Pub Date : 2021-10-11DOI: 10.1108/jmhtep-03-2021-0031
T. Adeniji, A. Oyeyemi
Purpose This study aims at translating and adapting a common and widely used proxy rated cognitive screening tool – Informant Questionnaire on Cognitive Decline in the Elderly (IQCODE) into Hausa language and also to evaluate the instrument’s psychometric properties. Design/methodology/approach IQCODE was translated and adapted using a qualitative process involving experts and the adapted version was then evaluated against a gold standard (Diagnostic and Statistical Manual of Mental Disorder V criteria for neurocognitive disorders) with older adults subjects (N = 100), while its reliability (internal consistency) was also evaluated. Descriptive statistics of mean and frequencies, and inferential statistic of receiver operating curve analysis and Cronbach’s alpha coefficient were used for data analysis at an alpha level set at 0.05. Findings The Hausa IQCODE has a sensitivity value of 73.3%, specificity value of 71.8% and optimal cut-off values of between 3.2 and 3.3. For his adapted instrument the area under the Curve (AUC) curve is 0.79 (95% CI: 0.663–0.919; std. err: 0.066; P = 0.000), and Cronbach’s alpha value of 0.819 was obtained indicating that the adapted instrument has good internal consistency. Research limitations/implications The adapted IQCODE is a valid and reliable proxy based cognitive screening tool for the older adult Hausa speakers in Maiduguri. However, clinician and researcher might want to consider different optimal cut-off points when using this tool to screen or to monitor cognitive changes among older adults. Originality/value This research paper translated and adapted Hausa IQCODE into Hausa language. And it gives information on the validity and reliability of the adapted tool alongside with new optimal cut-off for cognitive screening by proxy among older adult patients in Nigeria.
{"title":"Translation and adaption of short version of IQCODE into Hausa and its psychometric evaluation among outpatients older adults","authors":"T. Adeniji, A. Oyeyemi","doi":"10.1108/jmhtep-03-2021-0031","DOIUrl":"https://doi.org/10.1108/jmhtep-03-2021-0031","url":null,"abstract":"\u0000Purpose\u0000This study aims at translating and adapting a common and widely used proxy rated cognitive screening tool – Informant Questionnaire on Cognitive Decline in the Elderly (IQCODE) into Hausa language and also to evaluate the instrument’s psychometric properties.\u0000\u0000\u0000Design/methodology/approach\u0000IQCODE was translated and adapted using a qualitative process involving experts and the adapted version was then evaluated against a gold standard (Diagnostic and Statistical Manual of Mental Disorder V criteria for neurocognitive disorders) with older adults subjects (N = 100), while its reliability (internal consistency) was also evaluated. Descriptive statistics of mean and frequencies, and inferential statistic of receiver operating curve analysis and Cronbach’s alpha coefficient were used for data analysis at an alpha level set at 0.05.\u0000\u0000\u0000Findings\u0000The Hausa IQCODE has a sensitivity value of 73.3%, specificity value of 71.8% and optimal cut-off values of between 3.2 and 3.3. For his adapted instrument the area under the Curve (AUC) curve is 0.79 (95% CI: 0.663–0.919; std. err: 0.066; P = 0.000), and Cronbach’s alpha value of 0.819 was obtained indicating that the adapted instrument has good internal consistency.\u0000\u0000\u0000Research limitations/implications\u0000The adapted IQCODE is a valid and reliable proxy based cognitive screening tool for the older adult Hausa speakers in Maiduguri. However, clinician and researcher might want to consider different optimal cut-off points when using this tool to screen or to monitor cognitive changes among older adults.\u0000\u0000\u0000Originality/value\u0000This research paper translated and adapted Hausa IQCODE into Hausa language. And it gives information on the validity and reliability of the adapted tool alongside with new optimal cut-off for cognitive screening by proxy among older adult patients in Nigeria.\u0000","PeriodicalId":75090,"journal":{"name":"The journal of mental health training, education, and practice","volume":"36 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83624655","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 : 2021-09-22DOI: 10.1108/jmhtep-10-2020-0075
C. Hassett, D. M. Gresswell, Sarah Wilde
Purpose This paper aims to explore whether a United Kingdom (UK) clinical psychology training programme (the programme) was effective in producing graduates who are confident in leadership, within the context of the National Health Service and reflecting the British Psychological Society’s views of leadership. Design/methodology/approach Mixed methods design surveys were administered to prospective-, current- and alumni trainee clinical psychologists on the programme, enquiring about their view of leadership, motivation to lead (MtL) and aspects of the course that are helpful and which need further development. Data collected from 92 individuals were analysed using content and thematic analysis (TA). Findings From the TA, three themes were identified concerning the meaning of leadership as follows: professional identity, Improving the quality of services (team; organisations and wider context), professional skills. Overall, participants thought leadership was important to the role of a clinical psychologist, with prospective trainees reporting that the desire to develop as leaders influenced their decision to apply to the programme. Moreover, participants felt confident in leadership skills and that the training programme helped develop their leadership skills, with the alumni participants demonstrating a greater MtL. Placements, group study and specific modules were identified as contributing to the development of their leadership skills, but participants felt more teaching on leadership is needed. Recommendations have been suggested to improve the development of leadership skills on the programme. Research limitations/implications The research was undertaken on a small cohort of trainees based in the UK. Practical implications Participants were motivated to become clinical leaders but this motivation needed to be nurtured and developed particularly through structured placement and teaching experience. Originality/value This service evaluation is the only audit of the leadership of the programme and the findings will contribute to the existing body of reviews in this area.
{"title":"Motivation to lead in trainee clinical psychologists: service evaluation of a UK doctorate programme","authors":"C. Hassett, D. M. Gresswell, Sarah Wilde","doi":"10.1108/jmhtep-10-2020-0075","DOIUrl":"https://doi.org/10.1108/jmhtep-10-2020-0075","url":null,"abstract":"\u0000Purpose\u0000This paper aims to explore whether a United Kingdom (UK) clinical psychology training programme (the programme) was effective in producing graduates who are confident in leadership, within the context of the National Health Service and reflecting the British Psychological Society’s views of leadership.\u0000\u0000\u0000Design/methodology/approach\u0000Mixed methods design surveys were administered to prospective-, current- and alumni trainee clinical psychologists on the programme, enquiring about their view of leadership, motivation to lead (MtL) and aspects of the course that are helpful and which need further development. Data collected from 92 individuals were analysed using content and thematic analysis (TA).\u0000\u0000\u0000Findings\u0000From the TA, three themes were identified concerning the meaning of leadership as follows: professional identity, Improving the quality of services (team; organisations and wider context), professional skills. Overall, participants thought leadership was important to the role of a clinical psychologist, with prospective trainees reporting that the desire to develop as leaders influenced their decision to apply to the programme. Moreover, participants felt confident in leadership skills and that the training programme helped develop their leadership skills, with the alumni participants demonstrating a greater MtL. Placements, group study and specific modules were identified as contributing to the development of their leadership skills, but participants felt more teaching on leadership is needed. Recommendations have been suggested to improve the development of leadership skills on the programme.\u0000\u0000\u0000Research limitations/implications\u0000The research was undertaken on a small cohort of trainees based in the UK.\u0000\u0000\u0000Practical implications\u0000Participants were motivated to become clinical leaders but this motivation needed to be nurtured and developed particularly through structured placement and teaching experience.\u0000\u0000\u0000Originality/value\u0000This service evaluation is the only audit of the leadership of the programme and the findings will contribute to the existing body of reviews in this area.\u0000","PeriodicalId":75090,"journal":{"name":"The journal of mental health training, education, and practice","volume":"7 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89300366","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 : 2021-09-16DOI: 10.1108/jmhtep-05-2021-0046
Karen Louise Bester, A. McGlade, E. Darragh
Purpose “Co-production” is a process in health and social care wherein service users and practitioners work in partnership. Recovery colleges (RCs) are educational establishments offering mental health education; a cornerstone feature is that courses are designed and delivered in parity by both mental health practitioners and “peers” – people with lived experience of mental illness. This paper aims to consider, through the identification of key themes, whether co-production within RCs is operating successfully. Design/methodology/approach The paper is a systematic review of qualitative literature. Relevant concept groups were systematically searched using three bibliographic databases: Medline, Social Care Online and Scopus. Articles were quality appraised and then synthesised through inductive thematic analysis and emergent trends identified. Findings Synthesis identified three key themes relating to the impact of co-production in RCs: practitioner attitudes, power dynamics between practitioners and service users, and RCs’ relationships with their host organisations. As a result of RC engagement, traditional practitioner/patient hierarchies were found to be eroding. Practitioners felt they were more person-centred. RCs can model good co-productive practices to their host organisations. The review concluded, with some caveats, that RC co-production was of high fidelity. Originality/value RC research is growing, but the body of evidence remains relatively small. Most of what exists examine the impact of RCs on individuals’ overall recovery and mental health; there is a limited empirical investigation into whether their flagship feature of parity between peers and practitioners is genuine.
"合作生产"是保健和社会护理领域的一个过程，服务使用者和从业人员在其中建立伙伴关系。康复学院是提供心理健康教育的教育机构;一个基本特征是，课程是由精神卫生从业人员和“同伴”——有精神疾病生活经历的人——平等地设计和提供的。本文旨在通过确定关键主题来考虑rc内的合作制作是否成功运作。这篇论文是对定性文献的系统综述。相关概念组采用Medline、Social Care Online和Scopus三个书目数据库进行系统检索。文章质量评估，然后通过归纳专题分析和新兴趋势确定综合。《综合研究》确定了与合作生产在农村地区的影响有关的三个关键主题:从业人员态度、从业人员与服务用户之间的权力动态以及农村地区与其主办组织的关系。由于RC的参与，传统的医生/病人等级制度被发现正在削弱。从业者觉得他们更以人为本。区域中心可以为其主办组织示范良好的合作生产实践。审查的结论是，有一些警告，RC合作制作是高保真的。关于原创性/价值的研究正在增长，但证据主体仍然相对较少。现有的研究大多考察了RCs对个人整体康复和心理健康的影响;有一个有限的实证调查，是否他们的旗舰特征之间的对等同行和从业者是真实的。
{"title":"Is co-production working well in recovery colleges? Emergent themes from a systematic narrative review","authors":"Karen Louise Bester, A. McGlade, E. Darragh","doi":"10.1108/jmhtep-05-2021-0046","DOIUrl":"https://doi.org/10.1108/jmhtep-05-2021-0046","url":null,"abstract":"\u0000Purpose\u0000“Co-production” is a process in health and social care wherein service users and practitioners work in partnership. Recovery colleges (RCs) are educational establishments offering mental health education; a cornerstone feature is that courses are designed and delivered in parity by both mental health practitioners and “peers” – people with lived experience of mental illness. This paper aims to consider, through the identification of key themes, whether co-production within RCs is operating successfully.\u0000\u0000\u0000Design/methodology/approach\u0000The paper is a systematic review of qualitative literature. Relevant concept groups were systematically searched using three bibliographic databases: Medline, Social Care Online and Scopus. Articles were quality appraised and then synthesised through inductive thematic analysis and emergent trends identified.\u0000\u0000\u0000Findings\u0000Synthesis identified three key themes relating to the impact of co-production in RCs: practitioner attitudes, power dynamics between practitioners and service users, and RCs’ relationships with their host organisations. As a result of RC engagement, traditional practitioner/patient hierarchies were found to be eroding. Practitioners felt they were more person-centred. RCs can model good co-productive practices to their host organisations. The review concluded, with some caveats, that RC co-production was of high fidelity.\u0000\u0000\u0000Originality/value\u0000RC research is growing, but the body of evidence remains relatively small. Most of what exists examine the impact of RCs on individuals’ overall recovery and mental health; there is a limited empirical investigation into whether their flagship feature of parity between peers and practitioners is genuine.\u0000","PeriodicalId":75090,"journal":{"name":"The journal of mental health training, education, and practice","volume":"42 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79331367","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 : 2021-09-10DOI: 10.1108/JMHTEP-02-2021-0019
D. Boos, Adam K Hill, Anna Tickle
This study explores the experiences and personal effects of service user (SU) involvement in clinical psychology training. A critical realist stance was adopted throughout the research process. Extant literature has predominantly focused on evaluating and optimising SU involvement for the benefit of clinical psychology trainees. Only recently has research started to consider the effects involvement may have on SUs. The research exploring SUs’ experiences in clinical psychology training has derived samples from singular training programmes. Exploring SUs’ experiences from multiple programmes seemed the logical next step. The deductive application of psychological theory allowed further exploration into power, recovery, identity and group development (concepts highlighted as important in the SU involvement literature). Purposive sampling was utilised, with advertisements disseminated via course staff who oversee SU involvement. Fourteen SU representatives, from eight different courses were recruited (with two also identifying as carers). Each participant took part in either a face-to-face or telephone semi-structured interview which was audio recorded and transcribed by the researcher. A deductive thematic analysis was used to analyse the data. Five themes were identified, some with subthemes: Environment determines sense of safety (subthemes: Supportive relationships, Group dynamics); Meeting challenges; Sense of purpose, worth and value (subthemes: Feeling listened to and valued, A positive way to feed back into the system); The person you see now is not the person I was (subthemes: A game changer for personal growth and development, Relating to difficulties in a different way, Reengaging with skills that I thought had gone); and Wanting to break the glass ceiling. Findings are considered and discussed in relation to theories of social identity, power, group development and mental health recovery. Identified benefits for SUs included a positive change in self-perception, including re-engaging with lost skills. Findings suggest involvement can offer an opportunity to further develop recovery. However, there were reported difficulties in joining a new SU group including group dynamics and power imbalances. Findings also suggest that there is a glass ceiling to involvement which SUs have a desire to break. The findings suggest it is important that the environment in clinical psychology training fosters psychological safety for SUs, via positive and supportive relationships with trainees and staff, in which SUs are treated as equal colleagues and financially reimbursed as such. Additionally, the intricacies and nuances of managing and sharing power need to be explored to enable SUs to feel valued and reap benefits from involvement, including developing a positive sense of identity. There are also implications for professionals in mental health services who should look to share theoretical knowledge with SUs who reportedly found that ha
{"title":"Service user and carer representatives’ experiences of the personal effects of involvement in clinical psychology training","authors":"D. Boos, Adam K Hill, Anna Tickle","doi":"10.1108/JMHTEP-02-2021-0019","DOIUrl":"https://doi.org/10.1108/JMHTEP-02-2021-0019","url":null,"abstract":"This study explores the experiences and personal effects of service user (SU) involvement in clinical psychology training. A critical realist stance was adopted throughout the research process. \u0000 \u0000Extant literature has predominantly focused on evaluating and optimising SU involvement for the benefit of clinical psychology trainees. Only recently has research started to consider the effects involvement may have on SUs. The research exploring SUs’ experiences in clinical psychology training has derived samples from singular training programmes. Exploring SUs’ experiences from multiple programmes seemed the logical next step. The deductive application of psychological theory allowed further exploration into power, recovery, identity and group development (concepts highlighted as important in the SU involvement literature). \u0000 \u0000Purposive sampling was utilised, with advertisements disseminated via course staff who oversee SU involvement. Fourteen SU representatives, from eight different courses were recruited (with two also identifying as carers). Each participant took part in either a face-to-face or telephone semi-structured interview which was audio recorded and transcribed by the researcher. A deductive thematic analysis was used to analyse the data. \u0000 \u0000Five themes were identified, some with subthemes: Environment determines sense of safety (subthemes: Supportive relationships, Group dynamics); Meeting challenges; Sense of purpose, worth and value (subthemes: Feeling listened to and valued, A positive way to feed back into the system); The person you see now is not the person I was (subthemes: A game changer for personal growth and development, Relating to difficulties in a different way, Reengaging with skills that I thought had gone); and Wanting to break the glass ceiling. Findings are considered and discussed in relation to theories of social identity, power, group development and mental health recovery. \u0000 \u0000Identified benefits for SUs included a positive change in self-perception, including re-engaging with lost skills. Findings suggest involvement can offer an opportunity to further develop recovery. However, there were reported difficulties in joining a new SU group including group dynamics and power imbalances. Findings also suggest that there is a glass ceiling to involvement which SUs have a desire to break. \u0000 \u0000The findings suggest it is important that the environment in clinical psychology training fosters psychological safety for SUs, via positive and supportive relationships with trainees and staff, in which SUs are treated as equal colleagues and financially reimbursed as such. Additionally, the intricacies and nuances of managing and sharing power need to be explored to enable SUs to feel valued and reap benefits from involvement, including developing a positive sense of identity. There are also implications for professionals in mental health services who should look to share theoretical knowledge with SUs who reportedly found that ha","PeriodicalId":75090,"journal":{"name":"The journal of mental health training, education, and practice","volume":"19 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85901756","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 : 2021-09-06DOI: 10.1108/jmhtep-04-2021-0038
Erin Richmond, R. McColm, Marie McCaig, Vikki Binnie
Purpose In support of the national requirement “to ensure that Scotland has a workforce that is fully aware of the impact of trauma, and is equipped to respond appropriately to people who have experienced trauma at any age”, Trauma Awareness Training was delivered to various public sector organisations across Dumfries and Galloway. Research has shown that trauma can significantly impact quality of life (Svanberg, Bonney and McNair, 2011; Bentall et al., 2014). A trauma-informed practice workshop was created and evaluated in response to a need for training within public services for individuals working with clients whom have experienced trauma. Design/methodology/approach From May 2018 to December 2019, 10 one-day Trauma-Awareness Training courses were delivered, engaging 224 public service workers from Police Scotland, Scottish Fire Service, Relationship Scotland, Shelter Scotland and DandG Council staff working with trauma-experienced individuals. The training was delivered via PowerPoint, short videos, whiteboard explanations/drawings and case examples. The morning workshop concentrated on defining psychological trauma, understanding the psychological process of Post-Traumatic Stress Disorder (PTSD) and the subsequent consequences. The afternoon session focussed primarily on complex PTSD, the role of adverse childhood experiences, attachment and emotional regulation/dysregulation and trauma-focused working with the wider multi-disciplinary workforce. The training concluded with participants developing strategies for coping with trauma. Participants were asked to complete three questionnaires: pre-training questionnaire on perceived knowledge of trauma and delivering trauma practice. Post-training questionnaire on perceived knowledge of trauma and delivering trauma practice to assess change and training evaluation. A third questionnaire was issued seven months after training to establish the impact of training on practice. Findings Findings evidence a positive impact on person-centred care. In terms of quality improvement, participants felt: The training was relevant across services and raised awareness of the importance of trauma-informed practice. They had a greater awareness of trauma-related issues with individuals. Confident in implementing learned skills to assist those who have experience of trauma. They could build better relationships with their service users, with patients feeling more understood. Originality/value Project findings identified a need for multi-organisational working and consultancy from psychological services to improve access to services. Ultimately, brief trauma-awareness training for staff can lead to more positive experiences for patients.
目的为了支持国家要求“确保苏格兰拥有一支充分意识到创伤影响的劳动力，并有能力对任何年龄经历过创伤的人做出适当的反应”，创伤意识培训被提供给邓弗里斯和加洛韦的各种公共部门组织。研究表明，创伤可以显著影响生活质量(Svanberg, Bonney and McNair, 2011;Bentall et al.， 2014)。根据公共服务部门对与经历过创伤的客户打交道的个人进行培训的需要，建立了一个创伤知情实践讲习班并对其进行了评估。从2018年5月到2019年12月，共举办了10个为期一天的创伤意识培训课程，共有224名来自苏格兰警察局、苏格兰消防局、苏格兰关系局、苏格兰庇护所和DandG委员会的公共服务人员与有创伤经验的人一起工作。培训以ppt、短视频、白板讲解/图纸和案例的形式进行。上午的研讨会集中在心理创伤的定义，了解创伤后应激障碍(PTSD)的心理过程和随后的后果。下午的会议主要集中在复杂的创伤后应激障碍，不良童年经历的作用，依恋和情绪调节/失调，以及与更广泛的多学科工作人员一起关注创伤。培训结束时，参与者制定了应对创伤的策略。被试需完成三份调查问卷:训练前创伤知觉知识调查问卷和创伤交付实践调查问卷。培训后创伤认知问卷及创伤实践交付评估变化及培训评估。第三份问卷在培训后7个月发放，以确定培训对实践的影响。研究结果证明了以人为本的护理的积极影响。在质量改进方面，参与者认为:培训与各服务部门相关，并提高了对创伤知情实践重要性的认识。他们对个人的创伤相关问题有更强的意识。有信心运用所学技能来帮助那些有创伤经历的人。他们可以与服务用户建立更好的关系，让病人感到更被理解。独创性/价值项目发现需要多组织的工作和心理服务咨询，以改善获得服务的机会。最终，对工作人员进行简短的创伤意识培训可以为患者带来更积极的体验。
{"title":"Improving outcomes for trauma-experienced individuals through the delivery of trauma awareness training for multi-organisational public sector workers","authors":"Erin Richmond, R. McColm, Marie McCaig, Vikki Binnie","doi":"10.1108/jmhtep-04-2021-0038","DOIUrl":"https://doi.org/10.1108/jmhtep-04-2021-0038","url":null,"abstract":"\u0000Purpose\u0000In support of the national requirement “to ensure that Scotland has a workforce that is fully aware of the impact of trauma, and is equipped to respond appropriately to people who have experienced trauma at any age”, Trauma Awareness Training was delivered to various public sector organisations across Dumfries and Galloway. Research has shown that trauma can significantly impact quality of life (Svanberg, Bonney and McNair, 2011; Bentall et al., 2014). A trauma-informed practice workshop was created and evaluated in response to a need for training within public services for individuals working with clients whom have experienced trauma.\u0000\u0000\u0000Design/methodology/approach\u0000From May 2018 to December 2019, 10 one-day Trauma-Awareness Training courses were delivered, engaging 224 public service workers from Police Scotland, Scottish Fire Service, Relationship Scotland, Shelter Scotland and DandG Council staff working with trauma-experienced individuals. The training was delivered via PowerPoint, short videos, whiteboard explanations/drawings and case examples. The morning workshop concentrated on defining psychological trauma, understanding the psychological process of Post-Traumatic Stress Disorder (PTSD) and the subsequent consequences. The afternoon session focussed primarily on complex PTSD, the role of adverse childhood experiences, attachment and emotional regulation/dysregulation and trauma-focused working with the wider multi-disciplinary workforce. The training concluded with participants developing strategies for coping with trauma. Participants were asked to complete three questionnaires: pre-training questionnaire on perceived knowledge of trauma and delivering trauma practice. Post-training questionnaire on perceived knowledge of trauma and delivering trauma practice to assess change and training evaluation. A third questionnaire was issued seven months after training to establish the impact of training on practice.\u0000\u0000\u0000Findings\u0000Findings evidence a positive impact on person-centred care. In terms of quality improvement, participants felt: The training was relevant across services and raised awareness of the importance of trauma-informed practice. They had a greater awareness of trauma-related issues with individuals. Confident in implementing learned skills to assist those who have experience of trauma. They could build better relationships with their service users, with patients feeling more understood.\u0000\u0000\u0000Originality/value\u0000Project findings identified a need for multi-organisational working and consultancy from psychological services to improve access to services. Ultimately, brief trauma-awareness training for staff can lead to more positive experiences for patients.\u0000","PeriodicalId":75090,"journal":{"name":"The journal of mental health training, education, and practice","volume":"22 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90950838","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 : 2021-09-06DOI: 10.1108/jmhtep-08-2020-0056
Imogen Peebles, Beccy Brown, E. Juster, Fiona Duffy
Purpose Peer support, such as mentorship and befriending, has been found to have a valuable impact on a range of outcomes. There are multiple formats, including face-to-face (individually and group), and in online forums. Advancement in technology has enabled online peer support to increase in popularity; however, little is known about mechanisms underpinning individual one to one online peer interactions. The purpose of this paper is to qualitatively explore the mechanisms underpinning email exchanges in an eating disorder peer support service. Design/methodology/approach Email transcripts from dyads in a moderated peer-to-peer email support service were analysed using inductive thematic analysis (Braun and Clarke, 2006). Findings The thematic analysis generated five themes as mechanisms of peer support. Relating and reflecting experience was the central superordinate theme. Subthemes included Positive Encouragement, Checking in and Prompting, Being a Confidante and Defining Recovery. Originality/value The current findings align with previous research and add new developments. The theme of Defining Recovery added the awareness of the personal perception of recovery, which had not been considered as a mechanism in previous literature and may be specific to this digital platform. This study could assist in the development of training for the provision of further peer support within eating disorder services.
{"title":"Thematic analysis of mechanisms underpinning email peer support for young people with eating disorders","authors":"Imogen Peebles, Beccy Brown, E. Juster, Fiona Duffy","doi":"10.1108/jmhtep-08-2020-0056","DOIUrl":"https://doi.org/10.1108/jmhtep-08-2020-0056","url":null,"abstract":"\u0000Purpose\u0000Peer support, such as mentorship and befriending, has been found to have a valuable impact on a range of outcomes. There are multiple formats, including face-to-face (individually and group), and in online forums. Advancement in technology has enabled online peer support to increase in popularity; however, little is known about mechanisms underpinning individual one to one online peer interactions. The purpose of this paper is to qualitatively explore the mechanisms underpinning email exchanges in an eating disorder peer support service.\u0000\u0000\u0000Design/methodology/approach\u0000Email transcripts from dyads in a moderated peer-to-peer email support service were analysed using inductive thematic analysis (Braun and Clarke, 2006).\u0000\u0000\u0000Findings\u0000The thematic analysis generated five themes as mechanisms of peer support. Relating and reflecting experience was the central superordinate theme. Subthemes included Positive Encouragement, Checking in and Prompting, Being a Confidante and Defining Recovery.\u0000\u0000\u0000Originality/value\u0000The current findings align with previous research and add new developments. The theme of Defining Recovery added the awareness of the personal perception of recovery, which had not been considered as a mechanism in previous literature and may be specific to this digital platform. This study could assist in the development of training for the provision of further peer support within eating disorder services.\u0000","PeriodicalId":75090,"journal":{"name":"The journal of mental health training, education, and practice","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77971432","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 : 2021-09-03DOI: 10.1108/jmhtep-06-2021-0070
Dalia Chowdhury
Purpose Workforce development in rural communities to address a surge in opioid addiction and overdose related hospitalizations has been an unaddressed issue in the USA. This study aims to present an integrated, trauma-informed, behavioral workforce development initiative in a midwestern rural setting in the USA. Design/methodology/approach This is a mixed method, two-phased study: the first phase tracked and analyzed two focus group conferences involving experts (n = 6) and professionals (n = 8) to develop a training protocol; the second phase provided a training (n = 101), based on the protocol to future professionals and compared competencies before and after the implementation of the training. Findings There is a need of a trauma integrated approach in providing interprofessional training connecting health-care workers in rural communities to address the current opioid crisis to bring about cohesion among integrated and interdisciplinary teams. Workforce building will need to implement best practices not only among medical providers but among community mental health practitioners in rural areas. Originality/value This is a unique trauma-informed workforce development initiative in a rural community. Such studies are extremely limited and almost non-existent. Further initiatives need to be taken in this field to identify unique differences within communities that may hinder implementation.
{"title":"Developing a trauma-informed workforce for the opioid crisis in a rural community in the United States: a case study","authors":"Dalia Chowdhury","doi":"10.1108/jmhtep-06-2021-0070","DOIUrl":"https://doi.org/10.1108/jmhtep-06-2021-0070","url":null,"abstract":"\u0000Purpose\u0000Workforce development in rural communities to address a surge in opioid addiction and overdose related hospitalizations has been an unaddressed issue in the USA. This study aims to present an integrated, trauma-informed, behavioral workforce development initiative in a midwestern rural setting in the USA.\u0000\u0000\u0000Design/methodology/approach\u0000This is a mixed method, two-phased study: the first phase tracked and analyzed two focus group conferences involving experts (n = 6) and professionals (n = 8) to develop a training protocol; the second phase provided a training (n = 101), based on the protocol to future professionals and compared competencies before and after the implementation of the training.\u0000\u0000\u0000Findings\u0000There is a need of a trauma integrated approach in providing interprofessional training connecting health-care workers in rural communities to address the current opioid crisis to bring about cohesion among integrated and interdisciplinary teams. Workforce building will need to implement best practices not only among medical providers but among community mental health practitioners in rural areas.\u0000\u0000\u0000Originality/value\u0000This is a unique trauma-informed workforce development initiative in a rural community. Such studies are extremely limited and almost non-existent. Further initiatives need to be taken in this field to identify unique differences within communities that may hinder implementation.\u0000","PeriodicalId":75090,"journal":{"name":"The journal of mental health training, education, and practice","volume":"27 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78594141","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 : 2021-08-29DOI: 10.1108/jmhtep-07-2020-0049
N. Evans, Rhiannon Lane, Gemma Stacey-Emile, A. Sefasi
Purpose The World Health Organisation found depression to be the fourth leading cause of disability in Malawi (Bowie, 2006) with the prevalence of mental health need in children and young people in Malawi estimated between 10 and 30% (Kutcher et al., 2019). One option to address this was to provide schoolteachers with skills and knowledge related to mental health so they can better support children. There is generally a lack of evidence of the utility or feasibility of school-based mental health literacy programmes in low to medium income countries (LMIC). This paper aims to report on a project to train schoolteachers in Malawi on aspects of mental health. Design/methodology/approach The aim of this project was to determine the acceptability and feasibility of delivering a training initiative in Malawi to teachers to better enable them to recognise and cope with school children who had been exposed to trauma and substance misuse. Findings Feedback was generated through the use of a specifically designed pre and post measure, focus groups, interviews and observations of the teaching delivery. Practical implications Teachers found the training built on their existing knowledge and they requested further opportunities for training and consultation about how to manage difficult presentations. It was evident that teachers did not know how to access mental health care or support for children whose needs could not be met by schoolteachers alone. Originality/value For a sustainable improvement for children’s mental health care in this context, further training becomes valuable when located as part of a network of joined up health and educational services.
{"title":"Training school teachers in Malawi about substance misuse and trauma: the need for a sustainable strategy","authors":"N. Evans, Rhiannon Lane, Gemma Stacey-Emile, A. Sefasi","doi":"10.1108/jmhtep-07-2020-0049","DOIUrl":"https://doi.org/10.1108/jmhtep-07-2020-0049","url":null,"abstract":"\u0000Purpose\u0000The World Health Organisation found depression to be the fourth leading cause of disability in Malawi (Bowie, 2006) with the prevalence of mental health need in children and young people in Malawi estimated between 10 and 30% (Kutcher et al., 2019). One option to address this was to provide schoolteachers with skills and knowledge related to mental health so they can better support children. There is generally a lack of evidence of the utility or feasibility of school-based mental health literacy programmes in low to medium income countries (LMIC). This paper aims to report on a project to train schoolteachers in Malawi on aspects of mental health.\u0000\u0000\u0000Design/methodology/approach\u0000The aim of this project was to determine the acceptability and feasibility of delivering a training initiative in Malawi to teachers to better enable them to recognise and cope with school children who had been exposed to trauma and substance misuse.\u0000\u0000\u0000Findings\u0000Feedback was generated through the use of a specifically designed pre and post measure, focus groups, interviews and observations of the teaching delivery.\u0000\u0000\u0000Practical implications\u0000Teachers found the training built on their existing knowledge and they requested further opportunities for training and consultation about how to manage difficult presentations. It was evident that teachers did not know how to access mental health care or support for children whose needs could not be met by schoolteachers alone.\u0000\u0000\u0000Originality/value\u0000For a sustainable improvement for children’s mental health care in this context, further training becomes valuable when located as part of a network of joined up health and educational services.\u0000","PeriodicalId":75090,"journal":{"name":"The journal of mental health training, education, and practice","volume":"28 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86792917","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 : 2021-08-26DOI: 10.1108/jmhtep-05-2020-0026
H. Woodley
Purpose This study aims to reflect upon the first wave of training of Education Mental Health Practitioners (EMHPs), a new National Health Service role to provide support for Children and Young People (CYP) with low and moderate mental health needs in education settings in England. The study specifically focusses on the training for EMHPs in relation to their support for CYP who identify themselves as Black, Asian or Minority Ethnic (BAME), refugees or from the traveller community. Design/methodology/approach A brief review of the policy and literature on the role and remit of EMHPs was undertaken, including an exploration of the current status of BAME, refugee and traveller community CYP in schools in England. The review was then related to the specific experience of the author within the context of teaching EMHP trainees in a higher educational setting and evaluated as developing outcomes in low-intensity school-based practice. Findings There are benefits for trainee EMHPs to have an understanding of the minority groups of CYP attending schools in the area their Mental Health Support Team (MHST) covers. There are benefits for the MHST to form relationships with minority groups at an early stage in the MHST formation. Adapting the EMHP curriculum at a local level to include specific training on the needs of minority groups supports the development of relationships between schools and the communities they engage with locally. Ongoing training should be provided by services focussing on the specific needs of minority groups in their MHST area. Originality/value Involving minority groups in education in the formation of MHST and the training of EMHPs may improve outcomes in developing therapeutic relationships with CYP. Developing engagement practices in MHSTs with higher education providers, begins the process early in the experience of EMHP trainees, providing a safe environment in which to develop engagement skills.
{"title":"Supporting minority groups in schools – reflections on training education mental health practitioners","authors":"H. Woodley","doi":"10.1108/jmhtep-05-2020-0026","DOIUrl":"https://doi.org/10.1108/jmhtep-05-2020-0026","url":null,"abstract":"\u0000Purpose\u0000This study aims to reflect upon the first wave of training of Education Mental Health Practitioners (EMHPs), a new National Health Service role to provide support for Children and Young People (CYP) with low and moderate mental health needs in education settings in England. The study specifically focusses on the training for EMHPs in relation to their support for CYP who identify themselves as Black, Asian or Minority Ethnic (BAME), refugees or from the traveller community.\u0000\u0000\u0000Design/methodology/approach\u0000A brief review of the policy and literature on the role and remit of EMHPs was undertaken, including an exploration of the current status of BAME, refugee and traveller community CYP in schools in England. The review was then related to the specific experience of the author within the context of teaching EMHP trainees in a higher educational setting and evaluated as developing outcomes in low-intensity school-based practice.\u0000\u0000\u0000Findings\u0000There are benefits for trainee EMHPs to have an understanding of the minority groups of CYP attending schools in the area their Mental Health Support Team (MHST) covers. There are benefits for the MHST to form relationships with minority groups at an early stage in the MHST formation. Adapting the EMHP curriculum at a local level to include specific training on the needs of minority groups supports the development of relationships between schools and the communities they engage with locally. Ongoing training should be provided by services focussing on the specific needs of minority groups in their MHST area.\u0000\u0000\u0000Originality/value\u0000Involving minority groups in education in the formation of MHST and the training of EMHPs may improve outcomes in developing therapeutic relationships with CYP. Developing engagement practices in MHSTs with higher education providers, begins the process early in the experience of EMHP trainees, providing a safe environment in which to develop engagement skills.\u0000","PeriodicalId":75090,"journal":{"name":"The journal of mental health training, education, and practice","volume":"81 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83911822","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 : 2021-08-25DOI: 10.1108/jmhtep-02-2021-0016
N. Theodorou, S. Johnsen, B. Watts, Adam Burley
Purpose This study aims to examine the emotional and cognitive responses of frontline homelessness service support staff to the highly insecure attachment styles (AS) exhibited by people experiencing multiple exclusion homelessness (MEH), that is, a combination of homelessness and other forms of deep social exclusion. Design/methodology/approach Focus groups were conducted with frontline staff (N = 19) in four homelessness support services in Scotland. Hypothetical case vignettes depicting four insecure AS (enmeshed, fearful, withdrawn and angry-dismissive) were used to facilitate discussions. Data is analysed thematically. Findings Service users with AS characterised by high anxiety (enmeshed or fearful) often evoked feelings of compassion in staff. Their openness to accepting help led to more effective interactions between staff and service users. However, the high ambivalence and at times overdependence associated with these AS placed staff at risk of study-related stress and exhaustion. Avoidant service users (withdrawn or angry-dismissive) evoked feelings of frustration in staff. Their high need for self-reliance and defensive attitudes were experienced as hostile and dismissing. This often led to job dissatisfaction and acted as a barrier to staff engagement, leaving this group more likely to “fall through the net” of support. Originality/value Existing literature describes challenges that support staff encounter when attempting to engage with people experiencing MEH, but provides little insight into the causes or consequences of “difficult” interactions. This study suggests that an attachment-informed approach to care can promote more constructive engagement between staff and service users in the homelessness sector.
{"title":"Improving multiple exclusion homelessness (MEH) services: frontline worker responses to insecure attachment styles","authors":"N. Theodorou, S. Johnsen, B. Watts, Adam Burley","doi":"10.1108/jmhtep-02-2021-0016","DOIUrl":"https://doi.org/10.1108/jmhtep-02-2021-0016","url":null,"abstract":"\u0000Purpose\u0000This study aims to examine the emotional and cognitive responses of frontline homelessness service support staff to the highly insecure attachment styles (AS) exhibited by people experiencing multiple exclusion homelessness (MEH), that is, a combination of homelessness and other forms of deep social exclusion.\u0000\u0000\u0000Design/methodology/approach\u0000Focus groups were conducted with frontline staff (N = 19) in four homelessness support services in Scotland. Hypothetical case vignettes depicting four insecure AS (enmeshed, fearful, withdrawn and angry-dismissive) were used to facilitate discussions. Data is analysed thematically.\u0000\u0000\u0000Findings\u0000Service users with AS characterised by high anxiety (enmeshed or fearful) often evoked feelings of compassion in staff. Their openness to accepting help led to more effective interactions between staff and service users. However, the high ambivalence and at times overdependence associated with these AS placed staff at risk of study-related stress and exhaustion. Avoidant service users (withdrawn or angry-dismissive) evoked feelings of frustration in staff. Their high need for self-reliance and defensive attitudes were experienced as hostile and dismissing. This often led to job dissatisfaction and acted as a barrier to staff engagement, leaving this group more likely to “fall through the net” of support.\u0000\u0000\u0000Originality/value\u0000Existing literature describes challenges that support staff encounter when attempting to engage with people experiencing MEH, but provides little insight into the causes or consequences of “difficult” interactions. This study suggests that an attachment-informed approach to care can promote more constructive engagement between staff and service users in the homelessness sector.\u0000","PeriodicalId":75090,"journal":{"name":"The journal of mental health training, education, and practice","volume":"9 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79513558","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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