM, Reid-Quinones K, et al. Guidelines for establishing a telemental health program to provide evidence-based therapy for trauma-exposed children and families. Psychological Services. 2014;11(4):398-409. 8. Stewart RW, Orengo-Aguayo RE, Cohen JA, et al. A Pilot Study of Trauma-Focused Cognitive-Behavioral Therapy Delivered via Telehealth Technology. Child Maltreat. 2017;22(4):324-33. 9. NHS. Remote Delivery of Services for the Psychological Professions. 2020. 10. University of Exeter. Remote working. 2020. ----- Link to guidance. #[[Guidance: Managing Individual Sessions]] #[[Guidance: Technical considerations]] #[[Guidance: Managing Distress]]
! Supporting evidence Guidance from the BACP recommends that a safeguarding lead should be contactable at all times remote therapy is taking place (1). ''Clinicians should talk with the child or young person about:'' • who has parental responsibility for them (to manage safeguarding) • parental involvement • managing distress during the session If therapy is with an older young person or a young person who does not want their parents or carers to be involved, it will be important to consider how to manage holding sessions in the home environment (2). ''Actions suggested by the research evidence include:'' • a privacy and safety planning form (3) • a requirement for caregiver and local emergency contact information (3, 4) • a requirement that an adult is aware of the session schedule and available by phone in case of emergency (3) • a requirement that a caregiver is always present at home during the sessions (4) • development of in-session crisis prevention plans with the therapist, young person and/or guardian in the first session including warning signs, coping plans, guardian support and emergency protocol steps (3) • development of emergency plans that include contacting emergency services if the clinician feels that the child, young person or caregiver presents an immediate threat to themselves or others. (4) ! Reflections on practice //This section summarises emergent ideas/experiences from Anna Freud Centre clinicians and workers// ''Safeguarding issues and considerations'' * There can be difficulties around knowing and managing who is present or in earshot during a session, e.g., a foster carer speaking about challenging issues in front of a child. * Issues may arise from seeing inside the home without being there, and the differences in how people act and feel in their own space. * Time and space may not be protected in the same way when someone is at home – there are likely to be other demands and distractions. * Impact on mentalization – people’s homes may be stressful places and people may feel and/or be less safe to reflect and work on emotional issues. * There is no simple answer. * Clinicians need spaces to discuss and reflect on the issues that arise from being brought into people’s home lives in a less protected and boundaried way compared with sessions within a clinical space. !!! References 1. The Psychological Professions Network. Remote Delivery of Services: Guidance for the Psychological Professions in England during the COVID-19 Pandemic. 2020;https://www.psychotherapy.org.uk/wp-content/uploads/2020/04/PPN_Covid19-Guidance.pdf. 2. University of Exeter. Remote working. 2020. 3. Schoenfelder Gonzalez E, Myers K, Thompson EE, et al. Developing home-based telemental health services for youth: Practices from the SUAY Study. Journal of Telemedicine and Telecare. 2019;0(0):1-6. 4. Stewart RW, Orengo-Aguayo RE, Cohen JA, et al. A Pilot Study of Trauma-Focused Cognitive-Behavioral Therapy Delivered via Telehealth Technology. Child Maltreat. 2017;22(4):324-33. ----- Link to guidance. [[Guidance: Maintaining Safety - Consent, Safeguarding, Confidentiality]]
!!Child Outcomes Research Consortium On the Child Outcome Research Consortium (CORC) website https://www.corc.uk.net/ there is excellent information about using measures online. We recommend practitioners make use of this site for queries about all aspects of outcome monitoring. The specific section on remote working is shown at https://www.corc.uk.net/outcome-experience-measures/using-outcome-and-experience-measures-remotely/
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!!!! Source: Sharim Ponticelli, Assistant Psychologist Early Years Programme, AFNCCF This page is part of the [[Keeping Young Children in Mind During Covid-19 (KYCM)]] framework. *''Acknowledge the impact the current situation has on you as an individual.'' We are all constantly exposed to distressing news and cannot avoid the personal impact of this. Further, several issues relating to Covid-19 may affect us directly (i.e. illness, possible loss, feeling a sense of lack of control, social vs personal responsibility, etc). It is not therefore possible to rid yourself entirely of these private worries before contact with your parents and children. When delivering therapy online, you will draw on many resources and techniques developed through training and experience, to acknowledge and tolerate difficult thoughts and feelings, and in this way prepare to provide a safe and containing therapeutic space for parents and children. These same capacities also enable you to notice if current stresses are affecting you to the extent that they interrupt our capacity to offer a good enough therapeutic space. In these circumstances it is advisable to cancel clinical sessions, with as much notice as possible, and to focus on looking after yourself and getting support to do so. *''Pre-and post-session preparation.'' Pre-session preparation will be different according to your training and specific background. So, replicate pre-session preparation normally done for face-to-face sessions. Some suggestions are to: **Consciously settle yourself before a video session so that your voice is soothing and calm. **Monitor your emotional temperature, ensuring it is neither too hot nor too cold, but in the appropriate warm ‘mentalizing’ range to connect with the parent and child. **Help your sense of connectedness by doing something with your curiosity; find that space inside you where you can attend to the other and get to a point where you will know you are more regulated. Everyone has their own way of monitoring this. **Leave yourself an additional 15 minutes both before and after the session. For example, go for a walk around the block (if you are comfortable doing so) or, if staying inside, wander around your place and/or do some simple stretching. **Avoid leaving another remote meeting or call or activity requiring focused attention and then immediately calling in to start the session, as you will need time to get ready for the work you are about to do. Similarly, after the session is finished, take 15 minutes to do the same thing before diving into the next activity. This will give time for the session to resonate before jumping back into whatever you have next. *''Supervision.'' Maintain established supervision practices, which additionally, can be used to process possible anxieties about the new ways of working. Adapting to remote work may indeed require safely exploring feelings and beliefs about using video therapy and self-regulating your own difficulties with the current changes (such as, worries for families’ mental health, irritation with the option of discontinuing face-to-face therapy, guilt at the idea of not being available enough). *Keep in touch with colleagues. Keep in contact with colleagues also via more informal means, such as phone or WhatsApp, to support each other. --- !!Other aspects of the KYCM guidance <<list-links "[tag[Keeping Young Children in Mind During Covid-19 (KYCM)]tag[Keeping Young Children in Mind During Covid-19 (KYCM)]]">> ---- Link to guidance. #[[Guidance: Managing Individual Sessions]] #[[Guidance: Supporting practitioners to work remotely]]
In developing this guidance through discussion with clinicians and other staff at the Centre, there has been a lot of thinking about how remote and face to face working may need to have complementary roles in providing support to children and families once the immediate Covid-19 crisis has reduced. At the present time, much therapeutic work and psychosocial support is being provided online because there is little opportunity for safe face-to-face working. We anticipate that over time there will be important developments in how these different forms of support and therapy may be combined. At the moment a number of themes are emerging that will need to be considered in developing a balance of online and face to face support. around this. #''Improving access.'' There is little question that online methods can improve access to support for both adults and children and young people. We have had observations of parents and carers (often fathers) being able to join sessions where previously they would have been unable to take time away for work, particularly due to travel to appointments. So we see live online support as being likely to provide increased access to family members as part of a predominantly face-to-face intervention. #''Increases client choice.'' Some children and young people and some parents and carers have expressed preference for live online support. We believe that this may be due to the convenience of not having to travel , butt also that some children and young people prefer being able to speak from their own environment, that they can control the information that they share with us and that for some it allows them to speak to us without showing their face etc. Much more work will need to be done in developing an understanding about client choices around this. But we believe that services will need to develop a mixed offer of help that is influenced by client choice around the use on online methods of communication. #''Safety.'' It is clear that live online support does not enable the practitioner to manage risk in the same way that face-to-face contact does. At the moment we do not recommend that high risk cases are managed through online methods alone. In some ways, children and young people with child protection concerns are an important example of the limits of online working. However, for some practitioners, it has been informative to observe children and young people in their own home environment and, although this may increase the anxieties for the practitioner, this may indicate previous lack of information based on appointments that have previously taken place outside the family home. It may well be that child protection practice embraces a combination of face-to-face and online methods of contact with families where children are seen to be at risk. #''Interpersonal sensitivity. ''There is little question that face-to-face work provides more information for the practitioner in making sense of the state of mind of the child, young person or parent. Some aspects of therapy are not going to translate outside of this context. Much research will be needed to determine what components of evidence based practice with what clients groups will require face-to-face work in order to achieve comparable outcomes across these different settings. However, as well as being an issue where there is likely to be strong professional beliefs about the added value of face-to-face work, the empirical question about whether this results in differential outcomes will be critical in taking this discussion forward. ------ Linking to guidance. #[[Guidance: Considering suitability for live online support]]
! Supporting evidence Ensuring privacy is a commonly raised concern in the research literature (1-3). For the therapist, remote therapy should be conducted in a safe, private and confidential room, making sure there are no personal details in the background. Online working could make online searches of therapists more likely, so all therapists should check their digital footprints (4). Therapists should consider whether the young person’s parents or carers are supportive, as they can be important to facilitate remote therapy (e.g. by ensuring the necessary confidentiality at home) (4). Parental involvement should be discussed with young people, as well as how to manage distress and who has parental responsibility for them (to manage safeguarding) (5). If therapy is with an older young person or a young person who does not want their parents involved, it will be important to consider how to manage holding sessions in the home environment (5). ''When working with younger children, therapists should try to speak with the parents first to discuss issues including:'' • privacy • technical setup • technical problem resolution • toilet breaks • contacting parents if needed during the session (4) ''Therapists could also consider adapting the therapy contract, to include that: '' • young people will need a quiet and private room • the young person will need to ring the therapist and ring off at the end • the therapist will always make sure they are talking to the right person • the therapist will make sure that the young person is somewhere where their confidentiality is protected • there is a backup means of contact in case of technical problems • there is a plan concerning what to do if the young person doesn’t attend (4) NHSX suggests that pre-therapy telephone conversations might be useful to discuss some of these points and plan for various eventualities (e.g. disturbance or technical failure) (6). ''Other guidance suggests that core skills should remain the same, including: '' • a clear introduction • establishment of relevant expertise • the role of confidentiality • a positive and non-judgmental attitude • treatment contracting (5) Therapists should always ensure that they are talking to the correct person, and when starting a session, confirm whether there is anyone else in the room (5). A prearranged word or phrase to use in case the call is interrupted could be helpful and the therapist and young person should agree in advance and confirm at the beginning of each session an alternative contact method in case the phone call or videoconference is interrupted (due to technological or other reasons) (5). ! Reflections on practice //This page summarises emergent ideas and experiences from Anna Freud Centre clinicians and workers// !!Privacy in the home !!!Dilemmas * It can be difficult for people to maintain a private space in their homes, especially where space is limited, e.g., shared rooms * Not everyone has same level of resources or space in their home - including therapists, children and young people, and families. !!!Ideas *Having conversations with the young person and the team to come up with tailored solutions for that young person, e.g., text messaging instead of calls, headphones so that the clinician cannot be heard by others in the house. * Explaining clearly at the beginning of calls how you have made the space confidential for the child, young person, or family. * Sharing what you as therapist can and can't see on the video screen of the young person's space. * Checking with the young person where they want the camera to be pointed. * Being flexible about whether calls are conducted on video or by telephone, and talking about if and when the young person might want to turn camera and/or sound off * Showing note-taking to the young person and/or family, e.g., showing them the notebook or format for note-taking * Making notes together or screen-sharing what you're writing !!! References for the Evidence section 1. Crum KI, Comer JS. Using Synchronous Videoconferencing to Deliver Family-Based Mental Healthcare. Journal of Child and Adolescent Psychopharmacology. 2016;26(3):229-34. 2. Haig-Ferguson A, Loades M, Whittle C, et al. "It's not one size fits all"; the use of videoconferencing for delivering therapy in a Specialist Paediatric Chronic Fatigue Service. Internet Interv. 2019;15:43-51. 3. Hubley S, Lynch SB, Schneck C, et al. Review of key telepsychiatry outcomes. World J Psychiatry. 2016;6(2):269-82. 4. Association of Child Psychotherapists. ACP Guidance on working remotely with children, young people and families in the Covid-19 pandemic. 2020;https://childpsychotherapy.org.uk/sites/default/files/civicrm/persist/contribute/files/Guidance%20on%20working%20remotely%20with%20children.%20general%20_%20COVID-19%20_May%202020_.pdf. 5. University of Exeter. Remote working. 2020. 6. NHS. Remote Delivery of Services for the Psychological Professions. 2020. ------ Links to guidance. #[[Guidance: Maintaining Safety - Consent, Safeguarding, Confidentiality]]
!Supporting evidence The Association of Child Psychotherapists recommend that therapists should consider the child or young person’s ability to access remote support (e.g. age or nature of their difficulties) and if possible, discuss remote working with the child or young person (1). Other advice from the BACP does not recommend working with children under 10 by video (2). NHS (3) guidance also advises that professionals should consider any developmental, emotional or financial factors that might affect a child or young person’s ability to engage. However, guidance for psychological professionals advises that current interventions can continue to be delivered on digital platforms and should not be ruled out on the grounds of: • age • disability • language • type of difficulty This guidance recommends that reasonable adjustments should be used to increase the accessibility of remote therapy (4). !!!References 1. Association of Child Psychotherapists. ACP Guidance on working remotely with children, young people and families in the Covid-19 pandemic. 2020;https://childpsychotherapy.org.uk/sites/default/files/civicrm/persist/contribute/files/Guidance%20on%20working%20remotely%20with%20children.%20general%20_%20COVID-19%20_May%202020_.pdf. 2. The Psychological Professions Network. Remote Delivery of Services: Guidance for the Psychological Professions in England during the COVID-19 Pandemic. 2020;https://www.psychotherapy.org.uk/wp-content/uploads/2020/04/PPN_Covid19-Guidance.pdf. 3. NHS. Remote Delivery of Services for the Psychological Professions. 2020. 4. National Psychological Professions Workforce Group, British Psychoanalytic Council, Asscociation of Child Psychotherapists, et al. Guidance for psychological professionals during the Covid-19 pandemic. 2020;https://www.ppn.nhs.uk/resources/ppn-publications/31-guidance-for-psychological-professionals-during-covid-19/file. ------ Link to guidance #[[Guidance: Selecting clients for live on-line support]]
Below are some thoughts about how we might create guidance from the evidence and practice based learning from within the centre !!Structure of the Guidance !!!Example: Consent #Guidance/recommendation points (key points) (Brief) #Case study (support of guidance) - example of uncertainty around consent, how this was navigated #Further examples from literature #Wider discussion - barriers, common difficulties, issues you might face (this could be rearranged if needed) Blog/video blog on what we have done, the process (could be promoted) 500-700 words. *''10 things'' that people need to bare in mind doing this way of working. *this might form part of the induction/training for remote therapy service Page to reference across pages on what we did (Methods) - link could be copied across pages. Could be 1 core guidance pages and other pages linked to. Links to top ten pages from the welcome page. Once ready - get someone or a couple of people to review (user interaction) Include Tim/Caroline to have an overview !!!How do we do this? *Topic one together - Schedule 2 hour session to work on the first 1 (review the relevant pages before) - PF & Cheryl to confirm topic * Then divide up 10 areas - to create a coherent and shared voice/formatting
!!!! Source: Sharim Ponticelli, Assistant Psychologist Early Years Programme, AFNCCF This page is part of the [[Keeping Young Children in Mind During Covid-19 (KYCM)]] framework. !!Assessment *When conducting an assessment, ask questions about family life as specific to the impact of home confinement, social distancing, financial implications of employment changes or caring responsibilities, personal or family sickness associated with Covid-19. *It can be very helpful to ask a parent to describe the daily routine of their child (ideally through the child’s eyes) before and after the pandemic, to understand the degree of change. Particular emphasis should be placed on people, places and activities. *Explore parents’ own anxieties related to Covid-19 and assess any changes to their mental health as a result. *Do not take on new clients without fully assessing their suitability for undertaking video therapy first. if you are considering taking on new clients, it might be wise to delay this until you find out more about their suitability for video therapy as part of the full assessment. *You may need to increase the threshold for what is normally considered psychopathology. Reactions of distress, such as rage, anxiety, fear, guilt, obsession, emotion and behaviour dysregulation, though transitory, are to a certain extent normal during a crisis. Similarly, the child may start to display a range of common reactions and/or regressions, which in other times may be considered more problematic (e.g. temper tantrums, losing potty training and clinging to caregiver, etc.). *When starting treatment through remote working, using ‘getting to know you’ games can be helpful to break up sessions and develop alliance. !!Individual/Dyadic Intervention *When starting with a new parent and child, core skills should remain the same, including a clear introduction, establishment of relevant expertise, the role of confidentiality, a positive and non-judgemental attitude, and treatment contracting to establish what the client and therapist expect from the process. As with face-to-face sessions, therapists should set a clear agenda and consider sharing this beforehand in visual format. *When adapting communication, you should consider pace and tone and make sure to use clear and unambiguous language. You should continue to use silence as in face-to-face sessions but consider explaining to the parent and child that you will use silence during the process of listening. It may be more important to show active listening when using remote communication and it is recommended to inform the parent about taking notes as in face-to-face sessions. *Start all sessions by checking in with parents/carers about any changes in the child or family situation. If there are new issues, then these may need to be the focus of the video session in order to create safety and containment. This should be done at the start of every session due to the fast-changing nature of the current situation. *Try to capture as much non-verbal communication on camera as possible and using slower and clearer speech to mitigate poor connections. *If there is poor bandwidth, suggest to your parent (and child) that you both use shorter sentences to avoid instances when disruption caused by both speaking at the same time. *If working in a therapeutic model which involves thinking about difficult or traumatic experiences, and/or how these experiences may be reactivated in response to Covid-19, explore carefully with parents whether it feels helpful and safe to continue thinking in this was over a digital platform. If you or the parent feel that therapeutic containment required for continuing this way of thinking is not sustainable online, consider adapting the intervention (see points below). Refrain from therapeutic interventions that arouse anxiety and challenge your parent and child’s coping mechanisms. Rather, think with families how to cope in the ‘here and now’ of their daily lives. In times of high stress, the short-term focus should be on containment and stress management. Stress exacerbates pre-existing mental health issues, especially for parents who have suffered trauma. This means that many parents and families will be unable to safely engage in acknowledging and processing current or past traumatic experiences. Instead, focus on providing an experience of safety, promoting self-efficacy, identifying vulnerabilities and resources, and supporting parents to sustain and develop adaptive coping mechanisms’ in themselves and their child that mitigate stress responses and distress arising from the current situation. *The remote aspect of the therapy may, at least in part, transform it into an advice-giving relationship. inevitably this might form part of the remote treatment. It may be helpful to acknowledge and discuss this with parents to ensure that any modifications to the therapeutic technique are made collaboratively. *Overall, we suggest starting from where the parent is at in their current daily life and most importantly taking cues from the parent as to what feels safest and most helpful for them to bring to the video therapy session. ''Summary on some of the main considerations for Covid-19 adaptations to dyadic therapy:'' *Establish goals: consider if you can still work on the therapeutic goals you previously agreed or whether they need adapting. *Establish a sense of safety: facilitate grounding and self-regulation. *Psychoeducation: acknowledge with accurate information how the current situation affects parents and their children under five (see section 5 for information). Here it may be helpful to review coping mechanisms found to be useful for addressing emotional, physical, mental and social aspects of a crises. *Identify vulnerabilities: monitor immediate and anticipated vulnerabilities and risks for parent and child. Sustainability: help parent come up with short-term strategies and routines for emotional sustenance for themselves and their child (see next section for further information). ''Group Intervention:'' *A first response to working remotely may be to cancel all group work – but many groups may still be possible over a video platform. *As a starting point, facilitating parent only groups could be the most straightforward way of maintaining contact with families already engaged in therapy or those already assessed and awaiting intervention. *As your skills in navigating the technology and IG issues develop, group delivered interventions that include both parents and children may seem more possible. *Online groups may become more challenging as infants become mobile but parent-infant interventions could still be possible. For example, some online providers have “break out” room functions that can facilitate a range of clinical activities within group therapy set-ups. ''Some group intervention issues to consider:'' *Group size *Holding practice sessions before beginning the intervention proper *Facilitating online peer-led support networks following a group intervention *Consider planning of group sessions e.g. pre-recorded segments of the intervention where you lead through a given exercise and then facilitate live reflection ''Suggestions for ways to format online group sessions for parents and babies:'' *Set-up play interactions between sessions that you could discuss with the parents at your next group session all together. *Set-up a video call with parents and toddlers and set-up an activity for them to do (in a ‘break out’ room), such as playing with the child in a particular way as discussed during the group session. Once finished, parents and children can return to the ‘main’ room with the therapist and report back and discuss/reflect with the group on how it went. --- !!Other aspects of the KYCM guidance <<list-links "[tag[Keeping Young Children in Mind During Covid-19 (KYCM)]tag[Keeping Young Children in Mind During Covid-19 (KYCM)]]">> ---- Link to guidance: [[Guidance: Modifying practice for online work]]
Home
''Remote working'' is an umbrella term which covers a wide range of structured, ''live, on-line support'' provided to children, young people, parents/carers and teachers around their mental health needs. Live on-line support is provided by appropriately trained staff and includes a many types of structured planned work with children, young people and their parents/carers. It includes:- *evidence based therapy for parents, children and young people modified for online delivery, *providing psychoeducational guidance, *consultation to an adult about the needs of a child or young person *structured parental support ''It does not apply to help lines or emergency/crisis teams who will have different protocols of practice.'' It can be provided for a child, young person or parent either individually or as parent/child work or as whole family groups. Some live online support may involve combinations of these so that a child may be seen alone for part of the time and then seen together with the parent. Similarly the parent may be seen alone and then together with the child. The nature of the sessions offered will depend on the choices of the family members and the type of problem that is being addressed. In all cases, the practitioner will need to give attention to their communication with both the child and the parent/carer. Even in work which only involves seeing the young person on their own, there will need to be explicit agreement as to what may be shared with the parent or what the parent may wish to share with the practitioner. This is mainly provided using video but can be done by phone, text as well and may use a variety of platforms and types of software. The support may be provided by therapists, practitioners, support workers and other staff working with the mental health needs of children and young people. We would recommend that all practitioners should receive supervision for such work. For the purposes of this guide this will be simply referred to as ''live on-line support''. This guidance does not apply to help lines or emergency/crisis teams who will have different protocols of practice.
!!!! Source: Sharim Ponticelli, Assistant Psychologist Early Years Programme, AFNCCF For a rapid review of the evidence relating to the virtual and digital delivery of interventions for children and young people please visit the new [[Early Intervention Foundation Report April 2020|https://www.eif.org.uk/report/covid-19-and-early-intervention-evidence-challenges-and-risks-relating-to-virtual-and-digital-delivery]]. !!Report Summary In this report the Early Intervention Foundation (EIF) set out the evidence on virtual and digital delivery of interventions across a range of relevant domains, highlight the challenges and risks associated with virtual and digital delivery, and provide the findings from an EIF survey asking intervention developers and providers about their response to the crisis. ''EIF found:'' *There are over 100 virtual and digital interventions for children and young people listed on clearinghouses and online programme databases. **The majority of these are focused on education or physical health; there are fewer interventions focused on issues such as mental health, substance misuse, risky sexual behaviour, crime and antisocial behaviour and child maltreatment. **The interventions identified cover a wide range of delivery models, including one-to-on or group-based services, unguided self-help, and games and apps, aimed at various age groups and target cohorts. *Synthesis studies, aggregating findings from multiple studies investigating the impact of individual interventions, provide a clear and consistent set of messages about virtual and digital interventions. **Virtual and digital interventions can be effective in improving outcomes for young people across a wide range of intervention types and outcome measures. **There is little evidence to suggest that virtual and digital interventions are more effective than traditional face-to-face approaches. When these comparisons are made, typically, virtual and digital interventions are found to be less effective, or equally as effective. **In general, interventions which have some form of personalisation and/or contact with a practitioner – rather than self-directed, non-interactive learning – are more likely to improve outcomes. **In common with other interventions in the field, the evidence is strongest for short-term outcomes measured immediately after the intervention has been completed; there is less evidence on long-term outcomes. **In terms of achieving larger and more enduring effects, the evidence seems to be stronger for interventions focusing on mental health and wellbeing than for those focusing on substance misuse, risky sexual behaviour and teen pregnancy, or crime, violence and antisocial behaviour. **Virtual and digital interventions often face high levels of attrition, where participants drop out or fail to complete the intervention. Overcoming challenges in keeping children and young people engaged in an intervention will be an essential element of successful remote delivery. *The sector is rapidly mobilising to allow remote delivery of interventions. In an EIF survey of 88 programme developers and providers – most of whom are working in the UK – the great majority (91%) were continuing to deliver interventions. However over three-quarters of respondents were doing so with major adaptations to standard delivery. **Adaptations included moving resources and content online to facilitate remote access, and using phones, messaging services such as WhatsApp, and video conferencing software such as Skype, Zoom, and Microsoft Teams to deliver sessions. Some developers have begun to redesign the content and format of their interventions to make them easier to deliver remotely. **Although continuing with services, several providers had paused the delivery of some components of interventions, such as group sessions or certain therapies and activities that have yet to be adapted for remote delivery. This means that some interventions currently being run are not delivering the full, standard complement of sessions and content, and may not be as effective as a result. **Interventions that already used virtual and digital components in their delivery were more likely to have seen only minor adaptions to the way in which they are being provided. On the other hand, the eight interventions that have stopped delivery all reported having no virtual and digital components in their existing delivery model. **Some programme developers expressed an interest in retaining or further incorporating virtual and digital components devised in response to the Covid-19 crisis into the standard delivery of their interventions in the future. In the final chapter of the report, we draw a set of conclusions for developers, providers and commissioners about what our findings mean for how they support vulnerable children and young people during the pandemic and beyond and make a series of recommendations. ''Broadly, these recommendations include:'' *Developing plans to address the challenges we identify, such as issues of retention and getting vulnerable children and young people to engage with services *focusing on the importance of contact between participants and practitioners *clearly identifying the core components of an intervention that must be maintained in any adaptation from face-to-face to virtual and digital delivery developing monitoring systems to identify quickly if interventions are struggling to reach their intended recipients or attrition rates are concerningly high *working collaboratively to design evaluations which will improve the evidence base on effective approaches to virtual and digital delivery of interventions for children and young people beyond the immediate crisis. --- !!Other aspects of the KYCM guidance <<list-links "[tag[Keeping Young Children in Mind During Covid-19 (KYCM)]tag[Keeping Young Children in Mind During Covid-19 (KYCM)]]">> --- Link to guidance: [[Guidance: Modifying practice for online work]]
!Supporting evidence When preparing for remote sessions, therapists should consider whether worksheets, routine outcome measures and homework can be exchanged beforehand (1). As with face-to-face sessions, therapists should set a clear agenda and consider sharing this before the session in a visual format (1). Screen sharing can be an easy method of exchanging materials between the therapist and child or young person (2). The research literature also includes: • requests to provide all written materials at the beginning treatment (3) • that therapists will need to plan session materials and activities to make sure the child or young person has everything they need in advance and that all materials will translate into remote working (4) !!!References 1. University of Exeter. Remote working. 2020. 2. Stewart RW, Orengo-Aguayo RE, Cohen JA, et al. A Pilot Study of Trauma-Focused Cognitive-Behavioral Therapy Delivered via Telehealth Technology. Child Maltreat. 2017;22(4):324-33. 3. Hepburn SL, Blakeley-Smith A, Wolff B, et al. Telehealth delivery of cognitive-behavioral intervention to youth with autism spectrum disorder and anxiety: A pilot study. Autism. 2016;20(2):207-18. 4. Jones AM, Shealy KM, Reid-Quinones K, et al. Guidelines for establishing a telemental health program to provide evidence-based therapy for trauma-exposed children and families. Psychological Services. 2014;11(4):398-409. ---- Link to guidance: [[Guidance: Managing Individual Sessions]]
!Supporting evidence The Association of Child Psychotherapists recommend that therapists should consider the young person’s ability to access remote support (e.g. age or nature of their difficulties) and if possible, discuss remote working with the young person (1). Other advice from the BACP does not recommend working with children under 10 by video (2). NHS (3) guidance also advises that professionals should consider any developmental, emotional or financial factors that might affect a child or young person’s ability to engage. However, guidance for psychological professionals advises that current interventions can continue to be delivered on digital platforms and should not be ruled out on the grounds of: • age • disability • language • type of difficulty This guidance recommends that reasonable adjustments should be used to increase the accessibility of remote therapy (4). !!!References 1. Association of Child Psychotherapists. ACP Guidance on working remotely with children, young people and families in the Covid-19 pandemic. 2020;https://childpsychotherapy.org.uk/sites/default/files/civicrm/persist/contribute/files/Guidance%20on%20working%20remotely%20with%20children.%20general%20_%20COVID-19%20_May%202020_.pdf. 2. The Psychological Professions Network. Remote Delivery of Services: Guidance for the Psychological Professions in England during the COVID-19 Pandemic. 2020;https://www.psychotherapy.org.uk/wp-content/uploads/2020/04/PPN_Covid19-Guidance.pdf. 3. NHS. Remote Delivery of Services for the Psychological Professions. 2020. 4. National Psychological Professions Workforce Group, British Psychoanalytic Council, Asscociation of Child Psychotherapists, et al. Guidance for psychological professionals during the Covid-19 pandemic. 2020;https://www.ppn.nhs.uk/resources/ppn-publications/31-guidance-for-psychological-professionals-during-covid-19/file. ------ Link to guidance: [[Guidance: Taking child development into consideration]]
!!!Source: Tessa Baradon (April 2020) The preparatory conversation may be easiest held in a telephone conversation as families differ in their responses to the idea of meeting their therapist on a digital platform. <a class="tc-float-right">[img width= 200 [Capturetele.PNG]]</a> One of the key issues that arise is that of where the therapy can take place to ensure privacy and confidentiality. Within your home, it is important to have a closed and distraction free area that can replicate the metaphorical constancy of a consulting room. From your patients’ point of view, ensuring a confidential setting may be problematic – depending, for example, on how many people are sharing their physical space, presence of other members of the family, etc. If either you or your patients are not able to ensure a private space for confidential work, it is probably best to agree to move from a therapeutic contract to one of supportive contact, if wanted by the family. This would be characterized by a ‘checking in’ and ‘touching base’ stance – to listen and support, perhaps by telephone. It can be important to talk to the family about how the imagine they will feel with this new arrangement. Some patients may have very mixed feelings about allowing you as a ‘cameraperson’ into their residence – it can feel intrusive, shaming, dismembered. Others may have a lot of experience of using digital platforms e.g. to keep in contact with distant family, and feel relatively confident. Give thought with the family to what will best anchor you and them in a PIP state of mind. For example, if you habitually sit with your patients on the floor, it be helpful to suggest this to the family so that even via the video you are all in your familiar positions and at the level of the baby. We have found that the babies may cause disruptions with the camera (indeed this may test the patience of the adults), but can also introduce opportunities for playfulness, exploration of stress triggers, boundary setting. Familiarise yourself with operating the system you are using and suggest to the family that they do the same. This may ease some the anxiety about the ‘something new’ and ‘will it work for me?’. The following are further guidelines from the BPS which you may wish to adopt or adapt: Before starting video therapy, discuss expectations with the parent/carer, and set up a specific therapeutic contract for video therapy. This could include reference to the following: * Consideration of whether you can still work on the therapeutic goals you have previously agreed or whether these need adapting * Agreement on where sessions could take place in the house * Can this be the same place each session? * Will the space be private from being overheard by others? * Can we agree that nobody will be in the room if they are not involved in the therapy? * If there is a TV, is it ok for that to be turned off? * Discussion of how you would like to manage the situation if siblings or other family members unpredictably enter the room. * Discussion of what you would like to do if the parent and/or baby/toddler/preschooler becomes distressed or the session has to be ended for an unplanned reason * Discussion of how you would like to manage technical difficulties. This should include an alternative telephone number to contact the parent or carer if the video link does not work * An understanding that the psychologist convenes the sessions, invites the parent or carer and family to attend at a specified time, and that video contact between sessions will not be possible. * An understanding that parents and carers must not record any part of the session. * Clarification that any safeguarding concerns will be managed in the usual way; be mindful that video may reveal risks that might have been unknown before, including poor living conditions, behaviour of other family members etc. When setting up appointments, send families a unique, secure hyperlink to activate each session, to avoid out of session contact. ---- Other pages about Parent Infant Psychotherapy (PIP) <<list-links "[tag[Parent Infant Psychotherapy (PIP) Remote Guidance]]">> ------ Link to guidance: [[Guidance: Setting Up Live On-line Support]]
! Supportive evidence Therapists should consider the level of risk and availability of a private space at home when discussing live online support with a child or young person (1). Risk assessments should be carried out as they would be in face-to-face sessions, although with additional considerations including: • what to do if a child or young person terminates a session (particularly if they have disclosed intent to harm themselves) • whether it is important to know where the client is during the session (2) Safeguarding risks might be more difficult to assess remotely if children and young people are less comfortable disclosing information while at home. These issues should be discussed with a supervisor (1). !!! References 1. Association of Child Psychotherapists. ACP Guidance on working remotely with children, young people and families in the Covid-19 pandemic. 2020;https://childpsychotherapy.org.uk/sites/default/files/civicrm/persist/contribute/files/Guidance%20on%20working%20remotely%20with%20children.%20general%20_%20COVID-19%20_May%202020_.pdf. 2. NHS. Remote Delivery of Services for the Psychological Professions. 2020. ------ Link to guidance: [[Guidance: Maintaining Safety - Consent, Safeguarding, Confidentiality]]
!!!! Source: Sharim Ponticelli, Assistant Psychologist Early Years Programme, AFNCCF !!Best practice guidance for working therapeutically with babies, toddlers and pre-schoolers via online digital platforms //“When communication via technology "works," it is because we have an illusion of this sense of presence. But the illusion cannot be consistently maintained. We lose the illusion of shared embodied presence when we have to narrow our focus and concentrate hard. That is why working with technology is so tiring. It is more difficult to get to those moments of evenly-suspended attention, reverie, relaxed communication.”// !!!!Gillian Isaacs Russell, Ph.D., NCPsyA !!Background and Purpose In response to the Covid-19 crisis and its impact on delivering parent-infant therapeutic services, the Early Years Programme at the Anna Freud Centre has developed a guideline with the key practical and clinical challenges relating to remote parent-infant work with babies, toddlers and pre-schoolers during these exceptional circumstances. Drawing on common ground best practice points released from multiple Psychotherapy and Psychology associations (i.e. The UK Council for Psychotherapy, British Psychoanalytic Council, British Association for Counselling and psychotherapy, British Psychological Society and the Association of Child Psychotherapists) and the Anna Freud Centre’s own clinical expertise on adapting treatments to the crisis, we suggest a number of considerations for working therapeutically with new and existing families of children under five, where Covid-19 restrictions have forced to move to online or technologically mediated delivery of interventions. !!Who is this guide for? This guide is suitable for parent-infant professionals transitioning to online therapy owing to constraints on delivery imposed by widespread social distancing and lockdown. These include, though are not limited to, the following: Child psychotherapist, Clinical psychologist, Play therapist, Parent-infant psychotherapist, and any therapist working in the Early years sector with children under five. !!How to use this guide This guide includes 8 parts: 1) [[Practical considerations on preparing for video therapy|Practical considerations on preparing for video therapy (KYCM)]] 2) [[Clinical considerations before each video session|Clinical considerations before each video session (KYCM)]] 3) [[Guidance on planning video therapy with families|Guidance on planning video therapy with families (KYCM)]] 4) [[Cross-cutting clinical adaptations to the challenging circumstances|Cross-cutting clinical adaptations to the challenging circumstances (KYCM)]] 5) [[Supporting parents to talk to their young child about Covid-19 and its impacts|Supporting parents to talk to their young child about Covid-19 and its impacts (KYCM)]] Guidance on delivering the following therapeutic approaches online: 6) [[Therapeutic play|Therapeutic play (KYCM)]] 7) [[Video-feedback therapy|Video-feedback therapy (KYCM)]] 8) [[Psychoanalytic parent-infant psychotherapy, and last advice on|Psychoanalytic parent-infant psychotherapy, and last advice on (KYCM)]] 9) [[Regularly checking-in with families|Regularly checking-in with families (KYCM)]] Each section provides different information and you might use the guide differently depending upon your goals. For instance, you may require guidance on conducting online therapy for a specific therapeutic approach (e.g. play therapy) and will thus only be referring to the section relevant to that approach. Please note, this document contains advice which may not be applicable to you and therefore is not constricting. Further, you will need to adapt it to the specific needs, capacity and circumstances of the individual family you are working with, particularly considering their developmental age and stage. Last, we are adapting as quickly as we can to the new circumstances and novel way of working. As such, this framework will continuously require updates in light of new discoveries and progress.
! Supporting evidence ''When starting remote therapy, professional bodies recommend that therapists:'' • are clear about the limitations of live online support • explain how the platform is secure • consider saying explicitly that the session will not be recorded (1). ''Therapists could also consider adapting the therapy contract, including that:'' • children and young people will need a quiet and private room • the child or young person will need to ring the therapist and ring off at the end • the therapist will always make sure they are talking to the right person • the therapist will make sure that the child or young person is somewhere where their confidentiality is protected • there is a backup means of contact in case of technical problems • there is a plan concerning what to do if the child or young person doesn’t attend (1) NHSX suggest that pre-therapy telephone conversations might be useful to discuss some of these points and it could be helpful to agree what to do in various eventualities (e.g. disturbance or technical failure) (2). ''Other guidance suggests that core skills should remain the same, including: '' • a clear introduction • establishment of relevant expertise • the role of confidentiality • a positive and non-judgmental attitude • treatment contracting (3) As with face-to-face sessions, therapists should set a clear agenda and consider sharing this beforehand in a visual format (3). Therapists should continue to use silence as they would in face-to-face sessions, but consider explaining to the child young person that they will use silence during the process of listening (3). It may be more important to show active listening when using remote communication and it is recommended to inform the child or young person about taking notes as in face-to-face sessions (3). !!! References 1. Association of Child Psychotherapists. ACP Guidance on working remotely with children, young people and families in the Covid-19 pandemic. 2020;https://childpsychotherapy.org.uk/sites/default/files/civicrm/persist/contribute/files/Guidance%20on%20working%20remotely%20with%20children.%20general%20_%20COVID-19%20_May%202020_.pdf. 2. NHS. Remote Delivery of Services for the Psychological Professions. 2020. 3. University of Exeter. Remote working. 2020. -------- Link to guidance. [[Guidance: Setting Up Live On-line Support]]
Guidance documents for remote working have been produced by many professional bodies. Below are the titles of the documents that we have consulted in putting together this guidance. * ACP Guidance on working remotely with children, young people and families in the Covid-19 pandemic * DCP Digital Healthcare Sub-Committee Effective Therapy Via Video: Top Tips * Doing Remote Systemic Psychotherapy during COVID-19: some practice ideas * Guidance for psychological professionals during the Covid-19 pandemic * Protecting the psychological health of children through effective communication about COVID-19 * Remote Delivery of Services for the Psychological Professions * Remote Delivery of Services: Guidance for the Psychological Professions in England during the COVID-19 Pandemic * Remote working * Telephone Working document, devised in response to COVID-19 - Key considerations when conducting telephone work With CYP and their Parents (University of Northampton) ----- Link to related pages: [[How this guidance was developed]]
!!Using Microsoft Teams At the Anna Freud Centre, supervision takes place between internal staff members but also external practitioners who had attended training at the Centre. We are currently using Microsoft Teams for supervision as this has been deemed a safe a secure video platform. You can set up a meeting via Teams through Outlook. When you send an invite you can select 'Join Teams Meeting' and this will provide the recipient with the link to join the call. {{teamssupervision.PNG}} !Supporting evidence Consider scheduling more supervision time while adjusting to this new way of working (1). More careful agenda setting and structure might also be helpful for remote supervision sessions (2). Remote supervision may necessitate clinicians to be more vocal about expressing their own needs and sessions can be enhanced by using effective communication strategies such as: *a more formal speaking style *speaking more slowly *practicing turn taking *effective use of silence (1) Remote and in-person supervision seem to have equivalent outcomes on measures of supervision satisfaction and supervisory working alliance. There also seem to be only minor differences in experience (e.g. less non-verbal communication). Similarly to in-person supervision, when working remotely supervisors were valued who were open, supportive, had good communication skills and were familiar with the technology (3). !!!References 1. Hames JL, Bell DJ, Perez-Lima LM, et al. Navigating uncharted waters: Considerations for training clinics in the rapid transition to telepsychology and telesupervision during COVID-19. Journal of Psychotherapy Integration. 2020;30(2):348-65. 2. Bernhard PA, Camins JS. Supervision from afar: Trainees' perspectives on telesupervision. Counselling Psychology Quarterly. 2020. 3. Tarlow KR, McCord CE, Nelon JL, et al. Comparing in-person supervision and telesupervision: A multiple baseline single-case study. 2020. ------- Link to guidance: [[Guidance: Supervision]]
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!!!! Source: Sharim Ponticelli, Assistant Psychologist Early Years Programme, AFNCCF This page is part of the [[Keeping Young Children in Mind During Covid-19 (KYCM)]] framework. ''Give thought with the family to what will best anchor you and them'' *''Preparation.'' Don’t rush to start video therapy until proper preparatory and practical arrangements are in place and you have reviewed the suitability of this form of treatment on a case-by-case basis together with the family *''Use telephone contact to transition to video therapy.'' To support the transition to video, preparatory conversations may be easiest held over the phone, especially as families will have different responses to the idea of meeting with you on digital platforms. Some may have difficulties in accepting digital psychotherapy, the prospect of which might be experienced as rather anxiety provoking, intrusive or uncomfortable. Therefore, in these conversations include open ended questions to families/children about how they perceive this work and follow-up with them accordingly. Also, touch on the implications of digital delivery at the outset and include a clear plan for when you will speak, (helping parents and children, especially isolated ones, to feel held ‘in mind’ by you). *''Keep the child in mind during preparation.'' When discussing the implications of digital delivery, plan with the parent on how you can hold the child ‘in mind’ from the outset. For instance, you could help the parent explore how the child might experience video therapy differently and the measures you can use to address this. For example, together you may consider the option of having shorter but more regular sessions and/or more regular planned breaks to match attention needs and span of the child. With the parent you may think about how to talk to the child in an age appropriate way that prepares them for the video format. This way, the child will be involved from the start and their experience will be inherent to the co-production and planning of the session. *''Keep in regular contact.'' Keep connected to the families you work with, as now more than ever, they will need to be held owing to the endemic isolation of social distancing policies. For this, consider staying in contact in-between sessions with shorter telephone calls or via text/WhatsApp messages. *''Help families create a safe space.'' Offer suggestions for how to create a therapeutic space, safe and protected from interference. Undoubtedly having a private, distraction-free room is best, but otherwise suggest the use of headphones and a microphone, and maybe some background music, to reduce the risk of others listening. Alternatively, sessions can be conducted over smartphone in the open, for example a private garden, the parking lot or one’s car. Small as they may sound, these suggestions may help reluctant families to adjust to remote therapy. *''Assess if general family support is preferable to therapeutic intervention.'' Be open to the idea that video-therapy will not be suitable for all families, some of whom for various reasons will not manage the transition (for example, if confidentiality cannot be assured from other household members). For these families, it may be very important that an ongoing relationship is maintained. This could be just keeping in touch via phone, text or even email, so that they have a chance to speak at less frequent but nevertheless regular intervals. This can reassure families that you are still holding them in mind. Here, therapeutic goals may need renegotiating to provide general family support as opposed to more psychologically orientated aims. It is still possible to leave the door open, however, so that once the difficult business of managing daily life has settled down a bit, children and parents can come back to therapy. *''Consider developing a new therapeutic contract for online therapy.'' In preparing with the family for video therapy, we suggest you discuss expectations with the parent/carer and set-up a specific therapeutic contract for video therapy. This may include reference to the following: #Consideration of whether you can still work on the therapeutic goals you have previously agreed or whether they need adapting. #Agreement on where sessions could take place in the house so that they are in a safe and confidential space, which could include considerations of the following: ##Can this be the same place each session? ##Will the space be private from being overheard by others? ##Can we agree that nobody will be in the room if they are not involved in the therapy? ##If there is a TV, is it ok for that to be turned off? #Discussion of how you would like to manage the situation if siblings or other family members unpredictably enter the room. #Discussion of what you would like to do if the parent and/or baby/toddler/pre-schooler becomes distressed or the session must be ended for an unplanned reason. #Discussion of how you would like to manage technical difficulties. This should include an alternative telephone number to contact the parent/carer if the video link does not work (i.e. a clear back-up plan if technology fails). #An understanding that the psychologist convenes the sessions, invites the parent and family to attend at a specified time, and that video contact between sessions will not be possible. For this there should be clarification that for appointments, you will send families a unique, secure hyperlink to activate each session thus avoiding out of session contact on the chosen digital platform. #An understanding that neither parents/carers nor therapist must record any part of the session. #Clarification that any safeguarding concerns will be managed in the usual way; be mindful that video may reveal risks that might have been unknown before, including poor living conditions, behaviour of other family members etc. #Clarification that any limits to confidentiality remain the same for online video therapy. #An understanding that therapeutic material will be kept separate from business communications such as arranging appointments or managing cancellations. #Clarify any feelings of psychological distance and beliefs about video therapy (e.g. whether it can work, be effective, support the therapeutic relationship; this may be especially important if starting up with a new family). #Discussion of how babies may cause disruptions with the camera (which may test the patience of adults) and reassure parents that this can be an opportunity to introduce playfulness and explore stress triggers and boundary setting. *''Create a safe space.'' For some families this will be a therapeutic task in itself (e.g. if they struggle with setting boundaries and rules or trusting other family members to respect their space). In this instance, this could contribute to short term goal setting as part of the new therapeutic contract for video therapy. *''Routine outcome measures and homework.'' When preparing for remote sessions, consider whether worksheets, routine outcome measures (ROM) and homework can be exchanged beforehand and how to take notes. Consider arranging for parent to complete ROM outside of session time to help manage time limitations. *''Session materials.'' Plan session materials and activities to make sure the parent has everything they need in advance and that all materials will translate into a remote way of working (screen sharing could be useful here). *''Ask feedback on remote working.'' Asking parents for feedback about how they experience therapy in this new environment is crucial and is another opportunity to step into the child’s experience and give voice to their experience. *''Self-disclosure.'' Acknowledge that the parent and child may be curious about where the therapist is during the video therapy. This may require you to be prepared in terms of what you are/are not prepared to disclose. With regards to the new video therapy format, let the family know that they are free to ask and feedback on their experience of this. --- !!Other aspects of the KYCM guidance <<list-links "[tag[Keeping Young Children in Mind During Covid-19 (KYCM)]tag[Keeping Young Children in Mind During Covid-19 (KYCM)]]">> ----- Link to guidance. [[Guidance: Setting Up Live On-line Support]]
These pages offer guidance based on evidence and learning from practice within the AFNCCF. # [[Setting up live on-line support|Guidance: Setting Up Live On-line Support]] # [[Managing individual sessions|Guidance: Managing Individual Sessions]] # [[Managing distress|Guidance: Managing Distress]] # [[Ending live on-line support|Guidance: Ending Live On-line Support]] # [[Maintaining safety: consent, safeguarding and confidentiality|Guidance: Maintaining Safety - Consent, Safeguarding, Confidentiality]] # [[Supervision|Guidance: Supervision]] # [[Supporting practitioners to work remotely|Guidance: Supporting practitioners to work remotely]] # [[Considering the views of young people and parents|Guidance: Considering the views of young people and parents]] # [[Measuring outcomes|Guidance: Measuring outcomes]] # [[Selecting clients for live on-line support|Guidance: Selecting clients for live on-line support]] # [[Modifying practice|Guidance: Modifying practice for online work]] # [[Taking child development into consideration|Guidance: Taking child development into consideration]] # [[Technical considerations|Guidance: Technical considerations]]
!! A. Recommendations ''1. Live online support and therapy are acceptable alternatives to face-to-face working for children and young people with mental health difficulties. Preliminary evaluation studies suggest that in general outcomes may be reasonably similar to face-to-face work.'' ''2. Reliable assessment of common mental health problems for children and young people can be carried out online. There is some evidence to suggest online assessments achieve an acceptable level of agreement with face-to-face assessments for anxiety and behaviour difficulties.'' ''3. More research has been done on interventions based on social learning theory (e.g. CBT) as it seemed plausible that this would more easily translate to online work. However, practice has suggested that psychoanalytic, mentalizing and systemic forms of practice may equally be able to translate to online work.'' ''4. It is difficult to make decisions about the suitability of live online support purely on the basis of research on outcomes for children and young people with different diagnostic categories receiving online therapy. There is some evidence to suggest it is as effective as face-to-face interventions for a range of mental health problems (e.g. behaviour problems, ADHD, low mood, anxiety and for parent training for children with ASD). '' ''5. Current clinical experience suggests that live online support and therapy may be less accessible and engaging with younger children, for those with more severe presentations, for children with multiple difficulties and those with additional safeguarding concerns. These factors would be likely to similarly reduce access and engagement in face-to-face work.'' ''6. Indications for offering online therapy should focus on both client factors such as choice (both parents and carers and children and young people), treatment goals, reliable access to the internet, the nature of the home environment, and service factors such as the availability of other forms of support, particularly during altered service conditions around Covid-19.'' ''7. Online therapy may be useful as part of a combination of forms of face-to-face help or treatment. Empirical evidence about what combination of treatments may work best is lacking, but where this occurs care should be taken to ensure that different forms of help are well coordinated and mutually supportive to the client.'' !!B. Case Example Simone (age 9) was very anxious about going to school. This had been going on for a couple of years after her grandmother, who used to care for her a lot, died. Simone and her mother, Dana, had been to the local CAMHS service and, although they thought the people were nice, Simone had become similarly anxious about attending there as to school. In response to this, Simone and Dana were offered live online support. Simone and Dana were seen together and liked the sessions. However, there was little change in Simone's attendance levels at school which remained very concerning. In some ways, live online support, although more accessible to Simone and Dana, was no more effective than face-to-face working and supported Simone's avoidant behaviour. Discussion between Dana and the school concluded that a graded face-to-face re-introduction programme was needed and this proved more productive in helping Simone settle back into regular school routines. !! C. Considerations and challenges #''Attitudes to online working.'' Practitioners have a range of views about the value of online working. For some, it is clearly second best compared with face-to-face work with the belief that face-to-face work enables greater atunement to the needs of the client than can be found in online working. For others it presents an opportunity to engage clients who may be unable or reluctant to attend services in the traditional manner. At the moment there is little empirical research that will help to unpick questions about what is likely to work for whom. So, one of the major challenges is a lack of data. #''Relationship to live online support and online resources.'' Children, young people, parents and carers may have different relationships to accessing and engaging with online forms of support or online resources in general, which should be considered in the context of live online support. For example, some young people may have positive experiences of accessing online support or other resources, which may already be a routine part of managing their own mental health (e.g., psychoeducation materials). However, other young people may have less positive experiences of accessing online support or other resources, which may be part of an unhelpful pattern in managing their own mental health (e.g., accessing ‘pro-Ana’ materials). This may be helpful for practitioners to consider with young people and parents and carers during live online support. #''Increasing access to working parents and careres.'' For some children and young people, the involvement of both parents or carers may be an important aspect of effective practice. Live online therapy may provide the possibility of working parents and carers being able to participate in planned sessions in such a way that would not be possible for face-to-face sessions due to the inability to take time off from work to travel to appointments. This may enable fathers to have more involvement in their child's therapy or support than in face-to-face work. #''Developing 'combination treatments'.'' It is probable that, over time, online working may become a common aspect of traditional therapeutic approaches with children and young people and parents and carers that may reduce the practical burden of therapy. While some aspects of therapy may require face-to-face work, there may be additional components, such as parent and carer support, which may be delivered remotely in a way that fits with parent and carer timetables etc. As well as pragmatic benefits of combined interventions, there may be ways that it will be useful to support change in the family environment rather than the clinic room so that, for example, parents and carers are supported in managing a child's difficult behaviour in the environment in which this occurs. ----- Links to other pages in the manual. #[[Combining Face to Face and Remote Working]] #[[Considering Diversity and Remote Working]]
!! A. Recommendations ''1. The views of children and young people and their parents and carers should inform what, where, when, and how live online support is offered'' ''2. Children and young people and parents and carers value being asked about the support and welcome regular reviews to check that the online support is helpful, and to have a chance to feed back on progress'' ''3. Practitioners should clearly communicate to children and young people and parents and carers about any adaptations to practice compared with face-to-face work.'' ''4. Practitioners should discuss the options around the offer of support with children and young people and their parents and carers, discussing the potential benefits and drawbacks of different ways of working for that particular client within their unique context. Their concerns and preferences should be taken into account.'' ''5. Practitioners should consider the technological and practical requirements for participating in live online support, and should support children and young people and their parents and carers in creating an environment where they can take part in support safely.'' ''6. Practitioners should seek to create explicit agreements around how to work together, which respect the choices and views of children and young people and their parents and carers. This could cover items such as note-taking, whether to use video or audio, and looking away from the screen during sessions.'' !! B. Case example A therapist is offering live online support to Casey (16 years old) and her foster parents. They have developed an agreement to meet once a week using video, but Casey has requested that her foster parents are not in the room for her sessions. Casey has also requested that she be allowed to turn off her video screen but wants the therapist to keep their video screen on during the sessions. Casey finds having her own video on too intrusive and anxiety-provoking, and feels worried when the therapist turns their own video off. The therapist has agreed to Casey's requests, and has asked that Casey's foster parents are in the house during Casey's sessions so that they are present if needed. Casey's foster parents both attend for regular reviews, which are held at a time that allows them both to take a break from work, and are invited into sessions when Casey wants to share something important with them. The therapist takes care to explain changes to the session set-up to Casey and check in with her around whether she understands and is okay with them. For instance, for one session, the therapist's internet connection was unstable so they agreed that it was best to use audio only for that session. Another time, the therapist wanted to draw out a picture as Casey spoke which required the therapist to turn away from the screen. The therapist showed this to Casey with the camera first so that she knew what the therapist was doing. In one of the final sessions, Casey decided to turn her video on to show the therapist some art that she had created. Casey felt that the therapist was taking care to listen to her and involve her in decisions about how the sessions were conducted. !! C. Considerations and challenges ''1. Online support is experienced differently by the child or young person and their parents or carers.'' It has been recognised by parents, carers and young people that the experience of, and attitudes towards, online support differ for different people, and it is likely that workers will find themselves in positions where parents and carers and young people want and expect different things from online support. It is important that workers acknowledge and respect these different perspectives and have a conversation with those involved to figure out a way of working that everyone feels able to manage and which enables support to be offered as needed. For instance, young people may not wish to engage in online therapy within the home due to privacy concerns and parents and carers may not want young people to take part in therapy outside of the home or on the phone. Workers should consider safeguarding, risk and capacity in line with best practice. Where possible, the preferences of the young person should inform how, where and when support is offered, and any limitations and restrictions should be clearly outlined and communicated. ''2. Minoritised and marginalised groups.'' Clinicians should consider the needs and preferences of children and young people from minoritised and marginalised groups. We are still learning about whether (if at all) there are differences in views, experiences and engagement with live online support for different minoritised and marginalised groups. Young people from some marginalised groups might prefer particular forms of online support, for example there is some evidence that communication through web chat is often preferred to phone calls by LGBTQ+ young people. However, other young people may encounter specific barriers to using online support, such as young people with some disabilities who may face particular challenges using these platforms. Given the individual nature of these needs and preferences, it will be important for clinicians to discuss with young people about their preferences and how the clinician can best support them to access and engage with online support. ''3. Non-verbal cues are harder to understand or convey via video screen.'' Young people, parents and carers, and workers have noted how video screens can make it easier to misunderstand intent and harder to convey non-verbal cues or emotional content. It is more important than ever to take time to check in with young people and parents and carers that they have understood what the worker is trying to communicate, and to be curious about whether the worker has been able to communicate what they wanted. A potential benefit of online support is that it may be quickly obvious when someone has disengaged or misunderstood, e.g., if they look confused or turn off the camera, and it is helpful to notice and name these moments and to explore with the person what they are thinking or feeling. For some young people, it has been helpful to bring in the use of symbols (e.g., emojis) or signals (e.g., thumbs down/up) to convey that something is not working for them or how they are feeling. Some workers have also taken to emphasising their own emotions or intent through tone of voice or verbalising explicitly. It is likely that different families and young people will have different preferences around how these moments are managed. ''4. Disagreements arise during sessions with a family.'' Practitioners have highlighted how challenging and emotionally difficult it can feel when there are emotional disagreements within a family in an online session where the practitioner is not physically present with the family. Including the views of children, young people, parents and carers as to how everyone should handle these situations is an important aspect of good practice For example, it may be agreed that the practitioner will follow up with individuals separately as well as together, to ensure that each perspective is heard and that any appropriate actions to support and protect people are taken. ''5. Disagreements around the best way to conduct sessions.'' Children and young people and parents and carers may have very different views from the practitioner as to what support is needed. It is also likely that workers will be limited in what types of support they can offer due to time, material resources, and service pressures, and may not always be able to fulfil all of the preferences of young people and their parents and carers. Young people and parents and carers prefer that practitioners are honest and open about what is possible, and to have a discussion about the options. Where the practitioner feels strongly about a particular form of support, it is important to outline explicitly the reasons for this approach. Children, young people, parents and carers will have preferences that are rooted in their previous experiences of support and their current contexts and needs, and workers should seek to explore these with them in order to come to an agreement about what works for them. ------ Links to content pages. #[[Remote Clinical Working at the AFNCCF – Responses of children, young people and families and our experience]] #[[The Views of Parents]] #[[The Views of Young People]]
<center> [img width = 150 [javier-allegue-barros-0nOP5iHVaZ8-unsplash.jpg]] </center> # [[Guidance: Setting up live online support]] # [[Guidance: Maintaining safety - consent, safeguarding, confidentiality]] # [[Guidance: Managing individual sessions]] # [[Guidance: Managing distress in sessions]] # [[Guidance: Ending live online support]] # [[Guidance: Considering the views of young people, parents and carers]] # [[Guidance: Measuring outcomes]] # [[Guidance: Modifying practice for online work]] # [[Guidance: Considering suitability for live online support]] # [[Guidance: Supervision]] # [[Guidance: Supporting practitioners to work remotely]] # [[Guidance: Technical considerations]] # [[Guidance: Taking child development into consideration]] # [[References]]
This section particularly applies to longer term online support and includes general practice points that, whilst not necessarily different to face-to-face support, are particularly worth bearing in mind in online support. Brief interventions may not need to give similar consideration to this aspect of online support. !! A. Recommendations ''1. Practitioners should expect that endings will have an impact on children, young people and families, and on themselves, and that the impact may be similar to ending sessions face-to-face.'' ''2. Live online support may be more exposed to ending prematurely due to changes in family wellbeing (e.g. family illness) or circumstances (e.g. schools being closed). It may be advisable to agree at an early stage what the practitioner should do if contact through online support is terminated early.'' ''3. As with face-to-face work, good practice should ensure that planning for the ending of live online support should be incorporated into earlier sessions of support.'' ''4. The child or young person should be invited to contribute and co-produce a relapse prevention plan which may include use of digital resources (preferably agreed with parents, carers and/or responsible others) before the final session.'' ''5. The practitioner should collaboratively devise a personalised and meaningful way to mark the ending of live online support with children, young people and families. For example, by preparing a personalised written or pictorial summary of the work done (or the goals achieved or ways of preventing things getting worse again) shared using screen share or written and sent on.'' ''6. The practitioner should ensure that any follow-up support, referrals or crisis plans for children, young people, parents and carers are in place prior to the ending session.'' ''7. Where possible, the practitioner should ensure that there is time to say goodbye in the final session and that there are not so many tasks to do that this is not given sufficient time and space.'' ''8. Consideration should be given to the impact of ending online support on staff working at home and services should offer opportunities for staff to reflect on endings with colleagues (e.g., in supervision) (See [[Guidance: Supporting practitioners to work remotely]])'' !! B. Case example Kasey (10 years old) has been receiving support online for six months from a therapist. She had been struggling emotionally and her foster carers were finding it difficult to support her. As the ending drew nearer, the therapist had discussions with Kasey and her foster carers about what will happen next. Kasey enjoyed playing games with the therapist in each session and was sad about saying goodbye and not having a regular game to look forward to. The therapist asked Kasey if there was anyone else in her life who she could play with, and Kasey suggested one of her siblings. The sibling was invited by Kasey to join a session so that they could learn how to play Kasey's favourite game together. The therapist facilitated this session, with the permission of everyone involved. With the therapist's encouragement, Kasey took the lead in setting up and explaining how to play her favourite game. To mark the ending, the therapist created a photo-collage of the different games they have played and the key achievements and messages from Kasey's work. She shared this with Kasey and her foster carers during their final session, and sent her a copy by email (with Kasey and her foster carers' permission). Kasey and her foster parents have been referred back to the social worker who also joined the final session briefly to mark Kasey's achievements. Kasey's therapist had the option of calling one of her colleagues post-session or waiting until regular supervision to discuss how the ending went. She decided to go for a short walk immediately post-session and to discuss the ending in her regular supervision. !! C. Considerations and challenges ''1. Unpredictability of responses to endings.'' Endings and transitions are known to bring up emotions for staff and clients, sometimes in an unpredictable way, and this will be true with endings of online support as it is for endings face-to-face. Some of the usual ways that we say goodbye in person (e.g., giving cards or hugs) will also be lost when delivering support online. Some people have noticed that endings can feel more sad or anti-climactic due to happening online. It may be helpful for staff to acknowledge that a range of responses are possible and natural, and to help young people and families mark endings in meaningful and helpful ways to them. It is also important to recognise that endings take place within a context that affects how staff and families experience them, for instance, during a pandemic lockdown, many young people also experienced abrupt endings and changes to their schooling, family and social life which will have impacted on their experience of support and of endings. ''2. Abrupt or unexpected endings.'' It is possible that online support will be associated with more frequent sudden or unexpected endings, as people can turn off their cameras or leave meetings more easily. It is recognised that some people struggle more with endings and may not come to final sessions due to these struggles. Young people have also spoken about fears that therapists will not turn up to online sessions, with an online session seeming somehow easier to miss or forget, and this fear could influence whether they themselves turn up for ending sessions. It will likely be important that staff ensure as much as possible that endings go ahead as planned, and that there is an alternative way of checking in with young people and their families if the session ends abruptly or unexpectedly. This alternative plan could form part of the original set up of sessions, for example, ensuring that there is a telephone number that can be used if there are technical difficulties or that the parents are available at home during online sessions. ''3. Emotional impact of ending on staff'' - Staff have reflected on the emotional impact of endings whilst working remotely, where the usual habits of reflecting with colleagues or physically transitioning from one space to another are not as easily accessible. It is important to recognise that endings, whether planned or otherwise, can bring up a range of emotions for workers, and working from home may afford fewer natural opportunities to process these emotions. It may be important for teams and managers to acknowledge the likely impact of endings and propose options to support staff in their preferred ways. ------ Links to content pages. #[[Remote Clinical Working at the AFNCCF – Marking Endings and Measuring Outcomes]]
!! A. Recommendations ''1. Live online support should meet the same standards as face-to-face work of requiring informed consent, having clear agreements about confidentiality and being offered within a context of sound safeguarding practice.'' ''2. All services and practitioners should have accessible information about the type of support being offered and provide this in an easy to access digital format as part of setting up the support.'' ''3. Live online support for children and young people should preferably have the explicit agreement of a responsible adult/carer whose contact details should be known to the practitioner.'' ''4. For young people who are able to consent themselves (without their parents), contact details of a responsible adult should be requested as part of providing safe practice. The rationale for this request should also be communicated to the young person.'' ''5. All services/practitioners need to modify safeguarding practice to recognise that the practitioner may have much less information about the current safety of the child or young person than in face-to-face practice. Careful consideration needs to be given to what level of risk can be appropriately managed through online forms of work.'' ''6. Although there is evidence to suggest that live online support may be an effective form of help for mental health problems, it is not known whether associated risks can be monitored online as effectively as when such support is offered face-to-face. This is an evolving area of practice, but services working with high risk populations may need to supplement online work with face-to-face risk assessments in order to ensure that the online support work is delivered safely.'' ''7. Where there are predictable risks of intrusion by others in the session, it may be helpful to agree a way that the child or young person can communicate that they no longer feel safe by using an agreed word or switching to a neutral topic immediately.'' !! B. Case example Jack was 15 years old and was out of school living at home with his birth parents. He had a difficult relationship with his parents and did not confide in them about his life. They lived parallel lives in the same house. He used cannabis regularly and would also have periods of low mood/depression and become very socially withdrawn and isolated. Jack's parents supported him having live online support but Jack did not want the support worker (Ashley) to speak with his parents. Jack gradually disclosed more about his life and how he was part of a group of young people who were all using cannabis a lot. It became apparent to Ashley that Jack had access to increasing amounts of money and she became concerned that Jack was being groomed for dealing. With Jack's knowledge, but not with his agreement, Ashley shared her concerns with Jack's parents. In agreement with his parents, Jack was referred to a local Young Person's Substance Support Team which was better able to manage the level of risk that Jack was beginning to show. !! C. Considerations and challenges #''Difficulties in maintaining boundaries.'' Online working does not provide the same set of boundaries that are provided by face-to-face work. With the good intention of engaging well with a young person, the practitioner may easily wish to create an informality and flexibility which enables the young person to feel more at ease. Discussions about consent can be helpful in clarifying key issues about the availability of the therapist outside of the agreed appointment times. Therapists may find themselves more exposed to challenges about why they can't see the young person at a time which suits the young person when the young person is aware that the therapist is working from their own home. Challenges to helpful boundary conditions may often need discussion as part of supervision of this type of work. #''Harder to observe signs of abuse''. It may be much less easy to recognise the effects of unspoken aspects of child maltreatment through a virtual medium. Behavioural (gaze avoidance) and physical signs of abuse may simply be more difficult to observe. Similarly, children may understandably feel much less safe in discussing this in their own home and may be even more compromised about these issues than in face-to-face work. #''Seeing more.'' Many practitioners who have worked primarily in a face-to-face setting may be exposed to aspects of the home environment that they had only previously known about through what was said. For example, practitioners may see first hand the unpredictability of some households, high levels of deprivation or aspects of parenting such as intrusion or control that may have been less apparent from a clinic setting. For some practitioners, this may create increased anxiety and difficulties in judging whether negative thresholds of care may be being met. Such issues again emphasise the need for supervision for practitioners and therapists using remote forms of working. #''Ensuring confidentiality for the child or young person''. The physical environment in which children and young people may be able to participate in live online support will vary significantly. Some households will not have private spaces, meaning that sessions may be easily interrupted. Other households just may be more chaotic and reliable use of internet connection may be not possible. For example, one young person commented to her therapist that she was in the park and that she felt more free to speak there, whereas at home this was not the case. The therapist had not appreciated this previously. #''Agreeing ways of alerting the practitioner to risk''. Practitioners working with families with recognised risk issues, such as histories of possible domestic abuse, may wish to agree a code word in the event of a session being interrupted by other people or for other reasons. This needs to be agreed with a clear understanding as to what the practitioner will do in such a situation (e.g. call back at an agreed time interval, phone the police etc). ---- Links to other pages #[[Basic Safeguarding Practice]] #[[Confidentiality in Remote Work]] #[[Doing Risk Assessments Remotely]] #[[Obtaining Consent for Remote Work]] #[[Remote Clinical Working at the AFNCCF - Managing Risk and its Impact on Workers & Families]] #[[Risk - PIP Remote Guidance]] # [[Guidance on managing individual sessions|Guidance: Managing individual sessions]] # [[Guidance on managing distress|Guidance: Managing distress]] # [[Guidance on ending live online support|Guidance: Ending live online support]]
!! A. Recommendations ''1. Live online support does not provide the same capacity to provide comfort to children, young people or parents and carers in distress as face-to-face work. In face-to-face work, practitioners will have developed methods and ways of responding to distress which include use of body language and a sense of being present with the person who is upset. Practitioners will need to adapt techniques for responding to distress compared with face-to-face work.'' ''2. As with face-to-face therapy, online therapy should anticipate that for children, young people and parents and carers there may be times when the session raises anxiety or other feelings. Where this is likely to be a predictable part of the work (i.e. the child or young person becomes anxious or angry) practitioners, parents and carers and children and young people should agree how such situations should be best responded to.'' ''3. Some distress in the session may not be apparent to the therapist. This happens in face-to-face work as well but is more likely using online technology. Similar methods as used in face-to-face work may be invaluable in explicitly checking how the client is feeling near the end of the session. Reliance on implicit therapist sensitivity to distress is unreliable and explicit methods of checking are a key part of good practice.'' !! B. Case example Maggie was 12 years old and had very severe arguments with her parents. Her mother (Jean) was frustrated that Maggie would not comply with many of her requests and there were particularly heated rows about the clothes she liked to wear. The sessions focussed on Jean and Maggie trying to problem solve and negotiate differences without this escalating into rows. The therapist (David) experienced Jean as very critical of Maggie. From time to time Maggie would storm out of the room and Jean would rush out to try to bring her back. David could hear the row continuing off camera but felt essentially helpless and excluded at this point. David contacted Jean between sessions and agreed a plan with her when this happened next. They agreed that Jean should not focus on encouraging Maggie to come back into the session but to focus on supporting Maggie to calm down and see this as an opportunity to practice regulating feeling. David would then call Jean the following day to check in about how she was etc. !! C. Considerations and challenges #''Practitioner feeling helpless and distant.'' It is no accident that therapy takes place in rooms that support the therapist to provide containment and the absence of distractibility. These supports are not so available in online work and it is understandable if the therapist feels somewhat helpless when faced with the distress that will occur at certain points in the intervention. #''Planning regular check-ins.'' The practitioner needs to plan ahead with the client (child or parent/carer) as to what they will do when the child, young person, parent or carer becomes upset and dysregulated. For example, for some online support, there may be a routine check in with the parent the following day after the session to check how things are. If this is part of the regular process, then breaks in the session can be picked up in this way. #''Switching off the connection.'' Some distress (either anger or sadness) may result in the immediate termination of the session by the child, young person, parent or carer. Although this happens in different ways in face-to-face work (e.g. leaving the room, refusing to speak), it is very easy to impulsively switch off the laptop or leave the room and go to another room in one's house. Again, for cases where this is anticipated, such unplanned terminations of sessions should be responded to with an agreed plan. For example, the therapist may agree to call the parent after a cooling off period to check how things are or will text to enquire. Such situations are likely to be much less stressful for the therapist if they have been discussed beforehand. ---- Links to other pages. #[[Anticipating Breaks in Connection (frozen faces)]] #[[Managing Distress in Session]]
!! A. Recommendations ''1. Appointments arranged for live online support should have the same importance as face-to-face appointments. Practitioners should be as punctual and reliable as with face-to-face work.'' ''2. Sessions should have a clear structure with agreed expectations between practitioners and family members about what will take place in a session, including methods of record keeping and notetaking.'' ''3. As part of the initial set up of sessions, practitioners should develop agreements with their clients around what will happen in the event of interruptions, cancellations and technical difficulties.'' ''4. Clear expectations and boundaries around ways to contact the practitioners, availability of support, and likely responsiveness to messages should be established with the client. The limits of practitioner availability between sessions needs to be clear for a specific service (e.g. no contact out of working hours or at weekends; or acceptance of texts with agreed time scales for responding).'' ''5. These agreements should be revisited at appropriate times during online support and revised if needed to ensure that the agreed support can continue to be helpful.'' !! B. Case example Sally was a 14 year old girl receiving online support for low mood from a therapist (Theresa) via video. During the initial set up, Theresa and Sally created an agreement about issues such as confidentiality, privacy, length of sessions, and how to cancel or reschedule sessions if needed. At the beginning of the first therapy session, Theresa showed Sally her tablet on the video screen and explained that she would take notes on the tablet during the session. She gave Sally examples of what kinds of notes she would take, what she would do with them and who would see them. She invited questions from Sally. Sally was okay with Theresa taking notes and was relieved to know that this is what she was doing when she looked away from the screen, as it had made Sally fear she was boring the therapist when this had happened in the past. Theresa drew out Sally's ideas about what she found useful for her low mood and co-created a plan of activities for the week with Sally. Theresa took a photo of this plan and sent it to Sally's phone via a work email account, so that Sally could refer to the plan during the week. During the session, Theresa's internet went down briefly and the video connection was lost. Theresa followed the pre-established agreement to call Sally by phone instead of waiting for the connection to come back. Theresa called and Sally was happy to continue the rest of the session by phone. Sally was worried about doing some of the planned activities on her own so they created a plan of who could support her. With agreement, they invited Sally's dad and sister into the end of the session for Sally to explain the plan to them and see if they would get involved. Theresa said she would text Sally once before the next session and that she would also send a reminder for the next session, as Sally sometimes needs to rearrange due to GP appointments or her father's work schedule. This structure helped reduce Sally's worries and fears about missing sessions and she feels encouraged that the therapist is rooting for her during the week. !! C. Considerations and challenges ''1. Clients wanting copies of notes'' - It may be that some parents, carers or young people want to see notes made about them during sessions. Except in circumstances where there are safeguarding concerns or where they lack capacity to make this decision, the client has the right to see their own notes. For children without capacity, the people who hold parental responsibility will have this right. It is advisable to discuss these requests with the client, exploring the request in more depth, and to share notes in a safe and secure format. If there are concerns about process, it is beneficial to seek supervision about this. To address this more actively, it can be helpful when working with parents, carers and young people to co-create summaries of sessions. Offering online support can facilitate this, e.g., using whiteboard on zoom, or screen-sharing or taking pictures and emailing them to the client. ''2. Persistent interruptions to sessions'' - It can be assumed that sessions conducted within one's homes will be interrupted at various points. As part of the initial set-up, it is useful to discuss this with the client, get a sense of potential interruptions and work out how to create session spaces that are not interrupted. If there are persistent interruptions, e.g., from a sibling, it may be beneficial to review with the family and re-establish the agreement for the work, modifying how to deliver sessions if this helps ensure fewer interruptions. If the interruptions are persistent and outside the control of the client or therapist, it may be worth reviewing the mode of communication and timing of sessions, and think about whether there are more reliable ways to offer support that won't be interrupted. For instance, telephone support may offer the client flexibility to move locations if siblings are interrupting sessions repeatedly. ''3. Unreliable technology or internet connection'' - Some people may have persistent difficulties with technology or internet connection, especially those who have to rely on sharing devices with others or using mobile data. As part of the initial set-up for support, issues around technology and access should be reviewed and taken into consideration. Where it is not possible to use technology or internet reliably but it is possible to offer support effectively in another way, other forms of offering support should be explored. It may also be worth exploring with one's organisation or external organisations whether the clients are eligible for, or able to access, technological support. 4. ''The practitioner may feel overwhelmed or not emotionally ready to offer an online session'' - It is recognised that offering online support can be draining and challenging for practitioners. This aspect of managing sessions is picked up in [[Guidance: Supporting practitioners to work remotely]]. 5. ''Multiple contacts between sessions'' - The move to online support may have left some clients feeling anxious, especially around whether their sessions will go ahead as planned. In addition, some practitioners will be using new forms of contact or may be shortening and increasing the frequency of sessions. These changes to how support is offered can disrupt previous agreements as to how to work with each other and some clients may request or make more attempts at contact as a result. ---- Links to other pages in this guide. #[[Agreeing About Record Keeping and Note Taking]] #[[Agreeing Methods of Communication Between Sessions]] #[[Anticipating Breaks in Connection (frozen faces)]] #[[Clinical considerations before each video session (KYCM)]] #[[Developing Tailored Resources for Use in Remote Working]] #[[Managing Contact Between Sessions]] #[[Managing Non-Attendance]] #[[Managing Requests for Changes of Time and Frequency]] #[[Planning for Unplanned Interruptions from Others in the Family]] #[[Preparing Yourself Before Each Session - PIP Remote Guidance]] #[[Reflections on Remote MBT-C practice]] #[[Working with Parents and Children Together]]
!! A. Recommendations ''1. Where clinically meaningful and appropriate, practitioners should use outcome measures in live online support, similar to use in face-to-face work: a) at the start of the work (to inform the problem formulation), b) routinely during the work (to get feedback on how things are going), and c) at the end of the work (to understand the impact of the work overall and to help think about what strategies or support might help the young person on an ongoing basis)'' ''2. In introducing an outcome measurement questionnaire, practitioners should explain why they are suggesting using it, how the information will be used, and who will see it.'' ''3. Practitioners should use measurement questionnaires that are relevant and meaningful to the person completing them; their use should be integrated in the work.'' ''4. Practitioners should always acknowledge information children and young people have shared in a questionnaire and, as relevant, discuss, reflect, or act on it.'' ''5. Use the outcome measures in conjunction with clinical judgement, and other relevant contextual information. For example, do not consider the numbers generated as absolute fact, do not use the form if you think it will exacerbate distress, and do not use the form if the client is not able to understand it.'' !! B. Case example Emma is 14 and was referred to therapy by a teacher who perceived her to be struggling with heightened anxiety. In her introductory email the therapist sends Emma an RCADs: she explains that she is suggesting to use this to get a fuller picture of how the anxiety is affecting Emma, and that Emma can either look at it before or they can talk it through in the session. The email explains there are no right or wrong answers. Emma chooses to fill the RACS in in advance and emails the therapist a photograph of her responses. In the first session Emma shares that she has felt anxious since going back to school, particularly about how she is fitting in with her friends after lockdown and whether her school work is still good enough. The therapist talks to her about the scores from her questionnaire, sharing that her responses suggest some difficulties with panic alongside the social and school worries, which Emma confirms. Together they agree on three goals they will focus on in their work together, which is used to complete a goal based outcomes tool using the words Emma has discussed. Emma and the practitioner refer back to their goals in most sessions. In the Zoom call the therapist shares her screen and brings up the goals-based outcome form as a pdf; she uses the editing tool to mark how things change week to week. At review sessions they also refer back to the panic and social phobia subscales. In the last session Emma completes the RCADs subscales for social phobia and panic again. Things are better but Emma still struggles with worry about talking in class and doing badly. They revisit some of the strategies Emma has been trying to improve this, and agree Emma will talk to her form tutor about this so that she can check in with Emma and be a support if things get worse. They reflect together on how far Emma’s goals have been achieved: overall Emma feels the progress has been good and she is proud of what she has achieved. !! C. Considerations and challenges ''1. Avoid adapting measures for the remote context.'' Many outcome measurement questionnaires were designed with paper-based uses in mind, however those that are widely used and recommended have research behind them which ensures they are good at measuring what they intend to measure. When using a standardised questionnaire in another context, avoid the temptation to tweak them or paraphrase questions – if you want a robust ‘measure’, questions should be asked as they were designed to be asked (you may also breach copyright by altering measures). ''2. Practical challenges.'' Filling in questionnaires can feel burdensome or clunky when you are first thinking through the practicalities: see CORC’s guidance for some practical tips. This talks through three broad approaches including completing together in-session, downloading questionnaires to complete and send back, or using a shared digital space (e.g. POD). ''3. Considerations around confidentiality, informed consent and data protection apply in the normal way.'' Depending on how measures are being completed or shared, you may want to consider if there are any risks if young people are using shared devices or email accounts, or may struggle to find the space to consider questions in private if they need to. ''4. If you are going through a questionnaire verbally online and can share your screen, it can work well for the child or young person to be able to see edits to the questionnaire as you go through it.'' It may also be helpful to say that you are going to go straight through all of the questions in order without stopping to discuss individual items, and then go back to any responses you feel are important or warrant discussion. ------ Links to further reading and other pages in this guide #[[CORC Advice and guidance on working remotely with outcome measurement and feedback questionnaires]] #[[Monitoring Outcomes]] #[[Regularly checking-in with families (KYCM)]] #[[Remote Clinical Working at the AFNCCF – Marking Endings and Measuring Outcomes]]
!! A. Recommendations ''1. Many psychotherapeutic methods and techniques developed in face-to-face working can be adapted to be used in online practice. Adaptations need to be based on research and evaluation studies, individual feedback from children, young people, parents and carers, and shared observations of practice within a clinical team.'' ''2. Practitioners may need to use more deliberate and explicit forms of non-verbal communication with the client and ask more questions to ensure that communication is not lost because of reduced information compared with face-to-face work. Practitioners and therapists need to more frequently and explicitly enquire (check in) with the client about how they are finding the session compared to face-to-face work.'' ''3. Live online support may benefit from offering check-in sessions between main appointments in order to maintain the quality of engagement compared with face-to-face working.'' ''4. Providing written worksheets, outcome measures and homework prompts before a session may be even more essential than in face-to-face work in order to amplify the communication from the practitioner to the client as these expectations may be less easy to establish than in face-to-face work, where the physical environment supports the practitioner to set these expectations more easily. '' ''5. Online working may offer greater opportunity to engage parents and carers in co-therapist roles such as practising skills or engaging in therapeutic games in their home environment than face-to-face work does.'' ''6. Some forms of psychotherapeutic practice with children and young people may not be effective when delivered online and, if face-to-face work is not an option, then online support for the parent or carer may be an alternative form of online support that can be offered. '' ''7. It is important to be mindful of the parent or carer’s wellbeing and mental state, which may be more difficult to gauge in online work when you are not in the room. It may be essential to consider having a mix of parent or carer only and parent/carer and child sessions to manage this''. ''8. It is helpful to take time to learn about the video platform you use and the extent of the technology. Many platforms offer interactive options to share screens. This can enable the shared viewing of files, videos and the use of a whiteboard. This can be very engaging with children, young people and families. Simple techniques, like timelines in assessment, scaling of problems, the use of routine outcome measures (ROMs), psycho-education and emotional expression through drawing can all be used efficiently and effectively.'' ''9. Online working does require the therapist to be even more creative. You may need to plan your sessions more and adapt these plans to be accommodated by the technology available. You can also extend the therapy to include wider family groups. Using video connections also enables the child to bring their resources into the session creating a greater feeling of safety. This may be cuddly toys, parents and carers, grandparents or pets.'' !! B. Case example A therapist (Paul) was seeing Tania, an 11 year old girl who had experienced traumatic events, peer relationship issues and currently visual hallucinations around her trauma. Paul used written worksheets before each session to make the sessions as predictable as possible and so that Tania knew what was planned for each session. Sometimes the plan would change in the session and Paul made a point of changing the written plan and sharing this on the screen so that Tania would know what they had agreed. This was an adaptation of how Paul would work face-to-face as he wanted to slow things down and create as much predictability as possible. Paul used the whiteboard to play a game and drew the image that she was afraid of as she tried to scribble out the image. This was repeated for a number of elements to the trauma and became a very emotionally expressive and engaged intervention filled with lots of excitement and laughter. Tania ended up drawing her own worst image and containing it in a bubble which she placed in a fish tank surrounded by fish waiting to gobble it up. It was quite hard for Paul to judge how Tania was feeling at the end of the session so he had a check-in with Tania's parent the day after the session to see whether it had created any distress for Tania afterwards. Sometimes Tania joined these calls. This also provided an opportunity to ask how Tania's mother was feeling as sometimes she would become quite upset and overwhelmed by Tania's difficulties. In face-to-face work Paul would have found it easier to monitor this as part of the session but in remote working it needed to be considered in this separate call. !! C. Considerations and challenges In some ways all of this guidance is about how to modify existing knowledge and practice in providing therapy and support to facilitate effective help online. Many of the points listed in other guidance sheets will not be repeated here. #''The impact of Covid-19.'' It may be that Covid-19 itself, the environmental changes or the emotions associated with it, trigger previous memories or feelings or new negative feelings from the parent or carer's past (i.e. feeling vulnerable, trapped or controlled). Live online support is an opportunity to offer a parent or carer compassion, and to nurture and support them in modelling compassionate responses to the difficult feelings that their baby, child or young person may be communicating to them. #''The need for systematic learning.'' Online working on the scale that is now being offered is new for many practitioners, teams and services. A great deal of learning is happening through practice and it is essential that teams develop methods by which learning from casework can be captured and built on in progressing practice based expertise. #''The role of prior beliefs about online working''. Children, young people, parents and carers and practitioners will bring their own experiences and beliefs about doing things online. For some it will be very familiar and for others strange and off-putting. There is a need for exploration of these beliefs in tailoring evidence based models of intervention to the needs of individual clients. #''Combination approaches.'' It is likely that future developments in evidence based practice will increasingly include combinations of face-to-face and online forms of therapy and support. At the present time, there is very little evidence to help teams and practitioners make judgements about how best to do this. Practice based evidence will be essential in how this work progresses and needs to be informed by systematic outcome evaluation of all online work. ---- Links to other pages in this guide <<list-links "[tag[Keeping Young Children in Mind During Covid-19 (KYCM)]tag[Keeping Young Children in Mind During Covid-19 (KYCM)]]">> *[[Adaptations to teaching/training]] *[[Adapting Clinical Practice - Parent Infant Psychotherapy (PIP)]] *[[Modifying Psychotherapeutic Technique]] *[[Reflections on Remote MBT-C practice]] *[[Video-feedback therapy (KYCM)]] *[[Virtual Parent Infant Observation Guidelines]] *[[Adapting Clinical Practice - Parent Infant Psychotherapy (PIP)]]
!! A. Recommendations ''1. Prior to offering live online support, children and young people, parents and carers, and teachers should be offered an introductory session (online, over the telephone, or face-to-face) to discuss what is involved in online support, and to hear their views and choices about this type of work.'' ''2. In order to support the practitioner and ensure that live online support is set up in a safe and effective way, each service should have a checklist of what needs to be considered for this introductory session. An example of such a checklist is shown [[here|A checklist for setting up online support]]''. ''3. Some families may not have access to the internet either through choice or lack of resources. Families should be encouraged to consider other forms of support including telephone support and should be assisted to locate face-to-face services in their locality.'' ''4. Where possible, the consideration of the views of both parents or carers (including those who are separated) should be sought and included in decisions about providing live online support and, if agreed, contact details of both parents or carers should be obtained.'' ''5. Practitioners offering live online support should preferably provide a service point of contact (or an administrative email address that covers the whole team) for families to use for general messages, in order to maintain similar boundaries as with face-to-face work.'' ''6. Live online support may require greater frequency of contact between sessions than may be typical for face-to-face work. Consideration should be given to how and when the practitioner may check in with the parent, carer, child or young person between sessions.'' ''7. Practitioners should explicitly enquire about the care of other children during the time of the session (if they are not involved) as it is taking place in the family home. Practitioners should communicate a recognition of the wider childcare demands on parents and carers and adapt practice to take this into account.'' !! B. Case example Simon (15 years old) had been referred to the support service because his mother (Jane) felt that he was depressed. Simon did not agree with Jane's opinion about how he was feeling and was reluctant to come to a first meeting. He agreed to attend an introductory telephone call with the practitioner. Simon didn't want to talk in front of Jane, and Jane was worried that he would minimise his problems if he talked on his own. The introductory session clarified that the family had reliable access to the internet and a room where they can speak without being overheard. It also involved making a clear plan of how the practitioner would meet with each of them separately and what information she would share with the other. Jane and Simon agreed that they would respect each other's privacy when they were online. Jane was worried about the risk of self-harm and a plan was agreed about how this risk would be managed. The practitioner was clear that this was not an emergency service and that messages could not be reliably picked up between sessions. They discussed what they would do when (not if) the online connection was lost in a session as to who would call whom. At the end of the introductory session, Simon felt his main worries had been considered and they agreed to have a first session in a week's time. In this way, the practitioner had obtained consent from both Simon and Jane. !! C. Considerations and challenges #''Discussing the problem before the nature of the live online support is agreed.'' Often the parent, carer or young person may be anxious to tell the practitioner about what they are worried about. This is very understandable as it is what has driven the request for support. It is essential to create a shared understanding of what the purpose of live online support is and how this fits with the problem they want to discuss so that the young person, parent or carer is able to take part in an informed way. #''Disagreements between the parent and young person about support.'' It is not unusual for parents, carers and young people to have different views about coming for help and whether there is a problem that requires help. It is essential to hear each person's perspective, even though this may take some time and can be difficult. Unless this is spoken about, any future sessions are unlikely to be effective. It is important to respect the choices of parents or carers and the young person, and if an agreement about the support can't be reached together, it may be preferable to invite them to think this over and have a second introductory session. #''The young person doesn't want their parent or carer to know about the sessions.'' Some young people may wish for live online support without informing their parent or carer. This should be explored with the young person, to gain an understanding of their perspective and preferences. Offering live online support may present different risks and considerations to offering support face-to-face and services should provide guidance for practitioners around this. Two things need to be considered: is the young person competent to consent, and are there risks in not informing the young person's parent or carer? There may be occasions where this needs to be discussed in supervision. #''The parent or carer would like to record the sessions.'' Online technology offers the opportunity to easily record sessions without the knowledge of everyone involved. It is important to have a conversation about the risks and benefits of recording sessions and to come to an agreement about this issue. It may be beneficial to record sessions but this needs to be balanced with respect for the privacy of everyone involved. #''Difficulty in agreeing a plan for the sessions.'' Because the sessions are online, parents, carers or young people may feel that it is easier for the practitioner to offer sessions at times that are convenient to the family. Or they may want to have appointments at varying times of the week. There is no standard way that this form of support can be offered but it is important to make sure that there are shared expectations about this. There is a risk that online support becomes less boundaried than face-to-face appointments and although a flexible approach may be supported by the service, there is a risk that different expectations may lead to frustration or anxiety for the parent or carer, young person and/or the practitioner. In this way, live online support is not a crisis service or helpline offering immediate availability in response to a crisis situation. ------ Links to other pages. # [[Keeping Young Children in Mind (KYCM) guidance on setting up sessions|Practical considerations on preparing for video therapy (KYCM)]] # [[Keeping Young Children in Mind (KYCM) guidance on preparing for video therapy|Guidance on planning video therapy with families (KYCM)]] # [[Parent Infant Psychotherapy (PIP) guidance on setting up sessions|Discussing Therapy Within a Digital Platform with the Family - PIP Remote Guidance]] # [[Establishing shared expectations - evidence & practice |Establishing Shared Expectations of the Session]] # [[Setting up remote sessions - evidence & practice|Setting up Remote Sessions]] # [[Reflections from the MBT-C team on offering MBT-C remotely|Reflections on Remote MBT-C practice]] #[[Discussing Therapy Within a Digital Platform with the Family - PIP Remote Guidance]] #[[Establishing Shared Expectations of the Session]] #[[Guidance on planning video therapy with families (KYCM)]] #[[Reflections on Remote MBT-C practice]]
!! A. Recommendations ''1. As with face-to-face work, all practitioners providing online therapy and support should have access to regular supervision of their work.'' ''2. In live online supervision, similarly to in-person supervision, time and energy is needed to maintain open and supportive relationships in supervision, and offering supervision remotely will require becoming familiar with and agreeing a way to use the technology together in the relationship'' ''3. There may be an increased need for individual and peer supervision, because this is a new way of working for many practitioners. Supervisors may be less experienced in online work than some of the practitioners whom they supervise, so a shared collaborative approach to supervision may be particularly needed at this time.'' ''4. Safeguarding risks may be more difficult to assess remotely. Some children and young people may be even less comfortable disclosing information while at home, and making sense of non-verbal cues of anxiety or threat may be much harder online compared with face-to-face contact.'' ''5. Supervision of online work needs to pay particular attention to the need to maintain boundaries with the support and therapy offered. It is extremely easy for online support to become unstructured and informal in its practice and this is likely to be less helpful to the client.'' ''6. There is an opportunity in online work for the practitioner to share practice with their supervisor by recording sessions with their client. This would need to be done with the consent of the client but offers a real opportunity for more effective supervision of real practice'' !! B. Example When services within the AFNCCF moved into lockdown during the COVID-19 crisis, supervision was quickly moved online, to ensure that practitioners could continue to be connected and supported with their work. There was also a recognition that staff may need to be in contact with each other more regularly due to the loss of informal moments to catch up with supervisors and colleagues between sessions. The movement to a remote supervision offer enabled supervision to be more accessible to practitioners, increased the frequency of supervision, and created a greater expectation that people would prioritise attending supervision to reflect on their work. The establishment of a more regular supervision offer also had the effect of concentrating people's minds on what they need to bring to supervision so that they could make the most of this space. It provided staff with an anchor point and a manageable timescale for holding the challenges and the clinical material of the week. Where a need was more urgent or immediate, staff were encouraged to access local safeguarding leads and/or to request supervision ad hoc. !! C. Considerations and challenges #''Creative developments.'' Online working offers opportunities for creative developments in supervision. For example, using a mentalizing framework, it could include inviting the client to observe a supervision of their practitioner about their own case. The technology for such an innovation would be extremely simple. # ''Safeguarding.'' It is recognised that it can feel harder to manage safeguarding concerns when offering support remotely, and staff may have more frequent questions or uncertainties in this area. Some services such as the Anna Freud Centre have a safeguarding oversight team that can be accessed to check out any concerns that arise. It is likely to be beneficial for staff to check local practice in their services in terms of receiving supervision and support around safeguarding and risk. # ''Young people being unsure who is involved in their care''. When a therapist meets a client in person, within a clinical setting, it is often easier to convey information about who works within the team (e.g., staff photo boards), which can help children, young people, parents and carers to develop a sense of who is involved in the support around a case or issue. The move to remote working may mean that young people and others have more questions and doubts about who is involved in their care and this could be a barrier to meaningful engagement in the support. Some teams have used short introductory "my supervisor" videos to help young people, parents and carers to get a sense of the supervisory set up and those indirectly involved in their care, and this has been well received. ---- Links to content pages; #[[Getting set up for an online supervision session]] #[[Modifying Supervision Around Remote Working]] # [[Guidance around safety and safeguarding |Guidance: Maintaining safety - consent, safeguarding, confidentiality]]
!! A. Recommendations !!! For staff ''1. Where possible, practitioners should plan their work to leave time between different sessions so that they can ensure they are prepared (emotionally, physically, and practically) to offer support to each person.'' ''2. Practitioners should try to create a dedicated workspace in the home and consider having an end of day routine (e.g. putting work things away or changing clothes) to help create a clearer work/home distinction.'' ''3. Practitioners may benefit from explicit peer support arrangements in order to manage the emotional demands of this method of working and also to develop new ways of supporting creativity in live online work.'' !!! For managers ''1. Managers should consider informal ways for staff to connect with each other, e.g., regular informal debriefing spaces for additional peer support.'' ''2. To support staff wellbeing while working from home, managers should schedule regular team and individual check-ins and make sure this time is protected for all staff members.'' ''3. Managers should ensure that staff members have adequate equipment and internet connection to work from home comfortably.'' ''4. Managers should consider with staff flexible ways of working so that the work is adapted to home routines in order to reduce the demands and stress on staff of working from home.'' !!! For Services ''1. Services should provide staff members with guidance on reasonable workloads and ways of working (e.g. how many video meetings are reasonable each day).'' ''2. Services should actively seek feedback from staff members about their experience of working from home and seek to address concerns that arise.'' !! B. Case example John was providing live online support from home during the Covid-19 pandemic. He was a trained counsellor who worked as part of a child mental health team and had a large caseload. Typically, his day would consist of 5-6 live online sessions lasting approximately 45 minutes. He received supervision once a week from a child psychotherapist and had a good relationship with her. He had relatively little contact with the other members of his team and attended a team meeting once a week. At first John had found it okay to work at home. He was pleased not to have to commute to work and although the whole situation with the pandemic was concerning, he had been surprised that some of his work with children and young people had transferred quite well into live online support. Gradually, however, he found his boundaries about time began to slip and sessions became longer and outside of set hours. He began to feel increasingly stressed by the work. He discussed these problems with his supervisor who supported John in buddying up with another member of the team to meet informally online each week. They also agreed a set routine of finishing work each day and agreed to review John's current workload. Although John continued to feel stressed at times, this was mitigated by a stronger sense of being connected to his team. In team discussion at the weekly meeting, it became clear that several of the team were feeling similarly and the team tried to set a time each week to have a virtual lunch together. This only worked intermittently. John continued to feel considerable stress in his work but this was more contained though improved connection with his supervisor and colleagues. !! C. Considerations and challenges #''Video call exhaustion.'' It is recognised that practitioners may become drained and feel disconnected from sessions if they have to take part in too many live online sessions in a row, and this could impact on wellbeing and productivity. As routines are developed around working remotely, it is suggested that managers and staff limit the number of video calls in a day and prioritise meeting format based on need and suitability. Managers may need to expressly give staff permission to organise their diaries in ways that give them breaks from video-calls and review this in meetings with their team members. It may also be helpful to give staff the option to turn off camera in meetings where the camera is not essential. #''Longer working hours.'' Some practitioners have found that they are working longer hours due to the new and different way of working. It may be helpful for managers to consider checking in with their teams about their workload, and services to consider providing guidance on reasonable numbers of meetings and protecting time for other tasks. #''Anxiety and worry arising from doing therapeutic work within the home.'' It can be difficult to carry out therapy and manage the emotions it raises in the home, especially with the potential lack of transition spaces and decompression time. It is recognised that different staff members will experience different challenges with this way of working, for example those with children may experience more interruptions during their work day. It is important for managers to consider how to support staff members with this. This could include creating extra boundaries between home and work and a way to reach out informally to colleagues during the day. #''Feeling disconnected from colleagues.'' The loss of shared space and spontaneous interactions with colleagues can feel isolating, especially as they could also provide an opportunity for emotional processing and problem solving. Teams could discuss how to maintain these networks of support and create opportunities to informally ‘touch base’. For example, teams could schedule drop-in lunch meetings or create a WhatsApp group for team members. Managers could consider scheduling regular team and individual check-ins and protecting time for staff members to attend. #''Lack of space or suitable equipment.'' Where staff don’t have suitable working equipment, this can cause discomfort and more serious problems over long periods of time. As working from home continues for the foreseeable future, it is essential that services meet the equipment needs of their staff members. Managers should discuss working arrangements and equipment with their team members and make sure that any necessary equipment is provided. #''Lack of space and privacy.'' It is recognised that lack of space and privacy has impacted many staff members. Managers should discuss these issues with team members and encourage understanding that some staff members may not be able to maintain 'normal ways of working'. For example, if a staff member does not have a private space to work, they may need to turn off their camera and microphone during meetings if there is a disruption. ----- Links to other pages in this guide. #[[Clinical considerations before each video session (KYCM)]] #[[Reflections on Remote MBT-C practice]] #[[Remote Clinical Working at the AFNCCF - Managing Risk and its Impact on Workers & Families]] #[[Remote Clinical Working at the AFNCCF – Responses of children, young people and families and our experience]] #[[Staff Reflections, Advice, and Tips]]
!! A. Recommendations ''1. In general, current research and psychological professionals advise that current interventions can continue to be delivered on digital platforms and should not be ruled out on the grounds of age, disability, language, or type of difficulty.'' ''2. Current clinical experience suggests that infants and children (under 11) with more severe difficulties may find it hard to engage with live online support ([[Guidance: Considering suitability for live online support]])'' ''3. For infants and young children, the timing of sessions should particularly consider how this best fits with the infant or child's routines.'' ''4. If an infant or child is part of the session, agree beforehand how the parent or carer will respond to signals of distress, normalising the likelihood of this and enabling the parent or carer to share what it feels like when this happens. '' ''5. Face-to-face interventions for children and young people should always be tailored to their level of development (e.g. length of session may be shorter for younger children). This is equally true for live online support and further adjustments may be needed due to the child's previous familiarity with online interaction.'' ''6.Breaking tasks and communications down into smaller and simpler parts may be an important part of working with younger children.'' ''7. For some young people, this form of interaction may be very familiar and more comfortable than face-to-face contacts. Some young people may prefer to be off camera and/or use a phone instead of video.'' !!B. Case examples Jazmin was 7 years old and experienced quite pervasive and persistent anxiety in many settings. She had been a nervous infant and the family had got into a pattern of managing anxious feeling by avoidance of situations. Jazmin was anxious about the live online sessions and would often leave the room to go to her bedroom. The approach was adapted so that her father would be in the session with her for about fifteen minutes during which the therapist, Jazmin and her father would play a highly structured game together for 10 minutes and then do a check in around goals. The remainder of the session was with the father on their own. The general approach was adapted to include Jazmin's appropriate dependence on her parents to support change. Monica was 15 and was extremely anxious about a wide range of social situations but also about failing in school. She agreed to have live online support providing her parents were not involved and that she could go at her own pace. She hated her parents worrying about her and wanted to be left alone. She agreed goals with her therapist and would practice suggested tasks between sessions. She preferred to have the camera off for most of the time in the sessions. !! C. Considerations and challenges #''Flexibility of approach is essential.'' All effective support for children and young people requires ensuring that the approach is tailored to the developmental level of the child or young person. Adaptations will be needed to enable children to access support through online methods and may mean going the extra mile in reaching out to a vulnerable baby and their parents or carers, and engaging with the network to ensure they receive professional support and containment to keep safe. Sometimes a full session cannot be managed but a shorter holding meeting is helpful. There is a necessity to use clinical judgement to assess what the family can make use of at any point in time and work with that, to ensure the work can be maintained in a safe and flexible way. #''Bringing developmental differences into the session.'' It can be difficult to know exactly how to recognise and acknowledge developmental differences in working with infants, children or young people in live online support. One method is to invite the parent or carer to imagine what the session or intervention looks like from the child's point of view. This can be particularly helpful in relation to very young children in order to explore what they understand about the sessions taking place on a screen. Predictably this will be very different for infants, children and young people. ------ Links to content pages. #[[Developmental Considerations]] #[[Modifying Work with Parents, Babies and Infants]] #[[Psychoanalytic parent-infant psychotherapy and Keeping Young Children in Mind (KYCM)]] #[[Supporting parents to talk to their young child about Covid-19 and its impacts (KYCM)]] #[[Therapeutic play (KYCM)]] #[[Working with Adolescents]]
!! A. Recommendations ''1. All online support and therapy should be carried out using secure systems that have been properly assessed by the service provider.'' ''2. Teams and services providing live online support should have access to expert technical support in order to address security and connection problems.'' ''3. Practitioners should have access to ongoing training in online working in order to develop fluency in technical skills such as sharing their screen, completing questionnaires in the session, developing useful games for children, supporting families to record sessions etc.'' ''4. It advisable to have pre-therapy telephone conversations to agree what to do in the event of an interruption to or loss of connection. To reassure families, practitioners should consider offering an alternative contact method (e.g. a work mobile phone number) at the beginning of each session in case of an interruption.'' ''5. Live online support should be offered using work accounts and therapists should not use personal contact details for this. Technical advice may be needed to ensure this is set up securely.'' ''6. Clients may show a strong interest in the home environment of the practitioner. Therapists may wish to ensure that the background that they show to clients is either highly consistent or that the practitioner uses the function which hides the background behind a supplied image or colour. '' !! B. Case example Jason (13 years) was having therapy because of symptoms of post traumatic stress disorder following the death of his mother in a car accident in which he was present. Jason had a strong relationship with his therapist and made good use of the planned therapy sessions. But Jason found the occasional breaks in connection during the session very distressing. Sometimes he would be in the middle of sharing something which was very important to him and the connection would freeze. He discussed his strong reaction to this unplanned interruption to the therapy but it inhibited him in future sessions as he feared that this could happen at any time. He was particularly distressed during the time of disconnection until the connection was re-established. The therapist did not offer reassurance that this might not happen again but they agreed that Jason would have his mobile phone with him and that, in the event of disconnection happening at a key point in the future, the therapist would immediately call Jason on his phone. In practice, this was rarely needed but it provided Jason with sufficient confidence that enabled him to continue the therapeutic work. !! C. Considerations and challenges #''Create good conditions.'' As much as possible, practitioners should arrange good lighting, clear sound, position the camera at head height and arrange the other person’s video in the centre of the screen to promote eye contact. #''Connection breaks are common.'' As already described, it is useful for the practitioner to recognise that breaks in communication are common, time consuming and may slow a session, so additional time may be needed in sessions with these difficulties. #''Lack of internet connection or equipment.'' Although internet connection is common in many households, it is not universal and this form of support may exclude an important group of clients who do not have these facilities. Telephone support may be a suitable alternative for some young people and parents and carers in this situation. #''Avoid sharing personal mobile number.'' In response to connection problems, it is easy for practitioners to give personal mobile numbers as a way of restoring connection. Practitioners should have work mobiles or software that routes personal calls through their work number to avoid this. #''Getting used to online methods.'' Some families may be less confident with the software. It is helpful to recognise that it may take a while to get to know different software and systems. Providing some step by step instructions for the family so they can have a trial run may be helpful in addressing this. ----- Links to other pages. #[[Anticipating Breaks in Connection (frozen faces)]] #[[Making Agreements About Recording of Sessions]]
[img[andrew-neel-cckf4TsHAuw-unsplash (1).jpg ]] !!Welcome to the Anna Freud Centre's Live Online Support Guidance. This guidance has been set up in response to the rapid increase in the use of online support and therapy that has come about because of the Covid-19 pandemic. It is an explicit attempt to support learning about this relatively new method of working by bringing together research knowledge and practice expertise in a single place. The intention is that this will be continuously updated as we learn more. We define remote working as ''live online support''. This includes therapeutic work but is also intended to be relevant for a wide range of supportive interventions for children and families which may now be being offered online because of restrictions in face to face contact. ''Live online support'' involves the live presence of a practitioner or therapist through an internet or telephone connection. For this guidance we do not include internet based therapies which offer help using a range of self help exercises and pre-recorded material. This guidance will consider: !!!1. How to offer live online support to children, young people and parents and carers around their mental health needs. !!!2. How to support staff who are delivering live online support while working from home. There are many pages to this resource but the summary guidance on remote working consists of 13 pages and these can be found by clicking on the menu at the top of this page, headed [[Guidance]] !!The aim of this guidance The purpose of this resource is to provide guidance on core aspects of practice for this method of work. It gathers together practice experience, published evidence and guidance on delivering ''live online support'' for children, young people and families around their mental health needs. All the working notes are included in additional pages to be referred to as needed. !!What is live online support Live online support is deliberately a broad term so that it includes a wide range of structured planned work with children, young people and their parents and carers. It includes evidence based therapy modified for online delivery, providing psychoeducational guidance, consultation and social support compiled by professional staff. ''It does not apply to help lines or emergency/crisis teams who will have different protocols of practice.'' Live online support is mainly provided using video but can be done by phone and text message too, and may use a variety of platforms and types of software. The support may be provided by therapists, practitioners, support workers and other staff working with the mental health needs of children and young people. This guidance applies to structured forms of support i.e. support based on well tested models of help, including both specialist therapeutic work as well more generic forms of support. !!How this guidance is organised The guide is organised in three sections which can be located from the tabs at the top of the screen. #''Substantive guidance''. These 13 pages summarise guidance about live online support. #''Supporting evidence.'' These pages summarise some of the published material which we looked at in developing this guidance. #''Reflections on practice.'' These pages contain notes of discussions, observations, reflections with practitioners about their experience of delivering online support. The aim of the guidance is to try to integrate practice based experience with published studies and guidance. The guide is open source and available to all and will be periodically updated. Any application of the ideas in this guidance are entirely the responsibility of the practitioner themselves. The full list of pages in this guide can be found in the [[Remote working library]]. !!How this guidance was developed. This guidance has been developed by clinicians and staff ([[How this guidance was developed]]) from different programmes across the Anna Freud National Centre for Children and Families ([[AFNCCF|Anna Freud National Centre for Children and Families]]). It is a work in progress and is being periodically updated from new studies with new ideas being developed from ongoing discussions and clinical experience. As this is a relatively new way of delivering therapeutic help to children, young people, parents and carers for many practitioners, it is intended to capture emerging knowledge about how this works best. The guidance is freely available and can be accessed by anyone, but the responsibility for using the ideas in this manual rests entirely with the practitioner. We are very grateful to the staff at the AFNCCF who freely contributed their ideas to this guidance and to staff from partner organisations who have shared their knowledge and expertise with us.
This guidance was developed by staff at the Anna Freud National Centre and went through a number of stages. #Establishment of [[AFNCCF Working Group for Live On-line Support]] #Review of current studies on remote working [[Papers About Remote Working]] #Gathering together of guidance provided by a range of professional bodies [[Existing Practice Guidance]]. #A staff survey of clinicians about their experience in practice #Focus groups with staff from across programmes supported by [[Manualizing]] methods. #Integration of sources of information into guidance statements. [[Making guidance statements]] #Review of guidance statements by Working Group. #Final formatting of guide for increased accessibility to wider group. #Review and updating process at three month intervals.
!!!Source: Early Years team (April 2020) - These guidelines are currently under development !!Best practice guidance for working therapeutically with babies, toddlers and pre-schoolers via online digital platforms This document provides guidance on parent-infant video therapy with babies, toddlers and preschoolers during the particularly challenging circumstances presented by the COVID-19 Pandemic. The Early Years Programme at the Anna Freud Centre has developed an overarching framework for understanding the key practical and clinical challenges in relation to remote parent-infant work during these exceptional circumstances. Drawing on common ground best practice points released from multiple Psychotherapy and Psychology associations (i.e. The UK Council for Psychotherapy, British Psychoanalytic Council, British Association for Counseling and psychotherapy, British Psychological Society and the Association of Child Psychotherapists) and the Anna Freud Centre’s own clinical expertise on adapting treatments to the crisis, we suggest a number of practical and clinical considerations for working therapeutically with new and existing families of babies, toddlers and preschoolers, where COVID-19 restrictions have forced to move to online or technologically mediated delivery of interventions. The framework includes practical considerations on preparing for video therapy, clinical considerations before each video session, guidance on planning video therapy with families, adapting clinical practice to the challenging circumstances and regularly checking-in with families for how things are going. These are explained in more detail in the pages below: #[[Getting Yourself Set-up to Start Video Therapy]] #[[Preparing Yourself for each Video Therapy Session]] #[[Planning Therapy within a digital platform with the family]] #[[Adapting Clinical Practice in Interventions]] #[[Reviewing with the Family How Things are Going]] Please note, this is a guidance framework with suggestions only and should be adapted to the specific needs, capacity and circumstances of the individual family you are working with, particularly considering their developmental age and stage. Furthermore, as this is a novel way of working, this framework will require updates in light of new discoveries and progress.
At the beginning of this work, the working to group listed a number of key questions to consider. #What therapeutic help for what sort of problems/disorders/clinical groups can be effectively delivered remotely? #Are there particular types of problems for which remote therapy should not be considered? #What would be the best way of supervising this way of working? #How can we ensure safe practice for remote working? #What adaptations to therapeutic technique are needed for effective remote working? #What are children, young people and parent views on remote working? #What conditions should be met to deliver effective remote forms of help? #What platforms or software are best for what purpose? #Which families and clinical groups will be excluded from using this approach? #What competencies and skill development will be necessary for the workforce to deliver remote working?
At the beginning, the working group identified a number of topic areas that would need to be considered. !!Making sure the conditions are right #[[Obtaining Consent for Remote Work]] #[[Basic Safeguarding Practice]] #[[Doing Risk Assessments Remotely]] #[[Confidentiality in Remote Work]] !!Managing sessions #[[Setting up Remote Sessions]] #[[Anticipating Breaks in Connection (frozen faces)]] #[[Planning for Unplanned Interruptions from Others in the Family]] #[[Establishing Shared Expectations of the Session]] #[[Agreeing Methods of Communication Between Sessions]] #[[Getting Feedback on the Session]] #[[Managing Distress in Session]] #[[Managing Non-Attendance]] #[[Managing Requests for Changes of Time and Frequency]] #[[Managing Contact Between Sessions]] #[[Making Agreements About Recording of Sessions]] #[[Agreeing About Record Keeping and Note Taking]] #[[Working with Parents and Children Together]] #[[Monitoring Outcomes]] !!Modifying therapeutic techniques #[[Combining Face to Face and Remote Working]] #[[Developing Tailored Resources for Use in Remote Working]] #[[Modifying Work with Parents, Babies and Infants]] #[[Working with Primary School Aged Children]] #[[Working with Adolescents]] #[[Modifying Psychotherapeutic Technique]] #[[Developmental Considerations]] #[[Modifying Supervision Around Remote Working]] !!Obtaining user perspectives on remote working #[[The Views of Young People]] #[[The Views of Parents]] #[[Considering Diversity and Remote Working]] !!Remote Supervision #[[Getting set up for an online supervision session]] !!Teaching/Training #[[Adaptations to teaching/training]] !!Staff Discussions about Remote Working #[[Remote Clinical Working at the AFNCCF – Responses of children, young people and families and our experience]] #[[Remote Clinical Working at the AFNCCF - Managing Risk and the Impact of This on Workers & Families]] #[[Remote Clinical Working at the AFNCCF – Marking Endings and Measuring Outcomes]] # [[Reflections on Remote MBT-C practice]]
!Supporting evidence As with face-to-face sessions, children and young people should provide written consent with a signature by hand, e-signature, or if this is not possible, confirmation of consent via email (1). Consent must also be gained for any recordings of sessions (1). ! Reflections from practice * The recording system will be reliant on who is hosting the session so the therapist would have to know how to access recordings and how to send them to clients if they require them * This is quite involved and does require therapists to discuss with their IG information governance (IG) and/or information technology (IT) teams. !!!References 1. University of Exeter. Remote working. 2020. ------ Link to guidance. [[Guidance: Technical considerations]]
The process of making guidance statements was as follows: *All the pages of the manual were reviewed and linked the guidance pages relevant to their content. These links were explicitly shown on the respective guidance page. *Guidance statements were generated by reviewing these pages using an agreed structure. *For each guidance topic, the aim was to generate a small number of ''Key Recommendations'' supported a non-identifiable ''Case Example'' and a discussion section titled ''Challenges, Difficulties and Other Considerations''. *Draft guidance pages were then reviewed by the whole working group and also by young people and parents. *All recommendations are considered as provisional and open to review and amendment based on three monthly review. ----- Link to [[How this guidance was developed]]
!Supporting evidence Therapists should arrange how children and young people can get in touch to reschedule or cancel sessions and establish what will happen if the child or young person does not answer a call (1). Therapists should also withhold their phone number if using a personal phone (and let the child or young person know that they will do this) (1). If using text messages or email, therapists should be clear about when these will be checked and how long a response will usually take (1). !!!References 1. University of Exeter. Remote working. 2020. !Reflections from practice This page addresses the issue of managing contact with families between scheduled session. It was created during a manualizing session with 8 members of staff at the Anna Freud Centre, working across different services. !!Is this an issue for us as workers? In this section we discussed the issues that have come up in practice around managing contact between sessions. *This //has //been a problem, but it is not to say that this wasn't an issue when we were doing face-to-face working. * There are issues around parents and carers receiving calendar invites and therefore having your email address. * In some cases we have been receiving more updates than previously - the volume of information between sessions seems to has increased and this feels like a loss of boundaries. *Then there are others with whom we would want to encourage greater contact - and it would feel good if they reached out. *It feels like there are things that we could do differently from the outset now. * Those doing Outreach work - providing clients and family members with phone numbers and email addresses is the norm so we are somewhat used to this level of regular communication. ** However, when too much or too little contact is part of the difficulty this can feel like a problem - we want to be flexible and let them know that we are here but there do have to be boundaries. *There are valuable lessons in how we set things up. *Similar outreach experiences across teams - we already have work phones but we have seen an increase in the level of contact we get via phone - we have adapted our way of working to suit this and have been offering 'wellbeing reviews' (check ins) in addition to therapeutic sessions (things are changing so quickly - so what we offer is changing based on how the families are responding to this way of working) * An assumption that because you are accessible on the screen you will be there or contactable via text whenever. !!What have we learnt? Here we discuss what we have learnt from our experiences of this way of working. *Building in additional contact spaces seems important. * Setting up new therapeutic contracts for remote working for new and existing families - this could include the protocol for between session contact - how you should contact us, when we will get back to you. **This might look different to face-to-face contact. * This also feels different for fee paying services - Some families can afford to contact us more whilst others cannot and that feels difficult. * How you set it up is important: **set it up more clearly from the outset (as above) letting clients know how we will respond and times when we won't be able to respond - in these situations all families have safety plans * Comparison to the NHS where the barrier is much clearer - you don't give out email addresses and people do not have work phones. Although our way of working gives you more flexibility is does leave you with additional issues to be clear about from the outset. * If you haven't worked in the NHS you don't know how these boundaries are set and you could take them for granted. When families have your mobile number you can receive messages at the weekend or from closed cases which requires extra thought and care ** It is about being clear from the outset that this is not a crisis team, that you set guidance on how quickly you will respond (within 24 hours for example) but here are the people you could contact instead (crisis teams, helplines). !!Practical or technical issues around this !!!Platforms & apps *Some practitioners are not using Microsoft Teams as the families are not able to access these platforms so they do phone calls instead. * Some practitioners had been texting young people and they weren't responding, then they Whatsapp-ed them and the young people responded (knowing which apps are accessible to young people, Whatsapp only requires internet not a phone being topped up etc). ** Key to make sure you don't have an image on Whatsapp. **Some teams have added a picture of their work badges (to be clear about who they are) *Some young people don't want to use video - if at the start the phone was used it is more difficult move to using video calls. This might be for a variety of reasons: **Young people not wanting to show their face, or not wanting practitioners to be nosey-ing into their bedrooms or homes in general. They may not actually use Facetime or video calls very often. ** This is a recurring theme with young people and once they make it obvious that they want to speak over the phone we don't push it we respect their choice. *Video use is easier with younger children as the parents usually set it up for them. *It feels important to be flexible in our offer of support and we can adapt to the ways of working that best suits the young person. * During the initial assessment you could to check in about whether video calls feel ok to the young person or not. * Again, it is important not to put pressure on service users - these process are becoming normalised to us. *Additionally, video contact sometimes does not flow - examples were given of when it has been obvious that a young person is feeling self-conscious about what they are showing you in their bedrooms or living room etc. In this situation it was important to recognise this and we were easily able to switch to a normal phone call. !!!Considerations *Recreating things in the room - making things between sessions and sending them in advance so that the family can look at them ahead of the session. ** For this you need to feel that you can put your mind to it and that you have the time to do this between sessions *People being in their own environments has pros and cons - one example is of a young person showing things that had been broken in the house and this was a good talking point. *Being clear about how it is feeling across the screen - there are aspects of emotion that are harder to pick up - if you're not sure, don't to make it up - using emoji's to display how you feel can be helpful. Being open about struggling to see how they are - one could think that it would be easier but it is just not - over-stating is really important. *Set up the session over the phone beforehand - what part of the house etc working remotely from home etc. ** Noticing what feels different about these sessions. * Indicating that we are learning about this too - families who have to have a transition. ** Have phone numbers to hand - we would not be calling people if they were three minutes late (being on time - not chasing you but just want to check - can you offer more time at the end - if connection has been bad). !!Safeguarding & ethical issues !!!Clients *If you haven't set out between session contact clearly you can encounter issues such as being contacted over the weekend if the phone is left on, but you are expected to be checking it - this is really difficult as you may feel you have a duty to respond but the Centre is closed and you have to remember policies and who the Safeguarding Leads are **It's again about being really clear about not offering immediate responses and the services that are available. **These situations can have a profound effect on workers as they may be left with it. ** Is it harder to judge these issues online? * Questions have arisen around what to do if you get a disclosure of self-harm online - do you ask them to get their parents or carers? Or should you call them to speak after? These are difficult questions to answer as we are all in the process of working these things out (stories similar to this should be shared with Peter Fuggle at the Anna Freud Centre). *Others are not certain whether they respond any differently to things that come up online vs face-to-face; maybe for some young people and not others. One example, of a young person showing injuries and holding these up to the camera which probably wouldn't have felt so close to the face if this was in person. *Disclosures - example of a disclosure being partially made and not expanded on, and then when the clinician attempted to get more information the young person hung up the phone which may not have happened in session. Being able to hang up feels like it is easier to escape and then it is difficult for the clinician to be able to contact the young person again - they can feel a bit left with it and also that they need 'pester' the young person to ensure that they are safe. ** This is different to being face-to-face * It raises the question of whether disclosures may become easier for clients if they feel they are in a safe space, more comfortable, not having someone there looking at them, having the option to hang up if it gets too much. !!!Clinicians The challenges above can be particularly difficult if you have to finish the call and look after your own children or do other things. This may need a separate discussion but some points have been included below on our thinking around the impact on clinicians: * Do we need to think more flexibly about how ''clinicians get support'' from one another *There have been experiences of feeling more pressure to keep people safe ** The importance of being able to ask colleagues for help when you are not sat beside them. !!What can we take away from this? *Parents and careres have been able to link up with us better; some are unfortunately now not working or it may just be easier to set up meetings between online sessions - we will maintain this way of working as an option for parents and carers as it does not feel inferior to meeting face-to-face. * Having good colleagues and feeling you can ask if a colleague has have five minutes if you have a question or just need to offload - feeling close to colleagues and/or having good relationships is invaluable. ** It might not even be an escalation but just getting something off your chest can feel helpful. * People can't see how you are - help and offering help is affected by this way of working; we are almost invisible to each other - how we connect and maintain our offer of help to each other as colleagues is vital and may need more consideration. ----------- Link to guidance. [[Guidance: Managing Individual Sessions]]
! Supporting evidence ''Therapists should talk with young people about:'' • parental involvement • how to manage distress during the session • who has parental responsibility for them (to manage safeguarding) (1). If therapy is with an older young person or a young person who does not want their parents or carers involved, it will be important to consider how to manage holding sessions in the home environment (1). Risk assessments should be carried out as in face-to-face sessions, although with additional considerations including what to do if a child or young person terminates a session (particularly if they have disclosed intent to harm themselves) and whether it is important to know where the client is during the session (2). Guidance from the BACP recommends that a safeguarding lead should be contactable at all times remote therapy is taking place (3). ''Actions taken in the research literature include:'' • developing a privacy and safety planning form • requiring guardian and local emergency contact information • completing crisis prevention plans with the therapist, child or young person and/or their parent or carer in the first session, including warning signs, coping plans, guardian support and emergency protocol steps • requiring that an adult is aware of the session schedule and available by phone in case of emergency (4) • requiring a caregiver to be present at home during the sessions • emergency contact information for that caregiver and additional emergency contacts • developing emergency plans with each family that include contacting emergency services if the clinician feels that the child, young person or caregiver presents an immediate threat to themselves or others (5). ! Reflections from practice //The below practice points are emergent learning from the Anna Freud Centre's clinicians and teams// !! Setting up sessions * Where you might expect sessions to become emotional, having a pre-session conversation about what would be good to have to hand can be helpful ** E.g., soothing or distracting objects, presence of a trusted family member in another room, tissues, etc. * Create a plan together of who may need to be around and what might help the person if they find a session difficult. * Build in time at the end of sessions to have a discussion about how to support the person after the session – who could they speak to, can you tell someone or check in later etc. * For children and young people, have this conversation with family at the start – where will they be during the session, we might need to bring them into the session to respond to the child or young person's needs or discuss next steps. * Setting up more intensive therapy, e.g., trauma work, will need more preparation at the beginning, thinking about the safety of the set up for the person and having plans in place for supporting them. !!! References for the Evidence section 1. University of Exeter. Remote working. 2020. 2. NHS. Remote Delivery of Services for the Psychological Professions. 2020. 3. The Psychological Professions Network. Remote Delivery of Services: Guidance for the Psychological Professions in England during the COVID-19 Pandemic. 2020;https://www.psychotherapy.org.uk/wp-content/uploads/2020/04/PPN_Covid19-Guidance.pdf. 4. Schoenfelder Gonzalez E, Myers K, Thompson EE, et al. Developing home-based telemental health services for youth: Practices from the SUAY Study. Journal of Telemedicine and Telecare. 2019;0(0):1-6. 5. Stewart RW, Orengo-Aguayo RE, Cohen JA, et al. A Pilot Study of Trauma-Focused Cognitive-Behavioral Therapy Delivered via Telehealth Technology. Child Maltreat. 2017;22(4):324-33. -------- Link to guidance. [[Guidance: Managing Distress]]
! Supporting evidence Therapists should arrange how children and young people can get in touch to reschedule or cancel sessions and establish what will happen if the child or young person does not answer a call (1). !!!References 1. University of Exeter. Remote working. 2020. -------- Link to guidance. [[Guidance: Managing Individual Sessions]]
! Supporting evidence Therapists should arrange how children and young people can get in touch to reschedule or cancel sessions and establish what will happen if the child or young person does not answer a call (1). If using text messages or email, therapists should be clear about when these will be checked and how long a response will usually take (1). ! Practice //The below practice points are emergent learning from Anna Freud Centre clinicians and teams// ''Flexibility of working'' * Offering children and young people shorter sessions, when they have struggled with the amount of screen time e.g. a 15 min check in rather than full sessions. * Reflections from staff that it seems better to have a shorter, engaged session than a longer, distracted or overwhelming session. ''Maintaining boundaries around availability'' * When having shorter, more frequent sessions, this increases workload for staff (due to time required for preparation and post-session notes). * Managing your own diary to space out appointments due to intensity of this way of working. * Being clear about the limits of flexibility given service/diary constraints in conversation with children and young people and parents and carers, as well as in email signatures and voicemail. !!!References 1. University of Exeter. Remote working. 2020. --------- Link to guidance. [[Managing Requests for Changes of Time and Frequency]]
Manualizing is an active process which has been developed as part of the Adaptive Mentalization Based Integrative Treatment approach. It provides a method by which groups of practitioners capture the lessons of direct practice that arise in day to day discussions that are easily lost or discarded. The aim is to integrate model development as closely to the routines of team practice as possible and not to split model development apart from what is learnt in day to day practice. A fuller description of the AMBIT approach to manualizing can be found in the AMBIT open source online manual https://manuals.annafreud.org/ambit/index.html ----- Link to [[How this guidance was developed]]
!Supporting evidence !!Therapeutic Relationship There is good evidence that therapy can be delivered well through digital means (1) and that therapeutic relationships are often as strong as in face-to-face therapy (1, 2). To support the therapeutic relationship, ‘getting to know you’ games can be helpful to break up sessions and develop alliance (3). Research on client perspectives confirms that warmth can be conveyed by video, and that the sense of presence also does not seem to be impaired. However, therapists might need to work harder to convey empathy and that they understand and demonstrate understanding of the client’s emotional needs during live online support. Verbal signals may also be more important to convey empathy than the non-verbal signals that might be more easily picked up in face-to-face sessions. As studies of in-person therapeutic settings have found that therapist anxiety can interfere with therapeutic alliance, therapists should try to reduce anxiety related to videoconferencing (e.g. through practice with the software or discussing concerns with a supervisor) (2). !!Referral, assessment and starting treatment The Association of Child Psychotherapists do not recommend conducting assessments or starting treatment through remote working, although this guidance may change (4) as other evidence has found telehealth to be effective in the referral process (5) and for assessments (6-8). !!Engagement There is some evidence that clients are more active and take more responsibility during videoconferencing psychotherapy, which may be to do with the extra dimension of safety allowing for more open communication (2). Suggestions from the research literature include facilitating youth and family engagement with a patient navigator who established care, scheduled initial sessions, followed up throughout treatment and coordinated community transfer of care (9). !!Communication When adapting communication, therapists should consider: • pace and tone • using clear and unambiguous language • continuing to use silence as in face-to-face sessions (but consider explaining to the young person that they will use silence during the process of listening). • that it might be more important to show active listening when using remote communication • informing the young person about taking notes as in face-to-face sessions (3) • capturing as much non-verbal communication on camera as possible • using slower and clearer speech to mitigate poor connections (4) • being more deliberate and overt with non-verbal communication • asking more questions in order to understand client’s body language and expressions • offering an in-person session at the beginning of therapy to boost rapport • using shorter sentences to avoid instances when disruption is caused by both the therapist and young person speaking at the same time (2) Issues raised in the research literature include: • that off-camera behaviour or events are missed • eye-contact is difficult to achieve (7, 10) • feeling that part of the communication was lost (11) • Non-verbal communication difficulties (10) Comparing the use of telemedicine and telephone therapy, most users preferred telemedicine due to the benefits of visual contact and being able to see non-verbal communication (12). !!Treatment Adaptation Adaptations may also need to be made during treatment delivery to account for social distancing (e.g. the activities related to behavioural activation will now be more restricted and for cognitive restructuring, the situations triggering negative thoughts are less likely to be to do with social situations) and maximize the child or young person’s engagement (3). !!Transition to the home environment Therapists should also think about how to help young people transition back into the home environment, as there may be a lack of transitional spaces with live online support (3). !!Routine outcome measures Additionally, therapists should consider arranging with the young person to complete routine outcome measures outside of session time to help manage time limitations (3). ! Reflections on practice //This page summarises emergent ideas/experiences from Anna Freud Centre clinicians and workers// ''Establishing therapeutic alliance'' * The loss of bodily cues and presence in a room can make it feel more difficult to connect with the client. ** You can acknowledge this loss. ** Mentalize your experience for the client or mentalize the client as part of making this experience more explicit, e.g., "I notice you are looking away from the camera, I am wondering if you are thinking or feeling overwhelmed" OR "I am finding it difficult to get a sense of how you are feeling, and my experience is..." ** Consider exaggerating with tone of voice and words to communicate emotion in the absence of other cues. ** Bringing more energy to the conversation (which can feel artificial for the therapist) may help build rapport with clients. ** Some of the work you would have done implicitly may need to be brought in explicitly and verbally to compensate for the loss of body cues. * Consider with the child or young person how the session fits with the rest of their day and other commitments – trying to time sessions to allow breathing space and prevent children and young people from being overburdened * Establish with children and young people what support might be needed if sessions are difficult and put in place (e.g., prepping the parent or carer to be around and available after a session). * Using more humour and shared experience within the sessions. ''Technical aids to connecting with clients'' * On online platforms, like Zoom and Microsoft Teams, it can be helpful to pin the video of the client to the centre of the screen, so that you can focus on them. ** Do this by right clicking on their image, and selecting "pin video." * Some people turn off self-view during a therapeutic session, so that they can focus more closely on the client. * It's possible to play with children and young people through video, e.g., singing, playing a game together, being playful with background images, creating things separately or together. * With young people, connecting via WhatsApp seems to work well. Some practitioners have also been using other platforms, e.g., online gaming spaces, and this has helped them to connect with young people. ''Adaptations to therapeutic technique'' * Therapy has had to become more strengths-based, with a focus on when things went well and how they went well, what lead to this, how to notice it more, how to shore up resilient aspects of personality or actions/interactions. * With parent infant psychotherapy, the work has become more adult-focused as well as involving parents and carers more in a 'co-therapist' role. * Finding different ways to make connections to the child or young person's emotional state and experience can be important. ** E.g., asking a young person to scroll through their phone and choose an appropriate emoji for their current emotional state. This slows the session down, invites the young person's curiosity, and allows therapist and young person to develop a shared understanding of their emotions ** E.g., asking children and young people to share pictures that capture their experience of the session or how their week has been. ''Therapeutic ruptures'' * Expect that there may be more misunderstandings/misinterpretations due to the loss of physical presence and visual cues ** Articulating and naming what is going on can help to repair these ruptures ** Using mentalizing intervention to bring misunderstandings into the conversation, to normalise them, and to help clients and therapist come to a shared understanding ''Distractions and disruptions'' * Verbally notice things like the TV being on in the background which could be distracting. * Consider the purpose of behaviours or distractions for young people, e.g., some use their phone to help manage difficult emotions or conversations, some may pet the cat or look away from computer. ** Have explicit conversations about the function of certain behaviours, invite discussion so that you can support them around managing distress and engaging with therapy . ** Think about each child or young person's individual needs, for instance, one child who needed breaks when discussion became more emotional . * Acknowledge that being on screen or camera can be intense and draining – consider ways with the young person that they could deal with this, e.g., turning the camera off. * Modify the session length in accordance to what the child or young person can manage. ''Marking endings'' * Collaboratively and creatively developing ways to mark ending in live online support: ** An example of ending a long-term piece of work with a young person recently was provided. ** Work had previously been face-to-face and the young person knew ending was coming. ** The young person did not like the idea of a ‘check in’ – they preferred to do something active or achieve something in the session. ** They came up with a list of ideas that they could do and then they decided together ** The young person and therapist did activities together in sessions (arts/crafts/games), e.g., gratitude jar ** They had shorter sessions as using online video was challenging for the young person. !!!References for the Evidence section 1. NHS. Remote Delivery of Services for the Psychological Professions. 2020. 2. Simpson SG, Reid CL. Therapeutic alliance in videoconferencing psychotherapy: a review. Australian Journal of Rural Health. 2014;22(6):280-99. 3. University of Exeter. Remote working. 2020. 4. Association of Child Psychotherapists. ACP Guidance on working remotely with children, young people and families in the Covid-19 pandemic. 2020;https://childpsychotherapy.org.uk/sites/default/files/civicrm/persist/contribute/files/Guidance%20on%20working%20remotely%20with%20children.%20general%20_%20COVID-19%20_May%202020_.pdf. 5. Coker TR, Porras-Javier L, Zhang L, et al. A Telehealth-Enhanced Referral Process in Pediatric Primary Care: A Cluster Randomized Trial. Pediatrics. 2019;143(3):e20182738. 6. Lyneham HJ, Rapee RM. Agreement between telephone and in-person delivery of a structured interview for anxiety disorders in children. Journal of the American Academy of Child and Adolescent Psychiatry. 2005;44(3):274-82. 7. Diamond JM, Bloch RM. Telepsychiatry assessments of child or adolescent behavior disorders: a review of evidence and issues. Telemedicine Journal and e-Health. 2010;16(6):712-6. 8. Hilty DM, Ferrer DC, Parish MB, et al. The effectiveness of telemental health: a 2013 review. Telemedicine Journal and e-Health. 2013;19(6):444-54. 9. Schoenfelder Gonzalez E, Myers K, Thompson EE, et al. Developing home-based telemental health services for youth: Practices from the SUAY Study. Journal of Telemedicine and Telecare. 2019;0(0):1-6. 10. Pesamaa L, Ebeling H, Kuusimaki ML, et al. Videoconferencing in child and adolescent telepsychiatry: a systematic review of the literature. Journal of Telemedicine and Telecare. 2004;10(4):187-92. 11. Haig-Ferguson A, Loades M, Whittle C, et al. "It's not one size fits all"; the use of videoconferencing for delivering therapy in a Specialist Paediatric Chronic Fatigue Service. Internet Interv. 2019;15:43-51. 12. Mitchell SA, Maclaren AT, Morton M, et al. Professional Opinions of the Use of Telemedicine in Child & Adolescent Psychiatry. Scottish Medical Journal. 2009;54(3):13-6. -------- Link to guidance. [[Guidance: Modifying practice for online work]]
!Supporting evidence There may be an increased need for individual and peer supervision, particularly if this is a new way of working. This could involve more regular and longer supervisions to deal with the added aspect of remote working (1). Consider discussing the differences in this way of working, for example when supervisors are not available in-the-moment (2). Safeguarding risks might also be more difficult to assess remotely if children are less comfortable disclosing information while at home, and these issues should be discussed with a supervisor (3). The pandemic is likely to be distressing for everyone, and supervisors can be a first port of call to help. This might include support with financial, food, housing and self-care needs. Concerns about returning to in-person work should also be discussed with a supervisor (4). ! Reflections on practice * Some therapy training courses and accreditation processes require recorded sessions to be shared for supervision. ** This should be explicitly discussed with the client so that they know why the session is recorded, who will see the video and for what purpose, and can make an informed decision as to whether they wish to consent to this use. !!!References 1. The Psychological Professions Network. Remote Delivery of Services: Guidance for the Psychological Professions in England during the COVID-19 Pandemic. 2020;https://www.psychotherapy.org.uk/wp-content/uploads/2020/04/PPN_Covid19-Guidance.pdf. 2. Bernhard PA, Camins JS. Supervision from afar: Trainees' perspectives on telesupervision. Counselling Psychology Quarterly. 2020. 3. Association of Child Psychotherapists. ACP Guidance on working remotely with children, young people and families in the Covid-19 pandemic. 2020;https://childpsychotherapy.org.uk/sites/default/files/civicrm/persist/contribute/files/Guidance%20on%20working%20remotely%20with%20children.%20general%20_%20COVID-19%20_May%202020_.pdf. 4. Hames JL, Bell DJ, Perez-Lima LM, et al. Navigating uncharted waters: Considerations for training clinics in the rapid transition to telepsychology and telesupervision during COVID-19. Journal of Psychotherapy Integration. 2020;30(2):348-65. -------- Link to guidance. [[Guidance: Supervision]]
!Evidence Assessments with preschool children might require extra support in the home (1). !!!References 1. Diamond JM, Bloch RM. Telepsychiatry assessments of child or adolescent behavior disorders: a review of evidence and issues. Telemedicine Journal and e-Health. 2010;16(6):712-6. !Practice !!Working with parents and other members of the network * Using Whatsapp to conduct a three way conversation with a clinician, school-based partner and a parent !Other Resources *[[Child anxiety manual: COVID-19 adaptations|https://manuals.annafreud.org/cwp/index.html#Child%20anxiety%20manual%3A%20COVID-19%20adaptations]] *[[Behaviour problems manual: COVID-19 adaptions|https://manuals.annafreud.org/cwp/index.html#Behaviour%20problems%20manual%3A%20COVID-19%20adaptions]] ------- Link to guidance. [[Guidance: Taking child development into consideration]]
!Supporting evidence Therapists should consider whether worksheets, routine outcome measures and homework can be exchanged before the session, and whether children and young people could complete routine outcome measures outside of session time to help manage time limitations (1). !!!References 1. University of Exeter. Remote working. 2020. !Practice //This page is a working document capturing emergent learning from AFC staff/teams// !! Enabling Collaborative Outcomes Monitoring * Sharing standard forms/questionnaires/workbooks in advance so that both clinician and young person/family can see same information during session * For some, this means physically sending hard copies to look at/make notes on; photos or files by email might work for others * Also using screenshot sharing during a session. Sharing word documents so that you can make changes to document whilst you both look at it (e.g., highlighting parts of the document using a traffic light colour coding) * Screen sharing enables you to check and agree meaning of the filled in outcomes measure together * Inviting the YP to fill in routine outcome monitoring before each session - sending a prompt in advance to remind them to fill it in !! Tracking Outcomes * Keeping routine outcomes monitoring tracking sheets to gather weekly ratings in one place. Prompting young people to fill in and send to clinician ahead of session !! Completing Session Rating Scales The below advice comes from the WEST team, who are filling in rating scales in this way. *Asking YP or parent/carer to fill in session rating scales via Whatsapp or i-message <center> 1. Share a picture of the session rating scale <center> <center> [img width = 300 [srs.png]] <center> 2. Give step-by-step instructions of how to edit and send back <center> [img width = 300 [instructions.png]] <center> 3. YP can edit the rating scale to place marks on their chosen ratings <center> [img width = 300 [srscomplete.png]] <center> 4. YP can then send image back with marks on it See more from the WEST team here: https://manuals.annafreud.org/wellbeingservice/index.html#Strategies%20we%20use%20in%20our%20work%20during%20lockdown ------- Link to guidance. [[Guidance: Measuring outcomes]]
! Supporting evidence As with face-to-face sessions, clinicians should obtain written consent with either: • a signature by hand • an e-signature Or if this is not possible: • confirmation of consent via email Consent must also be gained for any recordings of sessions (1). Guidance from NHS Digital explains that consent to use digital methods is implied by the service user accepting the digital invitation and entering the session. Both NHS Digital and the Information Commissioner’s Office say that they will take into account the need to adapt usual approaches (2). Remote consenting processes in the literature include reviewing consent by videoconference and allowing return of signed consent via mail prior to the first session. In this study, although guardian consent would not usually be required for adolescent treatment, concerns about the appropriateness of home-based care without guardian knowledge resulted in guardian consent being required (3). '' References'' 1. University of Exeter. Remote working. 2020. 2. NHS. Remote Delivery of Services for the Psychological Professions. 2020. 3. Schoenfelder Gonzalez E, Myers K, Thompson EE, et al. Developing home-based telemental health services for youth: Practices from the SUAY Study. Journal of Telemedicine and Telecare. 2019;0(0):1-6. ! Practice !!Gaining consent for referrals * Asking referrers to get consent from parents via email, which they send to a central inbox for the team ** Example email might include "Following our conversation, do you consent for [team name] to contact you..." and parent can reply "yes" !!Moving to online/remote contacts * Re-negotiating consent if therapy or contact started face-to-face ** Being explicit about how the work might look/feel different ** Checking with young person or family what their thoughts/feelings are about working remotely - some have had a definite preference for telephone contact rather than online video-based contact ** Reviewing regularly how the work is going and whether the person/family wants to continue in this way - this is (to an extent) usual practice, but has felt even more important to ensure that regular review and open conversations take place ** Sharing copies of any agreement with the person in an agreed format (e.g., by photo, by email, by screen-share) ------- Link to guidance. [[Guidance: Maintaining Safety - Consent, Safeguarding, Confidentiality]]
!!!Source: Tessa Baradon (April 2020) !!Covid-19: suggestions for practice of psychotherapy with parents and infants via digital video platforms These guidelines have been developed over this short period by clinical and training staff practicing parent infant psychotherapy at the Anna Freud Centre. We have considered the unique issues that can arise when working with babies and their families via video platforms, during a period of heightened societal and personal stress. Our key preoccupation is how to create and sustain a safe space for therapy in the digital frame. With a systemic-relational view of PIP work, we have particularly thought about how we ourselves may feel, think, worry about – and thus what we bring to the session in terms of our own internal states. We assume that, to some degree, we are also hyper-aroused and need to take care, therefore, in relation to therapist-generated impingements, their impact, and repair. Below are the four key areas we have identified through the guidelines. Please pick and choose from these ideas for each family you work with, at different times, and according to your own state of mind at any given time. #[[Discussing Therapy Within a Digital Platform with the Family|Discussing Therapy Within a Digital Platform with the Family - PIP Remote Guidance]] #[[Preparing Yourself Before Each Session|Preparing Yourself Before Each Session - PIP Remote Guidance]] #[[Adapting Clinical Practice|Adapting Clinical Practice - Parent Infant Psychotherapy (PIP) Remote Guidance]] #[[Risk|Risk - PIP Remote Guidance]]
! Supporting evidence Privacy is a commonly raised concern (1-3) in studies of remote therapy. When starting a session, clinicians should: • make sure they are talking to the right person • check whether anyone else is in the room • confirm an alternative contact method in case the phone call or videoconference is interrupted (due to technological or other reasons). Clinicians should also consider agreeing a prearranged word or phrase with the child or young person to use in case the call is interrupted (4). ''References'' 1. Crum KI, Comer JS. Using Synchronous Videoconferencing to Deliver Family-Based Mental Healthcare. Journal of Child and Adolescent Psychopharmacology. 2016;26(3):229-34. 2. Haig-Ferguson A, Loades M, Whittle C, et al. "It's not one size fits all"; the use of videoconferencing for delivering therapy in a Specialist Paediatric Chronic Fatigue Service. Internet Interv. 2019;15:43-51. 3. Hubley S, Lynch SB, Schneck C, et al. Review of key telepsychiatry outcomes. World J Psychiatry. 2016;6(2):269-82. 4. University of Exeter. Remote working. 2020. ----- Link to guidance. [[Guidance: Managing Individual Sessions]]
!!!! Source: Sharim Ponticelli, Assistant Psychologist Early Years Programme, AFNCCF This page is part of the [[Keeping Young Children in Mind During Covid-19 (KYCM)]] framework. *''Work from a private and confidential space.'' Ensure the space from home you work from is private, un-interrupted and where possible free from loud noise. This may involve using headphones to manage interference from background noise, asking others in your space to respect your privacy, for example by moving entertainment to another room or wearing headphones so noise doesn’t disturb you. Safety and confidentiality are paramount, so if these conditions cannot be maintained from home, it is not advisable to conduct video sessions nor alternatives, such as phone sessions. *''Replicate face-to-face environment.'' Where possible the space you conduct video therapy from should replicate the environment that would typically be used for therapy in a face-to-face setting. When working with children under five this usually involves using toys and sitting on the floor. Conducting video therapy on the floor, could therefore provide a sense of continuity. *''Meet in the same place. ''Try to conduct therapy in a consistent setting for each family to help create continuity with face-to-face work which typically would have occurred in the same consultation space. This also involves dressing as you normally would if you were to meet in person. *''Lighting and background. ''Avoid any lighting directly behind you and close curtains and blinds in the room. If the video platform is permitting (e.g. Microsoft Teams), blur the background or choose a specific background image/picture. If you decide to keep your home background in view, consider choosing a part of your home that you are happy to show beyond your shoulders. Consider the family’s needs and personality. For example, some families are better suited to a neutral/professional background (e.g. bookshelves), whilst others may experience familiarity even when seeing your home kitchen or windows. *''Familiarize with the video platform.'' Familiarise yourself with the digital video platform you are using and its functionality. You could practice using it with family or friends to feel more confident. Particularly when working with children under five, it may be helpful to familiarise yourself with appropriate features, e.g. whiteboard features for drawing pictures, or screen sharing to show videos or images *''Manage disturbance from other devices. ''Turn off or put on sleep mode all devices other than the one you are using to make the call, including watches, laptops, and other phones. Do your best to also quit all programs except the one in use, by turning off all notifications. Use headphones to leave your hands free and maximise the sound quality of your voice; this will enhance your ‘telepresence’ which is associated with a strong therapeutic relationship. *''Camera position.'' Consider positioning the client’s image right underneath the camera to facilitate maintaining eye contact. *''Online presence.'' Be careful with your online presence since you are more likely to be googled by clients when doing online work. *''Insurance.'' Ensure to check that your professional insurance plan covers video therapy. *''Information governance.'' Familiarize yourself with the updated NHSX guidance on information governance considering Covid-19 and ensure that your planned practice is GDPR compliant (see Catherine Knibbs – Privacy 4 for helpful advice on this matter). *''Supervision.'' With the increased sickness, staff redeployment and furloughing, ensure that you are still able to access regular clinical supervision in relation to your video work. Further practical considerations on communication method and video software can be found in the BPS guideline on conducting effective therapy via video. --- !!Other aspects of the KYCM guidance <<list-links "[tag[Keeping Young Children in Mind During Covid-19 (KYCM)]tag[Keeping Young Children in Mind During Covid-19 (KYCM)]]">>
!!!Source: Tessa Baradon (April 2020) We are all constantly exposed to distressing news, however deeply we choose to shut ourselves off from it. Furthermore, there are many primary issues with which we are confronted by COVID-19 – mortality, possible loss, out-of-controlledness, social vs personal responsibility, etc. It is not possible to empty ourselves entirely of these private worries before contact with our patients. However, each of us has resources and techniques to listen to ourselves, bear our emotions and anxieties, and steady ourselves within. We need to do this self-steadying before each session. You will know you are in a balanced state through your breathing, the muscular tension around you mouth, feeling relaxed in your shoulders. If, however, you feel that your ability to calm your mind is slipping, for whatever reason, please do not hold a session. It may be possible to reschedule with the family and it may be time to focus on looking after yourself and getting support to do so. ---- <<list-links "[tag[Parent Infant Psychotherapy (PIP)]]">> ----- Link to guidance. [[Guidance: Managing Individual Sessions]]
!!!! Source: Sharim Ponticelli, Assistant Psychologist Early Years Programme, AFNCCF This page is part of the [[Keeping Young Children in Mind During Covid-19 (KYCM)]] framework. *It is important to stay with the ‘here and now’ of our patients’ daily lives. Often this gives opportunity to mentalize experience – think about what happens in the course of their self-isolation with baby, give name and normalize affects where it is the case. We do not regard a flood of speech regarding the seemingly mundane as ‘non-analytic’ or defensive in these circumstances. *Pressure of speech on the part of the parent/s can make it difficult to access the baby in the session. We need to hold in mind how the baby may be experiencing the parent’s anxieties and burdens and ease thinking about their baby into the parent’s preoccupation. *Digital working also complicates our ability to really include the baby in the moment through interactions and play. When the family and screen are on the floor the baby and therapist can see each other. Babies respond in various ways to a screen, but often seem to register our physical non-presence in an anxious way. Tracking the baby as much as possible will enable you to pick up expressions of interest in the baby which you can capitalize on to represent their inner world. When the family is not on the floor the baby may be physically absent from your screen and you may have to rely on mentalizing him/her with the parent. *Within the session we need to think with the parents not only their upsets and fears but also how they rally themselves. This, in Anna Freudian terms, would be working with ego strengths – their coping abilities. For example, a parent describes being driven mad by a situation. It is not sufficient to explore how/why they got into that state – i.e. the triggers to the stress response, but also how they got out of that state of mind – i.e. more resilient aspects of their functioning. *Refrain from therapeutic interventions that arouse a lot of anxiety and challenge coping mechanisms. It is important to remember that you are operating with reduced information about families’ responses to your interventions. You are limited to the frame of the screen and miss many of the nonverbal cues that normally inform us about ‘how’ our intervention has been experienced by the other. *On screen, the view of the face without the whole body is closer than in-person connection and distracting. It is two-dimensional. The loss of many subtle non-verbal cues means that we have to work so much harder to perceive the whole communication. *This is loss of a sense of presence, a core neuropsychological phenomenon stemming from an organism's capacity to locate itself in an external world according to the action it can do in it. For humans these actions specifically include the person’s capacity--even potential capacity-- to interact with another person in a shared external environment. The sense of presence enables the nervous system to recognize that one is in an environment that is outside one’s self and not just a product of one’s inner world (i.e. being awake, not dreaming). Presence is not the same thing as emotional engagement, absorption or the degree of technological immersion. *Flexibility, in these circumstances, means going the extra mile in reaching out to a vulnerable baby and parents, and engaging with the network to ensure they receive professional support and containment to keep safe. It may also mean that if you ‘meet’ at a prearranged time, and the family is too much turmoil to engage, you call a short time later if you can, and hold the session then. Sometime a full session cannot be managed but a shorter holding meeting is helpful. Our approach is to use your clinical judgement to assess what the family can make use of at any point in time and work with that, even if it feels that the usual analytic frame is being somewhat flexed. --- !!Other aspects of the KYCM guidance <<list-links "[tag[Keeping Young Children in Mind During Covid-19 (KYCM)]tag[Keeping Young Children in Mind During Covid-19 (KYCM)]]">> ----- Link to guidance. [[Guidance: Taking child development into consideration]]
Research papers that have been reviewed for this guidance are listed below. * A Pilot Study of Trauma-Focused Cognitive–Behavioral Therapy Delivered via Telehealth Technology * A Randomized Clinical Trial Showing Persisting Reductions in Depressive Symptoms in HIV-Infected Rural Adults Following Brief Telephone- Administered Interpersonal Psychotherapy * A systematic review of providers’ attitudes toward telemental health via videoconferencing * Agreement Between Telephone and In-Person Delivery of a Structured Interview for Anxiety Disorders in Children * Core Skills: Remote Therapy with Children, Young People and Families * Covid-19 and early intervention Evidence, challenges and risks relating to virtual and digital delivery * Developing Rapport and Therapeutic Alliance During Telemental Health Sessions with Children and Adolescents * Digital Delivery by the Psychological Professions (CYP): Literature Review and Clinical Considerations * Effectiveness and acceptability of parent training via telehealth among families around the world * E-therapies systematic review for children and young people with mental health problems * It's not one size fits all”; the use of videoconferencing for delivering therapy in a Specialist Paediatric Chronic Fatigue Service * Let’s face it: video conferencing psychotherapy requires the extensive use of ostensive cues * Online CBT is ineffective for treating adolescent anxiety * Professional Opinions of the Use of Telemedicine in Child & Adolescent Psychiatry * Psychotherapy mediated by remote communication technologies: a meta-analytic review * Remote cognitive–behavior therapy for obsessive–compulsive symptoms: A meta-analysis * Review of key telepsychiatry outcomes * Telehealth delivery of cognitivebehavioral intervention to youth with autism spectrum disorder and anxiety: A pilot study * Telephone-Administered Interpersonal Psychotherapy by Nurse-Midwives for Postpartum Depression * Telephone-Based Mental Health Interventions for Child Disruptive Behavior or Anxiety Disorders: Randomized Trials and Overall Analysis * Telephone-based nurse-delivered interpersonal psychotherapy for postpartum depression: nationwide randomised controlled trial * The Effectiveness of Telemental Health: A 2013 Review * The Therapeutic Relationship in E-Therapy for Mental Health: A Systematic Review * Three decades of telemedicine in obsessive-compulsive disorder: A review across platforms * Videoconferencing Psychotherapy: A Systematic Review * What Works and What Doesn’t Work? A Systematic Review of Digital Mental Health Interventions for Depression and Anxiety in Young People * Working remotely with children and young people - Evidence Review 2020 ---- Link to [[How this guidance was developed]]
!!! The following documents were used alongside staff experiences to inform this guidance on remote working. Aboujaoude, E. (2017). Three decades of telemedicine in obsessive-compulsive disorder: A review across platforms. Journal of Obsessive-Compulsive and Related Disorders, 14, 65-70. doi: 10.1016/j.jocrd.2017.06.003 Anderson, K. E., Byrne, C. E., Crosby, R. D., & Le Grange, D. (2017). Utilizing Telehealth to deliver family-based treatment for adolescent anorexia nervosa. Int J Eat Disord, 50, 1235-1238. doi: 10.1002/eat.22759 Anna Freud National Centre for Children and Families. (2020). Keeping Child in Mind During COVID-19 Armington, R., Badenoch, B., & Gantt, S. (2020). Zooming Along in the Pandemic and Beyond: American Group Psychotherapy Association. https://www.agpa.org/docs/default-source/practice-resources/article_zooming-along-in-the-pandemic-and-beyond.pdf?sfvrsn=41999ba9_0 Association of Child Psychotherapists. (2020). Guidance on working remotely with children, young people and families. https://childpsychotherapy.org.uk/sites/default/files/civicrm/persist/contribute/files/Guidance%20on%20working%20remotely%20with%20children.%20general%20_%20COVID-19.pdf Backhaus, A., Agha, Z., Maglione, M. L., Repp, A., Ross, B., Zuest, D., . . . Thorp, S. R. (2012). Videoconferencing psychotherapy: a systematic review. Psychol Serv, 9, 111-131. doi: 10.1037/a0027924 Bee, P. E., Bower, P., Lovell, K., Gilbody, S., Richards, D., Gask, L., & Roach, P. (2008). Psychotherapy mediated by remote communication technologies: a meta-analytic review. BMC Psychiatry, 8, 60. doi: 10.1186/1471-244X-8-60 Berryhill, M. B., Culmer, N., Williams, N., Halli-Tierney, A., Betancourt, A., Roberts, H., & King, M. (2019). Videoconferencing Psychotherapy and Depression: A Systematic Review. Telemed J E Health, 25, 435-446. doi: 10.1089/tmj.2018.0058 Berryhill, M. B., Halli-Tierney, A., Culmer, N., Williams, N., Betancourt, A., King, M., & Ruggles, H. (2019). Videoconferencing psychological therapy and anxiety: a systematic review. Fam Pract, 36, 53-63. doi: 10.1093/fampra/cmy072 British Association for Counselling and Psychotherapy. (2019). Working online in the counselling professions. https://www.bacp.co.uk/media/2162/bacp-working-online-supplementary-guidance-gpia047.pdf Carpenter, A. L., Pincus, D. B., Furr, J. M., & Comer, J. S. (2018). Working From Home: An Initial Pilot Examination of Videoconferencing-Based Cognitive Behavioral Therapy for Anxious Youth Delivered to the Home Setting. Behav Ther, 49, 917-930. doi: 10.1016/j.beth.2018.01.007 Connolly, S. L., Miller, C. J., Lindsay, J. A., & Bauer, M. S. (2019). A systematic review of providers' attitudes toward telemental health via videoconferencing. Clinical Psychology-Science and Practice, n/a, e12311. doi: ARTN e1231110.1111/cpsp.12311 Dalton, L., Rapa, E., Channon-Wells, H., Davies, V., & Stein, A. (2020). How to tell children that someone has died: University of Oxford. https://www.psych.ox.ac.uk/files/research/how-to-tell-children-that-someone-has-died.pdf Dalton, L., Rapa, E., Channon-Wells, H., & Stein, A. (2020). Contacting Relatives by Phone to Communicate Death of a Patient: University of Oxford. https://www.psych.ox.ac.uk/files/research/contacting-relatives-by-phone-to-communicate-death-of-a-patient.pdf/@@download Dalton, L., Rapa, E., & Stein, A. (2020). Protecting the psychological health of children through effective communication about COVID-19. The Lancet Child & Adolescent Health, 4, 346-347. doi: 10.1016/S2352-4642(20)30097-3 DCP Digital Healthcare Sub-Committee. (2020). Effective therapy via video: Top tips: The British Psychological Society & Division of Clinical Psychology. https://www.bps.org.uk/coronavirus-resources/professional/effective-therapy-video-top-tips DCP Faculty for Children Young People and their Families, & DCP Digital Healthcare Sub-Committee. (2020). Considerations for psychologists working with children and young people using online video platforms: The British Psychological Society & Division of Clinical Psychology. https://www.bps.org.uk/sites/www.bps.org.uk/files/Member%20Networks/Divisions/DCP/Considerations%20for%20psychologists%20working%20with%20children%20and%20young%20people%20using%20online%20video%20platforms.pdf?utm_source=BPS_Lyris_email&utm_medium=email&utm_campaign= Dennis, C.-L., Grigoriadis, S., Zupancic, J., Kiss, A., & Ravitz, P. (2020). Telephone-based nurse-delivered interpersonal psychotherapy for postpartum depression: nationwide randomised controlled trial. The British Journal of Psychiatry, 216, 189-196. Fisher, S., Guralnik, T., Fonagy, P., & Zilcha-Mano, S. (2020). Let’s face it: video conferencing psychotherapy requires the extensive use of ostensive cues. Counselling Psychology Quarterly, 1-17. Garrido, S., Millington, C., Cheers, D., Boydell, K., Schubert, E., Meade, T., & Nguyen, Q. V. (2019). What Works and What Doesn't Work? A Systematic Review of Digital Mental Health Interventions for Depression and Anxiety in Young People. Front Psychiatry, 10, 759. doi: 10.3389/fpsyt.2019.00759 Goldstein, F., & Glueck, D. (2016). Developing Rapport and Therapeutic Alliance During Telemental Health Sessions with Children and Adolescents. J Child Adolesc Psychopharmacol, 26, 204-211. doi: 10.1089/cap.2015.0022 Haig-Ferguson, A., Loades, M., Whittle, C., Read, R., Higson-Sweeney, N., Beasant, L., . . . Crawley, E. (2019). "It's not one size fits all"; the use of videoconferencing for delivering therapy in a Specialist Paediatric Chronic Fatigue Service. Internet Interv, 15, 43-51. doi: 10.1016/j.invent.2018.12.003 Heckman, T. G., Markowitz, J. C., Heckman, B. D., Woldu, H., Anderson, T., Lovejoy, T. I., . . . Yarber, W. (2018). A randomized clinical trial showing persisting reductions in depressive symptoms in HIV-infected rural adults following brief telephone-administered interpersonal psychotherapy. Annals of Behavioral Medicine, 52, 299-308. Helps, S., Kerman, C., & Halliwell, C. (2020). Doing Remote Systemic Psychotherapy during Covid-19: some practice ideas. Retrieved from https://systemicthoughts.wordpress.com/2020/03/30/doing-remote-systemic-psychotherapy-during-covid-19-some-practice-ideas/ Hepburn, S. L., Blakeley-Smith, A., Wolff, B., & Reaven, J. A. (2016). Telehealth delivery of cognitive-behavioral intervention to youth with autism spectrum disorder and anxiety: A pilot study. Autism, 20, 207-218. doi: 10.1177/1362361315575164 Hilty, D. M., Ferrer, D. C., Parish, M. B., Johnston, B., Callahan, E. J., & Yellowlees, P. M. (2013). The effectiveness of telemental health: a 2013 review. Telemed J E Health, 19, 444-454. doi: 10.1089/tmj.2013.0075 Hubley, S., Lynch, S. B., Schneck, C., Thomas, M., & Shore, J. (2016). Review of key telepsychiatry outcomes. World J Psychiatry, 6, 269-282. doi: 10.5498/wjp.v6.i2.269 IPT UK. (2020). Advice & Resources for Moving your Practice Online, from https://www.iptuk.net/advice--resources-for-moving-your-practice-online.html Lamb, T., Pachana, N. A., & Dissanayaka, N. (2019). Update of Recent Literature on Remotely Delivered Psychotherapy Interventions for Anxiety and Depression. Telemed J E Health, 25, 671-677. doi: 10.1089/tmj.2018.0079 Lindqvist, K., Mechler, J., Carlbring, P., Lilliengren, P., Falkenström, F., Andersson, G., . . . Bergsten, K. L. (2020). Affect-focused psychodynamic internet-based therapy for adolescent depression: randomized controlled trial. Journal of medical internet research, 22, e18047. Lyneham, H. J., & Rapee, R. M. (2005). Agreement between telephone and in-person delivery of a structured interview for anxiety disorders in children. J Am Acad Child Adolesc Psychiatry, 44, 274-282. doi: 10.1097/00004583-200503000-00012 Martin, J., McBride, T., Masterman, T., Pote, I., & Mokhtar, N. (2020). Covid-19 and early intervention: Evidence, challenges and risks relating to virtual and digital delivery. London: Early Intervention Foundation McGrath, P. J., Lingley-Pottie, P., Thurston, C., MacLean, C., Cunningham, C., Waschbusch, D. A., . . . Chaplin, W. (2011). Telephone-based mental health interventions for child disruptive behavior or anxiety disorders: randomized trials and overall analysis. J Am Acad Child Adolesc Psychiatry, 50, 1162-1172. doi: 10.1016/j.jaac.2011.07.013 Mitchell, S. A., MacLaren, A. T., Morton, M., & Carachi, R. (2009). Professional Opinions of the Use of Telemedicine in Child & Adolescent Psychiatry. Scottish Medical Journal, 54, 13-16. Molina, M. (2020). COVIBOOK. https://www.mindheart.co/descargables National Collaborating Centre for Mental Health. (2014). E-therapies systematic review for children and young people with mental health problems. ME-p. Consortium (Ed.). National Eating Disorders Collaboration. (2013). Primary Prevention. from http://www.nedc.com.au/primary-prevention National Psychological Professions Workforce Group, British Psychoanalytic Council, Asscociation of Child Psychotherapists, BABCP, Association of Clinical Psychologists, AFT, . . . The British Psychological Society. (2020). Guidance for psychological professionals during the Covid-19 pandemic. https://www.ppn.nhs.uk/resources/ppn-publications/31-guidance-for-psychological-professionals-during-covid-19/file NHS. (2020). Remote Delivery of Services for the Psychological Professions. NHS England. (2020). Procurement of pre-approved suppliers of online and video consultation systems for GP practices to support COVID-19. https://www.england.nhs.uk/coronavirus/wp-content/uploads/sites/52/2020/03/C0079-Suppliers-of-online-and-video-consultations.pdf Norwood, C., Moghaddam, N. G., Malins, S., & Sabin-Farrell, R. (2018). Working alliance and outcome effectiveness in videoconferencing psychotherapy: A systematic review and noninferiority meta-analysis. Clin Psychol Psychother, 25, 797-808. doi: 10.1002/cpp.2315 O’Brien, C. (2020). Advice for Remote Working in Clinical Psychology: Association of Clinical Psychologists UK. https://acpuk.org.uk/remote_working/ OxCADAT. (2020). COVID-19 Resources, from https://oxcadatresources.com/covid-19-resources/ Posmontier, B., Neugebauer, R., Stuart, S., Chittams, J., & Shaughnessy, R. (2016). Telephone‐administered interpersonal psychotherapy by Nurse‐Midwives for postpartum depression. Journal of midwifery & women's health, 61, 456-466. 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Retrieved from https://medium.com/@sturkle/bodies-in-the-room-ca07d196e0d9 Turner, C., Heyman, I., Futh, A., & Lovell, K. (2009). A pilot study of telephone cognitive-behavioural therapy for obsessive-compulsive disorder in young people. Behav Cogn Psychother, 37, 469-474. doi: 10.1017/S1352465809990178 Turner, C. M., Mataix-Cols, D., Lovell, K., Krebs, G., Lang, K., Byford, S., & Heyman, I. (2014). Telephone cognitive-behavioral therapy for adolescents with obsessive-compulsive disorder: a randomized controlled non-inferiority trial. J Am Acad Child Adolesc Psychiatry, 53, 1298-1307 e1292. doi: 10.1016/j.jaac.2014.09.012 University of Exeter. (2020). Remote working. Wootton, B. M. (2016). Remote cognitive-behavior therapy for obsessive-compulsive symptoms: A meta-analysis. Clin Psychol Rev, 43, 103-113. doi: 10.1016/j.cpr.2015.10.001 World Health Organization. (2020a). 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//This page captures discussion and emergent learning and thinking around delivering MBT-C remotely; notes come from an MBT-C team supervision on 1 June 2020// ''1) Orientation'' * Reflecting on experiences of delivering MBT-C remotely. * Thinking about how to adapt therapeutic work, specifically with children and play. ''2) Reflections/Considerations on MBT-C delivered remotely'' * Context: Some practitioners in the meeting haven’t been able to use the MBT-C model in the way they have been trained to use it, due to not having their caseload yet. ''Presentation delivered by Emma Morris on behalf of MBT-C team and discussion'' * All learning points are based on work with ongoing cases not new cases at present. ''1) Preparation '' * Preparation can be a lot of work * Preparation with parents and carers, around how to explain things to the child – to help them think about how to explain things to child, expectations for them, making space for anxiety for the child around this way of working, recognising that it’s a loss. Aiming to help children engage safely. * Thinking about what the parent or carer's capacity to support work remotely. * Working with parents and carers more closely as co-therapists. Recognising parents and carers are under a lot of pressure and with lots of demands right now. * How much can we recruit parents and carers as co-therapists? What support might they need (from us and their own networks)? * Preparation with the child, communication with them before switching to live online support – writing them a postcard or creating a video clip of ourselves to bridge the gap. ** Thinking can we involve the parent or carer's network to support parents who might struggle, e.g., professionals in the network or the extended family ** Mentalizes the child’s position of not knowing what to expect ''Core concept: Mentalizing perspective:'' * What we are talking about here is making implicit things more explicit, e.g., pre-communication, capacity of parents and carers to support the work – from a mentalizing stance, we want to be explicit about these things. Working remotely, we want to be even more explicit. ''2) Transitions '' * Think the structure of our sessions, and how to transition in and out. In live online support, the process is more condensed, sessions are much shorter, and there are no physical boundaries. As such, it is very important to mark out beginning, middle and end, and what happens at beginning, e.g., parents or carers come in, set up and then say goodbye and move to another room, and marking the end of the session. * Case by case decisions of what to do and how to do it * Planning the beginning, middle and end of session with parents and carers, to help children transition back into their homes when the session ends. * Prepare parents and carers in terms of expectations, what we can and can’t do using live online support. ''3) What work we can do with children'' * For some children, it is only possible to have check-ins and keep the child in mind, assure them we will be there for them afterwards. * For others, it has become possible to transition to therapy as they become more comfortable with the online set up. It's important to renegotiate with parents and carers if this is the case. Clear boundaries around the number and length of sessions are key. Be clear if the session is 15 minutes for instance, and negotiate any longer sessions clearly and transparently. * We are thinking of having a frequently asked questions page for parents and carers, e.g., what to do if child runs in and out of a session, etc. Helping parents and carers to give their children permission to not necessarily be “good” but be able to set boundaries. E.g., letting child roar or be distracted during sessions. ''3) Setting up parameters'' * Thinking about containment and sense of safety. * Set up private a space. * Confidentiality. * Where is the space? What do the parents or carers do if they hear the child getting upset? * What you do if you need the parent or carer's support – e.g., you might agree that the therapist could call a parent or carer to intervene if needed. * Planning what to do if connection drops. * Making things explicit in the home – e.g., a sign for the door for sessions. * Think about siblings. * Clear rules and boundaries, e.g., TV, phone. * Signed agreement about recording, boundaries, and how things work in advance. ''4) Structure'' * Have been offering shorter, more frequent sessions ** Length dependent to some extent on need ** Check ins 10 minutes ** Something else (e.g., games) 15-20 minutes ** Some children can manage half an hour ** Mostly not doing longer than half an hour ** Context is that caseload all had experienced developmental trauma, and most of the work is on affect ** Also, age comes into it ** Lots of children in younger/middle-age range ** 11-12 year olds, may be more cognitively able ** For those with attention control difficulties, shorter sessions make sense ** More frequent sessions across parent and child – little and often – this seems to lead to a more intense relationship, e.g., one boy struggling with lockdown, 3 x a week for 15 minutes, seems helpful for boy, as he had lost sense of differentiation in week with school shutdown. Regular frequent sessions seemed helpful ** Trying to be creative and respond to individual circumstances * Offer to parents has fluctuated. We are working things out as we go, has fluctuated because of need. * Parents may struggle with long session because they can’t be spared by the child * As therapist, there is a shift in the space you’re taking up in their lives. You can see their home, they can see yours. Thinking about checking what sort of dependence we are creating and how to balance that * For me as therapist, what is it going to be like in CAMHS to offer more frequent flexible sessions? We might not have that flexibility. Worried about trying to be so flexible and offering more sessions. Will I be able to manage that with all the other tasks I have in a day? – a valid concern * Working in this flexible way is more labour intensive, time consuming and more tiring. The family is more in your life, more in your head – it might be shorter sessions, but you are thinking about them more often, before, during and after sessions * Important to model flexibility and curiosity * But be honest with parents that it is a work in progress and we are learning * Build in more regular reviews to check in with parents and is this working for them and the child * Change our expectations of progress – what’s feasible for them with this way of working? * Check in more than you normally would with MBT-C * More emphasis on indirect contact, e.g., postcards – sending children postcards on a Monday ** If people can access a text or email, checking in with parent after sessions about the child is – reminds parent to notice dysregulation or withdrawal as well as helps you know how the child is after a session. This is an MBT-C way of working but working remotely is making it a more explicit part of our work * Be realistic about the limitations you have as well as curious, e.g., if you can only offer an hour, then maybe plan a twenty- minute session and another 20 minutes to write a postcard and send at another point in the week * It’s about flexibility within the constraints you are working under ''5) Looking at involving parents as co-therapists'' * Need to work collaboratively with them * Ask parents to continue some of the focus, some of the play outside sessions ** E.g., a child was missing family. Therapist knows parents working hard to be positive for the child and focus on the positive. Therapist helped them stay with child with loss and distress of missing family, to acknowledge the child’s feelings. Therapist suggested they do a little bit more of this with child outside of the session, e.g., write a list of family at birthday party and wondering about how they are (dependent on parent capacity) * Epistemic trust and how to establish connection without bodily experience of each other, esp. when parents/children in less secure attachments. How can we give them an experience of us as trustworthy adults? We can only do this so far in a remote way. So we need to build the epistemic trust with parents – parents need to give children cues to help them see us as trustworthy. More of an investment in three-way relationship between parent child and therapist * Connecting work with parents outside session – for them to continue things we can’t do on screen * Also, more in-session tasks with parents and child. Parent-child games, theraplay games, for parent to report back on. Maybe if relationship is there, they can record this work and bring back * If there’s limited capacity for parent to support work, but we are seeing the child, who in network can we recruit to support the therapy, or the parent’s therapy * In the MBT-C model, it’s thinking about the system around the child – focusing more on this for remote working. Helps therapists to feel safer in monitoring the child and that people are holding child in mind when we can’t see them directly * It’s checking in with parent too, to highlight that they need to help child to finish session and to see if this is working for the child ''6) Focus of therapy'' * Invest time in building therapeutic alliance and handover. Parent trusts therapist, then child sees this and starts to trust therapist * Takes a lot longer with parents and child * The focus of MBT-C work throughout therapy may be around building epistemic trust * There has been a shift in our attention in how we do these things, still same principles in the MBT-C model being applied * Network – does parent have epistemic trust with someone already, to bridge the gap and help develop trust with therapist? * Don’t see as much stigma/shame in parents online – but still there, so stay alert to these things * Distance regulation – child coming and going, phone, pets, chat – what strategies are children using to regulate the distance with you? Some children go into chat or off camera to regulate the distance. You can also use chat as a therapist to bring down emotional temperature. Lots of validating of children’s ways of managing the distance, regulating the distance – seems to be helpful for children if you validate what they are doing to regulate * Thinking about how to understand a child turning camera off * Can use mentalising intervention when child turns camera off, e.g., I can see you need a rest right now, that’s fine, I’ll be here when you come back for this amount of time. Be curious about what was difficult - I wonder what happened then, that made you turn camera off? Turning camera off is something child has control over. * For therapists, it is worth naming that these things are happening. Opportunities for you as therapist to do work with child around this – what’s going on there? Was something difficult for the child then? Do they need to be playful right now? * An example of a child who mutes herself and talks to others whilst therapist is talking – may need to do some repair work around that with parent and child about what was that about. Use as material to understand that child. Not just a “technology” etiquette issue * Parents are under some pressure to keep children being “good” at screens, important that we consider what is going on for parent and child and be explicit about expectations, e.g., it’s ok for child to get up and play or turn camera off * Example – a 6 year old – moving the phone the whole time, spinning around. Chaotic family. Therapist stayed with it. Not sure what to say. Child said I feel sad most of the time, near the end of the session ** As therapists on a screen, we can feel the need to say stuff, but in a room with the same child, we might just stay with them. It’s giving ourselves permission that it’s Ok not to say anything. ** It seemed like the spinning helped child regulate ** Also worth doing some self-regulation, e.g., validate their energy but reflect how they might help you out a little and still do their regulating activity ** Mentalise yourself too as therapist * More room for misunderstandings – diminished ostensive cues ''7) Content of therapy'' * Can be child-led if you have a relationship with child ** E.g., silly play, make up stories ** Can find out what they want to play beforehand from parent – could help with separating therapy and home by keeping toys separate * Harder to be child-led due to loss of ostensive cues and fewer environmental control for therapist ** We have brought in more structure and games *** Hangman *** Hotseat *** Paper, scissors, stones *** Storytelling etc *** List of theraplay games ''8) Thinking around new assessment'' * Meet with parents first * Have a task to report back on – attending to curiosity, empathy, differentiation (to get an idea of their mentalising) * Face to face contact - do we need this to get a sense of them? Or can we do one-way mirror, whilst parent and child play? * What capacity does parent have to hold/contain the child? * What is activated in parent? ** A risk assessment – what can I open up safely that supports this family ** Make a decision where to focus the work – what is possible with this family within these parameters? Who could be involved? ** Low risk = developed capacity to mentalise and ability to reflect when arousal is regulated – might be a safer context for new work * Not so far along in thinking about assessing child ** How can I set up so I can get an idea of this child? ** Possibly record something of the interaction – game – then review ** How to set up so parents explain and so child’s needs are protected ** Better to start with motivated, willing to engage children with some epistemic trust ** Start the work gently, with indirect contact, set scene etc ''9) Team Discussion'' * Struck by the things that are different and yet how much of our practice is the same, still on the same principles * Children find ways to regulate as they would have done in the room with us (e.g., fingers in ears) * Can do MBT-C work in this way * Having a clarity about the MBT-C model should help with adapting to online working * Mentalising is in everything we do, in set up, in communication with parents etc * Would be helpful to see examples of how to play with a child remotely, to learn from what it might look like ** Example – typically, child comes on after the transition with parent saying goodbye. Vocally greeting the child and noticing what they are doing, seeking to get their joint attention on something, suggest an idea, give them agency and control over which game they use. Try and vary tone and pace, e.g., slow motion paper, scissor, stone slowly, then fast. It’s similar to the session face-to-face but also harder work online for the therapist. Go in prepared with more than one game (three or four games ready to suggest). * Label affect – e.g., a child who hurt his knee – notice it and speak of it. As a therapist, uou might exaggerate your own non-verbals, slow voice down, speak up, accentuate words to try to keep child with you * Setting up sessions so that you see child just before or after the parent session – seeing them both sequentially. Having some overlap time with parents and child, so that they transition * Short positive experience with child better than a longer difficult experience – keep sessions shorter * Thinking about remote assessments ** Have criteria for assessment, and whether to do it face-to-face ** Can make argument if we need to see them face-to-face, based on clinical grounds, e.g., for assessment, containment, efficacy of the work ** Need to think about how the child understands what’s been done and what it’s for, so that it’s not negative or confusing for a child ** If seeing children face-to-face, would need to see people with full PPE, and that might be detrimental to the child ** One-way mirror – difficult for clinician to be behind the screen and not with family. This would be different to usual way of working and may defeat the purpose of the observation. It may feel more natural for child and parent to be observed at home (remotely) ** Research shows initial face-to-face assessment may make it much easier to then move into remote working – helps you learn each other’s ways of being and mannerisms and develop epistemic trust ** From clinician and family perspective, it's about building trust and being able to mentalise each other and self – important for each. E.g., hard to mentalise and regulate yourself if you’re very concerned about risks and unknowns about a family ** It requires more work to mentalise and regulate online – for the therapist ------ Link to guidance. #[[Guidance: Setting Up Live On-line Support]] #[[Guidance: Managing Individual Sessions]] #[[Guidance: Modifying practice for online work]] #[[Guidance: Supporting practitioners to work remotely]]
!!!! Source: Sharim Ponticelli, Assistant Psychologist Early Years Programme, AFNCCF This page is part of the [[Keeping Young Children in Mind During Covid-19 (KYCM)]] framework. *''Check in families’ experience of video therapy.'' Like in all therapeutic work, check in with the family around how they are experiencing the video therapy, whether they feel they are able to engage with it in a meaningful way, and whether they feel safe and contained when working in this way. *''Safeguarding.'' Where there are safe-guarding concerns or child protection plans update other services and colleagues working with the family. --- Other aspects of the KYCM guidance <<list-links "[tag[Keeping Young Children in Mind During Covid-19 (KYCM)]tag[Keeping Young Children in Mind During Covid-19 (KYCM)]]">> --- Link to guidance. [[Guidance: Measuring outcomes]]
The page was written in June 2020 during a group discussion on remote clinical working at the AFNCCF. The aim of this session was to capture some of the learning and experiences of those working in clinical services at the AFNCCF. During the introductions we said a bit about the teams we are working for and a theme that emerged was that of managing risk and being helpful rather than harmful during remote clinical work, which is where we started. We are going to learn from process of hosting these meetings and manualizing, so any feedback you have is welcome. Just get in touch with Cheryl – Cheryl.hunter@annafreud.org! * For some this way of working is new but not for everyone. * Some of us are concerned about being helpful to families rather than harmful through working in this new way. * For some clients this way of working suits them and for others it does not. * Something we talked about at the last session was that if we hadn’t been catapulted into this situation, we might have done things differently - it has been a learning process for everyone. !!Managing Risk Remotely Naturally as workers we have felt worried about the potential harm of transitioning the work from face to face to online/remote working. Remote or online working seems to work well for some people and not for others – it can also vary on a session by session basis. Managing risk and safeguarding remotely can be extremely difficult and workers can be left feeling helpless and impotent. ''Examples'' of such situations include: *Observing a child who doesn’t want to be near their parent tied in with us experiencing the parent shouting during a conference when we know the child in the house, so understandably the child may be terrified *Children showing bruises proudly – we know children fall and hurt themselves but when the historical context of a family is taken into consideration it is hard not to feel worried and alarmed and because we don’t see them in person the way we used to the worry of children coming to physical harm is exemplified In such situations it feels as though we would know what to do it this wasn’t remote working but because we are all we can do is report and try to help. It feels like more than ever we need the network around a family to come together and communicate effectively - multi agency working is essential at this time. ''For example:'' *A family living in squalor - we can see some things in the background of calls but we cannot know for sure, we recently had this confirmed because the police had to go round, they were able to confirm the situation at home. We can’t manage things the way we could have done previously so we have to trust others in the network to manage it also. We experience variation on a session by session basis - sometimes it will go well, children are singing together etc, but we might not know that it is too much until it is too much and it comes to a head. You are always having to hold in mind that even when sessions go well and the family seem happy this may not be what it is like when the call ends – this is the same for others in the professional network so it can be hard to get a shared understanding of what is really going on. Additionally, because it is via video or calls your mind goes out into imagined spaces about where the child is and what it is like for them – this is felt in normal face to face work but feels stronger/more explicit when you don’t get to see and interact with them. This is really difficult as a practitioner and it feels important to have the courage to reach out to colleagues when we are feeling left with things – but even this is not the same as it was before, the connections we had with other professionals are lessened because we don’t sit beside them or pass them in the corridor. !!The impact of this way of working on the workers & the support of colleagues at this time It is crucial that we develop support systems around each other as professionals so that when we do feel helpless, we can try to maintain our ability to mentalize with the help of our colleagues. There might not always be a solution but the very process of mentalizing each other will help us to feel less helpless and anxious. It feels like there is a loss of connections across services - if it was face to face you would have reached out to someone, a colleague, even in passing ''For example:'' *Things that don’t necessarily feel like major issues or safeguarding concerns e.g. endings – usually you could talk about how this felt with a colleague, endings can be difficult but you might not necessarily want to call someone as it is not a ‘problem’, it is just a conversation that you almost need. This can lead to feeling a bit like you are not sure what to do with yourself, where to sit in the house, who to speak to, and when there is an accumulation of those moments (touch down moments) it can be very difficult. **It’s hard when there is no crisis to reach out to colleagues but it feels like a very abnormal way to end a piece of work even if previously it would have only been in an informal way that you spoke to colleagues - there’s a real loss around that. **The importance of how we and our colleagues feel at this time is vital. Feelings about the lack of physical contact with one’s colleagues are strong; some have tried having a version of a meeting open all day like a ‘therapists café’ where people could drop in and out. It would not be formal supervision but having the option to speak to each other more and have ways to hang out a little more might help. Example of client using the phrase ‘it is what it is’ and others questioning but ’what is it?’ - sometimes we don’t need to jump to solutions, maybe this is what it is and it’s not going to change for a while. Do we wallow in how tough it is or make knee jerk reactions, it seems there may be a solution without being grandiose that we are going to fix things? For example, setting up a whatsapp group with your colleagues then when someone asks, ‘does anyone have a minute?’ they can speak to someone who is free. Maybe we can focus on some solutions to make us feel more connected rather than "//wallowing in the existential horror of it all//". !!The impact of this on families & considering the broader context for them Both us and the families are now seeing things that we didn’t used to see, we have a different insight into their lives and vice versa. Thinking about this from a child’s perspective – this is their home environment, the place where they sleep and play, it is worth considering whether there is a chance of ‘contamination’, when they speak about tough things that previously would have taken place in a dedicated safe space but now takes place in their space – brings us back to wondering whether what I am doing is helpful or harmful. With younger children in particular we might question if this is really ok? They have to eat and play in that space, you have to wonder what that is like. It is also important to really think about what this situation has been like for parents or carers who struggle emotionally and when they have children who also really struggle. It can be difficult to help them to mentalize when things are really hard at home – how do you communicate further and help them to mentalize each other and how do we do this remotely? It feels like we are much more cut off, you can’t just sit with someone and discuss the nuances as you would in person and this can lead to acting too quickly or approaching things in a different manner than you might have previously. ''For example:'' Helping a parent to mentalize their child maybe before helping them to mentalize their self – these interactions can leave us feeling more anxious on the phone than we would have in face to face work. !!Reflecting on what it is like for us as professionals *It can be isolating *It can be difficult seeing clients in our own homes *What that is like for us and them? *Feeling like we have more responsibility which may be amplifying the sense of hopelessness *We can’t underestimate the impact of moving to working from home *Concept of virtual cafes may not be a solution but it may give us more access to our colleagues. *Space limited - Moving rooms after a difficult call doesn’t always help, we can be limited in our options *Are we seeing more than we want to see of our clients lives and homes – if we are seeing more than before, is that increasing our stress levels? Is this a good or bad thing? *The need to be so explicitly containing; the parent has to be set up 30 minutes or more before the session, preparing the space themselves and the child and then what happens during a call happens. This can be difficult for families who struggle to get their children to school on a normal day. *Boundaries in terms of how people want to have these calls: **Sometimes clients want to have calls from bed, you feel compelled to make sure the client is really ok with this - “are you sure this is how you want to do the session?” **Child in the bath but carer saying that this is fine – navigating this so as to do what’s best for child, carer and therapists **You can be left wishing you didn’t have to see this and you really have to manage those difficulties seeing much more now With outreach work we use the telephone not video so you get shielded from a certain amount of information but this also means that you have to discern information in different way; through the body and breath, you cannot see the individual’s body language which can make the interaction more difficult. You can be faced with difficult dilemmas when you can hear the distressed tone of a parent’s voice but you are mindful that the children are present – you have to try to help regulate the parent through your own tone of voice and emotional presence whilst being mindful of the child in the room. ''Example:'' Parents sharing distress over a child that is not your clinical responsibility - you are very aware of how worried the parent is, you have to balance multiple things taking into consideration risk and safeguarding whilst being mindful to signpost them to the appropriate places. This way of working can pull you out of your comfort zone and for family therapists who usually work in systemically they can find themselves working in more psychodynamic ways. This demands a lot more of you as the clinician. !!Conclusion *Boundaries are being blurred in multiple ways *We have to balance all sorts of considerations and not having the interaction with colleagues means that we experience big changes to our practice. *Something about working remotely heightens one’s awareness of how difficult therapeutic work is – though if you thought it was easy you probably shouldn’t have been doing it *Remote working can create opportunities for an authentic encounter. If I am in my comfortable office not having to see the conditions of a family’s living situation this creates boundaries that may have served to protect us from that reality to some extent and all of a sudden we are in a much more fragile space *We constantly under-imagine how hard it is for young people and families to come to see a professional *YP say they can say more through text or remote working than they can when in a therapy room – where they feel exposed and the risks may feel higher, this way of working might in some way level the playing field in terms of the stresses felt by both individual & professional. *Reminds us that we don’t know what its like to be in their life. **”//if there are not two anxious individuals in a room then real therapy is not happening//” ------ Link to guidance. #[[Guidance: Maintaining Safety - Consent, Safeguarding, Confidentiality]] #[[Guidance: Supporting practitioners to work remotely]]
The page was written in July 2020 during a group discussion on remote clinical working at the Anna Freud Centre. The aim of this session was to capture some of the learning and experiences of those working in clinical services at the Anna Freud Centre. !!''Introduction'' * We are reaching a point where we are embedding live online support for the foreseeable future. * None of us are sure how long this is going to go on for. !!''Marking endings '' Ending work with families online who started with face-to-face. * The experience of ending has been similar in some ways and different in other ways. * Hanging up the call for the last time does not feel the same as saying goodbye in the office, where you can walk around. * When you started work in person, it feels unnatural and sad not to see them in person to say goodbye. * Trying to find ways to mark the ending ** Example: doing little things like both agreeing to bring a cake or a soft drink. Importance of finding a goodbye ritual, to make the end feel a bit different and special. ** Young person reflecting that it is sad not to say goodbye to the building as well There are some complexities around ending, especially as the work started in a different place. It was reflected that if you started work in this way, you would manage issues such as endings in a different way, but we’ve been catapulted into this way of working and did not choose it. * Reflections on how some aspects of relating feel very different, in part because of what we can and can’t see of each other during live online support. ** Example: being pregnant which people can’t see online but would have known and experienced every week if meeting in person. ** Example: working from home with a partner and/or family around – there are noises and movements in the background that reveal something of your life that would otherwise not be known. * What are we disclosing inadvertently, and perhaps unthinkingly? It is worth thinking about what we are disclosing and what that might mean for the relationship. ** Example: moving rooms in or between sessions – having more than one room in your house that you can use may be a very visible inequality with our clients. ** Should we all be blurring our backgrounds, to create a more consistent experience for clients? ** This is an equivalence of experience if we can see each other’s homes. If we were in a clinic with a neutral background and they were at home, would that be more unequal? Would it feel less fair? ** Interesting to note how this has raised our consciousness of the social signifiers in our homes and how others might view us as a result. !!''Starting work with people remotely'' It was reflected that it’s starting to sink in that for some people we work with, we might never see them in person, and somehow the loss feels greater. It feels like a different connection is made with people during live online support. The response to working via live online support has varied from person to person. * With teenagers, some won’t come on camera, and you don’t know what they look like. It can be difficult to get a feel for them as people. * Parents and carers often seem to want to do phone calls and not video. * Some families don’t have computers and some just have phones. ** What has this meant for children’s learning? * Not everyone wants to be on screen – it’s not comfortable for everyone. * Sometimes it can feel like we’re performing to a blank space. * It might be hard to convert people who start off not using their camera into coming on camera. * With work with teachers, there have been no problems asking teachers to come onto video. * Maybe for some teachers, it’s less personal, which changes the dynamics of being on screen? !!''Outcome measurement'' It was reflected that having outcome measures completed has been a challenge for some. Before, we would hand out the Service Evaluation Questionnaire (SEQ) at the session and this seemed to be the best way to do it. People were more likely to fill it in if asked whilst they were still in the Centre. Now, there are dilemmas around how to give out outcome measures and balancing making it easy to get the feedback with the value of the feedback we get. * Some therapists are reading questions out to parents and carers. This is going to alter the nature of the feedback. How easy is to answer “was this helpful?” when asked by the therapist directly? Will they answer honestly when you ask in that way? It can be quite exposing to ask them to say it to the therapist directly. * We are also sending it online or by email – but will it ever come back to us? * Does the feedback need to go to the individual clinician or to the service, in a more arms-length way? * Online completion of the SEQs does not seem to work well, and you can’t ask people to print, complete, and scan it in again, as this is too much of an ask. * Sharing screens can be helpful for completing outcome measures – outcome measures can be an anchor for the work even whilst the specifics and technical ways of working changes. !!!''Suggestions'' * Revisit your objectives for a measure and question the reason why you chose this measure * There may now be other factors that trump the reasons you chose it in the past * Consider what the most important reason for having this outcome measure is. * Review your processes – what would be the easiest and most useful way to get feedback? * Decisions depend to a degree on the reasons for the outcome measure. * Keep it as simple as you possibly can, to meet the needs that you have. ** What is the value that you want to get from using this measure? ** What is the simplest way to get it? !!''Adaptations over time'' As people have mentioned before, sessions have been shorter. This is especially the case with existing work, where initially it was agreed to keep in touch with people during COVID-19, and it was unknown how long the lockdown would go on for. * As time has gone on, people are reflecting that they need to do therapeutic work. * For some, the needs have changed – with children whose problems were around them being in school, actually the absence of school meant those difficulties disappeared. It was noted that for some children, behavioural problems have gone because they’re at home and not going to school. * With younger children, we would usually draw and play games when in a room with them. Using live online support, it would be great to be able to split screen and play and draw, otherwise sessions are too dull for these children. * Adaptation Examples: ** Some people are now sharing details at the beginning of the call to locate themselves and orient to what’s going on for the families (e.g., where are you, I am here, there’s building work that you might hear in the background, what’s happening where you are, etc) – this scaffolds the conversation at the beginning. It seems helpful to share bit on both sides, and to let people know that it’s ok if there are interruptions or difficulties during the call, we’ll manage together. ** Asking children and young people to hold up an emoji on a phone to show emotions – sometimes as a therapist I haven’t judged the intensity of the emotion quite right but I usually get the right kind of emotion. Asking them to do this seems to kickstart their curiosity as they explore the emojis on their phone. !!!''Role of parents in remote clinical working'' * In adolescent work, it was fairly rapid and easy to transfer into live online support. * One difference is that parents and carers (often, two parents or carers) have been seen more frequently than before and have been more part of sessions than they would have been at the Centre * It can be more difficult to have more people there and to have both parents or carers there, especially when there’s high levels of family conflict. * When parents and carers are being inconsistent or unhelpful in front of the child or young person – in a classroom or therapy room, you can ask the child to leave room for a minute. It’s harder to do when this is online and you don’t know what other people can overhear in the home. * There have been some reflections from teams that parents and carers struggling with their children have seen the session as “just another screen” to park the children in front of, and this can be unhelpful. * Online, it can feel a bit harder to say to parents and carers: “Just hang on a minute, please be part of this.” * It can also feel harder to interrupt or signal to parents and carers "perhaps don’t say that in front of the child." * Examples of adaptations ** Doing a clear set up – outlining the importance of parents and carers being involved, broadcasting what is important, agreeing ways to move people in and out of the sessions for different purposes. ** Spending more time on the initial set up session to explore the way everything is going to be done. * “I am going to have to interrupt” – drawing attention to myself with waving and indicating physically on the screen, otherwise you can feel very left out of difficult family interactions and the unhelpful bits can go on too long with you being a bystander to it. The format needs a more active stance – which can be hard for some therapists if this is not your natural stance. !!!''Involving the network in sessions'' * It was reflected that this can actually be easier on video and with three-way calling, for both professionals (who won’t need to travel) and for clients too. ** Example: I have introduced young people to other professionals and reassuringly the young people have mostly found this ok – epistemic trust is still working – “you’re not a random, so it’s ok.” ** Others can be integrated into the sessions and the mechanisms of trust still works. ''Impact on staff and staff support'' * This way of working can be draining and difficult for staff. * It’s tough on clinicians when they see things that are difficult in a family’s home. * It is recognised how massive an achievement it has been for the Centre’s staff to continue with their clinical work working from home. * More informal ‘drop in’ staff support would be appreciated, preferably cross-Centre not just within specific teams or services. ** It has been a boon to become more connected to other people across teams – very nourishing for learning and connection. ** There is more learning to be had across a greater range of staff. !!''Conclusions'' * People are still learning from each experience but perhaps live online support is starting to feel more routine now. * It feels like some of the learning is about giving people permission to use skills they already have in a new format or way – you can still do much of what you already did. * However, we are also acknowledging that there have been losses and unexpected differences which need to be thought about and responded to. * Being able to learn from each other with these discussions has felt useful and has been part of becoming more connected to each other across the Anna Freud Centre. ------ Link to guidance. #[[Guidance: Measuring outcomes]] #[[Guidance: Ending Live On-line Support]]
The page was written in June 2020 during a group discussion on remote clinical working at the Anna Freud Centre. The aim of this session was to capture some of the learning and experiences of those working in clinical services at the Anna Freud Centre. !! Introduction * Everyone has come to the discussion hoping to learn from each other’s experiences. * It feels like the work, and our responses to and learning from it, are continuing to evolve. * People were desirous of thinking and learning together about what works and what doesn’t, and how you can adapt what you do to remote ways of working. ** How can you play with a child during therapy online? ** How can you engage young people remotely? ** How do you do groupwork online? ''Phases of working remotely '' Different teams within the Anna Freud Centre have experienced lockdown and the movement to remote working in different ways. It felt like for some there have been phases of work, where initially they strove to maintain continuity with families and rapidly set up processes to stay in contact, and now they are finding that translating some of the therapeutic work into a live online format is running into some problems. ''For example'' * The Schools Outreach Team went to remote working when schools closed, and now that schools are opening up, their work is starting to change again. They are still remote working, but having to try different ways to engage with children or young people from a distance, such as asking schools to facilitate private computer access during the school day. ** It was reflected that there had been benefits and difficulties with working remotely with children at home. ** Children and young people were sometimes more accessible and available due to being at home. ** Privacy (who can hear what?) and boundaries (who is present for conversations, who enters and leaves the room) were harder to maintain and for some children and young people, there were concerns around their safety in their home environments * Within parent-infant work, the focus is usually on offering a very embodied and non-verbal therapy which focuses on relational issues. It typically involves multiple people in the room (infant, parents or carers, therapists) interacting with each other. This has been problematic to move into remote practice, e.g., babies don’t engage with screen, parents and carers are distracted away from baby by the presence of a screen, you lose the physical space that the baby would have explored and transitioned through during the work. ** Various creative approaches were tried, such as asking parents and carers to film interactions with babies and then review together. This worked for some, but parents and carers faced a number of barriers such as poor WIFI, technology difficulties, and living conditions not permitting privacy or space to play with their baby. ** They have now re-focused on offering a more parent and carer-focused talking therapy, working at how to bring the child alive in the parents’ mind during sessions, which works on mentalizing in a very lively way ** Engaging infants on screen or by telephone has not worked well but there has been better engagement with some parents and carers now that they are offering live online sessions. ''Impact of this way of working on practitioners and therapists'' As in previous conversations, people spoke of the differences and the emotional impact they have noticed working remotely is having on them as workers. Some felt that this way of working was more anxiety-raising and more emotive in general. Carrying the responsibility for helping people out of the session might feel harder at a distance. It was queried if there was something protective for therapists in having conversations in therapy spaces, which you can then exit and transition to different spaces. This raised the question of what transitioning out of therapy online or by phone was like for families and young people – what are they being left with, in their homes? How are they dealing with this? There were reflections around the loss of colleagues nearby to have a chat with, to tap on the shoulder and ask for a five-minute chat. Colleagues have a different perspective they can offer you. That informal space of other minds to think about things that come up with us in passing. For instance, after sessions in the kitchen, just having someone around to be with or chat to whilst you do your notes. In one’s own home, you can sometimes feel like you want to have a quick chat about your work, but this is not possible to do with family members. After a difficult disclosure in a session, you can feel like you’ve brought the work into your home, it can feel present for a while. People reflected that they had often used the commute to and from work to create space between work and home. ''Examples given included:'' * The experience of being on screen in therapy seems to leave one with a sensation that’s both “tired and wired”, like teenagers using screens too much. * People are sometimes more open and emotional during live online support. A father started talking openly and crying during session – and the therapist wanted to move towards the father, acknowledge the distress as they would in the therapy room – and it felt difficult to convey the empathetic response and acknowledgement via a screen. * A safeguarding incident where a parent hit a child was handled in the same way as it would be offline (assessing and involving other agencies to assess) but left the therapist feeling more anxious due to the distance. * Writing notes after a session seemed to help process the emotion that arises for therapists. * Some people are calling colleagues online for 10-15 minutes chat to help them process things and think about the work they are doing. ''Adapting practices'' People have noticed that sometimes they are managing to “forget” the online aspect of the work, becoming engrossed and in the flow of therapy and only noticing that this happened afterwards. There were reflections that whilst some things have not worked well, there have been unexpected and helpful benefits to working in different ways. There were also reflections around forgetting that you are online and using a camera/video – e.g., with a new assessment with a family, forgot about the camera but therapist was taking notes and felt unsure that the family knew they were doing this, so they made it more obvious, and built note-taking into the introduction for next time. ''Examples of adaptations and things working well or working differently'' * Learning how to use the different online platforms and experiment, e.g., using a whiteboard to explore goals and scales with a client – this has been enjoyable and has felt like you can come together with the client on this. * Using virtual backgrounds on an online platform as a form of play – worked well with a young person who disappeared or reappeared parts of their body through the virtual background. * Working with a young person with very complex needs and experienced a rupture that in part arose due to do the online setting. The young person found it difficult to make sense of the therapist taking notes. They had a mentalizing discussion about it. Reflecting that the therapist is doing more mentalizing around “what can you see”, “what can I see”, etc. * Working with a young person with obsessive compulsive disorder who had been really struggling in the pandemic, and how working online has been conducive for them in engaging with the work. * Working with a young person to create a hierarchy, which meant orienting away from the screen; the young person reflected that it was weird to sit sideways to the screen as they both worked. This led to a useful conversation about how sitting next to each other would be the natural way of working in a therapy room. Sitting facing someone as we do on screen can feel too intense, and we wouldn’t normally do it * Working with a 10 year old child online, they have been drawing and comparing notes together, which has worked well. It has been interesting to see how she’s used another device, for example, looking at Google Maps, and then being able to explore what’s been going on in their head, asking them what they’re doing and what’s going on for them. As part of the therapy process, the therapist has sometimes referred back to the physical room in which they worked together before – it’s been useful as part of the ending phase, thinking and reflecting on the room together and reflecting on change and loss. Also, working playfully together around sense of smell and sound (e.g., slime), thinking about sense of smell together - it reminds us of how we are working differently now. Using metaphors drawn from what can be seen of the child’s response, e.g., child looking out the window and noticing the growth of plants in the garden and their own growth over time. It’s playful but in a different mode. * Started running a psychoeducation group for adoptive parents online - in some ways, the group experience of it flowed. People shared a lot more and spoke a lot more openly in the first session than they normally do. Looking at the slides collectively also seemed to work well in the online format – it seemed to enable people to focus more on the slides, which then helped the discussion. ** Running a group with a co-facilitator – it worked really well and was nice to work with a colleague I know well, and the group might have been too hard to manage alone. We were able to speak to each other with the group there. ** Noticing some differences too; in a room, you would not all look straight ahead the whole time, you would look to the side at each other, you would orient towards the speaker, you would sit in a circle. Constant staring ahead could be too unremitting – is it possible to sit in a virtual circle? * Noticing when working with a couple how they orient to each other and to the screen and reflecting on this as part of the couples work. You can pick up on things about their relationship from their interactions and movement. Sometimes a couple are not looking at the therapist, they look away to the side – can be hard to understand and interpret – is it something difficult coming up? ''Responses of children, young people, and families'' People were wondering what the experiences of children, young people and families have been. People reflected that if you (as a client) signed up for live online support – you would know from the beginning what you’re getting, which is different to moving to working online midway through, you’re making a different offer. There were reflections that most people have been ok with moving work online, with some preferring the telephone instead, and that perhaps we might have expected people to respond less positively to the change. It’s perhaps different to for people who start as new clients versus moving an existing client to a new way of working. There was some apprehension around starting with new cases, because it might be harder to engage online. //Feedback from parents and carers has suggested// * The experience of remote therapy works better for parents and carers than for children, although it’s recognised as not ideal for parents and carers either. * People seem to be appreciative of the opportunity to continue with therapy – there is a felt sense of gratitude and a desire not to lose therapist contact, perhaps in part because the connection via online platforms might feel more tenuous? * People would still like to see therapists in person – sometimes reflecting that they’d like to know what the therapist is //"really like"// in person. * Parent and carer contact seems to be easier, they’ve found it more convenient online and more straightforward to engage, with some new things happening, like more fathers becoming involved in the sessions. It was questioned whether it might be hard for families to give negative feedback at this time and in this way. Families are currently under lots of pressure and may be stuck at home with little support and few resources – they may be grateful to have anyone reaching out and supporting them. It has felt that more fathers have been available to attend sessions, and that there have been some unexpected benefits of working remotely – some people have seemed more able to make very difficult disclosures (e.g., historic childhood abuse in a parent’s past), which may not have happened in person as quickly or may have not happened at all if they were attending therapy with their child or infant with them. It feels like we’re missing the child's experience, feel like we’re missing a lot - is the space confidential and safe, who’s there, the child’s distractibility, and that some don’t feel they’ve gotten to good therapeutic work with children in this remote working format. People worry about the more vulnerable children and – falling under the radar in therapy and in society. With young people – it’s common for young people to find the first few minutes of therapy difficult to engage with, and to be reluctant to attend but find it useful later. At school, they could be facilitated to be there for therapy, they get brought to session by teachers. It’s harder to do online, you can’t always get young people to answer the phone. It's much easier for them to avoid therapy, and harder to push through that. It was noted that the experience and expectations of us as therapists might be different online. Small things like a client complimenting our clothing – //"thanks for making an effort"// – made us reflect on what clients might be expecting. Does working from home mean working more casually? Do they expect us to be in “home mode”? Do they still view it as work for us, if we’re at home? And how dynamics are a bit different when people can see into our homes, when they can see our surroundings and plants and pictures on the wall. There is curiosity and some concern about what’s happening for the families after a session. What do they do after a session? They’re just there at home with it. One therapist had a conversation with a child one day who then didn’t go to school the next day. They wondered, was the school absence connected to the session? In conversation, it didn’t seem to be. Reflecting that it might feel like we as therapists are not helping people transition out of the therapeutic space in the same way as coming to a physical therapy room and leaving it might. ''Conclusions'' * Reflecting that there is another transition happening as lockdown goes on, we’re moving into a different phase of working remotely. * Finding the experience of offering therapy from one’s own home leaves one with lots of feelings and emotions, and how this can be challenging and different to working in an office where you can go and get a cup of tea and debrief with a colleague. * Reflecting that this may also be the case for children, young people and families – what are they being left with and how are they managing – and we would like to know more about what’s happening for those we are seeing for live online support? * Unexpected and pleasant ways in which we have been able to work creatively, flexibly and meaningfully with clients. * And also noticing ways in which remote working might open up difficult conversations for some people, and make attending therapy more achievable, whilst it might not work for others. * When things are working well and you get used to the new format, you can forget that the technology is there, and just be fully present in the work with someone. -------- Links to guidance. #[[Guidance: Considering the views of young people and parents]] #[[Guidance: Supporting practitioners to work remotely]]
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!!!Source: Tessa Baradon (April 2020) Stress inevitably increases overall risk in already vulnerable population and stressors are multiplying in families e.g. with the prolonged social isolation and increasing unemployment. We also need to be alert to covert issues, such as domestic violence or reliance on alcohol/substances, which may become more pervasive under stress. Assessing risk is more complicated for the therapist if not brought as a concern by the parent or carer, whether about themselves or about their baby; again, this is because you are missing so many of the nonverbal cues to which you have access when physically together. As much as possible, these are now issues you may need to initiate conversation about and probe verbally. Contact with the network around the family has never been more important. We ourselves are also at risk: from the outside through potential illness and loss of close others, in the consulting room through traumatic contagion and psychic exhaustion. Risk seems to sit heavily with the therapist in this online period, when so many of the health and community resources are hard to access, and can make other work more difficult. Moreover, for those working within organisations and teams, our ordinary contact with colleagues – often an important source of support – is no longer built into our working lives. We think it is very important to organize a professional community around you and maintain regular contact with them. Supervision during this period is central, as you well know, but maybe not enough. We advocate for ‘communities – online’. ---- <<list-links "[tag[Parent Infant Psychotherapy (PIP)]]">> ----- Link to guidance. [[Guidance: Maintaining Safety - Consent, Safeguarding, Confidentiality]]
! ''Supporting evidence'' Clinicians are encouraged to use videoconferencing technology to provide live online support (1). ''Clinicians should make sure they: '' • have a secure internet connection • store documents securely • stay within practice and ethics guidelines NHS guidance also explains that the Information Commissioner would not take action against a health and care professional clearly trying to deliver care (1). Different organisations are likely to have their own policies on the specific technology to use. Any technology should have end-to-end encryption and clear guidance on whether sessions are recorded, where any recordings are stored and who owns them (2). ''When setting up live online support sessions, consider how to manage any individual issues around: '' • safety • risk • accessibility • confidentiality. (3) Confidentiality should be considered both in the child or young person’s setting, and making sure that the clinician’s space is safe, private and confidential, with no personal details in the background (2). ''When working with younger children, consider discussing the following issues with parents and carers:'' • privacy • technical setup • resolving technical problems during the session • toilet breaks • how to contact parents if needed during the session. (2) ''With children of any age'', NHS Digital suggests arranging pre-therapy telephone conversations to agree what to do in various eventualities (e.g. disturbance or technical failure) (1). It can also be helpful to provide step-by-step instructions on downloading any software, setting it up and logging in (4). ! Reflections on practice //The below practice points are emergent learning from the Anna Freud Centre's clinicians and teams// !! Setting up remote work * Involve a referrer, who has existing relationship with a family, in setting up the work and explaining the service. ** Similar to face-to-face meetings, families, foster carers and children and young people may come with feelings of being judged or criticised, or negative prior experiences of services, so it is important that they trust the referrer and there may need to be conversations around these feelings and past experiences in setting up the work. * Have a discussion about options for contacts (e.g., is it a check in, is it therapy), and discuss boundaries and expectations up front. * Be clear about the different requirements for sessions, e.g., therapy set up and expectations might be different to check in set up and expectations * May need to enroll other members in the network, e.g., social workers, in assisting families with technical set up for remote working. * Potential inequalities of access arising when families don't have resources (e.g., access to internet, having limited data, availability of phones or computers) - some people have used COVID-19 funds within their organisations to try and enable contact for those most disadvantaged and/or in need. !! Pre-therapy conversations (and protecting space during work) * Discuss boundaries and expectations upfront. * It is important to set clear expectations with clients about what the sessions are about and who should be present for the sessions. ** It can be harder to maintain boundaries around who is present during live online support; e.g., other members of the family coming in and out of the room. ** You need to be ready as the therapist or worker to prompt and orient the session back to what has been agreed, especially if the client might struggle to assert that boundary with family members coming in and out. ** It may make sense to have separate catch ups with family members (if known to the worker and if appropriate) to protect the space for the client. * Have an explicit conversation about how the clinician has made sure they cannot be overheard and can keep the conversation private. * Take time at the beginning of a call to talk about the set-up, e.g., what the clinician can and cannot see, checking in with client about what it's like to be on screen (if using video calls). * Show the young person the format for note-taking, e.g., if you are doing this on an iPad, showing them what that looks like. * Set expectations for eye contact and screen-gazing, e.g., I won't look at the screen all the time, "I will look away, you can also look away," similar to a conversation in a face-to-face environment. * Set up expectations for nature of contact and the options - is it going to be a check-in or therapy sessions? ** Be clear about the different requirements for sessions, e.g., therapy session expectations may be very different to check ins, around need for privacy, likely impact on mood and concentration, and pre- and post-support needs etc. ** Discuss what might be required, e.g., private uninterrupted space for therapy. ** “How can we have this time to ourselves?” – have a conversation about this. You could suggest they put a sign on a door asking for no interruptions. ''References for Evidence Section'' 1. NHS. Remote Delivery of Services for the Psychological Professions. 2020. 2. Association of Child Psychotherapists. ACP Guidance on working remotely with children, young people and families in the Covid-19 pandemic. 2020; https://childpsychotherapy.org.uk/sites/default/files/civicrm/persist/contribute/files/Guidance%20on%20working%20remotely%20with%20children.%20general%20_%20COVID-19%20_May%202020_.pdf 3. National Psychological Professions Workforce Group, British Psychoanalytic Council, Asscociation of Child Psychotherapists, et al. Guidance for psychological professionals during the Covid-19 pandemic.; 2020; https://www.ppn.nhs.uk/resources/ppn-publications/31-guidance-for-psychological-professionals-during-covid-19/file. 4. Stewart RW, Orengo-Aguayo RE, Cohen JA, et al. A Pilot Study of Trauma-Focused Cognitive-Behavioral Therapy Delivered via Telehealth Technology. Child Maltreat. 2017;22(4):324-33. ---- Link to Guidance. [[Guidance: Setting Up Live On-line Support]]
Working remotely with children, young people, parents and other professionals
Remote Working
! Practice //The below practice points are emergent learning from AFC clinicians/teams // ''Staff Experience'' * Intensity of this way of working - 'zoom fatigue' - back-to-back online meetings are exhausting * Missing working alongside people, just sitting beside them and sometime stopping to chat or bounce an idea around because it has popped into my mind * Limitations on certain online platforms, e.g., how many people you can see at once in MS Teams * Not all staff have same ability or resources to provide therapy at home - some live in shared housing/rooms or have noisy households - we need to consider accessibility and set up for this way of working for clinicians as well as service user/clients * For some staff, the need to sit for long periods of time to do online meetings has been physically demanding and uncomfortable * Loss of ability to communicate with presence (e.g., facial expression, warmth in body language, gestures) is difficult (especially when offering therapy) * Any online meeting involving a number of people – it can be harder to get cues right around turn-taking and harder to get across one’s points or join a discussion at the right time * For some, they have found that they are working longer hours ''Changes to working practices with colleagues'' * Adaptations to meetings, e.g., Clearer chairing, turn taking, agenda setting * Different communication streams, e.g., Whatsapp, more regular check ins * More regular supervision * Being able to invite colleagues into pieces of work more readily and flexibly ''Working from home benefits'' ''Efficiencies in work'' * Efficiency in time management * No commute/travelling time - more time to think * No travelling costs * Increased access to sites due to no travel * Better attendance and availability as online working has been more convenient for some families/professionals * Can contact more people due to no travel time * No problems with room bookings ''Personal benefits and opportunities'' * Potentially more time with own family * Joining more work-related meetings than you could previously make (e.g., support groups for different research methods) * More interactions with staff members from different parts of the Centre * New interesting challenges within clinical work ''Benefits to clients and agency working'' * Has helped with engaging some families as they are at home and able to attend more easily * Has helped with some multi-agency working, due to increasing availability of different people * Can be more flexible in when to offer sessions and for how long * Seems beneficial for some young people/families ** e.g., young people who struggle with school benefiting initially from being at home ** some young people being more comfortable speaking in their own homes ** some parents, especially fathers, being able to make more sessions due to being at home and not having to arrange time off/childcare to attend * Have been able to engage in some wider more creative collaborations with others, only possible due to online working ''Working from home challenges'' ''Technology'' * Streaming speed and clarity, and loss of visual cues from others * Less ability to pick up on people's body language * Spontaneity somewhat dampened in online conversation * Limited number of video streams in certain technologies (e.g., MS Teams) * Clients and some professionals not being able to use MS Teams * Overload of screen time - tiring and uncomfortable to spend hours on video calls * Not always able to solve technology problems at home, which is most problematic when it occurs during work with children, young people and families ''Losses '' * Not the same as working from home by choice - some of the benefits of home-working are lost, e.g., flexibility with childcare * Loss of colleagues around you - not working alongside people anymore * Loss of spontaneous interaction with colleagues * Loss of human contact and bodily experiences * Feeling isolated and disconnected * Loss of quick catch-ups/sounding boards with colleagues, which often helps to emotionally process difficult work and problem-solve * Not being able to do some of therapeutic work they did before ** E.g., not being able to play with children in the same way and feeling sad that children are not getting experience they would have been offered before ** E.g., loss of ability to do parent infant therapy in same way as the video screen acts as a distraction and does not allow for elaboration of play and vocalisations between the therapist and infant ** Having to adapt to difficulties children have with attention online ** For some families, therapeutic work has not been possible due to chaos created by lockdown and unsuitability of doing therapy online/by phone at this time ** Loss of spontaneity within sessions - feels harder to be spontaneous and playful ** Some young people don't want to work online, meaning some kinds of work can't be done as face-to-face is not an option ''Physical impact'' * Not everyone's home environment is physically set up for home working * Some experiences of discomfort and pain as a result of working in less than ideal circumstances * Increase in meetings has increased likelihood of discomfort and fatigue arising from positioning ''Workload'' * More meetings to attend * More management demands due to impact of changes on all aspects of staff's lives ''Home Working'' * Inhibiting other people in my household by needing them to be quiet because I am working * It is hard to separate home and work ** No 'decompression' space that commuting would give you ** Offering therapy from your own home means you 'invite' the therapy (and emotions it raises) into your home, which can be difficult; this is likely to be the experience of clients too ''Suggestions for Staff Support'' * Acknowledge the need for lower volume of work for those with simultaneous caring responsibilities * Provide equipment to aid working, e.g., laptop, keyboard, work phone * Provide clear guidance on what constitutes a reasonable workload, e.g., what is a reasonable amount of meetings and clinical work for part-time/full-time employees * Provide clear and brief guidance about how to use the different online platforms - including the things you can do to make sessions more creative/share materials/use roms etc * Provide some form of reward/recognition for all the extra hours people have worked to keep services running during the pandemic, e.g., overtime pay, providing more group supervision to support staff ''Advice & Tips'' * Network of support around clinician is important, e.g., having debriefs, joint working, options for formal and informal support around issues that arise * Due to the 'zoom fatigue' effect, consider the rationale for and value of meeting by video ** Reduce number of video contacts where possible ** Reduce length of video contacts where possible ** Alternate meeting by phone or by video ** Transfer non-essential meetings to the phone/email * Network meetings/consultations – may work better to limit to an hour and have shorter more frequent meetings, as 1.5 hours is a long time in a call/on screen * Use online platform facilities like hand-raising or the participant list to try and ensure that everyone can contribute to a meeting * Focusing on the diminished cues on screen/phone and emphasising with voice/tone is tiring – build in breaks for oneself during the day * Embrace "good enough" as the principle - it turns out this often makes things better * Protect time in your diary for different ways of working - block the time out so that you don't go from online meeting to online meeting * Supervision could be usefully switched to telephone calls for some; this gives a break from screen time * Some staff are working alongside colleagues virtually, e.g., having an open online meeting in the background whilst working on non-therapy work * Having more regular check ins with colleagues in same team - really helps people feel connected to their team * Expect that the work will take longer, that you may need to break contacts into shorter chunks, and that you may need double the amount of contacts to build trust * Think about boundaries and how to establish and protect them when the physical space of work and home is not separate ** Are there ways to demarcate work/home space? E.g., always working in one place, putting a sign on a door, putting away work objects when the work day is done ** When space is very limited, possibly using decoration to change space (e.g., flowers/plants replacing work objects), clothing (e.g., having specific work clothes and changing into home clothes), or routine (e.g., having a specific 'end of the day' routine) ** May be even more important to protect times for work and for home-life * Create a dedicated workspace if you can, with proper equipment (chair, desk, monitor, keyboard, microphone) * Some suggest creating a standing desk ------ Link to guidance. [[Guidance: Supporting practitioners to work remotely]]
!!!! Source: Sharim Ponticelli, Assistant Psychologist Early Years Programme, AFNCCF This page is part of the [[Keeping Young Children in Mind During Covid-19 (KYCM)]] framework. *Support parents in acknowledging how their baby or toddler may sense changes in their parents/caregivers’ stress levels, and how they signal their awareness through changes in their actions and behaviours. Relating to this, encourage parents/caregivers to wonder with you about their infants/children may be asking for help to comfort uneasiness and confusion they are feeling but can’t understand. *Help parent/caregiver consider ways to comfort, nurture, and soothe their child. Offer anticipatory guidance about changes/behaviours they might notice in their little ones and help them put behaviour into context and acknowledge how hard it may be for them to retain patience when they are stressed and anxious themselves. *Support parents/carers in managing the onslaught of advice in the public sphere related to childhood and parenting in the pandemic by choosing 1-2 relevant, evidence-based resources that you can share with them (for an example, see top tips in weekly Anna Freud blogs or Zero-To-Three website). *Explore if and how parents/carers have explained Covid-19 to their child – and support them with this process in a way that is honest and age-appropriate, without provoking fear. Initially, this may involve exploring parents own experiences of distress and loss to enable them to have these discussions and respond to their child’s question, particularly those which may trigger feelings of anxiety and stress (e.g. “How long will this last?”). *Within the child’s developmental understanding, explore the child’s visual representations and meaning making related to the virus. Consider (co-)developing a story, ideally a visual one that portrays the virus as non-menacing, using markers and/or metaphors that might be familiar to them, i.e. the virus is like a cold or the flu (show a cartoon picture of a virus), it flies through the air in coughs/sneezes and hands, it can make some people very poorly so it is hard to breath, most people get better with some rest and medicine (see example of child friendly explanation of coronavirus). *Share with parents/carers some of the common reactions their child may display as a result of the impact of the changes and losses induced by the pandemic, including: frequent crying, difficulty staying still, problems falling asleep and staying asleep, nightmares, clinging to caregivers, fears of being alone, whining behaviour, increased temper tantrums. *Support parent/carers in responding to any expected developmental regressions, for example, regressing in toilet training, feeding, or speech. ''Normalize parents’ and the child’s reactions to the crisis'' *Normalise reactions to the current crisis by increasing the threshold for what you consider psychopathology, wherein common child reactions of distress (outlined in the point above, section 5) are to a certain extent normal during the current crisis. Therefore, help the parent understand that their child’s suffering is mostly unavoidable. This can help to open-up a conversation on how to address these child behaviours. *Encourage parents/carers to create new routines in the context of the pandemic, by keeping regular mealtimes and bedtimes, setting a daily time to do activities such as playing games together, reading to them, or singing songs together. Emphasise that predictable routines nurture the child’s sense of security and stability. *Validate the fears and worries of parents/caregivers and validate the range of feelings that may be activated by the pandemic (e.g. helplessness, loss of control, anger or frustration, or bodily vulnerability). Also, remind parents that self-care is a crucial part of caring effectively for their loved ones. Acknowledge the disparity in access to Covid-19 testing and the undue burden many families will face, either through job loss or being expected to work and risk their own health and find ways to care for their children safely. *Note how experiencing fears for their own and loved ones’ health is understandable, as are worries about the future of the economy. Similarly, at times such as these, some obsessiveness is adaptive (e.g. hand hygiene) and it is more difficult to regulate emotions in confinement. Where appropriate, the clinician may use self-disclosure to reduce parental experiences of shame, self-criticism, stigma, or guilt. Self-disclosure is a powerful intervention which may be particularly suited to this moment. *Strategize with parents/caregivers about how to create time for play or do it during the session. For example, you could have the parent position the phone so that you can “observe” and “share” in their interactions. A young child might want to show you things in the home. Playing peek-a-boo with a baby can help the parent/caregiver and baby practice managing the loss of your physical presence. --- !!Other aspects of the KYCM guidance <<list-links "[tag[Keeping Young Children in Mind During Covid-19 (KYCM)]tag[Keeping Young Children in Mind During Covid-19 (KYCM)]]">> ------ Link to guidance. [[Guidance: Taking child development into consideration]]
The Anna Freud National Centre for Children and Families (AFNCCF) Working Group included staff from all Programmes across the Centre. The group was chaired by Peter Fuggle, Clinical Director and included the following members. *Cheryl Hunter, Trainee Clinical Psychologist *Marianne ~McGowan, Wiki Manuals Coordinator *Alex Truscott, Research Officer, UCL. *Julian Edbrooke-Childs, Deputy Director of IED Programme *Jess Deighton, Director of IED Programme *Lauren Garland, Communications Officer, Evidence Base Practice Unit. *Lesley French, Head of Schools Remote Service *Erica De'ath, Programme Officer, Schools Programme *Russell Hurn, Programme Director of CYP-IAPT Therapist PG Diploma Course *Ros Law, Consultant Clinical Psychologist A major support role to the work of the group was carried out by Cheryl Hunter, in coordinating focus groups etc, supported by Marianne ~McGowan <<list-links "[tag[Working Group]]">>
! Practice !! ''Feedback from parents'' * The experience of remote therapy works better for parents than for children, although it’s recognised as not ideal for parents either * People seem to be appreciative of the opportunity to continue with therapy – there is a felt sense of gratitude and a desire not to lose therapist contact, perhaps in part because the connection via online platforms might feel more tenuous? * People would still like to see therapists in person – sometimes reflecting that they’d like to know what the therapist is "really like" in person * Parent contact seems to be easier, they’ve found it more convenient online and more straightforward to engage, with some new things happening, like more fathers becoming involved in the sessions. !!''Survey of parent views'' //Source: STAMS// STAMS completed a survey of parents and carers and received 17 responses. * Across all services, parents and carers felt that the transition to remote support was significantly easier for their children and young people than it was for themselves. * Parents and carers commented on their bettered experience of therapy while working remotely (9/17) and the worsened experience for their children (8/17). * Perceived quality of the support offered varied across clinical programmes. Many indicated that the quality has improved (7/16). * Most people commented on the added convenience of being able to have therapy remotely. Many service users highlighted that by not needing to travel to the Centre, they were saving time and money. * Parents/carers did comment on the added convenience for adults and noted that remote therapy was more difficult for their children. * The experience of transitioning from face-to-face work to remote work for parents/carers was varied (easy or extremely easy for 10/17), however, the experience for 9 children and young people (out of 12 participants) was either easy or extremely easy * Despite this, receiving support remotely for both children and parents/carers was considered worse by the participants * Within the qualitative component of the survey, many participants commented that remote therapy felt less engaging and that there was a marked change in structure compared to face-to-face work. * In addition to this, many service users commented on the functionality of remote therapy in regards to connectivity and the disruption that poor connections could cause to the sessions. !!''Themes from parent interviews'' //These themes are sourced from interviews completed by UCL students as part of their coursework and reflect the views of a handful of parents// !!! Importance of considering accessibility from the outset and discussing best place for therapy * Pre-session contact to consider whether they have the capacities they need to participate in sessions * Exploring the potential barriers and concerns around contact * Difficult for parents to initiate contacts due to pressures on their time - help make it easier * Much easier to organise attendance when at home due to lack of travel/childcare arrangements * Choice is important to parents ** For some, the stress of having someone come to their home is a barrier and being able to do a remote assessment was valued !!! Seeing or being in own home environment * May be difficulties around privacy in own home, especially in context of abusive relationships * May feel anxious and judged by people seeing in their homes * May feel more personal for therapist to see inside the home - which could be beneficial as the therapist would know more about what's really going on for them * May feel more in control of how they present themselves in their own home * Being at home may feel less clinical and more in control, which may be helpful when people have had negative experiences of services before !!! Barriers around attending a site for therapy * Anxieties around travel and entering a clinical space * Financial cost of travelling * Feeling out of place in the clinic * Feeling judged whilst travelling and being out with an infant - everything is possibly seen as a judgement on your ability to parent * The contrast between the clinic and the home environment might make people feel the therapist won't 'get' them !!! Impact of COVID-19 & adaptations * The changes to routines have been challenging for parents of children with ASD/LD diagnoses * Finding a new routine has been crucial * Social stories and Youtube videos with songs have been helpful * Creating a timetable the night before has also helped * Services sending or providing resources to help with this was appreciated * Clear communication about adaptations to service was appreciated * Phone appointments had made it easier to attend and contact therefore felt more regular * Change in focus and involvement ** Where focus had been on school difficulties, this changed ** Children may also be less involved when not seeing them face-to-face * Challenging emotional time for parents ** Lots of pressure to keep children occupied ** Pressures around supporting home schooling ** Parents getting few breaks or support from others with childcare * Regular contact with services helps them feel less alone and able to express their emotional state * Connecting with other parents online also helps feel less alone !!! Experience of telephone assessments * Some parents liked the option of the telephone * Whilst face-to-face was preferred by some, it was still possible to feel a sense of trust on the telephone * The phone might assist parents in containing their emotions during assessment * It also felt possible for some to still share their stories and feel heard and cared for on the telephone * Receiving the service in any way was valued * Acknowledgement that the child not being present or involved might mean the therapist takes longer to understand what's going on ----- Link to guidance. [[Guidance: Considering the views of young people and parents]]
!Evidence Some young people have reported feeling anxious and embarrassed on screen during remote therapy sessions (1-3), although others have reported feeling more comfortable showing distress over video and were less self-conscious. Other benefits of videoconferencing were that it: *was less intimidating *was less pressured *was more convenient *allowed more personal space *allowed more personal control *allowed greater confidentiality (especially for those in small communities) (4) *was more comfortable being at home *allowed young people to be more open (1) Looking at the impact of lockdown on children and young people, in March 2020 Young Minds surveyed over 2,000 young people with a history of mental health needs. When asked about remote support, some young people welcomed the efforts that professionals had gone to in order to continue providing support, but most felt that phone or online support was ineffective or less effective compared to face-to-face support. This was mainly due to a lack of privacy at home and fear that family members would overhear the session. This was of particular concern for young people who needed to discuss things to do with their family, and for young people whose family did not know they were receiving mental health support (3). ! Practice ''Observations from Therapists'' * Some young people seem to be more comfortable speaking from their own homes and similarly it can be easier for them than coming to the clinic * Some young people with difficulties with school have temporarily benefitted from the lockdown, in terms of finding greater self confidence * Some young people (specifically teenagers) have responded more online than in person, reasons remain unclear * Some children and young people don't want to engage online or remotely ''Ideas from the Young People Champions'' The young people participation panel offered ideas of what might be helpful or unhelpful for workers to do/consider when offering any form of online support. Seven young champions attended an online meeting in August 2020 and were asked to give feedback on the following questions. Mentimeters were used to gather feedback on the first two questions, and shared google docs and group discussion generated further responses to the last question and the issue of helpful online support. #What might make online support helpful? #What might make it less helpful? #What do you think is important for staff to consider when offering support online to young people? !!! Helpful responses * Continuity and consistency, in terms of ensuring that access to support was reliable and there when needed * Making support anonymous * Confidentiality * Video calls which make it feel as much like normal life pre-lockdown as possible * Some YP really benefitted from having a routine, a clear and regular time/day when they could receive support * Regular support * Putting it at a time that's been discussed with YP, so they don't feel as much pressure to make an appointment * Not having the obligation to enter any personal information (e.g., an email address) * Flexibility to accommodate the at-home work people have to do * Choice to talk face-to-face or by email/text, as not everyone is comfortable showing their face * Reminder message * If therapy sessions are fortnightly or monthly, sending in-between session messages to check in and see if they are doing alright or if they need support sooner * If therapy is being offered, sending encouraging messages in-between time to remind the YP of their strengths/motivate them. It shows that someone cares about your mental health during lockdown * Self-help exercises AND support offered, with choice as to which of them you want (and to have both if that's desired) * Not requiring parental consent (if that's allowed) * Quiet, relaxed environment !!! Unhelpful responses * Loud environment is unhelpful * Being forced into support * Not having a say in what time, when and where * Not being offered choices about support or offered choices about how to receive support (e.g., do they want it online or by phone, video on or off) * Being patronising or invalidating the young person's feelings * Forcing people to open up on the assumption that they've had therapy before - they still need time to open up again * Rushing sessions, indicates a lack of care * Lack of consistency, e.g., cancelled appointments * Making sessions too long, and not checking with YP about the length of sessions * Not being versatile in times of appointments, e.g., some YP do better in the evenings with appointments but find morning appointments too difficult * Not communicating with YP about how they are progressing and what they want to achieve by the end of the support * If the supporter is uptight, it can be hard to feel comfortable opening up !!! Comments from the group discussion * Important to personalise the support to the young person and offer and respect their choices - each young person is different and will know what works best for them * Evaluate things on an individual basis - "is this useful to you?" * Create a support plan on an individual basis too * For some, having lost their routine during lockdown was difficult, and having a routine in terms of support helped them to stay Ok. It didn't necessarily have to be the same person offering the support, but having a routine around support was reassuring and made things more normal * Having check ins and offers of support - when there was no support at the beginning of lockdown, this was really difficult and it felt like no-one cared. Having the offer of support in any format helps you feel that someone cares * Taking prior experiences of help into account - when a YP had experience of being thrown around different people in CAMHS and had to repeat their story over and over, it was even more important to check what would be best for them and offer continuity of support * Whilst knowing the support was there was helpful, it was also important to be flexible and responsive to the YP's need to change appointment times when other things are happening in their life or they don't have the energy for the session due to other things YP appreciates feeling that they can change the time if they need to * Choice was also important as an indicator that the YP is taken seriously and their lives matter to the supporter. If you're not taken seriously, you won't share as much * Really important to have their choices respected and to feel treated like an adult * Emotional experience of lockdown has been up and down, so support being available when needed is important * Adapting amount of time for online support - zoom is quite tiring and an hour on zoom feels longer than an hour in a room * Confirmation/reminder messages the day before are important in online support because it feels like it's easier for someone not to show up * There's already a lot of uncertainty around due to COVID-19 which builds up anxiety; confirmation that support is there and will happen is even more important * Also helpful to give people the option of texting if there is a problem and the session time needs to change * Letting the young person know what you are doing when you are looking away from the screen, e.g., are you writing notes. They might feel self-conscious if you are not looking at them and knowing what you're doing might make them feel more comfortable * Using language carefully, and being respectful, e.g., validating a young person's feelings, using a respectful tone of voice not a patronising tone of voice * Patronising or dismissive or minimising language in texts or by online means. It's harder to read people in this way so it's even more important to avoid patronising language, e.g., "bless", "awww", "we all feel depressed from time to time" * It's really important to validate a YP's feelings and respect their feelings * It's much easier to be misunderstood online so it might be important to be clear and frank with your questions * Having options around time of sessions and what you bring to sessions, e.g., encouragement to bring notes from times when you feel low/better than you do during the session. Recognition that mood might change at different times of day/week * Good communication is crucial !!! Summary * Many of the comments were about respecting the young person's needs, choices and preferences, and arranging sessions in a way that best suits that person (e.g., some people want routine, others prefer support when needed) * Comments also referenced the importance of respectful and collaborative relationships, which pay attention to prior experiences of support and don't assume that the young person is ready to open up without building some trust first * Online support may increase the risk of young people feeling misunderstood or not respected by a supporter so clear and honest communication and checking in about whether the support is helpful to the young person is important * Worker should be mindful of the level of noise in their own environment and communicate with the young person if they need to look away/do something off-screen * Lockdown and COVID-19 may have increased anxiety and low mood for young people, due to the loss of routine and the level of uncertainty in day-to-day life, so signs that support is there for them and that they are being held in mind and not forgotten are important (e.g., reminder texts). Ensuring support happens or is available as planned is also important to creating some security * It may also be more important to evaluate and communicate how the young person is doing and offer encouragement/motivation * Online sessions likely need to be shorter due to the tiring nature of video calls !!!References for the Evidence section 1. Haig-Ferguson A, Loades M, Whittle C, et al. "It's not one size fits all"; the use of videoconferencing for delivering therapy in a Specialist Paediatric Chronic Fatigue Service. Internet Interv. 2019;15:43-51. 2. Pesamaa L, Ebeling H, Kuusimaki ML, et al. Videoconferencing in child and adolescent telepsychiatry: a systematic review of the literature. Journal of Telemedicine and Telecare. 2004;10(4):187-92. 3. Young Minds. Coronavirus: Impact on young people with mental health needs. 2020. 4. Simpson SG, Reid CL. Therapeutic alliance in videoconferencing psychotherapy: a review. Australian Journal of Rural Health. 2014;22(6):280-99. ------- Link to guidance. [[Guidance: Considering the views of young people and parents]]
!!!! Source: Sharim Ponticelli, Assistant Psychologist Early Years Programme, AFNCCF This page is part of the [[Keeping Young Children in Mind During Covid-19 (KYCM)]] framework. *Support parents to step into the world of their child under 5, and consider how they might be experiencing (as thoughts, feelings, wishes, desires), what this may be like for their young child and help the parent consider any changes to their child’s environment or in their own stress levels or availability – and how they might be communicating any needs for comfort or reassurance to the child. *Support parents in taking a reflective, observational stance towards their child. Remote working may cause parents to shift from their own reflective and observational stance to relying more on you, the therapist, as the expert with all the answers. Despite this, there is still a need now more than ever for parents to strengthen their reflective stance and tolerate multiplicities of understanding. *Helping parents be curious and reflective of their child may require layered modelling on your part; by demonstrating particular curiosity of the parent’s inner world we aim to help them become curious of their child’s inner experience. This may require some boundary setting wherein you establish with parents that for the first part of the session you can discuss issues occurring exclusively for them and that for the remaining duration you will focus together on the child’s experience. This will create some structure and containment which will also help the parent to feel safe and not lose track of the child’s experience. Think in advance about some of the techniques you might use with the parent to step into the child’s world. *Be mindful of the parent’s wellbeing and mental state, which may be different when you are not in the room and harder to talk about if their child is present. It may be useful to consider having a mix of parent only and parent child session to manage this. It may be that Covid-19 itself, the environmental changes or the emotions associated with them are triggering previous memories or feelings, or new negative feelings from the parent’s past (i.e. feeling vulnerable, trapped or controlled). Video therapy is an opportunity to offer that parent compassion to nurture and support them in modelling compassionate responses to the difficult feelings that their baby, toddler or young child may be communicating to them. *Setting up and supporting play interactions via video can be challenging. As mentioned previously, having some eye catching and novel toys can be helpful to focus the attention of children under 5 on the screen. You may also wish to ask them to bring their favourite toys to the session so they can show them to you during your session. *Consider how you will work creatively when you cannot interact with the child through play or drawing, i.e. via screen sharing trigger media, singing songs, or playing games. *Consider the use of games such as ‘peekaboo’ to help children process loss. This may also be helpful for you to play with them yourself, so they are able to adjust to the lack of your physical presence. *Focus on any repetitive play in sessions as this may communicate important or distressing feelings that the child is processing. Children may also repeat things they have heard or seen during the pandemic that are worrying or difficult to understand. *Consider using the open access play manual ‘Watch Me Play!’ to facilitate parental capacity to observe and reflect on their child’s play. In this model parents play with their children for short but regular periods, then use sessions to reflect with the therapist on their own and their child’s experience of this play. These play tasks generally take place outside the session and could have the added benefit of providing a regular task that forms part of a young child’s routine. *If it is not possible to facilitate play in the video session, consider setting up play interactions between sessions that you could discuss with the parents at your next session, or ask them to do a short video of the play – video material can then be uploaded for you to review together in the session and allows you to cue up certain sections of the tape to review with the family in a shorter video session (see section 7, below on delivering video feedback approaches via a video platform). --- !!Other aspects of the KYCM guidance <<list-links "[tag[Keeping Young Children in Mind During Covid-19 (KYCM)]tag[Keeping Young Children in Mind During Covid-19 (KYCM)]]">> -------- Link to guidance. [[Guidance: Taking child development into consideration]]
A hyperlink is a link that you can click on which directs your browser to another web page outside the manual itself - most browsers nowadays open hyperlinks in a separate window, or a separate "tab" on your browser. To create a hyperlink, use the following directions: *The simplest way is just to copy the URL (the "address") of the page you want to hyperlink to from the address bar at the top of your browser, and paste it into your Tiddler! *To do it in a slightly fancier way (good if the URL is very long and doesn't really describe what the page is that it refers to) you can open double square brackets with the name or your own description of the page you are linking to, followed by a vertical line ( | ) and then paste in the URL, and close the double square brackets. See the example below: **[[The website of the Royal College of Psychiatrists|http://www.rcpsych.ac.uk/]]
* Use the the paper clip icon above the search engine to upload an image to the manual. * Select Picture from Documents * Click >Import * Rename the tiddler if you want by clicking the pen icon and editing as normal * Add the picture by typing: //Open// double curly brackets { name of picture //Close// double curly brackets wherever you want it to include it. * Example below (click on the edit/pencil button to view) {{CWP- logo.PNG}} NB: the words in between the brackets need to be EXACTLY the same as the tiddler containing the picture. Either copy and paste straight from the tiddler name at import or change to something really easy. <center><html><iframe width="560" height="315" src="https://www.youtube.com/embed/pRhCdVbCdlk" frameborder="0" allowfullscreen></iframe></html></center>
This page provides some simple videos on how to add pages to this guide. Further videos and instrcutions can be found on the [[afnccf manuals guide|https://manuals.annafreud.org/guide/]] !!How to add a new tiddler (page) <html><iframe width="560" height="315" src="https://www.youtube.com/embed/2jzfArg3RlY" frameborder="0" allowfullscreen></iframe></html> !!How to edit & delete tiddlers <html><iframe width="560" height="315" src="https://www.youtube.com/embed/KxGKCOEu3hk" frameborder="0" allowfullscreen></iframe></html> !!How to tag tiddlers <html><iframe width="560" height="315" src="https://www.youtube.com/embed/_96GxO6Kk5Y" frameborder="0" allowfullscreen></iframe></html> ---- !!You may also be interested in... <<list-links "[tag[User Guide - How to Edit Videos]tag[User Guide - How to Edit Videos]]">>
!!!! Source: Sharim Ponticelli, Assistant Psychologist Early Years Programme, AFNCCF This page is part of the [[Keeping Young Children in Mind During Covid-19 (KYCM)]] framework. *One of the most straightforward ways to do video-feedback remotely involves live recording video sessions, and then showing this back to parents via sharing your screen with them – so you will need a platform that has these functionalities. *To initiate video-feedback work with a family, it will be helpful to understand whether the family have a device (which could be a phone or tablet) that they could record themselves on interacting with their baby, in addition to any device they are using to complete the video session with you. They may also wish to identify some key toys to use as part of play activities you may wish to record. *Once this is in place, ask them to position the laptop/phone/device somewhere where you will be able to see what they are doing and can get as clear a view as possible, of both their face and their baby/ toddler’s face – this may be a low table/a chair or on the floor. *When they are ready, verbally give the instructions of the play task, asking them to use their own resources/toys to do so, and then record the video session while they are doing the task. *To feed back on the recorded clip, share your screen with the parent so they can see the videos playing. They should still be able to see your face on the screen at the same time, so you can make eye contact with each other and they can see your facial expressions and vice versa. This will help you to pick up on any cues as to how engaged the parent is, what parts they are enjoying, which parts are they struggling to watch, how they are reacting to specific types of message and the feedback generally. --- !!Other aspects of the KYCM guidance <<list-links "[tag[Keeping Young Children in Mind During Covid-19 (KYCM)]tag[Keeping Young Children in Mind During Covid-19 (KYCM)]]">> ---- Link to guidance. [[Guidance: Modifying practice for online work]]
!!!!Source: Emily Durling & Michaela Biseo - //With thanks to the infant observation working group at the Tavistock, in consultation with the executive management team of DET, for sharing their guidelines with us.// As the Covid-19 social distancing measures continue to affect our lives and our work we have made the decision to move to virtual infant observations. We hope that this will offer some certainty to the observations over a period of time. We realise that this may be a loss to you, and there have already been many personal, professional and course-based losses over the past few months and likely more to come. We are also aware that this is a difficult and for some distressing time. We will therefore be approaching these observations with realistic expectations and a high level of encouragement and support for you. We hope that it will be possible to create an observational space over zoom that will bring learning for you and will be a manageable task for the families you observe. In our professional roles we are increasingly working with young children over virtual reality and may continue to do so beyond this current time. This is something which none of us have really had full training for. We haven’t had a chance to think about how the ‘hand on the door handle’ moments translate onto a video platform and whether the ‘mouse over the leave button’ has any similar resonances. We hope therefore that this facilitated infant observation will give you a chance to encounter and think about such moments and support you in developing your practice of observing infants and working with them through screens. !!Video-based observation There will be many factors to consider when finding a suitable family to observe and the parent infant observation seminar leader and course staff will be happy to support you in thinking about this, please ask. Below are some guidelines that we have thought about, this is a new area and these guidelines will change and develop as we learn from your experiences. !!Finding a suitable family The aim for this course is to set up 4-6 observations of a young child and their parent, most often the mother. For a video-based observation ideally the child will be non mobile for the duration of the observations, this means you are looking for a child <4 months when the observations begin. The parent will also need to be able to technically facilitate the observation. This means they will need to have a laptop or tablet that can be set up on a stable surface and that they are able to access zoom. We do not recommend the use of mobile phones. As before the parent will need to give consent, this can be done via email stating that they have read and agreed to the information sheet and consent form. This should be forwarded to CYPIAPT-Under5s@annafreud.org for our records. When introducing the idea of observation to a parent it is important to emphasise it is for your learning about normal development. !!Creating an observation space !!!The observer’s space As the observer you will need to think about how you can create a physical and emotional space for you to be able to absorb and process the communications from the parent and infant. We recognise this can be challenging and we are recommending that observations are reduced to around 30 minutes in length. You will do the observations via zoom. Set up the meeting in advance, with a password and waiting room, and send the family a link to the zoom meeting. Once the family has joined you should lock the meeting for additional security. During the observation keep your camera and microphone switched on so that you are ‘present’ with the family. You will therefore need to make sure there is no background noise or disturbance and that no one will enter the space you have set up for the duration of the observation. For these purposes it would not be acceptable for example for someone to walk through the back of your screen, even if you are using headphones. Remember to put all devices on mute. ''//You must not audio or video record the observation or take notes during the observation.//'' Your full attention should be given to observing and experiencing the emotional content of the observation. !!!The family’s space The family will need support to set up the observation. There can be a time before the observation starts where you can work with them to set up the laptop/tablet in a location where you can maximise what you can see. What you can see is most important and it may be that sound needs to be compromised so that the device is far enough back to get as much of the room as possible into the video. We anticipate that this won’t be easy but we hope if it is approached in a playful, collaborative way it will be a good experience for you and the family. The family should not be asked to move the recording device during the observation, the parent and child may need to move off screen or may try to interact with the device, this all forms part of the observation. The family should unpin their image from the screen so that they are not getting constant feedback from viewing an image of themselves and their baby. You can do this by clicking on the three dots in the corner of the image and unpinning it from the screen. Some attention should be given before the observation starts to how you will end the meeting. It is important that you can stop after the agreed amount of time so you might agree that you will try and attract their attention to say goodbye but if you’re unable to you will end the meeting. Set up a time for your next meeting at the beginning of your meeting. !!After the meeting Immediately after the meeting you should write down full process notes on the observation. As a guide these should be a minimum of two pages in length. They should analyse the observation in as much detail as possible separating out what you observed, and what you thought and felt about the observation. Pay attention to any difficulties in the set-up and ending of the recording and how this felt for you, or any time that the family left the screen. You should schedule your observations so that you are able to bring your material to a parent infant observation seminar before you make your next visit. !!Safeguarding Being in a family home, even in a virtual way, brings a unique safeguarding perspective. On the one hand you are guest but on the other you are a professional bound by your duty of care. You should make it clear to the family at the beginning of your meetings how their information will be shared and your duty of care to them around safeguarding. ---- !!Summary *Finding a family **Non mobile child **Technical access **Informed consent *Setting up an observation space **Creating a space for the observer **30 minute observations **No note taking or recording **Supporting the family to set up the video-recording **Family unpinning their image **Agreeing an ending **Write process notes after the observation **Safeguarding considerations With thanks to the infant observation working group at the Tavistock, in consultation with the executive management team of DET. ----- Link to guidance. [[Guidance: Modifying practice for online work]]
!Evidence Young people feeling anxious or embarrassed on screen has been raised as a difficulty in the research literature (1, 2). However, there is also evidence that some young people felt more comfortable showing distress over video and were less self-conscious. ''Other benefits of videoconferencing for young people included that it: '' • was less intimidating • was less pressured • was more convenient • allowed more personal space • gave more personal control • gave greater confidentiality (especially for those in small communities) (3) • was more comfortable (1) • allowed young people to be more open (1, 4) Parental involvement should be discussed with young people, as well as how to manage distress and who has parental responsibility for them (to manage safeguarding) (5). If therapy is with an older young person or a young person who does not want their parents involved, it will be important to consider how to manage holding sessions in the home environment (5). ''Actions from the research literature include:'' • a remote consenting process where consent was reviewed by videoconference and signed consent was returned by family via mail prior to the first session • in one study, although guardian consent would not usually be required for adolescent treatment, concerns about the appropriateness of home-based care without guardian knowledge resulted in guardian consent being required (6) !Practice !!Aids to working with young people * Using a handheld whiteboard as a visual aid which helps engage the young person and bring the conversation "to life" * Using text messaging with young people who are reluctant to speak on the phone/video call **Especially important where the young person has space and privacy concerns * Sending resources in advance so that parent and young person can look at them before or during session * Drawing during sessions and holding up to camera/taking photos to share ** Any joint activity, such as responsibility pie chart, could be done in this way ** Camera could be oriented so young person could see drawing in action !!Working with young people in person-centred ways * Some YP benefit from walking-and-talking - can help manage anxiety, lower situational demands, aid mentalising ** Could be adapted by sharing google street views or maps with YP so that they can accompany each other on a virtual walk ** Another idea could be to find virtual walk videos online to act as conversation backgrounds * Adapting creative practices to online formats ** E.g., joint cooking session on an online platform ** E.g., doing craft activities together online ** E.g., quizzes or games online ** Similar principles to offline working in considering young person's strengths and values, offering options and choosing activities together, and choosing activities that fit with the work together !! Opportunities for connecting with young people in therapeutic ways * Some staff noticing young people taking the opportunity to show them useful items on video calls, e.g., self-soothing tools ** A practice example: A young person walked around the home showing items they had broken whilst angry. Reflection was that conversation felt more engaged and open as young person had struggled to talk about anger before * Also offers staff the opportunity to show examples of useful items or tools (physical or online) easily through video, e.g., gratitude jars or self-soothing objects !Other Resources *[[Adolescent anxiety manual: COVID-19 adaptions|https://manuals.annafreud.org/cwp/index.html#Adolescent%20anxiety%20manual%3A%20COVID-19%20adaptions]] *[[Low Mood Manual: COVID-19 Adaptions|https://manuals.annafreud.org/cwp/index.html#Low%20Mood%20Manual%3A%20COVID-19%20Adaptions]] !!!References for the Evidence section 1. Haig-Ferguson A, Loades M, Whittle C, et al. "It's not one size fits all"; the use of videoconferencing for delivering therapy in a Specialist Paediatric Chronic Fatigue Service. Internet Interv. 2019;15:43-51. 2. Pesamaa L, Ebeling H, Kuusimaki ML, et al. Videoconferencing in child and adolescent telepsychiatry: a systematic review of the literature. Journal of Telemedicine and Telecare. 2004;10(4):187-92. 3. Simpson SG, Reid CL. Therapeutic alliance in videoconferencing psychotherapy: a review. Australian Journal of Rural Health. 2014;22(6):280-99. 4. Cunningham DL, Connors EH, Lever N, et al. Providers' perspectives: utilizing telepsychiatry in schools. Telemedicine Journal and e-Health. 2013;19(10):794-9. 5. University of Exeter. Remote working. 2020. 6. Schoenfelder Gonzalez E, Myers K, Thompson EE, et al. Developing home-based telemental health services for youth: Practices from the SUAY Study. Journal of Telemedicine and Telecare. 2019;0(0):1-6. ------ Link to guidance. [[Guidance: Taking child development into consideration]]
! Reflections on practice * Some staff have reflected that they have been offering more parent and carer support and consultation sessions as part of their work with children, young people and families. * In MBT-C work, therapists have been integrating parents and carers more as 'co-therapists', where parents and carers are able to support this work. ** For instance, conversations with parents and carers around how to explain the situation to the child: helping them think about how to explain things to child, expectations for the child in remote work, making space for child to feel anxiety around this way of working, recognising that it’s a loss for them. Having conversations with parents and carers to prepare them and their child for the work, consider the parent or carer's capacity to mentalise the child, help the parent or carer to mentalise the child, and help children engage safely. * Sending parents and carers links to online guides and self-help books to enable their involvement and help them keep up to speed with the work with their child or young person. ------- Links to guidance: [[Guidance: Managing Individual Sessions]]
!Evidence The Association of Child Psychotherapists recommend that therapists should consider the young person’s ability to access remote support (e.g. age or nature of their difficulties) and if possible, discuss remote working with the young person (1). Other advice from the BACP does not recommend working with children under 10 by video (2). NHS (3) guidance also advises that professionals should consider any developmental, emotional or financial factors that might affect a child or young person’s ability to engage. However, guidance for psychological professionals advises that current interventions can continue to be delivered on digital platforms and should not be ruled out on the grounds of: • age • disability • language • type of difficulty This guidance recommends that reasonable adjustments should be used to increase the accessibility of remote therapy (4). ''When working with younger children, therapists should try to speak with their parents to discuss issues including: '' • privacy • technical setup • technical problem resolution • toilet breaks • contacting parents if needed during the session (1) With young children, issues have been reported with video and sound quality, especially for children who may not understand that speaking quietly might not be picked up (5). Young people feeling anxious or embarrassed on screen has been raised as a difficulty in the research literature (6, 7). However, there is also evidence that some young people felt more comfortable showing distress over video and were less self-conscious (8). ''Other benefits of videoconferencing for young people included that it:'' • was less intimidating • was less pressured • was more convenient • allowed more personal space • gave more personal control • gave greater confidentiality (especially for those in small communities) (8) •was more comfortable (6) • allowed young people to be more open (6, 9) !Practice !! Aids to working with younger children * Using cuddly toys to engage younger children ** Inviting the child to speak through the toys rather than directly can feel safer for the child !! Dilemmas * How to maintain boundaries and confidentiality when a third party is helping facilitate conversations with a younger child, e.g., when schools are facilitating access !Other Resources *[[Child anxiety manual: COVID-19 adaptations|https://manuals.annafreud.org/cwp/index.html#Child%20anxiety%20manual%3A%20COVID-19%20adaptations]] *[[Low Mood Manual: COVID-19 Adaptions|https://manuals.annafreud.org/cwp/index.html#Low%20Mood%20Manual%3A%20COVID-19%20Adaptions]] *[[Behaviour problems manual: COVID-19 adaptions|https://manuals.annafreud.org/cwp/index.html#Behaviour%20problems%20manual%3A%20COVID-19%20adaptions]] !!!References for the Evidence section 1. Association of Child Psychotherapists. ACP Guidance on working remotely with children, young people and families in the Covid-19 pandemic. 2020;https://childpsychotherapy.org.uk/sites/default/files/civicrm/persist/contribute/files/Guidance%20on%20working%20remotely%20with%20children.%20general%20_%20COVID-19%20_May%202020_.pdf. 2. The Psychological Professions Network. Remote Delivery of Services: Guidance for the Psychological Professions in England during the COVID-19 Pandemic. 2020;https://www.psychotherapy.org.uk/wp-content/uploads/2020/04/PPN_Covid19-Guidance.pdf. 3. NHS. Remote Delivery of Services for the Psychological Professions. 2020. 4. National Psychological Professions Workforce Group, British Psychoanalytic Council, Asscociation of Child Psychotherapists, et al. Guidance for psychological professionals during the Covid-19 pandemic. 2020;https://www.ppn.nhs.uk/resources/ppn-publications/31-guidance-for-psychological-professionals-during-covid-19/file. 5. Mitchell SA, MacLaren AT, Morton M, et al. Professional Opinions of the Use of Telemedicine in Child & Adolescent Psychiatry. Scottish Medical Journal. 2009;54(3):13-6. 6. Haig-Ferguson A, Loades M, Whittle C, et al. "It's not one size fits all"; the use of videoconferencing for delivering therapy in a Specialist Paediatric Chronic Fatigue Service. Internet Interv. 2019;15:43-51. 7. Pesamaa L, Ebeling H, Kuusimaki ML, et al. Videoconferencing in child and adolescent telepsychiatry: a systematic review of the literature. Journal of Telemedicine and Telecare. 2004;10(4):187-92. 8. Simpson SG, Reid CL. Therapeutic alliance in videoconferencing psychotherapy: a review. Australian Journal of Rural Health. 2014;22(6):280-99. 9. Cunningham DL, Connors EH, Lever N, et al. Providers' perspectives: utilizing telepsychiatry in schools. Telemedicine Journal and e-Health. 2013;19(10):794-9. -------- Links to guidance. [[Guidance: Taking child development into consideration]]
{"tiddlers":{"$:/Acknowledgements":{"title":"$:/Acknowledgements","text":"TiddlyWiki incorporates code from these fine OpenSource projects:\n\n* [[The Stanford Javascript Crypto Library|http://bitwiseshiftleft.github.io/sjcl/]]\n* [[The Jasmine JavaScript Test Framework|https://jasmine.github.io/]]\n* [[Normalize.css by Nicolas Gallagher|http://necolas.github.io/normalize.css/]]\n\nAnd media from these projects:\n\n* World flag icons from [[Wikipedia|http://commons.wikimedia.org/wiki/Category:SVG_flags_by_country]]\n"},"$:/core/copyright.txt":{"title":"$:/core/copyright.txt","type":"text/plain","text":"TiddlyWiki created by Jeremy Ruston, (jeremy [at] jermolene [dot] com)\n\nCopyright (c) 2004-2007, Jeremy Ruston\nCopyright (c) 2007-2024, UnaMesa Association\nAll rights reserved.\n\nRedistribution and use in source and binary forms, with or without\nmodification, are permitted provided that the following conditions are met:\n\n* Redistributions of source code must retain the above copyright notice, this\n list of conditions and the following disclaimer.\n\n* Redistributions in binary form must reproduce the above copyright notice,\n this list of conditions and the following disclaimer in the documentation\n and/or other materials provided with the distribution.\n\n* Neither the name of the copyright holder nor the names of its\n contributors may be used to endorse or promote products derived from\n this software without specific prior written permission.\n\nTHIS SOFTWARE IS PROVIDED BY THE COPYRIGHT HOLDERS AND CONTRIBUTORS 'AS IS'\nAND ANY EXPRESS OR IMPLIED WARRANTIES, INCLUDING, BUT NOT LIMITED TO, THE\nIMPLIED WARRANTIES OF MERCHANTABILITY AND FITNESS FOR A PARTICULAR PURPOSE ARE\nDISCLAIMED. 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search"},"$:/language/Buttons/AdvancedSearch/Hint":{"title":"$:/language/Buttons/AdvancedSearch/Hint","text":"Advanced search"},"$:/language/Buttons/Cancel/Caption":{"title":"$:/language/Buttons/Cancel/Caption","text":"cancel"},"$:/language/Buttons/Cancel/Hint":{"title":"$:/language/Buttons/Cancel/Hint","text":"Discard changes to this tiddler"},"$:/language/Buttons/Clone/Caption":{"title":"$:/language/Buttons/Clone/Caption","text":"clone"},"$:/language/Buttons/Clone/Hint":{"title":"$:/language/Buttons/Clone/Hint","text":"Clone this tiddler"},"$:/language/Buttons/Close/Caption":{"title":"$:/language/Buttons/Close/Caption","text":"close"},"$:/language/Buttons/Close/Hint":{"title":"$:/language/Buttons/Close/Hint","text":"Close this tiddler"},"$:/language/Buttons/CloseAll/Caption":{"title":"$:/language/Buttons/CloseAll/Caption","text":"close all"},"$:/language/Buttons/CloseAll/Hint":{"title":"$:/language/Buttons/CloseAll/Hint","text":"Close all 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tiddler"},"$:/language/Buttons/ExportTiddlers/Caption":{"title":"$:/language/Buttons/ExportTiddlers/Caption","text":"export tiddlers"},"$:/language/Buttons/ExportTiddlers/Hint":{"title":"$:/language/Buttons/ExportTiddlers/Hint","text":"Export tiddlers"},"$:/language/Buttons/SidebarSearch/Hint":{"title":"$:/language/Buttons/SidebarSearch/Hint","text":"Select the sidebar search field"},"$:/language/Buttons/Fold/Caption":{"title":"$:/language/Buttons/Fold/Caption","text":"fold tiddler"},"$:/language/Buttons/Fold/Hint":{"title":"$:/language/Buttons/Fold/Hint","text":"Fold the body of this tiddler"},"$:/language/Buttons/Fold/FoldBar/Caption":{"title":"$:/language/Buttons/Fold/FoldBar/Caption","text":"fold-bar"},"$:/language/Buttons/Fold/FoldBar/Hint":{"title":"$:/language/Buttons/Fold/FoldBar/Hint","text":"Optional bars to fold and unfold tiddlers"},"$:/language/Buttons/Unfold/Caption":{"title":"$:/language/Buttons/Unfold/Caption","text":"unfold 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tiddlers"},"$:/language/Buttons/FullScreen/Caption":{"title":"$:/language/Buttons/FullScreen/Caption","text":"full-screen"},"$:/language/Buttons/FullScreen/Hint":{"title":"$:/language/Buttons/FullScreen/Hint","text":"Enter or leave full-screen mode"},"$:/language/Buttons/Help/Caption":{"title":"$:/language/Buttons/Help/Caption","text":"help"},"$:/language/Buttons/Help/Hint":{"title":"$:/language/Buttons/Help/Hint","text":"Show help panel"},"$:/language/Buttons/Import/Caption":{"title":"$:/language/Buttons/Import/Caption","text":"import"},"$:/language/Buttons/Import/Hint":{"title":"$:/language/Buttons/Import/Hint","text":"Import many types of file including text, image, TiddlyWiki or JSON"},"$:/language/Buttons/Info/Caption":{"title":"$:/language/Buttons/Info/Caption","text":"info"},"$:/language/Buttons/Info/Hint":{"title":"$:/language/Buttons/Info/Hint","text":"Show information for this tiddler"},"$:/language/Buttons/Home/Caption":{"title":"$:/language/Buttons/Home/Caption","text":"home"},"$:/language/Buttons/Home/Hint":{"title":"$:/language/Buttons/Home/Hint","text":"Open the default tiddlers"},"$:/language/Buttons/Language/Caption":{"title":"$:/language/Buttons/Language/Caption","text":"language"},"$:/language/Buttons/Language/Hint":{"title":"$:/language/Buttons/Language/Hint","text":"Choose the user interface language"},"$:/language/Buttons/LayoutSwitcher/Hint":{"title":"$:/language/Buttons/LayoutSwitcher/Hint","text":"Open layout switcher"},"$:/language/Buttons/LayoutSwitcher/Caption":{"title":"$:/language/Buttons/LayoutSwitcher/Caption","text":"layout"},"$:/language/Buttons/Manager/Caption":{"title":"$:/language/Buttons/Manager/Caption","text":"tiddler manager"},"$:/language/Buttons/Manager/Hint":{"title":"$:/language/Buttons/Manager/Hint","text":"Open tiddler 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tiddler"},"$:/language/Buttons/OpenControlPanel/Hint":{"title":"$:/language/Buttons/OpenControlPanel/Hint","text":"Open control panel"},"$:/language/Buttons/OpenWindow/Caption":{"title":"$:/language/Buttons/OpenWindow/Caption","text":"open in new window"},"$:/language/Buttons/OpenWindow/Hint":{"title":"$:/language/Buttons/OpenWindow/Hint","text":"Open tiddler in new window"},"$:/language/Buttons/Palette/Caption":{"title":"$:/language/Buttons/Palette/Caption","text":"palette"},"$:/language/Buttons/Palette/Hint":{"title":"$:/language/Buttons/Palette/Hint","text":"Choose the colour palette"},"$:/language/Buttons/Permalink/Caption":{"title":"$:/language/Buttons/Permalink/Caption","text":"permalink"},"$:/language/Buttons/Permalink/Hint":{"title":"$:/language/Buttons/Permalink/Hint","text":"Set browser address bar to a direct link to this tiddler"},"$:/language/Buttons/Permaview/Caption":{"title":"$:/language/Buttons/Permaview/Caption","text":"permaview"},"$:/language/Buttons/Permaview/Hint":{"title":"$:/language/Buttons/Permaview/Hint","text":"Set browser address bar to a direct link to all the tiddlers in this story"},"$:/language/Buttons/Print/Caption":{"title":"$:/language/Buttons/Print/Caption","text":"print page"},"$:/language/Buttons/Print/Hint":{"title":"$:/language/Buttons/Print/Hint","text":"Print the current page"},"$:/language/Buttons/Refresh/Caption":{"title":"$:/language/Buttons/Refresh/Caption","text":"refresh"},"$:/language/Buttons/Refresh/Hint":{"title":"$:/language/Buttons/Refresh/Hint","text":"Perform a full refresh of the wiki"},"$:/language/Buttons/Save/Caption":{"title":"$:/language/Buttons/Save/Caption","text":"ok"},"$:/language/Buttons/Save/Hint":{"title":"$:/language/Buttons/Save/Hint","text":"Confirm changes to this tiddler"},"$:/language/Buttons/SaveWiki/Caption":{"title":"$:/language/Buttons/SaveWiki/Caption","text":"save changes"},"$:/language/Buttons/SaveWiki/Hint":{"title":"$:/language/Buttons/SaveWiki/Hint","text":"Save changes"},"$:/language/Buttons/StoryView/Caption":{"title":"$:/language/Buttons/StoryView/Caption","text":"storyview"},"$:/language/Buttons/StoryView/Hint":{"title":"$:/language/Buttons/StoryView/Hint","text":"Choose the story visualisation"},"$:/language/Buttons/HideSideBar/Caption":{"title":"$:/language/Buttons/HideSideBar/Caption","text":"hide sidebar"},"$:/language/Buttons/HideSideBar/Hint":{"title":"$:/language/Buttons/HideSideBar/Hint","text":"Hide sidebar"},"$:/language/Buttons/ShowSideBar/Caption":{"title":"$:/language/Buttons/ShowSideBar/Caption","text":"show sidebar"},"$:/language/Buttons/ShowSideBar/Hint":{"title":"$:/language/Buttons/ShowSideBar/Hint","text":"Show sidebar"},"$:/language/Buttons/TagManager/Caption":{"title":"$:/language/Buttons/TagManager/Caption","text":"tag manager"},"$:/language/Buttons/TagManager/Hint":{"title":"$:/language/Buttons/TagManager/Hint","text":"Open tag manager"},"$:/language/Buttons/TestCaseImport/Caption":{"title":"$:/language/Buttons/TestCaseImport/Caption","text":"import tiddlers"},"$:/language/Buttons/TestCaseImport/Hint":{"title":"$:/language/Buttons/TestCaseImport/Hint","text":"Import tiddlers"},"$:/language/Buttons/Timestamp/Caption":{"title":"$:/language/Buttons/Timestamp/Caption","text":"timestamps"},"$:/language/Buttons/Timestamp/Hint":{"title":"$:/language/Buttons/Timestamp/Hint","text":"Choose whether modifications update timestamps"},"$:/language/Buttons/Timestamp/On/Caption":{"title":"$:/language/Buttons/Timestamp/On/Caption","text":"timestamps are on"},"$:/language/Buttons/Timestamp/On/Hint":{"title":"$:/language/Buttons/Timestamp/On/Hint","text":"Update timestamps when tiddlers are modified"},"$:/language/Buttons/Timestamp/Off/Caption":{"title":"$:/language/Buttons/Timestamp/Off/Caption","text":"timestamps are off"},"$:/language/Buttons/Timestamp/Off/Hint":{"title":"$:/language/Buttons/Timestamp/Off/Hint","text":"Don't update timestamps when tiddlers are modified"},"$:/language/Buttons/Theme/Caption":{"title":"$:/language/Buttons/Theme/Caption","text":"theme"},"$:/language/Buttons/Theme/Hint":{"title":"$:/language/Buttons/Theme/Hint","text":"Choose the display theme"},"$:/language/Buttons/Bold/Caption":{"title":"$:/language/Buttons/Bold/Caption","text":"bold"},"$:/language/Buttons/Bold/Hint":{"title":"$:/language/Buttons/Bold/Hint","text":"Apply bold formatting to selection"},"$:/language/Buttons/Clear/Caption":{"title":"$:/language/Buttons/Clear/Caption","text":"clear"},"$:/language/Buttons/Clear/Hint":{"title":"$:/language/Buttons/Clear/Hint","text":"Clear image to solid colour"},"$:/language/Buttons/EditorHeight/Caption":{"title":"$:/language/Buttons/EditorHeight/Caption","text":"editor height"},"$:/language/Buttons/EditorHeight/Caption/Auto":{"title":"$:/language/Buttons/EditorHeight/Caption/Auto","text":"Automatically adjust height to fit content"},"$:/language/Buttons/EditorHeight/Caption/Fixed":{"title":"$:/language/Buttons/EditorHeight/Caption/Fixed","text":"Fixed height:"},"$:/language/Buttons/EditorHeight/Hint":{"title":"$:/language/Buttons/EditorHeight/Hint","text":"Choose the height of the text editor"},"$:/language/Buttons/Excise/Caption":{"title":"$:/language/Buttons/Excise/Caption","text":"excise"},"$:/language/Buttons/Excise/Caption/Excise":{"title":"$:/language/Buttons/Excise/Caption/Excise","text":"Perform excision"},"$:/language/Buttons/Excise/Caption/MacroName":{"title":"$:/language/Buttons/Excise/Caption/MacroName","text":"Macro name:"},"$:/language/Buttons/Excise/Caption/NewTitle":{"title":"$:/language/Buttons/Excise/Caption/NewTitle","text":"Title of new tiddler:"},"$:/language/Buttons/Excise/Caption/Replace":{"title":"$:/language/Buttons/Excise/Caption/Replace","text":"Replace excised text with:"},"$:/language/Buttons/Excise/Caption/Replace/Macro":{"title":"$:/language/Buttons/Excise/Caption/Replace/Macro","text":"macro"},"$:/language/Buttons/Excise/Caption/Replace/Link":{"title":"$:/language/Buttons/Excise/Caption/Replace/Link","text":"link"},"$:/language/Buttons/Excise/Caption/Replace/Transclusion":{"title":"$:/language/Buttons/Excise/Caption/Replace/Transclusion","text":"transclusion"},"$:/language/Buttons/Excise/Caption/Tag":{"title":"$:/language/Buttons/Excise/Caption/Tag","text":"Tag new tiddler with the title of this tiddler"},"$:/language/Buttons/Excise/Caption/TiddlerExists":{"title":"$:/language/Buttons/Excise/Caption/TiddlerExists","text":"Warning: tiddler already exists"},"$:/language/Buttons/Excise/DefaultTitle":{"title":"$:/language/Buttons/Excise/DefaultTitle","text":"New Excision"},"$:/language/Buttons/Excise/Hint":{"title":"$:/language/Buttons/Excise/Hint","text":"Excise the selected text into a new tiddler"},"$:/language/Buttons/Heading1/Caption":{"title":"$:/language/Buttons/Heading1/Caption","text":"heading 1"},"$:/language/Buttons/Heading1/Hint":{"title":"$:/language/Buttons/Heading1/Hint","text":"Apply heading level 1 formatting to lines containing selection"},"$:/language/Buttons/Heading2/Caption":{"title":"$:/language/Buttons/Heading2/Caption","text":"heading 2"},"$:/language/Buttons/Heading2/Hint":{"title":"$:/language/Buttons/Heading2/Hint","text":"Apply heading level 2 formatting to lines containing selection"},"$:/language/Buttons/Heading3/Caption":{"title":"$:/language/Buttons/Heading3/Caption","text":"heading 3"},"$:/language/Buttons/Heading3/Hint":{"title":"$:/language/Buttons/Heading3/Hint","text":"Apply heading level 3 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For changes to take effect, save and reload your wiki. Disabling certain parser rules can prevent <$text text=\"TiddlyWiki\"/> from functioning correctly. 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See [[here|https://github.com/simonbaird/tiddlyhost/wiki/TiddlySpot-Saver-configuration-for-Tiddlyhost-and-Tiddlyspot]] for information on ~TiddlySpot and ~TiddlyHost saving configuration."},"$:/language/ControlPanel/Saving/TiddlySpot/Filename":{"title":"$:/language/ControlPanel/Saving/TiddlySpot/Filename","text":"Upload Filename"},"$:/language/ControlPanel/Saving/TiddlySpot/Heading":{"title":"$:/language/ControlPanel/Saving/TiddlySpot/Heading","text":"~TiddlySpot"},"$:/language/ControlPanel/Saving/TiddlySpot/Hint":{"title":"$:/language/ControlPanel/Saving/TiddlySpot/Hint","text":"//The server URL defaults to `http://<wikiname>.tiddlyspot.com/store.cgi` and can be changed to use a custom server address, e.g. `http://example.com/store.php`.//"},"$:/language/ControlPanel/Saving/TiddlySpot/Password":{"title":"$:/language/ControlPanel/Saving/TiddlySpot/Password","text":"Password"},"$:/language/ControlPanel/Saving/TiddlySpot/ReadOnly":{"title":"$:/language/ControlPanel/Saving/TiddlySpot/ReadOnly","text":"Note that [[TiddlySpot|http://tiddlyspot.com]] no longer allows the creation of new sites. For new sites, you can use [[TiddlyHost|https://tiddlyhost.com]], a new hosting service that replaces ~TiddlySpot."},"$:/language/ControlPanel/Saving/TiddlySpot/ServerURL":{"title":"$:/language/ControlPanel/Saving/TiddlySpot/ServerURL","text":"Server URL"},"$:/language/ControlPanel/Saving/TiddlySpot/UploadDir":{"title":"$:/language/ControlPanel/Saving/TiddlySpot/UploadDir","text":"Upload Directory"},"$:/language/ControlPanel/Saving/TiddlySpot/UserName":{"title":"$:/language/ControlPanel/Saving/TiddlySpot/UserName","text":"Wiki Name"},"$:/language/ControlPanel/Settings/AutoSave/Caption":{"title":"$:/language/ControlPanel/Settings/AutoSave/Caption","text":"Autosave"},"$:/language/ControlPanel/Settings/AutoSave/Disabled/Description":{"title":"$:/language/ControlPanel/Settings/AutoSave/Disabled/Description","text":"Do not save changes automatically"},"$:/language/ControlPanel/Settings/AutoSave/Enabled/Description":{"title":"$:/language/ControlPanel/Settings/AutoSave/Enabled/Description","text":"Save changes automatically"},"$:/language/ControlPanel/Settings/AutoSave/Hint":{"title":"$:/language/ControlPanel/Settings/AutoSave/Hint","text":"Attempt to automatically save changes during editing when using a supporting saver"},"$:/language/ControlPanel/Settings/CamelCase/Caption":{"title":"$:/language/ControlPanel/Settings/CamelCase/Caption","text":"Camel Case Wiki Links"},"$:/language/ControlPanel/Settings/CamelCase/Hint":{"title":"$:/language/ControlPanel/Settings/CamelCase/Hint","text":"You can globally disable automatic linking of ~CamelCase phrases. Requires reload to take effect"},"$:/language/ControlPanel/Settings/CamelCase/Description":{"title":"$:/language/ControlPanel/Settings/CamelCase/Description","text":"Enable automatic ~CamelCase linking"},"$:/language/ControlPanel/Settings/Caption":{"title":"$:/language/ControlPanel/Settings/Caption","text":"Settings"},"$:/language/ControlPanel/Settings/EditorToolbar/Caption":{"title":"$:/language/ControlPanel/Settings/EditorToolbar/Caption","text":"Editor Toolbar"},"$:/language/ControlPanel/Settings/EditorToolbar/Hint":{"title":"$:/language/ControlPanel/Settings/EditorToolbar/Hint","text":"Enable or disable the editor toolbar:"},"$:/language/ControlPanel/Settings/EditorToolbar/Description":{"title":"$:/language/ControlPanel/Settings/EditorToolbar/Description","text":"Show editor toolbar"},"$:/language/ControlPanel/Settings/InfoPanelMode/Caption":{"title":"$:/language/ControlPanel/Settings/InfoPanelMode/Caption","text":"Tiddler Info Panel Mode"},"$:/language/ControlPanel/Settings/InfoPanelMode/Hint":{"title":"$:/language/ControlPanel/Settings/InfoPanelMode/Hint","text":"Control when the tiddler info panel closes:"},"$:/language/ControlPanel/Settings/InfoPanelMode/Popup/Description":{"title":"$:/language/ControlPanel/Settings/InfoPanelMode/Popup/Description","text":"Tiddler info panel closes automatically"},"$:/language/ControlPanel/Settings/InfoPanelMode/Sticky/Description":{"title":"$:/language/ControlPanel/Settings/InfoPanelMode/Sticky/Description","text":"Tiddler info panel stays open until explicitly closed"},"$:/language/ControlPanel/Settings/Hint":{"title":"$:/language/ControlPanel/Settings/Hint","text":"These settings let you customise the behaviour of TiddlyWiki."},"$:/language/ControlPanel/Settings/NavigationAddressBar/Caption":{"title":"$:/language/ControlPanel/Settings/NavigationAddressBar/Caption","text":"Navigation Address Bar"},"$:/language/ControlPanel/Settings/NavigationAddressBar/Hint":{"title":"$:/language/ControlPanel/Settings/NavigationAddressBar/Hint","text":"Behaviour of the browser address bar when navigating to a tiddler:"},"$:/language/ControlPanel/Settings/NavigationAddressBar/No/Description":{"title":"$:/language/ControlPanel/Settings/NavigationAddressBar/No/Description","text":"Do not update the address bar"},"$:/language/ControlPanel/Settings/NavigationAddressBar/Permalink/Description":{"title":"$:/language/ControlPanel/Settings/NavigationAddressBar/Permalink/Description","text":"Include the target tiddler"},"$:/language/ControlPanel/Settings/NavigationAddressBar/Permaview/Description":{"title":"$:/language/ControlPanel/Settings/NavigationAddressBar/Permaview/Description","text":"Include the target tiddler and the current story sequence"},"$:/language/ControlPanel/Settings/NavigationHistory/Caption":{"title":"$:/language/ControlPanel/Settings/NavigationHistory/Caption","text":"Navigation History"},"$:/language/ControlPanel/Settings/NavigationHistory/Hint":{"title":"$:/language/ControlPanel/Settings/NavigationHistory/Hint","text":"Update browser history when navigating to a tiddler:"},"$:/language/ControlPanel/Settings/NavigationHistory/No/Description":{"title":"$:/language/ControlPanel/Settings/NavigationHistory/No/Description","text":"Do not update history"},"$:/language/ControlPanel/Settings/NavigationHistory/Yes/Description":{"title":"$:/language/ControlPanel/Settings/NavigationHistory/Yes/Description","text":"Update history"},"$:/language/ControlPanel/Settings/NavigationPermalinkviewMode/Caption":{"title":"$:/language/ControlPanel/Settings/NavigationPermalinkviewMode/Caption","text":"Permalink/permaview Mode"},"$:/language/ControlPanel/Settings/NavigationPermalinkviewMode/Hint":{"title":"$:/language/ControlPanel/Settings/NavigationPermalinkviewMode/Hint","text":"Choose how permalink/permaview is handled:"},"$:/language/ControlPanel/Settings/NavigationPermalinkviewMode/CopyToClipboard/Description":{"title":"$:/language/ControlPanel/Settings/NavigationPermalinkviewMode/CopyToClipboard/Description","text":"Copy permalink/permaview URL to clipboard"},"$:/language/ControlPanel/Settings/NavigationPermalinkviewMode/UpdateAddressBar/Description":{"title":"$:/language/ControlPanel/Settings/NavigationPermalinkviewMode/UpdateAddressBar/Description","text":"Update address bar with permalink/permaview URL"},"$:/language/ControlPanel/Settings/PerformanceInstrumentation/Caption":{"title":"$:/language/ControlPanel/Settings/PerformanceInstrumentation/Caption","text":"Performance Instrumentation"},"$:/language/ControlPanel/Settings/PerformanceInstrumentation/Hint":{"title":"$:/language/ControlPanel/Settings/PerformanceInstrumentation/Hint","text":"Displays performance statistics in the browser developer console. Requires reload to take effect"},"$:/language/ControlPanel/Settings/PerformanceInstrumentation/Description":{"title":"$:/language/ControlPanel/Settings/PerformanceInstrumentation/Description","text":"Enable performance instrumentation"},"$:/language/ControlPanel/Settings/RecentLimit/Caption":{"title":"$:/language/ControlPanel/Settings/RecentLimit/Caption","text":"Recent Tab Limit"},"$:/language/ControlPanel/Settings/RecentLimit/Hint":{"title":"$:/language/ControlPanel/Settings/RecentLimit/Hint","text":"Maximum number of tiddlers to be displayed under the sidebar \"Recent\" tab"},"$:/language/ControlPanel/Settings/ToolbarButtonStyle/Caption":{"title":"$:/language/ControlPanel/Settings/ToolbarButtonStyle/Caption","text":"Toolbar Button Style"},"$:/language/ControlPanel/Settings/ToolbarButtonStyle/Hint":{"title":"$:/language/ControlPanel/Settings/ToolbarButtonStyle/Hint","text":"Choose the style for toolbar buttons:"},"$:/language/ControlPanel/Settings/ToolbarButtonStyle/Styles/Borderless":{"title":"$:/language/ControlPanel/Settings/ToolbarButtonStyle/Styles/Borderless","text":"Borderless"},"$:/language/ControlPanel/Settings/ToolbarButtonStyle/Styles/Boxed":{"title":"$:/language/ControlPanel/Settings/ToolbarButtonStyle/Styles/Boxed","text":"Boxed"},"$:/language/ControlPanel/Settings/ToolbarButtonStyle/Styles/Rounded":{"title":"$:/language/ControlPanel/Settings/ToolbarButtonStyle/Styles/Rounded","text":"Rounded"},"$:/language/ControlPanel/Settings/ToolbarButtons/Caption":{"title":"$:/language/ControlPanel/Settings/ToolbarButtons/Caption","text":"Toolbar Buttons"},"$:/language/ControlPanel/Settings/ToolbarButtons/Hint":{"title":"$:/language/ControlPanel/Settings/ToolbarButtons/Hint","text":"Default toolbar button appearance:"},"$:/language/ControlPanel/Settings/ToolbarButtons/Icons/Description":{"title":"$:/language/ControlPanel/Settings/ToolbarButtons/Icons/Description","text":"Include icon"},"$:/language/ControlPanel/Settings/ToolbarButtons/Text/Description":{"title":"$:/language/ControlPanel/Settings/ToolbarButtons/Text/Description","text":"Include text"},"$:/language/ControlPanel/Settings/DefaultSidebarTab/Caption":{"title":"$:/language/ControlPanel/Settings/DefaultSidebarTab/Caption","text":"Default Sidebar Tab"},"$:/language/ControlPanel/Settings/DefaultSidebarTab/Hint":{"title":"$:/language/ControlPanel/Settings/DefaultSidebarTab/Hint","text":"Specify which sidebar tab is displayed by default"},"$:/language/ControlPanel/Settings/DefaultMoreSidebarTab/Caption":{"title":"$:/language/ControlPanel/Settings/DefaultMoreSidebarTab/Caption","text":"Default More Sidebar Tab"},"$:/language/ControlPanel/Settings/DefaultMoreSidebarTab/Hint":{"title":"$:/language/ControlPanel/Settings/DefaultMoreSidebarTab/Hint","text":"Specify which More sidebar tab is displayed by default"},"$:/language/ControlPanel/Settings/LinkToBehaviour/Caption":{"title":"$:/language/ControlPanel/Settings/LinkToBehaviour/Caption","text":"Tiddler Opening Behaviour"},"$:/language/ControlPanel/Settings/LinkToBehaviour/InsideRiver/Hint":{"title":"$:/language/ControlPanel/Settings/LinkToBehaviour/InsideRiver/Hint","text":"Navigation from //within// the story river"},"$:/language/ControlPanel/Settings/LinkToBehaviour/OutsideRiver/Hint":{"title":"$:/language/ControlPanel/Settings/LinkToBehaviour/OutsideRiver/Hint","text":"Navigation from //outside// the story river"},"$:/language/ControlPanel/Settings/LinkToBehaviour/OpenAbove":{"title":"$:/language/ControlPanel/Settings/LinkToBehaviour/OpenAbove","text":"Open above the current tiddler"},"$:/language/ControlPanel/Settings/LinkToBehaviour/OpenBelow":{"title":"$:/language/ControlPanel/Settings/LinkToBehaviour/OpenBelow","text":"Open below the current tiddler"},"$:/language/ControlPanel/Settings/LinkToBehaviour/OpenAtTop":{"title":"$:/language/ControlPanel/Settings/LinkToBehaviour/OpenAtTop","text":"Open at the top of the story river"},"$:/language/ControlPanel/Settings/LinkToBehaviour/OpenAtBottom":{"title":"$:/language/ControlPanel/Settings/LinkToBehaviour/OpenAtBottom","text":"Open at the bottom of the story river"},"$:/language/ControlPanel/Settings/TitleLinks/Caption":{"title":"$:/language/ControlPanel/Settings/TitleLinks/Caption","text":"Tiddler Titles"},"$:/language/ControlPanel/Settings/TitleLinks/Hint":{"title":"$:/language/ControlPanel/Settings/TitleLinks/Hint","text":"Optionally display tiddler titles as links"},"$:/language/ControlPanel/Settings/TitleLinks/No/Description":{"title":"$:/language/ControlPanel/Settings/TitleLinks/No/Description","text":"Do not display tiddler titles as links"},"$:/language/ControlPanel/Settings/TitleLinks/Yes/Description":{"title":"$:/language/ControlPanel/Settings/TitleLinks/Yes/Description","text":"Display tiddler titles as links"},"$:/language/ControlPanel/Settings/MissingLinks/Caption":{"title":"$:/language/ControlPanel/Settings/MissingLinks/Caption","text":"Wiki Links"},"$:/language/ControlPanel/Settings/MissingLinks/Hint":{"title":"$:/language/ControlPanel/Settings/MissingLinks/Hint","text":"Choose whether to link to tiddlers that do not exist yet"},"$:/language/ControlPanel/Settings/MissingLinks/Description":{"title":"$:/language/ControlPanel/Settings/MissingLinks/Description","text":"Enable links to missing tiddlers"},"$:/language/ControlPanel/SocialCard/Caption":{"title":"$:/language/ControlPanel/SocialCard/Caption","text":"Social Media Card"},"$:/language/ControlPanel/SocialCard/Domain/Prompt":{"title":"$:/language/ControlPanel/SocialCard/Domain/Prompt","text":"Domain name to display for the link (for example, ''tiddlywiki.com'')"},"$:/language/ControlPanel/SocialCard/Hint":{"title":"$:/language/ControlPanel/SocialCard/Hint","text":"This information is used by social and messaging services to display a preview card for links to this TiddlyWiki when hosted online"},"$:/language/ControlPanel/SocialCard/PreviewUrl/Prompt":{"title":"$:/language/ControlPanel/SocialCard/PreviewUrl/Prompt","text":"Full URL to preview image for this TiddlyWiki"},"$:/language/ControlPanel/SocialCard/PreviewUrl/Preview":{"title":"$:/language/ControlPanel/SocialCard/PreviewUrl/Preview","text":"Preview image:"},"$:/language/ControlPanel/SocialCard/Url/Prompt":{"title":"$:/language/ControlPanel/SocialCard/Url/Prompt","text":"Full URL of this TiddlyWiki"},"$:/language/ControlPanel/StoryTiddler/Caption":{"title":"$:/language/ControlPanel/StoryTiddler/Caption","text":"Story Tiddler"},"$:/language/ControlPanel/StoryTiddler/Hint":{"title":"$:/language/ControlPanel/StoryTiddler/Hint","text":"This rule cascade is used to dynamically choose the template for displaying a tiddler in the story river."},"$:/language/ControlPanel/StoryView/Caption":{"title":"$:/language/ControlPanel/StoryView/Caption","text":"Story View"},"$:/language/ControlPanel/StoryView/Prompt":{"title":"$:/language/ControlPanel/StoryView/Prompt","text":"Current view:"},"$:/language/ControlPanel/Stylesheets/Caption":{"title":"$:/language/ControlPanel/Stylesheets/Caption","text":"Stylesheets"},"$:/language/ControlPanel/Stylesheets/Expand/Caption":{"title":"$:/language/ControlPanel/Stylesheets/Expand/Caption","text":"Expand All"},"$:/language/ControlPanel/Stylesheets/Hint":{"title":"$:/language/ControlPanel/Stylesheets/Hint","text":"This is the rendered CSS of the current stylesheet tiddlers tagged with <<tag \"$:/tags/Stylesheet\">>"},"$:/language/ControlPanel/Stylesheets/Restore/Caption":{"title":"$:/language/ControlPanel/Stylesheets/Restore/Caption","text":"Restore"},"$:/language/ControlPanel/TestCases/Caption":{"title":"$:/language/ControlPanel/TestCases/Caption","text":"Test Cases"},"$:/language/ControlPanel/TestCases/Hint":{"title":"$:/language/ControlPanel/TestCases/Hint","text":"Test cases are self contained examples for testing and learning"},"$:/language/ControlPanel/TestCases/All/Caption":{"title":"$:/language/ControlPanel/TestCases/All/Caption","text":"All Test Cases"},"$:/language/ControlPanel/TestCases/All/Hint":{"title":"$:/language/ControlPanel/TestCases/All/Hint","text":"All Test Cases"},"$:/language/ControlPanel/TestCases/Failed/Caption":{"title":"$:/language/ControlPanel/TestCases/Failed/Caption","text":"Failed Test Cases"},"$:/language/ControlPanel/TestCases/Failed/Hint":{"title":"$:/language/ControlPanel/TestCases/Failed/Hint","text":"Only Failed Test Cases"},"$:/language/ControlPanel/Theme/Caption":{"title":"$:/language/ControlPanel/Theme/Caption","text":"Theme"},"$:/language/ControlPanel/Theme/Prompt":{"title":"$:/language/ControlPanel/Theme/Prompt","text":"Current theme:"},"$:/language/ControlPanel/TiddlerFields/Caption":{"title":"$:/language/ControlPanel/TiddlerFields/Caption","text":"Tiddler Fields"},"$:/language/ControlPanel/TiddlerFields/Hint":{"title":"$:/language/ControlPanel/TiddlerFields/Hint","text":"This is the full set of TiddlerFields in use in this wiki (including system tiddlers but excluding shadow tiddlers)."},"$:/language/ControlPanel/TiddlerColour/Caption":{"title":"$:/language/ControlPanel/TiddlerColour/Caption","text":"Tiddler Colour"},"$:/language/ControlPanel/TiddlerColour/Hint":{"title":"$:/language/ControlPanel/TiddlerColour/Hint","text":"This rules cascade is used to dynamically choose the colour for a tiddler (used for the icon and the associated tag pill)."},"$:/language/ControlPanel/TiddlerIcon/Caption":{"title":"$:/language/ControlPanel/TiddlerIcon/Caption","text":"Tiddler Icon"},"$:/language/ControlPanel/TiddlerIcon/Hint":{"title":"$:/language/ControlPanel/TiddlerIcon/Hint","text":"This rules cascade is used to dynamically choose the icon for a tiddler."},"$:/language/ControlPanel/Toolbars/Caption":{"title":"$:/language/ControlPanel/Toolbars/Caption","text":"Toolbars"},"$:/language/ControlPanel/Toolbars/EditToolbar/Caption":{"title":"$:/language/ControlPanel/Toolbars/EditToolbar/Caption","text":"Edit Toolbar"},"$:/language/ControlPanel/Toolbars/EditToolbar/Hint":{"title":"$:/language/ControlPanel/Toolbars/EditToolbar/Hint","text":"Choose which buttons are displayed for tiddlers in edit mode. Drag and drop to change the ordering"},"$:/language/ControlPanel/Toolbars/Hint":{"title":"$:/language/ControlPanel/Toolbars/Hint","text":"Select which toolbar buttons are displayed"},"$:/language/ControlPanel/Toolbars/PageControls/Caption":{"title":"$:/language/ControlPanel/Toolbars/PageControls/Caption","text":"Page Toolbar"},"$:/language/ControlPanel/Toolbars/PageControls/Hint":{"title":"$:/language/ControlPanel/Toolbars/PageControls/Hint","text":"Choose which buttons are displayed on the main page toolbar. Drag and drop to change the ordering"},"$:/language/ControlPanel/Toolbars/EditorToolbar/Caption":{"title":"$:/language/ControlPanel/Toolbars/EditorToolbar/Caption","text":"Editor Toolbar"},"$:/language/ControlPanel/Toolbars/EditorToolbar/Hint":{"title":"$:/language/ControlPanel/Toolbars/EditorToolbar/Hint","text":"Choose which buttons are displayed in the editor toolbar. Note that some buttons will only appear when editing tiddlers of a certain type. Drag and drop to change the ordering"},"$:/language/ControlPanel/Toolbars/ViewToolbar/Caption":{"title":"$:/language/ControlPanel/Toolbars/ViewToolbar/Caption","text":"View Toolbar"},"$:/language/ControlPanel/Toolbars/ViewToolbar/Hint":{"title":"$:/language/ControlPanel/Toolbars/ViewToolbar/Hint","text":"Choose which buttons are displayed for tiddlers in view mode. Drag and drop to change the ordering"},"$:/language/ControlPanel/Tools/Download/Full/Caption":{"title":"$:/language/ControlPanel/Tools/Download/Full/Caption","text":"Download full wiki"},"$:/language/ControlPanel/ViewTemplateBody/Caption":{"title":"$:/language/ControlPanel/ViewTemplateBody/Caption","text":"View Template Body"},"$:/language/ControlPanel/ViewTemplateBody/Hint":{"title":"$:/language/ControlPanel/ViewTemplateBody/Hint","text":"This rule cascade is used by the default view template to dynamically choose the template for displaying the body of a tiddler."},"$:/language/ControlPanel/ViewTemplateTitle/Caption":{"title":"$:/language/ControlPanel/ViewTemplateTitle/Caption","text":"View Template Title"},"$:/language/ControlPanel/ViewTemplateTitle/Hint":{"title":"$:/language/ControlPanel/ViewTemplateTitle/Hint","text":"This rule cascade is used by the default view template to dynamically choose the template for displaying the title of a tiddler."},"$:/language/ControlPanel/ViewTemplateSubtitle/Caption":{"title":"$:/language/ControlPanel/ViewTemplateSubtitle/Caption","text":"View Template Subtitle"},"$:/language/ControlPanel/ViewTemplateSubtitle/Hint":{"title":"$:/language/ControlPanel/ViewTemplateSubtitle/Hint","text":"This rule cascade is used by the default view template to dynamically choose the template for displaying the subtitle of a tiddler."},"$:/language/ControlPanel/ViewTemplateTags/Caption":{"title":"$:/language/ControlPanel/ViewTemplateTags/Caption","text":"View Template Tags"},"$:/language/ControlPanel/ViewTemplateTags/Hint":{"title":"$:/language/ControlPanel/ViewTemplateTags/Hint","text":"This rule cascade is used by the default view template to dynamically choose the template for displaying the tags area of a tiddler."},"$:/language/Date/DaySuffix/1":{"title":"$:/language/Date/DaySuffix/1","text":"st"},"$:/language/Date/DaySuffix/2":{"title":"$:/language/Date/DaySuffix/2","text":"nd"},"$:/language/Date/DaySuffix/3":{"title":"$:/language/Date/DaySuffix/3","text":"rd"},"$:/language/Date/DaySuffix/4":{"title":"$:/language/Date/DaySuffix/4","text":"th"},"$:/language/Date/DaySuffix/5":{"title":"$:/language/Date/DaySuffix/5","text":"th"},"$:/language/Date/DaySuffix/6":{"title":"$:/language/Date/DaySuffix/6","text":"th"},"$:/language/Date/DaySuffix/7":{"title":"$:/language/Date/DaySuffix/7","text":"th"},"$:/language/Date/DaySuffix/8":{"title":"$:/language/Date/DaySuffix/8","text":"th"},"$:/language/Date/DaySuffix/9":{"title":"$:/language/Date/DaySuffix/9","text":"th"},"$:/language/Date/DaySuffix/10":{"title":"$:/language/Date/DaySuffix/10","text":"th"},"$:/language/Date/DaySuffix/11":{"title":"$:/language/Date/DaySuffix/11","text":"th"},"$:/language/Date/DaySuffix/12":{"title":"$:/language/Date/DaySuffix/12","text":"th"},"$:/language/Date/DaySuffix/13":{"title":"$:/language/Date/DaySuffix/13","text":"th"},"$:/language/Date/DaySuffix/14":{"title":"$:/language/Date/DaySuffix/14","text":"th"},"$:/language/Date/DaySuffix/15":{"title":"$:/language/Date/DaySuffix/15","text":"th"},"$:/language/Date/DaySuffix/16":{"title":"$:/language/Date/DaySuffix/16","text":"th"},"$:/language/Date/DaySuffix/17":{"title":"$:/language/Date/DaySuffix/17","text":"th"},"$:/language/Date/DaySuffix/18":{"title":"$:/language/Date/DaySuffix/18","text":"th"},"$:/language/Date/DaySuffix/19":{"title":"$:/language/Date/DaySuffix/19","text":"th"},"$:/language/Date/DaySuffix/20":{"title":"$:/language/Date/DaySuffix/20","text":"th"},"$:/language/Date/DaySuffix/21":{"title":"$:/language/Date/DaySuffix/21","text":"st"},"$:/language/Date/DaySuffix/22":{"title":"$:/language/Date/DaySuffix/22","text":"nd"},"$:/language/Date/DaySuffix/23":{"title":"$:/language/Date/DaySuffix/23","text":"rd"},"$:/language/Date/DaySuffix/24":{"title":"$:/language/Date/DaySuffix/24","text":"th"},"$:/language/Date/DaySuffix/25":{"title":"$:/language/Date/DaySuffix/25","text":"th"},"$:/language/Date/DaySuffix/26":{"title":"$:/language/Date/DaySuffix/26","text":"th"},"$:/language/Date/DaySuffix/27":{"title":"$:/language/Date/DaySuffix/27","text":"th"},"$:/language/Date/DaySuffix/28":{"title":"$:/language/Date/DaySuffix/28","text":"th"},"$:/language/Date/DaySuffix/29":{"title":"$:/language/Date/DaySuffix/29","text":"th"},"$:/language/Date/DaySuffix/30":{"title":"$:/language/Date/DaySuffix/30","text":"th"},"$:/language/Date/DaySuffix/31":{"title":"$:/language/Date/DaySuffix/31","text":"st"},"$:/language/Date/Long/Day/0":{"title":"$:/language/Date/Long/Day/0","text":"Sunday"},"$:/language/Date/Long/Day/1":{"title":"$:/language/Date/Long/Day/1","text":"Monday"},"$:/language/Date/Long/Day/2":{"title":"$:/language/Date/Long/Day/2","text":"Tuesday"},"$:/language/Date/Long/Day/3":{"title":"$:/language/Date/Long/Day/3","text":"Wednesday"},"$:/language/Date/Long/Day/4":{"title":"$:/language/Date/Long/Day/4","text":"Thursday"},"$:/language/Date/Long/Day/5":{"title":"$:/language/Date/Long/Day/5","text":"Friday"},"$:/language/Date/Long/Day/6":{"title":"$:/language/Date/Long/Day/6","text":"Saturday"},"$:/language/Date/Long/Month/1":{"title":"$:/language/Date/Long/Month/1","text":"January"},"$:/language/Date/Long/Month/2":{"title":"$:/language/Date/Long/Month/2","text":"February"},"$:/language/Date/Long/Month/3":{"title":"$:/language/Date/Long/Month/3","text":"March"},"$:/language/Date/Long/Month/4":{"title":"$:/language/Date/Long/Month/4","text":"April"},"$:/language/Date/Long/Month/5":{"title":"$:/language/Date/Long/Month/5","text":"May"},"$:/language/Date/Long/Month/6":{"title":"$:/language/Date/Long/Month/6","text":"June"},"$:/language/Date/Long/Month/7":{"title":"$:/language/Date/Long/Month/7","text":"July"},"$:/language/Date/Long/Month/8":{"title":"$:/language/Date/Long/Month/8","text":"August"},"$:/language/Date/Long/Month/9":{"title":"$:/language/Date/Long/Month/9","text":"September"},"$:/language/Date/Long/Month/10":{"title":"$:/language/Date/Long/Month/10","text":"October"},"$:/language/Date/Long/Month/11":{"title":"$:/language/Date/Long/Month/11","text":"November"},"$:/language/Date/Long/Month/12":{"title":"$:/language/Date/Long/Month/12","text":"December"},"$:/language/Date/Period/am":{"title":"$:/language/Date/Period/am","text":"am"},"$:/language/Date/Period/pm":{"title":"$:/language/Date/Period/pm","text":"pm"},"$:/language/Date/Short/Day/0":{"title":"$:/language/Date/Short/Day/0","text":"Sun"},"$:/language/Date/Short/Day/1":{"title":"$:/language/Date/Short/Day/1","text":"Mon"},"$:/language/Date/Short/Day/2":{"title":"$:/language/Date/Short/Day/2","text":"Tue"},"$:/language/Date/Short/Day/3":{"title":"$:/language/Date/Short/Day/3","text":"Wed"},"$:/language/Date/Short/Day/4":{"title":"$:/language/Date/Short/Day/4","text":"Thu"},"$:/language/Date/Short/Day/5":{"title":"$:/language/Date/Short/Day/5","text":"Fri"},"$:/language/Date/Short/Day/6":{"title":"$:/language/Date/Short/Day/6","text":"Sat"},"$:/language/Date/Short/Month/1":{"title":"$:/language/Date/Short/Month/1","text":"Jan"},"$:/language/Date/Short/Month/2":{"title":"$:/language/Date/Short/Month/2","text":"Feb"},"$:/language/Date/Short/Month/3":{"title":"$:/language/Date/Short/Month/3","text":"Mar"},"$:/language/Date/Short/Month/4":{"title":"$:/language/Date/Short/Month/4","text":"Apr"},"$:/language/Date/Short/Month/5":{"title":"$:/language/Date/Short/Month/5","text":"May"},"$:/language/Date/Short/Month/6":{"title":"$:/language/Date/Short/Month/6","text":"Jun"},"$:/language/Date/Short/Month/7":{"title":"$:/language/Date/Short/Month/7","text":"Jul"},"$:/language/Date/Short/Month/8":{"title":"$:/language/Date/Short/Month/8","text":"Aug"},"$:/language/Date/Short/Month/9":{"title":"$:/language/Date/Short/Month/9","text":"Sep"},"$:/language/Date/Short/Month/10":{"title":"$:/language/Date/Short/Month/10","text":"Oct"},"$:/language/Date/Short/Month/11":{"title":"$:/language/Date/Short/Month/11","text":"Nov"},"$:/language/Date/Short/Month/12":{"title":"$:/language/Date/Short/Month/12","text":"Dec"},"$:/language/RelativeDate/Future/Days":{"title":"$:/language/RelativeDate/Future/Days","text":"<<period>> 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foreground"},"$:/language/EditTemplate/Caption":{"title":"$:/language/EditTemplate/Caption","text":"Editor"},"$:/language/EditTemplate/Body/External/Hint":{"title":"$:/language/EditTemplate/Body/External/Hint","text":"This tiddler shows content stored outside of the main TiddlyWiki file. You can edit the tags and fields but cannot directly edit the content itself"},"$:/language/EditTemplate/Body/Placeholder":{"title":"$:/language/EditTemplate/Body/Placeholder","text":"Type the text for this tiddler"},"$:/language/EditTemplate/Body/Preview/Type/Output":{"title":"$:/language/EditTemplate/Body/Preview/Type/Output","text":"output"},"$:/language/EditTemplate/Body/Preview/Type/DiffShadow":{"title":"$:/language/EditTemplate/Body/Preview/Type/DiffShadow","text":"differences from shadow (if any)"},"$:/language/EditTemplate/Body/Preview/Type/DiffCurrent":{"title":"$:/language/EditTemplate/Body/Preview/Type/DiffCurrent","text":"differences from current"},"$:/language/EditTemplate/Field/Remove/Caption":{"title":"$:/language/EditTemplate/Field/Remove/Caption","text":"remove field"},"$:/language/EditTemplate/Field/Remove/Hint":{"title":"$:/language/EditTemplate/Field/Remove/Hint","text":"Remove field"},"$:/language/EditTemplate/Field/Dropdown/Caption":{"title":"$:/language/EditTemplate/Field/Dropdown/Caption","text":"field list"},"$:/language/EditTemplate/Field/Dropdown/Hint":{"title":"$:/language/EditTemplate/Field/Dropdown/Hint","text":"Show field list"},"$:/language/EditTemplate/Fields/Add/Button":{"title":"$:/language/EditTemplate/Fields/Add/Button","text":"add"},"$:/language/EditTemplate/Fields/Add/Button/Hint":{"title":"$:/language/EditTemplate/Fields/Add/Button/Hint","text":"Add the new field to the tiddler"},"$:/language/EditTemplate/Fields/Add/Name/Placeholder":{"title":"$:/language/EditTemplate/Fields/Add/Name/Placeholder","text":"field name"},"$:/language/EditTemplate/Fields/Add/Prompt":{"title":"$:/language/EditTemplate/Fields/Add/Prompt","text":"Add a new field:"},"$:/language/EditTemplate/Fields/Add/Value/Placeholder":{"title":"$:/language/EditTemplate/Fields/Add/Value/Placeholder","text":"field value"},"$:/language/EditTemplate/Fields/Add/Dropdown/System":{"title":"$:/language/EditTemplate/Fields/Add/Dropdown/System","text":"System fields"},"$:/language/EditTemplate/Fields/Add/Dropdown/User":{"title":"$:/language/EditTemplate/Fields/Add/Dropdown/User","text":"User fields"},"$:/language/EditTemplate/Shadow/Warning":{"title":"$:/language/EditTemplate/Shadow/Warning","text":"This is a shadow tiddler. Any changes you make will override the default version from the plugin <<pluginLink>>"},"$:/language/EditTemplate/Shadow/OverriddenWarning":{"title":"$:/language/EditTemplate/Shadow/OverriddenWarning","text":"This is a modified shadow tiddler. You can revert to the default version in the plugin <<pluginLink>> by deleting this tiddler"},"$:/language/EditTemplate/Tags/Add/Button":{"title":"$:/language/EditTemplate/Tags/Add/Button","text":"add"},"$:/language/EditTemplate/Tags/Add/Button/Hint":{"title":"$:/language/EditTemplate/Tags/Add/Button/Hint","text":"add tag"},"$:/language/EditTemplate/Tags/Add/Placeholder":{"title":"$:/language/EditTemplate/Tags/Add/Placeholder","text":"tag name"},"$:/language/EditTemplate/Tags/ClearInput/Caption":{"title":"$:/language/EditTemplate/Tags/ClearInput/Caption","text":"clear input"},"$:/language/EditTemplate/Tags/ClearInput/Hint":{"title":"$:/language/EditTemplate/Tags/ClearInput/Hint","text":"Clear tag input"},"$:/language/EditTemplate/Tags/Dropdown/Caption":{"title":"$:/language/EditTemplate/Tags/Dropdown/Caption","text":"tag list"},"$:/language/EditTemplate/Tags/Dropdown/Hint":{"title":"$:/language/EditTemplate/Tags/Dropdown/Hint","text":"Show tag list"},"$:/language/EditTemplate/Tags/EmptyMessage":{"title":"$:/language/EditTemplate/Tags/EmptyMessage","text":"No tags found"},"$:/language/EditTemplate/Tags/EmptyMessage/System":{"title":"$:/language/EditTemplate/Tags/EmptyMessage/System","text":"No system tags found"},"$:/language/EditTemplate/Title/BadCharacterWarning":{"title":"$:/language/EditTemplate/Title/BadCharacterWarning","text":"Warning: avoid using any of the characters <<bad-chars>> in tiddler titles"},"$:/language/EditTemplate/Title/Exists/Prompt":{"title":"$:/language/EditTemplate/Title/Exists/Prompt","text":"Target tiddler already exists"},"$:/language/EditTemplate/Title/Relink/Prompt":{"title":"$:/language/EditTemplate/Title/Relink/Prompt","text":"Update ''<$text text=<<fromTitle>>/>'' to ''<$text text=<<toTitle>>/>'' in the //tags// and //list// fields of other tiddlers"},"$:/language/EditTemplate/Title/References/Prompt":{"title":"$:/language/EditTemplate/Title/References/Prompt","text":"The following references to this tiddler will not be automatically updated:"},"$:/language/EditTemplate/Type/Dropdown/Caption":{"title":"$:/language/EditTemplate/Type/Dropdown/Caption","text":"content type list"},"$:/language/EditTemplate/Type/Dropdown/Hint":{"title":"$:/language/EditTemplate/Type/Dropdown/Hint","text":"Show content type list"},"$:/language/EditTemplate/Type/Delete/Caption":{"title":"$:/language/EditTemplate/Type/Delete/Caption","text":"delete content type"},"$:/language/EditTemplate/Type/Delete/Hint":{"title":"$:/language/EditTemplate/Type/Delete/Hint","text":"Delete content type"},"$:/language/EditTemplate/Type/Placeholder":{"title":"$:/language/EditTemplate/Type/Placeholder","text":"content type"},"$:/language/EditTemplate/Type/Prompt":{"title":"$:/language/EditTemplate/Type/Prompt","text":"Type:"},"$:/language/Exporters/StaticRiver":{"title":"$:/language/Exporters/StaticRiver","text":"Static HTML"},"$:/language/Exporters/JsonFile":{"title":"$:/language/Exporters/JsonFile","text":"JSON file"},"$:/language/Exporters/CsvFile":{"title":"$:/language/Exporters/CsvFile","text":"CSV file"},"$:/language/Exporters/TidFile":{"title":"$:/language/Exporters/TidFile","text":"TID text file"},"$:/language/Docs/Fields/_canonical_uri":{"title":"$:/language/Docs/Fields/_canonical_uri","text":"The full URI of an external image tiddler"},"$:/language/Docs/Fields/author":{"title":"$:/language/Docs/Fields/author","text":"Name of the author of a plugin"},"$:/language/Docs/Fields/bag":{"title":"$:/language/Docs/Fields/bag","text":"The name of the bag from which a tiddler came"},"$:/language/Docs/Fields/caption":{"title":"$:/language/Docs/Fields/caption","text":"The text to be displayed on a tab or button"},"$:/language/Docs/Fields/class":{"title":"$:/language/Docs/Fields/class","text":"The CSS class applied to a tiddler when rendering it - see [[Custom styles by user-class]]. Also used for [[Modals]]"},"$:/language/Docs/Fields/code-body":{"title":"$:/language/Docs/Fields/code-body","text":"The view template will display the tiddler as code if set to ''yes''"},"$:/language/Docs/Fields/color":{"title":"$:/language/Docs/Fields/color","text":"The CSS color value associated with a tiddler"},"$:/language/Docs/Fields/component":{"title":"$:/language/Docs/Fields/component","text":"The name of the component responsible for an [[alert tiddler|AlertMechanism]]"},"$:/language/Docs/Fields/core-version":{"title":"$:/language/Docs/Fields/core-version","text":"For a plugin, indicates what version of TiddlyWiki with which it is compatible"},"$:/language/Docs/Fields/current-tiddler":{"title":"$:/language/Docs/Fields/current-tiddler","text":"Used to cache the top tiddler in a [[history list|HistoryMechanism]]"},"$:/language/Docs/Fields/created":{"title":"$:/language/Docs/Fields/created","text":"The date a tiddler was created"},"$:/language/Docs/Fields/creator":{"title":"$:/language/Docs/Fields/creator","text":"The name of the person who created a tiddler"},"$:/language/Docs/Fields/dependents":{"title":"$:/language/Docs/Fields/dependents","text":"For a plugin, lists the dependent plugin titles"},"$:/language/Docs/Fields/description":{"title":"$:/language/Docs/Fields/description","text":"The descriptive text for a plugin, or a modal dialogue"},"$:/language/Docs/Fields/draft.of":{"title":"$:/language/Docs/Fields/draft.of","text":"For draft tiddlers, contains the title of the tiddler of which this is a draft"},"$:/language/Docs/Fields/draft.title":{"title":"$:/language/Docs/Fields/draft.title","text":"For draft tiddlers, contains the proposed new title of the tiddler"},"$:/language/Docs/Fields/footer":{"title":"$:/language/Docs/Fields/footer","text":"The footer text for a modal"},"$:/language/Docs/Fields/hide-body":{"title":"$:/language/Docs/Fields/hide-body","text":"The view template will hide bodies of tiddlers if set to ''yes''"},"$:/language/Docs/Fields/icon":{"title":"$:/language/Docs/Fields/icon","text":"The title of the tiddler containing the icon associated with a tiddler"},"$:/language/Docs/Fields/library":{"title":"$:/language/Docs/Fields/library","text":"Indicates that a tiddler should be saved as a JavaScript library if set to ''yes''"},"$:/language/Docs/Fields/list":{"title":"$:/language/Docs/Fields/list","text":"An ordered list of tiddler titles associated with a tiddler"},"$:/language/Docs/Fields/list-before":{"title":"$:/language/Docs/Fields/list-before","text":"If set, the title of a tiddler before which this tiddler should be added to the ordered list of tiddler titles, or at the start of the list if this field is present but empty"},"$:/language/Docs/Fields/list-after":{"title":"$:/language/Docs/Fields/list-after","text":"If set, the title of the tiddler after which this tiddler should be added to the ordered list of tiddler titles, or at the end of the list if this field is present but empty"},"$:/language/Docs/Fields/modified":{"title":"$:/language/Docs/Fields/modified","text":"The date and time at which a tiddler was last modified"},"$:/language/Docs/Fields/modifier":{"title":"$:/language/Docs/Fields/modifier","text":"The tiddler title associated with the person who last modified a tiddler"},"$:/language/Docs/Fields/module-type":{"title":"$:/language/Docs/Fields/module-type","text":"For javascript tiddlers, specifies what kind of module it is"},"$:/language/Docs/Fields/name":{"title":"$:/language/Docs/Fields/name","text":"The human readable name associated with a plugin tiddler"},"$:/language/Docs/Fields/parent-plugin":{"title":"$:/language/Docs/Fields/parent-plugin","text":"For a plugin, specifies which plugin of which it is a sub-plugin"},"$:/language/Docs/Fields/plugin-priority":{"title":"$:/language/Docs/Fields/plugin-priority","text":"A numerical value indicating the priority of a plugin tiddler"},"$:/language/Docs/Fields/plugin-type":{"title":"$:/language/Docs/Fields/plugin-type","text":"The type of plugin in a plugin tiddler"},"$:/language/Docs/Fields/stability":{"title":"$:/language/Docs/Fields/stability","text":"The development status of a plugin: deprecated, experimental, stable, or legacy"},"$:/language/Docs/Fields/revision":{"title":"$:/language/Docs/Fields/revision","text":"The revision of the tiddler held at the server"},"$:/language/Docs/Fields/released":{"title":"$:/language/Docs/Fields/released","text":"Date of a TiddlyWiki release"},"$:/language/Docs/Fields/source":{"title":"$:/language/Docs/Fields/source","text":"The source URL associated with a tiddler"},"$:/language/Docs/Fields/subtitle":{"title":"$:/language/Docs/Fields/subtitle","text":"The subtitle text for a modal"},"$:/language/Docs/Fields/tags":{"title":"$:/language/Docs/Fields/tags","text":"A list of tags associated with a tiddler"},"$:/language/Docs/Fields/text":{"title":"$:/language/Docs/Fields/text","text":"The body text of a tiddler"},"$:/language/Docs/Fields/throttle.refresh":{"title":"$:/language/Docs/Fields/throttle.refresh","text":"If present, throttles refreshes of this tiddler"},"$:/language/Docs/Fields/title":{"title":"$:/language/Docs/Fields/title","text":"The unique name of a tiddler"},"$:/language/Docs/Fields/toc-link":{"title":"$:/language/Docs/Fields/toc-link","text":"Suppresses the tiddler's link in a Table of Contents tree if set to ''no''"},"$:/language/Docs/Fields/type":{"title":"$:/language/Docs/Fields/type","text":"The content type of a tiddler"},"$:/language/Docs/Fields/version":{"title":"$:/language/Docs/Fields/version","text":"Version information for a plugin"},"$:/language/Docs/Fields/_is_skinny":{"title":"$:/language/Docs/Fields/_is_skinny","text":"If present, indicates that the tiddler text field must be loaded from the server"},"$:/language/Filters/AllTiddlers":{"title":"$:/language/Filters/AllTiddlers","text":"All tiddlers except system tiddlers"},"$:/language/Filters/RecentSystemTiddlers":{"title":"$:/language/Filters/RecentSystemTiddlers","text":"Recently modified tiddlers, including system tiddlers"},"$:/language/Filters/RecentTiddlers":{"title":"$:/language/Filters/RecentTiddlers","text":"Recently modified tiddlers"},"$:/language/Filters/AllTags":{"title":"$:/language/Filters/AllTags","text":"All tags except system tags"},"$:/language/Filters/Missing":{"title":"$:/language/Filters/Missing","text":"Missing tiddlers"},"$:/language/Filters/Drafts":{"title":"$:/language/Filters/Drafts","text":"Draft tiddlers"},"$:/language/Filters/Orphans":{"title":"$:/language/Filters/Orphans","text":"Orphan tiddlers"},"$:/language/Filters/SystemTiddlers":{"title":"$:/language/Filters/SystemTiddlers","text":"System tiddlers"},"$:/language/Filters/ShadowTiddlers":{"title":"$:/language/Filters/ShadowTiddlers","text":"Shadow tiddlers"},"$:/language/Filters/OverriddenShadowTiddlers":{"title":"$:/language/Filters/OverriddenShadowTiddlers","text":"Overridden shadow tiddlers"},"$:/language/Filters/SessionTiddlers":{"title":"$:/language/Filters/SessionTiddlers","text":"Tiddlers modified since the wiki was loaded"},"$:/language/Filters/SystemTags":{"title":"$:/language/Filters/SystemTags","text":"System tags"},"$:/language/Filters/StoryList":{"title":"$:/language/Filters/StoryList","text":"Tiddlers in the story river, excluding <$text text=\"$:/AdvancedSearch\"/>"},"$:/language/Filters/TypedTiddlers":{"title":"$:/language/Filters/TypedTiddlers","text":"Non wiki-text tiddlers"},"GettingStarted":{"title":"GettingStarted","text":"\\define lingo-base() $:/language/ControlPanel/Basics/\nWelcome to ~TiddlyWiki and the ~TiddlyWiki community\n\nBefore you start storing important information in ~TiddlyWiki it is vital to make sure that you can reliably save changes. See https://tiddlywiki.com/#GettingStarted for details\n\n!! Set up this ~TiddlyWiki\n\n<div class=\"tc-control-panel\">\n\n|tc-table-no-border tc-first-col-min-width tc-first-link-nowrap|k\n| <$link to=\"$:/SiteTitle\"><<lingo Title/Prompt>></$link>|<$edit-text tiddler=\"$:/SiteTitle\" default=\"\" tag=\"input\"/> |\n| <$link to=\"$:/SiteSubtitle\"><<lingo Subtitle/Prompt>></$link>|<$edit-text tiddler=\"$:/SiteSubtitle\" default=\"\" tag=\"input\"/> |\n|^ <$link to=\"$:/DefaultTiddlers\"><<lingo DefaultTiddlers/Prompt>></$link><br><<lingo DefaultTiddlers/TopHint>>|<$edit tag=\"textarea\" tiddler=\"$:/DefaultTiddlers\"/><br>//<<lingo DefaultTiddlers/BottomHint>>// |\n</div>\n\nSee the [[control panel|$:/ControlPanel]] for more options.\n"},"$:/language/Help/build":{"title":"$:/language/Help/build","description":"Automatically run configured commands","text":"Build the specified build targets for the current wiki. If no build targets are specified then all available targets will be built.\n\n```\n--build <target> [<target> ...]\n```\n\nBuild targets are defined in the `tiddlywiki.info` file of a wiki folder.\n\n"},"$:/language/Help/clearpassword":{"title":"$:/language/Help/clearpassword","description":"Clear a password for subsequent crypto operations","text":"Clear the password for subsequent crypto operations\n\n```\n--clearpassword\n```\n"},"$:/language/Help/commands":{"title":"$:/language/Help/commands","description":"Run commands returned from a filter","text":"Sequentially run the command tokens returned from a filter\n\n```\n--commands <filter>\n```\n\nExamples\n\n```\n--commands \"[enlist:raw{$:/build-commands-as-text}]\"\n```\n\n```\n--commands \"[{$:/build-commands-as-json}jsonindexes[]] :map[{$:/build-commands-as-json}jsonget<currentTiddler>]\"\n```\n"},"$:/language/Help/default":{"title":"$:/language/Help/default","text":"\\define commandTitle()\n$:/language/Help/$(command)$\n\\end\n\\whitespace trim\n```\nusage: tiddlywiki [<wikifolder>] [--<command> [<args>...]...]\n```\n\nAvailable commands:\n\n<ul>\n<$list filter=\"[commands[]sort[title]]\" variable=\"command\">\n<li><$link to=<<commandTitle>>><$macrocall $name=\"command\" $type=\"text/plain\" $output=\"text/plain\"/></$link>:\n \n<$transclude tiddler=<<commandTitle>> field=\"description\"/></li>\n</$list>\n</ul>\n\nTo get detailed help on a command:\n\n```\ntiddlywiki --help <command>\n```\n"},"$:/language/Help/deletetiddlers":{"title":"$:/language/Help/deletetiddlers","description":"Deletes a group of tiddlers","text":"<<.from-version \"5.1.20\">> Deletes a group of tiddlers identified by a filter.\n\n```\n--deletetiddlers <filter>\n```\n"},"$:/language/Help/editions":{"title":"$:/language/Help/editions","description":"Lists the available editions of TiddlyWiki","text":"Lists the names and descriptions of the available editions. You can create a new wiki of a specified edition with the `--init` command.\n\n```\n--editions\n```\n"},"$:/language/Help/fetch":{"title":"$:/language/Help/fetch","description":"Fetch tiddlers from wiki by URL","text":"Fetch one or more files over HTTP/HTTPS, and import the tiddlers matching a filter, optionally transforming the incoming titles.\n\n```\n--fetch file <url> <import-filter> <transform-filter>\n--fetch files <url-filter> <import-filter> <transform-filter>\n--fetch raw-file <url> <transform-filter>\n--fetch raw-files <url-filter> <transform-filter>\n```\n\nThe \"file\" and \"files\" variants fetch the specified files and attempt to import the tiddlers within them (the same processing as if the files were dragged into the browser window). The \"raw-file\" and \"raw-files\" variants fetch the specified files and then store the raw file data in tiddlers, without applying the import logic.\n\nWith the \"file\" and \"raw-file\" variants only a single file is fetched and the first parameter is the URL of the file to read.\n\nWith the \"files\" and \"raw-files\" variants, multiple files are fetched and the first parameter is a filter yielding a list of URLs of the files to read. For example, given a set of tiddlers tagged \"remote-server\" that have a field \"url\" the filter `[tag[remote-server]get[url]]` will retrieve all the available URLs.\n\nFor the \"file\" and \"files\" variants, the `<import-filter>` parameter specifies a filter determining which tiddlers are imported. It defaults to `[all[tiddlers]]` if not provided.\n\nFor all variants, the `<transform-filter>` parameter specifies an optional filter that transforms the titles of the imported tiddlers. For example, `[addprefix[$:/myimports/]]` would add the prefix `$:/myimports/` to each title.\n\nPreceding the `--fetch` command with `--verbose` will output progress information during the import.\n\nNote that TiddlyWiki will not fetch an older version of an already loaded plugin.\n\nThe following example retrieves all the non-system tiddlers from https://tiddlywiki.com and saves them to a JSON file:\n\n```\ntiddlywiki --verbose --fetch file \"https://tiddlywiki.com/\" \"[!is[system]]\" \"\" --rendertiddler \"$:/core/templates/exporters/JsonFile\" output.json text/plain \"\" exportFilter \"[!is[system]]\"\n```\n\nThe following example retrieves the \"favicon\" file from tiddlywiki.com and saves it in a file called \"output.ico\". Note that the intermediate tiddler \"Icon Tiddler\" is quoted in the \"--fetch\" command because it is being used as a transformation filter to replace the default title, while there are no quotes for the \"--savetiddler\" command because it is being used directly as a title.\n\n```\ntiddlywiki --verbose --fetch raw-file \"https://tiddlywiki.com/favicon.ico\" \"[[Icon Tiddler]]\" --savetiddler \"Icon Tiddler\" output.ico\n```\n\n"},"$:/language/Help/help":{"title":"$:/language/Help/help","description":"Display help for TiddlyWiki commands","text":"Displays help text for a command:\n\n```\n--help [<command>]\n```\n\nIf the command name is omitted then a list of available commands is displayed.\n"},"$:/language/Help/import":{"title":"$:/language/Help/import","description":"Import tiddlers from a file","text":"Import tiddlers from TiddlyWiki (`.html`), `.tiddler`, `.tid`, `.json` or other local files. The deserializer must be explicitly specified, unlike the `load` command which infers the deserializer from the file extension.\n\n```\n--import <filepath> <deserializer> [<title>] [<encoding>]\n```\n\nThe deserializers in the core include:\n\n* application/javascript\n* application/json\n* application/x-tiddler\n* application/x-tiddler-html-div\n* application/x-tiddlers\n* text/html\n* text/plain\n\nThe title of the imported tiddler defaults to the filename.\n\nThe encoding defaults to \"utf8\", but can be \"base64\" for importing binary files.\n\nNote that TiddlyWiki will not import an older version of an already loaded plugin.\n"},"$:/language/Help/init":{"title":"$:/language/Help/init","description":"Initialise a new wiki folder","text":"Initialise an empty [[WikiFolder|WikiFolders]] with a copy of the specified edition.\n\n```\n--init <edition> [<edition> ...]\n```\n\nFor example:\n\n```\ntiddlywiki ./MyWikiFolder --init empty\n```\n\nNote:\n\n* The wiki folder directory will be created if necessary\n* The \"edition\" defaults to ''empty''\n* The init command will fail if the wiki folder is not empty\n* The init command removes any `includeWikis` definitions in the edition's `tiddlywiki.info` file\n* When multiple editions are specified, editions initialised later will overwrite any files shared with earlier editions (so, the final `tiddlywiki.info` file will be copied from the last edition)\n* `--editions` returns a list of available editions\n"},"$:/language/Help/listen":{"title":"$:/language/Help/listen","description":"Provides an HTTP server interface to TiddlyWiki","text":"Serves a wiki over HTTP.\n\nThe listen command uses NamedCommandParameters:\n\n```\n--listen [<name>=<value>]...\n```\n\nAll parameters are optional with safe defaults, and can be specified in any order. The recognised parameters are:\n\n* ''host'' - optional hostname to serve from (defaults to \"127.0.0.1\" aka \"localhost\")\n* ''path-prefix'' - optional prefix for paths\n* ''port'' - port number on which to listen; non-numeric values are interpreted as a system environment variable from which the port number is extracted (defaults to \"8080\")\n* ''credentials'' - pathname of credentials CSV file (relative to wiki folder)\n* ''anon-username'' - the username for signing edits for anonymous users\n* ''username'' - optional username for basic authentication\n* ''password'' - optional password for basic authentication\n* ''authenticated-user-header'' - optional name of request header to be used for trusted authentication.\n* ''readers'' - comma-separated list of principals allowed to read from this wiki\n* ''writers'' - comma-separated list of principals allowed to write to this wiki\n* ''csrf-disable'' - set to \"yes\" to disable CSRF checks (defaults to \"no\")\n* ''root-tiddler'' - the tiddler to serve at the root (defaults to \"$:/core/save/all\")\n* ''root-render-type'' - the content type to which the root tiddler should be rendered (defaults to \"text/plain\")\n* ''root-serve-type'' - the content type with which the root tiddler should be served (defaults to \"text/html\")\n* ''tls-cert'' - pathname of TLS certificate file (relative to wiki folder)\n* ''tls-key'' - pathname of TLS key file (relative to wiki folder)\n* ''debug-level'' - optional debug level; set to \"debug\" to view request details (defaults to \"none\")\n* ''gzip'' - set to \"yes\" to enable gzip compression for some http endpoints (defaults to \"no\")\n* ''use-browser-cache'' - set to \"yes\" to allow the browser to cache responses to save bandwidth (defaults to \"no\")\n\nFor information on opening up your instance to the entire local network, and possible security concerns, see the WebServer tiddler at TiddlyWiki.com.\n\n"},"$:/language/Help/load":{"title":"$:/language/Help/load","description":"Load tiddlers from a file","text":"Load tiddlers from TiddlyWiki (`.html`), `.tiddler`, `.tid`, `.json` or other local files. The processing applied to incoming files is determined by the file extension. Use the alternative `import` command if you need to specify the deserializer and encoding explicitly.\n\n```\n--load <filepath> [noerror]\n--load <dirpath> [noerror]\n```\n\nBy default, the load command raises an error if no tiddlers are found. The error can be suppressed by providing the optional \"noerror\" parameter.\n\nTo load tiddlers from an encrypted TiddlyWiki file you should first specify the password with the PasswordCommand. For example:\n\n```\ntiddlywiki ./MyWiki --password pa55w0rd --load my_encrypted_wiki.html\n```\n\nNote that TiddlyWiki will not load an older version of an already loaded plugin.\n"},"$:/language/Help/makelibrary":{"title":"$:/language/Help/makelibrary","description":"Construct library plugin required by upgrade process","text":"Constructs the `$:/UpgradeLibrary` tiddler for the upgrade process.\n\nThe upgrade library is formatted as an ordinary plugin tiddler with the plugin type `library`. It contains a copy of each of the plugins, themes and language packs available within the TiddlyWiki5 repository.\n\nThis command is intended for internal use; it is only relevant to users constructing a custom upgrade procedure.\n\n```\n--makelibrary <title>\n```\n\nThe title argument defaults to `$:/UpgradeLibrary`.\n"},"$:/language/Help/notfound":{"title":"$:/language/Help/notfound","text":"No such help item"},"$:/language/Help/output":{"title":"$:/language/Help/output","description":"Set the base output directory for subsequent commands","text":"Sets the base output directory for subsequent commands. The default output directory is the `output` subdirectory of the edition directory.\n\n```\n--output <pathname>\n```\n\nIf the specified pathname is relative then it is resolved relative to the current working directory. For example `--output .` sets the output directory to the current working directory.\n\n"},"$:/language/Help/password":{"title":"$:/language/Help/password","description":"Set a password for subsequent crypto operations","text":"Set a password for subsequent crypto operations\n\n```\n--password <password>\n```\n\n''Note'': This should not be used for serving TiddlyWiki with password protection. Instead, see the password option under the [[ServerCommand]].\n"},"$:/language/Help/render":{"title":"$:/language/Help/render","description":"Renders individual tiddlers to files","text":"Render individual tiddlers identified by a filter and save the results to the specified files.\n\nOptionally, the title of a template tiddler can be specified. In this case, instead of directly rendering each tiddler, the template tiddler is rendered with the \"currentTiddler\" variable set to the title of the tiddler that is being rendered.\n\nA name and value for an additional variable may optionally also be specified.\n\n```\n--render <tiddler-filter> [<filename-filter>] [<render-type>] [<template>] [ [<name>] [<value>] ]*\n```\n\n* ''tiddler-filter'': A filter identifying the tiddler(s) to be rendered\n* ''filename-filter'': Optional filter transforming tiddler titles into pathnames. If omitted, defaults to `[is[tiddler]addsuffix[.html]]`, which uses the unchanged tiddler title as the filename\n* ''render-type'': Optional render type: `text/html` (the default) returns the full HTML text and `text/plain` just returns the text content (ie it ignores HTML tags and other unprintable material)\n* ''template'': Optional template through which each tiddler is rendered\n* ''name'': Name of optional variables\n* ''value'': Value of optional variables\n\nBy default, the filename is resolved relative to the `output` subdirectory of the edition directory. The `--output` command can be used to direct output to a different directory.\n\nNotes:\n\n* The output directory is not cleared of any existing files\n* Any missing directories in the path to the filename are automatically created.\n* When referring to a tiddler with spaces in its title, take care to use both the quotes required by your shell and also TiddlyWiki's double square brackets: `--render \"[[Motovun Jack.jpg]]\"`\n* The filename filter is evaluated with the selected items being set to the title of the tiddler currently being rendered, allowing the title to be used as the basis for computing the filename. For example `[encodeuricomponent[]addprefix[static/]]` applies URI encoding to each title, and then adds the prefix `static/`\n* Multiple ''name''/''value'' pairs can be used to pass more than one variable\n* The `--render` command is a more flexible replacement for both the `--rendertiddler` and `--rendertiddlers` commands, which are deprecated\n\nExamples:\n\n* `--render '[!is[system]]' '[encodeuricomponent[]addprefix[tiddlers/]addsuffix[.html]]'` -- renders all non-system tiddlers as files in the subdirectory \"tiddlers\" with URL-encoded titles and the extension HTML\n* `--render '.' 'tiddlers.json' 'text/plain' '$:/core/templates/exporters/JsonFile' 'exportFilter' '[tag[HelloThere]]'` -- renders the tiddlers tagged \"HelloThere\" to a JSON file named \"tiddlers.json\"\n"},"$:/language/Help/rendertiddler":{"title":"$:/language/Help/rendertiddler","description":"Render an individual tiddler as a specified ContentType","text":"(Note: The `--rendertiddler` command is deprecated in favour of the new, more flexible `--render` command)\n\nRender an individual tiddler as a specified ContentType, defaulting to `text/html` and save it to the specified filename.\n\nOptionally the title of a template tiddler can be specified, in which case the template tiddler is rendered with the \"currentTiddler\" variable set to the tiddler that is being rendered (the first parameter value).\n\nA name and value for an additional variable may optionally also be specified.\n\n```\n--rendertiddler <title> <filename> [<type>] [<template>] [<name>] [<value>]\n```\n\nBy default, the filename is resolved relative to the `output` subdirectory of the edition directory. The `--output` command can be used to direct output to a different directory.\n\nAny missing directories in the path to the filename are automatically created.\n\nFor example, the following command saves all tiddlers matching the filter `[tag[done]]` to a JSON file titled `output.json` by employing the core template `$:/core/templates/exporters/JsonFile`.\n\n```\n--rendertiddler \"$:/core/templates/exporters/JsonFile\" output.json text/plain \"\" exportFilter \"[tag[done]]\"\n```\n"},"$:/language/Help/rendertiddlers":{"title":"$:/language/Help/rendertiddlers","description":"Render tiddlers matching a filter to a specified ContentType","text":"(Note: The `--rendertiddlers` command is deprecated in favour of the new, more flexible `--render` command)\n\nRender a set of tiddlers matching a filter to separate files of a specified ContentType (defaults to `text/html`) and extension (defaults to `.html`).\n\n```\n--rendertiddlers '<filter>' <template> <pathname> [<type>] [<extension>] [\"noclean\"]\n```\n\nFor example:\n\n```\n--rendertiddlers '[!is[system]]' $:/core/templates/static.tiddler.html ./static text/plain\n```\n\nBy default, the pathname is resolved relative to the `output` subdirectory of the edition directory. The `--output` command can be used to direct output to a different directory.\n\nAny files in the target directory are deleted unless the ''noclean'' flag is specified. The target directory is recursively created if it is missing.\n"},"$:/language/Help/save":{"title":"$:/language/Help/save","description":"Saves individual raw tiddlers to files","text":"Saves individual tiddlers identified by a filter in their raw text or binary format to the specified files.\n\n```\n--save <tiddler-filter> <filename-filter>\n```\n\n* ''tiddler-filter'': A filter identifying the tiddler(s) to be saved\n* ''filename-filter'': Optional filter transforming tiddler titles into pathnames. If omitted, defaults to `[is[tiddler]]`, which uses the unchanged tiddler title as the filename\n\nBy default, the filename is resolved relative to the `output` subdirectory of the edition directory. The `--output` command can be used to direct output to a different directory.\n\nNotes:\n\n* The output directory is not cleared of any existing files\n* Any missing directories in the path to the filename are automatically created.\n* When saving a tiddler with spaces in its title, take care to use both the quotes required by your shell and also TiddlyWiki's double square brackets: `--save \"[[Motovun Jack.jpg]]\"`\n* The filename filter is evaluated with the selected items being set to the title of the tiddler currently being saved, allowing the title to be used as the basis for computing the filename. For example `[encodeuricomponent[]addprefix[static/]]` applies URI encoding to each title, and then adds the prefix `static/`\n* The `--save` command is a more flexible replacement for both the `--savetiddler` and `--savetiddlers` commands, which are deprecated\n\nExamples:\n\n* `--save \"[!is[system]is[image]]\" \"[encodeuricomponent[]addprefix[tiddlers/]]\"` -- saves all non-system image tiddlers as files in the subdirectory \"tiddlers\" with URL-encoded titles\n"},"$:/language/Help/savetiddler":{"title":"$:/language/Help/savetiddler","description":"Saves a raw tiddler to a file","text":"(Note: The `--savetiddler` command is deprecated in favour of the new, more flexible `--save` command)\n\nSaves an individual tiddler in its raw text or binary format to the specified filename.\n\n```\n--savetiddler <title> <filename>\n```\n\nBy default, the filename is resolved relative to the `output` subdirectory of the edition directory. The `--output` command can be used to direct output to a different directory.\n\nAny missing directories in the path to the filename are automatically created.\n"},"$:/language/Help/savetiddlers":{"title":"$:/language/Help/savetiddlers","description":"Saves a group of raw tiddlers to a directory","text":"(Note: The `--savetiddlers` command is deprecated in favour of the new, more flexible `--save` command)\n\nSaves a group of tiddlers in their raw text or binary format to the specified directory.\n\n```\n--savetiddlers <filter> <pathname> [\"noclean\"]\n```\n\nBy default, the pathname is resolved relative to the `output` subdirectory of the edition directory. The `--output` command can be used to direct output to a different directory.\n\nThe output directory is cleared of existing files before saving the specified files. The deletion can be disabled by specifying the ''noclean'' flag.\n\nAny missing directories in the pathname are automatically created.\n"},"$:/language/Help/savewikifolder":{"title":"$:/language/Help/savewikifolder","description":"Saves a wiki to a new wiki folder","text":"<<.from-version \"5.1.20\">> Saves the current wiki as a wiki folder, including tiddlers, plugins and configuration:\n\n```\n--savewikifolder <wikifolderpath> [<filter>] [ [<name>=<value>] ]*\n```\n\n* The target wiki folder must be empty or non-existent\n* The filter specifies which tiddlers should be included. It is optional, defaulting to `[all[tiddlers]]`\n* Plugins from the official plugin library are replaced with references to those plugins in the `tiddlywiki.info` file\n* Custom plugins are unpacked into their own folder\n\nThe following options are supported:\n\n* ''filter'': a filter expression that defines the tiddlers to include in the output.\n* ''explodePlugins'': defaults to \"yes\"\n** ''yes'' will \"explode\" plugins into separate tiddler files and save them to the plugin directory within the wiki folder\n** ''no'' will suppress exploding plugins into their constituent tiddler files. It will save the plugin as a single JSON tiddler in the tiddlers folder\n\nNote that both ''explodePlugins'' options will produce wiki folders that build the exact same original wiki. The difference lies in how plugins are represented in the wiki folder.\n\nA common usage is to convert a TiddlyWiki HTML file into a wiki folder:\n\n```\ntiddlywiki --load ./mywiki.html --savewikifolder ./mywikifolder\n```\n\nSave the plugin to the tiddlers directory of the target wiki folder:\n\n```\ntiddlywiki --load ./mywiki.html --savewikifolder ./mywikifolder explodePlugins=no\n```\n"},"$:/language/Help/server":{"title":"$:/language/Help/server","description":"(deprecated: see 'listen' command) Provides an HTTP server interface to TiddlyWiki","text":"Legacy command to serve a wiki over HTTP.\n\n```\n--server <port> <root-tiddler> <root-render-type> <root-serve-type> <username> <password> <host> <path-prefix> <debug-level>\n```\n\nThe parameters are:\n\n* ''port'' - port number on which to listen; non-numeric values are interpreted as a system environment variable from which the port number is extracted (defaults to \"8080\")\n* ''root-tiddler'' - the tiddler to serve at the root (defaults to \"$:/core/save/all\")\n* ''root-render-type'' - the content type to which the root tiddler should be rendered (defaults to \"text/plain\")\n* ''root-serve-type'' - the content type with which the root tiddler should be served (defaults to \"text/html\")\n* ''username'' - the default username for signing edits\n* ''password'' - optional password for basic authentication\n* ''host'' - optional hostname to serve from (defaults to \"127.0.0.1\" aka \"localhost\")\n* ''path-prefix'' - optional prefix for paths\n* ''debug-level'' - optional debug level; set to \"debug\" to view request details (defaults to \"none\")\n\nIf the password parameter is specified then the browser will prompt the user for the username and password. Note that the password is transmitted in plain text so this implementation should only be used on a trusted network or over HTTPS.\n\nFor example:\n\n```\n--server 8080 $:/core/save/all text/plain text/html MyUserName passw0rd\n```\n\nThe username and password can be specified as empty strings if you need to set the hostname or pathprefix and don't want to require a password.\n\n\n```\n--server 8080 $:/core/save/all text/plain text/html \"\" \"\" 192.168.0.245\n```\n\nUsing an address like this exposes your system to the local network. For information on opening up your instance to the entire local network, and possible security concerns, see the WebServer tiddler at TiddlyWiki.com.\n\nTo run multiple TiddlyWiki servers at the same time you'll need to put each one on a different port. It can be useful to use an environment variable to pass the port number to the Node.js process. This example references an environment variable called \"MY_PORT_NUMBER\":\n\n```\n--server MY_PORT_NUMBER $:/core/save/all text/plain text/html MyUserName passw0rd\n```\n"},"$:/language/Help/setfield":{"title":"$:/language/Help/setfield","description":"Prepares external tiddlers for use","text":"//Note that this command is experimental and may change or be replaced before being finalised//\n\nSets the specified field of a group of tiddlers to the result of wikifying a template tiddler with the `currentTiddler` variable set to the tiddler.\n\n```\n--setfield <filter> <fieldname> <templatetitle> <rendertype>\n```\n\nThe parameters are:\n\n* ''filter'' - filter identifying the tiddlers to be affected\n* ''fieldname'' - the field to modify (defaults to \"text\")\n* ''templatetitle'' - the tiddler to wikify into the specified field. If blank or missing then the specified field is deleted\n* ''rendertype'' - the text type to render (defaults to \"text/plain\"; \"text/html\" can be used to include HTML tags)\n"},"$:/language/Help/unpackplugin":{"title":"$:/language/Help/unpackplugin","description":"Unpack the payload tiddlers from a plugin","text":"Extract the payload tiddlers from a plugin, creating them as ordinary tiddlers:\n\n```\n--unpackplugin <title>\n```\n"},"$:/language/Help/verbose":{"title":"$:/language/Help/verbose","description":"Triggers verbose output mode","text":"Triggers verbose output, useful for debugging\n\n```\n--verbose\n```\n"},"$:/language/Help/version":{"title":"$:/language/Help/version","description":"Displays the version number of TiddlyWiki","text":"Displays the version number of TiddlyWiki.\n\n```\n--version\n```\n"},"$:/language/Import/Editor/Import/Heading":{"title":"$:/language/Import/Editor/Import/Heading","text":"Import images and insert them into the editor."},"$:/language/Import/Imported/Hint":{"title":"$:/language/Import/Imported/Hint","text":"The following tiddlers were imported:"},"$:/language/Import/Listing/Cancel/Caption":{"title":"$:/language/Import/Listing/Cancel/Caption","text":"Cancel"},"$:/language/Import/Listing/Cancel/Warning":{"title":"$:/language/Import/Listing/Cancel/Warning","text":"Do you wish to cancel the import?"},"$:/language/Import/Listing/Hint":{"title":"$:/language/Import/Listing/Hint","text":"These tiddlers are ready to import:"},"$:/language/Import/Listing/Import/Caption":{"title":"$:/language/Import/Listing/Import/Caption","text":"Import"},"$:/language/Import/Listing/Select/Caption":{"title":"$:/language/Import/Listing/Select/Caption","text":"Select"},"$:/language/Import/Listing/Status/Caption":{"title":"$:/language/Import/Listing/Status/Caption","text":"Status"},"$:/language/Import/Listing/Title/Caption":{"title":"$:/language/Import/Listing/Title/Caption","text":"Title"},"$:/language/Import/Listing/Preview":{"title":"$:/language/Import/Listing/Preview","text":"Preview:"},"$:/language/Import/Listing/Preview/Text":{"title":"$:/language/Import/Listing/Preview/Text","text":"Text"},"$:/language/Import/Listing/Preview/TextRaw":{"title":"$:/language/Import/Listing/Preview/TextRaw","text":"Text (Raw)"},"$:/language/Import/Listing/Preview/Fields":{"title":"$:/language/Import/Listing/Preview/Fields","text":"Fields"},"$:/language/Import/Listing/Preview/Diff":{"title":"$:/language/Import/Listing/Preview/Diff","text":"Diff"},"$:/language/Import/Listing/Preview/DiffFields":{"title":"$:/language/Import/Listing/Preview/DiffFields","text":"Diff (Fields)"},"$:/language/Import/Listing/Rename/Tooltip":{"title":"$:/language/Import/Listing/Rename/Tooltip","text":"Rename tiddler before importing"},"$:/language/Import/Listing/Rename/Prompt":{"title":"$:/language/Import/Listing/Rename/Prompt","text":"Rename to:"},"$:/language/Import/Listing/Rename/ConfirmRename":{"title":"$:/language/Import/Listing/Rename/ConfirmRename","text":"Rename tiddler"},"$:/language/Import/Listing/Rename/CancelRename":{"title":"$:/language/Import/Listing/Rename/CancelRename","text":"Cancel"},"$:/language/Import/Listing/Rename/OverwriteWarning":{"title":"$:/language/Import/Listing/Rename/OverwriteWarning","text":"A tiddler with this title already exists."},"$:/language/Import/Upgrader/Plugins/Suppressed/Incompatible":{"title":"$:/language/Import/Upgrader/Plugins/Suppressed/Incompatible","text":"Blocked incompatible or obsolete plugin."},"$:/language/Import/Upgrader/Plugins/Suppressed/Version":{"title":"$:/language/Import/Upgrader/Plugins/Suppressed/Version","text":"Blocked plugin (due to incoming <<incoming>> not being newer than existing <<existing>>)."},"$:/language/Import/Upgrader/Plugins/Upgraded":{"title":"$:/language/Import/Upgrader/Plugins/Upgraded","text":"Upgraded plugin from <<incoming>> to <<upgraded>>."},"$:/language/Import/Upgrader/State/Suppressed":{"title":"$:/language/Import/Upgrader/State/Suppressed","text":"Blocked temporary state tiddler."},"$:/language/Import/Upgrader/System/Disabled":{"title":"$:/language/Import/Upgrader/System/Disabled","text":"Disabled system tiddler."},"$:/language/Import/Upgrader/System/Suppressed":{"title":"$:/language/Import/Upgrader/System/Suppressed","text":"Blocked system tiddler."},"$:/language/Import/Upgrader/System/Warning":{"title":"$:/language/Import/Upgrader/System/Warning","text":"Core module tiddler."},"$:/language/Import/Upgrader/System/Alert":{"title":"$:/language/Import/Upgrader/System/Alert","text":"You are about to import a tiddler that will overwrite a core module tiddler. This is not recommended as it may make the system unstable."},"$:/language/Import/Upgrader/ThemeTweaks/Created":{"title":"$:/language/Import/Upgrader/ThemeTweaks/Created","text":"Migrated theme tweak from <$text text=<<from>>/>."},"$:/language/Import/Upgrader/Tiddler/Disabled":{"title":"$:/language/Import/Upgrader/Tiddler/Disabled","text":"Disabled tiddler."},"$:/language/Import/Upgrader/Tiddler/Selected":{"title":"$:/language/Import/Upgrader/Tiddler/Selected","text":"Selected tiddler."},"$:/language/Import/Upgrader/Tiddler/Unselected":{"title":"$:/language/Import/Upgrader/Tiddler/Unselected","text":"Unselected tiddler."},"$:/language/AboveStory/ClassicPlugin/Warning":{"title":"$:/language/AboveStory/ClassicPlugin/Warning","text":"It looks like you are trying to load a plugin designed for ~TiddlyWiki Classic. Please note that [[these plugins do not work with TiddlyWiki version 5.x.x|https://tiddlywiki.com/#TiddlyWikiClassic]]. ~TiddlyWiki Classic plugins detected:"},"$:/language/BinaryWarning/Prompt":{"title":"$:/language/BinaryWarning/Prompt","text":"This tiddler contains binary data"},"$:/language/ClassicWarning/Hint":{"title":"$:/language/ClassicWarning/Hint","text":"This tiddler is written in TiddlyWiki Classic wiki text format, which is not fully compatible with TiddlyWiki version 5. See https://tiddlywiki.com/static/Upgrading.html for more details."},"$:/language/ClassicWarning/Upgrade/Caption":{"title":"$:/language/ClassicWarning/Upgrade/Caption","text":"upgrade"},"$:/language/CloseAll/Button":{"title":"$:/language/CloseAll/Button","text":"close all"},"$:/language/ColourPicker/Recent":{"title":"$:/language/ColourPicker/Recent","text":"Recent:"},"$:/language/ConfirmCancelTiddler":{"title":"$:/language/ConfirmCancelTiddler","text":"Do you wish to discard changes to the tiddler \"<$text text=<<title>>/>\"?"},"$:/language/ConfirmDeleteTiddler":{"title":"$:/language/ConfirmDeleteTiddler","text":"Do you wish to delete the tiddler \"<$text text=<<title>>/>\"?"},"$:/language/ConfirmDeleteTiddlers":{"title":"$:/language/ConfirmDeleteTiddlers","text":"Are you sure you wish to delete <<resultCount>> tiddler(s)?"},"$:/language/ConfirmOverwriteTiddler":{"title":"$:/language/ConfirmOverwriteTiddler","text":"Do you wish to overwrite the tiddler \"<$text text=<<title>>/>\"?"},"$:/language/ConfirmEditShadowTiddler":{"title":"$:/language/ConfirmEditShadowTiddler","text":"You are about to edit a ShadowTiddler. Any changes will override the default system making future upgrades non-trivial. Are you sure you want to edit \"<$text text=<<title>>/>\"?"},"$:/language/ConfirmAction":{"title":"$:/language/ConfirmAction","text":"Do you wish to proceed?"},"$:/language/Count":{"title":"$:/language/Count","text":"count"},"$:/language/DefaultNewTiddlerTitle":{"title":"$:/language/DefaultNewTiddlerTitle","text":"New Tiddler"},"$:/language/Diffs/CountMessage":{"title":"$:/language/Diffs/CountMessage","text":"<<diff-count>> differences"},"$:/language/DropMessage":{"title":"$:/language/DropMessage","text":"Drop now (or use the 'Escape' key to cancel)"},"$:/language/Encryption/Cancel":{"title":"$:/language/Encryption/Cancel","text":"Cancel"},"$:/language/Encryption/ConfirmClearPassword":{"title":"$:/language/Encryption/ConfirmClearPassword","text":"Do you wish to clear the password? This will remove the encryption applied when saving this wiki"},"$:/language/Encryption/PromptSetPassword":{"title":"$:/language/Encryption/PromptSetPassword","text":"Set a new password for this TiddlyWiki"},"$:/language/Encryption/Username":{"title":"$:/language/Encryption/Username","text":"Username"},"$:/language/Encryption/Password":{"title":"$:/language/Encryption/Password","text":"Password"},"$:/language/Encryption/RepeatPassword":{"title":"$:/language/Encryption/RepeatPassword","text":"Repeat password"},"$:/language/Encryption/PasswordNoMatch":{"title":"$:/language/Encryption/PasswordNoMatch","text":"Passwords do not match"},"$:/language/Encryption/SetPassword":{"title":"$:/language/Encryption/SetPassword","text":"Set password"},"$:/language/Error/Caption":{"title":"$:/language/Error/Caption","text":"Error"},"$:/language/Error/DeserializeOperator/MissingOperand":{"title":"$:/language/Error/DeserializeOperator/MissingOperand","text":"Filter Error: Missing operand for 'deserialize' operator"},"$:/language/Error/DeserializeOperator/UnknownDeserializer":{"title":"$:/language/Error/DeserializeOperator/UnknownDeserializer","text":"Filter Error: Unknown deserializer provided as operand for the 'deserialize' operator"},"$:/language/Error/Filter":{"title":"$:/language/Error/Filter","text":"Filter error"},"$:/language/Error/FilterSyntax":{"title":"$:/language/Error/FilterSyntax","text":"Syntax error in filter expression"},"$:/language/Error/FilterRunPrefix":{"title":"$:/language/Error/FilterRunPrefix","text":"Filter Error: Unknown prefix for filter run"},"$:/language/Error/IsFilterOperator":{"title":"$:/language/Error/IsFilterOperator","text":"Filter Error: Unknown parameter for the 'is' filter operator"},"$:/language/Error/FormatFilterOperator":{"title":"$:/language/Error/FormatFilterOperator","text":"Filter Error: Unknown suffix for the 'format' filter operator"},"$:/language/Error/LoadingPluginLibrary":{"title":"$:/language/Error/LoadingPluginLibrary","text":"Error loading plugin library"},"$:/language/Error/NetworkErrorAlert":{"title":"$:/language/Error/NetworkErrorAlert","text":"`<h2>''Network Error''</h2>It looks like the connection to the server has been lost. This may indicate a problem with your network connection. Please attempt to restore network connectivity before continuing.<br><br>''Any unsaved changes will be automatically synchronised when connectivity is restored''.`"},"$:/language/Error/PutEditConflict":{"title":"$:/language/Error/PutEditConflict","text":"File changed on server"},"$:/language/Error/PutForbidden":{"title":"$:/language/Error/PutForbidden","text":"Permission denied"},"$:/language/Error/PutUnauthorized":{"title":"$:/language/Error/PutUnauthorized","text":"Authentication required"},"$:/language/Error/RecursiveTransclusion":{"title":"$:/language/Error/RecursiveTransclusion","text":"Recursive transclusion error in transclude widget"},"$:/language/Error/RetrievingSkinny":{"title":"$:/language/Error/RetrievingSkinny","text":"Error retrieving skinny tiddler list"},"$:/language/Error/SavingToTWEdit":{"title":"$:/language/Error/SavingToTWEdit","text":"Error saving to TWEdit"},"$:/language/Error/WhileSaving":{"title":"$:/language/Error/WhileSaving","text":"Error while saving"},"$:/language/Error/XMLHttpRequest":{"title":"$:/language/Error/XMLHttpRequest","text":"XMLHttpRequest error code"},"$:/language/Error/ZoominTextNode":{"title":"$:/language/Error/ZoominTextNode","text":"Story View Error: It appears you tried to interact with a tiddler that displays in a custom container. This is most likely caused by using `$:/tags/StoryTiddlerTemplateFilter` with a template that contains text or whitespace at the start. Please use the pragma `\\whitespace trim` and ensure the whole contents of the tiddler is wrapped in a single HTML element. The text that caused this issue:"},"$:/language/InternalJavaScriptError/Title":{"title":"$:/language/InternalJavaScriptError/Title","text":"Internal JavaScript Error"},"$:/language/InternalJavaScriptError/Hint":{"title":"$:/language/InternalJavaScriptError/Hint","text":"Well, this is embarrassing. It is recommended that you restart TiddlyWiki by refreshing your browser"},"$:/language/LayoutSwitcher/Description":{"title":"$:/language/LayoutSwitcher/Description","text":"Open the layout switcher"},"$:/language/LazyLoadingWarning":{"title":"$:/language/LazyLoadingWarning","text":"<p>Trying to load external content from ''<$text text={{!!_canonical_uri}}/>''</p><p>If this message doesn't disappear, either the tiddler content type doesn't match the type of the external content, or you may be using a browser that doesn't support external content for wikis loaded as standalone files. See https://tiddlywiki.com/#ExternalText</p>"},"$:/language/LoginToTiddlySpace":{"title":"$:/language/LoginToTiddlySpace","text":"Login to TiddlySpace"},"$:/language/Manager/Controls/FilterByTag/None":{"title":"$:/language/Manager/Controls/FilterByTag/None","text":"(none)"},"$:/language/Manager/Controls/FilterByTag/Prompt":{"title":"$:/language/Manager/Controls/FilterByTag/Prompt","text":"Filter by tag:"},"$:/language/Manager/Controls/Order/Prompt":{"title":"$:/language/Manager/Controls/Order/Prompt","text":"Reverse order"},"$:/language/Manager/Controls/Search/Placeholder":{"title":"$:/language/Manager/Controls/Search/Placeholder","text":"Search"},"$:/language/Manager/Controls/Search/Prompt":{"title":"$:/language/Manager/Controls/Search/Prompt","text":"Search:"},"$:/language/Manager/Controls/Show/Option/Tags":{"title":"$:/language/Manager/Controls/Show/Option/Tags","text":"tags"},"$:/language/Manager/Controls/Show/Option/Tiddlers":{"title":"$:/language/Manager/Controls/Show/Option/Tiddlers","text":"tiddlers"},"$:/language/Manager/Controls/Show/Prompt":{"title":"$:/language/Manager/Controls/Show/Prompt","text":"Show:"},"$:/language/Manager/Controls/Sort/Prompt":{"title":"$:/language/Manager/Controls/Sort/Prompt","text":"Sort by:"},"$:/language/Manager/Item/Colour":{"title":"$:/language/Manager/Item/Colour","text":"Colour"},"$:/language/Manager/Item/Fields":{"title":"$:/language/Manager/Item/Fields","text":"Fields"},"$:/language/Manager/Item/Icon/None":{"title":"$:/language/Manager/Item/Icon/None","text":"(none)"},"$:/language/Manager/Item/Icon":{"title":"$:/language/Manager/Item/Icon","text":"Icon"},"$:/language/Manager/Item/RawText":{"title":"$:/language/Manager/Item/RawText","text":"Raw text"},"$:/language/Manager/Item/Tags":{"title":"$:/language/Manager/Item/Tags","text":"Tags"},"$:/language/Manager/Item/Tools":{"title":"$:/language/Manager/Item/Tools","text":"Tools"},"$:/language/Manager/Item/WikifiedText":{"title":"$:/language/Manager/Item/WikifiedText","text":"Wikified text"},"$:/language/MissingTiddler/Hint":{"title":"$:/language/MissingTiddler/Hint","text":"Missing tiddler \"<$text text=<<currentTiddler>>/>\" -- click {{||$:/core/ui/Buttons/edit}} to create"},"$:/language/No":{"title":"$:/language/No","text":"No"},"$:/language/OfficialPluginLibrary":{"title":"$:/language/OfficialPluginLibrary","text":"Official ~TiddlyWiki Plugin Library"},"$:/language/OfficialPluginLibrary/Hint":{"title":"$:/language/OfficialPluginLibrary/Hint","text":"The official ~TiddlyWiki plugin library at tiddlywiki.com. 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tiddler","name":"text/vnd.tiddlywiki-multiple","group":"Developer","group-sort":"2"},"$:/languages/en-GB/icon":{"title":"$:/languages/en-GB/icon","type":"image/svg+xml","text":"<svg xmlns=\"http://www.w3.org/2000/svg\" viewBox=\"0 0 60 30\" width=\"1200\" height=\"600\">\n<clipPath id=\"t\">\n\t<path d=\"M30,15 h30 v15 z v15 h-30 z h-30 v-15 z v-15 h30 z\"/>\n</clipPath>\n<path d=\"M0,0 v30 h60 v-30 z\" fill=\"#00247d\"/>\n<path d=\"M0,0 L60,30 M60,0 L0,30\" stroke=\"#fff\" stroke-width=\"6\"/>\n<path d=\"M0,0 L60,30 M60,0 L0,30\" clip-path=\"url(#t)\" stroke=\"#cf142b\" stroke-width=\"4\"/>\n<path d=\"M30,0 v30 M0,15 h60\" stroke=\"#fff\" stroke-width=\"10\"/>\n<path d=\"M30,0 v30 M0,15 h60\" stroke=\"#cf142b\" stroke-width=\"6\"/>\n</svg>\n"},"$:/languages/en-GB":{"title":"$:/languages/en-GB","name":"en-GB","description":"English (British)","author":"JeremyRuston","core-version":">=5.0.0\"","text":"Stub pseudo-plugin for the default language"},"$:/core/modules/commander.js":{"title":"$:/core/modules/commander.js","text":"/*\\\ntitle: $:/core/modules/commander.js\ntype: application/javascript\nmodule-type: global\n\nThe $tw.Commander class is a command interpreter\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nParse a sequence of commands\n\tcommandTokens: an array of command string tokens\n\twiki: reference to the wiki store object\n\tstreams: {output:, error:}, each of which has a write(string) method\n\tcallback: a callback invoked as callback(err) where err is null if there was no error\n*/\nvar Commander = function(commandTokens,callback,wiki,streams) {\n\tvar path = require(\"path\");\n\tthis.commandTokens = commandTokens;\n\tthis.nextToken = 0;\n\tthis.callback = callback;\n\tthis.wiki = wiki;\n\tthis.streams = streams;\n\tthis.outputPath = path.resolve($tw.boot.wikiPath,$tw.config.wikiOutputSubDir);\n};\n\n/*\nLog a string if verbose flag is set\n*/\nCommander.prototype.log = function(str) {\n\tif(this.verbose) {\n\t\tthis.streams.output.write(str + \"\\n\");\n\t}\n};\n\n/*\nWrite a string if verbose flag is set\n*/\nCommander.prototype.write = function(str) {\n\tif(this.verbose) {\n\t\tthis.streams.output.write(str);\n\t}\n};\n\n/*\nAdd a string of tokens to the command queue\n*/\nCommander.prototype.addCommandTokens = function(commandTokens) {\n\tvar params = commandTokens.slice(0);\n\tparams.unshift(0);\n\tparams.unshift(this.nextToken);\n\tArray.prototype.splice.apply(this.commandTokens,params);\n};\n\n/*\nExecute the sequence of commands and invoke a callback on completion\n*/\nCommander.prototype.execute = function() {\n\tthis.executeNextCommand();\n};\n\n/*\nExecute the next command in the sequence\n*/\nCommander.prototype.executeNextCommand = function() {\n\tvar self = this;\n\t// Invoke the callback if there are no more commands\n\tif(this.nextToken >= this.commandTokens.length) {\n\t\tthis.callback(null);\n\t} else {\n\t\t// Get and check the command token\n\t\tvar commandName = this.commandTokens[this.nextToken++];\n\t\tif(commandName.substr(0,2) !== \"--\") {\n\t\t\tthis.callback(\"Missing command: \" + commandName);\n\t\t} else {\n\t\t\tcommandName = commandName.substr(2); // Trim off the --\n\t\t\t// Accumulate the parameters to the command\n\t\t\tvar params = [];\n\t\t\twhile(this.nextToken < this.commandTokens.length && \n\t\t\t\tthis.commandTokens[this.nextToken].substr(0,2) !== \"--\") {\n\t\t\t\tparams.push(this.commandTokens[this.nextToken++]);\n\t\t\t}\n\t\t\t// Get the command info\n\t\t\tvar command = $tw.commands[commandName],\n\t\t\t\tc,err;\n\t\t\tif(!command) {\n\t\t\t\tthis.callback(\"Unknown command: \" + commandName);\n\t\t\t} else {\n\t\t\t\tif(this.verbose) {\n\t\t\t\t\tthis.streams.output.write(\"Executing command: \" + commandName + \" \" + params.join(\" \") + \"\\n\");\n\t\t\t\t}\n\t\t\t\t// Parse named parameters if required\n\t\t\t\tif(command.info.namedParameterMode) {\n\t\t\t\t\tparams = this.extractNamedParameters(params,command.info.mandatoryParameters);\n\t\t\t\t\tif(typeof params === \"string\") {\n\t\t\t\t\t\treturn this.callback(params);\n\t\t\t\t\t}\n\t\t\t\t}\n\t\t\t\tif(command.info.synchronous) {\n\t\t\t\t\t// Synchronous command\n\t\t\t\t\tc = new command.Command(params,this);\n\t\t\t\t\terr = c.execute();\n\t\t\t\t\tif(err) {\n\t\t\t\t\t\tthis.callback(err);\n\t\t\t\t\t} else {\n\t\t\t\t\t\tthis.executeNextCommand();\n\t\t\t\t\t}\n\t\t\t\t} else {\n\t\t\t\t\t// Asynchronous command\n\t\t\t\t\tc = new command.Command(params,this,function(err) {\n\t\t\t\t\t\tif(err) {\n\t\t\t\t\t\t\tself.callback(err);\n\t\t\t\t\t\t} else {\n\t\t\t\t\t\t\tself.executeNextCommand();\n\t\t\t\t\t\t}\n\t\t\t\t\t});\n\t\t\t\t\terr = c.execute();\n\t\t\t\t\tif(err) {\n\t\t\t\t\t\tthis.callback(err);\n\t\t\t\t\t}\n\t\t\t\t}\n\t\t\t}\n\t\t}\n\t}\n};\n\n/*\nGiven an array of parameter strings `params` in name:value format, and an array of mandatory parameter names in `mandatoryParameters`, returns a hashmap of values or a string if error\n*/\nCommander.prototype.extractNamedParameters = function(params,mandatoryParameters) {\n\tmandatoryParameters = mandatoryParameters || [];\n\tvar errors = [],\n\t\tparamsByName = Object.create(null);\n\t// Extract the parameters\n\t$tw.utils.each(params,function(param) {\n\t\tvar index = param.indexOf(\"=\");\n\t\tif(index < 1) {\n\t\t\terrors.push(\"malformed named parameter: '\" + param + \"'\");\n\t\t}\n\t\tparamsByName[param.slice(0,index)] = $tw.utils.trim(param.slice(index+1));\n\t});\n\t// Check the mandatory parameters are present\n\t$tw.utils.each(mandatoryParameters,function(mandatoryParameter) {\n\t\tif(!$tw.utils.hop(paramsByName,mandatoryParameter)) {\n\t\t\terrors.push(\"missing mandatory parameter: '\" + mandatoryParameter + \"'\");\n\t\t}\n\t});\n\t// Return any errors\n\tif(errors.length > 0) {\n\t\treturn errors.join(\" and\\n\");\n\t} else {\n\t\treturn paramsByName;\n\t}\n};\n\nCommander.initCommands = function(moduleType) {\n\tmoduleType = moduleType || \"command\";\n\t$tw.commands = {};\n\t$tw.modules.forEachModuleOfType(moduleType,function(title,module) {\n\t\tvar c = $tw.commands[module.info.name] = {};\n\t\t// Add the methods defined by the module\n\t\tfor(var f in module) {\n\t\t\tif($tw.utils.hop(module,f)) {\n\t\t\t\tc[f] = module[f];\n\t\t\t}\n\t\t}\n\t});\n};\n\nexports.Commander = Commander;\n\n})();\n","type":"application/javascript","module-type":"global"},"$:/core/modules/commands/build.js":{"title":"$:/core/modules/commands/build.js","text":"/*\\\ntitle: $:/core/modules/commands/build.js\ntype: application/javascript\nmodule-type: command\n\nCommand to build a build target\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nexports.info = {\n\tname: \"build\",\n\tsynchronous: true\n};\n\nvar Command = function(params,commander) {\n\tthis.params = params;\n\tthis.commander = commander;\n};\n\nCommand.prototype.execute = function() {\n\t// Get the build targets defined in the wiki\n\tvar buildTargets = $tw.boot.wikiInfo && $tw.boot.wikiInfo.build;\n\tif(!buildTargets) {\n\t\treturn \"No build targets defined\";\n\t}\n\t// Loop through each of the specified targets\n\tvar targets;\n\tif(this.params.length > 0) {\n\t\ttargets = this.params;\n\t} else {\n\t\ttargets = Object.keys(buildTargets);\n\t}\n\tfor(var targetIndex=0; targetIndex<targets.length; targetIndex++) {\n\t\tvar target = targets[targetIndex],\n\t\t\tcommands = buildTargets[target];\n\t\tif(!commands) {\n\t\t\treturn \"Build target '\" + target + \"' not found\";\n\t\t}\n\t\t// Add the commands to the queue\n\t\tthis.commander.addCommandTokens(commands);\n\t}\n\treturn null;\n};\n\nexports.Command = Command;\n\n})();\n","type":"application/javascript","module-type":"command"},"$:/core/modules/commands/clearpassword.js":{"title":"$:/core/modules/commands/clearpassword.js","text":"/*\\\ntitle: $:/core/modules/commands/clearpassword.js\ntype: application/javascript\nmodule-type: command\n\nClear password for crypto operations\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nexports.info = {\n\tname: \"clearpassword\",\n\tsynchronous: true\n};\n\nvar Command = function(params,commander,callback) {\n\tthis.params = params;\n\tthis.commander = commander;\n\tthis.callback = callback;\n};\n\nCommand.prototype.execute = function() {\n\t$tw.crypto.setPassword(null);\n\treturn null;\n};\n\nexports.Command = Command;\n\n})();\n","type":"application/javascript","module-type":"command"},"$:/core/modules/commands/commands.js":{"title":"$:/core/modules/commands/commands.js","text":"/*\\\ntitle: $:/core/modules/commands/commands.js\ntype: application/javascript\nmodule-type: command\n\nRuns the commands returned from a filter\n\n\\*/\n\n(function() {\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nexports.info = {\n\tname: \"commands\",\n\tsynchronous: true\n};\n\nvar Command = function(params, commander) {\n\tthis.params = params;\n\tthis.commander = commander;\n};\n\nCommand.prototype.execute = function() {\n\t// Parse the filter\n\tvar filter = this.params[0];\n\tif(!filter) {\n\t\treturn \"No filter specified\";\n\t}\n\tvar commands = this.commander.wiki.filterTiddlers(filter)\n\tif(commands.length === 0) {\n\t\treturn \"No tiddlers found for filter '\" + filter + \"'\";\n\t}\n\tthis.commander.addCommandTokens(commands);\n\treturn null;\n};\n\nexports.Command = Command;\n\n})();\n","type":"application/javascript","module-type":"command"},"$:/core/modules/commands/deletetiddlers.js":{"title":"$:/core/modules/commands/deletetiddlers.js","text":"/*\\\ntitle: $:/core/modules/commands/deletetiddlers.js\ntype: application/javascript\nmodule-type: command\n\nCommand to delete tiddlers\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nexports.info = {\n\tname: \"deletetiddlers\",\n\tsynchronous: true\n};\n\nvar Command = function(params,commander,callback) {\n\tthis.params = params;\n\tthis.commander = commander;\n\tthis.callback = callback;\n};\n\nCommand.prototype.execute = function() {\n\tif(this.params.length < 1) {\n\t\treturn \"Missing filter\";\n\t}\n\tvar self = this,\n\t\twiki = this.commander.wiki,\n\t\tfilter = this.params[0],\n\t\ttiddlers = wiki.filterTiddlers(filter);\n\t$tw.utils.each(tiddlers,function(title) {\n\t\twiki.deleteTiddler(title);\n\t});\n\treturn null;\n};\n\nexports.Command = Command;\n\n})();\n","type":"application/javascript","module-type":"command"},"$:/core/modules/commands/editions.js":{"title":"$:/core/modules/commands/editions.js","text":"/*\\\ntitle: $:/core/modules/commands/editions.js\ntype: application/javascript\nmodule-type: command\n\nCommand to list the available editions\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nexports.info = {\n\tname: \"editions\",\n\tsynchronous: true\n};\n\nvar Command = function(params,commander) {\n\tthis.params = params;\n\tthis.commander = commander;\n};\n\nCommand.prototype.execute = function() {\n\tvar self = this;\n\t// Output the list\n\tthis.commander.streams.output.write(\"Available editions:\\n\\n\");\n\tvar editionInfo = $tw.utils.getEditionInfo();\n\t$tw.utils.each(editionInfo,function(info,name) {\n\t\tself.commander.streams.output.write(\" \" + name + \": \" + info.description + \"\\n\");\n\t});\n\tthis.commander.streams.output.write(\"\\n\");\n\treturn null;\n};\n\nexports.Command = Command;\n\n})();\n","type":"application/javascript","module-type":"command"},"$:/core/modules/commands/fetch.js":{"title":"$:/core/modules/commands/fetch.js","text":"/*\\\ntitle: $:/core/modules/commands/fetch.js\ntype: application/javascript\nmodule-type: command\n\nCommands to fetch external tiddlers\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nexports.info = {\n\tname: \"fetch\",\n\tsynchronous: false\n};\n\nvar Command = function(params,commander,callback) {\n\tthis.params = params;\n\tthis.commander = commander;\n\tthis.callback = callback;\n};\n\nCommand.prototype.execute = function() {\n\tif(this.params.length < 2) {\n\t\treturn \"Missing subcommand and url\";\n\t}\n\tswitch(this.params[0]) {\n\t\tcase \"raw-file\":\n\t\t\treturn this.fetchFiles({\n\t\t\t\traw: true,\n\t\t\t\turl: this.params[1],\n\t\t\t\ttransformFilter: this.params[2] || \"\",\n\t\t\t\tcallback: this.callback\n\t\t\t});\n\t\t\tbreak;\n\t\tcase \"file\":\n\t\t\treturn this.fetchFiles({\n\t\t\t\turl: this.params[1],\n\t\t\t\timportFilter: this.params[2],\n\t\t\t\ttransformFilter: this.params[3] || \"\",\n\t\t\t\tcallback: this.callback\n\t\t\t});\n\t\t\tbreak;\n\t\tcase \"raw-files\":\n\t\t\treturn this.fetchFiles({\n\t\t\t\traw: true,\n\t\t\t\turlFilter: this.params[1],\n\t\t\t\ttransformFilter: this.params[2] || \"\",\n\t\t\t\tcallback: this.callback\n\t\t\t});\n\t\t\tbreak;\n\t\tcase \"files\":\n\t\t\treturn this.fetchFiles({\n\t\t\t\turlFilter: this.params[1],\n\t\t\t\timportFilter: this.params[2],\n\t\t\t\ttransformFilter: this.params[3] || \"\",\n\t\t\t\tcallback: this.callback\n\t\t\t});\n\t\t\tbreak;\n\t}\n\treturn null;\n};\n\nCommand.prototype.fetchFiles = function(options) {\n\tvar self = this;\n\t// Get the list of URLs\n\tvar urls;\n\tif(options.url) {\n\t\turls = [options.url]\n\t} else if(options.urlFilter) {\n\t\turls = this.commander.wiki.filterTiddlers(options.urlFilter);\n\t} else {\n\t\treturn \"Missing URL\";\n\t}\n\t// Process each URL in turn\n\tvar next = 0;\n\tvar getNextFile = function(err) {\n\t\tif(err) {\n\t\t\treturn options.callback(err);\n\t\t}\n\t\tif(next < urls.length) {\n\t\t\tself.fetchFile(urls[next++],options,getNextFile);\n\t\t} else {\n\t\t\toptions.callback(null);\n\t\t}\n\t};\n\tgetNextFile(null);\n\t// Success\n\treturn null;\n};\n\nCommand.prototype.fetchFile = function(url,options,callback,redirectCount) {\n\tif(redirectCount > 10) {\n\t\treturn callback(\"Error too many redirects retrieving \" + url);\n\t}\n\tvar self = this,\n\t\tlib = url.substr(0,8) === \"https://\" ? require(\"https\") : require(\"http\");\n\tlib.get(url).on(\"response\",function(response) {\n\t var type = (response.headers[\"content-type\"] || \"\").split(\";\")[0],\n\t \tdata = [];\n\t self.commander.write(\"Reading \" + url + \": \");\n\t response.on(\"data\",function(chunk) {\n\t data.push(chunk);\n\t self.commander.write(\".\");\n\t });\n\t response.on(\"end\",function() {\n\t self.commander.write(\"\\n\");\n\t if(response.statusCode === 200) {\n\t\t self.processBody(Buffer.concat(data),type,options,url);\n\t\t callback(null);\n\t } else {\n\t \tif(response.statusCode === 302 || response.statusCode === 303 || response.statusCode === 307) {\n\t \t\treturn self.fetchFile(response.headers.location,options,callback,redirectCount + 1);\n\t \t} else {\n\t\t \treturn callback(\"Error \" + response.statusCode + \" retrieving \" + url)\n\t \t}\n\t }\n\t \t});\n\t \tresponse.on(\"error\",function(e) {\n\t\t\tconsole.log(\"Error on GET request: \" + e);\n\t\t\tcallback(e);\n\t \t});\n\t});\n\treturn null;\n};\n\nCommand.prototype.processBody = function(body,type,options,url) {\n\tvar self = this;\n\t// Collect the tiddlers in a wiki\n\tvar incomingWiki = new $tw.Wiki();\n\tif(options.raw) {\n\t\tvar typeInfo = type ? $tw.config.contentTypeInfo[type] : null,\n\t\t\tencoding = typeInfo ? typeInfo.encoding : \"utf8\";\n\t\tincomingWiki.addTiddler(new $tw.Tiddler({\n\t\t\ttitle: url,\n\t\t\ttype: type,\n\t\t\ttext: body.toString(encoding)\n\t\t}));\n\t} else {\n\t\t// Deserialise the file to extract the tiddlers\n\t\tvar tiddlers = this.commander.wiki.deserializeTiddlers(type || \"text/html\",body.toString(\"utf8\"),{});\n\t\t$tw.utils.each(tiddlers,function(tiddler) {\n\t\t\tincomingWiki.addTiddler(new $tw.Tiddler(tiddler));\n\t\t});\n\t}\n\t// Filter the tiddlers to select the ones we want\n\tvar filteredTitles = incomingWiki.filterTiddlers(options.importFilter || \"[all[tiddlers]]\");\n\t// Import the selected tiddlers\n\tvar count = 0;\n\tincomingWiki.each(function(tiddler,title) {\n\t\tif(filteredTitles.indexOf(title) !== -1) {\n\t\t\tvar newTiddler;\n\t\t\tif(options.transformFilter) {\n\t\t\t\tvar transformedTitle = (incomingWiki.filterTiddlers(options.transformFilter,null,self.commander.wiki.makeTiddlerIterator([title])) || [\"\"])[0];\n\t\t\t\tif(transformedTitle) {\n\t\t\t\t\tself.commander.log(\"Importing \" + title + \" as \" + transformedTitle)\n\t\t\t\t\tnewTiddler = new $tw.Tiddler(tiddler,{title: transformedTitle});\n\t\t\t\t}\n\t\t\t} else {\n\t\t\t\tself.commander.log(\"Importing \" + title)\n\t\t\t\tnewTiddler = tiddler;\n\t\t\t}\n\t\t\tself.commander.wiki.importTiddler(newTiddler);\n\t\t\tcount++;\n\t\t}\n\t});\n\tself.commander.log(\"Imported \" + count + \" tiddlers\")\n};\n\nexports.Command = Command;\n\n})();\n","type":"application/javascript","module-type":"command"},"$:/core/modules/commands/help.js":{"title":"$:/core/modules/commands/help.js","text":"/*\\\ntitle: $:/core/modules/commands/help.js\ntype: application/javascript\nmodule-type: command\n\nHelp command\n\n\\*/\n(function(){\n\n/*jshint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nexports.info = {\n\tname: \"help\",\n\tsynchronous: true\n};\n\nvar Command = function(params,commander) {\n\tthis.params = params;\n\tthis.commander = commander;\n};\n\nCommand.prototype.execute = function() {\n\tvar subhelp = this.params[0] || \"default\",\n\t\thelpBase = \"$:/language/Help/\",\n\t\ttext;\n\tif(!this.commander.wiki.getTiddler(helpBase + subhelp)) {\n\t\tsubhelp = \"notfound\";\n\t}\n\t// Wikify the help as formatted text (ie block elements generate newlines)\n\ttext = this.commander.wiki.renderTiddler(\"text/plain-formatted\",helpBase + subhelp);\n\t// Remove any leading linebreaks\n\ttext = text.replace(/^(\\r?\\n)*/g,\"\");\n\tthis.commander.streams.output.write(text);\n};\n\nexports.Command = Command;\n\n})();\n","type":"application/javascript","module-type":"command"},"$:/core/modules/commands/import.js":{"title":"$:/core/modules/commands/import.js","text":"/*\\\ntitle: $:/core/modules/commands/import.js\ntype: application/javascript\nmodule-type: command\n\nCommand to import tiddlers from a file\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nexports.info = {\n\tname: \"import\",\n\tsynchronous: true\n};\n\nvar Command = function(params,commander,callback) {\n\tthis.params = params;\n\tthis.commander = commander;\n\tthis.callback = callback;\n};\n\nCommand.prototype.execute = function() {\n\tvar self = this,\n\t\tfs = require(\"fs\"),\n\t\tpath = require(\"path\");\n\tif(this.params.length < 2) {\n\t\treturn \"Missing parameters\";\n\t}\n\tvar filename = self.params[0],\n\t\tdeserializer = self.params[1],\n\t\ttitle = self.params[2] || filename,\n\t\tencoding = self.params[3] || \"utf8\",\n\t\ttext = fs.readFileSync(filename,encoding),\n\t\ttiddlers = this.commander.wiki.deserializeTiddlers(null,text,{title: title},{deserializer: deserializer});\n\t$tw.utils.each(tiddlers,function(tiddler) {\n\t\tself.commander.wiki.importTiddler(new $tw.Tiddler(tiddler));\n\t});\n\tthis.commander.log(tiddlers.length + \" tiddler(s) imported\");\n\treturn null;\n};\n\nexports.Command = Command;\n\n})();\n","type":"application/javascript","module-type":"command"},"$:/core/modules/commands/init.js":{"title":"$:/core/modules/commands/init.js","text":"/*\\\ntitle: $:/core/modules/commands/init.js\ntype: application/javascript\nmodule-type: command\n\nCommand to initialise an empty wiki folder\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nexports.info = {\n\tname: \"init\",\n\tsynchronous: true\n};\n\nvar Command = function(params,commander) {\n\tthis.params = params;\n\tthis.commander = commander;\n};\n\nCommand.prototype.execute = function() {\n\tvar fs = require(\"fs\"),\n\t\tpath = require(\"path\");\n\t// Check that we don't already have a valid wiki folder\n\tif($tw.boot.wikiTiddlersPath || ($tw.utils.isDirectory($tw.boot.wikiPath) && !$tw.utils.isDirectoryEmpty($tw.boot.wikiPath))) {\n\t\treturn \"Wiki folder is not empty\";\n\t}\n\t// Loop through each of the specified editions\n\tvar editions = this.params.length > 0 ? this.params : [\"empty\"];\n\tfor(var editionIndex=0; editionIndex<editions.length; editionIndex++) {\n\t\tvar editionName = editions[editionIndex];\n\t\t// Check the edition exists\n\t\tvar editionPath = $tw.findLibraryItem(editionName,$tw.getLibraryItemSearchPaths($tw.config.editionsPath,$tw.config.editionsEnvVar));\n\t\tif(!$tw.utils.isDirectory(editionPath)) {\n\t\t\treturn \"Edition '\" + editionName + \"' not found\";\n\t\t}\n\t\t// Copy the edition content\n\t\tvar err = $tw.utils.copyDirectory(editionPath,$tw.boot.wikiPath);\n\t\tif(!err) {\n\t\t\tthis.commander.streams.output.write(\"Copied edition '\" + editionName + \"' to \" + $tw.boot.wikiPath + \"\\n\");\n\t\t} else {\n\t\t\treturn err;\n\t\t}\n\t}\n\t// Tweak the tiddlywiki.info to remove any included wikis\n\tvar packagePath = $tw.boot.wikiPath + \"/tiddlywiki.info\",\n\t\tpackageJson = $tw.utils.parseJSONSafe(fs.readFileSync(packagePath));\n\tdelete packageJson.includeWikis;\n\tfs.writeFileSync(packagePath,JSON.stringify(packageJson,null,$tw.config.preferences.jsonSpaces));\n\treturn null;\n};\n\nexports.Command = Command;\n\n})();\n","type":"application/javascript","module-type":"command"},"$:/core/modules/commands/listen.js":{"title":"$:/core/modules/commands/listen.js","text":"/*\\\ntitle: $:/core/modules/commands/listen.js\ntype: application/javascript\nmodule-type: command\n\nListen for HTTP requests and serve tiddlers\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nvar Server = require(\"$:/core/modules/server/server.js\").Server;\n\nexports.info = {\n\tname: \"listen\",\n\tsynchronous: true,\n\tnamedParameterMode: true,\n\tmandatoryParameters: []\n};\n\nvar Command = function(params,commander,callback) {\n\tvar self = this;\n\tthis.params = params;\n\tthis.commander = commander;\n\tthis.callback = callback;\n};\n\nCommand.prototype.execute = function() {\n\tvar self = this;\n\tif(!$tw.boot.wikiTiddlersPath) {\n\t\t$tw.utils.warning(\"Warning: Wiki folder '\" + $tw.boot.wikiPath + \"' does not exist or is missing a tiddlywiki.info file\");\n\t}\n\t// Set up server\n\tthis.server = new Server({\n\t\twiki: this.commander.wiki,\n\t\tvariables: self.params\n\t});\n\tvar nodeServer = this.server.listen();\n\t$tw.hooks.invokeHook(\"th-server-command-post-start\",this.server,nodeServer,\"tiddlywiki\");\n\treturn null;\n};\n\nexports.Command = Command;\n\n})();\n","type":"application/javascript","module-type":"command"},"$:/core/modules/commands/load.js":{"title":"$:/core/modules/commands/load.js","text":"/*\\\ntitle: $:/core/modules/commands/load.js\ntype: application/javascript\nmodule-type: command\n\nCommand to load tiddlers from a file or directory\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nexports.info = {\n\tname: \"load\",\n\tsynchronous: false\n};\n\nvar Command = function(params,commander,callback) {\n\tthis.params = params;\n\tthis.commander = commander;\n\tthis.callback = callback;\n};\n\nCommand.prototype.execute = function() {\n\tvar self = this,\n\t\tfs = require(\"fs\"),\n\t\tpath = require(\"path\");\n\tif(this.params.length < 1) {\n\t\treturn \"Missing filename\";\n\t}\n\tvar tiddlers = $tw.loadTiddlersFromPath(self.params[0]),\n\t\tcount = 0;\n\t$tw.utils.each(tiddlers,function(tiddlerInfo) {\n\t\t$tw.utils.each(tiddlerInfo.tiddlers,function(tiddler) {\n\t\t\tself.commander.wiki.importTiddler(new $tw.Tiddler(tiddler));\n\t\t\tcount++;\n\t\t});\n\t});\n\tif(!count && self.params[1] !== \"noerror\") {\n\t\tself.callback(\"No tiddlers found in file \\\"\" + self.params[0] + \"\\\"\");\n\t} else {\n\t\tself.callback(null);\n\t}\n\treturn null;\n};\n\nexports.Command = Command;\n\n})();\n","type":"application/javascript","module-type":"command"},"$:/core/modules/commands/makelibrary.js":{"title":"$:/core/modules/commands/makelibrary.js","text":"/*\\\ntitle: $:/core/modules/commands/makelibrary.js\ntype: application/javascript\nmodule-type: command\n\nCommand to pack all of the plugins in the library into a plugin tiddler of type \"library\"\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nexports.info = {\n\tname: \"makelibrary\",\n\tsynchronous: true\n};\n\nvar UPGRADE_LIBRARY_TITLE = \"$:/UpgradeLibrary\";\n\nvar Command = function(params,commander,callback) {\n\tthis.params = params;\n\tthis.commander = commander;\n\tthis.callback = callback;\n};\n\nCommand.prototype.execute = function() {\n\tvar wiki = this.commander.wiki,\n\t\tupgradeLibraryTitle = this.params[0] || UPGRADE_LIBRARY_TITLE,\n\t\ttiddlers = $tw.utils.getAllPlugins();\n\t// Save the upgrade library tiddler\n\tvar pluginFields = {\n\t\ttitle: upgradeLibraryTitle,\n\t\ttype: \"application/json\",\n\t\t\"plugin-type\": \"library\",\n\t\t\"text\": JSON.stringify({tiddlers: tiddlers})\n\t};\n\twiki.addTiddler(new $tw.Tiddler(pluginFields));\n\treturn null;\n};\n\nexports.Command = Command;\n\n})();\n","type":"application/javascript","module-type":"command"},"$:/core/modules/commands/output.js":{"title":"$:/core/modules/commands/output.js","text":"/*\\\ntitle: $:/core/modules/commands/output.js\ntype: application/javascript\nmodule-type: command\n\nCommand to set the default output location (defaults to current working directory)\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nexports.info = {\n\tname: \"output\",\n\tsynchronous: true\n};\n\nvar Command = function(params,commander,callback) {\n\tthis.params = params;\n\tthis.commander = commander;\n\tthis.callback = callback;\n};\n\nCommand.prototype.execute = function() {\n\tvar fs = require(\"fs\"),\n\t\tpath = require(\"path\");\n\tif(this.params.length < 1) {\n\t\treturn \"Missing output path\";\n\t}\n\tthis.commander.outputPath = path.resolve(process.cwd(),this.params[0]);\n\treturn null;\n};\n\nexports.Command = Command;\n\n})();\n","type":"application/javascript","module-type":"command"},"$:/core/modules/commands/password.js":{"title":"$:/core/modules/commands/password.js","text":"/*\\\ntitle: $:/core/modules/commands/password.js\ntype: application/javascript\nmodule-type: command\n\nSave password for crypto operations\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nexports.info = {\n\tname: \"password\",\n\tsynchronous: true\n};\n\nvar Command = function(params,commander,callback) {\n\tthis.params = params;\n\tthis.commander = commander;\n\tthis.callback = callback;\n};\n\nCommand.prototype.execute = function() {\n\tif(this.params.length < 1) {\n\t\treturn \"Missing password\";\n\t}\n\t$tw.crypto.setPassword(this.params[0]);\n\treturn null;\n};\n\nexports.Command = Command;\n\n})();\n","type":"application/javascript","module-type":"command"},"$:/core/modules/commands/render.js":{"title":"$:/core/modules/commands/render.js","text":"/*\\\ntitle: $:/core/modules/commands/render.js\ntype: application/javascript\nmodule-type: command\n\nRender individual tiddlers and save the results to the specified files\n\n\\*/\n(function(){\n\n\t/*jslint node: true, browser: true */\n\t/*global $tw: false */\n\t\"use strict\";\n\t\n\tvar widget = require(\"$:/core/modules/widgets/widget.js\");\n\t\n\texports.info = {\n\t\tname: \"render\",\n\t\tsynchronous: true\n\t};\n\t\n\tvar Command = function(params,commander,callback) {\n\t\tthis.params = params;\n\t\tthis.commander = commander;\n\t\tthis.callback = callback;\n\t};\n\t\n\tCommand.prototype.execute = function() {\n\t\tif(this.params.length < 1) {\n\t\t\treturn \"Missing tiddler filter\";\n\t\t}\n\t\tvar self = this,\n\t\t\tfs = require(\"fs\"),\n\t\t\tpath = require(\"path\"),\n\t\t\twiki = this.commander.wiki,\n\t\t\ttiddlerFilter = this.params[0],\n\t\t\tfilenameFilter = this.params[1] || \"[is[tiddler]addsuffix[.html]]\",\n\t\t\ttype = this.params[2] || \"text/html\",\n\t\t\ttemplate = this.params[3],\n\t\t\tvariableList = this.params.slice(4),\n\t\t\ttiddlers = wiki.filterTiddlers(tiddlerFilter),\n\t\t\tvariables = Object.create(null);\n\t\t\twhile(variableList.length >= 2) {\n\t\t\t\tvariables[variableList[0]] = variableList[1];\n\t\t\t\tvariableList = variableList.slice(2);\n\t\t\t}\n\t\t$tw.utils.each(tiddlers,function(title) {\n\t\t\tvar filenameResults = wiki.filterTiddlers(filenameFilter,$tw.rootWidget,wiki.makeTiddlerIterator([title]));\n\t\t\tif(filenameResults.length > 0) {\n\t\t\t\tvar filepath = path.resolve(self.commander.outputPath,filenameResults[0]);\n\t\t\t\tif(self.commander.verbose) {\n\t\t\t\t\tconsole.log(\"Rendering \\\"\" + title + \"\\\" to \\\"\" + filepath + \"\\\"\");\n\t\t\t\t}\n\t\t\t\tvar parser = wiki.parseTiddler(template || title),\n\t\t\t\t\twidgetNode = wiki.makeWidget(parser,{variables: $tw.utils.extend({},variables,{currentTiddler: title,storyTiddler: title})}),\n\t\t\t\t\tcontainer = $tw.fakeDocument.createElement(\"div\");\n\t\t\t\twidgetNode.render(container,null);\n\t\t\t\tvar text = type === \"text/html\" ? container.innerHTML : container.textContent;\n\t\t\t\t$tw.utils.createFileDirectories(filepath);\n\t\t\t\tfs.writeFileSync(filepath,text,\"utf8\");\n\t\t\t} else {\n\t\t\t\tconsole.log(\"Not rendering \\\"\" + title + \"\\\" because the filename filter returned an empty result\");\n\t\t\t}\n\t\t});\n\t\treturn null;\n\t};\n\t\n\texports.Command = Command;\n\t\n\t})();\n\t","type":"application/javascript","module-type":"command"},"$:/core/modules/commands/rendertiddler.js":{"title":"$:/core/modules/commands/rendertiddler.js","text":"/*\\\ntitle: $:/core/modules/commands/rendertiddler.js\ntype: application/javascript\nmodule-type: command\n\nCommand to render a tiddler and save it to a file\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nexports.info = {\n\tname: \"rendertiddler\",\n\tsynchronous: false\n};\n\nvar Command = function(params,commander,callback) {\n\tthis.params = params;\n\tthis.commander = commander;\n\tthis.callback = callback;\n};\n\nCommand.prototype.execute = function() {\n\tif(this.params.length < 2) {\n\t\treturn \"Missing filename\";\n\t}\n\tvar self = this,\n\t\tfs = require(\"fs\"),\n\t\tpath = require(\"path\"),\n\t\ttitle = this.params[0],\n\t\tfilename = path.resolve(this.commander.outputPath,this.params[1]),\n\t\ttype = this.params[2] || \"text/html\",\n\t\ttemplate = this.params[3],\n\t\tname = this.params[4],\n\t\tvalue = this.params[5],\n\t\tvariables = {};\n\t$tw.utils.createFileDirectories(filename);\n\tif(template) {\n\t\tvariables.currentTiddler = title;\n\t\tvariables.storyTiddler = title;\n\t\ttitle = template;\n\t}\n\tif(name && value) {\n\t\tvariables[name] = value;\n\t}\n\tfs.writeFile(filename,this.commander.wiki.renderTiddler(type,title,{variables: variables}),\"utf8\",function(err) {\n\t\tself.callback(err);\n\t});\n\treturn null;\n};\n\nexports.Command = Command;\n\n})();\n","type":"application/javascript","module-type":"command"},"$:/core/modules/commands/rendertiddlers.js":{"title":"$:/core/modules/commands/rendertiddlers.js","text":"/*\\\ntitle: $:/core/modules/commands/rendertiddlers.js\ntype: application/javascript\nmodule-type: command\n\nCommand to render several tiddlers to a folder of files\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\");\n\nexports.info = {\n\tname: \"rendertiddlers\",\n\tsynchronous: true\n};\n\nvar Command = function(params,commander,callback) {\n\tthis.params = params;\n\tthis.commander = commander;\n\tthis.callback = callback;\n};\n\nCommand.prototype.execute = function() {\n\tif(this.params.length < 2) {\n\t\treturn \"Missing filename\";\n\t}\n\tvar self = this,\n\t\tfs = require(\"fs\"),\n\t\tpath = require(\"path\"),\n\t\twiki = this.commander.wiki,\n\t\tfilter = this.params[0],\n\t\ttemplate = this.params[1],\n\t\toutputPath = this.commander.outputPath,\n\t\tpathname = path.resolve(outputPath,this.params[2]),\n\t\ttype = this.params[3] || \"text/html\",\n\t\textension = this.params[4] || \".html\",\n\t\tdeleteDirectory = (this.params[5] || \"\").toLowerCase() !== \"noclean\",\n\t\ttiddlers = wiki.filterTiddlers(filter);\n\tif(deleteDirectory) {\n\t\t$tw.utils.deleteDirectory(pathname);\n\t}\n\t$tw.utils.each(tiddlers,function(title) {\n\t\tvar parser = wiki.parseTiddler(template),\n\t\t\twidgetNode = wiki.makeWidget(parser,{variables: {currentTiddler: title, storyTiddler: title}}),\n\t\t\tcontainer = $tw.fakeDocument.createElement(\"div\");\n\t\twidgetNode.render(container,null);\n\t\tvar text = type === \"text/html\" ? container.innerHTML : container.textContent,\n\t\t\texportPath = null;\n\t\tif($tw.utils.hop($tw.macros,\"tv-get-export-path\")) {\n\t\t\tvar macroPath = $tw.macros[\"tv-get-export-path\"].run.apply(self,[title]);\n\t\t\tif(macroPath) {\n\t\t\t\texportPath = path.resolve(outputPath,macroPath + extension);\n\t\t\t}\n\t\t}\n\t\tvar finalPath = exportPath || path.resolve(pathname,$tw.utils.encodeURIComponentExtended(title) + extension);\n\t\t$tw.utils.createFileDirectories(finalPath);\n\t\tfs.writeFileSync(finalPath,text,\"utf8\");\n\t});\n\treturn null;\n};\n\nexports.Command = Command;\n\n})();\n","type":"application/javascript","module-type":"command"},"$:/core/modules/commands/save.js":{"title":"$:/core/modules/commands/save.js","text":"/*\\\ntitle: $:/core/modules/commands/save.js\ntype: application/javascript\nmodule-type: command\n\nSaves individual tiddlers in their raw text or binary format to the specified files\n\n\\*/\n(function(){\n\n\t/*jslint node: true, browser: true */\n\t/*global $tw: false */\n\t\"use strict\";\n\t\n\texports.info = {\n\t\tname: \"save\",\n\t\tsynchronous: true\n\t};\n\t\n\tvar Command = function(params,commander,callback) {\n\t\tthis.params = params;\n\t\tthis.commander = commander;\n\t\tthis.callback = callback;\n\t};\n\t\n\tCommand.prototype.execute = function() {\n\t\tif(this.params.length < 1) {\n\t\t\treturn \"Missing filename filter\";\n\t\t}\n\t\tvar self = this,\n\t\t\tfs = require(\"fs\"),\n\t\t\tpath = require(\"path\"),\n\t\t\tresult = null,\n\t\t\twiki = this.commander.wiki,\n\t\t\ttiddlerFilter = this.params[0],\n\t\t\tfilenameFilter = this.params[1] || \"[is[tiddler]]\",\n\t\t\ttiddlers = wiki.filterTiddlers(tiddlerFilter);\n\t\t$tw.utils.each(tiddlers,function(title) {\n\t\t\tif(!result) {\n\t\t\t\tvar tiddler = self.commander.wiki.getTiddler(title);\n\t\t\t\tif(tiddler) {\n\t\t\t\t\tvar fileInfo = $tw.utils.generateTiddlerFileInfo(tiddler,{\n\t\t\t\t\t\tdirectory: path.resolve(self.commander.outputPath),\n\t\t\t\t\t\tpathFilters: [filenameFilter],\n\t\t\t\t\t\twiki: wiki,\n\t\t\t\t\t\tfileInfo: {\n\t\t\t\t\t\t\toverwrite: true\n\t\t\t\t\t\t}\n\t\t\t\t\t});\n\t\t\t\t\tif(self.commander.verbose) {\n\t\t\t\t\t\tconsole.log(\"Saving \\\"\" + title + \"\\\" to \\\"\" + fileInfo.filepath + \"\\\"\");\n\t\t\t\t\t}\n\t\t\t\t\ttry {\n\t\t\t\t\t\t$tw.utils.saveTiddlerToFileSync(tiddler,fileInfo);\n\t\t\t\t\t} catch (err) {\n\t\t\t\t\t\tresult = \"Error saving tiddler \\\"\" + title + \"\\\", to file: \\\"\" + fileInfo.filepath + \"\\\"\";\n\t\t\t\t\t}\n\t\t\t\t} else {\n\t\t\t\t\tresult = \"Tiddler '\" + title + \"' not found\";\n\t\t\t\t}\n\t\t\t}\n\t\t});\n\t\treturn result;\n\t};\n\t\n\texports.Command = Command;\n\t\n\t})();\n\t","type":"application/javascript","module-type":"command"},"$:/core/modules/commands/savelibrarytiddlers.js":{"title":"$:/core/modules/commands/savelibrarytiddlers.js","text":"/*\\\ntitle: $:/core/modules/commands/savelibrarytiddlers.js\ntype: application/javascript\nmodule-type: command\n\nCommand to save the subtiddlers of a bundle tiddler as a series of JSON files\n\n--savelibrarytiddlers <tiddler> <tiddler-filter> <pathname> <skinnylisting>\n\nThe tiddler identifies the bundle tiddler that contains the subtiddlers.\n\nThe tiddler filter specifies the plugins to be included.\n\nThe pathname specifies the pathname to the folder in which the JSON files should be saved. The filename is the URL encoded title of the subtiddler.\n\nThe skinnylisting specifies the title of the tiddler to which a JSON catalogue of the subtiddlers will be saved. The JSON file contains the same data as the bundle tiddler but with the `text` field removed.\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nexports.info = {\n\tname: \"savelibrarytiddlers\",\n\tsynchronous: true\n};\n\nvar Command = function(params,commander,callback) {\n\tthis.params = params;\n\tthis.commander = commander;\n\tthis.callback = callback;\n};\n\nCommand.prototype.execute = function() {\n\tif(this.params.length < 2) {\n\t\treturn \"Missing filename\";\n\t}\n\tvar self = this,\n\t\tfs = require(\"fs\"),\n\t\tpath = require(\"path\"),\n\t\tcontainerTitle = this.params[0],\n\t\tfilter = this.params[1],\n\t\tbasepath = this.params[2],\n\t\tskinnyListTitle = this.params[3];\n\t// Get the container tiddler as data\n\tvar containerData = self.commander.wiki.getTiddlerDataCached(containerTitle,undefined);\n\tif(!containerData) {\n\t\treturn \"'\" + containerTitle + \"' is not a tiddler bundle\";\n\t}\n\t// Filter the list of plugins\n\tvar pluginList = [];\n\t$tw.utils.each(containerData.tiddlers,function(tiddler,title) {\n\t\tpluginList.push(title);\n\t});\n\tvar filteredPluginList;\n\tif(filter) {\n\t\tfilteredPluginList = self.commander.wiki.filterTiddlers(filter,null,self.commander.wiki.makeTiddlerIterator(pluginList));\n\t} else {\n\t\tfilteredPluginList = pluginList;\n\t}\n\t// Iterate through the plugins\n\tvar skinnyList = [];\n\t$tw.utils.each(filteredPluginList,function(title) {\n\t\tvar tiddler = containerData.tiddlers[title];\n\t\t// Save each JSON file and collect the skinny data\n\t\tvar pathname = path.resolve(self.commander.outputPath,basepath + $tw.utils.encodeURIComponentExtended(title) + \".json\");\n\t\t$tw.utils.createFileDirectories(pathname);\n\t\tfs.writeFileSync(pathname,JSON.stringify(tiddler),\"utf8\");\n\t\t// Collect the skinny list data\n\t\tvar pluginTiddlers = $tw.utils.parseJSONSafe(tiddler.text),\n\t\t\treadmeContent = (pluginTiddlers.tiddlers[title + \"/readme\"] || {}).text,\n\t\t\tdoesRequireReload = !!self.commander.wiki.doesPluginInfoRequireReload(pluginTiddlers),\n\t\t\ticonTiddler = pluginTiddlers.tiddlers[title + \"/icon\"] || {},\n\t\t\ticonType = iconTiddler.type,\n\t\t\ticonText = iconTiddler.text,\n\t\t\ticonContent;\n\t\tif(iconType && iconText) {\n\t\t\ticonContent = $tw.utils.makeDataUri(iconText,iconType);\n\t\t}\n\t\tskinnyList.push($tw.utils.extend({},tiddler,{\n\t\t\ttext: undefined,\n\t\t\treadme: readmeContent,\n\t\t\t\"requires-reload\": doesRequireReload ? \"yes\" : \"no\",\n\t\t\ticon: iconContent\n\t\t}));\n\t});\n\t// Save the catalogue tiddler\n\tif(skinnyListTitle) {\n\t\tself.commander.wiki.setTiddlerData(skinnyListTitle,skinnyList);\n\t}\n\treturn null;\n};\n\nexports.Command = Command;\n\n})();\n","type":"application/javascript","module-type":"command"},"$:/core/modules/commands/savetiddler.js":{"title":"$:/core/modules/commands/savetiddler.js","text":"/*\\\ntitle: $:/core/modules/commands/savetiddler.js\ntype: application/javascript\nmodule-type: command\n\nCommand to save the content of a tiddler to a file\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nexports.info = {\n\tname: \"savetiddler\",\n\tsynchronous: false\n};\n\nvar Command = function(params,commander,callback) {\n\tthis.params = params;\n\tthis.commander = commander;\n\tthis.callback = callback;\n};\n\nCommand.prototype.execute = function() {\n\tif(this.params.length < 2) {\n\t\treturn \"Missing filename\";\n\t}\n\tvar self = this,\n\t\tfs = require(\"fs\"),\n\t\tpath = require(\"path\"),\n\t\ttitle = this.params[0],\n\t\tfilename = path.resolve(this.commander.outputPath,this.params[1]),\n\t\ttiddler = this.commander.wiki.getTiddler(title);\n\tif(tiddler) {\n\t\tvar type = tiddler.fields.type || \"text/vnd.tiddlywiki\",\n\t\t\tcontentTypeInfo = $tw.config.contentTypeInfo[type] || {encoding: \"utf8\"};\n\t\t$tw.utils.createFileDirectories(filename);\n\t\tfs.writeFile(filename,tiddler.fields.text,contentTypeInfo.encoding,function(err) {\n\t\t\tself.callback(err);\n\t\t});\n\t} else {\n\t\treturn \"Missing tiddler: \" + title;\n\t}\n\treturn null;\n};\n\nexports.Command = Command;\n\n})();\n","type":"application/javascript","module-type":"command"},"$:/core/modules/commands/savetiddlers.js":{"title":"$:/core/modules/commands/savetiddlers.js","text":"/*\\\ntitle: $:/core/modules/commands/savetiddlers.js\ntype: application/javascript\nmodule-type: command\n\nCommand to save several tiddlers to a folder of files\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\");\n\nexports.info = {\n\tname: \"savetiddlers\",\n\tsynchronous: true\n};\n\nvar Command = function(params,commander,callback) {\n\tthis.params = params;\n\tthis.commander = commander;\n\tthis.callback = callback;\n};\n\nCommand.prototype.execute = function() {\n\tif(this.params.length < 1) {\n\t\treturn \"Missing filename\";\n\t}\n\tvar self = this,\n\t\tfs = require(\"fs\"),\n\t\tpath = require(\"path\"),\n\t\twiki = this.commander.wiki,\n\t\tfilter = this.params[0],\n\t\tpathname = path.resolve(this.commander.outputPath,this.params[1]),\n\t\tdeleteDirectory = (this.params[2] || \"\").toLowerCase() !== \"noclean\",\n\t\ttiddlers = wiki.filterTiddlers(filter);\n\tif(deleteDirectory) {\n\t\t$tw.utils.deleteDirectory(pathname);\n\t}\n\t$tw.utils.createDirectory(pathname);\n\t$tw.utils.each(tiddlers,function(title) {\n\t\tvar tiddler = self.commander.wiki.getTiddler(title),\n\t\t\ttype = tiddler.fields.type || \"text/vnd.tiddlywiki\",\n\t\t\tcontentTypeInfo = $tw.config.contentTypeInfo[type] || {encoding: \"utf8\"},\n\t\t\tfilename = path.resolve(pathname,$tw.utils.encodeURIComponentExtended(title));\n\t\tfs.writeFileSync(filename,tiddler.fields.text || \"\",contentTypeInfo.encoding);\n\t});\n\treturn null;\n};\n\nexports.Command = Command;\n\n})();\n","type":"application/javascript","module-type":"command"},"$:/core/modules/commands/savewikifolder.js":{"title":"$:/core/modules/commands/savewikifolder.js","text":"/*\\\ntitle: $:/core/modules/commands/savewikifolder.js\ntype: application/javascript\nmodule-type: command\n\nCommand to save the current wiki as a wiki folder\n\n--savewikifolder <wikifolderpath> [ [<name>=<value>] ]*\n\nThe following options are supported:\n\n* ''filter'': a filter expression defining the tiddlers to be included in the output\n* ''explodePlugins'': set to \"no\" to suppress exploding plugins into their constituent shadow tiddlers (defaults to \"yes\")\n\nSupports backward compatibility with --savewikifolder <wikifolderpath> [<filter>] [ [<name>=<value>] ]*\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nexports.info = {\n\tname: \"savewikifolder\",\n\tsynchronous: true\n};\n\nvar fs,path;\nif($tw.node) {\n\tfs = require(\"fs\");\n\tpath = require(\"path\");\n}\n\nvar Command = function(params,commander,callback) {\n\tthis.params = params;\n\tthis.commander = commander;\n\tthis.callback = callback;\n};\n\nCommand.prototype.execute = function() {\n\tif(this.params.length < 1) {\n\t\treturn \"Missing wiki folder path\";\n\t}\n\tvar regFilter = /^[a-zA-Z0-9\\.\\-_]+=/g, // dynamic parameters\n\t\tnamedParames,\n\t\ttiddlerFilter,\n\t\toptions = {};\n\tif (regFilter.test(this.params[1])) { \n\t\tnamedParames = this.commander.extractNamedParameters(this.params.slice(1));\n\t\ttiddlerFilter = namedParames.filter || \"[all[tiddlers]]\";\n\t} else {\n\t\tnamedParames = this.commander.extractNamedParameters(this.params.slice(2));\n\t\ttiddlerFilter = this.params[1];\n\t}\n\ttiddlerFilter = tiddlerFilter || \"[all[tiddlers]]\";\n\toptions.explodePlugins = namedParames.explodePlugins || \"yes\";\n\tvar wikifoldermaker = new WikiFolderMaker(this.params[0],tiddlerFilter,this.commander,options);\n\treturn wikifoldermaker.save();\n};\n\nfunction WikiFolderMaker(wikiFolderPath,wikiFilter,commander,options) {\n\tthis.wikiFolderPath = wikiFolderPath;\n\tthis.wikiFilter = wikiFilter;\n\tthis.commander = commander;\n\tthis.explodePlugins = options.explodePlugins;\n\tthis.wiki = commander.wiki;\n\tthis.savedPaths = []; // So that we can detect filename clashes\n}\n\nWikiFolderMaker.prototype.log = function(str) {\n\tif(this.commander.verbose) {\n\t\tconsole.log(str);\n\t}\n};\n\nWikiFolderMaker.prototype.tiddlersToIgnore = [\n\t\"$:/boot/boot.css\",\n\t\"$:/boot/boot.js\",\n\t\"$:/boot/bootprefix.js\",\n\t\"$:/core\",\n\t\"$:/library/sjcl.js\",\n\t\"$:/temp/info-plugin\"\n];\n\n/*\nReturns null if successful, or an error string if there was an error\n*/\nWikiFolderMaker.prototype.save = function() {\n\tvar self = this;\n\t// Check that the output directory doesn't exist\n\tif(fs.existsSync(this.wikiFolderPath) && !$tw.utils.isDirectoryEmpty(this.wikiFolderPath)) {\n\t\treturn \"The unpackwiki command requires that the output wiki folder be empty\";\n\t}\n\t// Get the tiddlers from the source wiki\n\tvar tiddlerTitles = this.wiki.filterTiddlers(this.wikiFilter);\n\t// Initialise a new tiddlwiki.info file\n\tvar newWikiInfo = {};\n\t// Process each incoming tiddler in turn\n\t$tw.utils.each(tiddlerTitles,function(title) {\n\t\tvar tiddler = self.wiki.getTiddler(title);\n\t\tif(tiddler) {\n\t\t\tif(self.tiddlersToIgnore.indexOf(title) !== -1) {\n\t\t\t\t// Ignore the core plugin and the ephemeral info plugin\n\t\t\t\tself.log(\"Ignoring tiddler: \" + title);\n\t\t\t} else {\n\t\t\t\tvar type = tiddler.fields.type,\n\t\t\t\t\tpluginType = tiddler.fields[\"plugin-type\"];\n\t\t\t\tif(type === \"application/json\" && pluginType) {\n\t\t\t\t\t// Plugin tiddler\n\t\t\t\t\tvar libraryDetails = self.findPluginInLibrary(title);\n\t\t\t\t\tif(libraryDetails) {\n\t\t\t\t\t\t// A plugin from the core library\n\t\t\t\t\t\tself.log(\"Adding built-in plugin: \" + libraryDetails.name);\n\t\t\t\t\t\tnewWikiInfo[libraryDetails.type] = newWikiInfo[libraryDetails.type] || [];\n\t\t\t\t\t\t$tw.utils.pushTop(newWikiInfo[libraryDetails.type],libraryDetails.name);\n\t\t\t\t\t} else if(self.explodePlugins !== \"no\") {\n\t\t\t\t\t\t// A custom plugin\n\t\t\t\t\t\tself.log(\"Processing custom plugin: \" + title);\n\t\t\t\t\t\tself.saveCustomPlugin(tiddler);\n\t\t\t\t\t} else if(self.explodePlugins === \"no\") {\n\t\t\t\t\t\tself.log(\"Processing custom plugin to tiddlders folder: \" + title);\n\t\t\t\t\t\tself.saveTiddler(\"tiddlers\", tiddler);\n\t\t\t\t\t}\n\t\t\t\t} else {\n\t\t\t\t\t// Ordinary tiddler\n\t\t\t\t\tself.saveTiddler(\"tiddlers\",tiddler);\n\t\t\t\t}\n\t\t\t}\n\t\t}\n\t});\n\t// Save the tiddlywiki.info file\n\tthis.saveJSONFile(\"tiddlywiki.info\",newWikiInfo);\n\tself.log(\"Writing tiddlywiki.info: \" + JSON.stringify(newWikiInfo,null,$tw.config.preferences.jsonSpaces));\n\treturn null;\n};\n\n/*\nTest whether the specified tiddler is a plugin in the plugin library\n*/\nWikiFolderMaker.prototype.findPluginInLibrary = function(title) {\n\tvar parts = title.split(\"/\"),\n\t\tpluginPath, type, name;\n\tif(parts[0] === \"$:\") {\n\t\tif(parts[1] === \"languages\" && parts.length === 3) {\n\t\t\tpluginPath = \"languages\" + path.sep + parts[2];\n\t\t\ttype = parts[1];\n\t\t\tname = parts[2];\n\t\t} else if(parts[1] === \"plugins\" || parts[1] === \"themes\" && parts.length === 4) {\n\t\t\tpluginPath = parts[1] + path.sep + parts[2] + path.sep + parts[3];\n\t\t\ttype = parts[1];\n\t\t\tname = parts[2] + \"/\" + parts[3];\n\t\t}\n\t}\n\tif(pluginPath && type && name) {\n\t\tpluginPath = path.resolve($tw.boot.bootPath,\"..\",pluginPath);\n\t\tif(fs.existsSync(pluginPath)) {\n\t\t\treturn {\n\t\t\t\tpluginPath: pluginPath,\n\t\t\t\ttype: type,\n\t\t\t\tname: name\n\t\t\t};\n\t\t}\n\t}\n\treturn false;\n};\n\nWikiFolderMaker.prototype.saveCustomPlugin = function(pluginTiddler) {\n\tvar self = this,\n\t\tpluginTitle = pluginTiddler.fields.title,\n\t\ttitleParts = pluginTitle.split(\"/\"),\n\t\tdirectory = $tw.utils.generateTiddlerFilepath(titleParts[titleParts.length - 1],{\n\t\t\tdirectory: path.resolve(this.wikiFolderPath,pluginTiddler.fields[\"plugin-type\"] + \"s\")\n\t\t}),\n\t\tpluginInfo = pluginTiddler.getFieldStrings({exclude: [\"text\",\"type\"]});\n\tthis.saveJSONFile(directory + path.sep + \"plugin.info\",pluginInfo);\n\tself.log(\"Writing \" + directory + path.sep + \"plugin.info: \" + JSON.stringify(pluginInfo,null,$tw.config.preferences.jsonSpaces));\n\tvar pluginTiddlers = $tw.utils.parseJSONSafe(pluginTiddler.fields.text).tiddlers; // A hashmap of tiddlers in the plugin\n\t$tw.utils.each(pluginTiddlers,function(tiddler,title) {\n\t\tif(!tiddler.title) {\n\t\t\ttiddler.title = title;\n\t\t }\n\t\tself.saveTiddler(directory,new $tw.Tiddler(tiddler));\n\t});\n};\n\nWikiFolderMaker.prototype.saveTiddler = function(directory,tiddler) {\n\tvar title = tiddler.fields.title, fileInfo, pathFilters, extFilters;\n\tif(this.wiki.tiddlerExists(\"$:/config/FileSystemPaths\")) {\n\t\tpathFilters = this.wiki.getTiddlerText(\"$:/config/FileSystemPaths\",\"\").split(\"\\n\");\n\t}\n\tif(this.wiki.tiddlerExists(\"$:/config/FileSystemExtensions\")) {\n\t\textFilters = this.wiki.getTiddlerText(\"$:/config/FileSystemExtensions\",\"\").split(\"\\n\");\n\t}\n\tvar fileInfo = $tw.utils.generateTiddlerFileInfo(tiddler,{\n\t\tdirectory: path.resolve(this.wikiFolderPath,directory),\n\t\tpathFilters: pathFilters,\n\t\textFilters: extFilters,\n\t\twiki: this.wiki,\n\t\tfileInfo: {}\n\t});\n\ttry {\n\t\t$tw.utils.saveTiddlerToFileSync(tiddler,fileInfo);\n\t} catch (err) {\n\t\tconsole.log(\"SaveWikiFolder: Error saving file '\" + fileInfo.filepath + \"', tiddler: '\" + tiddler.fields.title);\n\t}\n};\n\nWikiFolderMaker.prototype.saveJSONFile = function(filename,json) {\n\tthis.saveTextFile(filename,JSON.stringify(json,null,$tw.config.preferences.jsonSpaces));\n};\n\nWikiFolderMaker.prototype.saveTextFile = function(filename,data) {\n\tthis.saveFile(filename,\"utf8\",data);\n};\n\nWikiFolderMaker.prototype.saveFile = function(filename,encoding,data) {\n\tvar filepath = path.resolve(this.wikiFolderPath,filename);\n\t$tw.utils.createFileDirectories(filepath);\n\tfs.writeFileSync(filepath,data,encoding);\n};\n\nexports.Command = Command;\n\n})();\n","type":"application/javascript","module-type":"command"},"$:/core/modules/commands/server.js":{"title":"$:/core/modules/commands/server.js","text":"/*\\\ntitle: $:/core/modules/commands/server.js\ntype: application/javascript\nmodule-type: command\n\nDeprecated legacy command for serving tiddlers\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nvar Server = require(\"$:/core/modules/server/server.js\").Server;\n\nexports.info = {\n\tname: \"server\",\n\tsynchronous: true\n};\n\nvar Command = function(params,commander,callback) {\n\tvar self = this;\n\tthis.params = params;\n\tthis.commander = commander;\n\tthis.callback = callback;\n};\n\nCommand.prototype.execute = function() {\n\tif(!$tw.boot.wikiTiddlersPath) {\n\t\t$tw.utils.warning(\"Warning: Wiki folder '\" + $tw.boot.wikiPath + \"' does not exist or is missing a tiddlywiki.info file\");\n\t}\n\t// Set up server\n\tthis.server = new Server({\n\t\twiki: this.commander.wiki,\n\t\tvariables: {\n\t\t\tport: this.params[0],\n\t\t\thost: this.params[6],\n\t\t\t\"root-tiddler\": this.params[1],\n\t\t\t\"root-render-type\": this.params[2],\n\t\t\t\"root-serve-type\": this.params[3],\n\t\t\tusername: this.params[4],\n\t\t\tpassword: this.params[5],\n\t\t\t\"path-prefix\": this.params[7],\n\t\t\t\"debug-level\": this.params[8]\n\t\t}\n\t});\n\tvar nodeServer = this.server.listen();\n\t$tw.hooks.invokeHook(\"th-server-command-post-start\",this.server,nodeServer,\"tiddlywiki\");\n\treturn null;\n};\n\nexports.Command = Command;\n\n})();\n","type":"application/javascript","module-type":"command"},"$:/core/modules/commands/setfield.js":{"title":"$:/core/modules/commands/setfield.js","text":"/*\\\ntitle: $:/core/modules/commands/setfield.js\ntype: application/javascript\nmodule-type: command\n\nCommand to modify selected tiddlers to set a field to the text of a template tiddler that has been wikified with the selected tiddler as the current tiddler.\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\");\n\nexports.info = {\n\tname: \"setfield\",\n\tsynchronous: true\n};\n\nvar Command = function(params,commander,callback) {\n\tthis.params = params;\n\tthis.commander = commander;\n\tthis.callback = callback;\n};\n\nCommand.prototype.execute = function() {\n\tif(this.params.length < 4) {\n\t\treturn \"Missing parameters\";\n\t}\n\tvar self = this,\n\t\twiki = this.commander.wiki,\n\t\tfilter = this.params[0],\n\t\tfieldname = this.params[1] || \"text\",\n\t\ttemplatetitle = this.params[2],\n\t\trendertype = this.params[3] || \"text/plain\",\n\t\ttiddlers = wiki.filterTiddlers(filter);\n\t$tw.utils.each(tiddlers,function(title) {\n\t\tvar parser = wiki.parseTiddler(templatetitle),\n\t\t\tnewFields = {},\n\t\t\ttiddler = wiki.getTiddler(title);\n\t\tif(parser) {\n\t\t\tvar widgetNode = wiki.makeWidget(parser,{variables: {currentTiddler: title}});\n\t\t\tvar container = $tw.fakeDocument.createElement(\"div\");\n\t\t\twidgetNode.render(container,null);\n\t\t\tnewFields[fieldname] = rendertype === \"text/html\" ? container.innerHTML : container.textContent;\n\t\t} else {\n\t\t\tnewFields[fieldname] = undefined;\n\t\t}\n\t\twiki.addTiddler(new $tw.Tiddler(tiddler,newFields));\n\t});\n\treturn null;\n};\n\nexports.Command = Command;\n\n})();\n","type":"application/javascript","module-type":"command"},"$:/core/modules/commands/unpackplugin.js":{"title":"$:/core/modules/commands/unpackplugin.js","text":"/*\\\ntitle: $:/core/modules/commands/unpackplugin.js\ntype: application/javascript\nmodule-type: command\n\nCommand to extract the shadow tiddlers from within a plugin\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nexports.info = {\n\tname: \"unpackplugin\",\n\tsynchronous: true\n};\n\nvar Command = function(params,commander,callback) {\n\tthis.params = params;\n\tthis.commander = commander;\n\tthis.callback = callback;\n};\n\nCommand.prototype.execute = function() {\n\tif(this.params.length < 1) {\n\t\treturn \"Missing plugin name\";\n\t}\n\tvar self = this,\n\t\ttitle = this.params[0],\n\t\tpluginData = this.commander.wiki.getTiddlerDataCached(title);\n\tif(!pluginData) {\n\t\treturn \"Plugin '\" + title + \"' not found\";\n\t}\n\t$tw.utils.each(pluginData.tiddlers,function(tiddler) {\n\t\tself.commander.wiki.addTiddler(new $tw.Tiddler(tiddler));\n\t});\n\treturn null;\n};\n\nexports.Command = Command;\n\n})();\n","type":"application/javascript","module-type":"command"},"$:/core/modules/commands/verbose.js":{"title":"$:/core/modules/commands/verbose.js","text":"/*\\\ntitle: $:/core/modules/commands/verbose.js\ntype: application/javascript\nmodule-type: command\n\nVerbose command\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nexports.info = {\n\tname: \"verbose\",\n\tsynchronous: true\n};\n\nvar Command = function(params,commander) {\n\tthis.params = params;\n\tthis.commander = commander;\n};\n\nCommand.prototype.execute = function() {\n\tthis.commander.verbose = true;\n\t// Output the boot message log\n\tthis.commander.streams.output.write(\"Boot log:\\n \" + $tw.boot.logMessages.join(\"\\n \") + \"\\n\");\n\treturn null; // No error\n};\n\nexports.Command = Command;\n\n})();\n","type":"application/javascript","module-type":"command"},"$:/core/modules/commands/version.js":{"title":"$:/core/modules/commands/version.js","text":"/*\\\ntitle: $:/core/modules/commands/version.js\ntype: application/javascript\nmodule-type: command\n\nVersion command\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nexports.info = {\n\tname: \"version\",\n\tsynchronous: true\n};\n\nvar Command = function(params,commander) {\n\tthis.params = params;\n\tthis.commander = commander;\n};\n\nCommand.prototype.execute = function() {\n\tthis.commander.streams.output.write($tw.version + \"\\n\");\n\treturn null; // No error\n};\n\nexports.Command = Command;\n\n})();\n","type":"application/javascript","module-type":"command"},"$:/core/modules/config.js":{"title":"$:/core/modules/config.js","text":"/*\\\ntitle: $:/core/modules/config.js\ntype: application/javascript\nmodule-type: config\n\nCore configuration constants\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nexports.preferences = {};\n\nexports.preferences.notificationDuration = 3 * 1000;\nexports.preferences.jsonSpaces = 4;\n\nexports.textPrimitives = {\n\tupperLetter: \"[A-Z\\u00c0-\\u00d6\\u00d8-\\u00de\\u0150\\u0170]\",\n\tlowerLetter: \"[a-z\\u00df-\\u00f6\\u00f8-\\u00ff\\u0151\\u0171]\",\n\tanyLetter: \"[A-Za-z0-9\\u00c0-\\u00d6\\u00d8-\\u00de\\u00df-\\u00f6\\u00f8-\\u00ff\\u0150\\u0170\\u0151\\u0171]\",\n\tblockPrefixLetters:\t\"[A-Za-z0-9-_\\u00c0-\\u00d6\\u00d8-\\u00de\\u00df-\\u00f6\\u00f8-\\u00ff\\u0150\\u0170\\u0151\\u0171]\"\n};\n\nexports.textPrimitives.unWikiLink = \"~\";\nexports.textPrimitives.wikiLink = exports.textPrimitives.upperLetter + \"+\" +\n\texports.textPrimitives.lowerLetter + \"+\" +\n\texports.textPrimitives.upperLetter +\n\texports.textPrimitives.anyLetter + \"*\";\n\nexports.htmlEntities = {quot:34, dollar:36, amp:38, apos:39, lt:60, gt:62, nbsp:160, iexcl:161, cent:162, pound:163, curren:164, yen:165, brvbar:166, sect:167, uml:168, copy:169, ordf:170, laquo:171, not:172, shy:173, reg:174, macr:175, deg:176, plusmn:177, sup2:178, sup3:179, acute:180, micro:181, para:182, middot:183, cedil:184, sup1:185, ordm:186, raquo:187, frac14:188, frac12:189, frac34:190, iquest:191, Agrave:192, Aacute:193, Acirc:194, Atilde:195, Auml:196, Aring:197, AElig:198, Ccedil:199, Egrave:200, Eacute:201, Ecirc:202, Euml:203, Igrave:204, Iacute:205, Icirc:206, Iuml:207, ETH:208, Ntilde:209, Ograve:210, Oacute:211, Ocirc:212, Otilde:213, Ouml:214, times:215, Oslash:216, Ugrave:217, Uacute:218, Ucirc:219, Uuml:220, Yacute:221, THORN:222, szlig:223, agrave:224, aacute:225, acirc:226, atilde:227, auml:228, aring:229, aelig:230, ccedil:231, egrave:232, eacute:233, ecirc:234, euml:235, igrave:236, iacute:237, icirc:238, iuml:239, eth:240, ntilde:241, ograve:242, oacute:243, ocirc:244, otilde:245, ouml:246, divide:247, oslash:248, ugrave:249, uacute:250, ucirc:251, uuml:252, yacute:253, thorn:254, yuml:255, OElig:338, oelig:339, Scaron:352, scaron:353, Yuml:376, fnof:402, circ:710, tilde:732, Alpha:913, Beta:914, Gamma:915, Delta:916, Epsilon:917, Zeta:918, Eta:919, Theta:920, Iota:921, Kappa:922, Lambda:923, Mu:924, Nu:925, Xi:926, Omicron:927, Pi:928, Rho:929, Sigma:931, Tau:932, Upsilon:933, Phi:934, Chi:935, Psi:936, Omega:937, alpha:945, beta:946, gamma:947, delta:948, epsilon:949, zeta:950, eta:951, theta:952, iota:953, kappa:954, lambda:955, mu:956, nu:957, xi:958, omicron:959, pi:960, rho:961, sigmaf:962, sigma:963, tau:964, upsilon:965, phi:966, chi:967, psi:968, omega:969, thetasym:977, upsih:978, piv:982, ensp:8194, emsp:8195, thinsp:8201, zwnj:8204, zwj:8205, lrm:8206, rlm:8207, ndash:8211, mdash:8212, lsquo:8216, rsquo:8217, sbquo:8218, ldquo:8220, rdquo:8221, bdquo:8222, dagger:8224, Dagger:8225, bull:8226, hellip:8230, permil:8240, prime:8242, Prime:8243, lsaquo:8249, rsaquo:8250, oline:8254, frasl:8260, nobreak:8288, NoBreak:8288, euro:8364, image:8465, weierp:8472, real:8476, trade:8482, alefsym:8501, larr:8592, uarr:8593, rarr:8594, darr:8595, harr:8596, crarr:8629, lArr:8656, uArr:8657, rArr:8658, dArr:8659, hArr:8660, forall:8704, part:8706, exist:8707, empty:8709, nabla:8711, isin:8712, notin:8713, ni:8715, prod:8719, sum:8721, minus:8722, lowast:8727, radic:8730, prop:8733, infin:8734, ang:8736, and:8743, or:8744, cap:8745, cup:8746, int:8747, there4:8756, sim:8764, cong:8773, asymp:8776, ne:8800, equiv:8801, le:8804, ge:8805, sub:8834, sup:8835, nsub:8836, sube:8838, supe:8839, oplus:8853, otimes:8855, perp:8869, sdot:8901, lceil:8968, rceil:8969, lfloor:8970, rfloor:8971, lang:9001, rang:9002, loz:9674, spades:9824, clubs:9827, hearts:9829, diams:9830 };\n\nexports.htmlVoidElements = \"area,base,br,col,command,embed,hr,img,input,keygen,link,meta,param,source,track,wbr\".split(\",\");\n\nexports.htmlBlockElements = \"address,article,aside,audio,blockquote,canvas,dd,details,div,dl,dt,fieldset,figcaption,figure,footer,form,h1,h2,h3,h4,h5,h6,header,hgroup,hr,li,nav,ol,p,pre,section,summary,table,tfoot,ul,video\".split(\",\");\n\nexports.htmlUnsafeElements = \"script\".split(\",\");\n\n})();\n","type":"application/javascript","module-type":"config"},"$:/core/modules/deserializers.js":{"title":"$:/core/modules/deserializers.js","text":"/*\\\ntitle: $:/core/modules/deserializers.js\ntype: application/javascript\nmodule-type: tiddlerdeserializer\n\nFunctions to deserialise tiddlers from a block of text\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nexports[\"application/x-tiddler-html-div\"] = function(text,fields) {\n\treturn [deserializeTiddlerDiv(text,fields)];\n};\n\nexports[\"application/json\"] = function(text,fields) {\n\tvar results = [],\n\t\tincoming = $tw.utils.parseJSONSafe(text,function(err) {\n\t\t\treturn [{\n\t\t\t\ttitle: \"JSON error: \" + err,\n\t\t\t\ttext: \"\"\n\t\t\t}];\n\t\t});\n\tif(!$tw.utils.isArray(incoming)) {\n\t\tincoming = [incoming];\n\t}\n\tfor(var t=0; t<incoming.length; t++) {\n\t\tvar incomingFields = incoming[t],\n\t\t\tfields = {};\n\t\tfor(var f in incomingFields) {\n\t\t\tif(typeof incomingFields[f] === \"string\") {\n\t\t\t\tfields[f] = incomingFields[f];\n\t\t\t}\n\t\t}\n\t\tresults.push(fields);\n\t}\n\treturn results;\n};\n\n/*\nParse an HTML file into tiddlers. There are three possibilities:\n# A TiddlyWiki classic HTML file containing `text/x-tiddlywiki` tiddlers\n# A TiddlyWiki5 HTML file containing `text/vnd.tiddlywiki` tiddlers\n# An ordinary HTML file\n*/\nexports[\"text/html\"] = function(text,fields) {\n\tvar results = [];\n\t// Check if we've got an old-style store area\n\tvar storeAreaMarkerRegExp = /<div id=[\"']?storeArea['\"]?( style=[\"']?display:none;[\"']?)?>/gi,\n\t\tstoreAreaMatch = storeAreaMarkerRegExp.exec(text);\n\tif(storeAreaMatch) {\n\t\t// If so, we've got tiddlers in classic TiddlyWiki format or unencrypted old-style TW5 format\n\t\tresults.push.apply(results,deserializeStoreArea(text,storeAreaMarkerRegExp.lastIndex,!!storeAreaMatch[1],fields));\n\t}\n\t// Check for new-style store areas\n\tvar newStoreAreaMarkerRegExp = /<script class=\"tiddlywiki-tiddler-store\" type=\"([^\"]*)\">/gi,\n\t\tnewStoreAreaMatch = newStoreAreaMarkerRegExp.exec(text),\n\t\thaveHadNewStoreArea = !!newStoreAreaMatch;\n\twhile(newStoreAreaMatch) {\n\t\tresults.push.apply(results,deserializeNewStoreArea(text,newStoreAreaMarkerRegExp.lastIndex,newStoreAreaMatch[1],fields));\n\t\tnewStoreAreaMatch = newStoreAreaMarkerRegExp.exec(text);\n\t}\n\t// Return if we had either an old-style or a new-style store area\n\tif(storeAreaMatch || haveHadNewStoreArea) {\n\t\treturn results;\n\t}\n\t// Otherwise, check whether we've got an encrypted file\n\tvar encryptedStoreArea = $tw.utils.extractEncryptedStoreArea(text);\n\tif(encryptedStoreArea) {\n\t\t// If so, attempt to decrypt it using the current password\n\t\treturn $tw.utils.decryptStoreArea(encryptedStoreArea);\n\t} else {\n\t\t// It's not a TiddlyWiki so we'll return the entire HTML file as a tiddler\n\t\treturn deserializeHtmlFile(text,fields);\n\t}\n};\n\nfunction deserializeHtmlFile(text,fields) {\n\tvar result = {};\n\t$tw.utils.each(fields,function(value,name) {\n\t\tresult[name] = value;\n\t});\n\tresult.text = text;\n\tresult.type = \"text/html\";\n\treturn [result];\n}\n\nfunction deserializeNewStoreArea(text,storeAreaEnd,type,fields) {\n\tvar endOfScriptRegExp = /<\\/script>/gi;\n\tendOfScriptRegExp.lastIndex = storeAreaEnd;\n\tvar match = endOfScriptRegExp.exec(text);\n\tif(match) {\n\t\tvar scriptContent = text.substring(storeAreaEnd,match.index);\n\t\treturn $tw.wiki.deserializeTiddlers(type,scriptContent);\n\t} else {\n\t\treturn [];\n\t}\n}\n\nfunction deserializeStoreArea(text,storeAreaEnd,isTiddlyWiki5,fields) {\n\tvar results = [],\n\t\tendOfDivRegExp = /(<\\/div>\\s*)/gi,\n\t\tstartPos = storeAreaEnd,\n\t\tdefaultType = isTiddlyWiki5 ? undefined : \"text/x-tiddlywiki\";\n\tendOfDivRegExp.lastIndex = startPos;\n\tvar match = endOfDivRegExp.exec(text);\n\twhile(match) {\n\t\tvar endPos = endOfDivRegExp.lastIndex,\n\t\t\ttiddlerFields = deserializeTiddlerDiv(text.substring(startPos,endPos),fields,{type: defaultType});\n\t\tif(!tiddlerFields) {\n\t\t\tbreak;\n\t\t}\n\t\t$tw.utils.each(tiddlerFields,function(value,name) {\n\t\t\tif(typeof value === \"string\") {\n\t\t\t\ttiddlerFields[name] = $tw.utils.htmlDecode(value);\n\t\t\t}\n\t\t});\n\t\tif(tiddlerFields.text !== null) {\n\t\t\tresults.push(tiddlerFields);\n\t\t}\n\t\tstartPos = endPos;\n\t\tmatch = endOfDivRegExp.exec(text);\n\t}\n\treturn results;\n}\n\n/*\nUtility function to parse an old-style tiddler DIV in a *.tid file. It looks like this:\n\n<div title=\"Title\" creator=\"JoeBloggs\" modifier=\"JoeBloggs\" created=\"201102111106\" modified=\"201102111310\" tags=\"myTag [[my long tag]]\">\n<pre>The text of the tiddler (without the expected HTML encoding).\n</pre>\n</div>\n\nNote that the field attributes are HTML encoded, but that the body of the <PRE> tag is not encoded.\n\nWhen these tiddler DIVs are encountered within a TiddlyWiki HTML file then the body is encoded in the usual way.\n*/\nvar deserializeTiddlerDiv = function(text /* [,fields] */) {\n\t// Slot together the default results\n\tvar result = {};\n\tif(arguments.length > 1) {\n\t\tfor(var f=1; f<arguments.length; f++) {\n\t\t\tvar fields = arguments[f];\n\t\t\tfor(var t in fields) {\n\t\t\t\tresult[t] = fields[t];\t\t\n\t\t\t}\n\t\t}\n\t}\n\t// Parse the DIV body\n\tvar startRegExp = /^\\s*<div\\s+([^>]*)>(\\s*<pre>)?/gi,\n\t\tendRegExp,\n\t\tmatch = startRegExp.exec(text);\n\tif(match) {\n\t\t// Old-style DIVs don't have the <pre> tag\n\t\tif(match[2]) {\n\t\t\tendRegExp = /<\\/pre>\\s*<\\/div>\\s*$/gi;\n\t\t} else {\n\t\t\tendRegExp = /<\\/div>\\s*$/gi;\n\t\t}\n\t\tvar endMatch = endRegExp.exec(text);\n\t\tif(endMatch) {\n\t\t\t// Extract the text\n\t\t\tresult.text = text.substring(match.index + match[0].length,endMatch.index);\n\t\t\t// Process the attributes\n\t\t\tvar attrRegExp = /\\s*([^=\\s]+)\\s*=\\s*(?:\"([^\"]*)\"|'([^']*)')/gi,\n\t\t\t\tattrMatch;\n\t\t\tdo {\n\t\t\t\tattrMatch = attrRegExp.exec(match[1]);\n\t\t\t\tif(attrMatch) {\n\t\t\t\t\tvar name = attrMatch[1];\n\t\t\t\t\tvar value = attrMatch[2] !== undefined ? attrMatch[2] : attrMatch[3];\n\t\t\t\t\tresult[name] = value;\n\t\t\t\t}\n\t\t\t} while(attrMatch);\n\t\t\treturn result;\n\t\t}\n\t}\n\treturn undefined;\n};\n\n})();\n","type":"application/javascript","module-type":"tiddlerdeserializer"},"$:/core/modules/editor/engines/framed.js":{"title":"$:/core/modules/editor/engines/framed.js","text":"/*\\\ntitle: $:/core/modules/editor/engines/framed.js\ntype: application/javascript\nmodule-type: library\n\nText editor engine based on a simple input or textarea within an iframe. This is done so that the selection is preserved even when clicking away from the textarea\n\n\\*/\n(function(){\n\n/*jslint node: true,browser: true */\n/*global $tw: false */\n\"use strict\";\n\nvar HEIGHT_VALUE_TITLE = \"$:/config/TextEditor/EditorHeight/Height\";\n\nfunction FramedEngine(options) {\n\t// Save our options\n\toptions = options || {};\n\tthis.widget = options.widget;\n\tthis.value = options.value;\n\tthis.parentNode = options.parentNode;\n\tthis.nextSibling = options.nextSibling;\n\t// Create our hidden dummy text area for reading styles\n\tthis.dummyTextArea = this.widget.document.createElement(\"textarea\");\n\tif(this.widget.editClass) {\n\t\tthis.dummyTextArea.className = this.widget.editClass;\n\t}\n\tthis.dummyTextArea.setAttribute(\"hidden\",\"true\");\n\tthis.parentNode.insertBefore(this.dummyTextArea,this.nextSibling);\n\tthis.widget.domNodes.push(this.dummyTextArea);\n\t// Create the iframe\n\tthis.iframeNode = this.widget.document.createElement(\"iframe\");\n\tthis.parentNode.insertBefore(this.iframeNode,this.nextSibling);\n\tthis.iframeDoc = this.iframeNode.contentWindow.document;\n\t// (Firefox requires us to put some empty content in the iframe)\n\tvar paletteTitle = this.widget.wiki.getTiddlerText(\"$:/palette\");\n\tvar colorScheme = (this.widget.wiki.getTiddler(paletteTitle) || {fields: {}}).fields[\"color-scheme\"] || \"light\";\n\tthis.iframeDoc.open();\n\tthis.iframeDoc.write(\"<meta name='color-scheme' content='\" + colorScheme + \"'>\");\n\tthis.iframeDoc.close();\n\t// Style the iframe\n\tthis.iframeNode.className = this.dummyTextArea.className;\n\tthis.iframeNode.style.border = \"none\";\n\tthis.iframeNode.style.padding = \"0\";\n\tthis.iframeNode.style.resize = \"none\";\n\tthis.iframeDoc.body.style.margin = \"0\";\n\tthis.iframeDoc.body.style.padding = \"0\";\n\tthis.widget.domNodes.push(this.iframeNode);\n\t// Construct the textarea or input node\n\tvar tag = this.widget.editTag;\n\tif($tw.config.htmlUnsafeElements.indexOf(tag) !== -1) {\n\t\ttag = \"input\";\n\t}\n\tthis.domNode = this.iframeDoc.createElement(tag);\n\t// Set the text\n\tif(this.widget.editTag === \"textarea\") {\n\t\tthis.domNode.appendChild(this.iframeDoc.createTextNode(this.value));\n\t} else {\n\t\tthis.domNode.value = this.value;\n\t}\n\t// Set the attributes\n\tif(this.widget.editType && this.widget.editTag !== \"textarea\") {\n\t\tthis.domNode.setAttribute(\"type\",this.widget.editType);\n\t}\n\tif(this.widget.editPlaceholder) {\n\t\tthis.domNode.setAttribute(\"placeholder\",this.widget.editPlaceholder);\n\t}\n\tif(this.widget.editSize) {\n\t\tthis.domNode.setAttribute(\"size\",this.widget.editSize);\n\t}\n\tif(this.widget.editRows) {\n\t\tthis.domNode.setAttribute(\"rows\",this.widget.editRows);\n\t}\n\tif(this.widget.editTabIndex) {\n\t\tthis.iframeNode.setAttribute(\"tabindex\",this.widget.editTabIndex);\n\t}\n\tif(this.widget.editAutoComplete) {\n\t\tthis.domNode.setAttribute(\"autocomplete\",this.widget.editAutoComplete);\n\t}\n\tif(this.widget.isDisabled === \"yes\") {\n\t\tthis.domNode.setAttribute(\"disabled\",true);\n\t}\n\t// Copy the styles from the dummy textarea\n\tthis.copyStyles();\n\t// Add event listeners\n\t$tw.utils.addEventListeners(this.domNode,[\n\t\t{name: \"click\",handlerObject: this,handlerMethod: \"handleClickEvent\"},\n\t\t{name: \"input\",handlerObject: this,handlerMethod: \"handleInputEvent\"},\n\t\t{name: \"keydown\",handlerObject: this,handlerMethod: \"handleKeydownEvent\"},\n\t\t{name: \"focus\",handlerObject: this,handlerMethod: \"handleFocusEvent\"}\n\t]);\n\t// Add drag and drop event listeners if fileDrop is enabled\n\tif(this.widget.isFileDropEnabled) {\n\t\t$tw.utils.addEventListeners(this.domNode,[\n\t\t\t{name: \"dragenter\",handlerObject: this.widget,handlerMethod: \"handleDragEnterEvent\"},\n\t\t\t{name: \"dragover\",handlerObject: this.widget,handlerMethod: \"handleDragOverEvent\"},\n\t\t\t{name: \"dragleave\",handlerObject: this.widget,handlerMethod: \"handleDragLeaveEvent\"},\n\t\t\t{name: \"dragend\",handlerObject: this.widget,handlerMethod: \"handleDragEndEvent\"},\n\t\t\t{name: \"drop\", handlerObject: this.widget,handlerMethod: \"handleDropEvent\"},\n\t\t\t{name: \"paste\", handlerObject: this.widget,handlerMethod: \"handlePasteEvent\"},\n\t\t\t{name: \"click\",handlerObject: this.widget,handlerMethod: \"handleClickEvent\"}\n\t\t]);\n\t}\n\t// Insert the element into the DOM\n\tthis.iframeDoc.body.appendChild(this.domNode);\n}\n\n/*\nCopy styles from the dummy text area to the textarea in the iframe\n*/\nFramedEngine.prototype.copyStyles = function() {\n\t// Copy all styles\n\t$tw.utils.copyStyles(this.dummyTextArea,this.domNode);\n\t// Override the ones that should not be set the same as the dummy textarea\n\tthis.domNode.style.display = \"block\";\n\tthis.domNode.style.width = \"100%\";\n\tthis.domNode.style.margin = \"0\";\n\t// In Chrome setting -webkit-text-fill-color overrides the placeholder text colour\n\tthis.domNode.style[\"-webkit-text-fill-color\"] = \"currentcolor\";\n\t// Ensure we don't force text direction to LTR\n\tthis.domNode.style.removeProperty(\"direction\");\n};\n\n/*\nSet the text of the engine if it doesn't currently have focus\n*/\nFramedEngine.prototype.setText = function(text,type) {\n\tif(!this.domNode.isTiddlyWikiFakeDom) {\n\t\tif(this.domNode.ownerDocument.activeElement !== this.domNode) {\n\t\t\tthis.updateDomNodeText(text);\n\t\t}\n\t\t// Fix the height if needed\n\t\tthis.fixHeight();\n\t}\n};\n\n/*\nUpdate the DomNode with the new text\n*/\nFramedEngine.prototype.updateDomNodeText = function(text) {\n\ttry {\n\t\tthis.domNode.value = text;\n\t} catch(e) {\n\t\t// Ignore\n\t}\n};\n\n/*\nGet the text of the engine\n*/\nFramedEngine.prototype.getText = function() {\n\treturn this.domNode.value;\n};\n\n/*\nFix the height of textarea to fit content\n*/\nFramedEngine.prototype.fixHeight = function() {\n\t// Make sure styles are updated\n\tthis.copyStyles();\n\t// Adjust height\n\tif(this.widget.editTag === \"textarea\") {\n\t\tif(this.widget.editAutoHeight) {\n\t\t\tif(this.domNode && !this.domNode.isTiddlyWikiFakeDom) {\n\t\t\t\tvar newHeight = $tw.utils.resizeTextAreaToFit(this.domNode,this.widget.editMinHeight);\n\t\t\t\tthis.iframeNode.style.height = newHeight + \"px\";\n\t\t\t}\n\t\t} else {\n\t\t\tvar fixedHeight = parseInt(this.widget.wiki.getTiddlerText(HEIGHT_VALUE_TITLE,\"400px\"),10);\n\t\t\tfixedHeight = Math.max(fixedHeight,20);\n\t\t\tthis.domNode.style.height = fixedHeight + \"px\";\n\t\t\tthis.iframeNode.style.height = fixedHeight + \"px\";\n\t\t}\n\t}\n};\n\n/*\nFocus the engine node\n*/\nFramedEngine.prototype.focus = function() {\n\tif(this.domNode.focus) {\n\t\tthis.domNode.focus();\n\t}\n\tif(this.domNode.select) {\n\t\t$tw.utils.setSelectionByPosition(this.domNode,this.widget.editFocusSelectFromStart,this.widget.editFocusSelectFromEnd);\n\t}\n};\n\n/*\nHandle a focus event\n*/\nFramedEngine.prototype.handleFocusEvent = function(event) {\n\tif(this.widget.editCancelPopups) {\n\t\t$tw.popup.cancel(0);\n\t}\n};\n\n/*\nHandle a keydown event\n */\nFramedEngine.prototype.handleKeydownEvent = function(event) {\n\tif ($tw.keyboardManager.handleKeydownEvent(event, {onlyPriority: true})) {\n\t\treturn true;\n\t}\n\n\treturn this.widget.handleKeydownEvent(event);\n};\n\n/*\nHandle a click\n*/\nFramedEngine.prototype.handleClickEvent = function(event) {\n\tthis.fixHeight();\n\treturn true;\n};\n\n/*\nHandle a dom \"input\" event which occurs when the text has changed\n*/\nFramedEngine.prototype.handleInputEvent = function(event) {\n\tthis.widget.saveChanges(this.getText());\n\tthis.fixHeight();\n\tif(this.widget.editInputActions) {\n\t\tthis.widget.invokeActionString(this.widget.editInputActions,this,event,{actionValue: this.getText()});\n\t}\n\treturn true;\n};\n\n/*\nCreate a blank structure representing a text operation\n*/\nFramedEngine.prototype.createTextOperation = function() {\n\tvar operation = {\n\t\ttext: this.domNode.value,\n\t\tselStart: this.domNode.selectionStart,\n\t\tselEnd: this.domNode.selectionEnd,\n\t\tcutStart: null,\n\t\tcutEnd: null,\n\t\treplacement: null,\n\t\tnewSelStart: null,\n\t\tnewSelEnd: null\n\t};\n\toperation.selection = operation.text.substring(operation.selStart,operation.selEnd);\n\treturn operation;\n};\n\n/*\nExecute a text operation\n*/\nFramedEngine.prototype.executeTextOperation = function(operation) {\n\t// Perform the required changes to the text area and the underlying tiddler\n\tvar newText = operation.text;\n\tif(operation.replacement !== null) {\n\t\tnewText = operation.text.substring(0,operation.cutStart) + operation.replacement + operation.text.substring(operation.cutEnd);\n\t\t// Attempt to use a execCommand to modify the value of the control\n\t\tif(this.iframeDoc.queryCommandSupported(\"insertText\") && this.iframeDoc.queryCommandSupported(\"delete\") && !$tw.browser.isFirefox) {\n\t\t\tthis.domNode.focus();\n\t\t\tthis.domNode.setSelectionRange(operation.cutStart,operation.cutEnd);\n\t\t\tif(operation.replacement === \"\") {\n\t\t\t\tthis.iframeDoc.execCommand(\"delete\",false,\"\");\n\t\t\t} else {\n\t\t\t\tthis.iframeDoc.execCommand(\"insertText\",false,operation.replacement);\n\t\t\t}\n\t\t} else {\n\t\t\tthis.domNode.value = newText;\n\t\t}\n\t\tthis.domNode.focus();\n\t\tthis.domNode.setSelectionRange(operation.newSelStart,operation.newSelEnd);\n\t}\n\tthis.domNode.focus();\n\treturn newText;\n};\n\nexports.FramedEngine = FramedEngine;\n\n})();\n","type":"application/javascript","module-type":"library"},"$:/core/modules/editor/engines/simple.js":{"title":"$:/core/modules/editor/engines/simple.js","text":"/*\\\ntitle: $:/core/modules/editor/engines/simple.js\ntype: application/javascript\nmodule-type: library\n\nText editor engine based on a simple input or textarea tag\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nvar HEIGHT_VALUE_TITLE = \"$:/config/TextEditor/EditorHeight/Height\";\n\nfunction SimpleEngine(options) {\n\t// Save our options\n\toptions = options || {};\n\tthis.widget = options.widget;\n\tthis.value = options.value;\n\tthis.parentNode = options.parentNode;\n\tthis.nextSibling = options.nextSibling;\n\t// Construct the textarea or input node\n\tvar tag = this.widget.editTag;\n\tif($tw.config.htmlUnsafeElements.indexOf(tag) !== -1) {\n\t\ttag = \"input\";\n\t}\n\tthis.domNode = this.widget.document.createElement(tag);\n\t// Set the text\n\tif(this.widget.editTag === \"textarea\") {\n\t\tthis.domNode.appendChild(this.widget.document.createTextNode(this.value));\n\t} else {\n\t\tthis.domNode.value = this.value;\n\t}\n\t// Set the attributes\n\tif(this.widget.editType && this.widget.editTag !== \"textarea\") {\n\t\tthis.domNode.setAttribute(\"type\",this.widget.editType);\n\t}\n\tif(this.widget.editPlaceholder) {\n\t\tthis.domNode.setAttribute(\"placeholder\",this.widget.editPlaceholder);\n\t}\n\tif(this.widget.editSize) {\n\t\tthis.domNode.setAttribute(\"size\",this.widget.editSize);\n\t}\n\tif(this.widget.editRows) {\n\t\tthis.domNode.setAttribute(\"rows\",this.widget.editRows);\n\t}\n\tif(this.widget.editClass) {\n\t\tthis.domNode.className = this.widget.editClass;\n\t}\n\tif(this.widget.editTabIndex) {\n\t\tthis.domNode.setAttribute(\"tabindex\",this.widget.editTabIndex);\n\t}\n\tif(this.widget.editAutoComplete) {\n\t\tthis.domNode.setAttribute(\"autocomplete\",this.widget.editAutoComplete);\n\t}\n\tif(this.widget.isDisabled === \"yes\") {\n\t\tthis.domNode.setAttribute(\"disabled\",true);\n\t}\n\t// Add an input event handler\n\t$tw.utils.addEventListeners(this.domNode,[\n\t\t{name: \"focus\", handlerObject: this, handlerMethod: \"handleFocusEvent\"},\n\t\t{name: \"input\", handlerObject: this, handlerMethod: \"handleInputEvent\"}\n\t]);\n\t// Insert the element into the DOM\n\tthis.parentNode.insertBefore(this.domNode,this.nextSibling);\n\tthis.widget.domNodes.push(this.domNode);\n}\n\n/*\nSet the text of the engine if it doesn't currently have focus\n*/\nSimpleEngine.prototype.setText = function(text,type) {\n\tif(!this.domNode.isTiddlyWikiFakeDom) {\n\t\tif(this.domNode.ownerDocument.activeElement !== this.domNode || text === \"\") {\n\t\t\tthis.updateDomNodeText(text);\n\t\t}\n\t\t// Fix the height if needed\n\t\tthis.fixHeight();\n\t}\n};\n\n/*\nUpdate the DomNode with the new text\n*/\nSimpleEngine.prototype.updateDomNodeText = function(text) {\n\ttry {\n\t\tthis.domNode.value = text;\n\t} catch(e) {\n\t\t// Ignore\n\t}\n};\n\n/*\nGet the text of the engine\n*/\nSimpleEngine.prototype.getText = function() {\n\treturn this.domNode.value;\n};\n\n/*\nFix the height of textarea to fit content\n*/\nSimpleEngine.prototype.fixHeight = function() {\n\tif(this.widget.editTag === \"textarea\") {\n\t\tif(this.widget.editAutoHeight) {\n\t\t\tif(this.domNode && !this.domNode.isTiddlyWikiFakeDom) {\n\t\t\t\t$tw.utils.resizeTextAreaToFit(this.domNode,this.widget.editMinHeight);\n\t\t\t}\n\t\t} else {\n\t\t\tvar fixedHeight = parseInt(this.widget.wiki.getTiddlerText(HEIGHT_VALUE_TITLE,\"400px\"),10);\n\t\t\tfixedHeight = Math.max(fixedHeight,20);\n\t\t\tthis.domNode.style.height = fixedHeight + \"px\";\n\t\t}\n\t}\n};\n\n/*\nFocus the engine node\n*/\nSimpleEngine.prototype.focus = function() {\n\tif(this.domNode.focus) {\n\t\tthis.domNode.focus();\n\t}\n\tif(this.domNode.select) {\n\t\t$tw.utils.setSelectionByPosition(this.domNode,this.widget.editFocusSelectFromStart,this.widget.editFocusSelectFromEnd);\n\t}\n};\n\n/*\nHandle a dom \"input\" event which occurs when the text has changed\n*/\nSimpleEngine.prototype.handleInputEvent = function(event) {\n\tthis.widget.saveChanges(this.getText());\n\tthis.fixHeight();\n\tif(this.widget.editInputActions) {\n\t\tthis.widget.invokeActionString(this.widget.editInputActions,this,event,{actionValue: this.getText()});\n\t}\n\treturn true;\n};\n\n/*\nHandle a dom \"focus\" event\n*/\nSimpleEngine.prototype.handleFocusEvent = function(event) {\n\tif(this.widget.editCancelPopups) {\n\t\t$tw.popup.cancel(0);\n\t}\n\tif(this.widget.editFocusPopup) {\n\t\t$tw.popup.triggerPopup({\n\t\t\tdomNode: this.domNode,\n\t\t\ttitle: this.widget.editFocusPopup,\n\t\t\twiki: this.widget.wiki,\n\t\t\tforce: true\n\t\t});\n\t}\n\treturn true;\n};\n\n/*\nCreate a blank structure representing a text operation\n*/\nSimpleEngine.prototype.createTextOperation = function() {\n\treturn null;\n};\n\n/*\nExecute a text operation\n*/\nSimpleEngine.prototype.executeTextOperation = function(operation) {\n};\n\nexports.SimpleEngine = SimpleEngine;\n\n})();\n","type":"application/javascript","module-type":"library"},"$:/core/modules/editor/factory.js":{"title":"$:/core/modules/editor/factory.js","text":"/*\\\ntitle: $:/core/modules/editor/factory.js\ntype: application/javascript\nmodule-type: library\n\nFactory for constructing text editor widgets with specified engines for the toolbar and non-toolbar cases\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nvar DEFAULT_MIN_TEXT_AREA_HEIGHT = \"100px\"; // Minimum height of textareas in pixels\n\n// Configuration tiddlers\nvar HEIGHT_MODE_TITLE = \"$:/config/TextEditor/EditorHeight/Mode\";\nvar ENABLE_TOOLBAR_TITLE = \"$:/config/TextEditor/EnableToolbar\";\n\nvar Widget = require(\"$:/core/modules/widgets/widget.js\").widget;\n\nfunction editTextWidgetFactory(toolbarEngine,nonToolbarEngine) {\n\n\tvar EditTextWidget = function(parseTreeNode,options) {\n\t\t// Initialise the editor operations if they've not been done already\n\t\tif(!this.editorOperations) {\n\t\t\tEditTextWidget.prototype.editorOperations = {};\n\t\t\t$tw.modules.applyMethods(\"texteditoroperation\",this.editorOperations);\n\t\t}\n\t\tthis.initialise(parseTreeNode,options);\n\t};\n\n\t/*\n\tInherit from the base widget class\n\t*/\n\tEditTextWidget.prototype = new Widget();\n\n\t/*\n\tRender this widget into the DOM\n\t*/\n\tEditTextWidget.prototype.render = function(parent,nextSibling) {\n\t\t// Save the parent dom node\n\t\tthis.parentDomNode = parent;\n\t\t// Compute our attributes\n\t\tthis.computeAttributes();\n\t\t// Execute our logic\n\t\tthis.execute();\n\t\t// Create the wrapper for the toolbar and render its content\n\t\tif(this.editShowToolbar) {\n\t\t\tthis.toolbarNode = this.document.createElement(\"div\");\n\t\t\tthis.toolbarNode.className = \"tc-editor-toolbar\";\n\t\t\tparent.insertBefore(this.toolbarNode,nextSibling);\n\t\t\tthis.renderChildren(this.toolbarNode,null);\n\t\t\tthis.domNodes.push(this.toolbarNode);\n\t\t}\n\t\t// Create our element\n\t\tvar editInfo = this.getEditInfo(),\n\t\t\tEngine = this.editShowToolbar ? toolbarEngine : nonToolbarEngine;\n\t\tthis.engine = new Engine({\n\t\t\t\twidget: this,\n\t\t\t\tvalue: editInfo.value,\n\t\t\t\ttype: editInfo.type,\n\t\t\t\tparentNode: parent,\n\t\t\t\tnextSibling: nextSibling\n\t\t\t});\n\t\t// Call the postRender hook\n\t\tif(this.postRender) {\n\t\t\tthis.postRender();\n\t\t}\n\t\t// Fix height\n\t\tthis.engine.fixHeight();\n\t\t// Focus if required\n\t\tif(this.editFocus === \"true\" || this.editFocus === \"yes\") {\n\t\t\tthis.engine.focus();\n\t\t}\n\t\t// Add widget message listeners\n\t\tthis.addEventListeners([\n\t\t\t{type: \"tm-edit-text-operation\", handler: \"handleEditTextOperationMessage\"}\n\t\t]);\n\t};\n\n\t/*\n\tGet the tiddler being edited and current value\n\t*/\n\tEditTextWidget.prototype.getEditInfo = function() {\n\t\t// Get the edit value\n\t\tvar self = this,\n\t\t\tvalue,\n\t\t\ttype = \"text/plain\",\n\t\t\tupdate;\n\t\tif(this.editIndex) {\n\t\t\tvalue = this.wiki.extractTiddlerDataItem(this.editTitle,this.editIndex,this.editDefault);\n\t\t\tupdate = function(value) {\n\t\t\t\tvar data = self.wiki.getTiddlerData(self.editTitle,{});\n\t\t\t\tif(data[self.editIndex] !== value) {\n\t\t\t\t\tdata[self.editIndex] = value;\n\t\t\t\t\tself.wiki.setTiddlerData(self.editTitle,data);\n\t\t\t\t}\n\t\t\t};\n\t\t} else {\n\t\t\t// Get the current tiddler and the field name\n\t\t\tvar tiddler = this.wiki.getTiddler(this.editTitle);\n\t\t\tif(tiddler) {\n\t\t\t\t// If we've got a tiddler, the value to display is the field string value\n\t\t\t\tif(tiddler.hasField(this.editField)) {\n\t\t\t\t\tvalue = tiddler.getFieldString(this.editField);\n\t\t\t\t} else {\n\t\t\t\t\tvalue = this.editDefault || \"\";\n\t\t\t\t}\n\t\t\t\tif(this.editField === \"text\") {\n\t\t\t\t\ttype = tiddler.fields.type || \"text/vnd.tiddlywiki\";\n\t\t\t\t}\n\t\t\t} else {\n\t\t\t\t// Otherwise, we need to construct a default value for the editor\n\t\t\t\tswitch(this.editField) {\n\t\t\t\t\tcase \"text\":\n\t\t\t\t\t\tvalue = \"\";\n\t\t\t\t\t\ttype = \"text/vnd.tiddlywiki\";\n\t\t\t\t\t\tbreak;\n\t\t\t\t\tcase \"title\":\n\t\t\t\t\t\tvalue = this.editTitle;\n\t\t\t\t\t\tbreak;\n\t\t\t\t\tdefault:\n\t\t\t\t\t\tvalue = \"\";\n\t\t\t\t\t\tbreak;\n\t\t\t\t}\n\t\t\t\tif(this.editDefault !== undefined) {\n\t\t\t\t\tvalue = this.editDefault;\n\t\t\t\t}\n\t\t\t}\n\t\t\tupdate = function(value) {\n\t\t\t\tvar tiddler = self.wiki.getTiddler(self.editTitle),\n\t\t\t\t\tupdateFields = {\n\t\t\t\t\t\ttitle: self.editTitle\n\t\t\t\t\t};\n\t\t\t\tupdateFields[self.editField] = value;\n\t\t\t\tself.wiki.addTiddler(new $tw.Tiddler(self.wiki.getCreationFields(),tiddler,updateFields,self.wiki.getModificationFields()));\n\t\t\t};\n\t\t}\n\t\tif(this.editType) {\n\t\t\ttype = this.editType;\n\t\t}\n\t\treturn {value: value || \"\", type: type, update: update};\n\t};\n\n\t/*\n\tHandle an edit text operation message from the toolbar\n\t*/\n\tEditTextWidget.prototype.handleEditTextOperationMessage = function(event) {\n\t\t// Prepare information about the operation\n\t\tvar operation = this.engine.createTextOperation();\n\t\t// Invoke the handler for the selected operation\n\t\tvar handler = this.editorOperations[event.param];\n\t\tif(handler) {\n\t\t\thandler.call(this,event,operation);\n\t\t}\n\t\t// Execute the operation via the engine\n\t\tvar newText = this.engine.executeTextOperation(operation);\n\t\t// Fix the tiddler height and save changes\n\t\tthis.engine.fixHeight();\n\t\tthis.saveChanges(newText);\n\t};\n\n\t/*\n\tCompute the internal state of the widget\n\t*/\n\tEditTextWidget.prototype.execute = function() {\n\t\t// Get our parameters\n\t\tthis.editTitle = this.getAttribute(\"tiddler\",this.getVariable(\"currentTiddler\"));\n\t\tthis.editField = this.getAttribute(\"field\",\"text\");\n\t\tthis.editIndex = this.getAttribute(\"index\");\n\t\tthis.editDefault = this.getAttribute(\"default\");\n\t\tthis.editClass = this.getAttribute(\"class\");\n\t\tthis.editPlaceholder = this.getAttribute(\"placeholder\");\n\t\tthis.editSize = this.getAttribute(\"size\");\n\t\tthis.editRows = this.getAttribute(\"rows\");\n\t\tthis.editAutoHeight = this.wiki.getTiddlerText(HEIGHT_MODE_TITLE,\"auto\");\n\t\tthis.editAutoHeight = this.getAttribute(\"autoHeight\",this.editAutoHeight === \"auto\" ? \"yes\" : \"no\") === \"yes\";\n\t\tthis.editMinHeight = this.getAttribute(\"minHeight\",DEFAULT_MIN_TEXT_AREA_HEIGHT);\n\t\tthis.editFocusPopup = this.getAttribute(\"focusPopup\");\n\t\tthis.editFocus = this.getAttribute(\"focus\");\n\t\tthis.editFocusSelectFromStart = $tw.utils.parseNumber(this.getAttribute(\"focusSelectFromStart\",\"0\"));\n\t\tthis.editFocusSelectFromEnd = $tw.utils.parseNumber(this.getAttribute(\"focusSelectFromEnd\",\"0\"));\n\t\tthis.editTabIndex = this.getAttribute(\"tabindex\");\n\t\tthis.editCancelPopups = this.getAttribute(\"cancelPopups\",\"\") === \"yes\";\n\t\tthis.editInputActions = this.getAttribute(\"inputActions\");\n\t\tthis.editRefreshTitle = this.getAttribute(\"refreshTitle\");\n\t\tthis.editAutoComplete = this.getAttribute(\"autocomplete\");\n\t\tthis.isDisabled = this.getAttribute(\"disabled\",\"no\");\n\t\tthis.isFileDropEnabled = this.getAttribute(\"fileDrop\",\"no\") === \"yes\";\n\t\t// Get the default editor element tag and type\n\t\tvar tag,type;\n\t\tif(this.editField === \"text\") {\n\t\t\ttag = \"textarea\";\n\t\t} else {\n\t\t\ttag = \"input\";\n\t\t\tvar fieldModule = $tw.Tiddler.fieldModules[this.editField];\n\t\t\tif(fieldModule && fieldModule.editTag) {\n\t\t\t\ttag = fieldModule.editTag;\n\t\t\t}\n\t\t\tif(fieldModule && fieldModule.editType) {\n\t\t\t\ttype = fieldModule.editType;\n\t\t\t}\n\t\t\ttype = type || \"text\";\n\t\t}\n\t\t// Get the rest of our parameters\n\t\tthis.editTag = this.getAttribute(\"tag\",tag) || \"input\";\n\t\tthis.editType = this.getAttribute(\"type\",type);\n\t\t// Make the child widgets\n\t\tthis.makeChildWidgets();\n\t\t// Determine whether to show the toolbar\n\t\tthis.editShowToolbar = this.wiki.getTiddlerText(ENABLE_TOOLBAR_TITLE,\"yes\");\n\t\tthis.editShowToolbar = (this.editShowToolbar === \"yes\") && !!(this.children && this.children.length > 0) && (!this.document.isTiddlyWikiFakeDom);\n\t};\n\n\t/*\n\tSelectively refreshes the widget if needed. Returns true if the widget or any of its children needed re-rendering\n\t*/\n\tEditTextWidget.prototype.refresh = function(changedTiddlers) {\n\t\tvar changedAttributes = this.computeAttributes();\n\t\t// Completely rerender if any of our attributes have changed\n\t\tif(changedAttributes.tiddler || changedAttributes.field || changedAttributes.index || changedAttributes[\"default\"] || changedAttributes[\"class\"] || changedAttributes.placeholder || changedAttributes.size || changedAttributes.autoHeight || changedAttributes.minHeight || changedAttributes.focusPopup || changedAttributes.rows || changedAttributes.tabindex || changedAttributes.cancelPopups || changedAttributes.inputActions || changedAttributes.refreshTitle || changedAttributes.autocomplete || changedTiddlers[HEIGHT_MODE_TITLE] || changedTiddlers[ENABLE_TOOLBAR_TITLE] || changedTiddlers[\"$:/palette\"] || changedAttributes.disabled || changedAttributes.fileDrop) {\n\t\t\tthis.refreshSelf();\n\t\t\treturn true;\n\t\t} else if (changedTiddlers[this.editRefreshTitle]) {\n\t\t\tthis.engine.updateDomNodeText(this.getEditInfo().value);\n\t\t} else if(changedTiddlers[this.editTitle]) {\n\t\t\tvar editInfo = this.getEditInfo();\n\t\t\tthis.updateEditor(editInfo.value,editInfo.type);\n\t\t}\n\t\tthis.engine.fixHeight();\n\t\tif(this.editShowToolbar) {\n\t\t\treturn this.refreshChildren(changedTiddlers);\n\t\t} else {\n\t\t\treturn false;\n\t\t}\n\t};\n\n\t/*\n\tUpdate the editor with new text. This method is separate from updateEditorDomNode()\n\tso that subclasses can override updateEditor() and still use updateEditorDomNode()\n\t*/\n\tEditTextWidget.prototype.updateEditor = function(text,type) {\n\t\tthis.updateEditorDomNode(text,type);\n\t};\n\n\t/*\n\tUpdate the editor dom node with new text\n\t*/\n\tEditTextWidget.prototype.updateEditorDomNode = function(text,type) {\n\t\tthis.engine.setText(text,type);\n\t};\n\n\t/*\n\tSave changes back to the tiddler store\n\t*/\n\tEditTextWidget.prototype.saveChanges = function(text) {\n\t\tvar editInfo = this.getEditInfo();\n\t\tif(text !== editInfo.value) {\n\t\t\teditInfo.update(text);\n\t\t}\n\t};\n\n\t/*\n\tHandle a dom \"keydown\" event, which we'll bubble up to our container for the keyboard widgets benefit\n\t*/\n\tEditTextWidget.prototype.handleKeydownEvent = function(event) {\n\t\t// Check for a keyboard shortcut\n\t\tif(this.toolbarNode) {\n\t\t\tvar shortcutElements = this.toolbarNode.querySelectorAll(\"[data-tw-keyboard-shortcut]\");\n\t\t\tfor(var index=0; index<shortcutElements.length; index++) {\n\t\t\t\tvar el = shortcutElements[index],\n\t\t\t\t\tshortcutData = el.getAttribute(\"data-tw-keyboard-shortcut\"),\n\t\t\t\t\tkeyInfoArray = $tw.keyboardManager.parseKeyDescriptors(shortcutData,{\n\t\t\t\t\t\twiki: this.wiki\n\t\t\t\t\t});\n\t\t\t\tif($tw.keyboardManager.checkKeyDescriptors(event,keyInfoArray)) {\n\t\t\t\t\tvar clickEvent = this.document.createEvent(\"Events\");\n\t\t\t\t clickEvent.initEvent(\"click\",true,false);\n\t\t\t\t el.dispatchEvent(clickEvent);\n\t\t\t\t\tevent.preventDefault();\n\t\t\t\t\tevent.stopPropagation();\n\t\t\t\t\treturn true;\n\t\t\t\t}\n\t\t\t}\n\t\t}\n\t\t// Propogate the event to the container\n\t\tif(this.propogateKeydownEvent(event)) {\n\t\t\t// Ignore the keydown if it was already handled\n\t\t\tevent.preventDefault();\n\t\t\tevent.stopPropagation();\n\t\t\treturn true;\n\t\t}\n\t\t// Otherwise, process the keydown normally\n\t\treturn false;\n\t};\n\n\t/*\n\tPropogate keydown events to our container for the keyboard widgets benefit\n\t*/\n\tEditTextWidget.prototype.propogateKeydownEvent = function(event) {\n\t\tvar newEvent = this.cloneEvent(event,[\"keyCode\",\"code\",\"which\",\"key\",\"metaKey\",\"ctrlKey\",\"altKey\",\"shiftKey\"]);\n\t\treturn !this.parentDomNode.dispatchEvent(newEvent);\n\t};\n\n\tEditTextWidget.prototype.cloneEvent = function(event,propertiesToCopy) {\n\t\tvar propertiesToCopy = propertiesToCopy || [],\n\t\t\tnewEvent = this.document.createEventObject ? this.document.createEventObject() : this.document.createEvent(\"Events\");\n\t\tif(newEvent.initEvent) {\n\t\t\tnewEvent.initEvent(event.type, true, true);\n\t\t}\n\t\t$tw.utils.each(propertiesToCopy,function(prop){\n\t\t\tnewEvent[prop] = event[prop];\n\t\t});\n\t\treturn newEvent;\n\t};\n\n\tEditTextWidget.prototype.dispatchDOMEvent = function(newEvent) {\n\t\tvar dispatchNode = this.engine.iframeNode || this.engine.parentNode;\n\t\treturn dispatchNode.dispatchEvent(newEvent);\n\t};\n\n\t/*\n\tPropogate drag and drop events with File data to our container for the dropzone widgets benefit.\n\tIf there are no Files, let the browser handle it.\n\t*/\n\tEditTextWidget.prototype.handleDropEvent = function(event) {\n\t\tif($tw.utils.dragEventContainsFiles(event)) {\n\t\t\tevent.preventDefault();\n\t\t\tevent.stopPropagation();\n\t\t\tthis.dispatchDOMEvent(this.cloneEvent(event,[\"dataTransfer\"]));\n\t\t} \n\t};\n\n\tEditTextWidget.prototype.handlePasteEvent = function(event) {\n\t\tif(event.clipboardData && event.clipboardData.files && event.clipboardData.files.length) {\n\t\t\tevent.preventDefault();\n\t\t\tevent.stopPropagation();\n\t\t\tthis.dispatchDOMEvent(this.cloneEvent(event,[\"clipboardData\"]));\n\t\t}\n\t};\n\n\tEditTextWidget.prototype.handleDragEnterEvent = function(event) {\n\t\tif($tw.utils.dragEventContainsFiles(event)) {\n\t\t\t// Ignore excessive events fired by FF when entering and leaving text nodes in a text area.\n\t\t\tif( event.relatedTarget && (event.relatedTarget.nodeType === 3 || event.target === event.relatedTarget)) {\n\t\t\t\treturn true;\n\t\t\t}\n\t\t\tevent.preventDefault();\n\t\t\treturn this.dispatchDOMEvent(this.cloneEvent(event,[\"dataTransfer\"]));\n\t\t}\n\t\treturn true;\n\t};\n\n\tEditTextWidget.prototype.handleDragOverEvent = function(event) {\n\t\tif($tw.utils.dragEventContainsFiles(event)) {\n\t\t\t// Call preventDefault() in browsers that default to not allowing drop events on textarea\n\t\t\tif($tw.browser.isFirefox || $tw.browser.isIE) {\n\t\t\t\tevent.preventDefault();\n\t\t\t}\n\t\t\tevent.dataTransfer.dropEffect = \"copy\";\n\t\t\treturn this.dispatchDOMEvent(this.cloneEvent(event,[\"dataTransfer\"]));\n\t\t}\n\t\treturn true;\n\t};\n\n\tEditTextWidget.prototype.handleDragLeaveEvent = function(event) {\n\t\t// Ignore excessive events fired by FF when entering and leaving text nodes in a text area.\n\t\tif(event.relatedTarget && ((event.relatedTarget.nodeType === 3) || (event.target === event.relatedTarget))) {\n\t\t\treturn true;\n\t\t}\n\t\tevent.preventDefault();\n\t\tthis.dispatchDOMEvent(this.cloneEvent(event,[\"dataTransfer\"]));\n\t};\n\n\tEditTextWidget.prototype.handleDragEndEvent = function(event) {\n\t\tthis.dispatchDOMEvent(this.cloneEvent(event));\n\t};\n\n\tEditTextWidget.prototype.handleClickEvent = function(event) {\n\t\treturn !this.dispatchDOMEvent(this.cloneEvent(event));\n\t};\n\n\treturn EditTextWidget;\n}\n\nexports.editTextWidgetFactory = editTextWidgetFactory;\n\n})();\n","type":"application/javascript","module-type":"library"},"$:/core/modules/editor/operations/bitmap/clear.js":{"title":"$:/core/modules/editor/operations/bitmap/clear.js","text":"/*\\\ntitle: $:/core/modules/editor/operations/bitmap/clear.js\ntype: application/javascript\nmodule-type: bitmapeditoroperation\n\nBitmap editor operation to clear the image\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nexports[\"clear\"] = function(event) {\n\tvar ctx = this.canvasDomNode.getContext(\"2d\");\n\tctx.globalAlpha = 1;\n\tctx.fillStyle = event.paramObject.colour || \"white\";\n\tctx.fillRect(0,0,this.canvasDomNode.width,this.canvasDomNode.height);\n\t// Save changes\n\tthis.strokeEnd();\n};\n\n})();\n","type":"application/javascript","module-type":"bitmapeditoroperation"},"$:/core/modules/editor/operations/bitmap/resize.js":{"title":"$:/core/modules/editor/operations/bitmap/resize.js","text":"/*\\\ntitle: $:/core/modules/editor/operations/bitmap/resize.js\ntype: application/javascript\nmodule-type: bitmapeditoroperation\n\nBitmap editor operation to resize the image\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nexports[\"resize\"] = function(event) {\n\t// Get the new width\n\tvar newWidth = parseInt(event.paramObject.width || this.canvasDomNode.width,10),\n\t\tnewHeight = parseInt(event.paramObject.height || this.canvasDomNode.height,10);\n\t// Update if necessary\n\tif(newWidth > 0 && newHeight > 0 && !(newWidth === this.currCanvas.width && newHeight === this.currCanvas.height)) {\n\t\tthis.changeCanvasSize(newWidth,newHeight);\n\t}\n\t// Update the input controls\n\tthis.refreshToolbar();\n\t// Save the image into the tiddler\n\tthis.saveChanges();\n};\n\n})();\n","type":"application/javascript","module-type":"bitmapeditoroperation"},"$:/core/modules/editor/operations/bitmap/rotate-left.js":{"title":"$:/core/modules/editor/operations/bitmap/rotate-left.js","text":"/*\\\ntitle: $:/core/modules/editor/operations/bitmap/rotate-left.js\ntype: application/javascript\nmodule-type: bitmapeditoroperation\n\nBitmap editor operation to rotate the image left by 90 degrees\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nexports[\"rotate-left\"] = function(event) {\n\t// Rotate the canvas left by 90 degrees\n\tthis.rotateCanvasLeft();\n\t// Update the input controls\n\tthis.refreshToolbar();\n\t// Save the image into the tiddler\n\tthis.saveChanges();\n};\n\n})();\n","type":"application/javascript","module-type":"bitmapeditoroperation"},"$:/core/modules/editor/operations/text/excise.js":{"title":"$:/core/modules/editor/operations/text/excise.js","text":"/*\\\ntitle: $:/core/modules/editor/operations/text/excise.js\ntype: application/javascript\nmodule-type: texteditoroperation\n\nText editor operation to excise the selection to a new tiddler\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nfunction isMarkdown(mediaType) {\n\treturn mediaType === 'text/markdown' || mediaType === 'text/x-markdown';\n}\n\nexports[\"excise\"] = function(event,operation) {\n\tvar editTiddler = this.wiki.getTiddler(this.editTitle),\n\t\teditTiddlerTitle = this.editTitle,\n\t\twikiLinks = !isMarkdown(editTiddler.fields.type),\n\t\texcisionBaseTitle = $tw.language.getString(\"Buttons/Excise/DefaultTitle\");\n\tif(editTiddler && editTiddler.fields[\"draft.of\"]) {\n\t\teditTiddlerTitle = editTiddler.fields[\"draft.of\"];\n\t}\n\tvar excisionTitle = event.paramObject.title || this.wiki.generateNewTitle(excisionBaseTitle);\n\tthis.wiki.addTiddler(new $tw.Tiddler(\n\t\tthis.wiki.getCreationFields(),\n\t\tthis.wiki.getModificationFields(),\n\t\t{\n\t\t\ttitle: excisionTitle,\n\t\t\ttext: operation.selection,\n\t\t\ttags: event.paramObject.tagnew === \"yes\" ? [editTiddlerTitle] : [],\n\t\t\ttype: editTiddler.fields.type\n\t\t}\n\t));\n\toperation.replacement = excisionTitle;\n\tswitch(event.paramObject.type || \"transclude\") {\n\t\tcase \"transclude\":\n\t\t\toperation.replacement = \"{{\" + operation.replacement+ \"}}\";\n\t\t\tbreak;\n\t\tcase \"link\":\n\t\t\toperation.replacement = wikiLinks ? \"[[\" + operation.replacement+ \"]]\"\n\t\t\t\t: (\"[\" + operation.replacement + \"](<#\" + operation.replacement + \">)\");\n\t\t\tbreak;\n\t\tcase \"macro\":\n\t\t\toperation.replacement = \"<<\" + (event.paramObject.macro || \"translink\") + \" \\\"\\\"\\\"\" + operation.replacement + \"\\\"\\\"\\\">>\";\n\t\t\tbreak;\n\t}\n\toperation.cutStart = operation.selStart;\n\toperation.cutEnd = operation.selEnd;\n\toperation.newSelStart = operation.selStart;\n\toperation.newSelEnd = operation.selStart + operation.replacement.length;\n};\n\n})();\n","type":"application/javascript","module-type":"texteditoroperation"},"$:/core/modules/editor/operations/text/focus-editor.js":{"title":"$:/core/modules/editor/operations/text/focus-editor.js","text":"/*\\\ntitle: $:/core/modules/editor/operations/text/focus-editor.js\ntype: application/javascript\nmodule-type: texteditoroperation\nSimply focus the Text editor\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nexports[\"focus-editor\"] = function(event,operation) {\n\toperation = null;\n};\n\n})();","type":"application/javascript","module-type":"texteditoroperation"},"$:/core/modules/editor/operations/text/insert-text.js":{"title":"$:/core/modules/editor/operations/text/insert-text.js","text":"/*\\\ntitle: $:/core/modules/editor/operations/text/insert-text.js\ntype: application/javascript\nmodule-type: texteditoroperation\n\nText editor operation insert text at the caret position. If there is a selection it is replaced.\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nexports[\"insert-text\"] = function(event,operation) {\n\toperation.replacement = event.paramObject.text;\n\toperation.cutStart = operation.selStart;\n\toperation.cutEnd = operation.selEnd;\n\toperation.newSelStart = operation.selStart + operation.replacement.length;\n\toperation.newSelEnd = operation.newSelStart;\n};\n\n})();\n","type":"application/javascript","module-type":"texteditoroperation"},"$:/core/modules/editor/operations/text/make-link.js":{"title":"$:/core/modules/editor/operations/text/make-link.js","text":"/*\\\ntitle: $:/core/modules/editor/operations/text/make-link.js\ntype: application/javascript\nmodule-type: texteditoroperation\n\nText editor operation to make a link\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nexports[\"make-link\"] = function(event,operation) {\n\tif(operation.selection) {\n\t\toperation.replacement = \"[[\" + operation.selection + \"|\" + event.paramObject.text + \"]]\";\n\t\toperation.cutStart = operation.selStart;\n\t\toperation.cutEnd = operation.selEnd;\n\t} else {\n\t\toperation.replacement = \"[[\" + event.paramObject.text + \"]]\";\n\t\toperation.cutStart = operation.selStart;\n\t\toperation.cutEnd = operation.selEnd;\n\t}\n\toperation.newSelStart = operation.selStart + operation.replacement.length;\n\toperation.newSelEnd = operation.newSelStart;\n};\n\n})();\n","type":"application/javascript","module-type":"texteditoroperation"},"$:/core/modules/editor/operations/text/prefix-lines.js":{"title":"$:/core/modules/editor/operations/text/prefix-lines.js","text":"/*\\\ntitle: $:/core/modules/editor/operations/text/prefix-lines.js\ntype: application/javascript\nmodule-type: texteditoroperation\n\nText editor operation to add a prefix to the selected lines\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nexports[\"prefix-lines\"] = function(event,operation) {\n\tvar targetCount = parseInt(event.paramObject.count + \"\",10);\n\t// Cut just past the preceding line break, or the start of the text\n\toperation.cutStart = $tw.utils.findPrecedingLineBreak(operation.text,operation.selStart);\n\t// Cut to just past the following line break, or to the end of the text\n\toperation.cutEnd = $tw.utils.findFollowingLineBreak(operation.text,operation.selEnd);\n\t// Compose the required prefix\n\tvar prefix = $tw.utils.repeat(event.paramObject.character,targetCount);\n\t// Process each line\n\tvar lines = operation.text.substring(operation.cutStart,operation.cutEnd).split(/\\r?\\n/mg);\n\t$tw.utils.each(lines,function(line,index) {\n\t\t// Remove and count any existing prefix characters\n\t\tvar count = 0;\n\t\twhile($tw.utils.startsWith(line,event.paramObject.character)) {\n\t\t\tline = line.substring(event.paramObject.character.length);\n\t\t\tcount++;\n\t\t}\n\t\t// Remove any whitespace\n\t\twhile(line.charAt(0) === \" \") {\n\t\t\tline = line.substring(1);\n\t\t}\n\t\t// We're done if we removed the exact required prefix, otherwise add it\n\t\tif(count !== targetCount) {\n\t\t\t// Apply the prefix\n\t\t\tline = prefix + \" \" + line;\n\t\t}\n\t\t// Save the modified line\n\t\tlines[index] = line;\n\t});\n\t// Stitch the replacement text together and set the selection\n\toperation.replacement = lines.join(\"\\n\");\n\tif(lines.length === 1) {\n\t\toperation.newSelStart = operation.cutStart + operation.replacement.length;\n\t\toperation.newSelEnd = operation.newSelStart;\n\t} else {\n\t\toperation.newSelStart = operation.cutStart;\n\t\toperation.newSelEnd = operation.newSelStart + operation.replacement.length;\n\t}\n};\n\n})();\n","type":"application/javascript","module-type":"texteditoroperation"},"$:/core/modules/editor/operations/text/replace-all.js":{"title":"$:/core/modules/editor/operations/text/replace-all.js","text":"/*\\\ntitle: $:/core/modules/editor/operations/text/replace-all.js\ntype: application/javascript\nmodule-type: texteditoroperation\n\nText editor operation to replace the entire text\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nexports[\"replace-all\"] = function(event,operation) {\n\toperation.cutStart = 0;\n\toperation.cutEnd = operation.text.length;\n\toperation.replacement = event.paramObject.text;\n\toperation.newSelStart = 0;\n\toperation.newSelEnd = operation.replacement.length;\n};\n\n})();\n","type":"application/javascript","module-type":"texteditoroperation"},"$:/core/modules/editor/operations/text/replace-selection.js":{"title":"$:/core/modules/editor/operations/text/replace-selection.js","text":"/*\\\ntitle: $:/core/modules/editor/operations/text/replace-selection.js\ntype: application/javascript\nmodule-type: texteditoroperation\n\nText editor operation to replace the selection\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nexports[\"replace-selection\"] = function(event,operation) {\n\toperation.replacement = event.paramObject.text;\n\toperation.cutStart = operation.selStart;\n\toperation.cutEnd = operation.selEnd;\n\toperation.newSelStart = operation.selStart;\n\toperation.newSelEnd = operation.selStart + operation.replacement.length;\n};\n\n})();\n","type":"application/javascript","module-type":"texteditoroperation"},"$:/core/modules/editor/operations/text/save-selection.js":{"title":"$:/core/modules/editor/operations/text/save-selection.js","text":"/*\\\ntitle: $:/core/modules/editor/operations/text/save-selection.js\ntype: application/javascript\nmodule-type: texteditoroperation\n\nText editor operation to save the current selection in a specified tiddler\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nexports[\"save-selection\"] = function(event,operation) {\n\tvar tiddler = event.paramObject.tiddler,\n\t\tfield = event.paramObject.field || \"text\";\n\tif(tiddler && field) {\n\t\tthis.wiki.setText(tiddler,field,null,operation.text.substring(operation.selStart,operation.selEnd));\n\t}\n};\n\n})();\n","type":"application/javascript","module-type":"texteditoroperation"},"$:/core/modules/editor/operations/text/wrap-lines.js":{"title":"$:/core/modules/editor/operations/text/wrap-lines.js","text":"/*\\\ntitle: $:/core/modules/editor/operations/text/wrap-lines.js\ntype: application/javascript\nmodule-type: texteditoroperation\n\nText editor operation to wrap the selected lines with a prefix and suffix\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nexports[\"wrap-lines\"] = function(event,operation) {\n\tvar prefix = event.paramObject.prefix || \"\",\n\t\tsuffix = event.paramObject.suffix || \"\";\n\tif($tw.utils.endsWith(operation.text.substring(0,operation.selStart), prefix + \"\\n\") &&\n\t\t\t$tw.utils.startsWith(operation.text.substring(operation.selEnd), \"\\n\" + suffix)) {\n\t\t// Selected text is already surrounded by prefix and suffix: Remove them\n\t\t// Cut selected text plus prefix and suffix\n\t\toperation.cutStart = operation.selStart - (prefix.length + 1);\n\t\toperation.cutEnd = operation.selEnd + suffix.length + 1;\n\t\t// Also cut the following newline (if there is any)\n\t\tif (operation.text[operation.cutEnd] === \"\\n\") {\n\t\t\toperation.cutEnd++;\n\t\t}\n\t\t// Replace with selection\n\t\toperation.replacement = operation.text.substring(operation.selStart,operation.selEnd);\n\t\t// Select text that was in between prefix and suffix\n\t\toperation.newSelStart = operation.cutStart;\n\t\toperation.newSelEnd = operation.selEnd - (prefix.length + 1);\n\t} else {\n\t\t// Cut just past the preceding line break, or the start of the text\n\t\toperation.cutStart = $tw.utils.findPrecedingLineBreak(operation.text,operation.selStart);\n\t\t// Cut to just past the following line break, or to the end of the text\n\t\toperation.cutEnd = $tw.utils.findFollowingLineBreak(operation.text,operation.selEnd);\n\t\t// Add the prefix and suffix\n\t\toperation.replacement = prefix + \"\\n\" +\n\t\t\t\t\toperation.text.substring(operation.cutStart,operation.cutEnd) + \"\\n\" +\n\t\t\t\t\tsuffix + \"\\n\";\n\t\toperation.newSelStart = operation.cutStart + prefix.length + 1;\n\t\toperation.newSelEnd = operation.newSelStart + (operation.cutEnd - operation.cutStart);\n\t}\n};\n\n})();\n","type":"application/javascript","module-type":"texteditoroperation"},"$:/core/modules/editor/operations/text/wrap-selection.js":{"title":"$:/core/modules/editor/operations/text/wrap-selection.js","text":"/*\\\ntitle: $:/core/modules/editor/operations/text/wrap-selection.js\ntype: application/javascript\nmodule-type: texteditoroperation\n\nText editor operation to wrap the selection with the specified prefix and suffix\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nexports[\"wrap-selection\"] = function(event,operation) {\n\tvar o = operation,\n\t\tprefix = event.paramObject.prefix,\n\t\tsuffix = event.paramObject.suffix,\n\t\ttrimSelection = event.paramObject.trimSelection || \"no\",\n\t\tselLength = o.selEnd - o.selStart;\n\n\t// This function detects, if trailing spaces are part of the selection __and__ if the user wants to handle them\n\t// Returns \"yes\", \"start\", \"end\", \"no\" (default)\n\t//\tyes .. there are trailing spaces at both ends\n\t//\tstart .. there are trailing spaces at the start\n\t//\tend .. there are trailing spaces at the end\n\t//\tno .. no trailing spaces are taken into account\n\tvar trailingSpaceAt = function(sel) {\n\t\tvar _start,\n\t\t\t_end,\n\t\t\tresult;\n\t\t// trimSelection is a user parameter, which this evaluations takes into account\n\t\tswitch(trimSelection) {\n\t\t\tcase \"end\":\n\t\t\t\tresult = (sel.trimEnd().length !== selLength) ? \"end\" : \"no\";\n\t\t\t\tbreak;\n\t\t\tcase \"yes\":\n\t\t\t\t_start = sel.trimStart().length !== selLength;\n\t\t\t\t_end = sel.trimEnd().length !== selLength;\n\t\t\t\tresult = (_start && _end) ? \"yes\" : (_start) ? \"start\" : (_end) ? \"end\" : \"no\";\n\t\t\t\tbreak;\n\t\t\tcase \"start\":\n\t\t\t\tresult = (sel.trimStart().length !== selLength) ? \"start\" : \"no\";\n\t\t\t\tbreak;\n\t\t\tdefault:\n\t\t\t\tresult = \"no\";\n\t\t\t\tbreak;\n\t\t}\n\t\treturn result;\n\t}\n\n\tfunction togglePrefixSuffix() {\n\t\tif(o.text.substring(o.selStart - prefix.length, o.selStart + suffix.length) === prefix + suffix) {\n\t\t\t// Remove the prefix and suffix\n\t\t\to.cutStart = o.selStart - prefix.length;\n\t\t\to.cutEnd = o.selEnd + suffix.length;\n\t\t\to.replacement = \"\";\n\t\t\to.newSelStart = o.cutStart;\n\t\t\to.newSelEnd = o.newSelStart;\n\t\t} else {\n\t\t\t// Wrap the cursor instead\n\t\t\to.cutStart = o.selStart;\n\t\t\to.cutEnd = o.selEnd;\n\t\t\to.replacement = prefix + suffix;\n\t\t\to.newSelStart = o.selStart + prefix.length;\n\t\t\to.newSelEnd = o.newSelStart;\n\t\t}\n\t}\n\n\t// options: lenPrefix, lenSuffix\n\tfunction removePrefixSuffix(options) {\n\t\toptions = options || {};\n\t\tvar _lenPrefix = options.lenPrefix || 0;\n\t\tvar _lenSuffix = options.lenSuffix || 0;\n\n\t\to.cutStart = o.selStart - _lenPrefix;\n\t\to.cutEnd = o.selEnd + _lenSuffix;\n\t\to.replacement = (_lenPrefix || _lenSuffix) ? o.selection : o.selection.substring(prefix.length, o.selection.length - suffix.length);\n\t\to.newSelStart = o.cutStart;\n\t\to.newSelEnd = o.cutStart + o.replacement.length;\n\t}\n\n\tfunction addPrefixSuffix() {\n\t\t// remove trailing space if requested\n\t\tswitch(trailingSpaceAt(o.selection)) {\n\t\t\tcase \"no\":\n\t\t\t\t// has no trailing spaces\n\t\t\t\to.cutStart = o.selStart;\n\t\t\t\to.cutEnd = o.selEnd;\n\t\t\t\to.replacement = prefix + o.selection + suffix;\n\t\t\t\to.newSelStart = o.selStart;\n\t\t\t\to.newSelEnd = o.selStart + o.replacement.length;\n\t\t\t\tbreak;\n\t\t\tcase \"yes\":\n\t\t\t\t// handle both ends\n\t\t\t\to.cutStart = o.selEnd - (o.selection.trimStart().length);\n\t\t\t\to.cutEnd = o.selection.trimEnd().length + o.selStart;\n\t\t\t\to.replacement = prefix + o.selection.trim() + suffix;\n\t\t\t\to.newSelStart = o.cutStart;\n\t\t\t\to.newSelEnd = o.cutStart + o.replacement.length;\n\t\t\t\tbreak;\n\t\t\tcase \"start\":\n\t\t\t\t// handle leading\n\t\t\t\to.cutStart = o.selEnd - (o.selection.trimStart().length);\n\t\t\t\to.cutEnd = o.selEnd;\n\t\t\t\to.replacement = prefix + o.selection.trimStart() + suffix;\n\t\t\t\to.newSelStart = o.cutStart;\n\t\t\t\to.newSelEnd = o.cutStart + o.replacement.length;\n\t\t\t\tbreak;\n\t\t\tcase \"end\":\n\t\t\t\t// handle trailing\n\t\t\t\to.cutStart = o.selStart;\n\t\t\t\to.cutEnd = o.selection.trimEnd().length + o.selStart;\n\t\t\t\to.replacement = prefix + o.selection.trimEnd() + suffix;\n\t\t\t\to.newSelStart = o.selStart;\n\t\t\t\to.newSelEnd = o.selStart + o.replacement.length;\n\t\t\t\tbreak;\n\t\t}\n\t}\n\n\tif(o.selStart === o.selEnd) {\n\t\t// No selection; Create prefix and suffix. Set cursor in between them: \"\"|\"\"\n\t\ttogglePrefixSuffix();\n\t} else if(o.text.substring(o.selStart, o.selStart + prefix.length) === prefix &&\n\t\t\t\to.text.substring(o.selEnd - suffix.length,o.selEnd) === suffix) {\n\t\t// Prefix and suffix are already present, so remove them\n\t\tremovePrefixSuffix();\n\t} else if(o.text.substring(o.selStart - prefix.length, o.selStart) === prefix &&\n\t\t\t\to.text.substring(o.selEnd, o.selEnd + suffix.length) === suffix) {\n\t\t// Prefix and suffix are present BUT not selected -> remove them\n\t\tremovePrefixSuffix({\"lenPrefix\": prefix.length, \"lenSuffix\": suffix.length});\n\t} else {\n\t\t// Add the prefix and suffix\n\t\taddPrefixSuffix();\n\t}\n};\n\n})();\n","type":"application/javascript","module-type":"texteditoroperation"},"$:/core/modules/filterrunprefixes/all.js":{"title":"$:/core/modules/filterrunprefixes/all.js","text":"/*\\\ntitle: $:/core/modules/filterrunprefixes/all.js\ntype: application/javascript\nmodule-type: filterrunprefix\n\nUnion of sets without de-duplication.\nEquivalent to = filter run prefix.\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nExport our filter prefix function\n*/\nexports.all = function(operationSubFunction) {\n\treturn function(results,source,widget) {\n\t\tresults.push.apply(results, operationSubFunction(source,widget));\n\t};\n};\n\n})();\n","type":"application/javascript","module-type":"filterrunprefix"},"$:/core/modules/filterrunprefixes/and.js":{"title":"$:/core/modules/filterrunprefixes/and.js","text":"/*\\\ntitle: $:/core/modules/filterrunprefixes/and.js\ntype: application/javascript\nmodule-type: filterrunprefix\n\nIntersection of sets.\nEquivalent to + filter run prefix.\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nExport our filter prefix function\n*/\nexports.and = function(operationSubFunction,options) {\n\treturn function(results,source,widget) {\n\t\t// This replaces all the elements of the array, but keeps the actual array so that references to it are preserved\n\t\tsource = options.wiki.makeTiddlerIterator(results.toArray());\n\t\tresults.clear();\n\t\tresults.pushTop(operationSubFunction(source,widget));\n\t};\n};\n\n})();\n","type":"application/javascript","module-type":"filterrunprefix"},"$:/core/modules/filterrunprefixes/cascade.js":{"title":"$:/core/modules/filterrunprefixes/cascade.js","text":"/*\\\ntitle: $:/core/modules/filterrunprefixes/cascade.js\ntype: application/javascript\nmodule-type: filterrunprefix\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nExport our filter prefix function\n*/\nexports.cascade = function(operationSubFunction,options) {\n\treturn function(results,source,widget) {\n\t\tif(results.length !== 0) {\n\t\t\tvar filterList = operationSubFunction(source,widget),\n\t\t\t\tfilterFnList = [];\n\t\t\tvar inputResults = results.toArray();\n\t\t\tresults.clear();\n\t\t\t$tw.utils.each(inputResults,function(title) {\n\t\t\t\tvar result = \"\"; // If no filter matches, we return an empty string\n\t\t\t\t$tw.utils.each(filterList,function(filter,index) {\n\t\t\t\t\tif(!filterFnList[index]) {\n\t\t\t\t\t\tfilterFnList[index] = options.wiki.compileFilter(filter);\n\t\t\t\t\t}\n\t\t\t\t\tvar output = filterFnList[index](options.wiki.makeTiddlerIterator([title]),widget.makeFakeWidgetWithVariables({\n\t\t\t\t\t\t\"currentTiddler\": \"\" + title,\n\t\t\t\t\t\t\"..currentTiddler\": widget.getVariable(\"currentTiddler\",\"\")\n\t\t\t\t\t}));\n\t\t\t\t\tif(output.length !== 0) {\n\t\t\t\t\t\tresult = output[0];\n\t\t\t\t\t\treturn false;\n\t\t\t\t\t}\n\t\t\t\t});\n\t\t\t\tresults.push(result);\n\t\t\t});\n\t\t}\n\t}\n};\n\n})();","type":"application/javascript","module-type":"filterrunprefix"},"$:/core/modules/filterrunprefixes/else.js":{"title":"$:/core/modules/filterrunprefixes/else.js","text":"/*\\\ntitle: $:/core/modules/filterrunprefixes/else.js\ntype: application/javascript\nmodule-type: filterrunprefix\n\nEquivalent to ~ filter run prefix.\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nExport our filter prefix function\n*/\nexports.else = function(operationSubFunction) {\n\treturn function(results,source,widget) {\n\t\tif(results.length === 0) {\n\t\t\t// Main result so far is empty\n\t\t\tresults.pushTop(operationSubFunction(source,widget));\n\t\t}\n\t};\n};\n\n})();\n","type":"application/javascript","module-type":"filterrunprefix"},"$:/core/modules/filterrunprefixes/except.js":{"title":"$:/core/modules/filterrunprefixes/except.js","text":"/*\\\ntitle: $:/core/modules/filterrunprefixes/except.js\ntype: application/javascript\nmodule-type: filterrunprefix\n\nDifference of sets.\nEquivalent to - filter run prefix.\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nExport our filter prefix function\n*/\nexports.except = function(operationSubFunction) {\n\treturn function(results,source,widget) {\n\t\tresults.remove(operationSubFunction(source,widget));\n\t};\n};\n\n})();\n","type":"application/javascript","module-type":"filterrunprefix"},"$:/core/modules/filterrunprefixes/filter.js":{"title":"$:/core/modules/filterrunprefixes/filter.js","text":"/*\\\ntitle: $:/core/modules/filterrunprefixes/filter.js\ntype: application/javascript\nmodule-type: filterrunprefix\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nExport our filter function\n*/\nexports.filter = function(operationSubFunction,options) {\n\treturn function(results,source,widget) {\n\t\tif(results.length > 0) {\n\t\t\tvar resultsToRemove = [],\n\t\t\t\tindex = 0;\n\t\t\tresults.each(function(title) {\n\t\t\t\tvar filtered = operationSubFunction(options.wiki.makeTiddlerIterator([title]),widget.makeFakeWidgetWithVariables({\n\t\t\t\t\t\"currentTiddler\": \"\" + title,\n\t\t\t\t\t\"..currentTiddler\": widget.getVariable(\"currentTiddler\",\"\"),\n\t\t\t\t\t\"index\": \"\" + index,\n\t\t\t\t\t\"revIndex\": \"\" + (results.length - 1 - index),\n\t\t\t\t\t\"length\": \"\" + results.length\n\t\t\t\t}));\n\t\t\t\tif(filtered.length === 0) {\n\t\t\t\t\tresultsToRemove.push(title);\n\t\t\t\t}\n\t\t\t\t++index;\n\t\t\t});\n\t\t\tresults.remove(resultsToRemove);\n\t\t}\n\t}\n};\n\n})();\n","type":"application/javascript","module-type":"filterrunprefix"},"$:/core/modules/filterrunprefixes/intersection.js":{"title":"$:/core/modules/filterrunprefixes/intersection.js","text":"/*\\\ntitle: $:/core/modules/filterrunprefixes/intersection.js\ntype: application/javascript\nmodule-type: filterrunprefix\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nExport our filter prefix function\n*/\nexports.intersection = function(operationSubFunction) {\n\treturn function(results,source,widget) {\n\t\tif(results.length !== 0) {\n\t\t\tvar secondRunResults = operationSubFunction(source,widget);\n\t\t\tvar firstRunResults = results.toArray();\n\t\t\tresults.clear();\n\t\t\t$tw.utils.each(firstRunResults,function(title) {\n\t\t\t\tif(secondRunResults.indexOf(title) !== -1) {\n\t\t\t\t\tresults.push(title);\n\t\t\t\t}\n\t\t\t});\n\t\t}\n\t};\n};\n\n})();\n","type":"application/javascript","module-type":"filterrunprefix"},"$:/core/modules/filterrunprefixes/map.js":{"title":"$:/core/modules/filterrunprefixes/map.js","text":"/*\\\ntitle: $:/core/modules/filterrunprefixes/map.js\ntype: application/javascript\nmodule-type: filterrunprefix\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nExport our filter prefix function\n*/\nexports.map = function(operationSubFunction,options) {\n\treturn function(results,source,widget) {\n\t\tif(results.length > 0) {\n\t\t\tvar inputTitles = results.toArray(),\n\t\t\t\tindex = 0,\n\t\t\t\tsuffixes = options.suffixes,\n\t\t\t\tflatten = (suffixes[0] && suffixes[0][0] === \"flat\") ? true : false;\n\t\t\tresults.clear();\n\t\t\t$tw.utils.each(inputTitles,function(title) {\n\t\t\t\tvar filtered = operationSubFunction(options.wiki.makeTiddlerIterator([title]),widget.makeFakeWidgetWithVariables({\n\t\t\t\t\t\"currentTiddler\": \"\" + title,\n\t\t\t\t\t\"..currentTiddler\": widget.getVariable(\"currentTiddler\",\"\"),\n\t\t\t\t\t\"index\": \"\" + index,\n\t\t\t\t\t\"revIndex\": \"\" + (inputTitles.length - 1 - index),\n\t\t\t\t\t\"length\": \"\" + inputTitles.length\n\t\t\t\t}));\n\t\t\t\tif(filtered.length && flatten) {\n\t\t\t\t\t$tw.utils.each(filtered,function(value) {\n\t\t\t\t\t\tresults.push(value);\n\t\t\t\t\t})\n\t\t\t\t} else {\n\t\t\t\t\tresults.push(filtered[0]||\"\");\n\t\t\t\t}\n\t\t\t\t++index;\n\t\t\t});\n\t\t}\n\t}\n};\n\n})();","type":"application/javascript","module-type":"filterrunprefix"},"$:/core/modules/filterrunprefixes/or.js":{"title":"$:/core/modules/filterrunprefixes/or.js","text":"/*\\\ntitle: $:/core/modules/filterrunprefixes/or.js\ntype: application/javascript\nmodule-type: filterrunprefix\n\nEquivalent to a filter run with no prefix.\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nExport our filter prefix function\n*/\nexports.or = function(operationSubFunction) {\n\treturn function(results,source,widget) {\n\t\tresults.pushTop(operationSubFunction(source,widget));\n\t};\n};\n\n})();\n","type":"application/javascript","module-type":"filterrunprefix"},"$:/core/modules/filterrunprefixes/reduce.js":{"title":"$:/core/modules/filterrunprefixes/reduce.js","text":"/*\\\ntitle: $:/core/modules/filterrunprefixes/reduce.js\ntype: application/javascript\nmodule-type: filterrunprefix\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nExport our filter prefix function\n*/\nexports.reduce = function(operationSubFunction,options) {\n\treturn function(results,source,widget) {\n\t\tif(results.length > 0) {\n\t\t\tvar accumulator = \"\",\n\t\t\t\tindex = 0;\n\t\t\tresults.each(function(title) {\n\t\t\t\tvar list = operationSubFunction(options.wiki.makeTiddlerIterator([title]),widget.makeFakeWidgetWithVariables({\n\t\t\t\t\t\"currentTiddler\": \"\" + title,\n\t\t\t\t\t\"..currentTiddler\": widget.getVariable(\"currentTiddler\"),\n\t\t\t\t\t\"index\": \"\" + index,\n\t\t\t\t\t\"revIndex\": \"\" + (results.length - 1 - index),\n\t\t\t\t\t\"length\": \"\" + results.length,\n\t\t\t\t\t\"accumulator\": \"\" + accumulator\n\t\t\t\t}));\n\t\t\t\tif(list.length > 0) {\n\t\t\t\t\taccumulator = \"\" + list[0];\n\t\t\t\t}\n\t\t\t\t++index;\n\t\t\t});\n\t\t\tresults.clear();\n\t\t\tresults.push(accumulator);\n\t\t}\n\t}\n};\n\n})();\n","type":"application/javascript","module-type":"filterrunprefix"},"$:/core/modules/filterrunprefixes/sort.js":{"title":"$:/core/modules/filterrunprefixes/sort.js","text":"/*\\\ntitle: $:/core/modules/filterrunprefixes/sort.js\ntype: application/javascript\nmodule-type: filterrunprefix\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nExport our filter prefix function\n*/\nexports.sort = function(operationSubFunction,options) {\n\treturn function(results,source,widget) {\n\t\tif(results.length > 0) {\n\t\t\tvar suffixes = options.suffixes,\n\t\t\t\tsortType = (suffixes[0] && suffixes[0][0]) ? suffixes[0][0] : \"string\",\n\t\t\t\tinvert = suffixes[1] ? (suffixes[1].indexOf(\"reverse\") !== -1) : false,\n\t\t\t\tisCaseSensitive = suffixes[1] ? (suffixes[1].indexOf(\"casesensitive\") !== -1) : false,\n\t\t\t\tinputTitles = results.toArray(),\n\t\t\t\tsortKeys = [],\n\t\t\t\tindexes = new Array(inputTitles.length),\n\t\t\t\tcompareFn;\n\t\t\tresults.each(function(title) {\n\t\t\t\tvar key = operationSubFunction(options.wiki.makeTiddlerIterator([title]),widget.makeFakeWidgetWithVariables({\n\t\t\t\t\t\"currentTiddler\": \"\" + title,\n\t\t\t\t\t\"..currentTiddler\": widget.getVariable(\"currentTiddler\")\n\t\t\t\t}));\n\t\t\t\tsortKeys.push(key[0] || \"\");\n\t\t\t});\n\t\t\tresults.clear();\n\t\t\t// Prepare an array of indexes to sort\n\t\t\tfor(var t=0; t<inputTitles.length; t++) {\n\t\t\t\tindexes[t] = t;\n\t\t\t}\n\t\t\t// Sort the indexes\n\t\t\tcompareFn = $tw.utils.makeCompareFunction(sortType,{defaultType: \"string\", invert:invert, isCaseSensitive:isCaseSensitive});\n\t\t\tindexes = indexes.sort(function(a,b) {\n\t\t\t\t\treturn compareFn(sortKeys[a],sortKeys[b]);\n\t\t\t});\n\t\t\t// Add to results in correct order\n\t\t\t$tw.utils.each(indexes,function(index) {\n\t\t\t\tresults.push(inputTitles[index]);\n\t\t\t});\n\t\t}\n\t}\n};\n\n})();","type":"application/javascript","module-type":"filterrunprefix"},"$:/core/modules/filterrunprefixes/then.js":{"title":"$:/core/modules/filterrunprefixes/then.js","text":"/*\\\ntitle: $:/core/modules/filterrunprefixes/then.js\ntype: application/javascript\nmodule-type: filterrunprefix\n\nReplace results of previous runs unless empty\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nExport our filter prefix function\n*/\nexports.then = function(operationSubFunction) {\n\treturn function(results,source,widget) {\n\t\tif(results.length !== 0) {\n\t\t\t// Only run if previous run(s) produced results\n\t\t\tvar thisRunResult = operationSubFunction(source,widget);\n\t\t\tif(thisRunResult.length !== 0) {\n\t\t\t\t// Replace results only if this run actually produces a result\n\t\t\t\tresults.clear();\n\t\t\t\tresults.pushTop(thisRunResult);\n\t\t\t}\n\t\t}\n\t};\n};\n\n})();\n","type":"application/javascript","module-type":"filterrunprefix"},"$:/core/modules/filters/addprefix.js":{"title":"$:/core/modules/filters/addprefix.js","text":"/*\\\ntitle: $:/core/modules/filters/addprefix.js\ntype: application/javascript\nmodule-type: filteroperator\n\nFilter operator for adding a prefix to each title in the list. This is\nespecially useful in contexts where only a filter expression is allowed\nand macro substitution isn't available.\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nExport our filter function\n*/\nexports.addprefix = function(source,operator,options) {\n\tvar results = [];\n\tsource(function(tiddler,title) {\n\t\tresults.push(operator.operand + title);\n\t});\n\treturn results;\n};\n\n})();\n","type":"application/javascript","module-type":"filteroperator"},"$:/core/modules/filters/addsuffix.js":{"title":"$:/core/modules/filters/addsuffix.js","text":"/*\\\ntitle: $:/core/modules/filters/addsuffix.js\ntype: application/javascript\nmodule-type: filteroperator\n\nFilter operator for adding a suffix to each title in the list. This is\nespecially useful in contexts where only a filter expression is allowed\nand macro substitution isn't available.\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nExport our filter function\n*/\nexports.addsuffix = function(source,operator,options) {\n\tvar results = [];\n\tsource(function(tiddler,title) {\n\t\tresults.push(title + operator.operand);\n\t});\n\treturn results;\n};\n\n})();\n","type":"application/javascript","module-type":"filteroperator"},"$:/core/modules/filters/after.js":{"title":"$:/core/modules/filters/after.js","text":"/*\\\ntitle: $:/core/modules/filters/after.js\ntype: application/javascript\nmodule-type: filteroperator\n\nFilter operator returning the tiddler from the current list that is after the tiddler named in the operand.\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nExport our filter function\n*/\nexports.after = function(source,operator,options) {\n\tvar results = [];\n\tsource(function(tiddler,title) {\n\t\tresults.push(title);\n\t});\n\tvar index = results.indexOf(operator.operand);\n\tif(index === -1 || index > (results.length - 2)) {\n\t\treturn [];\n\t} else {\n\t\treturn [results[index + 1]];\n\t}\n};\n\n})();\n","type":"application/javascript","module-type":"filteroperator"},"$:/core/modules/filters/all/current.js":{"title":"$:/core/modules/filters/all/current.js","text":"/*\\\ntitle: $:/core/modules/filters/all/current.js\ntype: application/javascript\nmodule-type: allfilteroperator\n\nFilter function for [all[current]]\n\n\\*/\n(function(){\n\n/*jslint node: true,