Improving outcomes for people with skin tumours including melanoma (update)

The management of low-risk basal cell carcinomas in the community.In February 2006, the National Institute for Health and Clinical Excellence (NICE) published service guidance on skin cancer, ‘Improving outcomes for people with skin tumours including melanoma’ (NICE guidance on cancer services). Many of the recommendations in this guidance were converted into peer review measures published in the ‘Manual for cancer services 2008: skin measures..

AMH New Horizons Belfast

This project focuses on individuals learning more about their health and wellbeing and developing action plans that they will take responsibility for. This will allow participants to examine and challenge issues which impact on their mental and physical health, including medicines. This project will involve users, staff, pharmacist and other providers. Like all projects this is a 2 way learning process, the staff will be use the pharmacy as a resource and the pharmacist will gain more awareness of health issues and the impact of living with mental health issues.

You, your child and alcohol

You, your child and alcohol is a booklet that offers parents advice and guidance on how to discuss alcohol with their child and encourages them to think about how their relationship with alcohol can influence their children. During June 2010 this booklet was distributed to GP surgeries, pharmacies and local Tesco stores. Community Safety Officers and Police are also distributing the booklet in many areas. You, your child and alcohol is part of campaign developed by the Public Health Agency, the Department of Health, Social Services and Public Safety, the Police Service of Northern Ireland, the Northern Ireland Office and the Northern Ireland Policing Board to tackle the issue of underage drinking.

School food: the essential guide

School food: the essential guide contains a series of eight practical guidance booklets designed to help schools improve pupils' nutrition and implement healthier eating and drinking practices. The booklets provide advice and support for the key areas in which food, drinks and nutrition issues affects schools. Mini case studies support the advice given and, where appropriate, the booklets provide details of recommended further resources. Individual booklets in the series are available as PDF files below: The essential guide Establishing a school food policy Healthier breakfast clubs Healthier breaks Healthier vending Water provision Improving the dining experience in schools Healthier lunch boxes Useful contacts School food: the essential guide is also available in Irish, on request.

Getting a good start: healthy eating from one to five

This booklet outlines advice on many key nutritional issues for children aged one to five. It includes information on how to provide a healthy, balanced diet for this age group, guidance on suitable snacks and drinks, feeding a vegetarian child, vitamin supplements and iron, making the most of mealtimes and how to deal with fussy eaters.

Diagnosing poisoning: Carbon monoxide (CO)

Guidance for primarycareon how to deal withpatients presenting with possible symptoms of carbon monoxide (CO) poisoning. Produced by the Health Protection Agency and adapted by the Public Health Agency.

Joint Commissioning Plan of the Health and Social Care Board and the Public Health Agency: 2010-2011

Legislation enacted on 1 April 2009 created a new Commissioning system with the establishment of a region-wide Health and Social Care Board, including 5 Local Commissioning Groups (LCGs), and a Public Health Agency. In line with Departmental direction and guidance the objectives of the new commissioning arrangements were to: - Approach the future delivery of Health and Social Care from a region-wide perspective focused on outcomes. - Ensure local sensitivity through the creation of five Local Commissioning Groups reflective of their areas. - Give appropriate weight to the public health agenda to ensure that commissioning reflects the drive to reduce health inequalities in our society and works in partnership with others to improve health and wellbeing. In this regard the legislation signalled a new way forward which would first be expressed in a Commissioning Plan for 2010/11 and beyond. This plan outlines how the Health and Social Care Board and the Public Health Agency are approaching that task. It is our aim that this plan is straightforward and written in a manner which will encourage public engagement and understanding. We wish to show clearly how the commissioning task is to be approached and to signal the decisions necessary to ensure the maintenance of a health and social care system in Northern Ireland which responds to the population it serves.

Healthy child, healthy future: speech and language therapy for children

This resource is designed to reinforce a collaborative approach between speech and language therapists, referrers and parents in the identification and management of children with developmental speech and language and communication needs (including children with feeding and/or swallowing difficulties). It includes a comprehensive key skills section, which provides details on the communication-related skills a child should have acquired at each stage in his/her early years development. It also includes specific criteria and guidelines for referral, should there be concern about whether the child has a significant problem. The resource provides additional guidance on: • communication and child play; • speech sound development; • dummies; • stammering; • dysphonia; • bilingualism; • feeding and swallowing difficulties. Lists of supplementary leaflets, handouts and websites, as well as a bibliography, are also included.

Fish pedicures: Information for the Public

Although the risk of catching an infection as a result of a fish spa pedicure is likely to be very low, it cannot be completely excluded. However, there are certain things you can do to further reduce your risk of catching or spreading an infection when having one of these treatments.Choosing a salonUse your personal judgment: as with all beauty salons, if it looks unsanitary, do not go there for your treatment. If you are very concerned about the cleanliness of a salon you visit, you can report this to your local Environmental Health department, who will be able to perform an inspection of the premises.When having a treatment, a trained member of staff should perform an inspection of your feet both beforehand, to check for any broken skin / infections, and afterwards, to check for signs of bleeding. They should also ask you to wash your feet with soap and water before putting them in the tank, to make sure that any products you have used that could be harmful to the fish are washed away, and to reduce the risk of spreading any infection.Ask your therapist what other procedures the salon has in place to minimise the risk of infection. The Health Protection Agency, England has produced a set of guidelines for salons which, if followed, will ensure any potential risk of infection is kept to an absolute minimum.Before having the treatment The HPA has identified a number of health conditions or prior treatments which may mean that you should not have a fish pedicure. These are:Leg waxing or shaving in last 24 hoursAny open cuts/wounds/abrasions/broken skin on the feet or lower legsInfection on the feet (including athlete's foot, verruca)Psoriasis, eczema or dermatitis affecting the feet or lower legsDiabetes (increased risk of infection)Infection with a blood borne virus such as Hepatitis B or Hepatitis C or HIVAny immune deficiency due to illness or medicationBleeding disorders or on anticoagulant medication (e.g. heparin or warfarinMore information and advice on fish spa pedicures and the full set of guidance can be found on the Health Protection website www.hpa.org.uk

Transmit: Health protection service bulletin. 2011: Issue 7

This edition of Transmit leads with the arrangements for the management of seasonal flu during the 2011/12 campaign. It provides an overview of the vaccination programme, including details on who should be vaccinated, and includes a link to the updated chapter in the Green Book.The bulletin has duty room guidance on the management of invasive group A streptococcal disease (iGAS) and the news section gives an encouraging update on measles in Northern Ireland.A number of routine reports are also summarised in this edition of Transmit. Statistics and graphs are provided to outline the latest reports on:· Immunisations and vaccine preventable diseases· Respiratory pathogens, quarters one and two 2011, Northern Ireland· Quarterly reporting of MRSA and Clostridium difficile infections (CDI) · Cryptosporidium 2010

Healthy breaks: tasty tips for the under fives

Today the Public Health Agency is launching a new resource pack designed to assist nursery schools and playgroups deliver a healthy breaks scheme.All nursery schools and playgroups in Northern Ireland will receive the pack - 'Healthy breaks for pre-school children' - which includes a poster and information leaflets for parents explaining why a healthy break is so important for pre-school children and some tips and ideas for healthy nutritious breaks.Judith Hanvey, Regional Food in Schools Co-ordinator, appointed jointly by the PHA and the Department of Education, said: "Break-time snacking schemes currently operate in many pre-school settings across Northern Ireland, however they are implemented in different ways. The PHA has developed this new guidance so that any existing or future schemes have the information that they need to deliver a healthy break programme."Judith explained why a healthy break is so important for pre-school pupils."Young children have small stomachs but high requirements for energy (calories) and nutrients. This means that healthy snacks between meals are very important to make sure that they get all the nourishment they need."Childhood is also an important time to establish good eating and drinking habits for later life."Healthy eating schemes give children the knowledge and opportunity to make healthier choices."The Department of Education and Department of Health, Social Services and Public Safety recently launched 'Healthy Food for Healthy Outcomes: Food in Schools Policy', which builds on the nutritional standards which were introduced in 2007 by the Department of Education.The policy encourages a 'whole school approach' to all food and drink provided and consumed in schools. This ensures that children have the opportunity to benefit from a healthy balanced diet, which can aid learning, leading to improved educational outcomes. It also requires that every school should have their own whole-school food policy in place by September 2014. Nursery schools that receive funding from the Department of Education must follow this policy.This is also in line with the position taken by the Department of Health, Social Services and Public Safety's 10 year obesity prevention strategy, A Fitter Future for All, which aims to take a consistent approach to healthy food within early years settings.

A guide for the management of dual diagnosis for prisons.

Dual diagnosis, the co-extistence of mental health and substance misuse problems, has a higher prevalence in prisons than in the general community. This document provides good practice guidance to commissioners and practitioners on for the management of dual diagnosis within a prison setting.This resource was contributed by The National Documentation Centre on Drug Use.

Substance abuse treatment for persons with co-occurring disorders.

This TIP, Substance Abuse Treatment for Persons With Co-Occurring Disorders, revises TIP 9, Assessment and Treatment of Patients With Coexisting Mental Illness and Alcohol and Other Drug Abuse. The revised TIP provides information about new developments in the rapidly growing field of co-occurring substance use and mental disorders and captures the state-of-the-art in the treatment of people with co-occurring disorders. The TIP focuses on what the substance abuse treatment clinician needs to know and provides that information in an accessible manner. The TIP synthesizes knowledge and grounds it in the practical realities of clinical cases and real situations so the reader will come away with increased knowledge, encouragement, and resourcefulness in working with clients with co-occurring disorders. Contents: Executive Summary â?¢ 1 Introduction  2 Definitions, Terms, and Classification Systems for Co-Occurring Disorders  3 Keys to Successful Programming  4 Assessment  5 Strategies for Working With Clients With Co-Occurring Disorders  6 Traditional Settings and Models  7 Special Settings and Specific Populations  8 A Brief Overview of Specific Mental Disorders and Cross-Cutting Issues 9 Substance-Induced Disorders Appendix A: Bibliography Appendix B: Acronyms  Appendix C: Glossary of Terms Appendix D: Specific Mental Disorders: Additional Guidance for the Counselor  Appendix E: Emerging Models â?¢ Appendix F: Common Medications for Disorders  Appendix G: Screening and Assessment Instruments  Appendix H: Screening Instruments  Appendix I: Selected Sources of Training  Appendix J: Dual Recovery Mutual Self-Help Programs and Other Resources for Consumers and Providers  Appendix K: Confidentiality  Appendix L: Resource Panel  Appendix M: Cultural Competency and Diversity Network Participants Appendix N: Field ReviewersThis resource was contributed by The National Documentation Centre on Drug Use.

Promoting young people's social and emotional wellbeing in secondary education.

This guidance is for all those who have a responsibility for the social and emotional wellbeing of young people in secondary education. This includes teachers, support staff, governors and professionals with public health as part of their remit working in education (including the independent sector), local authorities, the NHS and the wider public, voluntary and community sectors. It focuses on interventions to support all young people aged 11-19 who attend any education establishment. Social and emotional wellbeing includes being happy, confident and in control, with the ability to solve and cope with problems and have good relationships with other people. The six recommendations cover: strategy, the key principles and conditions, working in partnership with parents, families and young people, the curriculum, and training and professional development. They include: â?¢ Secondary education establishments should have access to the specialist skills, advice and support they require. â?¢ Practitioners should have the knowledge, understanding and skills they need to develop young peopleâ?Ts social and emotional wellbeing. â?¢ Secondary education establishments should provide a safe environment which nurtures and encourages young peopleâ?Ts sense of self-worth, reduces the threat of bullying and violence and promotes positive behaviour. â?¢ Social and emotional skills education should be tailored to the developmental needs of young people.This resource was contributed by The National Documentation Centre on Drug Use.

Dual diagnosis in mental health inpatient and day hospital settings.

Many mental health patients also have substance misuse problems, so mental health service staff need to be skilled to provide simple prevention and treatment interventions, assisted by drug and alcohol specialists. This guidance covers the assessment and clinical management of patients with mental illness being cared for in psychiatric inpatient or day care settings who also use or misuse alcohol and/or illicit or other drugs*. It also covers organisational and management issues to help mental health services manage these patients effectively. The key message is that the assessment and management of drug and alcohol use are core competences required by clinical staff in mental health services. The guidance aims to: â?¢ encourage integration of drug and alcohol expertise and related training into mental health service provision; â?¢ provide ideas and guidance to front-line staff and manages to help them provide the most effective therapeutic environments; â?¢ help mental health services plan action on dual diagnosisâ? .This resource was contributed by The National Documentation Centre on Drug Use.