Pub Date : 2021-11-04DOI: 10.1108/jmhtep-06-2021-0067
R. Whitehead, L. Hopkins, M. Kehoe, G. Pedwell
Purpose The purpose of this study is to investigate the experiences of staff during the development and implementation of an Australian-first, family-focussed service addressing the mental health needs of young people (aged 12–25 years) with an intellectual disability. This study aims to understand the challenges and successes of the staff team when navigating their way in a new program working with a complex client group. Design/methodology/approach This study used a thematic analysis on data collected from focus groups at two time points in the implementation phase of the new program. Thematic analysis of the data was conducted to identify important themes relating to the staff’s challenges, successes and learning. Findings The findings showed that there was a lot of adaptation needed for staff members trained in either mental health, or disability, but not both. Another key finding was the importance of working with the young person’s family system as well as their existing system of support services. This major focus of the work for staff could be challenging due issues arising in the family unit and a lack of collaboration between services. Working with this complex client group was viewed as challenging and stress inducing; however, the motivation and attitudes of staff were found to be positive factors in the running of the program. Originality/value This paper makes an original contribution to the field, as it provides a unique look at staff experiences when needing to adapt to a new and challenging workplace that was the first-of-its-kind in Australia.
{"title":"Preparing a workforce across sectors: staff experiences of developing an Australian first, mental health and intellectual disability initiative for youth (MHIDI-Y)","authors":"R. Whitehead, L. Hopkins, M. Kehoe, G. Pedwell","doi":"10.1108/jmhtep-06-2021-0067","DOIUrl":"https://doi.org/10.1108/jmhtep-06-2021-0067","url":null,"abstract":"\u0000Purpose\u0000The purpose of this study is to investigate the experiences of staff during the development and implementation of an Australian-first, family-focussed service addressing the mental health needs of young people (aged 12–25 years) with an intellectual disability. This study aims to understand the challenges and successes of the staff team when navigating their way in a new program working with a complex client group.\u0000\u0000\u0000Design/methodology/approach\u0000This study used a thematic analysis on data collected from focus groups at two time points in the implementation phase of the new program. Thematic analysis of the data was conducted to identify important themes relating to the staff’s challenges, successes and learning.\u0000\u0000\u0000Findings\u0000The findings showed that there was a lot of adaptation needed for staff members trained in either mental health, or disability, but not both. Another key finding was the importance of working with the young person’s family system as well as their existing system of support services. This major focus of the work for staff could be challenging due issues arising in the family unit and a lack of collaboration between services. Working with this complex client group was viewed as challenging and stress inducing; however, the motivation and attitudes of staff were found to be positive factors in the running of the program.\u0000\u0000\u0000Originality/value\u0000This paper makes an original contribution to the field, as it provides a unique look at staff experiences when needing to adapt to a new and challenging workplace that was the first-of-its-kind in Australia.\u0000","PeriodicalId":75090,"journal":{"name":"The journal of mental health training, education, and practice","volume":"15 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-11-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78816031","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 : 2021-10-27DOI: 10.1108/jmhtep-03-2021-0035
D. Michaeli, Gregory J. Keough, Quirin D. Strotzer, T. Michaeli
Purpose Medical education was challenged and re-imagined during the COVID-19 pandemic. This study aims to examine the consequent changes in medical school curricula alongside students’ mental and physical health. Design/methodology/approach It is observed that 549 medical students (response rate: 79.7%) from 31 of 37 public medical schools in Germany completed a cross-sectional online survey. Students answered questions regarding teaching, internet use, COVID-19 and well-being. A multivariate logistic regression examined factors associated with depressed mood, insomnia and headache. Findings Academic teaching moved to a virtual environment (91%), whilst practical activities were suspended or cancelled (88%). Virtual teaching modality, quantity and quality were well-perceived, yet 35% of respondents were dissatisfied with their internet connection. Consequently, students worried about the pandemic’s adverse effect on their quality as a doctor (60%) and thought about postponing their studies (30%). Students were frequently engaged in the treatment of COVID-19 patients (36%). Daily screen time was significantly associated with depressed mood, insomnia and headache. Negative changes in mental and physical health were frequently observed. Research limitations/implications Students’ experience with digital education during the COVID-19 pandemic was mixed. Whilst teaching modality, quantity and quality were well-perceived, students’ mental and physical health deteriorated. Further longitudinal studies investigating the impact of digital education on students’ well-being are necessary. Practical implications Besides teaching, faculties must quickly digitalize and strengthen social communities and offer targeted support services for students. Originality/value This is the first cross-sectional survey exploring medical students’ experience with virtual medical teaching alongside their mental and physical well-being in Germany.
{"title":"Digital medical education and students’ mental health: effects of the COVID-19 pandemic in Germany","authors":"D. Michaeli, Gregory J. Keough, Quirin D. Strotzer, T. Michaeli","doi":"10.1108/jmhtep-03-2021-0035","DOIUrl":"https://doi.org/10.1108/jmhtep-03-2021-0035","url":null,"abstract":"\u0000Purpose\u0000Medical education was challenged and re-imagined during the COVID-19 pandemic. This study aims to examine the consequent changes in medical school curricula alongside students’ mental and physical health.\u0000\u0000\u0000Design/methodology/approach\u0000It is observed that 549 medical students (response rate: 79.7%) from 31 of 37 public medical schools in Germany completed a cross-sectional online survey. Students answered questions regarding teaching, internet use, COVID-19 and well-being. A multivariate logistic regression examined factors associated with depressed mood, insomnia and headache.\u0000\u0000\u0000Findings\u0000Academic teaching moved to a virtual environment (91%), whilst practical activities were suspended or cancelled (88%). Virtual teaching modality, quantity and quality were well-perceived, yet 35% of respondents were dissatisfied with their internet connection. Consequently, students worried about the pandemic’s adverse effect on their quality as a doctor (60%) and thought about postponing their studies (30%). Students were frequently engaged in the treatment of COVID-19 patients (36%). Daily screen time was significantly associated with depressed mood, insomnia and headache. Negative changes in mental and physical health were frequently observed.\u0000\u0000\u0000Research limitations/implications\u0000Students’ experience with digital education during the COVID-19 pandemic was mixed. Whilst teaching modality, quantity and quality were well-perceived, students’ mental and physical health deteriorated. Further longitudinal studies investigating the impact of digital education on students’ well-being are necessary.\u0000\u0000\u0000Practical implications\u0000Besides teaching, faculties must quickly digitalize and strengthen social communities and offer targeted support services for students.\u0000\u0000\u0000Originality/value\u0000This is the first cross-sectional survey exploring medical students’ experience with virtual medical teaching alongside their mental and physical well-being in Germany.\u0000","PeriodicalId":75090,"journal":{"name":"The journal of mental health training, education, and practice","volume":"10 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90175028","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 : 2021-10-25DOI: 10.1108/JMHTEP-01-2021-0005
M. Husbands, J. Carson
{"title":"Teaching undergraduate psychology students about mental health through student-led case studies: a case example of the celebrity Spike Milligan","authors":"M. Husbands, J. Carson","doi":"10.1108/JMHTEP-01-2021-0005","DOIUrl":"https://doi.org/10.1108/JMHTEP-01-2021-0005","url":null,"abstract":"","PeriodicalId":75090,"journal":{"name":"The journal of mental health training, education, and practice","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90349128","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 : 2021-10-25DOI: 10.1108/JMHTEP-05-2021-0043
D. Hoskins, J. Platt
{"title":"Building a collaborative framework: a qualitative study of therapists collaborating with Curanderxs","authors":"D. Hoskins, J. Platt","doi":"10.1108/JMHTEP-05-2021-0043","DOIUrl":"https://doi.org/10.1108/JMHTEP-05-2021-0043","url":null,"abstract":"","PeriodicalId":75090,"journal":{"name":"The journal of mental health training, education, and practice","volume":"22 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90520321","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 : 2021-10-25DOI: 10.1108/jmhtep-07-2021-0087
M. Makgahlela, Mokgadi Mabidilala, Nkeke Lesolang, D. Jidong, Tsitsi G. Monera-Penduka
Purpose In bereavement, memories of the loss, especially traumatic ones, can be distressful and complicate the grieving process. Although some conventional therapies have proven beneficial in lessening complicated bereavement, African indigenous methods used for the same purpose have not been well-documented. This study explored Northern Sotho traditional healers’ lived experiences regarding the medicinal benefits of Bolebatša when used in mental health-care. Design/methodology/approach Using interpretative phenomenological analysis, this study explored traditional healers’ (n = 19; 5 = males; females = 14; mean age = 65 years, SD: 11.6) experiences and their insights regarding the management of traumatic memories in bereavement. Participating healers were sampled using convenience and snowball strategies while data was collected using face-to-face dialogues, observations and a digital camera. Qualitatively derived data was transcribed and translated from the local language to English before it was analysed phenomenologically. Findings Data analysis resulted in four major themes: characterisation of Bolebatša as a herb used to manage mental and spiritual conditions; descriptions of the herb’s administration, dosage and related user health risk; perceived therapeutic benefits of the herb; and observed link between herbal medicine and African spirituality. The study findings suggest that the Bolebatša herb, derived from the tree scientifically called Lannea schweinfurthii is primarily used to induce forgetfulness of bereavement and trauma-related memories to enhance coping. Research limitations/implications Whilst this study illustrates the perceived healing benefits of Bolebatša in mental health care, it is noted that the findings may not necessarily be extrapolated to other contexts. Therefore, more studies are needed with the participation of traditional healers from different ethnic backgrounds to lend support to the present findings. Data from service users’ experience of traditional healing in conjunction with traditional healers would have further benefited this study. Practical implications The findings are important for mental health professions as they open avenues for other forms of treatment for mental conditions that also need attention. Equally, there is a need for western trained mental health-care practitioners and researchers to study indigenous knowledge systems of healing for reverse knowledge transfer purposes. Social implications The findings also call on governments, and in this context, the South African government, to recognise, support and empower traditional healers as important role players in primary mental health care. Collaboration between western mental health practitioners and traditional healers could indeed be one important strategy towards the relief of the overwhelmed mental health-care systems in low-and-middle-income countries such as is the case in South Africa. Originality/value The findings open
{"title":"Using traditional medicine to help with bereavement loss and coping: an interpretative phenomenological analysis of traditional healers’ experiences","authors":"M. Makgahlela, Mokgadi Mabidilala, Nkeke Lesolang, D. Jidong, Tsitsi G. Monera-Penduka","doi":"10.1108/jmhtep-07-2021-0087","DOIUrl":"https://doi.org/10.1108/jmhtep-07-2021-0087","url":null,"abstract":"\u0000Purpose\u0000In bereavement, memories of the loss, especially traumatic ones, can be distressful and complicate the grieving process. Although some conventional therapies have proven beneficial in lessening complicated bereavement, African indigenous methods used for the same purpose have not been well-documented. This study explored Northern Sotho traditional healers’ lived experiences regarding the medicinal benefits of Bolebatša when used in mental health-care.\u0000\u0000\u0000Design/methodology/approach\u0000Using interpretative phenomenological analysis, this study explored traditional healers’ (n = 19; 5 = males; females = 14; mean age = 65 years, SD: 11.6) experiences and their insights regarding the management of traumatic memories in bereavement. Participating healers were sampled using convenience and snowball strategies while data was collected using face-to-face dialogues, observations and a digital camera. Qualitatively derived data was transcribed and translated from the local language to English before it was analysed phenomenologically.\u0000\u0000\u0000Findings\u0000Data analysis resulted in four major themes: characterisation of Bolebatša as a herb used to manage mental and spiritual conditions; descriptions of the herb’s administration, dosage and related user health risk; perceived therapeutic benefits of the herb; and observed link between herbal medicine and African spirituality. The study findings suggest that the Bolebatša herb, derived from the tree scientifically called Lannea schweinfurthii is primarily used to induce forgetfulness of bereavement and trauma-related memories to enhance coping.\u0000\u0000\u0000Research limitations/implications\u0000Whilst this study illustrates the perceived healing benefits of Bolebatša in mental health care, it is noted that the findings may not necessarily be extrapolated to other contexts. Therefore, more studies are needed with the participation of traditional healers from different ethnic backgrounds to lend support to the present findings. Data from service users’ experience of traditional healing in conjunction with traditional healers would have further benefited this study.\u0000\u0000\u0000Practical implications\u0000The findings are important for mental health professions as they open avenues for other forms of treatment for mental conditions that also need attention. Equally, there is a need for western trained mental health-care practitioners and researchers to study indigenous knowledge systems of healing for reverse knowledge transfer purposes.\u0000\u0000\u0000Social implications\u0000The findings also call on governments, and in this context, the South African government, to recognise, support and empower traditional healers as important role players in primary mental health care. Collaboration between western mental health practitioners and traditional healers could indeed be one important strategy towards the relief of the overwhelmed mental health-care systems in low-and-middle-income countries such as is the case in South Africa.\u0000\u0000\u0000Originality/value\u0000The findings open","PeriodicalId":75090,"journal":{"name":"The journal of mental health training, education, and practice","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89544784","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 : 2021-10-24DOI: 10.1108/jmhtep-07-2021-0078
Koninika Mukherjee, D. Hussain
Purpose Due to ongoing significant life changes during the transition into higher education, social anxiety can be problematic, especially for college students. It has adverse effects on various aspects of one’s life, including one’s feelings and emotions. The study investigated the interplay between social anxiety and emotions and its impact on affect. The aim of this study is to examine the role of difficulties in emotion regulation in the relationship between social anxiety and change in affect. Design/methodology/approach This is a longitudinal study. Data was collected with self-report instruments at two time points with a gap of four months. Participants were Indian undergraduate students from a technical institute. Findings The result revealed that high social anxiety in tandem with difficulties engaging in goal-directed behavior significantly impacts changes in positive affect. However, this effect was significant only in the presence of depression. Research limitations/implications This study highlights the harmful impact of comorbid issues such as depression in socially anxious individuals. The present study might have implications for educators and clinicians working with college students. Originality/value To the best of the authors’ knowledge, this is the only study to test the proposed research model in a sample of Indian college students. The use of a moderated moderation analysis with the three regulation strategies and depression also adds to the uniqueness of this study.
{"title":"Longitudinal effects of emotion regulation on social anxiety and affect among young adults","authors":"Koninika Mukherjee, D. Hussain","doi":"10.1108/jmhtep-07-2021-0078","DOIUrl":"https://doi.org/10.1108/jmhtep-07-2021-0078","url":null,"abstract":"Purpose Due to ongoing significant life changes during the transition into higher education, social anxiety can be problematic, especially for college students. It has adverse effects on various aspects of one’s life, including one’s feelings and emotions. The study investigated the interplay between social anxiety and emotions and its impact on affect. The aim of this study is to examine the role of difficulties in emotion regulation in the relationship between social anxiety and change in affect. Design/methodology/approach This is a longitudinal study. Data was collected with self-report instruments at two time points with a gap of four months. Participants were Indian undergraduate students from a technical institute. Findings The result revealed that high social anxiety in tandem with difficulties engaging in goal-directed behavior significantly impacts changes in positive affect. However, this effect was significant only in the presence of depression. Research limitations/implications This study highlights the harmful impact of comorbid issues such as depression in socially anxious individuals. The present study might have implications for educators and clinicians working with college students. Originality/value To the best of the authors’ knowledge, this is the only study to test the proposed research model in a sample of Indian college students. The use of a moderated moderation analysis with the three regulation strategies and depression also adds to the uniqueness of this study.","PeriodicalId":75090,"journal":{"name":"The journal of mental health training, education, and practice","volume":"29 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89681449","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 : 2021-10-23DOI: 10.1108/jmhtep-04-2021-0037
S. Aljhani, D. Alateeq, A. Alwabili, A. Alamro
Purpose The coronavirus disease (COVID-19) pandemic has multiple consequences, including social distancing and the shift of education from in-person to online learning, which may have a psychological impact on students, especially those in medical colleges. This study aims to explore the effect of online learning on medical students’ mental health during the COVID-19 pandemic across Saudi Arabia. Design/methodology/approach A descriptive, nationwide, cross-sectional survey was conducted during the COVID-19 pandemic, after students in medical colleges moved to online learning. It included socio-demographic characteristics, online learning-related questions, perceived stress scale and generalized anxiety disorder-7. Findings The participants represented various academic levels within the basic science phase (44.9%) and clinical phase (55.1%) and various regions, including the central (55.3%), western (18.8%), northern (13.4%), southern (8.8%) and eastern (3.7%) regions. Moderate to high perceived stress was reported by 94.4% of students. Two-thirds of the students reported generalized anxiety symptoms, ranging from moderate to severe in 47% of them. A significant positive correlation was found between stress and anxiety. Women, age > 25, first-year students, students facing oral and objective structured clinical examinations, students with excellent and pass grades and those facing difficulties had higher levels of stress and anxiety. In addition, being non-Saudi, married or having a history of psychiatric illness was associated with higher levels of anxiety. Originality/value Stress and anxiety were highly expressed among participants using online learning. In addition to studying the efficacy of online learning, it is important to focus on its effect on medical students’ mental health, due to the highly competitive and demanding environment of medical colleges.
{"title":"Mental health and online learning among medical students during the COVID-19 pandemic: a Saudi national study","authors":"S. Aljhani, D. Alateeq, A. Alwabili, A. Alamro","doi":"10.1108/jmhtep-04-2021-0037","DOIUrl":"https://doi.org/10.1108/jmhtep-04-2021-0037","url":null,"abstract":"\u0000Purpose\u0000The coronavirus disease (COVID-19) pandemic has multiple consequences, including social distancing and the shift of education from in-person to online learning, which may have a psychological impact on students, especially those in medical colleges. This study aims to explore the effect of online learning on medical students’ mental health during the COVID-19 pandemic across Saudi Arabia.\u0000\u0000\u0000Design/methodology/approach\u0000A descriptive, nationwide, cross-sectional survey was conducted during the COVID-19 pandemic, after students in medical colleges moved to online learning. It included socio-demographic characteristics, online learning-related questions, perceived stress scale and generalized anxiety disorder-7.\u0000\u0000\u0000Findings\u0000The participants represented various academic levels within the basic science phase (44.9%) and clinical phase (55.1%) and various regions, including the central (55.3%), western (18.8%), northern (13.4%), southern (8.8%) and eastern (3.7%) regions. Moderate to high perceived stress was reported by 94.4% of students. Two-thirds of the students reported generalized anxiety symptoms, ranging from moderate to severe in 47% of them. A significant positive correlation was found between stress and anxiety. Women, age > 25, first-year students, students facing oral and objective structured clinical examinations, students with excellent and pass grades and those facing difficulties had higher levels of stress and anxiety. In addition, being non-Saudi, married or having a history of psychiatric illness was associated with higher levels of anxiety.\u0000\u0000\u0000Originality/value\u0000Stress and anxiety were highly expressed among participants using online learning. In addition to studying the efficacy of online learning, it is important to focus on its effect on medical students’ mental health, due to the highly competitive and demanding environment of medical colleges.\u0000","PeriodicalId":75090,"journal":{"name":"The journal of mental health training, education, and practice","volume":"63 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83441657","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 : 2021-10-18DOI: 10.1108/jmhtep-03-2021-0030
M. Clark, A. Bradley, L. Simms, Benna Waites, A. Scott, C. Jones, P. Dodd, Tom Howell, G. Tinsley
Purpose This paper aims to discuss the importance of compassion in health care and experiences of Compassion Circles (CCs) in supporting it, placing this into the national policy context of the National Health Service (NHS), whilst focusing on lessons from using the practice in mental health care. Design/methodology/approach This conceptual paper is a discussion of the context of compassion in health care and a description of model and related concepts of CCs. This paper also discusses lessons from implementation of CCs in mental health care. Findings CCs were developed from an initial broad concern with the place of compassion and well-being in communities and organisations, particularly in health and social care after a number of scandals about failures of care. Through experience CCs have been refined into a flexible model of supporting staff in mental health care settings. Experience to date suggests they are a valuable method of increasing compassion for self and others, improving relationships between team members and raising issues of organisational support to enable compassionate practice. Research limitations/implications This paper is a discussion of CCs and their conceptual underpinnings and of insights and lessons from their adoption to date, and more robust evaluation is required. Practical implications As an emergent area of practice CCs have been seen to present a powerful and practical approach to supporting individual members of staff and teams. Organisations and individuals might wish to join the community of practice that exists around CCs to consider the potential of this intervention in their workplaces and add to the growing body of learning about it. It is worth further investigation to examine the impact of CCs on current concerns with maintaining staff well-being and engagement, and, hence, on stress, absence and the sustainability of work environments over time. Social implications CCs present a promising means of developing a culture and practice of more compassion in mental health care and other care contexts. Originality/value CCs have become supported in national NHS guidance and more support to adopt, evaluate and learn from this model is warranted. This paper is a contribution to developing a better understanding of the CCs model, implementation lessons and early insights into impact.
{"title":"Cultivating compassion through compassion circles: learning from experience in mental health care in the NHS","authors":"M. Clark, A. Bradley, L. Simms, Benna Waites, A. Scott, C. Jones, P. Dodd, Tom Howell, G. Tinsley","doi":"10.1108/jmhtep-03-2021-0030","DOIUrl":"https://doi.org/10.1108/jmhtep-03-2021-0030","url":null,"abstract":"\u0000Purpose\u0000This paper aims to discuss the importance of compassion in health care and experiences of Compassion Circles (CCs) in supporting it, placing this into the national policy context of the National Health Service (NHS), whilst focusing on lessons from using the practice in mental health care.\u0000\u0000\u0000Design/methodology/approach\u0000This conceptual paper is a discussion of the context of compassion in health care and a description of model and related concepts of CCs. This paper also discusses lessons from implementation of CCs in mental health care.\u0000\u0000\u0000Findings\u0000CCs were developed from an initial broad concern with the place of compassion and well-being in communities and organisations, particularly in health and social care after a number of scandals about failures of care. Through experience CCs have been refined into a flexible model of supporting staff in mental health care settings. Experience to date suggests they are a valuable method of increasing compassion for self and others, improving relationships between team members and raising issues of organisational support to enable compassionate practice.\u0000\u0000\u0000Research limitations/implications\u0000This paper is a discussion of CCs and their conceptual underpinnings and of insights and lessons from their adoption to date, and more robust evaluation is required.\u0000\u0000\u0000Practical implications\u0000As an emergent area of practice CCs have been seen to present a powerful and practical approach to supporting individual members of staff and teams. Organisations and individuals might wish to join the community of practice that exists around CCs to consider the potential of this intervention in their workplaces and add to the growing body of learning about it. It is worth further investigation to examine the impact of CCs on current concerns with maintaining staff well-being and engagement, and, hence, on stress, absence and the sustainability of work environments over time.\u0000\u0000\u0000Social implications\u0000CCs present a promising means of developing a culture and practice of more compassion in mental health care and other care contexts.\u0000\u0000\u0000Originality/value\u0000CCs have become supported in national NHS guidance and more support to adopt, evaluate and learn from this model is warranted. This paper is a contribution to developing a better understanding of the CCs model, implementation lessons and early insights into impact.\u0000","PeriodicalId":75090,"journal":{"name":"The journal of mental health training, education, and practice","volume":"17 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89946021","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 : 2021-10-11DOI: 10.1108/jmhtep-02-2021-0012
M. Drysdale, Margaret L. McBeath, S. Callaghan
Purpose Peer support has been identified as an important protective factor for mental health and overall well-being. The purpose of this study is to examine the feasibility of implementing an online peer support group and its impact on measures of well-being. Design/methodology/approach A mixed-methods randomized controlled trial design was used to examine the feasibility and impact of online peer support. Comparisons in well-being were made between the online peer support group and an in-person peer support group and control group. Participants were randomly assigned to a control group or either a six-week in-person or online peer support group. All participants completed an online survey measuring constructs of well-being pre- and post-condition. Additionally, qualitative data regarding the benefits of peer support and in particular the efficacy of the online format were collected from participants. Analysis of variance and post hoc tests determined significant differences within and between the groups. Findings Both the online and face-to-face peer support groups scored significantly higher on post-test measures of well-being than pre-test scores and control group scores. Qualitative narratives and significant quantitative findings supported the feasibility of peer support offered online. Post-condition outcomes showed that online peer support is as effective as in-person peer support for improving well-being. Originality/value To the best of the authors’ knowledge, this study is the first of its kind to compare online and in-person peer support programs for students in higher education. The results have direct implications for higher education students and practitioners, especially at times when face-to-face support is not feasible.
{"title":"The feasibility and impact of online peer support on the well-being of higher education students","authors":"M. Drysdale, Margaret L. McBeath, S. Callaghan","doi":"10.1108/jmhtep-02-2021-0012","DOIUrl":"https://doi.org/10.1108/jmhtep-02-2021-0012","url":null,"abstract":"\u0000Purpose\u0000Peer support has been identified as an important protective factor for mental health and overall well-being. The purpose of this study is to examine the feasibility of implementing an online peer support group and its impact on measures of well-being.\u0000\u0000\u0000Design/methodology/approach\u0000A mixed-methods randomized controlled trial design was used to examine the feasibility and impact of online peer support. Comparisons in well-being were made between the online peer support group and an in-person peer support group and control group. Participants were randomly assigned to a control group or either a six-week in-person or online peer support group. All participants completed an online survey measuring constructs of well-being pre- and post-condition. Additionally, qualitative data regarding the benefits of peer support and in particular the efficacy of the online format were collected from participants. Analysis of variance and post hoc tests determined significant differences within and between the groups.\u0000\u0000\u0000Findings\u0000Both the online and face-to-face peer support groups scored significantly higher on post-test measures of well-being than pre-test scores and control group scores. Qualitative narratives and significant quantitative findings supported the feasibility of peer support offered online. Post-condition outcomes showed that online peer support is as effective as in-person peer support for improving well-being.\u0000\u0000\u0000Originality/value\u0000To the best of the authors’ knowledge, this study is the first of its kind to compare online and in-person peer support programs for students in higher education. The results have direct implications for higher education students and practitioners, especially at times when face-to-face support is not feasible.\u0000","PeriodicalId":75090,"journal":{"name":"The journal of mental health training, education, and practice","volume":"28 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72917739","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 : 2021-10-11DOI: 10.1108/jmhtep-03-2021-0027
S. King, A. Rebar, P. Oliveri, R. Stanton
Purpose Australian paramedics regularly encounter patients experiencing mental illness. However, some paramedics hold negative attitudes towards the use of emergency services in providing care for these patients. Thus, the purpose of the present study was to examine the mental health literacy (MHL) of Australian paramedic students, and the training and experiential factors associated with MHL. Design/methodology/approach A cross-sectional online survey was delivered to paramedic students across Australia. A total of 94 paramedic students completed the survey examining MHL, mental health first aid (MHFA) intentions, confidence in providing help, personal and perceived stigma and willingness to interact with a person experiencing mental illness. Findings Participants generally had poor MHFA intentions in spite of good recognition of mental health disorders and good knowledge about mental health. Participants also demonstrated low stigmatising attitudes towards mental illness; however, they expressed a lack of willingness to interact with a person experiencing mental illness. Originality/value Our findings propose a combination of work-based experience and specific MHFA training may be beneficial to paramedic students to improve care for patients experiencing mental illness.
{"title":"Australian paramedic students’ mental health literacy and attitudes towards mental health","authors":"S. King, A. Rebar, P. Oliveri, R. Stanton","doi":"10.1108/jmhtep-03-2021-0027","DOIUrl":"https://doi.org/10.1108/jmhtep-03-2021-0027","url":null,"abstract":"\u0000Purpose\u0000Australian paramedics regularly encounter patients experiencing mental illness. However, some paramedics hold negative attitudes towards the use of emergency services in providing care for these patients. Thus, the purpose of the present study was to examine the mental health literacy (MHL) of Australian paramedic students, and the training and experiential factors associated with MHL.\u0000\u0000\u0000Design/methodology/approach\u0000A cross-sectional online survey was delivered to paramedic students across Australia. A total of 94 paramedic students completed the survey examining MHL, mental health first aid (MHFA) intentions, confidence in providing help, personal and perceived stigma and willingness to interact with a person experiencing mental illness.\u0000\u0000\u0000Findings\u0000Participants generally had poor MHFA intentions in spite of good recognition of mental health disorders and good knowledge about mental health. Participants also demonstrated low stigmatising attitudes towards mental illness; however, they expressed a lack of willingness to interact with a person experiencing mental illness.\u0000\u0000\u0000Originality/value\u0000Our findings propose a combination of work-based experience and specific MHFA training may be beneficial to paramedic students to improve care for patients experiencing mental illness.\u0000","PeriodicalId":75090,"journal":{"name":"The journal of mental health training, education, and practice","volume":"3 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87412678","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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