scholarly journals Evaluation of a national training programme to support engagement in mental health services: Learning enablers and learning gains

2019 ◽  
Vol 26 (9-10) ◽  
pp. 323-336
Author(s):  
Timmy Frawley ◽  
Lorraine Carroll ◽  
Mary Casey ◽  
Carmel Davies ◽  
Jonathan Durning ◽  
...  
Keyword(s):  
Mental Health ◽  
Mental Health Services ◽  
Health Services ◽  
Training Programme ◽  
Learning Gains ◽  
National Training

scholarly journals Improving partnerships with families and carers in in-patient mental health services for older people: a staff training programme and family liaison service

2012 ◽  
Vol 35 (2) ◽  
pp. 176-197 ◽  
Author(s):  
Roger I. Stanbridge ◽  
Frank R. Burbach ◽  
Estelle H.S. Rapsey ◽  
Simon H. Leftwich ◽  
Catherine C. McIver
Keyword(s):  
Mental Health ◽  
Mental Health Services ◽  
Health Services ◽  
Older People ◽  
Staff Training ◽  
Training Programme

scholarly journals Development of a peer support intervention to improve the experience and outcomes of discharge from inpatient mental health care: the role of experiential knowledge in a coproduced approach

2021 ◽  
Vol 14 (1) ◽  
Author(s):  
Jacqueline Marks ◽  
Rhiannon Foster ◽  
Sarah Louise Gibson ◽  
Alan Simpson ◽  
Miles Rinaldi ◽  
...  
Keyword(s):  
Mental Health ◽  
Health Care ◽  
Mental Health Services ◽  
Health Services ◽  
Mental Health Care ◽  
Peer Support ◽  
Training Programme ◽  
Experiential Knowledge ◽  
Support Intervention ◽  
Peer Support Intervention

Abstract Objectives Peer support is rapidly being introduced into mental health services internationally, yet peer support interventions are often poorly described, limiting the usefulness of research in informing policy and practice. This paper reports the development of a peer support intervention that aims to improve outcomes of discharge from inpatient to community mental health care. People with experiential knowledge of using mental health services—peer workers and service user researchers—were involved in all stages of developing the intervention: generating intervention components; producing the intervention handbook; piloting the intervention. Results Systematic review and expert panels, including our Lived Experience Advisory Panel, identified 66 candidate intervention components in five domains: Recruitment and Role Description of Peer Workers; Training for Peer Workers; Delivery of Peer Support; Supervision and Support for Peer Workers; Organisation and Team. A series of Local Advisory Groups were used to prioritise components and explore implementation issues using consensus methods, refining an intervention blueprint. A peer support handbook and peer worker training programme were produced by the study team and piloted in two study sites. Feedback workshops were held with peer workers and their supervisors to produce a final handbook and training programme. The ENRICH trial is registered with the ISRCTN clinical trial register, number ISRCTN 10043328, and was overseen by an independent steering committee and a data monitoring committee.

scholarly journals Evaluation of an educational training programme for the development of trainers in child mental health in Alexandria

2021 ◽  
Vol 2 (3) ◽  
pp. 482-493
Author(s):  
Amira, G. Seif El Din
Keyword(s):  
Mental Health ◽  
Mental Health Services ◽  
Health Services ◽  
Work Experience ◽  
Child Mental Health ◽  
Health Personnel ◽  
Training Programme ◽  
Educational Training ◽  
Knowledge And Skills

A six-day workshop was conducted to develop trainers in mental health by providing physicians participating in the programme with the necessary educational knowledge and skills. A significant improvement was observed in the participants’ knowledge and skills after the workshop. A significant correlation was found between the increase in knowledge and that of performance. The increase was affected neither by the years of work experience nor by the postgraduate degree held. This observed benefit and the satisfaction expressed by participants encourage the replication of such a programme in order to develop qualified health personnel capable of expanding mental health services for children

Does training adequately equip psychiatrists for intellectual disability?

2020 ◽  
Vol 14 (3) ◽  
pp. 69-82
Author(s):  
Geraldine Lines ◽  
Jodie Allen ◽  
Caryl Jane Marshall
Keyword(s):  
Mental Health ◽  
Intellectual Disability ◽  
Mental Health Services ◽  
Health Services ◽  
Online Survey ◽  
Significant Proportion ◽  
Training Programme ◽  
Practical Experience ◽  
Content Type ◽  
The Uk

Purpose People with intellectual disability (ID) experience significant health and social inequality compared to their non-disabled peers. Individuals with ID who access mental health services can have complex comorbidities and presentations. In the UK, a significant proportion of individuals with ID are supported within general adult mental health services not by specialist ID teams. The purpose of this study is to explore whether psychiatry trainees in the Maudsley Training Programme (MTP) feel adequately skilled to support individuals with ID. Design/methodology/approach An online survey of trainee psychiatrists in the MTP was completed to evaluate self-perceived skills and knowledge in the care of individuals with ID in mental health services. Statistical analysis of the results was completed. Findings Experience of working in specialist ID teams is positively associated with greater confidence and skills among trainees in the care of people with ID; this is beyond what would be expected based on seniority alone. Research limitations/implications The response rate was 16.7 per cent; a larger sample size would add strength to the study. Like all online surveys, there exists the risk of selection bias. Practical implications UK Policy states that people with ID should be supported to access mainstream services where possible, including psychiatric care. Practical experience for all psychiatry trainees involving specialist ID services and people with ID could improve the care given to that particularly disadvantaged group. Originality/value This is the only paper known to the authors that has focused specifically on the skills and knowledge of psychiatry trainees in the UK with regards to ID.

scholarly journals Building capacity to provide innovative interventions for early psychosis in mental health professionals

2020 ◽  
Vol 13 ◽  
Author(s):  
S. Poli ◽  
M. Ruggeri ◽  
C. Bonetto ◽  
K. De Santi ◽  
E. Miglietta ◽  
...  
Keyword(s):  
Mental Health ◽  
Mental Health Services ◽  
Community Mental Health ◽  
Health Services ◽  
Mental Health Professionals ◽  
Health Professionals ◽  
Training Programme ◽  
Early Psychosis ◽  
Skills Acquisition ◽  
Italian Community

Abstract Despite international guidelines, cognitive behavioural therapy for early psychosis (CBTep) is still under-used in daily clinical practice, mainly due to the lack of specific skills among mental health professionals. The aim of the study was to evaluate the feasibility and efficacy of a CBTep training course and to investigate the impact of trainees’ variables on the level of skills acquisition. An intensive and graded CBTep training programme consisting of 112 hours of plenary lectures, 30 hours of group supervision and 3 months of practical training was offered to mental health professionals of 65 Italian community Mental Health Centers (CMHCs). CBT expert psychologists were used as the comparison group. Participants underwent pre-planned exams to test the level of skills acquisition and were requested to complete a satisfaction survey. The vast majority of participants (93%) completed the training with medium–high evaluation scores and reported to be highly satisfied with the course. CMHCs staff members achieved high scores in the examinations and no major differences between them and CBT expert psychologists were found in most of the final exam scores. Our results support the feasibility and the efficacy of the training to build specific CBTep capacity in a large cohort of professionals working in Italian Generalist Mental Health Services. Key learning aims (1) To understand the capacity building of a short training programme in CBT for early psychosis dedicated to community mental health professionals. (2) To consider the optimal characteristics of a CBT training programme for early psychosis. (3) To reflect on the feasibility of a CBT training programme for early psychosis in the context of Italian Community Mental Health Services.

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