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2008 The Journal of Mental Health Training, Education and Practice
This paper describes and discusses the evaluation of an innovative child and adolescent mental health project located in a large county in eastern England. The project was one of eight located in the voluntary sector and supported by the Mental Health Foundation as part of a national initiative aimed at responding in new, accessible ways to young people requiring help for emotional and mental health problems. Traditional specialist CAMH services are overwhelmed by demand while also failing to engage many young people. This study provides evidence of how new services can develop to meet the needs of troubled young people in appropriate and acceptable ways.
2008 The Journal of Mental Health Training Education and Practice
doi: 10.1108/17556228200800016
This paper describes and discusses the evaluation of an innovative child and adolescent mental health project located in a large county in eastern England. The project was one of eight located in the voluntary sector and supported by the Mental Health Foundation as part of a national initiative aimed at responding in new, accessible ways to young people requiring help for emotional and mental health problems. Traditional specialist CAMH services are overwhelmed by demand while also failing to engage many young people. This study provides evidence of how new services can develop to meet the needs of troubled young people in appropriate and acceptable ways.
2008 The Journal of Mental Health Training Education and Practice
doi: 10.1108/17556228200800017
Refugees are among the most socially excluded and marginalised groups in the UK. This paper examines ways in which the refugee service user's voice can be heard and the power imbalance between service provider and service user addressed. Lessons learned from addressing the needs of refugees can be extrapolated for other disadvantaged groups.
2008 The Journal of Mental Health Training, Education and Practice
Refugees are among the most socially excluded and marginalised groups in the UK. This paper examines ways in which the refugee service user's voice can be heard and the power imbalance between service provider and service user addressed. Lessons learned from addressing the needs of refugees can be extrapolated for other disadvantaged groups.
Edwards, Ruth ; Williams, Richard ; Dogra, Nisha ; O'Reilly, Michelle ; Vostanis, Panos
2008 The Journal of Mental Health Training, Education and Practice
Specialist CAMHS provide skilled assessment and interventions for children, young people and their families who have mental health disorders. The training needs of the staff who work in specialist CAMHS are not always clear or prioritised, due to the complexities and differing contexts in which specialist CAMHS are provided. The aim of this paper was to establish stakeholders' experiences of service complexities and challenges that affect training within specialist CAMHS. The project employed interviews to gain wide-ranging consultation with key stakeholder groups. The sample consisted of 45 participants recruited from policy departments, professional bodies, higher education providers, commissioners, service managers, and practitioners. The participants identified a number of themes that limit training, and put forward solutions on how these could be facilitated in the future. Emerging themes related to leadership and the role of service managers, strategic management of training, commissioning, levels of staff training, resources, impact of training on service users, and availability of training programmes. The findings emphasise the need for the strategic workforce planning of training to meet service delivery goals. Policy, commissioning, workforce training strategies, service needs, and delivery of training should be integrated and closely linked.
Ruth Edwards; Richard Williams; Nisha Dogra; Michelle O'Reilly; Panos Vostanis
2008 The Journal of Mental Health Training Education and Practice
doi: 10.1108/17556228200800018
Specialist CAMHS provide skilled assessment and interventions for children, young people and their families who have mental health disorders. The training needs of the staff who work in specialist CAMHS are not always clear or prioritised, due to the complexities and differing contexts in which specialist CAMHS are provided. The aim of this paper was to establish stakeholders' experiences of service complexities and challenges that affect training within specialist CAMHS. The project employed interviews to gain wide‐ranging consultation with key stakeholder groups. The sample consisted of 45 participants recruited from policy departments, professional bodies, higher education providers, commissioners, service managers, and practitioners. The participants identified a number of themes that limit training, and put forward solutions on how these could be facilitated in the future. Emerging themes related to leadership and the role of service managers, strategic management of training, commissioning, levels of staff training, resources, impact of training on service users, and availability of training programmes. The findings emphasise the need for the strategic workforce planning of training to meet service delivery goals. Policy, commissioning, workforce training strategies, service needs, and delivery of training should be integrated and closely linked.
2008 The Journal of Mental Health Training Education and Practice
doi: 10.1108/17556228200800019
This second part of a two‐part article is an account of research that examined the choices that student nurses made, from an intrapersonal perspective, when they experienced difficulty putting theory into practice. Part one focused upon the result of a two phase research study. Phase one of the research found that those students who had difficulty expressing their anger, fear or sadness had greater difficulty putting theory into practice. This finding was substantiated as the students who had functional scores in relation to feeling reactivity, spontaneity, acceptance of aggression and self‐regard, appeared more able to put theory into practice. Phase two of the research supported these findings and also that a peer support group was a useful tool for the development of the individual nurse and their ability to underpin their everyday practice with theory.The second part of the article will focus upon the integrated model for nurse education from a behaviour change perspective and the implications this has for work and education of nurse educationalists.
2008 The Journal of Mental Health Training, Education and Practice
This second part of a two-part article is an account of research that examined the choices that student nurses made, from an intrapersonal perspective, when they experienced difficulty putting theory into practice. Part one focused upon the result of a two phase research study. Phase one of the research found that those students who had difficulty expressing their anger, fear or sadness had greater difficulty putting theory into practice. This finding was substantiated as the students who had functional scores in relation to feeling reactivity, spontaneity, acceptance of aggression and self-regard, appeared more able to put theory into practice. Phase two of the research supported these findings and also that a peer support group was a useful tool for the development of the individual nurse and their ability to underpin their everyday practice with theory. The second part of the article will focus upon the integrated model for nurse education from a behaviour change perspective and the implications this has for work and education of nurse educationalists.
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