Reflections on the education and training of mental health staff who work with women who have been sexually abused in childhood

2011 ◽  
Vol 18 (8) ◽  
pp. 696-705 ◽  
Author(s):  
L. PHILLIPS
Keyword(s):  
Mental Health ◽  
Sexually Abused ◽  
Education And Training ◽  
Health Staff ◽  
Mental Health Staff ◽  
And Training

Experience, Knowledge and Attitudes of Mental Health Staff Regarding Patients' Problematic Drug and Alcohol Use

1999 ◽  
Vol 33 (2) ◽  
pp. 267-273 ◽  
Author(s):  
Nandi Siegfried ◽  
Joanne Ferguson ◽  
Michelle Cleary ◽  
Garry Walter ◽  
Joseph M. Rey
Keyword(s):  
Mental Health ◽  
Work Experience ◽  
Education And Training ◽  
Alcohol Problems ◽  
Health Staff ◽  
Mental Health Staff ◽  
Alcohol Education ◽  
Problematic Drug ◽  
Drug And Alcohol ◽  
And Training

Objective: The aim of this study was to assess the experience, knowledge and attitudes of mental health staff regarding patients' problematic drug and alcohol use in order to provide direction for planned drug and alcohol education. Method: A 47-item questionnaire was developed and individually posted to all mental health staff employed by Central Sydney Area Health Service (n == 536). Results: Three hundred and thirty-eight (63%) staff members completed the questionnaire. Thirty-six percent of respondents had received drug and alcohol training and 41% had drug and alcohol work experience. Drug and alcohol training and work experience were associated with increased drug and alcohol knowledge. Respondents' perception of their knowledge and competence was positively correlated with their actual knowledge. Most staff reported having regular contact with patients with psychotic illnesses and drug and alcohol problems. The majority considered the management of this patient group difficult and currently inadequate. Seventy percent believed that as mental health professionals they had a role to play in the management of their patients' drug and alcohol problems. Almost all (95%) were willing to participate in further education and training in this area. Conclusions: Mental health staff are often confronted with drug and alcohol problems in patients with psychotic illnesses. They perceive a need for drug and alcohol education and training specific to the management of these patients. Future research will need to evaluate outcomes of education and training programs for both staff and patients.

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

scholarly journals COVID-19 and ECT – a Victorian perspective

2021 ◽  
pp. 103985622110142
Author(s):  
Karuppiah Jagadheesan ◽  
Frances Walker ◽  
Vijay Danivas ◽  
Quratulain Itrat ◽  
Vinay Lakra
Keyword(s):  
Mental Health ◽  
Electroconvulsive Therapy ◽  
Health Staff ◽  
Mental Health Staff ◽  
Aged Patients ◽  
Safety Measures ◽  
Operational Strategies ◽  
Number Of Patients ◽  
Community Transmission ◽  
Comparison Period

Objectives: (i) to describe the operational strategies implemented to practise electroconvulsive therapy (ECT) safely, and (ii) to explore the effect of the lockdown and operational strategies on the characteristics of patients who received ECT during the initial 6 months of the COVID-19 lockdown. Methods: At first, the operational strategies that were implemented at the Broadmeadows ECT suite were summarised. Subsequently, the characteristics of patients who received ECT in the lockdown period (16 March–16 September 2020) and in the comparison period (16 March–16 September 2019) were compared. Results: Many safety measures were implemented, and there was no COVID-19 infection among mental health staff and patients. In the lockdown period, the number of patients (23.9%) and the total number of ECTs (29.4%) were less. This pattern was more prominent among the aged patients. Conclusion: Safe practices are essential to provide ECT during lockdowns even when the community transmission of COVID-19 is high.

scholarly journals The impact of Recovery Colleges on mental health staff, services and society

2018 ◽  
Vol 28 (5) ◽  
pp. 481-488 ◽  
Author(s):  
A. Crowther ◽  
A. Taylor ◽  
R. Toney ◽  
S. Meddings ◽  
T. Whale ◽  
...  
Keyword(s):  
Mental Health ◽  
Social Care ◽  
Mental Health Problems ◽  
Mechanisms Of Action ◽  
Advisory Panel ◽  
Health Staff ◽  
Mental Health Staff ◽  
Social Care Service ◽  
Health And Social Care ◽  
The Impact

AbstractAimsRecovery Colleges are opening internationally. The evaluation focus has been on outcomes for Recovery College students who use mental health services. However, benefits may also arise for: staff who attend or co-deliver courses; the mental health and social care service hosting the Recovery College; and wider society. A theory-based change model characterising how Recovery Colleges impact at these higher levels is needed for formal evaluation of their impact, and to inform future Recovery College development. The aim of this study was to develop a stratified theory identifying candidate mechanisms of action and outcomes (impact) for Recovery Colleges at staff, services and societal levels.MethodsInductive thematic analysis of 44 publications identified in a systematised review was supplemented by collaborative analysis involving a lived experience advisory panel to develop a preliminary theoretical framework. This was refined through semi-structured interviews with 33 Recovery College stakeholders (service user students, peer/non-peer trainers, managers, community partners, clinicians) in three sites in England.ResultsCandidate mechanisms of action and outcomes were identified at staff, services and societal levels. At the staff level, experiencing new relationships may change attitudes and associated professional practice. Identified outcomes for staff included: experiencing and valuing co-production; changed perceptions of service users; and increased passion and job motivation. At the services level, Recovery Colleges often develop somewhat separately from their host system, reducing the reach of the college into the host organisation but allowing development of an alternative culture giving experiential learning opportunities to staff around co-production and the role of a peer workforce. At the societal level, partnering with community-based agencies gave other members of the public opportunities for learning alongside people with mental health problems and enabled community agencies to work with people they might not have otherwise. Recovery Colleges also gave opportunities to beneficially impact on community attitudes.ConclusionsThis study is the first to characterise the mechanisms of action and impact of Recovery Colleges on mental health staff, mental health and social care services, and wider society. The findings suggest that a certain distance is needed in the relationship between the Recovery College and its host organisation if a genuine cultural alternative is to be created. Different strategies are needed depending on what level of impact is intended, and this study can inform decision-making about mechanisms to prioritise. Future research into Recovery Colleges should include contextual evaluation of these higher level impacts, and investigate effectiveness and harms.

The Practice of Community Psychiatric Nursing and Mental Health Social Work in Salford Some Implications for Community Care

1988 ◽  
Vol 152 (6) ◽  
pp. 783-792 ◽  
Author(s):  
K. Wooff ◽  
D. P. Goldberg ◽  
T. Fryers
Keyword(s):  
Mental Health ◽  
Psychiatric Symptoms ◽  
Psychiatric Patients ◽  
Psychiatric Nurses ◽  
Health Staff ◽  
Mental Health Staff ◽  
Term Care ◽  
Community Psychiatric ◽  
Wide Range

The context and content of work undertaken with individual clients by community psychiatric nurses (CPNs) and mental health social workers (MHSWs) in Salford were found to be significantly different. Although there were some areas of overlap, the ways in which the two professions worked were quite distinct. MHSWs discussed a wide range of topics and were as concerned with clients' interactions with family and community networks as they were with symptoms. Their interviews with schizophrenic clients followed a similar pattern to those with other groups, and they worked closely with psychiatrists and other mental health staff. CPNs, on the other hand, focused mainly on psychiatric symptoms, treatment arrangements, and medications, and spent significantly less time with individual psychotic clients than they did with patients suffering from neuroses. They were as likely to be in contact with general practitioners as they were with psychiatrists, and had fewer contacts with other mental health staff than the MHSWs. There was evidence that the long-term care of chronic psychiatric patients living outside hospital required more co-ordinated long-term multidisciplinary input.

Enhancing clinical practice: reducing health inequalities – reflections on a clinical education and training partnership

2016 ◽  
Vol 10 (6) ◽  
pp. 342-348
Author(s):  
Karina Marshall-Tate
Keyword(s):  
Intellectual Disabilities ◽  
Health Inequalities ◽  
Positive Impact ◽  
Education And Training ◽  
Health Staff ◽  
Significant Group ◽  
Content Type ◽  
Knowledge And Skills ◽  
People With Intellectual Disabilities ◽  
And Training

Purpose The purpose of this paper is to outline a two-year project designed to reduce health inequalities and improve health outcomes of people with intellectual disabilities using health services in South London by raising awareness and increasing health staff confidence and capability. Design/methodology/approach The project was conducted in two stages. In stage 1, a mapping exercise was undertaken to establish existing intellectual disabilities education and training availability. In stage 2, a network of stakeholders was formed and education and training materials were developed and delivered. Findings A formal evaluation of the project is underway and this paper seeks to share information about the project. That said prima facie data appear to indicate that health staff who attended education and training events learned new knowledge and skills that they could implement in their practice, increasing confidence and capability. Research limitations/implications Health staff who attended the events appeared to have an interest in intellectual disabilities and wanted to increase their knowledge and skills base. This means that there is a significant group of health staff that the project was unable to reach or who may not know that they need to know about intellectual disabilities. The results of the project have not yet been formally analysed. Practical implications Work-based education and training events can have a positive impact on health staff capability and confidence, however, it would appear that only those who already have an interest in the field or recognise its value to their own practice attend such events. To truly capture all health staff intellectual disabilities needs to be visibly included in all health curricula. Originality/value This project has not focussed on one profession or one aspect of healthcare and has embraced the values of inter professional and inter agency learning; this has enabled health staff to learn from each other and think in a “joined up” way replicating the realities of providing healthcare to people with intellectual disabilities.

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