The Journal of Mental Health Training, Education and Practice

Bailey, Di

2009 The Journal of Mental Health Training, Education and Practice

doi: 10.1108/17556228200900018

Bailey, Di

2009 The Journal of Mental Health Training, Education and Practice

doi:

Neil Brimblecombe

2009 The Journal of Mental Health Training, Education and Practice

doi: 10.1108/17556228200900019

An enormous amount of change has occurred in the last six years for the mental health system in England and the workforce within it. We have seen the 10‐year National Service Framework for Mental Health (Department of Health, 1999) gradually make its impact felt in the form, in particular, of new community mental health teams and structures for delivering care in the community. We have also, most recently, experienced the passing of the Mental Health Act 2007 (HM Government, 2007), after many turbulent years of controversy and argument, extending to nurses and non‐medical practitioners who have been given statutory powers to act as approved mental health practitioners and approved clinicians.Alongside these important developments has been a gradual revolution in traditional ways of working, in the form of the New Ways of Working initiative. This article considers the impact of New Ways of Working on mental health nursing ‐ the single largest professional group within the mental health workforce ‐ and the continuing implications for the profession. The development of nurse prescribing is used as an illustration of the challenges and opportunities that have commonly arisen when new roles and skill sets have been introduced in mental health settings.

Brimblecombe, Neil

2009 The Journal of Mental Health Training, Education and Practice

doi:

An enormous amount of change has occurred in the last six years for the mental health system in England and the workforce within it. We have seen the 10-year National Service Framework for Mental Health (Department of Health, 1999) gradually make its impact felt in the form, in particular, of new community mental health teams and structures for delivering care in the community. We have also, most recently, experienced the passing of the Mental Health Act 2007 (HM Government, 2007), after many turbulent years of controversy and argument, extending to nurses and non-medical practitioners who have been given statutory powers to act as approved mental health practitioners and approved clinicians. Alongside these important developments has been a gradual revolution in traditional ways of working, in the form of the New Ways of Working initiative. This article considers the impact of New Ways of Working on mental health nursing - the single largest professional group within the mental health workforce - and the continuing implications for the profession. The development of nurse prescribing is used as an illustration of the challenges and opportunities that have commonly arisen when new roles and skill sets have been introduced in mental health settings.

Morris, Tim ; Anderson, Yvonne ; Nixon, Barry

2009 The Journal of Mental Health Training, Education and Practice

doi:

This paper focuses on the policy context that led to the development of the New Ways of Working in child and adolescent mental health services (NWW CAMHS) project and the future direction of change that is its legacy. NWW CAMHS represents a merging of policy and practice across what is sometimes a divide between adult and child services. In some aspects, CAMHS had already adopted what became known as a NWW in adult mental health with multidisciplinary teams characterised by dispersed patterns of responsibility and leadership. In other areas, particularly the involvement of service users and carers, CAMHS has been less forward-thinking. There continues to be a significant workforce challenge for children's services and a risk that innovation and development will not be fully inclusive of the full range of service users' needs. It is important that the lessons learned from the national workforce programme are kept while the usual boundaries to development across services are broken down.

Tim Morris; Yvonne Anderson; Barry Nixon

2009 The Journal of Mental Health Training, Education and Practice

doi: 10.1108/17556228200900020

This paper focuses on the policy context that led to the development of the New Ways of Working in child and adolescent mental health services (NWW CAMHS) project and the future direction of change that is its legacy. NWW CAMHS represents a merging of policy and practice across what is sometimes a divide between adult and child services. In some aspects, CAMHS had already adopted what became known as a NWW in adult mental health with multidisciplinary teams characterised by dispersed patterns of responsibility and leadership. In other areas, particularly the involvement of service users and carers, CAMHS has been less forward‐thinking. There continues to be a significant workforce challenge for children's services and a risk that innovation and development will not be fully inclusive of the full range of service users' needs. It is important that the lessons learned from the national workforce programme are kept while the usual boundaries to development across services are broken down.

Hollingsworth, Nicki

2009 The Journal of Mental Health Training, Education and Practice

doi:

The Creating Capable Teams Approach (CCTA) was developed as part of the National Institute for Mental Health National Workforce Programme (NIMHE NWP). This article will identify what the CCTA is, explore its development and implementation and highlight some of the outcomes and plans for further development.

Nicki Hollingsworth

2009 The Journal of Mental Health Training, Education and Practice

doi: 10.1108/17556228200900021

The Creating Capable Teams Approach (CCTA) was developed as part of the National Institute for Mental Health National Workforce Programme (NIMHE NWP). This article will identify what the CCTA is, explore its development and implementation and highlight some of the outcomes and plans for further development.

Anderson, Jill ; Burgess, Hilary

2009 The Journal of Mental Health Training, Education and Practice

doi:

Recent drives to modernise the mental health workforce have been led (in England) by initiatives such as New Ways of Working and informed by the Ten Essential Shared Capabilities (10 ESCs) (Department of Health, 2004), reflected elsewhere in the UK. Learning materials have been developed to support these and educators encouraged to embed them within curricula. Yet, little has been said about how such principles could or should apply to the practice of mental health educators themselves. Higher education plays a crucial part in shaping tomorrow's practitioners; yet educators can receive scant mention when workforce initiatives are launched. Here, then, we consider the 10 ESCs, examining how these might be put into practice in a higher education context. The pedagogic rationale for this perspective is discussed in terms of Biggs' (2003) concept of ‘constructive alignment’ , Ward's (1999) ‘matching principle’ and Eraut's (1994) analysis of ‘professional education’ . Reconceptualising higher education educators as a part (albeit semi-detached) of the mental health workforce may help us move beyond a ‘tick-box’ approach - exploring not only whether the 10 ESCs are reflected in the content of curricula, but how they are embodied within teaching teams.

Jill Anderson; Hilary Burgess

2009 The Journal of Mental Health Training, Education and Practice

doi: 10.1108/17556228200900022

Recent drives to modernise the mental health workforce have been led (in England) by initiatives such as New Ways of Working and informed by the Ten Essential Shared Capabilities (10 ESCs) (Department of Health, 2004), reflected elsewhere in the UK. Learning materials have been developed to support these and educators encouraged to embed them within curricula. Yet, little has been said about how such principles could or should apply to the practice of mental health educators themselves. Higher education plays a crucial part in shaping tomorrow's practitioners; yet educators can receive scant mention when workforce initiatives are launched. Here, then, we consider the 10 ESCs, examining how these might be put into practice in a higher education context. The pedagogic rationale for this perspective is discussed in terms of Biggs' (2003) concept of ‘constructive alignment’, Ward's (1999) ‘matching principle’ and Eraut's (1994) analysis of ‘professional education’. Reconceptualising higher education educators as a part (albeit semi‐detached) of the mental health workforce may help us move beyond a ‘tick‐box’ approach ‐ exploring not only whether the 10 ESCs are reflected in the content of curricula, but how they are embodied within teaching teams.

Shoba Nayar; Samson Tse; Amritha Sobrun‐Maharaj

2009 The Journal of Mental Health Training, Education and Practice

doi: 10.1108/17556228200900023

New Zealand is a country of many cultures and ethnicities. With a growing Asian community, cultural capability of the mental health workforce is essential to ensure that Asians have equity in access to appropriate and high quality services. Literature indicates a growing need to develop resources and enhance knowledge on cultural competence to assist health service providers to address the needs of people from diverse backgrounds. Yet, at what stage of training and/or practice are health professionals gaining access to this knowledge?Consultation with local health services and tertiary education institutions revealed a gap in the knowledge of Asian mental health being taught in the curriculum of students undertaking training to become health professionals. Further research indicated a need and desire from tertiary institutions to have access to Asian mental health material for both enhancing students' learning, and promoting the concept of continuing education following graduation. As a result, an interactive, self‐administrative CD‐rom comprising three modules: self‐reflection; Asian philosophies; and clinical issues was compiled.Early feedback indicates that the CD‐rom has tremendous potential in terms of applicability to enhancing current curriculum and for teaching students skills such as accessing articles and web based resources, valuable for the purposes of continuing education. Continuing education with regards to cultural competence is not just for qualified health professionals but needs to be integrated as part of students training as health practitioners, in order to ensure health care providers are able to provide effective and culturally responsive services.

Nayar, Shoba ; Tse, Samson ; Sobrun-Maharaj, Amritha

2009 The Journal of Mental Health Training, Education and Practice

doi:

New Zealand is a country of many cultures and ethnicities. With a growing Asian community, cultural capability of the mental health workforce is essential to ensure that Asians have equity in access to appropriate and high quality services. Literature indicates a growing need to develop resources and enhance knowledge on cultural competence to assist health service providers to address the needs of people from diverse backgrounds. Yet, at what stage of training and/or practice are health professionals gaining access to this knowledge? Consultation with local health services and tertiary education institutions revealed a gap in the knowledge of Asian mental health being taught in the curriculum of students undertaking training to become health professionals. Further research indicated a need and desire from tertiary institutions to have access to Asian mental health material for both enhancing students' learning, and promoting the concept of continuing education following graduation. As a result, an interactive, self-administrative CD-rom comprising three modules: self-reflection; Asian philosophies; and clinical issues was compiled. Early feedback indicates that the CD-rom has tremendous potential in terms of applicability to enhancing current curriculum and for teaching students skills such as accessing articles and web based resources, valuable for the purposes of continuing education. Continuing education with regards to cultural competence is not just for qualified health professionals but needs to be integrated as part of students training as health practitioners, in order to ensure health care providers are able to provide effective and culturally responsive services.

Mott, Andy ; Dobson, Paul ; Walton, James ; Highfield, Penny ; Harries, Lee ; Seal, Robert ; Butland, Peter

2009 The Journal of Mental Health Training, Education and Practice

doi:

Since the early 1980s, breakaway training has been synonymous with many prevention and management of violence and aggression (PMVA) training programmes in social care and NHS settings. However, for almost three decades, this community has continued to accept a training approach that has been largely unsupported by a robust underpinning methodology or evidence base. The validity of this historical training approach will be examined in context with the available literature, and will seek to identify the fundamental flaws that have been inherent in the traditional system. This paper will conclude by making some practical suggestions on how the efficacy of personal protective training may be improved, based on the emerging findings from other scientific fields.

Andy Mott; Paul Dobson; James Walton; Penny Highfield; Lee Harries; Robert Seal; Peter Butland

2009 The Journal of Mental Health Training, Education and Practice

doi: 10.1108/17556228200900024

Since the early 1980s, breakaway training has been synonymous with many prevention and management of violence and aggression (PMVA) training programmes in social care and NHS settings. However, for almost three decades, this community has continued to accept a training approach that has been largely unsupported by a robust underpinning methodology or evidence base. The validity of this historical training approach will be examined in context with the available literature, and will seek to identify the fundamental flaws that have been inherent in the traditional system. This paper will conclude by making some practical suggestions on how the efficacy of personal protective training may be improved, based on the emerging findings from other scientific fields.