The Journal of Mental Health Training Education and Practice

Prytherch, Hannah; Lea, Laura; Richardson, Matthew

2018 The Journal of Mental Health Training Education and Practice

doi: 10.1108/jmhtep-08-2017-0050

The purpose of this paper is to examine service-users’ experiences of mentoring trainee clinical psychologists as part of an involvement initiative on a doctoral training course.Design/methodology/approachSeven service-users were paired with trainee clinical psychologists. Pairs met for one hour monthly over six months. Meetings were unstructured, lacked a formal agenda and were not evaluated academically. All seven mentors were interviewed. They were asked about positive and negative experiences, as well as about the support provided. Transcripts were subject to thematic analysis and themes were reviewed by mentors in a follow-up meeting.FindingsOverall, the results demonstrate that service-users can be involved in training in a way that they find meaningful and contribute to their recovery. Seven themes were identified: giving hope and optimism; making a difference; personal and professional development; the process; practicalities/logistics; support (positives); and support (areas for improvement).Practical implicationsThe importance of designing involvement initiatives in a way which implicitly supports service-user values was highlighted. Recommendations for designing effective support structures are given. The authors were also involved in the scheme which could have introduced bias.Originality/valueThe research exploring service-users’ experiences of involvement in training health professionals is limited. This was the first study to explore in depth service-users’ perspectives of involvement in a scheme such as the mentoring scheme. If initiatives are to seriously embrace the values of the service-user movement then seeking service-users’ perspectives is vital.

Ebrahim, Selma; Glascott, Angela; Mayer, Heidi; Gair, Elodie

2018 The Journal of Mental Health Training Education and Practice

doi: 10.1108/jmhtep-09-2017-0056

Recovery Colleges are education-based mental health resources, utilising practitioner and lived experience expertise, promoting skills to enhance student independence. The purpose of this paper is to evaluate the impact of engagement with a Recovery College in Northern England on student wellbeing.Design/methodology/approachFeedback questionnaires were analysed from 89 students attending the Recovery College. Short Warwick-Edinburgh Mental Wellbeing Scale (SWEMBS) and “Empower Flower” (a measure of personal resources) data for 56 students were compared pre- and post-attendance at courses.FindingsThe SWEMBS and Empower Flower indicated improvements in wellbeing and personal resources pre- to post-attendance at Recovery College courses. Satisfaction with the service was high. Students saw the service as unique, accepting and enabling. Students noted they developed a sense of hope, confidence and aspirations. They related this to practical changes, e.g. increasing work-related activity and decreasing service use.Research limitations/implicationsThis research suggests that there is a need for further evaluation of the unique contribution that Recovery Colleges can make to mental wellbeing, and the mechanisms involved in promoting the process of recovery.Practical implicationsThe Recovery College may be a cost-effective way to provide a supportive recovery-orientated environment which promotes students’ ability to build self-confidence and skills, enabling them to connect with others and progress towards independence and valued goals. This complements more traditional mental health services.Originality/valueThis paper reports on an area of mental health development where there is very limited research, adding valuable data to the literature.

Page, Ruairi; Tovey, Matthew; Hynes, Fiona

2018 The Journal of Mental Health Training Education and Practice

doi: 10.1108/jmhtep-02-2017-0014

Training in the prison settings is a mandatory part of higher training in forensic psychiatry. Violence in prisons is a recognised issue, which can impact on trainee safety and overall training experience. The Royal College of Psychiatrists have produced guidelines regarding the safety of the environment in inpatient mental health settings, but there is currently no such guidance regarding the prison setting. The purpose of this paper is to report on a survey of UK-based ST4-6 trainees in forensic psychiatry regarding their training experience in prisons, focusing on supervision and safety.Design/methodology/approachThe authors constructed an electronic survey which comprised of 18 items. This was sent to each UK training programme director in forensic psychiatry, who were asked to distribute the survey to trainees in their region.FindingsThere were 36 unique responses, out of an approximate total of 100 trainees. The questions fell into two broad categories: trainee safety and trainee supervision. The main themes that arose were that the majority of trainees (59 per cent) reported that they had not received a formal induction at their prison and had not received training in using the Assessment, Care in Custody and Teamwork framework (58 per cent) and serious incident review protocol (83 per cent). The vast majority (76 per cent) reported not being allocated a personal safety alarm, and 27 per cent reported having received a direct threat from a patient in prison. Responses with regards to consultant supervision were varied. The majority indicated that they received weekly supervision (62 per cent).Originality/valueThe findings indicate that there are a number of areas where both safety and supervision within the prison environment may be improved. This is concerning given the standards outlined by Promoting Excellence (General Medical Council), which highlights the importance of a safe and supported learning environment, and suggests the need for further analysis locally of training opportunities within prisons.

Sorocco, Kristen; Mignogna, Joseph; Kauth, Michael R.; Hundt, Natalie; Stanley, Melinda A.; Thakur, Elyse; Ratcliff, Chelsea G.; Cully, Jeffrey A.

2018 The Journal of Mental Health Training Education and Practice

doi: 10.1108/jmhtep-08-2017-0049

The purpose of study was to assess the impact of an online training program for a brief cognitive-behavioral therapy (CBT) that integrated physical health management designed for use by mental health providers in the primary care setting.Design/methodology/approachIn total, 19 providers from two Veterans Health Administration (VHA) medical centers completed online training as part of a larger trial. Statistical analyses compared provider self-reported CBT knowledge and abilities at pretraining, posttraining, and long-term follow-up. Additionally, data were collected on providers’ experiences of the training.FindingsProviders’ baseline to post-training scores improved on general CBT knowledge and ability, as well as across 11 CBT principles and techniques. Post-training scores were maintained over time.Research limitations/implicationsA small sample size, sole focus on VHA data, and reliance on self-report measures are limitations of the study.Practical implicationsQualitative data suggested training was feasible, acceptable, and potentially scalable; however, a one-size-fits-all approach may not be ideal.Originality/valueOnline training has potential for providing wider access to providers with limited access to traditional face-to-face training.

McAllister, Margaret; Withyman, Cathie; Knight, Bruce Allen

2018 The Journal of Mental Health Training Education and Practice

doi: 10.1108/jmhtep-05-2017-0036

The implementation of mental health promotion is a core part of the role for all mental health professionals. This involves working with individuals and groups to facilitate the uptake and application of new knowledge, skills and personal attributes. Recently, an Australian intervention that included teaching nurses and educators the skills of mental health promotion was implemented and evaluated. The purpose of this paper is to report the findings of the qualitative evaluation and explore specific attributes of this facilitation, which helps to clarify and articulate a hidden, and taken-for-granted practice.Design/methodology/approachA qualitative mixed-methods study was designed to evaluate the perceived skills and attributes necessary for effective facilitation of a mental health promotion program in schools.FindingsThis evaluation revealed that facilitation is more than simply allowing free-flowing discussion amongst participants. For mental health promotion to be effective, the leader needs to be able to balance content delivery with flexibility, to use interpersonal behaviors that support and empower, and be willing to see the self as always learning and growing.Practical implicationsWithout explicit training or discussion of facilitation, it is possible that mental health professionals may slip into teaching didactically. Didactic teaching may not empower learners to articulate their own views, or internalize and demonstrate new skills. A facilitative approach is more fitting to the values of twenty-first-century health promotion. Facilitation is a skill that deserves to be taught explicitly within all mental health promotion courses, so that mental health professionals are inspired to teach in ways that are transactional, and empowering.Originality/valueA facilitative approach is more fitting to the values of twenty-first-century health promotion. This study confirms that facilitation is a skill that deserves to be taught explicitly to all mental health professionals so they are inspired to implement effec"tive mental health promotion.

Strauss Swanson, Charlotte; Schroepfer, Tracy

2018 The Journal of Mental Health Training Education and Practice

doi: 10.1108/jmhtep-10-2017-0057

Mental health practitioners working with female clients diagnosed with a serious mental illness (SMI) often face client disclosures of sexual assault. Research has shown that practitioners’ responses can be complicated by the diagnosis and lack of professional training; however, less is known about the role their personal factors may play. The purpose of this paper is twofold: to further understanding of practitioners’ personal reactions and investigate how these reactions affect their professional response.Design/methodology/approachNine mental health practitioners participated in face-to-face interviews, in which they were asked to describe their personal reactions when faced with a disclosure and to discuss how these reactions influence client assessment, treatment and referral.FindingsThe study results show that lacking training, practitioners expressed feelings of uncertainty, fear and worry about how best to respond without causing further harm. Findings serve to inform future training to support practitioners and, as a result, improve care and treatment for this population.Originality/valueThis study is unique because it explores the personal reactions mental health practitioners’ experience when responding to disclosures of sexual assault among women diagnosed with an SMI and how these reactions may impact their professional response.