scholarly journals Lessons learned in an information skills training programme for a mental health trust

2007 ◽  
Vol 24 (1) ◽  
pp. 58-61 ◽  
Author(s):  
Richard Parker ◽  
Christine Urquhart
Keyword(s):  
Mental Health ◽  
Skills Training ◽  
Training Programme ◽  
Lessons Learned ◽  
Information Skills ◽  
Health Trust

Virtual reality in social skills training programs for people with schizophrenia: A systematic review and focus group

2021 ◽  
pp. 030802262110113
Author(s):  
Catarina Oliveira ◽  
Raquel Simões de Almeida ◽  
António Marques
Keyword(s):  
Mental Health ◽  
Systematic Review ◽  
Virtual Reality ◽  
Social Skills ◽  
Focus Group ◽  
Social Skills Training ◽  
Occupational Therapists ◽  
Skills Training ◽  
Training Programme ◽  
Cochrane Library

Introduction This study aims to determine the guidelines for the design of a social skills training programme for people with schizophrenia using virtual reality. Methods This article encompasses two studies: Study 1, a systematic review of five articles indexed in the databases B-on, PubMed, Clinical trials and Cochrane Library (2010–2020); Study 2, a focus group of occupational therapists trained in mental health and multimedia professionals, in which they discussed the outline of such a programme. Results A set of guidelines were identified as central and consensual which should be included in the programme. It must have multilevel logic and gradual learning, with simulations of everyday situations, in which it is possible to practise the skills of conversation and communication. Virtual reality provides people with schizophrenia with unlimited opportunities, enhancing a personalized intervention. Conclusion Social skills training could be part of the treatment for people with schizophrenia, and virtual reality is a promising tool to complement traditional training, although still little implemented in mental health services. Occupational therapists have a prominent role in the development and application of this because of their knowledge of activity analysis and their ability to facilitate the generalization of skills in different contexts.

scholarly journals What did we learn from a pilot trial to inform the scale-up of training based on the Mental Health Gap Action Programme in Tunisia?

2021 ◽  
Author(s):  
Jessica Spagnolo ◽  
Fatma Charfi ◽  
Nesrine Bram ◽  
Leila Larbi Doghri ◽  
Wahid Melki
Keyword(s):  
Mental Health ◽  
Primary Care ◽  
Primary Care Physicians ◽  
Pilot Trial ◽  
Scale Up ◽  
Eastern Mediterranean Region ◽  
Training Programme ◽  
Lessons Learned ◽  
Health Gap ◽  
Action Programme

The Mental Health Gap Action Programme (mhGAP) Intervention Guide was developed to support evidence-based training offered to nonspecialists to further encourage the integration of mental health into primary care and community-based settings. This training programme was implemented in many countries of the Eastern Mediterranean Region (EMR). Tunisian primary care physicians were offered an mhGAP-based training programme as a pilot in 2016 and it was evaluated using an 18-month exploratory trial and implementation analysis. Pilot findings informed the scale-up of a mental health training programme that began in January 2020 by recommending amendments to mental health policy, informing training content, further operationalizing the National Strategy for Mental Health Promotion, and encouraging the sustainability of the training’s effects through a cascade model. Our lessons learned may be useful to other countries of the EMR, invested in furthering the training of primary care physicians/other nonspecialists, as well as the integration of mental health into primary care settings.

scholarly journals Library Carpentry: Software Skills Training for Library Professionals

2018 ◽  
Vol 12 (2) ◽  
pp. 266-273
Author(s):  
Jez Cope ◽  
James Baker
Keyword(s):  
Data Science ◽  
Skills Training ◽  
Training Programme ◽  
Lessons Learned ◽  
Non Profit ◽  
Professional Career ◽  
Research Software ◽  
Direct Benefits ◽  
Software Skills ◽  
Time And Energy

Much time and energy is now being devoted to developing the skills of researchers in the related areas of data analysis and data management. However, less attention is currently paid to developing the data skills of librarians themselves: these skills are often brought in by recruitment in niche areas rather than considered as a wider development need for the library workforce, and are not widely recognised as important to the professional career development of librarians. We believe that building computational and data science capacity within academic libraries will have direct benefits for both librarians and the users we serve. Library Carpentry is a global effort to provide training to librarians in technical areas that have traditionally been seen as the preserve of researchers, IT support and systems librarians. Established non-profit volunteer organisations, such as Software Carpentry and Data Carpentry, offer introductory research software skills training with a focus on the needs and requirements of research scientists. Library Carpentry is a comparable introductory software skills training programme with a focus on the needs and requirements of library and information professionals. This paper describes how the material was developed and delivered, and reports on challenges faced, lessons learned and future plans.

scholarly journals Strong Families: A new family skills training programme for challenged and humanitarian settings: a single-arm intervention tested in Afghanistan

2019 ◽  
Author(s):  
Karin Haar ◽  
Aala El-Khani ◽  
Virginia Molgaard ◽  
Wadih Maalouf
Keyword(s):  
Mental Health ◽  
Parenting Practices ◽  
Demographic Data ◽  
Skills Training ◽  
Training Programme ◽  
Family Adjustment ◽  
Humanitarian Settings ◽  
New Family ◽  
Family Skills Training ◽  
Difficulty Score

Abstract Background Children living in challenged humanitarian settings are at greater risk of mental health difficulties or behavioural problems, with caregivers acting as their main protective factors. While many family skills programmes exist, very few were developed for or piloted in families living in low resource settings. We therefore designed a brief and light programme and conducted an effectiveness trial in Afghanistan. Methods We recruited female caregivers and children aged 8-12 years via schools and drug treatment centres in Afghanistan and enrolled them in a family skills programme over three weeks. Demographic data, emotional and behavioural difficulties of children and parental skills and family adjustment measures were collected from caregivers before, two and six weeks after the intervention. Outcome was assessed through the SDQ (Strengths and Difficulties Questionnaire) and PAFAS (Parenting and Family Adjustment Scales). Results We enrolled 72 families in the programme and followed 93·1% up overall. Mean age of caregivers was 36·1 years, they had 3·8 children on average and 91·7% of them had experienced war/armed conflict in their past. The total difficulty score of the SDQ of the 72 children reduced significantly, from 17.8 at pre-test to 12.9 at post-test and 10.6 at follow-up, with no difference in gender and mostly in those with highest scores at baseline. Likewise, PAFAS scores improved significantly after the programme, again with caregivers with the highest scores at baseline improving most. Conclusions The implementation of a brief family skills programme was feasible in a resource-limited setting and had an impact on child mental health and parenting practices and family adjustment skills. This indicated the value of such programme and the feasibility to move it to scale. The effects need to be verified through an RCT and with longer follow-ups.

Implementing a user employment programme in a mental health trust ‐ lessons learned

2004 ◽  
Vol 8 (4) ◽  
pp. 9-14 ◽  
Author(s):  
Miles Rinaldi ◽  
Rachel Perkins ◽  
Joss Hardisty ◽  
Emma Harding ◽  
Angie Taylor ◽  
...  
Keyword(s):  
Mental Health ◽  
Lessons Learned ◽  
Health Trust

scholarly journals COVID-19 Pandemic and Challenges for Dental Education

2021 ◽  
Vol 55 (8) ◽  
Author(s):  
Agung Sosiawan
Keyword(s):  
Mental Health ◽  
High Risk ◽  
Dental Treatment ◽  
Clinical Skills ◽  
Dental Education ◽  
Skills Training ◽  
Industrial Sector ◽  
Lessons Learned ◽  
Clinical Skills Training ◽  
The Impact

The COVID-19 pandemic has a different impact on everyone. The impact is not only on mortality and morbidity in infected people but also on the mental health of uninfected people.1,2 Apart from the health side, other sectors that may also be affected include the industrial sector, tourism, and education.3 The COVID-19 pandemic poses enormous challenges to all stakeholders in the educational field such as lecturers, students, and leaders and staff of institutions.1 Learning that was previously delivered in-person in the classroom has shifted to an online platform. The trend for all elements in learning today is towards the digital arena. One solution in the world of education is the use of asynchronous learning, which allows learning to be carried out at different times. It gives lecturers the flexibility to prepare learning materials and allow students to adjust to the demands of home and study. This system creates flexibility in learning without compromising competency. In the field of dentistry, in addition to learning in the classroom to obtain cognitive abilities, learning to achieve psychomotor abilities is also important. This psychomotor ability in dental education can be done through a simulation laboratory and clinical skills training. These aspects are challenging. Several countries have implemented the use of virtual reality (VR) in simulation laboratories to get the sensation of practice on the simulation model. However, this has not yet been fully adapted to all dental education institutions because the facilities owned by the institution still do not fully support this technology.4-6 The high risk of transmission through aerosols is a major challenge in dental education based on clinical skills training.7 The use of tele-dentistry, an electronic-based dentistry medical consultation facility, is an alternative.8,9 This facility can shorten dental treatment visits that have a high risk of transmission. In addition, in emergency dental care and other dental treatments, the use of adequate personal protective equipment (PPE) can reduce the risk of infection transmission. Finally, dental education innovations in cognitive and psychomotor aspects are urgently needed today in the era of the COVID-19 pandemic to achieve optimal student competencies.     Dr. Agung Sosiawan, drg., M.H., M.Kes. Dean Faculty of Dental Medicine Universitas Airlangga     REFERENCES Daniel J. Education and the COVID-19 pandemic. Prospects. 2020 Oct;49(1):91-6. Pfefferbaum B, North CS. Mental health and the COVID-19 pandemic. N Engl J Med. 2020 Aug 6; 383(6):510-2. Khanna RC, Cicinelli MV, Gilbert SS, Honavar SG, Murthy GV. COVID-19 pandemic: lessons learned and future directions. Indian J Ophthalmol. 2020 May; 68(5):703. Chang TY, Hong G, Paganelli C, Phantumvanit P, Chang WJ, Shieh YS, Hsu ML. Innovation of dental education during COVID-19 pandemic. J Dent Sci. 2021 Jan 1; 16(1):15-20. Desai BK. Clinical implications of the COVID‐19 pandemic on dental education. J Dent Educ. 2020 May; 84(5):512. Alzahrani SB, Alrusayes AA, Aldossary MS. Impact of COVID-19 pandemic on dental education, research, and students. Int J Health Sci Res. 2020 Jun; 10:207-12. Deery C. The COVID-19 pandemic: implications for dental education. Evidence-based Dentistry. 2020 Jun; 21(2):46-7. Machado RA, Bonan PR, Perez DE, MARTELLI H. COVID-19 pandemic and the impact on dental education: discussing current and future perspectives. Braz Oral Res. 2020 Jun 29;34. Machado RA, Souza NL, Oliveira RM, Martelli Júnior H, Bonan PR. Social media and telemedicine for oral diagnosis and counselling in the COVID-19 era. Oral Oncol. 2020 Jun; 105:104685.  

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