Pub Date : 2024-07-23DOI: 10.1108/jmhtep-12-2022-0100
Eric O’Connor, Margaret Nohilly
Purpose The purpose of this paper was to establish how the phenomenon of mental health issues among young people has translated into the reality of Irish schools through the lens of Irish teachers. Design/methodology/approach This wholly qualitative study adopted a post-positivist and phenomenological approach to gathering data by way of semi-structured interviews of 16 participants, 8 from primary backgrounds and 8 from post-primary backgrounds. Analysis of the data highlighted what teachers perceive to be ongoing issues with the mental health and well-being of pupils and the challenges that both teachers and pupils must overcome. Findings Interviewing the participants unearthed three sub-themes with regard to mental health in Irish schools, namely, the prevalence of psychiatric disorders/symptoms of mental ill-health among Irish children and adolescents, the barriers preventing help-seeking and the role of mental health support services in Irish schools. Research limitations/implications One limitation in this study was that a wider variety in sample could have yielded a more in-depth volume of results. Furthermore, the study by semi-structured interview presented challenges, such as the use of other people’s viewpoints to support the perceptions of the participants, which could not be validated. Practical implications Among the recommendations made by the participants were that schools engage in policy development to combat mental health and well-being issues, that teachers engage in continuous professional development in the area and that mental health support services are sufficiently staffed and funded. Social implications The general public should engage more in activities that promote a healthy dialogue around the topic of mental health to reduce stigma. It is recommended that campaigns to raise awareness are continued and bolstered. Originality/value Irish teachers are being confronted by a contemporary discourse that has materialised as a by-product of an evolving society. Cultural development has led to increased focus on mental health and well-being in recent years, with this body of research exploring its emergence into school life from teachers’ perspectives.
{"title":"“When I started teaching you wouldn’t notice any of that’: teachers’ perceptions of the issues facing children and adolescents’ mental health and well-being”","authors":"Eric O’Connor, Margaret Nohilly","doi":"10.1108/jmhtep-12-2022-0100","DOIUrl":"https://doi.org/10.1108/jmhtep-12-2022-0100","url":null,"abstract":"\u0000Purpose\u0000The purpose of this paper was to establish how the phenomenon of mental health issues among young people has translated into the reality of Irish schools through the lens of Irish teachers.\u0000\u0000\u0000Design/methodology/approach\u0000This wholly qualitative study adopted a post-positivist and phenomenological approach to gathering data by way of semi-structured interviews of 16 participants, 8 from primary backgrounds and 8 from post-primary backgrounds. Analysis of the data highlighted what teachers perceive to be ongoing issues with the mental health and well-being of pupils and the challenges that both teachers and pupils must overcome.\u0000\u0000\u0000Findings\u0000Interviewing the participants unearthed three sub-themes with regard to mental health in Irish schools, namely, the prevalence of psychiatric disorders/symptoms of mental ill-health among Irish children and adolescents, the barriers preventing help-seeking and the role of mental health support services in Irish schools.\u0000\u0000\u0000Research limitations/implications\u0000One limitation in this study was that a wider variety in sample could have yielded a more in-depth volume of results. Furthermore, the study by semi-structured interview presented challenges, such as the use of other people’s viewpoints to support the perceptions of the participants, which could not be validated.\u0000\u0000\u0000Practical implications\u0000Among the recommendations made by the participants were that schools engage in policy development to combat mental health and well-being issues, that teachers engage in continuous professional development in the area and that mental health support services are sufficiently staffed and funded.\u0000\u0000\u0000Social implications\u0000The general public should engage more in activities that promote a healthy dialogue around the topic of mental health to reduce stigma. It is recommended that campaigns to raise awareness are continued and bolstered.\u0000\u0000\u0000Originality/value\u0000Irish teachers are being confronted by a contemporary discourse that has materialised as a by-product of an evolving society. Cultural development has led to increased focus on mental health and well-being in recent years, with this body of research exploring its emergence into school life from teachers’ perspectives.\u0000","PeriodicalId":517075,"journal":{"name":"The Journal of Mental Health Training, Education and Practice","volume":"31 14","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141814291","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 : 2024-07-16DOI: 10.1108/jmhtep-12-2023-0106
C. Anosike, Mario-Ephraim Afam Ogbu, Ezinwanne Jane Ugochukwu, Rita Chinenye Osefo, Jonathan Chimaobi Nwaji
Purpose The purpose of this study was to explore the relationship between smartphone addiction, mental health and sleep quality among undergraduate pharmacy students in a Nigerian public university. Design/methodology/approach A cross-sectional study was conducted among undergraduate pharmacy students in a Nigerian university. Data was collected using self-administered questionnaires, including Smartphone Addiction Scale-Short version, Patient Health Questionnaire, Generalized Anxiety Disorder Scale and Pittsburgh Sleep Quality Index. The data obtained were analyzed using descriptive statistics, the chi-square test and the Pearson correlation. Probability values less than 0.05 were considered statistically significant. Findings A total of 410 undergraduate pharmacy students participated in the study, giving a response rate of 95.57%. The prevalence of smartphone addiction, depression and anxiety symptoms were 40.24%, 28.30% and 23.66%, respectively. Most students had poor sleep quality (96.10%). The prevalence of smartphone addiction had a moderate positive correlation with the severity of depression (r = 0.363, p < 0.01) and anxiety (r = 0.261, p < 0.01) symptoms. Nevertheless, smartphone addiction showed no connection with sleep quality (r = 0.022, p = 0.663). Research limitations/implications The study was conducted in a single public university in Nigeria, hence this might limit its generalizability. The provision of mental health support within universities could help address the high prevalence of smartphone addiction, mental health issues and poor sleep quality. Originality/value To the best of the authors’ knowledge, this was the first study to examine smartphone addiction among pharmacy students in a resource-limited setting with multicultural and multiethnic groups.
{"title":"Effect of smartphone addiction on mental health and sleep quality among undergraduate pharmacy students in a Nigerian public university","authors":"C. Anosike, Mario-Ephraim Afam Ogbu, Ezinwanne Jane Ugochukwu, Rita Chinenye Osefo, Jonathan Chimaobi Nwaji","doi":"10.1108/jmhtep-12-2023-0106","DOIUrl":"https://doi.org/10.1108/jmhtep-12-2023-0106","url":null,"abstract":"\u0000Purpose\u0000The purpose of this study was to explore the relationship between smartphone addiction, mental health and sleep quality among undergraduate pharmacy students in a Nigerian public university.\u0000\u0000\u0000Design/methodology/approach\u0000A cross-sectional study was conducted among undergraduate pharmacy students in a Nigerian university. Data was collected using self-administered questionnaires, including Smartphone Addiction Scale-Short version, Patient Health Questionnaire, Generalized Anxiety Disorder Scale and Pittsburgh Sleep Quality Index. The data obtained were analyzed using descriptive statistics, the chi-square test and the Pearson correlation. Probability values less than 0.05 were considered statistically significant.\u0000\u0000\u0000Findings\u0000A total of 410 undergraduate pharmacy students participated in the study, giving a response rate of 95.57%. The prevalence of smartphone addiction, depression and anxiety symptoms were 40.24%, 28.30% and 23.66%, respectively. Most students had poor sleep quality (96.10%). The prevalence of smartphone addiction had a moderate positive correlation with the severity of depression (r = 0.363, p < 0.01) and anxiety (r = 0.261, p < 0.01) symptoms. Nevertheless, smartphone addiction showed no connection with sleep quality (r = 0.022, p = 0.663).\u0000\u0000\u0000Research limitations/implications\u0000The study was conducted in a single public university in Nigeria, hence this might limit its generalizability. The provision of mental health support within universities could help address the high prevalence of smartphone addiction, mental health issues and poor sleep quality.\u0000\u0000\u0000Originality/value\u0000To the best of the authors’ knowledge, this was the first study to examine smartphone addiction among pharmacy students in a resource-limited setting with multicultural and multiethnic groups.\u0000","PeriodicalId":517075,"journal":{"name":"The Journal of Mental Health Training, Education and Practice","volume":"7 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141641163","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 : 2024-07-03DOI: 10.1108/jmhtep-02-2024-0012
G. Azuela, Daniel Sutton, Kirsten Van Kessel
Purpose Sensory modulation intervention involves using calming and grounding sensory stimuli to support coping with distress and intense emotions. Evaluating the impact of sensory modulation is challenging in inpatient settings due to the numerous variables influencing outcomes in ward environments. This study aims to determine the impact of sensory modulation across all organisational levels including service users, staff confidence and attitudes, ward climate and seclusion events. Design/methodology/approach Organisational case studies were conducted in two Aotearoa New Zealand inpatient mental health services, using qualitative and quantitative data to explore the effects of a sensory modulation programme. Findings Results showed that sensory modulation enhanced staff knowledge and confidence in fostering therapeutic relationships and reducing restrictive practices, positively impacted ward climate and provided service users with sensory strategies to use in everyday life. Practical implications The findings captured the complexity of implementation and impact of sensory modulation programmes at individual, group and organisational levels. It is important to recognise the influencing factors and impact of sensory modulation across all levels of service delivery. Originality/value Organisational case study methodology offered a unique approach to evaluating the impact of sensory modulation within inpatient mental health services. Data analysis suggests that in addition to managing acute service user distress, sensory modulation impacts broader staff, team and service level outcomes.
{"title":"The impact of sensory modulation in acute mental health units: an organisational case study analysis","authors":"G. Azuela, Daniel Sutton, Kirsten Van Kessel","doi":"10.1108/jmhtep-02-2024-0012","DOIUrl":"https://doi.org/10.1108/jmhtep-02-2024-0012","url":null,"abstract":"Purpose\u0000Sensory modulation intervention involves using calming and grounding sensory stimuli to support coping with distress and intense emotions. Evaluating the impact of sensory modulation is challenging in inpatient settings due to the numerous variables influencing outcomes in ward environments. This study aims to determine the impact of sensory modulation across all organisational levels including service users, staff confidence and attitudes, ward climate and seclusion events.\u0000\u0000Design/methodology/approach\u0000Organisational case studies were conducted in two Aotearoa New Zealand inpatient mental health services, using qualitative and quantitative data to explore the effects of a sensory modulation programme.\u0000\u0000Findings\u0000Results showed that sensory modulation enhanced staff knowledge and confidence in fostering therapeutic relationships and reducing restrictive practices, positively impacted ward climate and provided service users with sensory strategies to use in everyday life.\u0000\u0000Practical implications\u0000The findings captured the complexity of implementation and impact of sensory modulation programmes at individual, group and organisational levels. It is important to recognise the influencing factors and impact of sensory modulation across all levels of service delivery.\u0000\u0000Originality/value\u0000Organisational case study methodology offered a unique approach to evaluating the impact of sensory modulation within inpatient mental health services. Data analysis suggests that in addition to managing acute service user distress, sensory modulation impacts broader staff, team and service level outcomes.\u0000","PeriodicalId":517075,"journal":{"name":"The Journal of Mental Health Training, Education and Practice","volume":"114 7","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141683692","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 : 2024-06-14DOI: 10.1108/jmhtep-09-2023-0085
Jessica Partington, Judy Brook, Eamonn McKeown
Purpose The aim of this study was to explore empirical literature on the experiences of pre-registration student nurses during mental health clinical placements and identify factors that enhance practice learning. Design/methodology/approach An integrative mixed-methods approach and constant comparative synthesis were chosen. Eligible studies were from 2009 onwards sampling student experiences of mental health placements within undergraduate and postgraduate degree entry to practice nursing programmes, excluding academic-only experiences. The search was last conducted on 14th August 2021 and included MEDLINE, CINAHL and APA PsycINFO databases. Findings The search strategy identified 579 studies, of which 10 met the eligibility criteria. Seven of the articles reported qualitative research; two were based on quantitative studies, and one had a mixed-methods design. There was international representation across six countries. All studies examined the experiences of pre-registration student nurses during mental health clinical placements. The total number of participants was 447, comprised of students, nongovernmental organisations and community members. Originality/value The review identified four influential themes that enhance practice learning: immersion in the nursing role; relationships that empower autonomous learning; opportunity for defined and subtle skill development; and student experiences of people with mental health needs. Further research is required on culture, subtle skill development and the socialisation process of students with the mental health nurse professional identity.
{"title":"Experiences of pre-registration student nurses during mental health clinical placements that enhance practice learning: an integrative literature review","authors":"Jessica Partington, Judy Brook, Eamonn McKeown","doi":"10.1108/jmhtep-09-2023-0085","DOIUrl":"https://doi.org/10.1108/jmhtep-09-2023-0085","url":null,"abstract":"Purpose\u0000The aim of this study was to explore empirical literature on the experiences of pre-registration student nurses during mental health clinical placements and identify factors that enhance practice learning.\u0000\u0000Design/methodology/approach\u0000An integrative mixed-methods approach and constant comparative synthesis were chosen. Eligible studies were from 2009 onwards sampling student experiences of mental health placements within undergraduate and postgraduate degree entry to practice nursing programmes, excluding academic-only experiences. The search was last conducted on 14th August 2021 and included MEDLINE, CINAHL and APA PsycINFO databases.\u0000\u0000Findings\u0000The search strategy identified 579 studies, of which 10 met the eligibility criteria. Seven of the articles reported qualitative research; two were based on quantitative studies, and one had a mixed-methods design. There was international representation across six countries. All studies examined the experiences of pre-registration student nurses during mental health clinical placements. The total number of participants was 447, comprised of students, nongovernmental organisations and community members.\u0000\u0000Originality/value\u0000The review identified four influential themes that enhance practice learning: immersion in the nursing role; relationships that empower autonomous learning; opportunity for defined and subtle skill development; and student experiences of people with mental health needs. Further research is required on culture, subtle skill development and the socialisation process of students with the mental health nurse professional identity.\u0000","PeriodicalId":517075,"journal":{"name":"The Journal of Mental Health Training, Education and Practice","volume":"30 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141341531","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 : 2024-05-07DOI: 10.1108/jmhtep-07-2023-0067
Tiina Putkuri, Anna S. Sarvasmaa, Mari Lahti, Camilla Laaksonen, Anna Axelin
Purpose This study aims to evaluate the participation and satisfaction of learners with the brief “Mental health promotion in school health care” e-learning course, and to describe factors related to their participation and satisfaction. Design/methodology/approach A convergent mixed-method study with a descriptive, posttest-only design was conducted in Finland. Quantitative data was collected from the learning portal data and via an electronic feedback questionnaire and qualitative data in four focus group discussions. Findings The three modules of the course were opened altogether 12,922 times during the 21 months period. The identified factors influencing participation within the course were: favorite methods attracting attention, the relevance of additional information and postprocessing boosting diligence. The learners’ satisfaction with the course was high. The factors identified for improving satisfaction were: filling gaps in earlier education, clear and concise structure and content, inspiring and interesting design and suitability for clinical use. In addition to the primary target group (school nurses), the course was well-participated and evaluated as satisfying among other health and social care professionals as well as undergraduate students. Originality/value This study demonstrates demand for brief, fully online mental health trainings among school nurses, but also among other health and social care professionals and students. The results indicate that learners perceive such training as beneficial. This paper also presents a novel training intervention and its pedagogical base.
{"title":"Participation and satisfaction with thee-learning course “Mental health promotion in school health care”: a mixed-method study","authors":"Tiina Putkuri, Anna S. Sarvasmaa, Mari Lahti, Camilla Laaksonen, Anna Axelin","doi":"10.1108/jmhtep-07-2023-0067","DOIUrl":"https://doi.org/10.1108/jmhtep-07-2023-0067","url":null,"abstract":"\u0000Purpose\u0000This study aims to evaluate the participation and satisfaction of learners with the brief “Mental health promotion in school health care” e-learning course, and to describe factors related to their participation and satisfaction.\u0000\u0000\u0000Design/methodology/approach\u0000A convergent mixed-method study with a descriptive, posttest-only design was conducted in Finland. Quantitative data was collected from the learning portal data and via an electronic feedback questionnaire and qualitative data in four focus group discussions.\u0000\u0000\u0000Findings\u0000The three modules of the course were opened altogether 12,922 times during the 21 months period. The identified factors influencing participation within the course were: favorite methods attracting attention, the relevance of additional information and postprocessing boosting diligence. The learners’ satisfaction with the course was high. The factors identified for improving satisfaction were: filling gaps in earlier education, clear and concise structure and content, inspiring and interesting design and suitability for clinical use. In addition to the primary target group (school nurses), the course was well-participated and evaluated as satisfying among other health and social care professionals as well as undergraduate students.\u0000\u0000\u0000Originality/value\u0000This study demonstrates demand for brief, fully online mental health trainings among school nurses, but also among other health and social care professionals and students. The results indicate that learners perceive such training as beneficial. This paper also presents a novel training intervention and its pedagogical base.\u0000","PeriodicalId":517075,"journal":{"name":"The Journal of Mental Health Training, Education and Practice","volume":"17 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141002927","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 : 2024-05-06DOI: 10.1108/jmhtep-07-2023-0066
Kirsten Russell, Fiona Barnett, Sharon Varela, Simon Rosenbaum, Robert Stanton
Purpose The mental and physical health of those residing in Australian rural and remote communities is poorer compared to major cities. Physical health comorbidities contribute to almost 80% of premature mortality for people living with mental illness. Leisure time physical activity (LTPA) is a well-established intervention to improve physical and mental health. To address the physical and mental health of rural and remote communities through LTPA, the community’s level of readiness should be first determined. This study aims to use the community readiness model (CRM) to explore community readiness in a remote Australian community to address mental health through LTPA. Design/methodology/approach Individual semi-structured interviews were conducted using the CRM on LTPA to address mental health. Quantitative outcomes scored the community’s stage of readiness for LTPA programmes to address mental health using the CRM categories of one (no awareness) to nine (high level of community ownership). Qualitative outcomes were thematically analysed, guided by Braun and Clark. Findings The community scored six (initiation) for community efforts and knowledge of LTPA programmes and seven (stabilisation) for leadership. The community’s attitude towards LTPA and resources for programmes scored four (pre-planning), and knowledge of LTPA scored three (vague awareness). Originality/value To the best of the authors’ knowledge, this is the first Australian study to use CRM to examine community readiness to use LTPA to improve mental health in a remote community. The CRM was shown to be a useful tool to identify factors for intervention design that might optimise community empowerment in using LTPA to improve mental health at the community level.
{"title":"Physical activity to address mental health in a remote Australian community: community readiness assessment","authors":"Kirsten Russell, Fiona Barnett, Sharon Varela, Simon Rosenbaum, Robert Stanton","doi":"10.1108/jmhtep-07-2023-0066","DOIUrl":"https://doi.org/10.1108/jmhtep-07-2023-0066","url":null,"abstract":"Purpose\u0000The mental and physical health of those residing in Australian rural and remote communities is poorer compared to major cities. Physical health comorbidities contribute to almost 80% of premature mortality for people living with mental illness. Leisure time physical activity (LTPA) is a well-established intervention to improve physical and mental health. To address the physical and mental health of rural and remote communities through LTPA, the community’s level of readiness should be first determined. This study aims to use the community readiness model (CRM) to explore community readiness in a remote Australian community to address mental health through LTPA.\u0000\u0000Design/methodology/approach\u0000Individual semi-structured interviews were conducted using the CRM on LTPA to address mental health. Quantitative outcomes scored the community’s stage of readiness for LTPA programmes to address mental health using the CRM categories of one (no awareness) to nine (high level of community ownership). Qualitative outcomes were thematically analysed, guided by Braun and Clark.\u0000\u0000Findings\u0000The community scored six (initiation) for community efforts and knowledge of LTPA programmes and seven (stabilisation) for leadership. The community’s attitude towards LTPA and resources for programmes scored four (pre-planning), and knowledge of LTPA scored three (vague awareness).\u0000\u0000Originality/value\u0000To the best of the authors’ knowledge, this is the first Australian study to use CRM to examine community readiness to use LTPA to improve mental health in a remote community. The CRM was shown to be a useful tool to identify factors for intervention design that might optimise community empowerment in using LTPA to improve mental health at the community level.\u0000","PeriodicalId":517075,"journal":{"name":"The Journal of Mental Health Training, Education and Practice","volume":"69 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141011496","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 : 2024-04-04DOI: 10.1108/jmhtep-11-2022-0090
C. Swords, Stan Houston
Purpose The concept of personal recovery is now a key pillar of service delivery. It aims to support individuals to flourish and establish a new identity following an acute episode or diagnosis. This view of recovery is unique to each person on that journey. However, there has been a significant focus on measuring these experiences. This paper aims to explore the influence of social constructionism on the concept of recovery within an Irish context, seeking to understand the influence of language, discourse and power on service users’ experiences. Design/methodology/approach A qualitative, interpretivist methodology was adopted for this case study design. Semi-structured interviews were conducted with 12 service users. Thematic analysis was chosen as the method of analysis. Findings Personalising recovery did not always lead to the removal of biological symptoms, but with the appropriate supports, individual’s recovery journey was greatly enhanced. On the contrary, personal recovery places overwhelmingly responsibility on the individual to succeed, largely driven by neoliberal discourse. This focus on individualism and the pressure to succeed was further experienced when people sought to re-integrate into society and participate in normalised social order. Ultimately, for many service users, they viewed personal recovery as an unfulfilled promise. Research limitations/implications It is not a representative sample of service users within an Irish context. Originality/value To the best of the authors’ knowledge, this is the first study to explore influence of social constructionism on the concept of personal recovery within a mental health service context.
{"title":"Service user perspectives on recovery: the construction of unfulfilled promises in mental health service delivery in Ireland","authors":"C. Swords, Stan Houston","doi":"10.1108/jmhtep-11-2022-0090","DOIUrl":"https://doi.org/10.1108/jmhtep-11-2022-0090","url":null,"abstract":"Purpose\u0000The concept of personal recovery is now a key pillar of service delivery. It aims to support individuals to flourish and establish a new identity following an acute episode or diagnosis. This view of recovery is unique to each person on that journey. However, there has been a significant focus on measuring these experiences. This paper aims to explore the influence of social constructionism on the concept of recovery within an Irish context, seeking to understand the influence of language, discourse and power on service users’ experiences.\u0000\u0000Design/methodology/approach\u0000A qualitative, interpretivist methodology was adopted for this case study design. Semi-structured interviews were conducted with 12 service users. Thematic analysis was chosen as the method of analysis.\u0000\u0000Findings\u0000Personalising recovery did not always lead to the removal of biological symptoms, but with the appropriate supports, individual’s recovery journey was greatly enhanced. On the contrary, personal recovery places overwhelmingly responsibility on the individual to succeed, largely driven by neoliberal discourse. This focus on individualism and the pressure to succeed was further experienced when people sought to re-integrate into society and participate in normalised social order. Ultimately, for many service users, they viewed personal recovery as an unfulfilled promise.\u0000\u0000Research limitations/implications\u0000It is not a representative sample of service users within an Irish context.\u0000\u0000Originality/value\u0000To the best of the authors’ knowledge, this is the first study to explore influence of social constructionism on the concept of personal recovery within a mental health service context.\u0000","PeriodicalId":517075,"journal":{"name":"The Journal of Mental Health Training, Education and Practice","volume":"20 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140741358","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 : 2024-04-02DOI: 10.1108/jmhtep-10-2022-0081
Ethan Dewar, Jonathan Catling
Purpose The number of university students exhibiting mental health concerns have surged considerably in the past decade. Amongst a number of potential contributing factors, this study aims to assess the role of a broader societal phenomenon; the shift in emphasis in our interactions from the physical to the virtual environments. Specifically, a decrease in nature contact and a contrasting increase in smartphone use are identified as two pathways in which this shift may impact negatively on mental health. Previous research evidences both facets as consistent correlates of depression, although limited research extends these associations to the student population or attempts to establish an interaction between the two. Design/methodology/approach The current study recruited a sample of 380 first-year undergraduate students, via an online survey, to assess if problematic smartphone use (SAS-SV) and nature contact (NCQ) were significant predictors of depression (PHQ-9). Findings Nature contact frequency and smartphone use were significant predictors of depression. Originality/value This is the first study to concurrently assess the impact of smartphone use and nature contact in a student population.
{"title":"Are smartphone use and nature contact predictive of depression in a UK university population?","authors":"Ethan Dewar, Jonathan Catling","doi":"10.1108/jmhtep-10-2022-0081","DOIUrl":"https://doi.org/10.1108/jmhtep-10-2022-0081","url":null,"abstract":"\u0000Purpose\u0000The number of university students exhibiting mental health concerns have surged considerably in the past decade. Amongst a number of potential contributing factors, this study aims to assess the role of a broader societal phenomenon; the shift in emphasis in our interactions from the physical to the virtual environments. Specifically, a decrease in nature contact and a contrasting increase in smartphone use are identified as two pathways in which this shift may impact negatively on mental health. Previous research evidences both facets as consistent correlates of depression, although limited research extends these associations to the student population or attempts to establish an interaction between the two.\u0000\u0000\u0000Design/methodology/approach\u0000The current study recruited a sample of 380 first-year undergraduate students, via an online survey, to assess if problematic smartphone use (SAS-SV) and nature contact (NCQ) were significant predictors of depression (PHQ-9).\u0000\u0000\u0000Findings\u0000Nature contact frequency and smartphone use were significant predictors of depression.\u0000\u0000\u0000Originality/value\u0000This is the first study to concurrently assess the impact of smartphone use and nature contact in a student population.\u0000","PeriodicalId":517075,"journal":{"name":"The Journal of Mental Health Training, Education and Practice","volume":"197 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140753233","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 : 2024-04-02DOI: 10.1108/jmhtep-04-2023-0035
Lauren Barnett, Alisha Vara, Mark Lawrence, E. Ma’u, Rodrigo Ramalho, Yan Chen, Grant Christie, Gary Cheung
Purpose Many psychiatrists and trainees in Aotearoa New Zealand used telepsychiatry during COVID-19 lockdowns, despite minimal experience and training in the area. Research on a culturally safe telepsychiatry framework is lacking in Aotearoa. This study aims to provide a better understanding of telepsychiatry in the Aotearoa context and identify potential gaps with the current practice, with a focus on exploring telepsychiatry use with Maori, Pacific peoples and Asians. Design/methodology/approach This qualitative study was guided by the principles of the Kaupapa Maori methodology and the “Give Way Rule” from Pan-Pacific studies, to ensure culturally appropriate analysis and outcomes. Semi-structured interviews were conducted with a sample of psychiatrists and trainees recruited from Aotearoa members of the Royal Australian and New Zealand College of Psychiatrists. The qualitative data were then analysed using general inductive thematic analysis to identify the major themes. Findings In total, 18 participants were interviewed. Three key themes were identified: cultural safety such as preparation for a telepsychiatry session, cultural practices and equity issues; clinical practice such as continuity of care, patient selection and limitations; and process of running a telepsychiatry service. Originality/value The analysis of the main themes gives both practical ideas for providing a culturally safe telepsychiatry appointment, as well as a wider base for developing a telepsychiatry service that works particularly for Maori, Pacific and Asians mental health users. Issues around resources and expertise in the field are lacking and further frameworks to support infrastructure and training are needed.
{"title":"The use of telepsychiatry during COVID-19 in Aotearoa New Zealand: experiences, learnings and cultural safety","authors":"Lauren Barnett, Alisha Vara, Mark Lawrence, E. Ma’u, Rodrigo Ramalho, Yan Chen, Grant Christie, Gary Cheung","doi":"10.1108/jmhtep-04-2023-0035","DOIUrl":"https://doi.org/10.1108/jmhtep-04-2023-0035","url":null,"abstract":"Purpose\u0000Many psychiatrists and trainees in Aotearoa New Zealand used telepsychiatry during COVID-19 lockdowns, despite minimal experience and training in the area. Research on a culturally safe telepsychiatry framework is lacking in Aotearoa. This study aims to provide a better understanding of telepsychiatry in the Aotearoa context and identify potential gaps with the current practice, with a focus on exploring telepsychiatry use with Maori, Pacific peoples and Asians.\u0000\u0000Design/methodology/approach\u0000This qualitative study was guided by the principles of the Kaupapa Maori methodology and the “Give Way Rule” from Pan-Pacific studies, to ensure culturally appropriate analysis and outcomes. Semi-structured interviews were conducted with a sample of psychiatrists and trainees recruited from Aotearoa members of the Royal Australian and New Zealand College of Psychiatrists. The qualitative data were then analysed using general inductive thematic analysis to identify the major themes.\u0000\u0000Findings\u0000In total, 18 participants were interviewed. Three key themes were identified: cultural safety such as preparation for a telepsychiatry session, cultural practices and equity issues; clinical practice such as continuity of care, patient selection and limitations; and process of running a telepsychiatry service.\u0000\u0000Originality/value\u0000The analysis of the main themes gives both practical ideas for providing a culturally safe telepsychiatry appointment, as well as a wider base for developing a telepsychiatry service that works particularly for Maori, Pacific and Asians mental health users. Issues around resources and expertise in the field are lacking and further frameworks to support infrastructure and training are needed.\u0000","PeriodicalId":517075,"journal":{"name":"The Journal of Mental Health Training, Education and Practice","volume":"45 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140755159","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 : 2024-03-26DOI: 10.1108/jmhtep-11-2022-0089
Raul Szekely, Syrgena Mazreku, A. Bignell, Camilla Fadel, Hannah Iannelli, Marta Ortega Vega, Owen P. O'Sullivan, Claire Tiley, C. Attoe
Purpose Many health-care professionals leave clinical practice temporarily or permanently. Interventions designed to facilitate the return of health-care professionals fail to consider returners’ psychosocial needs despite their importance for patient care. This study aims to evaluate the efficacy of a psychoeducational intervention in improving personal skills and well-being among UK-based health-care professionals returning to clinical practice. Design/methodology/approach In total, 20 health-care professionals took part in the one-day intervention and completed measures of demographics, self-efficacy, positive attitudes towards work and perceived job resources before and after the intervention. A baseline comparison group of 18 health-care professionals was also recruited. Findings Significant associations were detected between return-to-work stage and study group. Following the intervention, participants reported improvements in self-efficacy and, generally, perceived more job resources, whereas positive attitudes towards work decreased. While none of these changes were significant, the intervention was deemed acceptable by participants. This study provides modest but promising evidence for the role of psychoeducation as a tool in supporting the psychosocial needs of returning health-care professionals. Research limitations/implications Additional research is needed to clarify the reliability of intervention effects, its effectiveness compared to alternative interventions, and the impact across different subgroups of returning health-care professionals. Practical implications Return-to-practice interventions should address the psychosocial needs of health-care professionals in terms of their personal skills and well-being. Psychoeducation can increase self-efficacy and perceptions of job resources among returning health-care professionals. Originality/value This study sheds light on a relatively understudied, but fundamental area – the psychosocial challenges of health-care professionals returning to clinical practice – and further justifies the need for tailored interventions.
{"title":"The efficacy of psychoeducation to improve personal skills and well-being among health-care professionals returning to clinical practice: a pilot pre-post study","authors":"Raul Szekely, Syrgena Mazreku, A. Bignell, Camilla Fadel, Hannah Iannelli, Marta Ortega Vega, Owen P. O'Sullivan, Claire Tiley, C. Attoe","doi":"10.1108/jmhtep-11-2022-0089","DOIUrl":"https://doi.org/10.1108/jmhtep-11-2022-0089","url":null,"abstract":"\u0000Purpose\u0000Many health-care professionals leave clinical practice temporarily or permanently. Interventions designed to facilitate the return of health-care professionals fail to consider returners’ psychosocial needs despite their importance for patient care. This study aims to evaluate the efficacy of a psychoeducational intervention in improving personal skills and well-being among UK-based health-care professionals returning to clinical practice.\u0000\u0000\u0000Design/methodology/approach\u0000In total, 20 health-care professionals took part in the one-day intervention and completed measures of demographics, self-efficacy, positive attitudes towards work and perceived job resources before and after the intervention. A baseline comparison group of 18 health-care professionals was also recruited.\u0000\u0000\u0000Findings\u0000Significant associations were detected between return-to-work stage and study group. Following the intervention, participants reported improvements in self-efficacy and, generally, perceived more job resources, whereas positive attitudes towards work decreased. While none of these changes were significant, the intervention was deemed acceptable by participants. This study provides modest but promising evidence for the role of psychoeducation as a tool in supporting the psychosocial needs of returning health-care professionals.\u0000\u0000\u0000Research limitations/implications\u0000Additional research is needed to clarify the reliability of intervention effects, its effectiveness compared to alternative interventions, and the impact across different subgroups of returning health-care professionals.\u0000\u0000\u0000Practical implications\u0000Return-to-practice interventions should address the psychosocial needs of health-care professionals in terms of their personal skills and well-being. Psychoeducation can increase self-efficacy and perceptions of job resources among returning health-care professionals.\u0000\u0000\u0000Originality/value\u0000This study sheds light on a relatively understudied, but fundamental area – the psychosocial challenges of health-care professionals returning to clinical practice – and further justifies the need for tailored interventions.\u0000","PeriodicalId":517075,"journal":{"name":"The Journal of Mental Health Training, Education and Practice","volume":"13 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140378577","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：