The Journal of Mental Health Training Education and Practice

Tamminen, Nina; Solin, Pia; Kannas, Lasse; Linturi, Hannu; Stengård, Eija; Kettunen, Tarja

2018 The Journal of Mental Health Training Education and Practice

doi: 10.1108/jmhtep-01-2018-0003

Effective public mental health policy and practice call for a trained workforce that is competent in mental health promotion and delivering on improved mental health. Systematic information on what competencies are needed for mental health promotion practice in the health sector is lacking. The purpose of this paper is to investigate these competencies for mental health promotion.Design/methodology/approachA Delphi survey was carried out to facilitate a consensus-building process on development of the competencies. Professionals (n=32) working in mental health and mental health promotion took part in the survey. The experts were asked their professional views on the needed competencies as well as to rank the importance of the competencies. Two questionnaire rounds were carried out in order to reach consensus.FindingsIn total, 16 main competencies and 56 subcompetencies were identified through the Delphi survey. The competencies were divided into three category domains: theoretical knowledge, practical skills and attitudes and values each category representing an important aspect of mental health promotion competency.Practical implicationsThe competencies provide a resource for workforce development, as they illustrate what theoretical knowledge, practical skills and attitudes and values are required. They provide an instrument to enhance education and training programmes in mental health promotion contributing to a more skilled workforce and improved quality of practice as well.Originality/valueA strong consensus was reached within the participating experts, them viewing all competencies as important. The identified competencies highlight the great variety of different competencies and competency areas that are needed for effective mental health promotion practice in the health sector.

Carlo Jr, Radames; Dwyer, Rocky J.

2018 The Journal of Mental Health Training Education and Practice

doi: 10.1108/jmhtep-01-2018-0002

The purpose of this paper is to examine the difference in attaining and maintaining employment between transition age youth (ages 19–22) with emotional and behavioral disorders (EBDs) completing and not completing vocational training.Design/methodology/approachA quantitative causal-comparative research design using existing data extracted from the National Longitudinal Transitional Study-2 (NLTS-2) via a restricted data use license issued by the National Center Special Education Research, Institution of Education Sciences, US Department of Education. One-way ANCOVA and multiple regression analysis with one independent variable and six control variables were used for the study.FindingsThe results showed there is a significant difference in employment status between transition age youth with EBDs completing vocational training as compared to non-completion of vocational training, controlling for gender, race, age, mental health services, academic achievement and prior work experience. Individuals who completed vocational training are more likely employed after two years, than those who had not completed vocational training.Originality/valueThe outcomes of the study showed that vocational training during the transitional period had a positive impact on outcomes such as employment status, participation in job skills programs and perceived preparedness for employment. These findings support the idea that vocational training during the secondary school period is an effective way to scaffold support for the transitional period. As a result, these findings justify the use of vocational training as part of the transitional preparation for students with emotional and behavioral disorders.

Bahji, Anees; Bajaj, Neeraj

2018 The Journal of Mental Health Training Education and Practice

doi: 10.1108/jmhtep-03-2018-0019

The purpose of this paper is to identify the training needs of the next generation of psychiatrists, and barriers in prescribing first-generation antipsychotics (FGAs), long-acting injectable (LAIs) antipsychotics and clozapine.Design/methodology/approachAn electronic survey was sent to psychiatry residents (N= 75/288, 26 percent) at four Canadian residency programs in late December 2017. The survey was based on an instrument originally developed at the University of Cambridge and consisted of 31 questions in 10 content domains.FindingsNearly 80 percent of residents were aware that FGAs and second-generation antipsychotics (SGAs) have similar efficacy. However, extra-pyramidal symptoms and lack of training experience were the leading concerns associated with the prescribing of FGAs. Although over 90 percent of residents felt confident about initiating an oral SGA as a regular medication, only 40 percent did so with FGAs. Confidence with initiating LAIs and clozapine was 60 and 61 percent, respectively.Practical implicationsThe survey highlights the need for better training in the use of FGAs, clozapine and LAIs. These medications can be effectively used in providing patients with the most appropriate evidence-based treatment options to improve treatment outcomes, while ensuring that these resources are not lost to the future generations of psychiatrists.Originality/valueThe survey may be the first of its kind to assess antipsychotic prescribing attitudes in Canadian psychiatry residents in multiple sites.