The Journal of Mental Health Training Education and Practice

Wheeler, Amanda; Mey, Amary; Kelly, Fiona; Hattingh, Laetitia; K. Davey, Andrew

2014 The Journal of Mental Health Training Education and Practice

doi: 10.1108/JMHTEP-09-2013-0030

Purpose– The purpose of this paper is to explore the potential approaches to continuing education and training delivery for community pharmacists to equip them to support mental health consumers and carers with illnesses such as depression and anxiety. Design/methodology/approach– Review of national and international literature about community pharmacists’ roles, beliefs and attitudes towards mental health, continuing education delivery for the workforce and training recommendations to equip pharmacy workforce. Findings– Training involving consumer educators was effective in reducing stigma and negative attitudes. Interactive and contextually relevant training appeared to be more effective than didactic strategies. Narratives and role-plays (from the perspective of consumers, carers and health professionals) are effective in promoting more positive attitudes and reduce stigma. Flexible on-line delivery methods with video footage of expert and consumer narratives were preferable for a cost-effective programme accessible to a wide community pharmacy workforce. Originality/value– There is a clear need for mental health education for community pharmacists and support staff in Australia. Training should target reducing stigma and negative attitudes, improving knowledge and building confidence and skills to improve pharmacy staff's perceived value of working with mental health consumers. The delivery mode should maximise uptake.

Odro, A.B.; Dadzie, L.K.; Ryan, P.; Collins, D.; Lodoiska, R.

2014 The Journal of Mental Health Training Education and Practice

doi: 10.1108/JMHTEP-09-2012-0032

Purpose– This paper is about a single case study of a three-year BSc Mental Health Nursing degree programme based at a London University. The purpose of the paper is to evaluate the extent to which the programme sufficiently addresses the ten quality criteria developed by the “PROMISE” (2009) Mental Health Promotion Project. PROMISE (2009) is a European public health project funded by the European Commission and was conducted from 2009 to 2012. Its aim was the European-wide development of criteria and training guidelines in mental health promotion and recommended these should be integrated into the professional training curricula of nurses, psychiatrists, psychologists and social workers. Design/methodology/approach– A content analysis method (Bryman, 2012) was used for this case study. This method allowed for a line-by-line scrutiny of the contents of the curriculum for evidence of the ten PROMISE quality criteria for mental health promotion (PROMISE project; http://promise-mental-health.com/training-guidelines.html). Findings– The findings revealed that the PROMISE (2009) project was not one of the four key documents stated as forming the basis for the design of the curriculum content. However, the study found evidence of the curriculum addressing the first PROMISE criterion of embracing the principles of mental health promotion in seven of the 14 modules (50 per cent) in the programme. In the first year of the programme five of the ten PROMISE quality criteria were embedded in two of the four modules. In year 2, quality criteria 1, 4 and 7 were addressed in the course content of four of the five modules (see Table I). In the final year of the programme PROMISE quality criteria 1, 2, 4 and 8 were embedded in the syllabus and assessment strategy in two out of the five final year modules. It was also found that quality criteria 2 and 9 were not included in any of the modules in the programme. Research limitations/implications– This is a case study based on the content analysis of a single curriculum document in a London University. It is therefore not possible to make wide generalisation of its findings across the countries involved in the EU Promise project. However, it could be argued that it is possible to find a number of the key findings present in other UK University programmes that may be similar in structure to that selected for this study. The other limitation to this content analysis is that the evaluation process did not include accounts of the students’ experience on the programme. This could have contributed significantly to the outcome of the evaluation exercise. Although the methodology used is simple, practical and relatively sound, it is not necessarily rigorous in terms of quantitative research methodology but arguably an acceptable contribution to the spectrum within qualitative research paradigm. Practical implications– The emergence of the “PROMISE” criteria especially on a European-wide basis puts emphasis on the importance of mental health promotion in the training of health care professionals. This is expected to be achieved by the training institutions in the European Union. In the UK, this notion is well embraced in various health policy documents (e.g. “No Health Without Mental Health” DH 2011). In the case of the programme examined at one London University, work is required to ensure that a pervasive incorporation of mental health promotion strategies in the curriculum in order to help the students to become better equipped to understand and effectively apply the mental health promotion criteria in their work upon qualification. Originality/value– This is one of the first papers to address the “PROMISE” project and the issue of incorporating mental health promotion criteria in a pre-registration mental health pathway training programme in a university in the UK.

Kobori, Osamu; Nakazato, Michiko; Yoshinaga, Naoki; Shiraishi, Tetsuya; Takaoka, Kota; Nakagawa, Akiko; Iyo, Masaomi; Shimizu, Eiji

2014 The Journal of Mental Health Training Education and Practice

doi: 10.1108/JMHTEP-10-2013-0033

Purpose– The purpose of this paper is to discuss the implementation and evaluation of a cognitive behavioral therapy (CBT) training course for clinicians in Chiba, the sixth-largest province in Japan. Design/methodology/approach– Individual CBT for obsessive-compulsive disorder, bulimia nervosa, or social anxiety disorder was delivered by trainees of the Chiba CBT training course in a single study design. Findings– The results demonstrated that individual CBT delivered by trainees led to statistically significant reductions in symptom severity for all three disorders. Feedback from the trainees indicated that the training course achieved its aims. Research limitations/implications– Barriers to the dissemination of CBT in Japan such as opportunities for training and possible solutions are discussed. Originality/value– This paper evaluates the Chiba CBT training course, which is a Japanese adaptation of the UK Improving Access to Psychological Therapies Project and the first post-qualification CBT training course in Japan.

Stamou, Elina

2014 The Journal of Mental Health Training Education and Practice

doi: 10.1108/JMHTEP-02-2014-0003

Purpose– The purpose of this paper is to explore user leadership in peer support practice by reviewing existing evidence and models of delivery, investigating the recently developed term of “authentic” peer support and reflecting on challenges and opportunities for the future. Design/methodology/approach– The paper presents and discusses views and evidence on peer support policy and practice, found in the current literature, grass roots peer support experts’ presentations and contributions to conferences, a national peer support network, key policy documents and the work of Together for Mental Wellbeing. Findings– Peer support benefits are widely documented as is its history, rooted in user leadership. More recently, peer support is acknowledged in a number of key mental health policy documents as seen to be key in the response to current quality and cost agendas. There has been a simultaneous increase of “formal” peer support as practiced by large service providers and a gradual shift away from its “user led” origins. Against the background of the current economic climate and implications for mental health services, there seems to be a need to pause and reflect on current peer support practice and rethink the way forward. Originality/value– This paper's emphasis on the authenticity of peer support covers new ground in relation to an important topical debate.

Ftanou, Maria; Machlin, Anna; Nicholas, Angela; King, Kylie; Fletcher, Justine; Harvey, Carol; Pirkis, Jane

2014 The Journal of Mental Health Training Education and Practice

doi: 10.1108/JMHTEP-05-2014-0014

Purpose– The purpose of this paper is to evaluate the usefulness and relevance of the Mental Health Professional Online Development (MHPOD) training package in further developing the skills in mental health and recovery-informed practice of the Australian non-government community mental health workforce. MHPOD is an evidence-based, self-paced, online learning resource that consists of 58 mental health topics. Design/methodology/approach– A total of 349 e-learners were recruited from seven non-government community mental health services across Australia. E-learners were invited to complete up to twelve online surveys, a baseline survey, a topic completion survey for each completed topic, and a follow-up survey towards the end of the pilot. Findings– The majority of e-learners indicated that MHPOD was useful for professional development and relevant to their current employment. E-learners identified that MHPOD led to significant improvement in their knowledge and confidence in their ability. A number of enabling factors such as managerial and organizational supports, technical supports and up-to-date and relevant content materials need to be present for the successful implementation of online programs such as MHPOD. Originality/value– Online training packages such MHPOD that a relatively easy to use are helpful in developing knowledge, and confidence in the skills of the mental health workforce. The evaluation findings suggest that MHPOD is a relevant and appropriate training tool for the non-government community mental health sector within Australia.

Patterson, Susan; Ford, Pauline

2014 The Journal of Mental Health Training Education and Practice

doi: 10.1108/JMHTEP-05-2014-0013

Purpose– The purpose of this paper is to inform education of non-mental health professionals who provide care to people with severe mental illness; to describe dentistry students’ knowledge and views about mental illness, including willingness to engage in various social situations with a person hospitalised for mental illness; and to assess and understand the impact of a targeted lecture on views and attitudes. Design/methodology/approach– The paper employed mixed methods to examine dental students’ knowledge and views about mental disorder before and after a seminar covering mental disorder, disadvantage and oral health. Findings from a bespoke questionnaire administered to third-year dental students were triangulated with qualitative data gathered in interviews with a subsample. Findings– Students understood mental disorder broadly, employing diverse causal models. Although knowledge was typically grounded in media stereotypes, attitudes were benevolent and most students reported willingness to provide dental care to affected individuals. The seminar, especially the consumer delivered section, was valued and associated with increased appreciation of the impact of mental disorder on oral health and need for assertive action to promote access to care. However, students reported being reluctant to disclose their own mental health problems for fear of being considered a professional or personal failure. A minority knew how to seek support if a friend talked of suicide. Research limitations/implications– This study highlights the need for further investigation of the knowledge and attitudes of dentistry students pertinent to provision of care to people with mental illness and to examine the links between attitudes and practice. The paper also provides a useful foundation for development of brief educational interventions, particularly the value in integrating the service user perspective, and their evaluation. Research should also examine the impact of mental health education on practice. Practical implications– A single inexpensive educational session, such as the one the paper developed may support reconsideration of often unconscious views of mental illness which might affect practice. Social implications– If people with mental illness are to receive equitable access to health care, non-mental health professionals should be supported to develop knowledge and attitudes which are conducive to inclusive treatment. An education session such as this could be helpful. Originality/value– There is scant literature examining attitudes of dentistry students and no reports of mental health-specific education with this population.