The Journal of Mental Health Training Education and Practice

Campbell, Meadhbh; Wilson, Charlotte

2017 The Journal of Mental Health Training Education and Practice

doi: 10.1108/JMHTEP-03-2017-0018

PurposeThe purpose of this paper is to explore mental health service users’ experiences of involvement in a clinical psychology course.Design/methodology/approachFive participants were recruited from a service user and carer group aligned to a university professional clinical psychology course. Data were collected using semi-structured interviews and data were analysed using an interpretative phenomenological analysis (IPA).FindingsFour superordinate themes, group processes, advocating, transforming and power, were drawn from the data, with ten subthemes emerging capturing experiences on the personal, professional and group levels.Research limitations/implicationsThe study is not generalisable and has a small number of participants. However, many of the themes have resonance with existing literature.Practical implicationsService user initiatives need to consider the personal and contextual issues that service users may have experienced prior to their involvement. The needs of service user initiatives may change over time. Such initiatives must evolve in conjunction with the personal and political journeys of participants.Originality/valueFew studies have explored the experiences of mental health service users in clinical psychology training using a robust methodology. The current study suggests that eliciting these experiences highlights factors that facilitate involvement as well as the barriers.

Donald, Fiona; Duff, Cameron; Broadbear, Jillian; Rao, Sathya; Lawrence, Katherine

2017 The Journal of Mental Health Training Education and Practice

doi: 10.1108/JMHTEP-09-2016-0043

PurposeBorderline personality disorder (BPD) is a complex condition characterized by a number of psychosocial difficulties that typically involve considerable suffering for individuals with the condition. Recovery from BPD may involve specific processes such as work on how the self is perceived by the individual with BPD and his or her relationships which differ from those common to recovery from other mental health conditions. The details of the processes that may best promote changes within the self and relationships are yet to be established. The paper aims to discuss these issues.Design/methodology/approachIn total, 17 consumers from a specialist BPD service were interviewed to identify factors they have experienced that contribute to recovery from BPD. Thematic analysis within a grounded theory framework was used to understand key themes within the interview data. The emphasis was on specific conditions of change rather than the more global goals for recovery suggested by recent models.FindingsKey themes identified included five conditions of change: support from others; accepting the need for change; working on trauma without blaming oneself; curiosity about oneself; and reflecting on one’s behavior. To apply these conditions of change more broadly, clinicians working in the BPD field need to support processes that promote BPD-specific recovery identified by consumers rather than focusing exclusively on the more general recovery principles previously identified within the literature.Originality/valueThe specific factors identified by consumers as supporting recovery in BPD are significant because they involve specific skills or attitudes rather than aspirations or goals. These specific skills may be constructively supported in clinical practice.

Foreman, Emma; McMillan, Sara; Wheeler, Amanda

2017 The Journal of Mental Health Training Education and Practice

doi: 10.1108/JMHTEP-02-2017-0002

PurposeThe community-managed mental health sector needs to meet growing workforce demands. Yet, limited research has explored professional development opportunities and effective recruitment and retention strategies to support sector growth. One strategy is the use of a scholarship program to increase skills and training, via a University qualification. The purpose of this paper is to explore the progress of 19 mental health scholarship students and the impact of the scholarship on career intentions.Design/methodology/approachA mixed-methods approach comprising scholarship applications, questionnaires and semi-structured interviews was used to explore the students’ university experiences between February 2013 and January 2015. Course convenors of the Mental Health Program were interviewed. Data were collected across three time-points over 24 months, with each collection informing the next research phase. Data analysis involved thematic analysis and descriptive statistics.FindingsDeeper knowledge, recognition of experience, new career pathways and improved work practice were benefits. Managing time and study, and work-life balance were the greatest challenges. Completing students displayed a range of internal attributes and accessed external supports. At the time of the study, the scholarships maintained student motivation and intention to work in the sector.Originality/valueThis research provides a deeper understanding of the demographics of the sector’s workforce. Insight into the attributes of completing students was obtained. The benefits realized and the challenges faced by the scholarship recipients will inform ongoing workforce development programs for the community-managed mental health sector.

Till, Alex; Shaw, Elizabeth Jane; Royles, Bethan; Banat, Malik; Singh, Krishna; Wilson, Peter; Vinjamuri, Indira

2017 The Journal of Mental Health Training Education and Practice

doi: 10.1108/JMHTEP-03-2017-0015

PurposeJunior doctors rotating through psychiatry often practise in isolated environments with little prior experience in this field. This can cause anxiety amongst doctors, and may potentially lead to patient safety concerns. The paper aims to discuss these issues.Design/methodology/approachA novel peer-led simulation style teaching session was developed to improve junior doctor knowledge and confidence when working with psychiatry rotations out of hours.FindingsFollowing successful completion of two iterations of the teaching, junior doctors reported increased confidence, reduced anxiety and a more positive attitude following the session. Facilitators were similarly positive in their feedback, being able to gain formal teaching experience and appraisal.Originality/valueA novel, inexpensive and easily replicable teaching session is introduced, which can improve junior doctors’ practice and experience when working in psychiatry settings out of hours.

Burrow, Simon; Bradshaw, Tim; Mairs, Hilary; Pusey, Helen; Keady, John

2017 The Journal of Mental Health Training Education and Practice

doi: 10.1108/JMHTEP-02-2017-0011

PurposeThe purpose of this paper is to describe the findings from an electronic questionnaire survey which set out to explore experiences of graduates of a part-time Master’s programme in dementia care at The University of Manchester.Design/methodology/approachAn electronic questionnaire survey was sent to 57 graduates who had studied on the programme since it began in 2003. Thematic analysis was applied to qualitative data from responses to six open-ended questions.FindingsIn total, 31 completed questionnaires were received. Four key themes were identified from the qualitative data: juggling competing demands; experiencing personal growth and achievement; locating sources of support; and supporting changes to practice.Research limitations/implicationsLimitations included the small sample size and the survey not covering the experiences of students who had failed to complete the first year of study.Originality/valueThe study demonstrates the perceived value of dementia education at more advanced levels for people working in professional roles in dementia care, this included professional and personal development and supporting changes to practice. The study additionally adds to a limited evidence base relating to how mature, health and social care students experience part-time study in higher education and has implications for future research aimed at informing the development of appropriate course design and employer support.