Pub Date : 2023-01-05DOI: 10.1108/jmhtep-03-2021-0032
T. Viking, Maria Skyvell Nilsson, Inga Wernersson
Purpose This study aims to investigate how aspects of the sex/gender were scrutinized in a team’s production of clinical guidelines for psychiatric compulsory care and what the implications were for the final guidelines and for interprofessional learning. Design/methodology/approach The study is a case study, where interviews were conducted and a narrative analysis was used. Findings The results reflected how sex/gender arose in a discussion about gender differences when using restraining belts. Furthermore, discussions are presented where profession-specific experiences and knowledge about sex/gender appeared to stimulate interprofessional learning. However, the team’s learning about the complexity of sex/gender resulted in guidelines that emphasized aspects of power and focused on the individual patient. Thus, discussions leading to analysis and learning related to gender paradoxically produced guidelines that were gender-neutral. Originality/value The study highlights the potential interprofessional learning in discussions of sex/gender and its complex relation in medicine.
{"title":"Interprofessional learning through discussions of troubled sex/gender in mental health care: a case study","authors":"T. Viking, Maria Skyvell Nilsson, Inga Wernersson","doi":"10.1108/jmhtep-03-2021-0032","DOIUrl":"https://doi.org/10.1108/jmhtep-03-2021-0032","url":null,"abstract":"\u0000Purpose\u0000This study aims to investigate how aspects of the sex/gender were scrutinized in a team’s production of clinical guidelines for psychiatric compulsory care and what the implications were for the final guidelines and for interprofessional learning.\u0000\u0000\u0000Design/methodology/approach\u0000The study is a case study, where interviews were conducted and a narrative analysis was used.\u0000\u0000\u0000Findings\u0000The results reflected how sex/gender arose in a discussion about gender differences when using restraining belts. Furthermore, discussions are presented where profession-specific experiences and knowledge about sex/gender appeared to stimulate interprofessional learning. However, the team’s learning about the complexity of sex/gender resulted in guidelines that emphasized aspects of power and focused on the individual patient. Thus, discussions leading to analysis and learning related to gender paradoxically produced guidelines that were gender-neutral.\u0000\u0000\u0000Originality/value\u0000The study highlights the potential interprofessional learning in discussions of sex/gender and its complex relation in medicine.\u0000","PeriodicalId":75090,"journal":{"name":"The journal of mental health training, education, and practice","volume":"10 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81837041","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 : 2023-01-02DOI: 10.1108/jmhtep-07-2021-0088
Ariel M S Richer, Ariel L Roddy
Purpose–: The purpose of the current study is to conduct a systematic review of peer-reviewed work on culturally tailored interventions for alcohol and drug use in Indigenous adults in North America. Substance use has been reported as a health concern for many Indigenous communities. Indigenous groups experienced the highest drug overdose death rates in 2015, the largest percentage increase in the number of deaths over time from 1999 to 2015 compared to any other racial group. However, few Indigenous individuals report participating in treatment for alcohol or drug use, which may reflect the limited engagement that Indigenous groups have with treatment options that are accessible, effective and culturally integrative.
Design/methodology/approach–: Electronic searches were conducted from 2000 to April 21, 2021, using PsycINFO, Cumulative Index to Nursing and Allied Health Literature, MEDLINE and PubMed. Two reviewers classified abstracts for study inclusion, resulting in 18 studies.
Findings–: Most studies were conducted in the USA (89%). Interventions were largely implemented in Tribal/rural settings (61%), with a minority implemented in both Tribal and urban contexts (11%). Study samples ranged from 4 to 742 clients. Interventions were most often conducted in residential treatment settings (39%). Only one (6%) intervention focused on opioid use among Indigenous people. Most interventions addressed the use of both drugs and alcohol (72%), with only three (17%) interventions specifically intended to reduce alcohol use.
Originality/value–: The results of this research lend insight into the characteristics of culturally integrative treatment options for Indigenous groups and highlight the need for increased investment in research related to culturally tailored treatment across the diverse landscape of Indigenous populations.
{"title":"Culturally tailored substance use interventions for Indigenous people of North America: a systematic review.","authors":"Ariel M S Richer, Ariel L Roddy","doi":"10.1108/jmhtep-07-2021-0088","DOIUrl":"https://doi.org/10.1108/jmhtep-07-2021-0088","url":null,"abstract":"<p><strong>Purpose–: </strong>The purpose of the current study is to conduct a systematic review of peer-reviewed work on culturally tailored interventions for alcohol and drug use in Indigenous adults in North America. Substance use has been reported as a health concern for many Indigenous communities. Indigenous groups experienced the highest drug overdose death rates in 2015, the largest percentage increase in the number of deaths over time from 1999 to 2015 compared to any other racial group. However, few Indigenous individuals report participating in treatment for alcohol or drug use, which may reflect the limited engagement that Indigenous groups have with treatment options that are accessible, effective and culturally integrative.</p><p><strong>Design/methodology/approach–: </strong>Electronic searches were conducted from 2000 to April 21, 2021, using PsycINFO, Cumulative Index to Nursing and Allied Health Literature, MEDLINE and PubMed. Two reviewers classified abstracts for study inclusion, resulting in 18 studies.</p><p><strong>Findings–: </strong>Most studies were conducted in the USA (89%). Interventions were largely implemented in Tribal/rural settings (61%), with a minority implemented in both Tribal and urban contexts (11%). Study samples ranged from 4 to 742 clients. Interventions were most often conducted in residential treatment settings (39%). Only one (6%) intervention focused on opioid use among Indigenous people. Most interventions addressed the use of both drugs and alcohol (72%), with only three (17%) interventions specifically intended to reduce alcohol use.</p><p><strong>Originality/value–: </strong>The results of this research lend insight into the characteristics of culturally integrative treatment options for Indigenous groups and highlight the need for increased investment in research related to culturally tailored treatment across the diverse landscape of Indigenous populations.</p>","PeriodicalId":75090,"journal":{"name":"The journal of mental health training, education, and practice","volume":"18 1","pages":"60-77"},"PeriodicalIF":0.0,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10248734/pdf/nihms-1903121.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10034028","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-16DOI: 10.1108/jmhtep-07-2022-0066
Javad Alaghband-rad, Maryam Ardeshir, Elham Hakki Kazazi, M. Motamed
Purpose The prevalence of children with autism spectrum disorder (ASD) is rising. As children with ASD become adults, the need for appropriate physical and mental health care becomes more evident. Lack of knowledge and inadequate training about adult ASD can lead to discomfort in management and service delivery to this population. This study aims to assess knowledge, attitude and practice of health-care providers for patients with adult ASD and to determine the needs of health-care staff to provide convenient care to adult patients with ASD. Design/methodology/approach This cross-sectional study was conducted in 2019–2020 among health-care professionals in Iran using an online questionnaire. Findings In this study, 182 health-care professionals (67.6% mental health professionals) participated. A minority of participants mentioned having excellent or very good knowledge about autism (10%) or acceptable access to clinical tools and guidelines (27%). Around 67% of professionals believed that patients with ASD are not cooperative. The most preferred training was training on effective communication strategies with ASD patients (64.8%). Practical implications The authors found a gap in knowledge and training of adult ASD diagnosis and management among health-care providers. Originality/value This study highlights the significance of empowering professionals with better training to manage adult autism.
{"title":"Adult autism spectrum disorder: knowledge, attitude and practice of health system professionals","authors":"Javad Alaghband-rad, Maryam Ardeshir, Elham Hakki Kazazi, M. Motamed","doi":"10.1108/jmhtep-07-2022-0066","DOIUrl":"https://doi.org/10.1108/jmhtep-07-2022-0066","url":null,"abstract":"\u0000Purpose\u0000The prevalence of children with autism spectrum disorder (ASD) is rising. As children with ASD become adults, the need for appropriate physical and mental health care becomes more evident. Lack of knowledge and inadequate training about adult ASD can lead to discomfort in management and service delivery to this population. This study aims to assess knowledge, attitude and practice of health-care providers for patients with adult ASD and to determine the needs of health-care staff to provide convenient care to adult patients with ASD.\u0000\u0000\u0000Design/methodology/approach\u0000This cross-sectional study was conducted in 2019–2020 among health-care professionals in Iran using an online questionnaire.\u0000\u0000\u0000Findings\u0000In this study, 182 health-care professionals (67.6% mental health professionals) participated. A minority of participants mentioned having excellent or very good knowledge about autism (10%) or acceptable access to clinical tools and guidelines (27%). Around 67% of professionals believed that patients with ASD are not cooperative. The most preferred training was training on effective communication strategies with ASD patients (64.8%).\u0000\u0000\u0000Practical implications\u0000The authors found a gap in knowledge and training of adult ASD diagnosis and management among health-care providers.\u0000\u0000\u0000Originality/value\u0000This study highlights the significance of empowering professionals with better training to manage adult autism.\u0000","PeriodicalId":75090,"journal":{"name":"The journal of mental health training, education, and practice","volume":"44 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85003119","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 : 2022-11-25DOI: 10.1108/jmhtep-03-2022-0018
A. Burrows, C. Warner, J. Heath, S. Keville
Purpose Mental health (MH) and caring can be demanding for those directly and indirectly impacted. An under-researched area is that of professionals’ personal experiences of caring for a loved one with MH difficulties. This study aims to provide an in-depth exploration of psychologists’ experiences of caring and its impact on clinical practice. Design/methodology/approach A total of 11 psychologists with experiences of caring for a loved one with a diagnosed MH condition and/or MH distress participated in semi-structured interviews focused on caring experiences and its impact. Transcripts were analysed using thematic analysis. Findings Themes identified were as follows: personal and professional roles; the emergence of a carer identity; carer stress and strain; impact on professional practice; and dual positioning. Originality/value This study highlighted the knowledge and value of listening to professionals with lived experiences. Their ability to understand stigmatisation through personal caring experiences may facilitate the mitigation of this for vulnerable people attending clinical services.
{"title":"Mental health, stigma and psychologists’ lived experience of caring","authors":"A. Burrows, C. Warner, J. Heath, S. Keville","doi":"10.1108/jmhtep-03-2022-0018","DOIUrl":"https://doi.org/10.1108/jmhtep-03-2022-0018","url":null,"abstract":"\u0000Purpose\u0000Mental health (MH) and caring can be demanding for those directly and indirectly impacted. An under-researched area is that of professionals’ personal experiences of caring for a loved one with MH difficulties. This study aims to provide an in-depth exploration of psychologists’ experiences of caring and its impact on clinical practice.\u0000\u0000\u0000Design/methodology/approach\u0000A total of 11 psychologists with experiences of caring for a loved one with a diagnosed MH condition and/or MH distress participated in semi-structured interviews focused on caring experiences and its impact. Transcripts were analysed using thematic analysis.\u0000\u0000\u0000Findings\u0000Themes identified were as follows: personal and professional roles; the emergence of a carer identity; carer stress and strain; impact on professional practice; and dual positioning.\u0000\u0000\u0000Originality/value\u0000This study highlighted the knowledge and value of listening to professionals with lived experiences. Their ability to understand stigmatisation through personal caring experiences may facilitate the mitigation of this for vulnerable people attending clinical services.\u0000","PeriodicalId":75090,"journal":{"name":"The journal of mental health training, education, and practice","volume":"19 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-11-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74334021","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 : 2022-11-09DOI: 10.1108/jmhtep-05-2021-0040
S. Ihbour, Oumaima Essaidi, Meriem Laaroussi, M. Najimi, F. Chigr
Purpose This study aims to examine the associations between reading difficulties, anxiety and depressive symptoms, self-esteem status and academic achievement among children of school age in the Moroccan context. Design/methodology/approach This cross-sectional study was carried out on 302 Moroccan students aged 9 to 16 years, the latter having voluntarily participated in the different stages of the proposed assessments. Standardized reading tests administered individually allowed us to classify participants into three groups (good readers, intermediate level and weak readers). The subjects completed the measurements of three self-evaluative scales: the Beck depression inventory, the Coopersmith scale of self-esteem and the Taylor questionnaire of manifest anxiety. The variable of academic achievement is constituted by calculating the grade point averages of the last three semesters. Findings Emotional disturbances are more frequent in the “weak readers” and the “intermediate level” group when compared to the good readers. Academic achievement and reading level are negatively correlated with anxious-depressive symptoms and positively with self-esteem at each reading level; the analysis of the results does not show any relevant difference in terms of the psychopathological disorder intensity between girls and boys. Research limitations/implications This study emphasizes improving education and psychological support for learners. It also encourages the strengthening of strategies for dealing with learning disabilities and the emotional distress associated with them. Practical implications The trend toward an inclusive school and the recruitment of school psychologists is advantages to be considered in the Moroccan educational system. Originality/value In addition to psychopathological vulnerability and academic failure, the social and family dimensions of self-esteem are impaired in weak readers.
{"title":"Links between reading acquisition level, emotional difficulties and academic performance in school-aged children","authors":"S. Ihbour, Oumaima Essaidi, Meriem Laaroussi, M. Najimi, F. Chigr","doi":"10.1108/jmhtep-05-2021-0040","DOIUrl":"https://doi.org/10.1108/jmhtep-05-2021-0040","url":null,"abstract":"\u0000Purpose\u0000This study aims to examine the associations between reading difficulties, anxiety and depressive symptoms, self-esteem status and academic achievement among children of school age in the Moroccan context.\u0000\u0000\u0000Design/methodology/approach\u0000This cross-sectional study was carried out on 302 Moroccan students aged 9 to 16 years, the latter having voluntarily participated in the different stages of the proposed assessments. Standardized reading tests administered individually allowed us to classify participants into three groups (good readers, intermediate level and weak readers). The subjects completed the measurements of three self-evaluative scales: the Beck depression inventory, the Coopersmith scale of self-esteem and the Taylor questionnaire of manifest anxiety. The variable of academic achievement is constituted by calculating the grade point averages of the last three semesters.\u0000\u0000\u0000Findings\u0000Emotional disturbances are more frequent in the “weak readers” and the “intermediate level” group when compared to the good readers. Academic achievement and reading level are negatively correlated with anxious-depressive symptoms and positively with self-esteem at each reading level; the analysis of the results does not show any relevant difference in terms of the psychopathological disorder intensity between girls and boys.\u0000\u0000\u0000Research limitations/implications\u0000This study emphasizes improving education and psychological support for learners. It also encourages the strengthening of strategies for dealing with learning disabilities and the emotional distress associated with them.\u0000\u0000\u0000Practical implications\u0000The trend toward an inclusive school and the recruitment of school psychologists is advantages to be considered in the Moroccan educational system.\u0000\u0000\u0000Originality/value\u0000In addition to psychopathological vulnerability and academic failure, the social and family dimensions of self-esteem are impaired in weak readers.\u0000","PeriodicalId":75090,"journal":{"name":"The journal of mental health training, education, and practice","volume":"19 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85668464","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 : 2022-11-09DOI: 10.1108/jmhtep-03-2022-0015
Saime Erol, Kamer Gur, S. Karaca, K. Calik, A. Uzuner, Çiğdem Apaydın Kaya
Purpose The purpose of this study is to determine the mental health status and risk factors for the mental health of first-year university students on a health sciences campus. Design/methodology/approach This is a descriptive study. The research was conducted with first-year students in the health sciences, dentistry and medical faculties of a state university (n = 770). The data were collected with a sociodemographic questionnaire, the Risk Behavior of Young Adults Survey, the Bergen Insomnia Scale, General Health Questionnaire-28 and the Mental Health Improvement Scale. Body mass ındex was calculated. Findings Among the students, 53.7% experienced feelings of hopelessness in the last year and 1% had attempted suicide. The percentage of students found to be at risk in terms of mental health was 41.9%; 39.4% reported that they suffered from insomnia. It was found that those who had been subjected to bullying, felt hopelessness, had suicidal thoughts, planned to commit suicide and students who experienced sleeping problems were more at risk in terms of psychological issues (p < 0.01). Insomnia (β: 3.341) and smoking (β: 2.226) were identified as the strongest risk factors for mental health in first-year health sciences students (p < 0.005). Practical implications The results of the research offer an opportunity to get to know the characteristics of first-year university students who are at risk for mental health. It offers the opportunity to closely monitor and protect the mental health of students starting from the first grade. Originality/value In this study, it was determined that approximately half of the first-year university students were in the risk group in terms of mental health. Female gender, having a chronic illness, smoking a day or more in the past 30 days, not doing any physical activity, having a weak BMI, being bullied in the past 12 months, being cyberbullied in the past 12 months and having insomnia have been identified as risk factors that negatively affect mental health.
{"title":"Risk factors affecting the mental health of first-year university students on a health sciences campus and related factors","authors":"Saime Erol, Kamer Gur, S. Karaca, K. Calik, A. Uzuner, Çiğdem Apaydın Kaya","doi":"10.1108/jmhtep-03-2022-0015","DOIUrl":"https://doi.org/10.1108/jmhtep-03-2022-0015","url":null,"abstract":"\u0000Purpose\u0000The purpose of this study is to determine the mental health status and risk factors for the mental health of first-year university students on a health sciences campus.\u0000\u0000\u0000Design/methodology/approach\u0000This is a descriptive study. The research was conducted with first-year students in the health sciences, dentistry and medical faculties of a state university (n = 770). The data were collected with a sociodemographic questionnaire, the Risk Behavior of Young Adults Survey, the Bergen Insomnia Scale, General Health Questionnaire-28 and the Mental Health Improvement Scale. Body mass ındex was calculated.\u0000\u0000\u0000Findings\u0000Among the students, 53.7% experienced feelings of hopelessness in the last year and 1% had attempted suicide. The percentage of students found to be at risk in terms of mental health was 41.9%; 39.4% reported that they suffered from insomnia. It was found that those who had been subjected to bullying, felt hopelessness, had suicidal thoughts, planned to commit suicide and students who experienced sleeping problems were more at risk in terms of psychological issues (p < 0.01). Insomnia (β: 3.341) and smoking (β: 2.226) were identified as the strongest risk factors for mental health in first-year health sciences students (p < 0.005).\u0000\u0000\u0000Practical implications\u0000The results of the research offer an opportunity to get to know the characteristics of first-year university students who are at risk for mental health. It offers the opportunity to closely monitor and protect the mental health of students starting from the first grade.\u0000\u0000\u0000Originality/value\u0000In this study, it was determined that approximately half of the first-year university students were in the risk group in terms of mental health. Female gender, having a chronic illness, smoking a day or more in the past 30 days, not doing any physical activity, having a weak BMI, being bullied in the past 12 months, being cyberbullied in the past 12 months and having insomnia have been identified as risk factors that negatively affect mental health.\u0000","PeriodicalId":75090,"journal":{"name":"The journal of mental health training, education, and practice","volume":"56 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82272933","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 : 2022-10-11DOI: 10.1108/jmhtep-10-2021-0122
Irene Mateos Rodríguez, Saba Syed, Paul Wilkinson, C. Tulinius
Purpose During the COVID-19 outbreak, clinical schools across the UK were forced to switch their learning from face-to-face to online platforms. This paper aims to describe the experiences of psychiatry teachers and medical students at Cambridge University of the online psychiatry case-based tutorials during the COVID-19 outbreak and the lessons learned from this implementation. Design/methodology/approach The authors conducted qualitative focus groups with students followed by in-depth individual interviews with students and teachers. Findings In a data-led systematic text condensation analysis, this study found seven themes: the COVID-19 context, the structure of the course, teachers’ educational ethos, beyond the (teaching) script, possibilities for learning or teaching reflective practice, attitudes to online learning and suggestions for future development. The authors then applied the normalisation process theory (NPT) as the theoretical frame of reference. This model has previously been applied to the implementation of telemedicine in psychiatry, to understand how new technology can become embedded in clinical care. Originality/value This study’s results show how the NPT model can be modified to support the delivery of medical education online, including reflective learning and practice as an iterative process at every stage of the implementation and delivery of the teaching.
{"title":"Reflective monitoring as an iterative process in clinical teaching: lessons from online undergraduate psychiatry teaching during COVID-19","authors":"Irene Mateos Rodríguez, Saba Syed, Paul Wilkinson, C. Tulinius","doi":"10.1108/jmhtep-10-2021-0122","DOIUrl":"https://doi.org/10.1108/jmhtep-10-2021-0122","url":null,"abstract":"\u0000Purpose\u0000During the COVID-19 outbreak, clinical schools across the UK were forced to switch their learning from face-to-face to online platforms. This paper aims to describe the experiences of psychiatry teachers and medical students at Cambridge University of the online psychiatry case-based tutorials during the COVID-19 outbreak and the lessons learned from this implementation.\u0000\u0000\u0000Design/methodology/approach\u0000The authors conducted qualitative focus groups with students followed by in-depth individual interviews with students and teachers.\u0000\u0000\u0000Findings\u0000In a data-led systematic text condensation analysis, this study found seven themes: the COVID-19 context, the structure of the course, teachers’ educational ethos, beyond the (teaching) script, possibilities for learning or teaching reflective practice, attitudes to online learning and suggestions for future development. The authors then applied the normalisation process theory (NPT) as the theoretical frame of reference. This model has previously been applied to the implementation of telemedicine in psychiatry, to understand how new technology can become embedded in clinical care.\u0000\u0000\u0000Originality/value\u0000This study’s results show how the NPT model can be modified to support the delivery of medical education online, including reflective learning and practice as an iterative process at every stage of the implementation and delivery of the teaching.\u0000","PeriodicalId":75090,"journal":{"name":"The journal of mental health training, education, and practice","volume":"13 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72893069","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 : 2022-09-08DOI: 10.1108/jmhtep-09-2021-0112
Lucy Pursehouse
Purpose There has been growing awareness underpinned with legislative recognition of the need to reduce the stigma attached to mental health. Education is seen as an integral factor for this endeavour. The purpose of this paper is to review existing literature to determine both positive and negative attitudinal changes of health-care-related undergraduate students towards mental illness after a training intervention within higher education. Design/methodology/approach A search of papers written in the English Language was conducted between 2004 and 2021, using CINAHL, Eric, Educational Research Complete, Medline, psychINFO and SocIndex. Search terms used were undergraduate, attitudes or perceptions, mental illness/mental ill health, education, stigma and students. Findings In total, 24 studies were critically reviewed, which included experimental, descriptive and exploratory designs. The appraisal of papers used recognised evaluation tools to review the methodological quality. Findings suggest that overall, anti-stigma education has a significant positive effect for student attitudinal change. Research limitations/implications Mental health anti-stigma education is beneficial for changing attitudes, however, more bio-medically framed training is less powerful for initiating change. Learning from those with the lived experience appears to have a more sustainable impact as indicated in some of the studies. There is a need for more exploratory research to gain further knowledge on the critical educational mechanisms that may foster more long-term reframing of positive attitudes towards mental health. Practical implications Training providers need to consider the compelling evidence base surrounding anti-stigma pedagogy that supports the use of individuals with experience of mental ill health within the educational processes. Social implications Mental health stigma has potential for profound negative impact on individuals and at a wider societal level. Education is central to enable learners to consider their attitudes to mental illness to reduce stigmatising attitudes. Students on health-care-related courses are influential in becoming catalysts for change. Originality/value This paper has critically reviewed the literature examining the attitudes of health-care-related undergraduate students following anti-stigma education, offering insights into some of positive and negative attitudinal changes and opinions of the event. In particular contributing to an understanding on the important components for eradicating the stigma surrounding mental health.
目的随着立法机构认识到有必要减少对精神健康的污名化，对这一问题的认识日益提高。教育被视为这一努力的一个不可或缺的因素。摘要本研究旨在回顾现有文献，以确定在高等教育培训干预后，卫生保健相关本科学生对精神疾病的积极和消极态度的变化。使用CINAHL、Eric、Educational Research Complete、Medline、psychINFO和SocIndex对2004年至2021年间的英语论文进行了检索。搜索词包括:本科生、态度或看法、精神疾病/精神不健康、教育、耻辱和学生。总共有24项研究被严格审查，其中包括实验性、描述性和探索性设计。论文的评估使用公认的评估工具来审查方法质量。研究结果表明，总体而言，反污名化教育对学生态度改变有显著的正向影响。研究局限/启示心理健康反污名化教育有利于改变态度，然而，更多的生物医学框架培训对启动改变的作用较小。一些研究表明，向有生活经验的人学习似乎具有更持久的影响。有必要进行更多的探索性研究，以进一步了解关键的教育机制，这些机制可能会促进对心理健康的积极态度的更长期的重建。实际影响提供者需要考虑围绕反污名教学法的令人信服的证据基础，该教学法支持在教育过程中使用有精神疾病经历的个人。心理健康污名可能对个人和更广泛的社会层面产生深远的负面影响。教育是使学习者能够考虑他们对精神疾病的态度以减少污名化态度的核心。参加卫生保健相关课程的学生在成为变革的催化剂方面具有影响力。原创性/价值本文批判性地回顾了研究卫生保健相关本科生在反污名化教育后态度的文献，提供了一些积极和消极的态度变化和对事件的看法。特别是有助于了解消除围绕精神健康的污名的重要组成部分。
{"title":"Health-care undergraduate student’s attitudes towards mental illness following anti-stigma education: a critical review of the literature","authors":"Lucy Pursehouse","doi":"10.1108/jmhtep-09-2021-0112","DOIUrl":"https://doi.org/10.1108/jmhtep-09-2021-0112","url":null,"abstract":"\u0000Purpose\u0000There has been growing awareness underpinned with legislative recognition of the need to reduce the stigma attached to mental health. Education is seen as an integral factor for this endeavour. The purpose of this paper is to review existing literature to determine both positive and negative attitudinal changes of health-care-related undergraduate students towards mental illness after a training intervention within higher education.\u0000\u0000\u0000Design/methodology/approach\u0000A search of papers written in the English Language was conducted between 2004 and 2021, using CINAHL, Eric, Educational Research Complete, Medline, psychINFO and SocIndex. Search terms used were undergraduate, attitudes or perceptions, mental illness/mental ill health, education, stigma and students.\u0000\u0000\u0000Findings\u0000In total, 24 studies were critically reviewed, which included experimental, descriptive and exploratory designs. The appraisal of papers used recognised evaluation tools to review the methodological quality. Findings suggest that overall, anti-stigma education has a significant positive effect for student attitudinal change.\u0000\u0000\u0000Research limitations/implications\u0000Mental health anti-stigma education is beneficial for changing attitudes, however, more bio-medically framed training is less powerful for initiating change. Learning from those with the lived experience appears to have a more sustainable impact as indicated in some of the studies. There is a need for more exploratory research to gain further knowledge on the critical educational mechanisms that may foster more long-term reframing of positive attitudes towards mental health.\u0000\u0000\u0000Practical implications\u0000Training providers need to consider the compelling evidence base surrounding anti-stigma pedagogy that supports the use of individuals with experience of mental ill health within the educational processes.\u0000\u0000\u0000Social implications\u0000Mental health stigma has potential for profound negative impact on individuals and at a wider societal level. Education is central to enable learners to consider their attitudes to mental illness to reduce stigmatising attitudes. Students on health-care-related courses are influential in becoming catalysts for change.\u0000\u0000\u0000Originality/value\u0000This paper has critically reviewed the literature examining the attitudes of health-care-related undergraduate students following anti-stigma education, offering insights into some of positive and negative attitudinal changes and opinions of the event. In particular contributing to an understanding on the important components for eradicating the stigma surrounding mental health.\u0000","PeriodicalId":75090,"journal":{"name":"The journal of mental health training, education, and practice","volume":"53 6 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80927908","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 : 2022-08-18DOI: 10.1108/jmhtep-08-2021-0098
H. Tolland, E. Drysdale
Purpose The purpose of this paper was to explore the well-being and experiences of working from home (WFH) for psychology staff across a range of specialties working within one health board in Scotland during the COVID-19 pandemic. Design/methodology/approach In total, 161 clinical psychology professionals took part in an online survey that explored experiences of WFH during the COVID-19 pandemic and assessed well-being during this period. Findings A number of challenges with WFH were identified, including challenges with carrying out clinical work (e.g. communication difficulties, risk assessment) and fewer opportunities for collaborative working and technical/equipment issues. During the WFH period, 46% experienced fatigue, 45% felt stressed and anxious and 30% felt lonely and isolated, compared to normal. Physical health complaints were also common with 37% experiencing aches/pains in back compared to normal and 40% experiencing headaches or migraines. Practical implications Remote therapy should be directed to those with less complex needs or who require straightforward assessments. There should be increased access to occupational health assessments and provision of ergonomic furniture when WFH, and all staff should be supported to access well-being resources available within the health board. Further evaluation should be carried out to support evidence-based practice of remote clinical work. Originality/value Few studies have explored the experiences of WFH and/or remotely from the perspectives of clinical psychologists in a Scottish health board. It is expected that this way of working will continue, albeit to a smaller extent; therefore, WFH policy will be informed by the findings.
{"title":"Clinical psychologists’ well-being and experiences of home working during COVID-19","authors":"H. Tolland, E. Drysdale","doi":"10.1108/jmhtep-08-2021-0098","DOIUrl":"https://doi.org/10.1108/jmhtep-08-2021-0098","url":null,"abstract":"\u0000Purpose\u0000The purpose of this paper was to explore the well-being and experiences of working from home (WFH) for psychology staff across a range of specialties working within one health board in Scotland during the COVID-19 pandemic.\u0000\u0000\u0000Design/methodology/approach\u0000In total, 161 clinical psychology professionals took part in an online survey that explored experiences of WFH during the COVID-19 pandemic and assessed well-being during this period.\u0000\u0000\u0000Findings\u0000A number of challenges with WFH were identified, including challenges with carrying out clinical work (e.g. communication difficulties, risk assessment) and fewer opportunities for collaborative working and technical/equipment issues. During the WFH period, 46% experienced fatigue, 45% felt stressed and anxious and 30% felt lonely and isolated, compared to normal. Physical health complaints were also common with 37% experiencing aches/pains in back compared to normal and 40% experiencing headaches or migraines.\u0000\u0000\u0000Practical implications\u0000Remote therapy should be directed to those with less complex needs or who require straightforward assessments. There should be increased access to occupational health assessments and provision of ergonomic furniture when WFH, and all staff should be supported to access well-being resources available within the health board. Further evaluation should be carried out to support evidence-based practice of remote clinical work.\u0000\u0000\u0000Originality/value\u0000Few studies have explored the experiences of WFH and/or remotely from the perspectives of clinical psychologists in a Scottish health board. It is expected that this way of working will continue, albeit to a smaller extent; therefore, WFH policy will be informed by the findings.\u0000","PeriodicalId":75090,"journal":{"name":"The journal of mental health training, education, and practice","volume":"49 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-08-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80172458","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 : 2022-08-18DOI: 10.1108/jmhtep-02-2021-0009
Owen P. O'Sullivan, A. Bignell, Jennifer Powell, S. Parish, Lloyd Campbell, Hannah Iannelli, C. Attoe, G. Billon
Purpose During COVID-19, Maudsley Simulation successfully pivoted to fully online delivery of simulation-based education (SBE) in mental health. In migrating digitally, the simulation faculty experienced a range of new phenomena and challenges. The authors’ experiences may be transferable to other specialities and for other educator groups. By sharing the authors’ experiences, this study aims to support others adapt to online SBE. Design/methodology/approach This piece represents the authors’ collective reflections on the challenges of adapting their facilitation skills to the online environment. It also offers various suggestions on how to improve the learner experience in view of these challenges. Findings Beyond merely platform orientation and operating procedure familiarisation, the team gained insights into ensuring optimal learning, engagement and participant experience during online deliveries. Delivery of online SBE brings several potential barriers to psychological safety and these warrant careful consideration by experienced simulationists. Practical implications Optimising participant engagement and psychological safety remain key considerations despite this novel medium. Facilitators must be willing to adapt accordingly to begin delivering high-quality online SBE. Originality/value From their experience, facilitators must reframe their debriefing expectations and adjust how they engage participants and manage group dynamics given the inherently different nature of this new learning environment.
{"title":"Facilitator reflections on online delivery of simulation-based mental health education during COVID-19","authors":"Owen P. O'Sullivan, A. Bignell, Jennifer Powell, S. Parish, Lloyd Campbell, Hannah Iannelli, C. Attoe, G. Billon","doi":"10.1108/jmhtep-02-2021-0009","DOIUrl":"https://doi.org/10.1108/jmhtep-02-2021-0009","url":null,"abstract":"\u0000Purpose\u0000During COVID-19, Maudsley Simulation successfully pivoted to fully online delivery of simulation-based education (SBE) in mental health. In migrating digitally, the simulation faculty experienced a range of new phenomena and challenges. The authors’ experiences may be transferable to other specialities and for other educator groups. By sharing the authors’ experiences, this study aims to support others adapt to online SBE.\u0000\u0000\u0000Design/methodology/approach\u0000This piece represents the authors’ collective reflections on the challenges of adapting their facilitation skills to the online environment. It also offers various suggestions on how to improve the learner experience in view of these challenges.\u0000\u0000\u0000Findings\u0000Beyond merely platform orientation and operating procedure familiarisation, the team gained insights into ensuring optimal learning, engagement and participant experience during online deliveries. Delivery of online SBE brings several potential barriers to psychological safety and these warrant careful consideration by experienced simulationists.\u0000\u0000\u0000Practical implications\u0000Optimising participant engagement and psychological safety remain key considerations despite this novel medium. Facilitators must be willing to adapt accordingly to begin delivering high-quality online SBE.\u0000\u0000\u0000Originality/value\u0000From their experience, facilitators must reframe their debriefing expectations and adjust how they engage participants and manage group dynamics given the inherently different nature of this new learning environment.\u0000","PeriodicalId":75090,"journal":{"name":"The journal of mental health training, education, and practice","volume":"115 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-08-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87614503","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}
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