scholarly journals ANZAED practice and training standards for dietitians providing eating disorder treatment

2020 ◽  
Vol 8 (1) ◽  
Author(s):  
Gabriella Heruc ◽  
Susan Hart ◽  
Garalynne Stiles ◽  
Kate Fleming ◽  
Anjanette Casey ◽  
...  
Keyword(s):  
Mental Health ◽  
Eating Disorder ◽  
Clinical Practice ◽  
Clinical Supervision ◽  
Mental Health Professionals ◽  
Health Professionals ◽  
Eating Disorder Treatment ◽  
Training Standards ◽  
Disorder Treatment ◽  
And Training

Abstract Introduction Dietitians involved in eating disorder treatment are viewed as important members of the multidisciplinary team. However, the skills and knowledge that they require are not well characterised. Therefore, as part of a broader project to identify the key principles and clinical practice and training standards for mental health professionals and dietitians providing eating disorder treatment, the Australia & New Zealand Academy for Eating Disorders (ANZAED) sought to identify the key practice and training standards specific to dietitians. An expert working group of dietitians was convened to draft the initial dietetic standards. After expert review, feedback on the revised standards was then provided by 100 health professionals working within the eating disorder sector. This was collated into a revised version made available online for public consultation, with input received from treatment professionals, professional bodies and consumer/carer organisations. Recommendations Dietitians providing treatment to individuals with an eating disorder should follow ANZAED’s general principles and clinical practice standards for mental health professionals and dietitians. In addition, they should also be competent in the present eating disorder-specific standards based around the core dietetic skills of screening, professional responsibility, assessment, nutrition diagnosis, intervention, monitoring and evaluation. Conclusions These standards provide guidance on the expectations of dietetic management to ensure the safe and effective treatment of individuals with an eating disorder. Implications for professional development content and training providers are discussed, as well as the importance of clinical supervision to support professional self-care and evidence-informed and safe practice for individuals with an eating disorder.

scholarly journals ANZAED practice and training standards for mental health professionals providing eating disorder treatment

2020 ◽  
Vol 8 (1) ◽  
Author(s):  
Kim Hurst ◽  
Gabriella Heruc ◽  
Chris Thornton ◽  
Jeremy Freeman ◽  
Anthea Fursland ◽  
...  
Keyword(s):  
Mental Health ◽  
Eating Disorders ◽  
Eating Disorder ◽  
Mental Health Professionals ◽  
Health Professionals ◽  
Eating Disorder Treatment ◽  
Care Assessment ◽  
Training Standards ◽  
Disorder Treatment ◽  
And Training

Abstract Introduction The Australia & New Zealand Academy for Eating Disorders (ANZAED) recently developed general principles and clinical practice standards recommended for mental health clinicians and dietitians providing treatment for people with eating disorders. Separate mental health practice and training standards were then devised as a foundation for strengthening the workforce and providing guidance to professional training programs and service providers on the minimal standards required for practice in the eating disorder field. Recommendations The present recommendations for mental health professionals providing eating disorder treatment describe the following practice and training standards: eating disorder treatment foundations (including co-ordination of services, establishing a positive therapeutic alliance, professional responsibility and knowledge of levels of care), assessment, diagnosis, intervention (including evidence-based intervention, managing psychiatric risk and managing co-morbid mental health problems), and monitoring and evaluation. Conclusions Further work is required to disseminate these standards to clinicians providing services across Australia to people with eating disorders, and to support adherence in the clinic room where they can translate to improved outcomes for clients. Pathways to supporting adherence include expert supervision of practice, incorporation in training and supervised practice in university settings, and support with checklists that can be used by consumers and referring professionals.

scholarly journals Credentialing for eating disorder clinicians: a pathway for implementation of clinical practice standards

2020 ◽  
Vol 8 (1) ◽  
Author(s):  
Siân A. McLean ◽  
Kim Hurst ◽  
Hilary Smith ◽  
Beth Shelton ◽  
Jeremy Freeman ◽  
...  
Keyword(s):  
Eating Disorders ◽  
Eating Disorder ◽  
Clinical Practice ◽  
New Zealand ◽  
Health Professionals ◽  
Eating Disorder Treatment ◽  
Practice Standards ◽  
Training Standards ◽  
Disorder Treatment ◽  
And Training

Abstract Advances are needed to ensure safe and effective treatment is available for people with eating disorders. Recently developed clinical practice and training standards for mental health professionals and dietitians represent a significant step in this direction by providing a consensus statement on eating disorder treatment as a foundation on which to build competent practice. This commentary argues that a credentialing system could promote implementation of these practice standards through formal recognition of qualifications, knowledge, training and professional activities to meet minimum standards for delivery of safe and effective eating disorder treatment. Drivers for credentialing include the imperative to provide safe and effective care, promotion of workforce development in eating disorder practice and, importantly, readily available and transparent information for referrers, consumers, and carers to identify health professionals credentialed to provide eating disorder treatment. However, a number of factors must be considered to ensure that credentialing does not restrict access to care, such as prohibitively narrow criteria to become credentialed, absence of pathways for education, training, or professional development opportunities, and lack of consultation with or endorsement by stakeholders of the credentialing criteria, application and approval processes, and ways of identifying credentialed practitioners. Further work, including development of credentialing criteria and aligned training opportunities, currently being undertaken by the Australia & New Zealand Academy for Eating Disorders and the National Eating Disorders Collaboration in consultation with stakeholders in the eating disorders sector and health professions will advance understanding of the feasibility of a system of credentialing for eating disorders within Australia and New Zealand. The availability of clinical practice and training standards, supported by implementation pathways, including credentialing of eating disorders practitioners, aim to improve quality of life, reduce financial burden, and close the treatment gap.

scholarly journals ANZAED eating disorder treatment principles and general clinical practice and training standards

2020 ◽  
Vol 8 (1) ◽  
Author(s):  
Gabriella Heruc ◽  
Kim Hurst ◽  
Anjanette Casey ◽  
Kate Fleming ◽  
Jeremy Freeman ◽  
...  
Keyword(s):  
Eating Disorder ◽  
Clinical Practice ◽  
Health Professionals ◽  
Multidisciplinary Care ◽  
Evidence Based ◽  
Expert Group ◽  
Eating Disorder Treatment ◽  
Training Standards ◽  
Disorder Treatment ◽  
And Training

Abstract Introduction Eating disorders are complex to manage, and there is limited guidance around the depth and breadth of knowledge, skills and experience required by treatment providers. The Australia & New Zealand Academy for Eating Disorders (ANZAED) convened an expert group of eating disorder researchers and clinicians to define the clinical practice and training standards recommended for mental health professionals and dietitians providing treatment for individuals with an eating disorder. General principles and clinical practice standards were first developed, after which separate mental health professional and dietitian standards were drafted and collated by the appropriate members of the expert group. The subsequent review process included four stages of consultation and document revision: (1) expert reviewers; (2) a face-to-face consultation workshop attended by approximately 100 health professionals working within the sector; (3) an extensive open access online consultation process; and (4) consultation with key professional and consumer/carer stakeholder organisations. Recommendations The resulting paper outlines and describes the following eight eating disorder treatment principles: (1) early intervention is essential; (2) co-ordination of services is fundamental to all service models; (3) services must be evidence-based; (4) involvement of significant others in service provision is highly desirable; (5) a personalised treatment approach is required for all patients; (6) education and/or psychoeducation is included in all interventions; (7) multidisciplinary care is required and (8) a skilled workforce is necessary. Seven general clinical practice standards are also discussed, including: (1) diagnosis and assessment; (2) the multidisciplinary care team; (3) a positive therapeutic alliance; (4) knowledge of evidence-based treatment; (5) knowledge of levels of care; (6) relapse prevention; and (7) professional responsibility. Conclusions These principles and standards provide guidance to professional training programs and service providers on the development of knowledge required as a foundation on which to build competent practice in the eating disorder field. Implementing these standards aims to bring treatment closer to best practice, and consequently improve treatment outcomes, reduce financial cost to patients and services and improve patient quality of life.

Psychiatric Ethics

2021 ◽  
Keyword(s):  
Mental Health ◽  
Clinical Practice ◽  
Mental Health Professionals ◽  
Health Professionals ◽  
Ethical Decision Making ◽  
Ethical Issues ◽  
Child And Adolescent Psychiatry ◽  
Social Contexts ◽  
Psychiatric Research ◽  
Liaison Psychiatry

Ethical issues inherent in psychiatric research and clinical practice are invariably complex and multifaceted. Well-reasoned ethical decision-making is essential to deal effectively with patients and enhance their care. Drawing on the positive reception of Psychiatric Ethics since its first publication in 1981, this highly anticipated fifth edition offers psychiatrists and other mental health professionals a coherent guide to dealing with the diverse ethical issues that challenge them. This edition has been substantially updated to reflect the many changes that have occurred in the field during the past decade. Its 25 chapters are grouped in three sections, as follows: 1) clinical practice in child and adolescent psychiatry, consultation-liaison psychiatry, psychogeriatrics, community psychiatry, and forensic psychiatry; 2) relevant basic sciences such as neuroethics and genetics; and 3) philosophical and social contexts including the history of ethics in psychiatry and the nature of professionalism. Principal aspects of clinical practice in general, such as confidentiality, boundary violations, and involuntary treatment, are covered comprehensively, as is a new chapter on diagnosis. Given the contributors’ expertise in their respective fields, Psychiatric Ethics will undoubtedly continue to serve as a significant resource for all mental health professionals, whatever the role they play in psychiatry. It will also benefit students of moral philosophy in their professional pursuits.

Technology in the Supervision of Mental Health Professionals

2011 ◽  
pp. 114-131
Author(s):  
James R. Stefurak ◽  
Daniel W. Surry ◽  
Richard L. Hayes
Keyword(s):  
Mental Health ◽  
Clinical Supervision ◽  
Mental Health Professionals ◽  
Health Professionals ◽  
Research Literature ◽  
Supervisory Relationship ◽  
Training And Supervision ◽  
Technology Platforms ◽  
Negative Impacts ◽  
Constructivist Epistemology

As communication technology is increasingly applied to the training and supervision of mental health professionals, a more robust analysis of how such approaches fundamentally change the relationship between supervisor and supervisee and how these approaches both enhance and limit the outcomes of supervision is sorely needed. In this chapter clinical supervision is defined and discussed and the various technology platforms that have been used to conduct supervision at-a-distance are reviewed along with the supervision outcomes observed in the research literature with each method. The potential for technology to reduce geographic and financial barriers to the provision of quality supervision is discussed. However, the chapter also outlines the potential negative impacts technology might have to the supervisory relationship, the ethical dilemmas posed by technology-mediated supervision, and the ways in which technology-mediated supervision may place limits upon the elements of supervision that rely upon a constructivist epistemology.

Fundamentals of Neurobiology

2018 ◽  
pp. 17-28
Author(s):  
S. Nassir Ghaemi
Keyword(s):  
Mental Health ◽  
Clinical Practice ◽  
Mental Health Professionals ◽  
Health Professionals ◽  
Hepatic Metabolism ◽  
Basic Knowledge ◽  
Manic Depressive ◽  
Psychiatric Conditions ◽  
Clinical Pictures ◽  
The Brain

This chapter examines the basic pharmacology of psychotropic drugs. Besides knowing what drugs do to certain chemicals or proteins in the brain, it is important to know where drugs affect those chemicals or proteins. There is some basic knowledge about neuroanatomy that is relevant to the clinical practice of psychopharmacology. It is accepted that neurobiology is an important factor in the etiology and pathophysiology of major psychiatric conditions—like schizophrenia and manic-depressive disease, as well as in other psychiatric clinical pictures. The general summary usually provided is that neurobiology represents a diathesis to psychiatric conditions, which is supplemented by environmental stress to produce observed clinical pictures. This mixture of genetics and environment is oversimplified in the minds of most mental health professionals. In fact, the mix depends on the illness. The biochemical neuroanatomy of the monoamines, glutamate, and GABA in the brain are discussed. Pharmacokinetic aspects of psychopharmacology are reviewed, including hepatic metabolism, drug half-lives, dosing, and tolerance and sensitization.

In Graduate School, I Learned What I Need to Know About Running a Successful Practice

2019 ◽  
pp. 3-6
Author(s):  
Jeffrey E. Barnett ◽  
Jeffrey Zimmerman
Keyword(s):  
Mental Health ◽  
Mental Health Professionals ◽  
Graduate School ◽  
Health Professionals ◽  
Private Practice ◽  
Clinical Skills ◽  
Early Career ◽  
Key Issues ◽  
Financial Issues ◽  
And Training

Although most mental health professionals receive excellent education and training that helps them to become competent and highly effective clinicians, graduate school tends not to provide training in the business side of practice that is needed for success in private practice. Many trainees and early-career clinicians may think they learned in graduate school all they need to know to be successful in the business of practice. Unfortunately, this is generally not true and many of those who enter private practice are poorly prepared for planning, establishing, and running a successful private practice. This chapter addresses the key issues every mental health clinician should know about when contemplating opening a private practice. Business and financial issues are addressed, including developing a business plan and utilizing various consultants. This chapter addresses the myth that excellent clinical skills are sufficient for success in the business of private mental health practice.

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.

scholarly journals Defining and predicting service utilisation in young adulthood following childhood treatment of an eating disorder

BJPsych Open ◽  
2020 ◽  
Vol 6 (3) ◽  
Author(s):  
Jessica McClelland ◽  
Mima Simic ◽  
Ulrike Schmidt ◽  
Antonia Koskina ◽  
Catherine Stewart
Keyword(s):  
Mental Health ◽  
Young Adults ◽  
Eating Disorder ◽  
Health Services ◽  
Young Adulthood ◽  
Mental Health Treatment ◽  
Service Utilisation ◽  
Health Treatment ◽  
Eating Disorder Treatment ◽  
Disorder Treatment

Background Eating disorder services are often separated into child and adolescent eating disorder services (CAEDSs) and adult eating disorder services (AEDSs). Most patients in CAEDSs present with first-episode illness of short duration, which with appropriate treatment, have a good prognosis. However, some individuals receive further treatment as adults. Little is known about service utilisation in adulthood following childhood/adolescent treatment of an eating disorder. Aims This study aims (a) to estimate the proportion of patients in a CAEDS who use mental health services as young adults, (b) to delineate service utilisation following treatment in CAEDSs and (c) to identify factors in CAEDSs that predict service utilisation in young adulthood. Method A consecutive cohort of 322 patients (aged 13–17 years) seen in a CAEDS in the UK over a 5-year period were included in this audit. Data regarding their use of UK-wide adult mental health services as young adults (i.e. when aged 18–25) were extracted from local and national hospital records. Results A total of 68.3% of CAEDS patients received no mental health treatment as young adults. Although 13% of people seen in a CAEDS had brief eating disorder treatment as young adults, 10% received longer/or more intensive eating disorder treatment. Overall, 10.8% transitioned directly to an AEDS and 7.6% were re-referred following discharge from CAEDS. In our sample, older age and increased use of CAEDSs predicted increased eating disorder treatment in young adulthood. Conclusions Our results indicate that most people seen in CAEDSs do not receive further mental health treatment as young adults. Several features in CAEDSs distinguish mental health service utilisation in young adulthood, which were identified clinically and could be targeted during treatment.

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