The Journal of Mental Health Training, Education and Practice

Hayley Williams

2011 The Journal of Mental Health Training, Education and Practice

doi: 10.1108/17556221111194509

Purpose – The aim of this paper is to explore how the role of low intensity cognitive behavioural therapy (CBT) could be incorporated as a treatment option for individuals who engage in non‐suicidal self‐injury. Primary Care Mental Health Workers (PCMHWs) and Psychological Wellbeing Practitioners (PWPs) are employed to assist patients experiencing common mental health problems through CBT‐based self‐help materials; this is commonly referred to as low intensity CBT. Design/methodology/approach – This article reviews the literature in order to investigate how these workers could incorporate their skills to offer support to those who self‐harm as means of coping with psychological distress. Findings – The findings from this review identify a call for research into the efficacy of low intensity CBT, to enable the dissemination of clear guidance into the treatment of non‐suicidal self‐injury, considering the role of PWPs and PCMHWs. Originality/value – At present, there is a lack of guidance into the treatment options for people who participate in non‐suicidal self‐injury. There is ambiguity into how PWPs and PCMHWs should manage this client base and training courses designed for these workers do not address the issues of self‐harm. It is hoped that this article may promote the development of such protocols.

James Ward; Di Bailey

2011 The Journal of Mental Health Training, Education and Practice

doi: 10.1108/17556221111194518

Purpose – People who self‐injure present a serious concern for many healthcare providers and no more so than for those working in the female prison estate. Despite the prevalence of self‐injury and recent policy highlighting the need for staff training, misunderstanding and misinterpretation of self‐injury is rife within the healthcare professions often demonstrated by poor levels of service and care. This paper seeks to describe the development of a self‐injury training package for prison staff, through service user involvement, in order to address such deficits in care. Design/methodology/approach – A participatory mixed methodological design engaged both staff and women in prison. Women offenders were involved in the development of training drawing upon their unique experiential expertise. Findings – In total, 43 per cent of staff working directly with women recognised the need to develop their understanding of, and skills to manage, self‐injury. Key messages women wanted to convey to staff included how to communicate effectively and demonstrate empathy. Research limitations/implications – Service user involvement in the training of staff is achievable in a prison environment. Women and prison staff identify the need for on‐going training in relation to the management of self‐injury. Limitations of the sampling strategies are acknowledged but not considered significant. Practical implications – The authors assert that service user involvement is crucial in the development of meaningful training in the management of self‐injury. Social implications – The involvement of service users in prison staff training empowers those involved and may foster improved prisoner‐staff relationships. Originality/value – Service user involvement in prison staff training has no precedent in the UK.

Kerry Cooke; Di Bailey

2011 The Journal of Mental Health Training, Education and Practice

doi: 10.1108/17556221111194527

Purpose – The aim of this pilot study is to explore women's experiences of forensic mental health care with a view to designing a larger scale research project. Design/methodology/approach – In‐depth interviews were undertaken with seven self‐selected women who had experience of using secure services currently or in the past. Findings – The findings revealed three key themes: women's experiences of settings and treatments; relationships with staff; and how placements impacted upon important social contacts with family and friends. Despite their relatively disadvantaged position, the women were able to articulate what worked and offered clear solutions for implementing best practice. Originality/value – The women's experiences testified to the importance of meaningful relationships with professionals, and with families and friends, as protective factors to help manage risk. This “relational security” is particularly for women in secure services and can be promoted in a range of ways, hinging upon consistency of care, well managed transitions, and appropriate therapeutic treatment.

Susan Mary Benbow; Anna Tsaroucha; Maurice Ashley; Kathleen Morgan; Paul Kingston

2011 The Journal of Mental Health Training, Education and Practice

doi: 10.1108/17556221111194536

Purpose – Through consultation with people living with dementia and carers, this paper aims to identify skills that patients and carers feel need to be developed in the workforce. This work is part of a project to develop competencies for the West Midlands dementia workforce. Design/methodology/approach – People living with a dementia and carers were contacted through cafés, a carers' group and memory group, and two people contributed interviews to the analysis. All materials were analysed qualitatively using thematic analysis. Findings – Feedback was received from 69 individuals. In total, six major themes were identified: knowledge about dementia, person centred care, communication, relationships, support and helping people engage in activities. Originality/value – It is argued that people living with dementia and carers bring unique and valuable perspectives to an analysis of the skills of the dementia workforce, which grounds the required skills in the relationship between the worker and the person and family they are working with. This different emphasis needs to be considered and addressed throughout dementia training and education.

Matthew Gough

2011 The Journal of Mental Health Training, Education and Practice

doi: 10.1108/17556221111194545

Purpose – There are several tensions in the disclosure of personal experience of mental health problems. The issue of “otherness” is particularly pertinent when exploring mental health. This paper seeks to draw upon workshop discussion around the theme of educators disclosing personal experience of mental health problems. Design/methodology/approach – This paper is based around a critically reflective self‐selecting conference workshop for mental health educators, practitioners and others. Findings – There are risks and benefits to personal disclosure of lived experience of mental health problems. It was found that three areas emerged when considering the dilemmas of self‐disclosure: personal impact, wider ethical issues and student learning. Practical implications – The paper provides information on how educators can maximise the benefits and minimise the hazards associated within these areas as a means to develop good practice guidance and when and how to disclose personal experience. Originality/value – The paper finds its value in the inclusion of recognised lived experience of mental health problems amongst educators and the tensions apparent with disclosure about such experiences.