Showing papers in "The Journal of Mental Health Training, Education and Practice in 2019"

Japanese managers’ experiences of neuro-linguistic programming: a qualitative investigation

Abstract: Though several work-related mental health training initiatives have been implemented in Japan, the effectiveness of such approaches remains unclear. Consequently, some Japanese corporations prefer using interventions such as neuro-linguistic programming (NLP) to improve employee mental health and wellbeing. This language-based development methodology has been the subject of debate in terms of the quality of the underlying empirical evidence. However, a perspective missing from this debate is an evidence-based understanding of the first-hand experiences of employees that have undertaken NLP training. The purpose of this paper is to inform this debate by conducting a rigorous qualitative examination of the experiences of Japanese senior managers who had recently received training in NLP.,Semi-structured interviews attended by 11 Japanese NLP master practitioners were analysed using thematic analysis.,Four themes emerged from the data set: improving work-related mental health, NLP fosters a better understanding of the mind, NLP helps to reframe perspectives relating to work and mental health, and challenges of NLP training.,While managers found NLP training skills such as reframing and neuro-logical levels useful to their managerial practice and mental health more generally, they raised concerns about NLP’s reputation as well as the utility of some of the techniques employed in NLP.

Assessing students’ mental health crisis skills via consumers with lived experience: a qualitative evaluation

Abstract: Suicide is a major cause of preventable mortality and primary healthcare professionals, including pharmacists, require appropriate training to communicate with and support people at risk of suicide. Mental Health First Aid (MHFA) training teaches participants how to communicate with and support people experiencing suicidal thoughts. The purpose of this paper is to use a novel MHFA assessment approach involving simulated role-plays enacted by people with a lived experience of mental illness and explore MHFA participants’ and simulated patients’ views of participating in simulated role-plays of mental health crises.,MHFA is embedded into the Sydney School of Pharmacy curriculum. Post-MHFA training, pharmacy students were randomly allocated to participate in or observe a simulated role-play of one of three suicide crisis scenarios, with a person with a lived experience of mental illness. Two purpose-designed, semi-structured interview guides were used to conduct student focus groups and interviews with simulated patients to explore their views. Focus groups and interviews were digitally recorded, transcribed verbatim and thematically content analysed using a constant comparison approach.,In total, 22 pharmacy students participated in two focus groups and three simulated patients participated in interviews. Five themes emerged including: the benefits of participating; the value of having a lived experience; challenges with suicide assessment; communication; and the value of immediate feedback and debrief.,Students and simulated patients both benefited from participating in the role-plays. Students valued practicing their MHFA skills post-training with simulated patients with lived experiences. This unique approach to post-training assessment provides an opportunity to practice skills realistically and authentically, in a safe, learning environment.

Evaluating Mental Health Literacy in Medical Students in the United Kingdom

Abstract: There is urgent need to explore medical students’ understandings of mental illness to better support this high-risk group. The purpose of this paper is to evaluate mental health literacy in medical students using the Mental Health Literacy Scale (MHLS), and provide validation of the measure.,In total, 251 participants were recruited from medical schools across the UK. Participants completed demographic details and the MHLS. This paper reports total MHLS scores and their relationships with demographics and experiences with mental illness.,The mean MHLS score was 127.69. MHL was significantly higher in females, and students in later years of study (p<0.05). Over 40 per cent of respondents reported having personal experience of mental illness. This, as well as having a close friend or family member with a mental illness, was associated with higher MHL (p<0.05).,This study is the first to use the MHLS and provide validation of this measure in medical students. Despite high rates of personal experience with mental health issues, medical students’ average MHLS scores were comparable to studies of non-medical student groups. Medical schools should aim to build students’ confidence in recognising and seeking help for mental health issues from the first year of medical training. MHL is a multi-faceted issue; further work is required to improve awareness of risk factors, to better understand why males demonstrate poorer MHL scores than females, and to work towards improving MHL in males.

Mental health of resettled Syrian refugees: a practical cross-cultural guide for practitioners

Abstract: The purpose of this paper is to prepare healthcare providers in high-income countries to deal with mental health and psychosocial issues among resettled Syrian refugees.,Collaborative work of the authors on a comprehensive review of social context, cultural frameworks and related issues in the mental health and psychosocial well-being of resettled Syrian refugees.,A practical guide that emphasizes the importance of considering the social and cultural dimensions of their predicament and highlighting principles that can help clinicians address the unique needs of Syrian refugee patients.,The content of this paper is inspired by the collaborative work of the authors on a report commissioned by the United Nations High Commissioner for Refugee (UNHCR).

Investigating professional quality of life in nursing staff working in Adolescent Psychiatric Intensive Care Units (PICUs)

Abstract: Purpose: The purpose of this study was to investigate professional quality of life of mental health nursing staff working within an Adolescent PICU setting. Professional quality of life is important, as there is a correlation between staff wellbeing and the quality of healthcare services delivered, particularly within mental health settings. Mental health nursing staff in Adolescent PICU services deal with a wide range of physically and emotionally demanding challenges when providing care, yet the potential impact of this demanding work upon staff in this context has not been explored. Design: The study used a longitudinal non-experimental design with a purposive sample. Quantitative data was collected from a total of seventeen registered mental health nurses and health care assistants working in an Adolescent PICU Unit in the North of England. Repeated measures were administered at three consecutive intervals, three months apart, using a validated self-report measure, the Professional Quality of Life Scale V (ProQOL V, Stamm, 2010). Data was analysed using descriptive and inferential statistical analysis using benchmark data from the ProQoL V instrument for comparison. Findings: Analysis of results compared to ProQol V benchmark data showed significantly higher than expected levels of compassion satisfaction, and lower than expected levels of burnout and secondary traumatic stress for Adolescent PICU nursing staff within the study. There were no significant differences between qualified nurses and health care assistants. Potential explanations and practice implications of these findings are discussed. Value: This is the first published study to investigate professional quality of life within the mental health nursing population working in Adolescent PICU, providing empirical insights into a previously unexplored mental health context.

Student interprofessional mental health simulation (SIMHS): evaluating the impact on medical and nursing students, and clinical psychology trainees

Abstract: Purpose: Mental health simulation is the educational practice of recreating clinical situations in safe environments using actors, followed by structured debriefing, to foster professional development and improve care. Although evidence outlines the benefits of simulation, few studies have examined the impact of interprofessional mental health simulation on healthcare trainees, which is more reflective of clinical care. The purpose of this paper is to evaluate the impact of mental health simulation training on students’ confidence, attitudes, knowledge and perceived professional development and anticipated clinical practice. Design/methodology/approach: Participants (n=56) were medical (41 per cent) and mental health nursing students (41 per cent), and clinical psychology trainees (18 per cent). Six simulated scenarios, involving one to three trainees, were followed by structured debriefs with trained facilitators. Scenarios, using actors, reflected patient journeys through emergency, medical and psychiatric settings. Participants’ confidence, knowledge and attitudes were measured quantitatively using pre- and post-course self-report questionnaires. Perceptions of impact on professional development and clinical practice were assessed using thematic analysis of post-course questionnaire responses. Findings: Knowledge, confidence and attitudes scores showed statistically significant increases, with large effect sizes. Thematic analyses highlighted themes of: interprofessionalism, communication skills, reflective practice, personal resilience, clinical skills and confidence. Research limitations/implications: Further research should clarify the impact of interprofessional simulation training on mental health practice in the context of other training received. Practical implications: Simulation training may begin to influence participants’ professional development and future clinical practice and subsequently care delivered, supporting its increased use in mental health. Originality/value: This study adds to nascent understandings of the use and potential of interprofessional mental health simulation, outlining innovative training, its positive outcomes and implications.

Secondary school teachers’ experiences of supporting mental health

Abstract: Teachers are often the first contact for students with mental health difficulties. They are in an ideal position to identify students who are struggling and frequently support them using different approaches and techniques. The purpose of this paper is to investigate secondary school teachers’ experiences of supporting the mental health of their students.,Seven secondary school teachers from state-funded schools in the UK participated in face-to-face semi-structured interviews. Interpretative phenomenological analysis was used to understand and structure the data into themes.,Five superordinate themes emerged from the data analysis: perceived role of teacher, nature of relationship, barriers to helping the child, amount of training and resource, and helplessness and satisfaction. Participants described the lack of training, resource and clarity about their role to be causes of frustration. Internal and environmental factors often influenced participants’ feelings of helplessness.,The findings from this study cannot be readily generalised to the wider population due to the nature of qualitative interviews.,This study has led to a greater understanding of the experiences of teachers within a school setting. It is crucial that mental health training for teachers directly meets their needs and abilities.,This paper finds value in recognising the lived experience and difficulties faced by teachers supporting students’ mental health problems. A theoretical model is presented based on this analysis that can help inform best practice for schools.

Evaluating dementia training for healthcare staff

Abstract: Purpose The purpose of this paper is to report on a service evaluation of a competency-based dementia training programme for clinicians to establish its value in improving their knowledge and confidence of dementia care and to explore any resulting changes to practice. Design/methodology/approach Mixed method quantitative and qualitative data, using rating scales and focus group discussions (FGDs), were collected. Wilcoxon signed-rank test was used to analyse changes in the responses to the rating scales of knowledge and confidence and thematic analysis of FGDs was undertaken to identify staff perceptions of the impact of training on their practice. Findings In total, 162 qualified and clinical support staff undertook the training. A significant change in knowledge and confidence scores was found on all three scales. In general, feedback on the course was positive. Seven themes, demonstrating the relevance of the training to practice, emerged from the FGDs – experiential training awareness of diagnosis, approach, understanding, communication, risk, changed practice and going forward. Practical implications Providing competency-based dementia training for large numbers of staff can have a positive effect on the care delivered to patients with dementia. Originality/value Healthcare organisations have a responsibility to ensure their staff have the training to provide quality care for patients living with dementia. This paper suggests this can be achieved through a collaborative, multi-disciplinary approach involving co-production and best practice guidance.

Implementing evidence-based mental health practices in schools: Feasibility of a coaching strategy

Abstract: Mood and anxiety disorders affect 20–30 percent of school-age children, contributing to academic failure, substance abuse, and adult psychopathology, with immense social and economic impact These disorders are treatable, but only a fraction of students in need have access to evidence-based treatment practices (EBPs) Access could be substantially increased if school professionals were trained to identify students at risk and deliver EBPs in the context of school-based support services However, current training for school professionals is largely ineffective because it lacks follow-up supported practice, an essential element for producing lasting behavioral change The paper aims to discuss these issues,In this pilot feasibility study, the authors explored whether a coaching-based implementation strategy could be used to integrate common elements of evidence-based cognitive behavioral therapy (CBT) into schools The strategy incorporated didactic training in CBT for school professionals followed by coaching from an expert during co-facilitation of CBT groups offered to students,In total, 17 school professionals in nine high schools with significant cultural and socioe-conomic diversity participated, serving 105 students School professionals were assessed for changes in confidence in CBT delivery, frequency of generalized use of CBT skills and attitudes about the utility of CBT for the school setting Students were assessed for symptom improvement The school professionals showed increased confidence in, utilization of, and attitudes toward CBT Student participants showed significant reductions in depression and anxiety symptoms pre- to post-group,These findings support the feasibility and potential impact of a coaching-based implementation strategy for school settings, as well as student symptom improvement associated with receipt of school-delivered CBT

Can a carer (peer) led psychoeducation programme improve mental health carers well-being, reduce burden and enrich empowerment: a service evaluation study

Abstract: 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.,This 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.,Results indicated improved well-being, reduced burden and increased family empowerment in carers who completed this peer-led carer initiative psychoeducational programme.,This 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.,The 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.,This 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.

Validity and accuracy of the Whooley questions to identify maternal distress in Dutch pregnant women

Abstract: © 2018, Emerald Publishing Limited. Purpose: The purpose of this paper is to investigate the validity and accuracy of the Whooley questions for routine screening of maternal distress in Dutch antenatal care. Design/methodology/approach: In this cohort design, the authors evaluated self-reported responses to the Whooley questions against the Edinburgh Depression Scale screening for antenatal depression, State-Trait Anxiety Inventory for general anxiety and the pregnancy-related anxiety questionnaire-revised screening for pregnancy-related anxiety, among Dutch pregnant women during the first and third trimester of pregnancy. The authors used standard diagnostic performance measures for the two case-finding items. Findings: The Whooley items in this study showed a higher specificity than sensitivity. The Whooley results showed good evidence to identify women who are depressed or (trait)anxious in both trimesters of pregnancy, but the results showed weak to moderate evidence to identify pregnancy-related anxiety. The Whooley items had a low to moderate predictive ability for depression, trait-anxiety and pregnancy-related anxiety and a good ability for negative case-finding. The Whooley items proved to be more able to report how effective the case-finding questions are in identifying women without depression, trait-anxiety and pregnancy-related anxiety (ruling out) rather than how effective these are in identifying women with depression, trait-anxiety and pregnancy-related anxiety (ruling in). The Whooley items were accurate in identifying depression and trait-anxiety in both trimesters but were not very accurate to identify pregnancy-related anxiety. Research limitations/implications: Assessment of pregnancy-related anxiety using a case-finding tool requires further attention. Practical implications: The two-item Whooley case-finding tool has shown good utility as a screening instrument for maternal distress. The continuous assessment of maternal emotional health during the childbearing period or, at least, revisiting the topic, would both support the woman and the midwife in regarding perinatal emotional wellbeing as an important remit of midwifery care. Originality/value: A novel aspect of this paper is the proposition of applying the Whooley questions at later stages of pregnancy or presenting the Whooley questions in a written or digital form.

Clinician experiences of "Let’s Talk about Children" training and implementation to support families affected by parental mental illness

Abstract: Let’s Talk about Children (LTC) is a structured intervention which aims to improve outcomes for children of parents with a mental illness. An enhanced form of training has been developed to support clinician uptake of this intervention. The purpose of this paper is to explore clinicians’ experiences of this form of training and of implementing LTC.,A qualitative research design was adopted, underpinned by social constructionism. Semi-structured interviews were conducted with adult community mental health clinicians (n=10) and were audio-recorded. The interview data were transcribed verbatim, coded and thematically analysed.,Participants experienced both the training and the LTC intervention as a step in the right direction, with the enhanced training seen as superior to standard online modules, but not sufficient for implementation in practice. Additional training support, partnership working with families and service partners and overcoming challenges by adapting the model are some strategies that may support routine implementation of LTC.,This study is the first to explore clinician experiences of this enhanced face-to-face training format followed by the implementation of LTC in an Australian context. Findings suggest strategies for enhancing clinician skills and confidence, improving fidelity to the model and identifying success factors for services looking to implement LTC. The potential value of face-to-face over online training and common barriers to implementation at an organisational level are identified and require further exploration in future studies.

Distance is not a barrier: the use of videoconferencing to develop a community of practice

Abstract: Purpose The purpose of this paper is to describe the use of videoconferencing to deliver a post-graduate education programme in forensic mental services by video-conference across three sites in a large urban centre and develop a forensic community of practice. Design/methodology/approach This paper describes the setting up of the programme, equipment used, the challenges and evaluation of a teaching programme delivered using technology-enhanced education. Findings This forward thinking mechanism of delivery of education has propelled multi-disciplinary and multi-site discussion with the formation of a community of practice. Research limitations/implications Additional skills are demanded of clinicians including familiarisation with the equipment and an awareness of the restrictions in communication using videoconferencing. Practical implications The use of technology has facilitated delivery of a learning programme within our services. Practical benefits are readily evident with increased accessibility, cost and travel savings. Social implications The greatest benefit has been the development of a virtual community allowing peer support, an extended peer review and network development. Originality/value The paper describes use of technology to support delivery of a post-graduate forensic mental health training programme.

Are there preferred coping and communication strategies while undergoing IVF, and do cognitive behavioral interventions help?

Abstract: Purpose Coping and communication strategies affect how one perceives potentially stressful life events, such as infertility. Cognitive behavioral interventions (CBI) can reduce the distress related to undergoing in vitro fertilization (IVF). The purpose of this paper is to examine the effect of CBI on the coping and communication skills as well as perceived stress and depressive symptoms of women undergoing IVF treatment. The authors also explored the relationship between coping strategies and pregnancy rates. Design/methodology/approach The authors conducted a randomized controlled trial of CBI in 50 women undergoing IVF (NCT00685282). Findings The authors found that CBI was associated with reductions in active-confrontive coping among over 50 percent of participants, which was also found to be positively related to depressive symptoms. Furthermore, high meaning-based coping at baseline and high-avoidant coping at the end of IVF treatment were associated with increased pregnancy rates. Research limitations/implications CBI can be helpful in reducing the perceived stress of women undergoing IVF; however, the adaptiveness of individual coping skills and communication skills vary. Since different coping strategies seem to be of benefit at different time points, further studies might benefit from the examination of engaging in context-dependent coping strategies. Practical implications Integrating mental health care on infertility units may assist in reducing the stress and thus quality of care in women undergoing IVF. Mental health care can be tailored to meet the individual needs of infertility patients based on their preferred coping strategies and communication style. Further research is needed to examine the cost benefit of reducing perceived stress in fertility patients. Social implications Infertility is a social and medical problem that has vast implications on the mental health of individuals. Providing support along with practical tools for stress reduction and improved coping and communication can result in reduced stress and improved coping. Originality/value This paper examined the effect of a cognitive behavioral intervention on the coping strategies and communication skills of women undergoing IVF and can contribute to our understanding of the value of integrating mental health and medical care.

Implementing co-production in mental health organizations

Abstract: The purpose of this paper is to study four cases of the adoption of co-production and compare them according to the type of user involvement, contextual factors and the organizational structure.,In total, 30 interviews were conducted in four mental health organizations which are implementing co-production in the North of Italy. Interviews were conducted with clinicians, nurses, patients and family members. The data collected was triangulated with further sources and official documents of organizations. The results have been compared by means of a validated international framework (IAP2) regarding the contextual factors and the level of co-production adopted.,The adoption of co-production in the four cases differs by the activities implemented and how organizations involve informal actors. It seems to be influenced by the contextual factors specific to each organization: power, professionals’ opinions and leadership. Organizations whose practitioners and leaders are willing to distribute their power and value informal actors’ opinions seem to facilitate the systematic involvement of users. Overall, the results highlight the importance of considering contextual factors when evaluating and describing co-production activities.,This paper contributes to describing how mental health organizations are implementing co-production. It examines the influence of contextual factors on the type of co-production adopted.

A novel initiative contextualizing quality improvement and systems based practice in psychiatric clinical teaching settings

Abstract: Purpose Mental health providers will be increasingly called on to lead psychiatric efforts to improve care and care redesign. The Accreditation Council for Graduate Medical Education (ACGME) in the USA requires residency programs to teach quality improvement (QI) and systems-based practice (SBP) to all trainees as part of training requirements. However, teaching QI and SBP concepts without a clinical context can be challenging with low trainee engagement. The paper aims to discuss these issues. Design/methodology/approach The authors describe curricular redesign with a specialized educator faculty task force that aimed to create a longitudinal curriculum that integrated abstract QI concepts into clinical practice settings, and helped trainees apply SBP concepts throughout residency. In addition, the authors describe the utilization of resident prescriber profiles to contextualize clinical practice habits, and the implementation of an educational case conference series with emphasis on QI-specific educational tools such as root cause analysis (RCA). Findings Formal resident feedback from 2016 to 2018 has demonstrated improved trainee satisfaction. The resulting curricular change has also led to a new chief resident role and sustained engagement in QI and SBP education by trainees. Research limitations/implications The faculty task force and curricular design changes described in this paper were implemented at one large academic institution. Thus, additional assessment and research is necessary to address the generalizability of the interventions described. Originality/value Since QI and SBP are becoming more prominent requirements for medical education accrediting bodies such as the ACGME, the innovative curricular design can benefit other residency and medical student education programs that attempt to integrate clinical practice with education incorporating QI and SBP concepts.

Mental health care provided through community school models

Abstract: The purpose of this paper is to comprehensively identify and synthesize the mental health care provided through diverse community schools implemented in the USA.,Using PubMed, community school model websites and Google Search, we identified 21 community school models that publicly reported outcomes and conducted full review of these models. The authors also conducted e-mail and telephone communication with ten program directors and evaluators to gain insights into successes and lessons learned through implementing community school models based on community partnership.,Provision of mental health care though community schools leads to reducing school suspensions, disciplinary referrals, problem presentation, and risk behaviors, and improving school grades, personal responsibility, future aspiration, and family engagement.,Developing standardized outcome measure for the evaluation of mental health care provided through community school models is important to establish evidence that leads policymakers and practitioners into action. Information toolbox to guide mental health administrators and practitioners about future funding and partnership mechanisms for successful implementation and sustained mental health care through community school models can be useful.,This systematic literature review provides insights into the current practice and future direction in the provision and evaluation of mental health care through community school models and addresses concrete research and practical implications to guide mental health professionals.

The stepped model of peer provision practice: capturing the dynamics of peer support work in action

Abstract: Purpose 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/approach In-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. Findings A 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/value This 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.

Student mental health in the healthcare professions: exploring the benefits of peer support through the Bridge Network

Abstract: Student mental health is a major challenge for higher education in the twenty-first century. Students undertaking healthcare professionally affiliated courses can experience additional pressures that negatively impact on their well-being and can make it more difficult to access support. The paper aims to discuss this issue.,To address some of these challenges, the Bridge Network was established in one healthcare school in a higher education institution. It is a peer support network co-produced with students studying on healthcare courses to provide group-based support to promote mental well-being. Student peer group facilitators draw on their own lived experience of mental health challenges or of being a carer. The groups provide a safe space for students who may experience mental health difficulties to share, gain support and connect with each other. This paper explores the journey of setting up the Bridge Network.,Although the group has been well received and various factors have supported its establishment, there are several difficulties that the network has faced. Power imbalances between students and academic staff have been challenging for the co-produced design, alongside enabling positive and safe discloser for healthcare students. However, the network has raised the profile of mental well-being for healthcare students and encouraged supportive conversations about the issue as well as providing enriching volunteer opportunities.,The Bridge Network is an innovative development reflecting best practice within mental healthcare. However, to ensure spread and sustainability, alignment with organisational strategy is required.,The paper explores the strengths and challenges of establishing peer support for students undertaking vocational healthcare courses.

Indonesian clinical psychologists’ perceptions of complementary and alternative medicine research and knowledge: a content analysis study

Abstract: Purpose As part of a nationwide research about knowledge, attitude, experiences and educational needs towards complementary and alternative medicine (CAM) among Indonesian clinical psychologists (CPs), the purpose of this paper is to explore CPs' perceptions of CAM research and their interest in learning CAM.Design/methodology/approach A link to an online survey was e-mailed to all 1,045 CPs across Indonesia. At the end of the survey, two open-ended questions were asked: What do you think about CAM research in Indonesia? and Why are you interested in learning about CAM?, which were responded to by 127 participants (87 per cent of females; M-age=36.67, SD=9.02). Participants' responses were analysed using inductive qualitative content analysis.Findings It was found that two global themes for CPs' perceptions of CAM were to improve participants' professionalism and as part of continuing education and development for mental health professionals. The favourable responses in this study may reflect participants' willingness to be involved in collaborative CAM research and education. Moreover, CAM was perceived as part of Indonesian culture and participants viewed CAM research and knowledge as a chance to promote Indonesian local wisdom to complement conventional psychotherapy.Research limitations/implications These findings might call for stakeholders to integrate CAM knowledge into psychology education, facilitate CAM research in psychology settings and encourage collaborative CAM research. However, self-selection bias may limit the findings of this study.Originality/value This study explored perceptions of CAM research and interest in learning CAM that have rarely been investigated among mental health professionals and particularly, until now, have not been investigated in Indonesia.

The effect of family teaching on depression, anxiety and stress in caregivers of patients received electroconvulsive therapy

Abstract: Purpose: The purpose of this paper is to evaluate the effect of the planned pre-electroconvulsive therapy (ECT) family teaching on depression, anxiety and stress of caregivers of patients with mental disorders receiving ECT. Design/methodology/approach: In this quasi-experimental study, 130 participants were randomized allocated into intervention or control groups. The planned family teaching program consisted of four 90 min sessions held during four weeks. Assessments occurred at pre-intervention (one week before the first session), and post-intervention (one months after the four session). Data were collected using demographic questionnaire and Depression, Anxiety and Stress Scale (DASS-21). Mean comparisons were performed using Student’s t-test while effect sizes were estimated by Cohen’s d coefficient. The significance level was considered less than 0.05. Findings: The mean scores of the depression, anxiety and stress levels in the intervention group were significantly reduced compared to the control group (p=0.001). Originality/value: The family pre-ECT teaching intervention and counseling decreased the depression, anxiety and stress level of family caregivers of patients with mental disorders receiving ECT and the maintenance of other favorable conditions at baseline. These results suggest that even a short-term educational intervention for family members of patients received ECT can improve emotional outcomes of treatment in the family. © 2019, Emerald Publishing Limited.

The benefits of student-led health promotion intervention

Abstract: The benefits of a student-led mental health promotion intervention on World Mental Health day result in tangible learning benefits for those students. The event occurs within the students’ own university. The paper aims to discuss this issue.,This case study evaluates students’ experience on a mental health promotion intervention. This intervention was to enable students to experience running a health promotion intervention and develop their health promotion skills outside of their lectures. Students were recruited who had just completed a module on health promotion. Students had to plan and organise the intervention, which included involving other organisations and facilities both external and internal to the university. The experience was evaluated through the case study using as data collection a semi-structured interview.,Results indicated that students found the experience to be beneficial in deepening their understanding of health promotion, mental health awareness and in increasing their self-esteem. Limitations of this case study are in the argument for reproducibility of results, which is affected by the small number of students who took part.,There are opportunities to develop this idea further and to broaden the availability of the initiative, enabling more students from diverse backgrounds to experience putting theory into practice.,To the best knowledge of the author, this study, although with limitations, provided a good understanding on how to develop health promotion skills within a university setting. The outcomes of this study are mainly applicable to a health studies course, educators of mental health promotion, university mental health support services and research related to this topic, especially on promoting mental health awareness and education.

Recovery-oriented support work: the perspective of people with lived experience

Abstract: The purpose of this paper is to focus on individuals who experience mental health difficulties with the services they receive from “support workers” as part of a personal recovery model, this study will obtain individuals reflections, experiences and opinions on how support helps them stay well and facilitates their personal recovery process. Recovery is seen through the lens of the CHIME framework (Connectedness–Hope–Identity–Meaning–Empowerment).,The sample size included 13 people who experience mental health difficulties and are receiving support from mental health care services. The structured interview was designed based on the INSPIRE measurement and the CHIME framework structure. The qualitative content analyses, discursive framing approach and CHIME as a framework made it possible to examine the key activities of recovery-oriented support work revealed in the data.,Participants valued the enhancement of hope provided by support workers and also expressed it was important as they were non-judgemental. Identity and meaning in recovery could be enhanced by sharing powerful stories about the individuals’ own life and health experiences, and those of support workers or others. Inclusive behaviour in public spaces and trying out new interest-based activities together were considered as empowering.,This research helps to understand the value of personal recovery support activities given the societal changes (tension between survival vs self-expression values) and highlights the need for value-based recovery-oriented education and practice.

Enabling mental health student nurses to work co-productively

Abstract: The purpose of this paper is to investigate the use of innovative teaching methods and share a four-step model, to promote the use of co-production in mental health practice.,The case study approach highlights three real-life examples of day to day experiences in mental health nurse education with innovative approaches to sharing and developing co-production skills and attitudes in mental health student nurses.,The case studies highlight three settings where undergraduate mental health nurses experience co-production through a world cafe event and dialogical community development. Common themes include setting the environment, developing a common aim and relationship building.,A limitation of this paper is that only three case studies are provided, further examples would provide a greater pool of exemplars for others to draw on. However, by focusing upon student nurse education in learning environment, these examples are transferable to other settings.,The practical applications are summarised in a four-step model that can help develop co-productive teaching methods; enable educators to set the climate and generate an understanding of co-production that empowers students and service users.,The emphasis and relevance of promoting co-productive working habits early on in nurses’ mental health nursing careers will enable them to raise awareness of future social implications for a range of client groups.,This paper focuses upon mental health student nurses whilst providing an innovative model to facilitate co-production experiences applicable in a range of settings.

WARRN – a formulation-based risk assessment process: its implementation and impact across a whole country

Abstract: Purpose Wales Applied Risk Research Network (WARRN) is a formulation-based technique for the assessment and management of serious risk (e.g. violence to others, suicide, etc.) for users of mental health services. It has been gradually adopted as the risk evaluation and safety-planning technique for all seven health boards in Wales. The purpose of this paper is to examine the opinions of WARRN as used within these health boards. Design/methodology/approach An online survey was disseminated to NHS clinicians in secondary mental health services to evaluate their perceptions of the use and effectiveness of WARRN. Data from 486 clinicians were analysed with both quantitative and qualitative methods. Findings Results indicated that the overall impact of WARRN on secondary mental health care was very positive, with clinicians reporting increased skills in the domains of clinical risk formulation, safety-planning and communication, as well as increased confidence in their skills and abilities in these areas. Clinicians also reported that the “common-language” created by having all NHS health boards in Wales using the same risk assessment process facilitated the communication of safety-planning. Crucially, NHS staff believed that the safety of service users and of the general public had increased due to the adoption of WARRN in their health board and many believed that lives had been saved as a result. Originality/value WARRN is perceived to have improved clinical skills in risk assessment and safety-planning across Wales and saved lives.

Teaching medical students child and adolescent psychiatry (CAP)

Abstract: Purpose The prevalence of psychiatric disorders in children and young people is increasing, leading to recommendations that medical schools re-consider their curriculum content and teaching practices for child and adolescent psychiatry (CAP). The purpose of this paper is to seek guidance for undergraduate curriculum development from the wider literature on CAP curriculum content and teaching practices. Design/methodology/approach A comprehensive search of the literature was conducted, focussing on studies that examined undergraduate teaching of CAP. In an attempt to establish whether there is an agreed level of curriculum content and teaching practices, literature from all over the world was included. Findings Findings suggest that curriculum content and teaching practices are varied, therefore it was difficult to identify best practice upon which recommendations can be made. In addition, despite previous calls for curriculum improvements and expansion of learning objectives, recent studies suggest that there has been little change. Research limitations/implications A common theme emerging was the importance of making the CAP curriculum relevant to all future doctors rather than only those who plan to specialise in CAP. Further research to determine what CAP knowledge, skills and attitudes non-psychiatrists think that medical students need to be taught is warranted. Originality/value This paper reviewed the literature on undergraduate CAP teaching, highlighting common themes from the wider literature on medical curriculum development to inform how CAP curricula content can be developed to equip future doctors.

Educating business students to manage for mental health

Abstract: The purpose of this paper is to describe content topics and teaching methods for a new undergraduate course in business administration on managing for workplace mental health. It then discusses a preliminary evaluation of the course.,Research-supported content and teaching methods were developed and implemented. n=18 undergraduates completed pre- and post-course quantitative measures related to course goals, and a qualitative post-course survey about course content and delivery.,Analysis of pre- and post-course quantitative measures demonstrated significant increases in mental health-related knowledge; other-directed, mental health supportive behaviours; mental health promotion self-efficacy; mental health promotion intentions; and self-compassion; as well as significant decreases in stigmatising attitudes. Effect sizes were moderate to large, indicating usefulness. Qualitative, post-course data indicated that positive aspects of course content were those that enhanced knowledge of mental health conditions; skills for managing workplace mental health concerns; and attitudes towards those suffering from mental illness. Qualitative post-course data indicated that positive aspects of course delivery were specific teaching strategies and teaching qualities.,Results support the continued development and use of a course for business students on managing workplace mental health. Additional, larger scale evaluation would be helpful.,Detailed information is provided about the course structure, content, resources and teaching methods, which could be used in other settings.,The workplace is an important site for early identification and intervention of mental health concerns, regardless of their origin or cause. This research supports the usefulness of training prospective business managers in this regard.,Coverage of mental health-related topics with business students has been scant to absent. This project developed, implemented and evaluated a new course.

Enhancing forensic exposures in residency training

Abstract: The purpose of this paper is to review the impact of a new, brief forensic rotation for general psychiatry residents on the variety of residents’ forensic exposures.,The authors surveyed residents who trained before and after the implementation of the new rotation to assess the impact of the rotation on the residents’ forensic experiences during training across a variety of domains.,Even in a highly clinical forensic setting, residents participating in the required rotation reported significantly greater variety of forensic experiences than those who had not completed the required rotation, including types of settings and assessments, Rotation completers reported greater exposure to various types of settings and assessments, and courtroom-related experiences, as well as the overall number of forensic exposures. The two groups did not differ in their forensic exposures in general psychiatry settings, civil-forensic evaluations or diverse forensic populations. Secondary analyses showed that increased exposure to court-based experiences and multiple forensic settings was associated with forensic fellowship interest.,This study demonstrates that a brief, mandatory forensic clinical rotation may increase residents’ exposure to forensic settings, assessments and courtroom-related experiences and that increased exposure to courtroom-based experiences in particular may increase interest in forensic fellowship. While not surprising, the results demonstrate that residents were not otherwise having these forensic experiences and that even time-limited forensic rotations can enhance the breadth of residents’ forensic exposures. Further, the rotation achieved these outcomes without using typical forensic sites but instead highly clinical sites, which may be particularly encouraging to residency programs without ready access to classic forensic rotation sites. This study contributes to the small but expanding body of the literature describing the value of increasing psychiatry residents’ training in clinical forensic psychiatry.

Inclusive language regarding gender, sexual orientation, and relationship status: the ongoing process and outcome of revising psychiatric materials

Abstract: The purpose of this paper is to address the barrier to care experienced by LGBTQIA+ populations by binary language for gender, sexual orientation and relationship status.,The authors review the research that shows linguistic barriers are a significant obstacle to healthcare for LGBTQIA+ communities. The authors describe both a process and revisions for addressing language bias in psychiatric intake/research research materials as well as quantify its impact in an adult psychotherapy clinic in a public hospital.,Patients self-identified their gender, sexual orientation and relationship status in a variety of ways when not presented with binaries and/or pre-established response choices. In addition, the non-response rate to questions decreased and the authors received positive qualitative feedback. The authors also present the revisions to the intake/research materials.,Other healthcare settings/clinicians can revise language in order to remove significant barriers to treatment and in doing so, be welcoming, non-pathologizing and empowering for LGBTQIA+ consumers of mental health services (as well as for non-LGBTQIA+ consumers who are in non-traditional relationships).,This work is one step in improving healthcare and the healthcare experience for LGBTQIA+ communities and for those in non-traditional relationships.,This work is set in a public safety-net hospital providing care for underserved and diverse populations. This paper describes the process of revising psychiatric materials to be more inclusive of the range of self-identity are: gender, sexual orientation and relationship status.

Psychometric evaluation of the Perinatal Illness Perceptions Scale (PIPS)

Abstract: Purpose 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/approach A cross-sectional and exploratory instrument development design, using exploratory factor analysis, was employed. Findings The scale demonstrated good psychometric properties revealing three sub-scales: causes, consequences (mother); consequences (baby). Originality/value The 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.