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2008 The Journal of Mental Health Training Education and Practice
doi: 10.1108/17556228200800024
Major changes are taking place in the law for those working in the mental health field. This article looks at the impact of the Mental Capacity Act (2005) (most of which was implemented in October 2007) and the Mental Health Act (2007) (the main provisions of which came into effect in October 2008). Key elements of each of these two acts will be covered. The ‘Bournewood Safeguards’ inserted into the Mental Capacity Act (2005) by the Mental Health Act (2007) will also be described.
2008 The Journal of Mental Health Training, Education and Practice
Major changes are taking place in the law for those working in the mental health field. This article looks at the impact of the Mental Capacity Act (2005) (most of which was implemented in October 2007) and the Mental Health Act (2007) (the main provisions of which came into effect in October 2008). Key elements of each of these two acts will be covered. The ‘Bournewood Safeguards’ inserted into the Mental Capacity Act (2005) by the Mental Health Act (2007) will also be described.
Simpson, Wendy ; Buchanan, Graham ; Monteith, Graham
2008 The Journal of Mental Health Training, Education and Practice
Playfield Institute is a unique partnership between child and adolescent mental health services (CAMHS) and public health. The institute model is an innovative response to the national challenge to mainstream mental health. Its focus is to build the capacity of frontline workers (otherwise known as the children's workforce eg. school nurses, social workers, teachers, foster carers etc.) to promote the mental health of children and young people. It works by providing a multi-agency forum for sharing information and developing practical skills on how to help children flourish. It also encourages reflection on practice and undertakes research that has a direct impact on the development of training and practice. To date, the Institute has achieved the following main outcomes: the facilitation of a successful training programme, the development of a well used, effective, online resource and the co-ordination of a range of applied research projects. This paper discusses why the Institute was set up, what it is, what it has achieved and how the model is sustainable.
Wendy Simpson; Graham Buchanan; Graham Monteith
2008 The Journal of Mental Health Training Education and Practice
doi: 10.1108/17556228200800025
Playfield Institute is a unique partnership between child and adolescent mental health services (CAMHS) and public health. The institute model is an innovative response to the national challenge to mainstream mental health. Its focus is to build the capacity of frontline workers (otherwise known as the children's workforce eg. school nurses, social workers, teachers, foster carers etc.) to promote the mental health of children and young people. It works by providing a multi‐agency forum for sharing information and developing practical skills on how to help children flourish. It also encourages reflection on practice and undertakes research that has a direct impact on the development of training and practice. To date, the Institute has achieved the following main outcomes: the facilitation of a successful training programme, the development of a well used, effective, online resource and the co‐ordination of a range of applied research projects. This paper discusses why the Institute was set up, what it is, what it has achieved and how the model is sustainable.
Julia Halpin; Patricia Wain; Peter Nolan
2008 The Journal of Mental Health Training Education and Practice
doi: 10.1108/17556228200800026
This paper reports on a study undertaken in one mental health NHS foundation trust in the UK, which sought to examine to what extent advanced practice nursing could contribute to advancing new ways of working in the future. The literature on advanced nursing in the UK is critically discussed and where availability permits, reference is made to international literature. The findings of a survey of nurses with a Masters degree or acting at advanced level are reported and discussed. Though the data reported here are largely confirmed by similar studies, nevertheless the insights provided should alert organisations to the complexity of introducing new roles during a time of radical change in the health care system. Despite the efforts of a highly motivated trust, respondents identified barriers and obstacles that were of such significance that some were forced to rethink their readiness to embrace the role. It is hoped that the recommendations derived from this study may assist other organisations at a similar stage of implementing advanced nursing practice roles.
Halpin, Julia ; Wain, Patricia A; Nolan, Peter A
2008 The Journal of Mental Health Training, Education and Practice
This paper reports on a study undertaken in one mental health NHS foundation trust in the UK, which sought to examine to what extent advanced practice nursing could contribute to advancing new ways of working in the future. The literature on advanced nursing in the UK is critically discussed and where availability permits, reference is made to international literature. The findings of a survey of nurses with a Masters degree or acting at advanced level are reported and discussed. Though the data reported here are largely confirmed by similar studies, nevertheless the insights provided should alert organisations to the complexity of introducing new roles during a time of radical change in the health care system. Despite the efforts of a highly motivated trust, respondents identified barriers and obstacles that were of such significance that some were forced to rethink their readiness to embrace the role. It is hoped that the recommendations derived from this study may assist other organisations at a similar stage of implementing advanced nursing practice roles.
Berry, Clio ; Hayward, Mark ; Porter, Andy
2008 The Journal of Mental Health Training, Education and Practice
This paper gives an overview of the development and pilot implementation of a tool to evaluate socially inclusive practice. There are strong links between social inclusion and better mental health outcomes for people who access services, yet a very limited amount of research exists concerning ways to evaluate socially inclusive practice within mental health services. The paper describes the creation of a tripartite tool to access the views of mental health teams who work with service users, and the service users themselves. As part of the movement towards recovery and social inclusion, the Department of Health requires that social and occupational needs become embedded in care plans alongside health needs (DoH, 1999), and so an analysis of care plan documentation completed the evaluation tool. A pilot evaluation was conducted with three mental health teams in Sussex and found issues with engagement and response rate. Lessons learned and future implications are discussed.
Clio Berry; Mark Hayward; Andy Porter
2008 The Journal of Mental Health Training Education and Practice
doi: 10.1108/17556228200800027
This paper gives an overview of the development and pilot implementation of a tool to evaluate socially inclusive practice. There are strong links between social inclusion and better mental health outcomes for people who access services, yet a very limited amount of research exists concerning ways to evaluate socially inclusive practice within mental health services. The paper describes the creation of a tripartite tool to access the views of mental health teams who work with service users, and the service users themselves. As part of the movement towards recovery and social inclusion, the Department of Health requires that social and occupational needs become embedded in care plans alongside health needs (DoH, 1999), and so an analysis of care plan documentation completed the evaluation tool. A pilot evaluation was conducted with three mental health teams in Sussex and found issues with engagement and response rate. Lessons learned and future implications are discussed.
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