The Journal of Mental Health Training Education and Practice

Saunder, Lorna

2016 The Journal of Mental Health Training Education and Practice

doi: 10.1108/JMHTEP-07-2015-0031

Purpose– The purpose of this paper is to explore a method of incorporating on-line role play in mental health nursing education. Recreation of meaningful and realistic simulations for mental health nurses is challenging. Examination of the literature reveals there is a gap in the provision of simulations that replicate practice, encourage the development of skills and promote responsibility. Those that exist may require significant investment in complex technologies or a high degree of planning and time commitment. Design/methodology/approach– An evaluation of a pedagogical design that used an on-line survey to gather responses and thematic analysis was undertaken. Findings– The findings identified that students engaged with the case leading to a realistic experience of case management and development of professional communication skills. Research limitations/implications– This evaluation could be expanded further to a more formal study examining the students’ emotional responses and learning as they progress through the activity. Practical implications– The activity outlined in this paper demonstrates that a relatively simple approach can result in deep learning whereby the student can fully experience the role of a qualified practitioner. This model could easily be adopted by other higher education institutions or as a part of continuing professional development. Originality/value– This paper combines previously researched methods of providing role play to mental health nursing students. It has addressed the critiques of other methodologies such as being time consuming, expensive or lacking in realism. The end product, is low cost, manageable from the lecturers perspective and delivers important learning outcomes to the students.

Lang, Gert; Stengård, Eija; Wynne, Richard

2016 The Journal of Mental Health Training Education and Practice

doi: 10.1108/JMHTEP-02-2015-0005

Purpose– Against the background of rising mental health (MH) problems many practitioners and health programmers require tools to plan and implement mental health promotion (MHP). A Likert scale to measure Perceived Knowledge of Skills needed for MHP (PKSMHP) was developed and pilot tested. The paper aims to discuss these issues. Design/methodology/approach– A convenience sample of leading personnel (n=106) in three settings (43 schools, 24 workplaces, 39 care facilities) was drawn in five European countries. A descriptive item analysis, an exploratory and confirmatory factor analysis, and a scales’ performance analysis was adopted. Findings– The validated PKSMHP scale included nine high-quality items measuring the knowledge level of three skills dimensions: MHP management/planning, MHP tools/methods/services and recognition/detection of MH problems. Taken together these can be seen to represent the overall type of skills needed for implementing MHP. Originality/value– The short scale showed very good scale performance values in this pilot study. After further testing the scale might be used as a baseline assessment of MHP needs, as a building block for MHP training and organisational capacity building.

Williams, Virginia C; Deane, Frank P.; Oades, Lindsay G; Crowe, Trevor P; Ciarrochi, Joseph; Andresen, Retta

2016 The Journal of Mental Health Training Education and Practice

doi: 10.1108/JMHTEP-09-2015-0042

Purpose– The purpose of this paper is to review the role of values within contemporary mental health recovery services, outlining the rationale and approach for a specific values-focused staff intervention to promote autonomously motivated uptake of recovery-oriented practices. Design/methodology/approach– Recent advances in understanding of the enduring gap between ideological and applied acceptance of personal recovery within mental health services are outlined, with particular focus on the limited utility of training programmes as a means to promoting implementation. Frequently, mental health service organisations have adopted recovery policies in a primarily “top-down” fashion standing in contrast to the high autonomy approaches espoused for service users. Drawing from the extensive research related to Self-Determination Theory (SDT), a complementary focus on “bottom-up” approaches that enable service-delivery staff to develop a sense of autonomy for changed work practices in order to increase implementation is indicated. Findings– Application of values-focused interventions for mental health recovery staff parallel to the approaches acknowledged as effective for service participants are likely to be effective in promoting implementation of newly trained recovery-oriented practices. Research limitations/implications– The paper is conceptual in nature and therefore reflects the priorities and views of the authors but the paper draws together well-established literature to develop a novel approach to a highly relevant issue. Practical implications– Training transfer and implementation of evidence-based practice are issues with broad relevance and the explication of additional methods to promote employee uptake of new practices is a key priority for organisations and policy makers. Social implications– Significant social implications include furthering the discussion and insight to the development of effective delivery of mental health services to individuals accessing service. Originality/value– A novel aspect of this paper is the provision of a theoretical rationale for the application of SDT as a framework for understanding the continuing challenge of recovery operationalisation, which despite the conceptual good-fit, currently stands as an association not well exploited. Moreover, this paper proposes values-clarification and coaching as a specific and reproducible approach to enhancing recovery-oriented service provision.

Jarrett, Patricia M.

2016 The Journal of Mental Health Training Education and Practice

doi: 10.1108/JMHTEP-05-2015-0023

Purpose– Up to 25 per cent of women will experience depression during their pregnancy. Perinatal mental health problems are a leading cause of maternal morbidity and mortality, however care provided to women is often a low priority. The purpose of this paper is to explore women’s perspective of care from GPs and midwives, when they experience symptoms of depression during pregnancy. Design/methodology/approach– Women, with self-reported symptoms of depression, were invited to post comments in response to a series of on-line questions posted on two discussion forums over a nine month period. The questions were related to the care women received from GPs and midwives. Data were analysed using thematic analysis. Findings– In total, 22 women responded to the on-line questions. A number of themes were identified from the data including women’s disclosure of symptoms to GPs and midwives; lack of knowledge of perinatal mental health among health providers; attitudes of staff and systemic issues as barriers to good care; anti-depressant therapy and care that women found helpful. Research limitations/implications– Women often face significant emotional and psychological health issues in the transition to motherhood. This small study indicates women often experience difficulties in interacting with their GP and midwife in seeking help. This research has identified some contributing factors, however more rigorous research is needed to explore these complex issues. Originality/value– This paper highlights service provision in the care of women with depression in pregnancy.

Ritblatt, Shulamit Natan

2016 The Journal of Mental Health Training Education and Practice

doi: 10.1108/JMHTEP-02-2015-0006

Purpose– The purpose of this paper is to present the Early Childhood-Socio-Emotional and Behavior Regulation Intervention Specialist (EC-SEBRIS) Certificate Program model integrating knowledge and practice. Coursework, videotaping, on-site coaching, and the reflective process facilitate the application of knowledge through the integration of theory and practice supporting young children and families. It is designed to help teachers and early childhood professionals to internalize the skills and competencies needed to address challenging behaviors in their classrooms or at homes so that they can meet the critical social-emotional and behavioral needs of children. Design/methodology/approach– The paper will provide: research-based information to establish the need for such training programs; the rational to the conceptual framework of the EC-SEBRIS Certificate Program; the depiction of the wraparound training model, which uses triple coaching and mentoring methods: reflective supervision, videotaping, and on-site coaching for teachers; and a preliminary evaluation of the program, and future plans. Findings– The EC-SEBRIS Certificate Program is at its early implementation stage. The author have graduated four cohorts, for a total of 113, early childhood professionals who have been hired to enhance the behavioral health services provided to young children and families. Overall, results suggest that the students’ knowledge base and confidence improved from time 1 to time 2 for each of the knowledge-based courses. Research limitations/implications– This is a conceptual paper. Practical implications– The program bridges the early childhood education (ECE) and early childhood mental health fields, and recognizes the important role that early care and education professionals play in the socio-emotional development of young children. Coursework, videotaping, on-site coaching, and the reflective process facilitate the application of knowledge through the integration of theory and practice in the field supporting young children and families. Social implications– Challenging behaviors are one of the issues all early childhood educators have to deal within their classrooms. The model, as presented in the manuscript, can be implemented in other higher education institutions to enhance the skill sets of professionals who need to respond to this critical need and support healthy development of young children. Originality/value– This is an original model emphasizing the importance of training early childhood educators to support emotion and behavior regulation in young children. The paper presents a cutting edge teaching model which integrates knowledge, practice, and reflective practice. This training model focuses on the ECE workforce as the front line to the provision of early childhood mental health support.

Jones, Martin; Thompson, David; Ski, Chantal; Clark, Robyn; Gray, Richard; Vallury, Kari; Alam, Ferdous

2016 The Journal of Mental Health Training Education and Practice

doi: 10.1108/JMHTEP-04-2015-0017

Purpose– The purpose of this paper is to discuss the role of psychosocial treatments to support families living with cardiovascular disease (CVD) and depression. The paper highlights that depression in people with CVD is a predictor of non-adherence to both medicines and cardiovascular rehabilitation programmes. The authors believe there is a clinical need to develop a programme of care to support the whole family to adhere to cardiovascular rehabilitation programmes. Design/methodology/approach– A team of expert cardiovascular nurses, mental health nurses (MHN) and cardiologist clinical opinions and experiences. These opinions and experiences were supplemented by literature using MEDLINE as the primary database for papers published between December 2000 and December 2013. Findings– People with CVD who become depressed are more likely to stop taking their medicine and stop working with their health care worker. Most people with heart and mood problems live with their families. Health workers could have a role in supporting families living with heart and mood problems to their care and treatment. The paper has highlighted the importance of working with families living with heart and mood problems to help them to stick with care and treatment. Originality/value– Most people with heart and mood problems live with their families. The paper has highlighted the importance of working with families living with heart and mood problems to help them to persevere with care and treatment. MHN may have a role, though consideration should also be given to exploring the role of other health care workers and members of the community. As the population ages, clinicians and communities will need to consider the impact of depression on adherence when working with families living with CVD and depression.