Education and training for community pharmacists in mental health practice: how to equip this workforce for the future

2014 ◽  
Vol 9 (3) ◽  
pp. 133-144 ◽  
Author(s):  
Amanda Wheeler ◽  
Amary Mey ◽  
Fiona Kelly ◽  
Laetitia Hattingh ◽  
Andrew K. Davey
Keyword(s):  
Mental Health ◽  
Continuing Education ◽  
Community Pharmacists ◽  
Education And Training ◽  
Negative Attitudes ◽  
Content Type ◽  
Mental Health Consumers ◽  
Pharmacy Workforce ◽  
Health Consumers ◽  
And Training

Purpose – The purpose of this paper is to explore the potential approaches to continuing education and training delivery for community pharmacists to equip them to support mental health consumers and carers with illnesses such as depression and anxiety. Design/methodology/approach – Review of national and international literature about community pharmacists’ roles, beliefs and attitudes towards mental health, continuing education delivery for the workforce and training recommendations to equip pharmacy workforce. Findings – Training involving consumer educators was effective in reducing stigma and negative attitudes. Interactive and contextually relevant training appeared to be more effective than didactic strategies. Narratives and role-plays (from the perspective of consumers, carers and health professionals) are effective in promoting more positive attitudes and reduce stigma. Flexible on-line delivery methods with video footage of expert and consumer narratives were preferable for a cost-effective programme accessible to a wide community pharmacy workforce. Originality/value – There is a clear need for mental health education for community pharmacists and support staff in Australia. Training should target reducing stigma and negative attitudes, improving knowledge and building confidence and skills to improve pharmacy staff's perceived value of working with mental health consumers. The delivery mode should maximise uptake.

Leaving Lake Wobegon: firearm-related education and training for medical and mental health professionals is an essential competence

2019 ◽  
Vol 11 (2) ◽  
pp. 78-87 ◽  
Author(s):  
Gianni Pirelli ◽  
Liza Gold
Keyword(s):  
Mental Health ◽  
Cultural Competence ◽  
Mental Health Professionals ◽  
Health Professionals ◽  
Education And Training ◽  
Gun Violence ◽  
Self Report ◽  
Average Effect ◽  
Content Type ◽  
And Training

Purpose Firearm-involved violence and suicide in the USA, often collectively referred to as “gun violence,” has been labeled a public health problem and an epidemic, and even an endemic by some. Many lawmakers, community groups, mainstream media outlets and professional organizations regularly address gun-related issues and frequently associate firearm violence with mental health. As a result, these groups often set forth positions, engage in discussions and promote policies that are at least partially based on the widely held but incorrect assumption that medical and mental health professionals are either inherently equipped or professionally trained to intervene with their patients and reduce gun deaths. The paper aims to discuss this issue. Design/methodology/approach Furthermore, notable proportions of medical and mental health professionals self-report a level of comfort engaging in firearm-specific interventions that is often disproportionate to their actual education and training in the area. This type of overconfidence bias has been referred to as the Lake Wobegon Effect, illusory superiority, the above average effect, the better-than average effect or the false uniqueness bias. While medical and mental health professionals need to serve on the front line of firearm-involved violence and suicide prevention initiatives, the vast majority have not actually received systematic, formal training on firearm-specific issues. Findings Therefore, many lack the professional and cultural competence to meet current and potential future in regard to addressing gun violence. In this paper, the authors discuss empirical studies that illustrate this reality and a novel model (i.e. the Know, Ask, Do framework) that medical and mental health professionals can use when firearm-related issues arise. In addition, the authors set forth considerations for clinicians to develop and maintain their professional and cultural competence related to firearms and firearm-related subcultures. Originality/value This paper provides empirical and conceptual support for medical and mental health programs to develop formal education and training related to guns, gun safety and gun culture. A framework is provided that can also assist medical and mental health professionals to develop and maintain their own professional and cultural competence.

Values and ethics in mental-health education and training: a different perspective

2015 ◽  
Vol 10 (3) ◽  
pp. 189-204 ◽  
Author(s):  
Riya Elizabeth George ◽  
Nisha Dogra ◽  
Bill Fulford
Keyword(s):  
Mental Health ◽  
Health Education ◽  
Mental Health Professionals ◽  
Health Professionals ◽  
Clinical Decision Making ◽  
Diversity Training ◽  
Education And Training ◽  
Mental Health Education ◽  
Content Type ◽  
And Training

Purpose – The purpose of this paper is to review the challenges of teaching values and ethics in mental-health, explore the differing perspectives of the key stakeholders and stimulate further questions for debate in this area; leading to a proposal of an alternative approach to educating mental-health professionals on values and ethics. Originality/value – In current mental-health care settings, very few professionals work with homogeneous populations. It is imperative that mental-health education and training ensures health professionals are competent to practice in diverse settings; where ethics and values are bound to differ. Establishing professional practice not only involves considering concepts such as values and ethics, but also equality, diversity and culture. Incorporating values-based practice and cultural diversity training holds promise to education and training, that is truly reflective of the complexity of clinical decision making in mental-health. Further research is needed as to how these two frameworks can be unified and taught.

Uncovering a “Singaporean Way”: learning amidst diversity

2014 ◽  
Vol 26 (6/7) ◽  
pp. 364-375
Author(s):  
Renée Hui Ling Tan
Keyword(s):  
Narrative Inquiry ◽  
Continuing Education ◽  
Design Methodology ◽  
Education And Training ◽  
Social Implications ◽  
Personal Reflection ◽  
Content Type ◽  
Narrative Interview ◽  
Asian Languages ◽  
And Training

Purpose – The paper aims to explore the possibility of advancing a Singaporean way of learning within the continuing education and training landscape in Singapore. Design/methodology/approach – Using the vehicle of a narrative interview and extending the boundaries of autoethnography, the paper uses personal reflection and interpretation to explore the issues of Singaporean identity amidst the diversity in the globalised Singapore of today. Findings – The paper uncovers the growing latent discomfort of Singaporeans as they navigate historical legacies of Colonialism and question what it means to be schooled in Western systems whilst being Asian. With the supplanting of Asian languages and the seeming superiority and dominance of Western talent, systems and knowledge, Singaporeans are looking to express a greater sense of what being Singaporean could mean. Social implications – Upon manoeuvring and exposing the invisible, the paper concludes that there is an impetus to forge a “Singaporean way”, although how this would manifest itself is, as yet, unknown. Originality/value – Although Singapore has a very visible presence globally for its economic achievements, the paper allows for an often under-represented voice of a native Singaporean to be heard. The liberties taken here with the narrative inquiry mode also allow space for a deeper exploration of identity, pride and conflict in a Singaporean today.

Social Work Education and Training in Mental Health, Addictions, and Suicide: A Scoping Review

2020 ◽  
pp. 1-26
Author(s):  
Toula Kourgiantakis ◽  
Karen M. Sewell ◽  
Sandra McNeil ◽  
Eunjung Lee ◽  
Judith Logan ◽  
...  
Keyword(s):  
Mental Health ◽  
Social Work ◽  
Scoping Review ◽  
Social Work Education ◽  
Education And Training ◽  
Work Education ◽  
And Training

Making the point? The audiovisual/digital media dissertation

2014 ◽  
Vol 6 (1) ◽  
pp. 98-118
Author(s):  
Coral Houtman ◽  
Maureen Thomas ◽  
Jennifer Barrett
Keyword(s):  
Digital Media ◽  
Film Theory ◽  
Education And Training ◽  
Content Type ◽  
Hands On ◽  
Practice Based Research ◽  
The University ◽  
Depth Interviews ◽  
And Training ◽  
Practical Recommendations

Purpose – The purpose of this paper is to address the advantages of education and training in creating the “Audiovisual/Digital Media Essay” (AV/DME), starting from visual and cinematic thinking as a way of setting up, developing and concluding an argument. Design/methodology/approach – Recognising the advantages to education and training of the “AV/DME” this paper explores ways of enabling visually disciplined students to work on film theory within their chosen medium, and to develop arguments incorporating audiovisual sources, using appropriate academic skills. It describes a hands-on BA/MA workshop held at Newport Film School (May 2011) and subsequent initial implementation of an examinable DME. The paper contextualises the issue in the light of practice-led and practice-based research and of parity with written dissertations. Drawing on analysis of in-depth interviews with students and tutors, it makes practical recommendations for how to resource, staff and support the implementation and continuation of the AV/DME and/or dissertation. Findings – The paper feeds back from both students and staff on the running of an initial AV/DME workshop and finds that the Film School Newport is suited to running the AV/DME and suggests a framework for its support. Research limitations/implications – The study needs to be followed up when the students complete their full dissertations. Practical implications – The AV/DME needs sufficient technical and human resources to support student learning. Originality/value – The paper provides a clear and original framework for teaching, supporting and assessing the AV/DME. This framework can be disseminated beyond the University of Wales Newport, and can be used to teach the AV/DME in further contexts and to wider groups of students.

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