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Jomeen, Julie; Martin, Colin Robert; Jarrett, Patricia Mary
2019 The Journal of Mental Health Training Education and Practice
doi: 10.1108/jmhtep-09-2018-0054
Perinatal mental health (PMH) is acknowledged as a significant public health issue associated with significant personal, family, social and economic burden. Research demonstrates that healthcare practitioners lack knowledge and confidence in this area but there is likely to be a complexity of factors that may influence practitioner behaviours, including negative attitudes towards people with mental health and inaccurate illness perceptions. The purpose of this paper is to evaluate the psychometric properties of the Perinatal Illness Perceptions Scale (PIPS), a conceptual derivation of the Illness Perception Questionnaire – Revised.Design/methodology/approachA cross-sectional and exploratory instrument development design, using exploratory factor analysis, was employed.FindingsThe scale demonstrated good psychometric properties revealing three sub-scales: causes, consequences (mother); consequences (baby).Originality/valueThe findings implicate the PIPS as the first robust psychometric measure, which can be used to in the assessment of practitioner knowledge of the causes and consequences of PMH. The PIPS could offer the opportunity to assess these domains within both educational and training context and identify practitioner attitudes which may affect clinical decision making and referral decisions.
2019 The Journal of Mental Health Training Education and Practice
doi: 10.1108/jmhtep-07-2018-0039
Mental health and learning disability nurses have been eligible to become approved mental health professionals (AMHPs) since 2008, when the Mental Health Act 2007 was implemented. Despite this, there have been proportionally low numbers of these nurses pursuing the AMHP role. The purpose of this paper is to explore the experiences of these nurse AMHPs of training and practice.Design/methodology/approachTen practicing nurse AMHPs were recruited from across four local authority sites. Using semi-structured interviews, participants were asked to discuss their experiences of being an AMHP.FindingsThe participants highlighted the need to navigate personal, cultural and structural factors relating to accessing and applying for the training, difficulties with agreeing contracts terms, gaining comparative pay and undertaking the role.Research limitations/implicationsThe limitations of this study are the small number of participants and therefore the generalisability of the findings. Also, respondents were practising AMHPs rather than nurses who considered the role but then rejected it as a career option.Practical implicationsThis study has led to gain a greater understanding of the experiences of nurse AMHPs.Social implicationsThe results from this study will assist employing local authorities, and NHS consider the barriers to mental health and learning disability nurses becoming AMHPs.Originality/valueThe value of this study is in the insight that provides the experiences of nurse AMHP from applying to training through to being a practising AMHP.
Alyousef, Seham Mansour; Alhamidi, Sami Abdulrahman
2019 The Journal of Mental Health Training Education and Practice
doi: 10.1108/jmhtep-08-2017-0051
The purpose of this paper is to explore the factors that contribute to stigmas held by mental health practitioners about people with mental health issues.Design/methodology/approachA qualitative approach using semi-structured interviews was adopted to collect data from one focus group discussion comprised of six healthcare practitioners representing different aspects of health provision. Data were analysed using Nvivi.10 thematic content analysis, and major themes were identified. Participants also complete a demographic data sheet. This study was conducted in February 2018 at the medical city in Riyadh, Saudi Arabia.FindingsThe focus group discussed the stigmas they held about people with mental health issues and the factors they perceived as heightening their prejudices. Factors identified included professional experiences, the media and community. Practitioners working in mental healthcare are vulnerable to developing stigmas about people with mental health problems. This research has begun to explore the factors that contribute to this phenomenon.Research limitations/implicationsThe participants were drawn from several different mental healthcare providers, so attitudes expressed cannot be generalised.Practical implicationsPractitioners healthcare providers of all types including clinical practitioners, administrators and programme planners have a duty to confront the stigma of mental health among the community and healthcare providers, by expanding the volume of academic literature being authored, improving continuing professional education and enhancing employment opportunities in that sector.Originality/valueThe outcomes of this study were mainly applicable to the professional mental health team, educator of healthcare practitioners, clinical practitioners, community mental healthcare services and research related to this topic, especially for improved ethical and professional values for healthcare providers and enlightenment of society as a whole.
2019 The Journal of Mental Health Training Education and Practice
doi: 10.1108/jmhtep-09-2018-0052
In recent years, the employment of peer providers (PPs) has grown with the wider acceptance of lived experience expertise in recovery-oriented service provision. Although its effectiveness, theoretical foundations and factors influencing outcomes have been studied, a framework accounting for the dynamics of the PP–peer relationship has yet to be formulated. The purpose of this paper is to employ a qualitative approach to explore the journeys undertaken by PPs with their peers and form it into a cohesive framework of understanding.Design/methodology/approachIn-depth interviews were conducted with PPs who were employed specifically to use their lived experience in supporting someone through mental distress. These interviews were recorded, transcribed and coded using a framework approach. To enhance rigour, this framework was verified with the latter author and three other participants recruited after data analysis.FindingsA stepped model of peer provision practice was crafted to capture the non-linearity of recovery, as well as the PP–peer relationship. This model is founded upon trust in the milieu of shared experience and involves: creating a safe place – a stage of building trust and rapport to a point where a PP is given permission to enter into their peer’s headspace; a working partnership – stage of setting and working towards goals collaboratively; and stepping out – a stage marked by the termination of the PP–peer relationship.Originality/valueThis paper proposes a tangible framework underpinning the dynamics of peer provision practice, which furthers our understanding and complements current practice models in peer provision services.
2019 The Journal of Mental Health Training Education and Practice
doi: 10.1108/jmhtep-06-2018-0036
The purpose of this paper is to explore student experiences of learning from mental health service users and carers.Design/methodology/approachIn total, 30 clinical psychology trainees and ex-trainees took part in an online survey (n=21) or focus group (n=9). Responses were analysed using interpretative thematic analysis.FindingsA number of themes were identified. There were two pre-conditions of learning: valuing the teaching and emotional arousal. Participants’ learning experiences were characterised by cognitive and meta-cognitive processes: active learning, reflection, increased attention and vivid memories. Furthermore, participants might have a meta-cognitive experience of having learned something, but being unsure what that something was. Participants reported learning about the lives of service users, about themselves and about the wider societal context for people with mental health difficulties.Practical implicationsIn order to facilitate learning students should value the input of service users. This allows them to contain and use the emotional arousal the teaching produces. Furthermore, leaving students with a feeling that something has been learned but not being exactly sure what that has been may facilitate students seeking out further opportunities for service user involvement.Originality/valueFew studies have explored the process of learning from mental health service users and carers. In the current study, the emotion aroused in participants was primary. Furthermore, a new meta-cognitive experience, namely, the experience of having learned something, but not being sure what has been learned, has been identified.
Chiocchi, John; Lamph, Gary; Slevin, Paula; Fisher-Smith, Debra; Sampson, Mark
2019 The Journal of Mental Health Training Education and Practice
doi: 10.1108/jmhtep-10-2018-0057
Carers of people with mental health problems present with high levels of burden, poor mental well-being and feelings of disempowerment by mental health services. The purpose of this paper is to establish whether providing a psychoeducation skill programme for carers would lead to an improvement of mental well-being, reduce the levels of burden that carers sometimes feel while caring for someone with mental illness and also to increase empowerment. This paper provides a service evaluation study of an innovative carer-led psychoeducational intervention that was undertaken.Design/methodology/approachThis programme was initiated and led by a carer who had experienced a lack of service provision to support carers and families in understanding and caring for a relative with severe and enduring mental health diagnoses. A model of co-production was adopted with the carer who led this initiative working closely with an occupational therapist and consultant psychologist in its development and delivery. Data were collected to measure the impact of the training at five different time points. The measures employed to measure outcomes were the Warwick-Edinburgh Mental Well-being Scale, the Burden Assessment Scale and Family Empowerment Scale.FindingsResults indicated improved well-being, reduced burden and increased family empowerment in carers who completed this peer-led carer initiative psychoeducational programme.Research limitations/implicationsThis service evaluation study was conducted in a single site and in the site in which it was developed. The carer consultant who led this evaluation and development of the intervention was also the peer worker who delivered the interventions. Hence, the authors are unable to ascertain if the results reported are unique to the individual peer worker. The transferability of this programme and generalisability of the result should therefore be treated with caution and further replication of this model and research is required. This would be beneficial to be conducted in an alternative site from where it was developed, delivered by different facilitators and include a control group.Practical implicationsThe evidence from this study indicates that carers are able and willing to attend a group psychoeducational programme. A high number of referrals to the programme in a relatively short timeframe indicates that there is significant demand for such a service. The implementation of the programme is relatively straightforward. The key challenges for practical implementation are to have the right carer to lead and deliver the programme and the right support system in place for them (financial and supervision). Co-production also is not without challenges, the peer worker and occupational staff need to ensure that mutually valued and respected working relationship should develop.Originality/valueThis is the first evaluation of the impact of a carer-led psychoeducation intervention for carers of people with mental health difficulties in secondary mental health services.
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