The Journal of Mental Health Training Education and Practice

El-Sayeh, Hany George; Cashman, Elizabeth; Zenhari, Rozita; Jones, Sarah; Pocklington, Claire; Pell, Godfrey; Budd, Simon

2021 The Journal of Mental Health Training Education and Practice

doi: 10.1108/jmhtep-06-2015-0025

Psychiatric recruitment and retention are at an unprecedented low within the UK. The reasons for this shortfall may include public and professional stigma, recent NHS service developments and changes in undergraduate training. The purpose of this study is to explore medical student’s perceptions of the nature and magnitude of these factors on influencing whether or not they would choose a career in psychiatry.Design/methodology/approachThis qualitative study was conducted with year four medical students at a single UK University with low levels of recruitment into psychiatry. Two focus groups were asked about their undergraduate experience within the speciality. Thematic analysis of the resulting transcripts enabled the identification of codes and over-arching themes, which formed the focus of this study.FindingsFour key themes were identified during analysis and these included: the core subject matter (of psychiatry) viewed as being different; curriculum or course variables; interpersonal factors and; career factors. Placement enjoyment, positive role-modelling and enthusiasm were all important when considering psychiatry as a career. Therapeutic success, career flexibility and pay-banding were also powerful determinants.Practical implicationsThese findings led to the initiation of an apprentice programme for undergraduates on psychiatric placement, designed to enhance the student experience of psychiatry and the perception of the speciality as a career.Originality/valueWhile there are a number of possible solutions to current adverse national trends in psychiatric recruitment, increasing efforts to increase both the variety and quality of undergraduate placements and establishing a clearer sense of team identity is of vital importance if these patterns are to be reversed.

Norton, Michael John; Swords, Calvin

2021 The Journal of Mental Health Training Education and Practice

doi: 10.1108/jmhtep-06-2020-0035

In 2020, the significance of “lived experience” and “service user” accounts of recovery has become central to the delivery of mental health policy and practice. Reflecting on the first known account of personal recovery in the late-20th century provided new hope and encouragement that those living with mental illness could live a fulfilling life. Taking this into consideration, the purpose of this paper is to explore the relevance to this experience of those using services today.Design/methodology/approachThe authors present a critical literature review, which is underpinned by a systematic approach adopted from Higgins and Pinkerton (1998). This involved a six-step approach seeking to answer the question – What are the service users’ views on the recovery concept within mental health services?FindingsThe conceptualisation of recovery continues to focus on biomedical parameters. A new interpretation of recovery is beginning to materialise: social recovery. This new interpretation appears to be achievable through six key influencers: health, economics, social interaction/connection, housing, personal relationships and support.Originality/valueBuilding on Ramon’s (2018) argument regarding the need for mental health policy to focus on the concept of social recovery, this study extends on this proposition by providing a foundational evidence base. More specifically, it not only supports the need for this shift in policy but also identifies a new interpretation building in practice. Furthermore, the authors highlight six key pillars that could potentially shape such provisions for policy.

Cust, Fiona; Combes, Helen; Priest, Helena; Cust, Henry

2021 The Journal of Mental Health Training Education and Practice

doi: 10.1108/jmhtep-03-2019-0019

Previous research has explored inter-professional education (IPE) in mental health contexts, for example, between mental health nurses and clinical psychologists (CPs). However, little research has explored IPE with children’s nurses (CNs) and CPs, who often work together in a range of in-patient and community mental health settings. Indeed, a significant proportion of CNs’ work involves identifying and responding to the mental health needs of children, young people and families; equally, CPs work directly into child teams, and their consultancy work requires awareness of other professional roles. However, knowledge and understanding of roles, and true collaborative working, appears to be limited. This study aimed to address these limitations.Design/methodology/approachA project was designed to bring together these two groups in an educational context, to explore ways in which collaborative working may enable effective mental health-care delivery. A total of 17 children’s nursing students and 15 clinical psychology trainees participated in a 3-day workshop, including experiential and clinical vignette work. Workshops were evaluated at three time points, using a questionnaire.FindingsThe workshops were effective in improving knowledge, skills and understanding of roles. Teamwork and discussions were helpful in modifying attitudes and perceptions. However, “defensiveness” was an important theme, demonstrating somewhat fixed beliefs about roles in relation to child mental health care.Originality/valueFew studies have explored IPE in child mental health contexts, especially in the pre-qualification arena.

Samadaee Gelehkolaee, Keshvar; Geranmayeh, Mehrnaz; Behboodi Moghadam, Zahra; Mirghafourvand, Mojgan; Zareiyan, Armin; Sanaati, Fovziye

2021 The Journal of Mental Health Training Education and Practice

doi: 10.1108/jmhtep-07-2020-0045

Transition to parenthood (TTP) is a major life event that affects all aspects of one’s psychosocial function. Similar to their partners, men experience a lot of psychological changes during the TTP process. As there are a few studies on this subject, so the purpose of this study is to review previous studies on psychological and functional changes in men during TTP.Design/methodology/approachThis is a review study that reports the findings from a review of previous studies on psychological and functional changes in men during TTP. This study searched from the electronic database between articles published in between 2005–20.FindingsThis study was carried out in five stages: framing research questions; searching databases with an effective strategy; selecting relevant studies; findings mining; summarizing and classifying findings; and providing results. After the literature review, relevant studies were categorized into three groups. The first, second and third groups included studies on prenatal, labor and delivery and postnatal TTP, respectively. Psychological and functional changes in men during TTP significantly affect child-father relationships, development of children and sexual relationship with a partner. Therefore, further attention should be given to this important process, along with changes, expectations, needs, etc.Originality/valueThis study reviews men’s functional changes along with their psychological changes during the parental transition. This study also reviews effective strategies and interventions for successful parental transition in men.

Holttum, Sue; Lea, Laura; Strohmaier, Sarah

2021 The Journal of Mental Health Training Education and Practice

doi: 10.1108/jmhtep-02-2020-0011

Previous research suggests that service user and carer involvement (SUCI) in clinical psychology training may have an impact. The purpose of this study was to develop a validated questionnaire to enable trainee clinical psychologists to rate this.Design/methodology/approachA collaborative project was carried out with service users and carers and trainee clinical psychologists. The principles of questionnaire design were followed. The authors developed and validated a trainee self-report questionnaire, based on focus groups and relevant literature indicating potential impacts of involvement on practice. A draft 60-item version was piloted with 15 trainee clinical psychologists. Then, 133 trainees from 22 UK clinical psychology courses completed it (estimated response rate of 13.2%). The sample was representative of UK trainees in gender and ethnicity, but slightly older.FindingsThe principal component analysis produced a 36-item questionnaire with four factors: human communication, carer perspectives, empathy and challenging/changing. The questionnaire showed good internal consistency and test-retest reliability. Stakeholder consultation suggested face and content validity and there was some indication of construct validity.Originality/valueThe project has resulted in a usable co-produced questionnaire, which is now available to clinical psychology courses to assess the self-reported impact of SUCI in training, and which may also be used in future research.

Ahmed, Ammar; Aqeel, Muhammad; Aslam, Naeem

2021 The Journal of Mental Health Training Education and Practice

doi: 10.1108/jmhtep-07-2020-0046

The monetary and psycho-social ramifications of the COVID-19 pandemic have been extensive and unimaginable around the globe. The purpose of this study was to have a psycho-social analysis of people confronting this situation and its impact in the situation of a health crisis on them.Design/methodology/approachIn the current study, participants were divided according to their different backgrounds and professions based on the types of measures taken by the Pakistani government to limit the spread of the virus and people who are not disturbed by any of the measurement categories but are troubled by the coronavirus. The interviews based on five open-ended questions were conducted with the eight participants, comprising questions that helped participants in remembering and realizing the purpose of the interview in the mode of an open questioning. Phenomenological interpretative analysis was used to understand how participants make meaning of the phenomenon being studied, an in-depth analysis of the human subject was considered in its singularity, and personal accounts and experiences were noted regarding this pandemic.FindingsThe results indicated that the participant’s experiences were marked by stress, insecurity, anger, fear, anxiety, traces of painful emotions and a feeling of weakness. Also the prevalence of unknown precariousness and vulnerability of coronavirus aggravated the psychological frailness among people existing in an anxiety-prone situation created by the novel coronavirus. Confronted with these painful experiences, the participants however, used a variety of cognitive and behavioral efforts which needs to be strengthened by psychological care.Research limitations/implicationsThis study based on qualitative method was performed on diverse socio-professional levels, giving an insight to what they are undergoing, their current fears, desires and their feeling. The outcome of this study reveals traces of uncertainty, anxiety, fears, insecurity and hidden imminent death from coronavirus, therefore highlighting a need for immediate psychological interventions.Originality/valueThis study explores the individual understanding regarding current coronavirus pandemic situation on subjective lived experiences and psychological health in an anxiety-prone context manifested by the health crisis created by the novel corona virus.

Ohadomere, Ogechi; Ogamba, Ikedinachi K.

2021 The Journal of Mental Health Training Education and Practice

doi: 10.1108/jmhtep-07-2020-0048

This paper aims to focus on management-led intervention strategies aimed at achieving stable mental well-being among academic staff in higher education institutions (HEIs) by reviewing and synthesising existing literature on varying intervention strategies to managing workplace stress and improving mental health.Design/methodology/approachTwenty-two peer-reviewed articles were identified through databases (PsycARTICLES, PsycINFO, Business source complete, Academic search complete) and the application of the PRISMA guideline. A quality check was carried out on the selected articles, and a data extraction table was developed to aid the discussion.FindingsAlthough the awareness of mental health is a global issue, there was minimal research evidence in managing stress and mental health among academic staff in HEIs through increased university management involvement. Most HEIs were more focused on corporatisation and student satisfaction while unconsciously neglecting its impact on the well-being of academic staff even though universities’ management portray staff welfare as priority.Research limitations/implicationsThere is limited information measuring the outcome of various management-led mental well-being strategies in HEIs. Further research applying more robust study design rather beyond self-reported questionnaires and similar study designs is needed in this area.Practical implicationsEstablishing routine mental health assessment, effective communication, continuous promotion of existing and available support is imminent to improve the mental well-being of academic staff by HEIs management.Originality/valueThis is the first systematic review that describes and synthesises the various mental health triggers, including workplace stressors, that affect academic staff in higher education institutions (HEIs) and summarises various possible management intervention strategies.