Search results for ‘Subject term:"mental health problems"’ Sort:
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Mentoring for students with mental health problems
- Author:
- HEYNO Ann
- Journal article citation:
- A Life in the Day, 10(4), November 2006, pp.20-23.
- Publisher:
- Emerald
The author describes how the student mentoring service introduced at the University of Westminster for people with mental health support needs, and how it complements the counselling and advice services the university also provides.
Establishing a recovery college in a Scottish University
- Authors:
- MCCAIG Marie, et al
- Journal article citation:
- Mental Health and Social Inclusion, 18(2), 2014, pp.92-97.
- Publisher:
- Emerald
Purpose: This paper uses a narrative approach to describes the establishment of the Dumfries and Galloway Wellness and Recovery College (The College) within the University of the West of Scotland. Social implications: It is believed that stigma and discrimination are pernicious and pervasive and a concerted and deliberately conscious attempt is needed to establish an inclusive, egalitarian and aligned approach whereby practices match values base. Originality/value: This is justified as being in keeping with a philosophy based on the concepts of recovery, co-production co-delivery and co-receiving. Although not without precedent this development is innovative in being embedded within the university sector and challenging existing paradigms in terms of the positive and inclusive approach to mental health. (Edited publisher abstract)
Now I have a voice: service user and carer involvement in clinical psychology training
- Authors:
- HOLTTUM Sue, et al
- Journal article citation:
- Mental Health and Social Inclusion, 15(4), 2011, pp.190-197.
- Publisher:
- Emerald
UK universities have only recently begun to address the need for a partnership with service users in higher education. This paper describes the challenges and rewards of service user and carer involvement in clinical psychology training as experienced in Canterbury Christ Church University. The aim of involvement is to ensure that trainee clinical psychologists understand the experiences and perspectives of mental health service users and their carers. Members of the service user and carer advisory group Salomons Advisory Group of Experts by Experience (SAGE) regularly take part in a variety of clinical psychology training sessions. Three members of SAGE describe their contributions to the work. The challenges of inclusion and specific approaches that are used to work with these challenges are explored. They require that everyone involved should fully acknowledge the social and historical barriers in order to work together to overcome them.
Involving mental health service users in student education
- Author:
- JONES Kath
- Journal article citation:
- Nursing Times, 22.7.08, 2008, pp.32-33.
- Publisher:
- Nursing Times
This article describes an initiative that involves service users sharing their personal experiences of illness and mental health services with nursing students. It focuses on the impact of this process on students and service users by examining feedback comments from both groups about their experience.
Better Futures: a validated model for increasing postsecondary preparation and participation of youth in foster care with mental health challenges
- Authors:
- PHILLIPS Lee Ann, et al
- Journal article citation:
- Children and Youth Services Review, 57, 2015, p.50–59.
- Publisher:
- Elsevier
Higher education participation rates of young people in foster care are dramatically lower than their level of postsecondary education aspiration. Increasing attention to this disparity has stimulated policy and practice enhancements, however rigorously validated models for promoting postsecondary preparation and participation have not existed for young people in foster care, including those with mental health conditions. This article describes Better Futures, which is the first such model to be experimentally validated as effective for increasing the higher education participation and other related outcomes of young people in foster care with mental health challenges. Better Futures features a four day on-campus Summer Institute, coaching provided to youth by older peers who are in college and have shared experiences around foster care and/or mental health, and workshops that bring together youth, coaches and guest speakers for information sharing and mutual support. This article includes the theoretical and component features of the Better Futures model, findings related to intervention fidelity, participants' evaluation of the programme, and discussion of implications for future model refinement and research. (Publisher abstract)
Service user involvement in occupational therapy education: an evolving involvement
- Authors:
- CLEMINSON Sandra, MOESBY Aidan
- Journal article citation:
- Journal of Mental Health Training Education and Practice, 8(1), 2013, pp.5-14.
- Publisher:
- Emerald
Service user involvement in higher education is now an expectation, with university learning and teaching strategies ensuring it is a priority. Service users have highlighted the importance of collaborative working and the sharing of their experience. The purpose of this paper is to illustrate an example of how lived experience of mental illness can be used to increase students' awareness of the impact of this and to offer indicators of how they can respond more effectively by following the professional philosophy of client-centred practice. By involving a service user on an occupational therapy programme, it was expected that students would benefit from the narrative of a service user's experience of mental illness. This paper illustrates the experience of collaborative working between a service user and university lecturer, which progressed beyond the telling of the narrative to include more active involvement and the opportunity to influence students' thinking. The reported benefits for the service user included feeling valued and a sense of empowerment. The paper concludes that collaborative working can increase involvement, which promotes recovery for service users and allows learning to be more directly influenced by what service users want from health care professionals. (Publisher abstract)