The Journal of Mental Health Training Education and Practice

Ebrahim, Selma; Robinson, Sally; Crooks, Samantha; Harenwall, Sari; Forsyth, Angus

2016 The Journal of Mental Health Training Education and Practice

doi: 10.1108/JMHTEP-07-2015-0030

Purpose– The purpose of this paper is to evaluate the impact of knowledge and understanding framework (KUF) awareness-level training with mental health staff in a UK NHS Mental Health Trust. Design/methodology/approach– In total, 181 mental health professionals completed three day KUF awareness-level training to promote understanding and positive attitudes in working with personality disorder (PD). Attitudes to PD were evaluated using the PD – Knowledge and Skills Questionnaire (Bolton et al., 2010) at pre and post training and at three and six months follow up. Quantitative data were analysed and descriptive statistics were obtained. Qualitative methods were also used to evaluate the integration of learning into work-based practice with five participants. Findings– Participants reported a favourable reaction to the training. Understanding and positive emotions about working with PD increased significantly post training (gains maintained at three and six months follow up). Capability in working with PD was increased post training and at three, but not six months. Qualitative analysis suggests clinical practice was positively impacted upon three months following training. Research limitations/implications– This research suggests awareness-level KUF training can have a positive impact on the attitudes, understanding and clinical practice of mental health practitioners towards people with a PD. It confirms earlier research on a decrease in capability post training, and explores strategies to further develop capability with this client group. Originality/value– Despite the promotion of KUF awareness-level training by the Department of Health there is limited evaluation of the approach with mental health professionals in practice. This study reports on an evaluation of KUF training within a large mental health trust with three and six months follow up data. Qualitative evaluation three months after course completion indicates improved practice and application of course principles when working with individuals with PD.

Lowe, Kassia; Hynes, Fiona

2016 The Journal of Mental Health Training Education and Practice

doi: 10.1108/JMHTEP-06-2015-0026

Purpose– The purpose of this paper is to address and understand recruitment difficulties into psychiatry; however, to date there is no published research with respect to forensic psychiatry. Forensic psychiatry has always been considered to be a popular specialty amongst junior doctors and therefore the recent trend in local unfilled core training (CT) (junior doctor) posts and national reduced competition ratios for higher specialist training has triggered concern. The impact vacant CT posts within the Forensic Service may have on the future workforce must be considered. Further understanding of this trend is required. Design/methodology/approach– A short statement-style survey addressing attitudes and opinions with respect to the field of forensic psychiatry was devised and distributed to all West Midlands core psychiatry trainees who attended post-graduate teaching (November 2014). Findings– Response rate was 64 per cent. In total, 52 per cent of participants expressed an interest in the specialty, but only 13 per cent wished to pursue a career in forensic psychiatry. In total, 68 per cent of responses deemed forensic psychiatry to be a demanding speciality, with over 50 per cent perceiving forensic patients as difficult to work with. There were high rates of uncertain responses with respect to specialty work life. In total, 78 per cent of responses considered experience of the specialty to be useful. Research limitations/implications– The method chosen to distribute the survey maximised response rate, but may have introduced a Hawthorne effect, as well as response bias, with the visual presence of the researcher. Participants were limited to those who attended teaching on the specified day. This could potentially skew results with an absence of opinions of non-attenders. It may be that characteristics and therefore attitudes and opinions of these two groups are different. A further limitation of the study is that opinions explored are limited to statements included within the survey. Practical implications– The current views may represent stigma, negative media portrayal and misinformed opinions. Action must be taken to increase understanding, interest and experience. Increased exposure to the specialty needs to occur. This could occur as early as high school, using case-study exercises and career sessions. Teaching sessions, summer school placements and elective opportunities should be made available for medical students. At post-graduate level, taster days as well as earlier access to rotations may be a way forward. Originality/value– Although entry into Forensic Higher Training remains comparatively competitive, the potential impact of vacant junior doctor (CT) posts within the speciality is concerning. This is likely to negatively influence recruitment into higher training, which may ultimately lead to decreased numbers of qualified forensic psychiatrists. Specialised care for such a risky and challenging patient group could thus be significantly compromised in the near future. Hence, it is vital to understand the current trend in order to act pre-emptively and address the underlying problems. To date no such research has been conducted.

Davies, Bronwen; John-Evans, Hannah; Mallows, Lynwen; Griffiths, John

2016 The Journal of Mental Health Training Education and Practice

doi: 10.1108/JMHTEP-07-2015-0033

Purpose– The purpose of this paper is to detail the implementation and evaluation of positive behavioural support within a medium secure mental health service. Design/methodology/approach– Information regarding the policy context, service context and the processes supporting PBS interventions are outlined. Findings– PBS has historically been applied within child services in USA and learning disability services in UK. Originality/value– Forensic mental health is a new area of implementation and is in line with current policy promoting its use across a number of service contexts.

Zabel, Elisabeth ; Donegan, Grace ; Lawrence, Kate; French, Paul

2016 The Journal of Mental Health Training Education and Practice

doi: 10.1108/JMHTEP-12-2015-0052

Purpose– Recovery Colleges strive to assist individuals in their journey of recovery and help organisations to become more recovery focused. The evidence base surrounding Recovery Colleges is still in its infancy and further research is required to investigate their effectiveness. The purpose of this paper is to explore the subjective experience of people involved with a Recovery College: “The Recovery Academy” based in Greater Manchester. Design/methodology/approach– A qualitative study using data collected from four focus groups of Recovery Academy students who have either lived experience of mental health problems, are health professionals or are family members or carers. The data were analysed using thematic analysis. Findings– Four main themes emerged from discussing experiences of the Recovery Academy and its courses: ethos of the Recovery Academy; personal and organisational impact; value of co-production; and barriers to engagement and impact. The Recovery Academy can have a positive impact on the lives of students who attend the courses and offer benefits to the organisation in which it is run. Originality/value– Recovery Colleges are gaining large interest nationally. However, to date there is a paucity of research on Recovery Colleges. This is the first paper to be presented for publication specifically on the Recovery Academy. The findings of this study suggest Recovery Colleges have the potential to positively impact students and facilitate recovery oriented organisational change. The findings can add valuable data to the emerging Recovery College evidence base.

Wellman, Joshua; Lepori, Francesca; Szlachcic, Rebecca

2016 The Journal of Mental Health Training Education and Practice

doi: 10.1108/JMHTEP-01-2016-0007

Purpose– Narrative therapy uses psychological thinking to help people reconnect with important aspects of their lives that have become subjugated by a dominant problem story. Collective narrative practices (CNPs) such as the tree of life (ToL) metaphor apply these principles to communities. Limited research suggests that ToL groups benefit service users and staff in inpatient settings. The purpose of this paper is to explore the utility of a pilot ToL group, run in an inpatient treatment ward. Design/methodology/approach– Nine participants attended a seven-week ToL group. Eight service users and two facilitators contributed to the evaluation. Qualitative data were derived from interviews and questionnaires and analysed from a social constructionist perspective using inductive thematic analysis. Findings– Three themes were generated: first, a sense of community – service user and staff relationships developed both inside and outside of the group, through sharing personal experiences. Second, rediscovering identity – participants reconnected with important aspects of their lives, which helped them to plan their recovery. Third, usefulness of the metaphor – service users and staff reflected on useful aspects of the ToL metaphor and how groups could be improved in the future. Data collection methods were key limitations of the study. Further groups should be conducted, whilst considering means of developing CNPs and their evaluation in this setting. Originality/value– Few evaluations of ToL groups have been conducted in inpatient settings. This research outlines considerations for setting up and evaluating ToL groups and highlights their value for service users and staff.

McHugh, Patrick; Corcoran, Mark; Byrne, Michael

2016 The Journal of Mental Health Training Education and Practice

doi: 10.1108/JMHTEP-12-2014-0039

Purpose– The purpose of this paper is to profile the research activity, research skills and enablers of research of clinical psychologists in the Republic of Ireland. Design/methodology/approach– All clinical psychologists working in the Health Service Executive (HSE) or HSE-funded organisations were requested to complete an online survey examining their research capacity. A total of 170 clinical psychologists completed the survey, with an estimated response rate of 20-25 per cent. Findings– Within the preceding two years, 60 per cent (n=102) of the clinical psychologists sampled had engaged in research. These research active participants were involved with a median of three projects and the majority spent 10 per cent or less of their work time engaged in research. The weakest research skills of research active and research inactive participants were applying for research funding and publishing research. Research active participants indicated a reliance on their own personal motivation to maintain their research activity and indicated a need for more protected time for research. Practical implications– Managers within the health service need to be incentivised to allocate protected work time for research that directly contributes to service provision. Greater collaboration with academic institutions is needed with regard to targeting the research skills development of clinical psychologists, as well as identifying opportunities for collaborative research. Originality/value– This is the first survey to profile the research activity and skills of clinical psychologists in the Republic of Ireland and provides an evidence base for future research capacity development.