Pub Date : 2002-03-01DOI: 10.1080/10973430208408415
Abstract This is a scanned image of the original Editorial Board page(s) for this issue.
这是本刊编辑委员会原始页面的扫描图像。
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Pub Date : 2002-03-01DOI: 10.1080/10973430208408423
A. Menditto
Abstract With steadily growing populations of individuals with severe mental illnesses in forensic hospitals and correctional institutions, there is a need for effective rehabilitation services in these facilities. Individuals in such facilities have many of the same rehabilitation needs as people with severe mental illnesses in other settings. This paper describes the use of a comprehensive social-learning approach to rehabilitation that has been implemented in forensic facilities with documented success. The effectiveness of the social-learning approach has been well established for individuals with the most severe mental illnesses in public psychiatric hospitals. The application of this approach within the Forensic Services of the Missouri Department of Mental Health is outlined, and some of the challenges associated with implementing psychosocial rehabilitation technologies within highly secure facilities are discussed.
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Pub Date : 2001-12-01DOI: 10.1080/15487760108415452
N. Barrett, M. Gill
The omnipresence of personal computers and the enormous growth of higher education’s use of “web-based” (also known as net-based) education may offer an unprecedented opportunity for the dissemination of psychiatric rehabilitation knowledge, skills, and competencies. The need to disseminate psychiatric rehabilitation curricula continues to grow as community-based mental health systems are increasingly based on rehabilitation and recovery, yet traditional higher education is slow to incorporate the field in its offerings. This article offers a philosophical overview of the issues surrounding net-based PSR education. It also gives a summary of the practical experience of one university’s efforts to offer this education opportunity over the last two years. Strengths, limitations, opportunities, and threats are discussed, including discussion of a completely net-based Master of Science curriculum in Psychiatric Rehabilitation.
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Pub Date : 2001-12-01DOI: 10.1080/15487760108415449
R. Sands, P. Solomon
Abstract The social work curriculum, regulated by the Council on Social Work Education, is highly compatible with the demands of practice in psychiatric rehabilitation. Areas of congruence include the generalist curriculum of bachelor's programs and the foundation component of master's programs; values; the advanced practice curriculum; human behavior theory; and cultural diversity. Nevertheless, adults with severe mental illness tend to be overlooked as a “population at risk”; mental health specialization curricula encompass a broad spectrum of populations and disabilities; and clinical curricula tend to exclude interventions that are adapted to clients with serious mental illness. This paper describes two models that build on the areas of congruence and extend them. One consists of modules on specific topics that can be built into existing courses. Another approach is an elective on psychiatric rehabilitation.
社会工作课程是由美国社会工作教育委员会(Council on social work Education)制定的，与精神康复实践的需求高度契合。一致的领域包括学士课程的通才课程和硕士课程的基础部分;值;高级实践课程;人类行为理论;文化多样性。然而，患有严重精神疾病的成年人往往被忽视为“高危人群”;心理健康专业课程涵盖广泛的人群和残疾人;临床课程倾向于排除适合患有严重精神疾病的患者的干预措施。本文描述了建立在同余区域上的两个模型，并对它们进行了扩展。一种是由特定主题的模块组成，这些模块可以内置到现有的课程中。另一种方法是选修精神康复。
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Pub Date : 2001-12-01DOI: 10.1080/15487760108415443
N. Revheim, D. Kamnitzer, M. Casey, A. Medalia
Abstract Skills training is a hallmark of the psychiatric rehabilitation model. However, many people with psychiatric illness cannot take advantage of learning opportunities in rehabilitation treatment settings because they have pervasive cognitive deficits in attention, memory and problem solving processes. These cognitive deficits must be addressed if learning is to be facilitated and clients are to achieve their stated goals. This paper describes a cognitive rehabilitation program that was implemented within an intensive psychiatric rehabilitation program. The reasons for choosing this particular model of cognitive remediation, the mechanisms of implementation, response of users and recipients, and reasons for continued use in other settings are described. Results of program evaluation monitoring surveys related to program utilization, psychosocial outcome and skill enhancement are presented.
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Pub Date : 2001-12-01DOI: 10.1080/15487760108415442
D. Milne, M. Dudley, D. Repper, J. Milne
Abstract Psychosocial interventions (PSI) for severe mental illness are now an accepted part of modern, comprehensive mental health services. It is also recognized centrally that staff need to be trained and managed effectively if they are to have the greatest impact with PSI methods. The present study summarizes the perceived effectiveness of a widely disseminated in-service PSI training program in the UK, and relates this to the role played by managers in supporting the transfer of training. The findings based on N= 155 staff suggest that the PSI training initiative was successful, but that managers played only a minor role in supporting this generalization of training.
{"title":"Managers' perceived contribution to the transfer of psychosocial interventions training","authors":"D. Milne, M. Dudley, D. Repper, J. Milne","doi":"10.1080/15487760108415442","DOIUrl":"https://doi.org/10.1080/15487760108415442","url":null,"abstract":"Abstract Psychosocial interventions (PSI) for severe mental illness are now an accepted part of modern, comprehensive mental health services. It is also recognized centrally that staff need to be trained and managed effectively if they are to have the greatest impact with PSI methods. The present study summarizes the perceived effectiveness of a widely disseminated in-service PSI training program in the UK, and relates this to the role played by managers in supporting the transfer of training. The findings based on N= 155 staff suggest that the PSI training initiative was successful, but that managers played only a minor role in supporting this generalization of training.","PeriodicalId":166369,"journal":{"name":"Psychiatric Rehabilitation Skills","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2001-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121337510","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2001-12-01DOI: 10.1080/15487760108415445
K. Gill
In most states, barbers and manicurists are required to be licensed. To work on a car's transmission, a certified technician is often required. Yet, the staff who provide the great majority of care to people who have the most serious mental illnesses are generally not required to have any special qualifications. Even those with established credentials are often considered ill-prepared for this work. Certainly, people with these disorders deserve the highest quality services, yet there has been insufficient attention to ensuring they receive it. To the contrary, there is ample evidence that the services usually provided are mediocre at best. At the same time, there is no question psychiatric rehabilitation is coming of age. State mental health systems are attempting to organize their services around its principles (Barton, 1998,1999). It is now a Medicaid covered service in more than 40 states. State departments of mental health fund it in other ways as well. In the last few years there are practice guidelines (IAPSRS, 1997), program accreditation standards (Council on Accreditation, 1996), and a code of ethics (IAPSRS 1996, 2000) all specific to psychiatric rehabilitation. The Registry of Psychiatric Rehabilitation Practitioners (RPRP) was first published in 1998. Several states require this credential. In addition, there have been numerous studies of the competen-
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Pub Date : 2001-12-01DOI: 10.1080/15487760108415450
A. Rollins, G. Bond
Abstract With a few notable exceptions, psychology training programs have not addressed severe mental illness (SMI), with training relevant to psychiatric rehabilitation difficult to find at the bachelor's, master's, or doctoral level. As leaders in mental health services pursue evidence-based practice in psychiatric rehabilitation, we also see an opportunity for psychologists to carve a role in implementing evidencebased practice. Our paper proposes an expanded role for psychology in training psychiatric rehabilitation professionals and discusses the necessary changes for improving training at all academic levels.
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