The Journal of Mental Health Training, Education and Practice

Johnson, Lacey M.; Elsegood, Kelly E.; Browne, Francesca

2022 The Journal of Mental Health Training, Education and Practice

doi: 10.1108/jmhtep-09-2020-0068

This study aims to gauge the usefulness of a Recovery College relaxation course for both staff and service users within a secure mental health setting.Design/methodology/approachThe course compromised of seven stand alone sessions, each teaching a different relaxation skill. Pre- and Post questionnaires were administered comprising of two closed and one open ended questions.FindingsParticipants (n = 49) reported an average decrease of 32% in pre- and post-session tension. Ninety-two percent of evaluative responses endorsed sessions as “worthwhile” and 92% endorsed the relaxation skills as “useful in the future”. Participants described the workshops as “enjoyable” and “relaxing”.Practical implicationsIn the spirit of Recovery Colleges, the course offers the opportunity for individuals with lived experience to participate in the production and delivery of interventions. Improving both staff and service user well-being is cost-effective and may help to normalise and de-stigmatise difficulties with stress and anxiety.Originality/valueTo the best of the authors’ knowledge, this appears to be the first evaluation of a co-produced and co-delivered relaxation course for both staff and service users within inpatient mental health settings. This paper presents a preliminary evaluation of a novel intervention to improve staff and service user well-being.

Eagleson, Claire; Weise, Janelle; Cvejic, Rachael C.; Trollor, Julian N.

2022 The Journal of Mental Health Training, Education and Practice

doi: 10.1108/jmhtep-05-2021-0051

An intellectual disability (ID) mental health core competency framework was developed to articulate the essential attributes the mainstream mental health workforce requires to meet the needs of people with ID. This study aims to evaluate the framework’s impact.Design/methodology/approachMental health clinicians, managers, supervisors and educators completed an online survey at download and 3- and 12-months post-download to evaluate the implementation, utility and impact of the framework.FindingsThe majority of respondents at 3-months (62.9%) and 12-months post-download (59.1%) said the core competencies covered important aspects of their role. At 3-months 47.8% of clinicians were working towards developing the core competencies. Respondents rated their confidence working with people with ID significantly higher at 12-months post-download compared to pre-download (EMM pre = 3.51 vs 12 m = 4.21, p < 0. 001).Practical implicationsThe framework was well-received and can be used to underpin education, training and recruitment in ID mental health. The evaluation can also inform the development of similar frameworks.Originality/valueThis is the first evaluation, to the best of the authors’ knowledge, of a core competency framework specifically designed for public mental health professionals from different professional backgrounds working with people with ID.

Honey, Anne; Boydell, Katherine; Clissold, Nathan; Coniglio, Francesca; Do, Trang Thuy; Dunn, Leonie; Fuller, Candice Jade; Gill, Katherine; Glover, Helen; Hines, Monique; Scanlan, Justin Newton; Tooth, Barbara; Wagner, Darren

2022 The Journal of Mental Health Training, Education and Practice

doi: 10.1108/jmhtep-02-2021-0017

This paper aims to explore the use of lived experience research in peer work.Design/methodology/approachA suite of user-friendly and engaging lived experience research resources was introduced to consumers by peer workers. In-depth interviews were conducted with 33 consumer participants and five peer workers about their experiences. The data were analysed using qualitative content analysis.FindingsThe role of the peer workers appeared critical in ensuring that participants, despite their varied needs, preferences and backgrounds, derived optimum benefit from each resource. Features in resource delivery that promoted a positive experience included presenting the resources in the context of an existing relationship, providing clear explanations, going through resources together, encouraging reflection, taking enough time; and flexible delivery. Peer workers viewed the resources as potentially useful in their everyday peer work and as a valuable addition to their peer work toolkit.Practical implicationsThe benefit of lived experience research to consumers is likely to be optimised by supportive and thoughtful delivery of the resources. Peer workers have the skills and are in an ideal position to do this. Bringing lived experience research to consumers provides peer workers with a potentially unique and helpful approach for supporting and promoting recovery and is congruent with their overall practice.Originality/valueLived experience research has the potential to benefit consumers directly but is rarely brought to their attention. This paper is the first to examine the potential role of peer workers in introducing learnings from lived experience research to consumers.

Gouniai, Jacquelin Meno; Smith, Kyle David; Leonte, Kimberly Glazier

2022 The Journal of Mental Health Training, Education and Practice

doi: 10.1108/jmhtep-09-2021-0105

Obsessive-compulsive disorder (OCD) is a serious mental health condition that is frequently misdiagnosed and left untreated for extended periods. A contributing factor may be the lack of awareness regarding OCD’s heterogeneous symptom presentations in nonpsychiatric medical providers (MPs). Nonpsychiatric MPs are often consulted by those with OCD and are thus in a key position to first identify the symptoms in a person. Thus, the purpose of this study is to assess nonpsychiatric MPs’ ability to recognize varying symptom presentations of OCD.Design/methodology/approachThe current study examined OCD recognition rates in 105 nonpsychiatric MPs practicing on Guam – a rural island community with limited mental health resources. Participants were randomly assigned to read one of six vignettes describing a common obsessional theme within OCD (i.e. contamination, symmetry, religion, homosexuality, pedophilia or aggression) and asked to provide their diagnostic impressions.FindingsOver half of participating MPs (58.1%) did not recognize the condition in the vignettes as OCD. As groups, vignettes describing taboo obsessions were significantly less likely to be recognized as OCD than those describing contamination and symmetry obsessions. Overall, results reveal that MPs are largely unaware of the diversity of OCD symptoms.Originality/valueFew studies have examined nonpsychiatric MPs’ awareness of varying OCD symptom presentations, and to the best of the authors’ knowledge, no studies to date have been conducted on MPs practicing in rural settings. The findings of this study can inform training programs for MPs to help decrease OCD misdiagnoses in medical settings.

Bravo, Cristina; Skjaerven, Liv Helvik; Guitard, Luisa; Rubí-Carnacea, Francesc; Catalan-Matamoros, Daniel

2022 The Journal of Mental Health Training, Education and Practice

doi: 10.1108/jmhtep-07-2021-0073

The aim of this study was directed toward how a group of fourth year bachelor physiotherapy students describes their experiences, attitudes and beliefs from participating in a course of 40 h lasting three months in basic body awareness therapy (BBAT).Design/methodology/approachA qualitative study using phenomenological exploratory design was conducted. A total of 125 physiotherapy students within the subject of mental health physiotherapy, in the fourth year’s study course belonging participated. The BBAT introduction course consisted of 20 h theory and 20 h practical implementation with a particular focus on promoting movement quality through a movement awareness learning strategy. The course was carried out through three consecutive years. Data were collected through using focus group interview at the end of each movement session and qualitative face-to-face research interview at the end of the whole course.FindingsThe data-analysis revealed 16 emerging themes grouped into four categories: physical perceptions, body awareness characteristics, self-awareness and body awareness professional development.Research limitations/implicationsThis study highlights key experiences after attending a course on BBAT. In addition, it points out that to achieve movement quality awareness among the students, there is a need to include more self-training in the curriculum.Practical implicationsThe movement quality learning process is necessary to develop the mental health physiotherapy program. The experiences of students while body awareness learning process included physical perceptions, body awareness characteristics, self-awareness and professional development.Originality/valueThis study is among the first to describe the experiences of students when a movement awareness learning methodology is applied. In physiotherapy in mental health, this learning process is relevant for the application of BBAT.

Whish, Ruby; Huckle, Catherine; Mason, Oliver

2022 The Journal of Mental Health Training, Education and Practice

doi: 10.1108/jmhtep-11-2021-0130

Recovery colleges have expanded over the last decade, providing educational courses and workshops on topics of mental health and well-being, co-delivered by peer workers and clinicians. This review aims to synthesise findings from the qualitative literature to explore the impact of recovery colleges on student well-being.Design/Methodology/ApproachA systematic search of the qualitative literature was conducted in December 2021. Four databases were searched: Emerald, PubMed, ProQuest and Scopus. In total, 11 studies met the criteria for review and were subject to thematic synthesis.FindingsFive themes were generated including “A shift in power”, “Being connected”, “Personal growth”, “Adopting the role of a student” and “Meeting expectations”.Research Limitations ImplicationsThese findings were consistent with previous literature, which suggest that much of the recovery college’s impact lies in its ethos, which promotes empowerment and inclusivity. However, the review also drew attention to lesser explored areas of the recovery college such as how students understand the support on offer from the recovery college and manage their expectations around this.Practical ImplicationsSeveral studies lacked methodological and analytical rigour and may well suffer from self-selecting samples leading to an overwhelmingly positive experience. Evaluation by independent researchers is paramount.Originality/valueIt is nearly eight years since this area was previously reviewed during which time considerable growth in the literature has resulted.

Gonçalves Gallo, Giovana; Fernandez Curado, Daniela; Pires Alves Machado, Mayra; Villar Scattone, Vitor; Noto, Ana Regina

2022 The Journal of Mental Health Training, Education and Practice

doi: 10.1108/jmhtep-08-2021-0094

Mental health issues are concurrent among college students and new interventions are needed to address the problem. The objective of this study was to evaluate the convergence of symptoms into a single factor called “mental distress” and its relationship to mindfulness facets.Design/methodology/approachBrazilian university students (n = 136) answered self-report questionnaires, assessing sociodemographic information, dispositional mindfulness, insomnia severity, perceived stress, depression and anxiety. The analytical procedure consisted of defining the latent variable and relationships with mindfulness facets in a structural equations modeling environment.FindingsThe proposed model presented good fit [χ2 (23 = 34.38; p = 0.060; RMSEA = 0.068 (90% CI = 0.00;0.114); CFI = 0.951] and mental distress was inversely related to the five facets of mindfulness questionnaire of nonjudgment and nonreactivity.Originality/valueThe symptoms converged into a latent variable, and the latent variable was related to the abilities of not judging and not reacting to internal stimuli. The relationships found might guide the development of future intervention strategies to benefit university students’ mental health.