Search results for ‘Subject term:"mental health problems"’ Sort:
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Mental health core skills education and training framework
- Authors:
- SKILLS FOR HEALTH, SKILLS FOR CARE, HEALTH EDUCATION ENGLAND
- Publishers:
- Skills for Health, Health Education England, Skills for Care
- Publication year:
- 2017
- Pagination:
- 86
- Place of publication:
- Bristol
Framework setting out the core skills and knowledge which the health and social care workforce need to provide high-quality mental health services. The Framework was commissioned by the Department of Health, and aims to support consistent mental health education and training across a variety of service settings, providing opportunities for joint education and training. The framework classifies key skills and knowledge into three tiers: general mental health awareness; skills required for staff that have some regular contact with people with mental health issues; and skills needed to care for people with complex mental health needs. It covers 18 subject areas, which include: promoting wellbeing, establishing positive relationships, understanding prevention, recovery focused approaches, and using technology to deliver effective support. Each subject area include details of the target audience, learning outcomes, and links to relevant guidance, legislation and National Occupational Standards. The framework covers the care of people of all ages, including children, young people, working-age adults and older people. (Edited publisher abstract)
Mental health core skills education and training framework: consultation draft
- Authors:
- SKILLS FOR HEALTH, HEALTH EDUCATION ENGLAND, SKILLS FOR CARE
- Publishers:
- Skills for Health, Health Education England, Skills for Care
- Publication year:
- 2016
- Pagination:
- 76
- Place of publication:
- Bristol
A draft education and training framework, commissioned by the Department of Health, which sets out the core skills and knowledge which the health and care workforce need to apply in order to deliver quality mental health services. It aims to describe common skills and knowledge that are transferable across different types of service provision. Specialist skills and knowledge are outside the scope of the framework. The framework will determine the minimum standard for mental health education and training and help to measuring if education and training satisfies these standards. The core skills and knowledge are defined at 3 levels: Level 1: knowledge for roles that require general mental health awareness; Level 2: knowledge and skills for roles that will have some regular contact with people with mental health issues; and Level 3: knowledge and skills for those working with/caring for people with mental health needs. The framework includes expected learning outcomes, and will be aligned to relevant quality and regulatory standards. It will be applicable to health and care employers and also educational organisations which train students who will be employed in the health and car workforce. The framework is being developed in parallel with a similar framework for learning disabilities. (Edited publisher abstract)
Teaching and training in old age psychiatry: a general survey of the World Psychiatric Association member societies
- Authors:
- CAMUS Vincent, et al
- Journal article citation:
- International Journal of Geriatric Psychiatry, 18(8), August 2003, pp.694-699.
- Publisher:
- Wiley
One of the main goals of the World Psychiatric Association (WPA) section on old age psychiatry is to promote its discipline and consequently to help member societies to promote and develop locally specific medical education programmes in old age psychiatry. In order to target its support to the needs expressed by the member societies, the section conducted a survey within the WPA during the year 2001. Answers were obtained from 50 WPA member societies (response rate 54%) from 48 countries (response rate 52%). The existence of specific old age psychiatry services was reported in 40 (83%) countries, but the discipline is recognized as a subspecialty in only 13 (27%). Formal teaching in old age psychiatry was reported at the undergraduate level in 44 (92%) countries. Specific learning objectives for postgraduate training were reported in 30 (86%) of the countries where the discipline is not yet recognized as a subspecialty. Specific Continuing Medical Education (CME) programs were however reported in only 50% of the countries. Support for the development of educational material was mostly thought to be useful at the postgraduate level. Depression, dementia, psychopharmacology and psychotherapy were among the most frequently cited areas in which educational material might be usefully provided. Support for the development of postgraduate training is seen as the most pressing need by WPA member societies. Such support could help to increase the level of recognition of the discipline locally and hence provide more effective support to older people with mental disorders.
Model practice
- Author:
- BOOKER Roger
- Journal article citation:
- Young Minds Magazine, 63, March 2003, pp.27-29.
- Publisher:
- YoungMinds
Integrated services for children are high on the agenda for service planners. This article outlines a conceptual model of development, environmental impact and risk that can be shared across disciplines. Argues that the model will enable multidisciplinary protection preventative programmes to be agreed across education, health and social care, and facilitate good practice.
Leadership development: reflections an learning on a two year programme
- Authors:
- DAVIDSON Deborah, NEWBIGGING Karen, PECK Edward
- Journal article citation:
- Mental Health Review, 7(4), December 2002, pp.10-14.
- Publisher:
- Pier Professional
The National Service Framework for Mental Health (NSF) has clearly identified lead implementation officers as responsible for the execution of this policy. The North West Mental Health Development Programme was pilot project used to implement the framework. This article provides an overview of the programme, its educational design and reflects on the process of its development.
Access to education: for children and young people with medical needs
- Author:
- GREAT BRITAIN. Department of Health
- Publisher:
- Great Britain. Department of Health
- Publication year:
- 2001
- Pagination:
- 47p.
- Place of publication:
- Nottingham
Sets out the minimum national standards for the education of children who are unable to attend school because of medical needs. Vulnerable children and young people require as much access to education as their medical condition allows. Argues that it is essential to keep education alive in a child's life and where possible maintain progress. This applies equally to those with physical or mental health problems, and pupils with life threatening or terminal illnesses, all of whom have a right to a suitable education. For children recovering from an illness or trauma, education is sen as a normal childhood activity, and can play a vital role in recovery.
Meeting of minds: best practice case studies in mental health services
- Author:
- NATIONAL INSTITUTE FOR MENTAL HEALTH
- Publisher:
- National Institute for Mental Health
- Publication year:
- 2002
- Pagination:
- 46p.
- Place of publication:
- London
Contains examples of best practice of partnership working in the implementation of mental health policy. The establishment of the National Institute for Mental Health presents an opportunity to reshape services and practice in line with the evidence base. The 'Meeting of minds' project represents some of the wide range of joint NHS and industry initiatives that have been developed through the foresight of those working in mental health.