The Journal of Mental Health Training Education and Practice

Jack, Eleanor

2020 The Journal of Mental Health Training Education and Practice

doi: 10.1108/JMHTEP-12-2018-0073

PurposeThe purpose of this study is to highlight the impacts that service user involvement can have on the education of UK undergraduate student mental health nurses both personally and professionally. It reports the findings from a short module evaluation of a collaboratively delivered theory unit using a qualitative approach.Design/methodology/approachThe study reports the findings from a short module evaluation of a collaboratively delivered theory unit using a qualitative approach embracing two focus groups.FindingsThe findings from the two focus groups highlight that the service user input (expert by experience) offered a positive learning experience for the students, enabled them to appreciate the meaning of recovery and hope and facilitated the identification of the importance of their role in terms of connecting meaningfully with those they are supporting and reconsidering key priorities for practice. They also suggest that there is theory/practice gap reduction as students were able to connect the service user narratives to the evidence base for deeper understanding and application.Research limitations/implicationsAlthough only a brief evaluation of a short theory module within a wider programme involving a small number of participants, the findings echo the wider literature and offers further rationale to support direct service user involvement within mental health education across all healthcare professions. This finding is also relevant, as, increasingly, learning/teaching programmes now seek to implement blended learning with significant online teaching and less face-to-face facilitation of learning.Practical implicationsThis study highlights not only the positive impact of service user input on health-care education but also the benevolent influence skilled narratives can have as a pedagogical approach to learning.Originality/valueAlthough there is much in the literature as to the benefits for student learning in involving service users within higher education institute education, there is limited information as to “how” and “why” this is the case, this article seeks to bridge that gap.

Greenstone, Harriet; Burlingham, Amy

2020 The Journal of Mental Health Training Education and Practice

doi: 10.1108/jmhtep-10-2019-0056

This study aims to explore current attitudes among doctors working in psychiatry, with regard to their perceived role and their confidence in managing their patients’ physical health problems.Design/methodology/approachA 20-item electronic questionnaire was distributed to doctors working in psychiatry within two large UK mental health trusts in 2018. Quantitative analysis was conducted, alongside qualitative analysis of free-text comments made by participants.FindingsMany participants perceived their physical examination skills to have deteriorated since working in psychiatry (78 per cent). Participants were questioned on which professional group should hold responsibility for managing the physical health of patients under psychiatric services. A minority felt it should be psychiatrist-led (5 per cent), followed by general practitioner (GP)-led (42 per cent) and then shared responsibility (47 per cent). The majority felt there should be more focused training on physical health in the Core (72 per cent) and Advanced (63 per cent) psychiatry training. Key themes from a framework analysis of qualitative data included potential barriers to shared care, psychiatrists’ concerns regarding their experience and confidence in managing physical health, reasons in favour of shared responsibility, ideas for training and suggestions for improving the current situation.Originality/valuePsychiatric patients may engage less well with health services, yet psychiatric medication often impacts significantly on physical health. In this context, there is often a blurring of role boundaries between a psychiatrist and a GP, and there is considerable variation between individual teams. There is a consistent call for more physical health training opportunities for psychiatrists and for mental health services to more proactively promote the physical health of their patients.

Nanthakumar, Chandra

2020 The Journal of Mental Health Training Education and Practice

doi: 10.1108/jmhtep-09-2019-0050

The purpose of this paper is to investigate the effectiveness of classical yoga not only as a complementary therapy but also as a viable option in the management of anxiety and depression.Design/methodology/approachPapers were retrieved using a combination of databases including PubMed/MEDLINE and PsycINFO.FindingsThe findings revealed that the practice of yoga as complementary therapy and also as a stand-alone therapy is effective in managing and reducing anxiety and depression.Research limitations/implicationsAll the studies reviewed in this paper were methodologically limited in terms of sample size, sample heterogeneity, yoga intervention styles, duration of practice and teaching methods. Further research is needed to address key areas such as how much yoga is needed per week, duration of each class and specifically the types of asanas and pranayama to practise to bring about change in the anxiety and depressive states.Practical implicationsThis review has provided substantial insight to yoga as a complementary and/or stand-alone therapy for anxiety and depression which is much needed in this contemporary society. The Malaysian community especially teenagers and adults, should consider incorporating yoga as part of their daily routine to experience and reap its benefits. It is suggested that yoga be included as part of the physical education curriculum in learning institutions and as a recreational activity for staff in public and private organisations.Originality/valueThe findings of this review provide an avenue for victims to cope with and manage anxiety and depression through the practice of yoga.

Evans, Nicola; Huws-Thomas, Michelle

2020 The Journal of Mental Health Training Education and Practice

doi: 10.1108/JMHTEP-10-2019-0055

PurposeThe aim of the review is to investigate the reasons for referral to this child and adolescent mental health (CAMH) service and determine whether these had been met by the service.Design/methodology/approachThis is a retrospective case note analysis that was conducted of 66 referrals to CAMHS for children and young people serving a rural community of 132,000. Case notes were selected by the NHS CAMHS manager based on referrals during the pre-defined date set. Of the 66 referrals to CAMHS, 19 were not included in the analysis because they had not been accepted into the service. Data were analysed on the remaining 47 cases who were referred, accepted into the service and had been offered an assessment by the service.FindingsGeneral practitioners represented the most frequent health care practitioner to refer to the service (n = 33, 70.2%). Self harm, suicidal intent, thoughts or overdose represented the highest percentage of referrals to the CAMHS service (38.3%); depression, low mood and sadness represented the next highest figure (19%) and anxiety and depression (10.6%) broadly speaking 68% of referrals related to low mood. Out of the 44 cases that were examined, 14/44 (32%) were referred back to the GP and no specific intervention was provided. Interventions provided to five cases were unspecified.Research limitations/implicationsA number of opportunities for developing the service that allowed for a focus on the core business of helping children and young people with low mood were identified. One of the limitations of this retrospective review was the time frame selected because it had been identified as a particularly high period for referral into the service and may not have been representative of the usual trend.Practical implicationsThis informed a training strategy and resource allocation and a redefinition of discrete roles within the service.Originality/valueThis study highlighted the evidence about where the demand was on this service and hence the requirement to focus on their core business. This evidence generated by the review prompted a redirection of resources within the service. Additional reflections and discussion informed the development of a new training strategy and a redefinition of discrete roles within the service.

Słysz, Anna; Haładziński, Piotr; Kaczmarek, Piotr

2020 The Journal of Mental Health Training Education and Practice

doi: 10.1108/jmhtep-12-2019-0066

The purpose of this study was to investigate the relationship between the elements of psychotherapists’ informal education and features of concept maps reflecting the properties of thinking structure.Design/methodology/approachTo study the structure of professional thinking, a complex diagnostic task (computer-aided conceptual mapping task) was used. The diagnostic task consisted of categorising the client’s statements, presenting relations between the categories and concept maps accounting for problems reported by the client and contributing factors and links between them.FindingsThe obtained results showed that self-education, through participation in scientific conferences and attending training courses, was significantly associated with the number of perceived causal relationships between categories and the number of perceived reciprocal links between conceptual categories.Originality/valueThis research show factors which may contribute to more reliable case conceptualisation in psychotherapy. The method used to measure integrative complexity was original.