journal article
LitStream Collection
Home
Jane Sedgewick; Nicolas Blackwell
2007 The Journal of Mental Health Training Education and Practice
doi: 10.1108/17556228200700021
Universal workers, or Tier 1 workers, as the CAMHS service structure suggests they are called, are in excellent positions to influence the mental health of children and young people. Many government policies and guidance suggest that Tier 1 workers have a part to play in promoting mental health, early identification of problems and offering general advice about being mentally healthy. To fulfil these roles these workers need to learn about children's mental health and their roles within this field. A CD‐rom trainer's package was developed to help trainers deliver this type of training, which was later converted into an e‐learning package. The implications of developing e‐learning are considered.
Sedgewick, Jane ; Blackwell, Nicolas
2007 The Journal of Mental Health Training, Education and Practice
Universal workers, or Tier 1 workers, as the CAMHS service structure suggests they are called, are in excellent positions to influence the mental health of children and young people. Many government policies and guidance suggest that Tier 1 workers have a part to play in promoting mental health, early identification of problems and offering general advice about being mentally healthy. To fulfil these roles these workers need to learn about children's mental health and their roles within this field. A CD-rom trainer's package was developed to help trainers deliver this type of training, which was later converted into an e-learning package. The implications of developing e-learning are considered.
Nicole Hickey; Tami Kramer; M Garralda
2007 The Journal of Mental Health Training Education and Practice
doi: 10.1108/17556228200700022
The role of the primary mental health worker (PMHW) is relatively new within child and adolescent mental health services (CAMHS). Different organisational structures have emerged and it is important to study the advantages and disadvantages associated with different PMHW practice models. The current study uses a large, representative sample of PMHWs and operationalises practice models according to the PMHWs' self‐reported location and team alignment thus identifying three models (namely CAMHS outreach, primary care based, and dedicated PMHW team). Comparisons between the models are made in relation to organisation and management, inter‐agency links, and job satisfaction with the aim of exploring the strengths and weaknesses of each model. The results suggest that each model meets the aims of the role and there is greater similarity than dissimilarity between models. However, it also indicates that attention should be paid to improving the working environments and training and development opportunities for all PMHWs irrespective of model, but with particular consideration given to improving the support available to PMHWs working in primary care based models.
Hickey, Nicole ; Kramer, Tami ; Garralda, M Elena
2007 The Journal of Mental Health Training, Education and Practice
The role of the primary mental health worker (PMHW) is relatively new within child and adolescent mental health services (CAMHS). Different organisational structures have emerged and it is important to study the advantages and disadvantages associated with different PMHW practice models. The current study uses a large, representative sample of PMHWs and operationalises practice models according to the PMHWs' self-reported location and team alignment thus identifying three models (namely CAMHS outreach, primary care based, and dedicated PMHW team). Comparisons between the models are made in relation to organisation and management, inter-agency links, and job satisfaction with the aim of exploring the strengths and weaknesses of each model. The results suggest that each model meets the aims of the role and there is greater similarity than dissimilarity between models. However, it also indicates that attention should be paid to improving the working environments and training and development opportunities for all PMHWs irrespective of model, but with particular consideration given to improving the support available to PMHWs working in primary care based models.
2007 The Journal of Mental Health Training Education and Practice
doi: 10.1108/17556228200700023
This paper focuses on a shared learning module on collaborative practice for graduate primary care mental health workers as a case study in formative evaluation that combines qualitative and quantitative methods. Evaluation data are collected across four levels in an attempt to explore issues relating to:• curriculum content• training methods and design• PCMHWs' experiences of the training• outcomes in respect of attitude change and self‐reported changes in knowledge, skills and practice.The paper draws on a review of inter‐professional education undertaken by the British Education Research Association (BERA) to explore what interactive methods of learning are employed in the delivery of the module as a means of fostering improved collaborative practice that can be transferred from the learning environment to the primary care mental health setting. According to Barr et al (2005, p31) inter‐professional education takes place on ‘occasions when two or more professions learn with, from and about each other to improve collaboration and the quality of care’.The paper concludes that although limited in its generalisability and the extent to which changes in attitudes and practice can be attributed to the training intervention, there are some useful lessons to be learned for planning and delivering training to promote collaborative working within primary care mental health.
2007 The Journal of Mental Health Training, Education and Practice
This paper focuses on a shared learning module on collaborative practice for graduate primary care mental health workers as a case study in formative evaluation that combines qualitative and quantitative methods. Evaluation data are collected across four levels in an attempt to explore issues relating to: • curriculum content • training methods and design • PCMHWs' experiences of the training • outcomes in respect of attitude change and self-reported changes in knowledge, skills and practice. The paper draws on a review of inter-professional education undertaken by the British Education Research Association (BERA) to explore what interactive methods of learning are employed in the delivery of the module as a means of fostering improved collaborative practice that can be transferred from the learning environment to the primary care mental health setting. According to Barr et al (2005, p31) inter-professional education takes place on ‘occasions when two or more professions learn with, from and about each other to improve collaboration and the quality of care’. The paper concludes that although limited in its generalisability and the extent to which changes in attitudes and practice can be attributed to the training intervention, there are some useful lessons to be learned for planning and delivering training to promote collaborative working within primary care mental health.
2007 The Journal of Mental Health Training Education and Practice
doi: 10.1108/17556228200700024
This paper provides an overview of the national child and adolescent mental health service (CAMHS) mapping exercise, the workforce data reported in the mapping between 2003 and 2006, and how this data relates to current policy. The paper will first outline key issues within current CAMHS workforce policy and provide an introduction to the mapping process itself in order to establish the context in which the findings from the mapping exercises are being presented. The mapping is carried out by Durham University on behalf of the Department of Health. Core trend data is provided on the growth and development of the specialist CAMHS.
2007 The Journal of Mental Health Training, Education and Practice
This paper provides an overview of the national child and adolescent mental health service (CAMHS) mapping exercise, the workforce data reported in the mapping between 2003 and 2006, and how this data relates to current policy. The paper will first outline key issues within current CAMHS workforce policy and provide an introduction to the mapping process itself in order to establish the context in which the findings from the mapping exercises are being presented. The mapping is carried out by Durham University on behalf of the Department of Health. Core trend data is provided on the growth and development of the specialist CAMHS.
Showing 1 to 10 of 15 Articles