Training NHS staff to work with people with trauma induced emotional regulation and interpersonal relational difficulties (TIERI)/borderline personality disorder

2020 ◽  
Vol 15 (2) ◽  
pp. 45-58
Author(s):  
Jurai Darongkamas ◽  
David Dobel-Ober ◽  
Beth Moody ◽  
Rachel Wakelin ◽  
Somia Saddique
Keyword(s):  
Mixed Methods ◽  
Personality Disorder ◽  
Emotional Regulation ◽  
Medical Model ◽  
Minor Variation ◽  
Therapeutic Alliances ◽  
Content Type ◽  
Training Package ◽  
Mixed Methods Evaluation ◽  
Relational Difficulties

Purpose Improvement is sorely needed to the National Health Service (NHS) care for people with trauma induced emotional regulation and interpersonal relational difficulties (TIERI), currently labelled as a variant of personality disorder [PD; borderline personalty disorder/emotionally unstable personality disorder (BPD/EUPD)]. This study aims to improve staff training. Design/methodology/approach A mixed-methods evaluation demonstrated the benefits of offering 495 staff three-day trainings with a clinician-designed, unique training package. Findings Statistically significant improvements were reported in both staff confidence and optimism when dealing with people with a diagnosis of PD (PWDPD) and scores on the Helping Alliance questionnaire. No statistically significant changes in social attitude resulted. Qualitative data shows negative descriptions generated by staff decreased post-training with an increase in positive and neutral descriptions. The responses generated six different themes: resources, client demand, medical model, emotional, human and positive rewards. Differing proportions were found pre and post-training. Research limitations/implications This was a clinical-world evaluation, not a formal research project. Different pairs/combinations of experienced clinicians (predominantly clinical psychologists) acted as trainers. Some minor variation occurred within the training package used and presentation. Practical implications Given the expense of staff time and resources, this evaluation shows the resultant positive changes achieved. TIERI staff about the difficulties experienced by PWDPD and how to negotiate the relational dynamic is essential. Training helps improve staff perception of the people involved, improves staff confidence and promotes better therapeutic alliances (key to providing the relational and trauma work needed). Ongoing supervision is likely needed post-training. Originality/value Positive changes resulted from a mixed-methods evaluation of three-day trainings by using a specially designed training package.

Quantitative findings from a mixed methods evaluation of once-weekly therapeutic community day services for people with personality disorder

2010 ◽  
Vol 19 (5) ◽  
pp. 412-421 ◽  
Author(s):  
Wally Barr ◽  
Andrew Kirkcaldy ◽  
Alan Horne ◽  
Suzanne Hodge ◽  
Kate Hellin ◽  
...  
Keyword(s):  
Mixed Methods ◽  
Personality Disorder ◽  
Therapeutic Community ◽  
Mixed Methods Evaluation ◽  
Day Services

scholarly journals External wine education and certification for restaurant service staff: a mixed-methods evaluation of training effectiveness

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Marissa Orlowski
Keyword(s):  
Mixed Methods ◽  
Training Group ◽  
Organizational Impact ◽  
Structured Interviews ◽  
Capital Theory ◽  
Content Type ◽  
Mixed Methods Evaluation ◽  
Service Staff ◽  
Within Subjects ◽  
Trainee Reactions

PurposeThe purpose of this mixed-methods explanatory sequential study was to assess the effects of an external wine education and certification program on trainee reactions, learning, transfer and financial results.Design/methodology/approachThe quantitative phase was a mixed experimental design in which the training intervention was between-subjects and time was within-subjects. The sample comprises 91 employees (NTraining = 43; NControl = 48) from 12 units of a fine dining restaurant group. The qualitative phase, comprised of semi-structured interviews with training group participants (N = 12), was implemented after the experiment.FindingsTraining group participants reported high scores for attitude toward training content, instructional satisfaction and transfer motivation. Financial metrics, tracked up to 60 days post-training, demonstrated the wine education program was effective in increasing wine knowledge but not wine sales. Four themes emerged from the qualitative data: sense of accomplishment, enhanced guest interaction, tips and gratuities and defeat. Integrated findings revealed increased wine knowledge led to personal financial impact (increased tips) rather than organizational impact.Originality/valueThis research builds on existing training literature and human capital theory by examining external training programs. Further, the use of a mixed-methods design and integration of the quantitative and qualitative findings offers a previously unidentified explanation for why wine training, although effective in facilitating positive reactions and learning, fails to result in transfer behaviors which generate increased wine sales.

scholarly journals Can an interactive e-learning training package improve the understanding of personality disorder within mental health professionals?

2018 ◽  
Vol 13 (2) ◽  
pp. 124-134 ◽  
Author(s):  
Gary Lamph ◽  
Mark Sampson ◽  
Debra Smith ◽  
Gary Williamson ◽  
Mark Guyers
Keyword(s):  
Mental Health ◽  
Personality Disorder ◽  
Lived Experience ◽  
Mental Health Professionals ◽  
Awareness Training ◽  
Content Type ◽  
Face To Face ◽  
Training Package ◽  
E Learning

Purpose Personality disorder is reported to elicit strong emotional responses and negative attitudes in mental health staff (Bodner et al., 2015). The purpose of this paper is to provide an overview of the design and development of a co-produced e-learning training package for personality disorder awareness and an evaluation of its effectiveness. This study was carried out to explore if e-learning is an effective mode of training delivery for raising personality disorder awareness. Design/methodology/approach The e-learning was uniquely developed by subject matter experts working in co-production with people with lived experience. Self-reported measures were completed at three separate intervals to evaluate the effectiveness of the training: at pre-, post- and three-month follow up. Quantitative data were collected via these questionnaires. Findings The results from this evaluation show that e-learning is an effective mode of delivery for raising the awareness of personality disorder among mental health professionals, achieving similar outcomes to those reported following face-to-ace training. Research limitations/implications Attrition at follow-up phase was high which was consistent with other similar studies. The evaluation was led by the lead contributors and in the geographical area of its development. The study was relatively small and the participants were self-selected, therefore findings should be treated with caution. Practical implications E-learning can provide flexible training to compliment and act as an alternative to face-to-face personality disorder training. E-learning may provide an alternative refresher course to knowledge and understanding framework or other face-to-face methods. Co-produced training can be mirrored within an e-learning programme, careful planning to ensure the service user voice is heard and that their lived experience is embraced is required. Originality/value This is the first evaluation of a co-produced e-learning only personality disorder awareness training. It is also the first paper to carry out a review of the published evaluations of personality awareness training in the UK with comparisons explored across the studies.

Qualitative findings from a mixed methods evaluation of once-weekly therapeutic community day services for people with personality disorder

2010 ◽  
Vol 19 (1) ◽  
pp. 43-51 ◽  
Author(s):  
Suzanne Hodge ◽  
Wally Barr ◽  
Michael Göpfert ◽  
Kate Hellin ◽  
Alan Horne ◽  
...  
Keyword(s):  
Mixed Methods ◽  
Personality Disorder ◽  
Therapeutic Community ◽  
Mixed Methods Evaluation ◽  
Day Services

Compassion focussed working in secure forensic care

2017 ◽  
Vol 3 (4) ◽  
pp. 287-293 ◽  
Author(s):  
Jon Taylor
Keyword(s):  
Personality Disorder ◽  
Emotional Regulation ◽  
Emotional Processing ◽  
Deep Understanding ◽  
Therapeutic Interventions ◽  
Offender Rehabilitation ◽  
Content Type ◽  
Forensic Care ◽  
Challenging Behaviours ◽  
Processing Mechanisms

Purpose The purpose of this paper is to describe practices associated with compassion focussed therapy (CFT) in a secure forensic setting for men with a learning disability and personality disorder. The values of this model for both therapeutic work and the organisation of residential practices in a secure setting are considered. Design/methodology/approach The paper presents a conceptual discussion of the use of CFT with an offender population. Findings The paper describes the use of CFT as a framework for working with offenders with an intellectual disability and personality disorder. The paper discusses the organisation of service practices alongside more formal therapeutic interventions. Practical implications CFT offers a unique integrated model for working with offenders. The core CFT model invites staff teams to consider the safety seeking aspects of challenging behaviours and to understand these behaviours in the context of evolved threat processing mechanisms. The focus on emotional processing that is central to the model invites services to develop deep understanding of the functions of violence and other offending behaviours and to balance work in these areas alongside the development of capacities that offer individuals methods for effective emotional regulation. Originality/value The paper provides a unique discussion point for the organisation of forensic services for this population. The consideration of the wider social context of offender rehabilitation in terms of the residential settings, and the juxtaposition of this with formal treatments is rarely considered.

scholarly journals A Mixed-Methods Process Evaluation of the Art of Yoga Project for Girls in Custody

2019 ◽  
Vol 99 (4_suppl) ◽  
pp. 38S-60S ◽  
Author(s):  
Lisa Middleton ◽  
Danielle Arlanda Harris ◽  
Alissa R. Ackerman
Keyword(s):  
Mixed Methods ◽  
Emotional Regulation ◽  
Mindfulness Meditation ◽  
Creative Arts ◽  
Marginalized Communities ◽  
Mixed Methods Evaluation ◽  
Arts Curriculum ◽  
Trauma Informed ◽  
Art Of Yoga Project ◽  
Gender Specific

Many adolescent girls in custody have extensive histories of profound childhood trauma and abuse. They typically come from marginalized communities marked with gang violence. The Art of Yoga Project provides a gender-specific, trauma-informed, and culturally sensitive approach to cater to this understudied and underserved population. The Yoga and Creative Arts Curriculum combines yoga, mindfulness, meditation, and art for girls in custody in several Californian counties. The findings are from a mixed methods evaluation of multiple sites over several years. Taken together, we saw an improvement in the self-reported emotional regulation of incarcerated girls. We discuss practical implications for extending this work in other jurisdictions and to other populations.

Narratives of experts by experience: the impact of delivering training in partnership on the subject of personality disorder

2015 ◽  
Vol 10 (4) ◽  
pp. 234-244 ◽  
Author(s):  
Samantha Cooke ◽  
Anna Daiches ◽  
Emma Hickey
Keyword(s):  
Personality Disorder ◽  
Narrative Analysis ◽  
Design Methodology ◽  
Turning Point ◽  
Content Type ◽  
Training Package ◽  
Production Research ◽  
The Subject ◽  
The Impact ◽  
Qualitative Literature

Purpose – As part of an attitudinal shift surrounding personality disorder stigma, a training package termed the Knowledge and Understanding Framework (KUF) is delivered in collaboration between experts by experience (EBE) and professionals. The purpose of this paper is to explore the narratives of EBE delivering KUF; in particular the impact of this role and its varying contexts. Design/methodology/approach – Eight women took part in the study and a narrative analysis explored their stories. Findings – The analysis suggested five temporal chapters: first, life before becoming involved: “Like being in a milk bottle screaming”; second, a turning point: “It wasn’t actually me that was disordered it was the life that I’d had”; third, taking up the trainer role: “It all just […] took off”; fourth, the emergence of a professional identity: “I am no longer a service user”; and fifth, impact on self, impact on others. Originality/value – The use of qualitative literature is sparse within co-production research. The study therefore adds value in exploring in-depth experiences of the phenomena.

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