The Journal of Mental Health Training Education and Practice

Hopkins, Liza; Pedwell, Glenda; Wilson, Katie; Howell-Jay, Prunella

2021 The Journal of Mental Health Training Education and Practice

doi: 10.1108/jmhtep-03-2020-0014

The purpose of this study was to identify and understand the barriers and enablers to the implementation of youth peer support in a clinical mental health service. The development of a lived experience workforce in mental health is a key component of policy at both the state and the federal level in Australia. Implementing a peer workforce within existing clinical services, however, can be a challenging task. Furthermore, implementing peer support in a youth mental health setting involves a further degree of complexity, involving a degree of care for young people being invited to provide peer support when they may be still early in their own recovery journey.Design/methodology/approachThis paper reports on a formative evaluation of the beginning stages of implementation of a youth peer workforce within an existing clinical mental health service in Melbourne.FindingsThe project found that it was feasible and beneficial to implement youth peer support; however, significant challenges remain, including lack of appropriate training for young people, uncertainty amongst clinical staff about the boundaries of the peer role and the potential for “tokenism” in the face of slow cultural change across the whole service.Originality/valueVery little evaluation has yet been undertaken into the effectiveness of implementing peer support in youth mental health services. This paper offers an opportunity to investigate where services may need to identify strengths and address difficulties when undertaking future implementation efforts.

Mirhosseini, Seyedmohammad; Bazghaleh, Milad; Basirinezhad, Mohammad Hasan; Abbasi, Ali; Ebrahimi, Hossein

2021 The Journal of Mental Health Training Education and Practice

doi: 10.1108/jmhtep-03-2020-0017

Students’ academic achievement is a multifaceted phenomenon. While depression can suppress academic performance, academic satisfaction can promote it. This study aims to investigate the relationship between depression and academic satisfaction among students studying at Shahroud University of Medical Sciences.Design/methodology/approachThis cross-sectional study was carried out on 312 undergraduate students of Shahroud University of Medical Sciences. Data collection tools included demographic data form, University Student Depression Inventory and academic satisfaction scale. Data were collected by a simple random sampling method and self-reporting by the participants. Data were analyzed using descriptive and inferential statistics (multivariate multiple regression analysis and multivariate linear regression).FindingsThe participants’ mean depression and academic satisfaction scores were 71.92 ± 22.94 and 53.70 ± 9.69, respectively. In addition, the depression score was significantly and inversely correlated with students' academic satisfaction (r = −0.122, p-value = 0.031). Moreover, there was a significant correlation between students’ depression with marital status, level of the semester, interest in the field of study and study topic.Research limitations/implicationsThis study emphasizes improving education, spiritual and social support and strengthens strategies to deal with depression and medical science students’ related factors.Originality/valueStudents of medical sciences are exposed to depression during their college years, which is related to their academic satisfaction.

Hall, Renee; Moxham, Lorna; Perlman, Dana; Tapsell, Amy

2021 The Journal of Mental Health Training Education and Practice

doi: 10.1108/jmhtep-06-2020-0044

The experiences of clinical facilitators working within non-conventional mental health settings have not yet been explored. The purpose of this paper is to explore the experiences of clinical facilitators when facilitating nursing student learning within a non-conventional mental health clinical placement.Design/methodology/approachThis study adopted a qualitative phenomenological approach. The participants in this study were five registered nurses who had facilitated students at a non-conventional mental health clinical placement called Recovery Camp. Individual in-depth interviews were conducted.FindingsThe facilitators experiences could be understood through two main themes: facilitator skills and opportunities for student learning. Recovery Camp allowed the facilitators to build on their own nursing and facilitation skills, while examining themselves as a mental health nurse. “Being with” students (immersive engagement) enabled opportunistic and rare learning moments.Originality/valueTo the best of the authors’ knowledge, this is the first known study to explore the experiences of clinical facilitators working in a non-conventional mental health placement.

Hutchinson, Gareth; Linden, Stefanie Caroline

2021 The Journal of Mental Health Training Education and Practice

doi: 10.1108/jmhtep-06-2020-0036

This study aims to explore views and attitudes of doctors, patients and medical students in regard to Functional Neurological Disorders (FND), a common presentation in neurological and psychiatric practice.Design/methodology/approachWe conducted semi-structured interviews with 11 clinicians and obtained online questionnaires from 21 patients and 75 medical students. We applied thematic analysis.FindingsThe clinician and patient surveys highlighted the importance of the therapeutic relationship and need for transparent communication. However, patients criticised excessive reliance on online resources in doctor–patient communication. They also emphasised the relevance of triggering life events, which was not a prominent theme for clinicians. Medical students had only scant knowledge of the concept of functional neurological disorder.Practical implicationsA good therapeutic relationship is considered central for outcome of FND by both clinicians and patients. The survey of medical students has identified considerable gaps in undergraduate medical education in FND. The patient survey can inform recommendations for the explanation of aetiological models and treatment options in clinical practice.Originality/valueThis is the first study exploring the attitudes of clinicians, medical students and patients to FND. The study highlights potential areas of disagreement between these groups.

Brown, Lan Rachel; Mason, Barbara; Carter, Madeline

2021 The Journal of Mental Health Training Education and Practice

doi: 10.1108/jmhtep-08-2020-0054

Research has identified that workplace bullying is a significant problem within health care, with health-care trainees at particular risk. The purpose of this study is to explore the experiences of workplace bullying from the perspectives of trainee clinical psychologists.Design/methodology/approachA total of 14 trainee clinical psychologists recruited from British universities participated in semi-structured telephone interviews. Qualitative data was analysed using thematic analysis.FindingsThe analysis generated four main themes: workplace bullying “activating threat responses”, the process of trainee clinical psychologists “making sense of bullying”, “difficulties navigating power within the system” when experiencing and reporting bullying and “finding safety and support” within and outside of work contexts.Originality/valueTo the best of the authors’ knowledge, this is the first known study of workplace bullying specifically within clinical psychology. The research has implications for guidance for training institutions and professional bodies associated with trainee mental health professionals.

Faize, Fayyaz Ahmad; Husain, Waqar

2021 The Journal of Mental Health Training Education and Practice

doi: 10.1108/jmhtep-09-2020-0062

COVID-19 generated extensive fear and anxiety across the globe. This study aims to explore the psychological dynamics of students during COVID-19 lockdown, its impact and students’ management strategies.Design/methodology/approachThis paper collected data from 891 students in Islamabad (Pakistan) using an online survey consisting of the generalized anxiety disorder scale and items on academic variables. After measuring the anxiety levels, this paper interviewed 20 students diagnosed with severe anxiety. The objective was to seek a deeper understanding of the impact of COVID-19 and students’ management.FindingsThis paper found students with different anxiety levels. Most students had no anxiety; however, 8.2% of students had severe anxiety. These students reported psychological, social and physical problems during the interview. The students shared their activities and avoidance behavior to manage their anxiety levels.Originality/valueThe study helped in understanding the psychological dynamics during the pandemic and students’ management strategies. Some students express their inability to cope with their problems. This paper recommends the intervention of clinical practitioners, policymakers and researchers to work for the mental health of such students.

Narayanasamy, Melanie Jay; Thomson, Louise; Coole, Carol; Nouri, Fiona; Drummond, Avril

2021 The Journal of Mental Health Training, Education and Practice

doi: 10.1108/jmhtep-12-2019-0064

There has been little research into the use and efficacy of Mental Health First Aid (MHFA) across UK workplaces. This paper aims to investigate the implementation of MHFA across six UK organisations, identifying key barriers and facilitators.Design/methodology/approachTwenty-seven workplace representatives were recruited from six organisations through purposive sampling and took part in semi-structured interviews exploring their experiences of workplace MHFA. The data underwent thematic analysis, identifying key themes around implementation.FindingsImplementation varied across organisations, including different reasons for initial interest in the programme, and variable ways that MHFA-trained employees operated post-training. Key barriers to successful implementation included negative attitudes around mental health, the perception that MHFA roles were onerous, and employees’ reluctance to engage in the MHFA programme. Successful implementation was perceived to be based on individual qualities of MHFA instructors and good practice demonstrated by trained individuals in the workplace. The role of the inner organisational setting and employee characteristics were further highlighted as barriers and facilitators to effective implementation.Research limitations/implicationsMHFA is a complex intervention, presenting in different ways when implemented into complex workplace settings. As such, traditional evaluation methods may not be appropriate for gaining insights into its effectiveness. Future evaluations of workplace MHFA must consider the complexity of implementing and operationalising this intervention in the workplace.Originality/valueThis study is the first to highlight the factors affecting successful implementation of MHFA across a range of UK workplaces.