Search results for ‘Subject term:"mental health problems"’ Sort:
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Implications of current mental health policy for the practice and education of the mental health workforce
- Authors:
- WARNE Tony, et al
- Journal article citation:
- Mental Health and Learning Disabilities Care, 4(2), October 2000, pp.48-52.
- Publisher:
- Pavilion
Labour's agenda for modernising mental health care promises an integrated, multi-disciplinary service that prioritises the needs of those with severe mental health problems. The mantras are access, continuity and availability. But in an NHS that is to be lead by the primary sector, can mental health care transcend the barriers between health and social care providers, between primary and secondary care and between the multiplicity of professionals involved? And what of the needs of users, and the preparation of practitioners to meet those needs?
Identifying training needs for mainstream healthcare professionals, to prepare them for working with individuals with intellectual disabilities: a systematic review
- Authors:
- HEMM Cahley, DAGNA Dave, MEYER Thomas D.
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 28(2), 2015, pp.98-110.
- Publisher:
- Wiley
Background: Research suggests there is a high prevalence of physical and mental ill health among individuals with intellectual disabilities and that staff working in mainstream healthcare services lack knowledge, skills and positive attitudes in supporting this client group. This review aimed to locate, extract themes from and evaluate the current literature that had assessed the training needs of mainstream health professionals within this area. Methods: This review utilised a mixed-methods approach, with systematic elements used to locate and evaluate the literature (n = 13) and a narrative approach used to explore patterns and themes identified. The search was completed across four databases. Results: Three main themes of perceived training need were identified across a range of professional groups: general communication, knowledge/information and profession-specific needs. Conclusions: This review highlights the existing themes of training needs as identified by mainstream healthcare staff. It would appear that it may be possible to produce a core training package, suitable across professions with elements that are profession specific and therefore tailored accordingly. Limitations of the literature are explored within this review, as are recommendations for the directions of future research. (Edited publisher abstract)
Video conferencing applications in social work: work locally, think globally
- Authors:
- KELLEHER Rosemary, et al
- Journal article citation:
- Australian Social Work, 53(4), December 2000, pp.55-59.
- Publisher:
- Taylor and Francis
This article describes the author's experience of a video conferencing programme conducted at an older person's mental health service in Australia. Finds that there are a number of benefits of the technology for clients, their families and for health professionals themselves. The development of expertise in the use of video conferencing technology has empowered social workers in their work places. Video conferencing has been extended to other aspects of social work practice. An example of this is the use of video conferencing in Guardianship and Administration hearings for patients who would otherwise be unable to attend because of health problems.
Net Working
- Author:
- SEEBOHM Patience
- Journal article citation:
- Mental Health and Learning Disabilities Care, 4(2), October 2000, pp.68-69.
- Publisher:
- Pavilion
Describes a new national network which aims to support employment, education and training opportunities for people with mental health problems.
Developing skills in therapeutic communication in daily living with emotionally disturbed children and young people
- Author:
- McMAHON Linnet
- Journal article citation:
- Journal of Social Work Practice, 9(2), Autumn 1995, pp.199-214.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
Explores the opportunities for therapeutic communication with children and young people in daily living settings such as residential homes, schools and family centres. Considers the need to build on workers' intuitive skills by providing training in therapeutic communication. Examines a theoretical framework for thinking about therapeutic communication in daily life, based on a match between normal emotional development and the therapeutic process, drawing on the work of Winnicott and Dockar-Drysdale. The article also explores the application of these ideas on a course in Therapeutic Communication with Children and Young People, with substantial illustrations from course members' practice.
The Bradley Report and the criminal justice workforce: tackling mental health and learning disabilities in the justice system
- Authors:
- SAINSBURY CENTRE FOR MENTAL HEALTH, SKILLS FOR JUSTICE
- Publisher:
- Sainsbury Centre for Mental Health; Skills for Justice
- Publication year:
- 2010
- Pagination:
- 4p.
- Place of publication:
- London
In April 2009, the Bradley Report was published, making 82 recommendations which should lead to major changes in the way that individuals with mental health issues and those with learning disabilities in the criminal justice system are supported and treated. Thirty of the 82 recommendations have direct implications for the criminal justice workforce. This briefing paper outlines 4 key areas where significant activity is needed to develop the justice sector workforce to meet the ambitions and aims arising from the Bradley Report. The 4 key areas are: training in mental health and learning disability awareness for practitioners across the system; working together across agencies to treat individuals going through the system consistently and fairly; communicating information more effectively and efficiently so that individuals are not constantly reassessed or shuttled between services; and national workforce planning. This report highlights the changes needed in the approach to training individuals across criminal justice agencies, and makes recommendations as to how to take the work forward.
Child and adolescent mental health services (CAMHS) and schools: inter-agency collaboration and communication
- Authors:
- ROTHI Despina M., LEAVEY Gerard
- Journal article citation:
- Journal of Mental Health Workforce Development, 1(3), 2006, pp.32-40.
- Publisher:
- Pier Professional
- Place of publication:
- Brighton
Recent policy suggests that schools and teachers must pay a pivotal role in smoother pathways to care for young people with mental health difficulties. In this study the authors examine current systems of collaboration between schools and child and adolescent mental health services, paying particular attention to relationships between schoolteachers and mental health professionals. Data was collected using semi-structured, in-depth interviews. The findings indicated deep-seated barriers to good collaboration. Moreover, teachers experience significant frustration through feeling excluded from the mental health care management of children despite being affected professionally by such decisions taken, the delays to intervention and poor communication between agencies. Inter-professional trust and mutual suspicion emerged from these interviews as an over-arching factor. The implications arising from expectations for greater inter-agency collaboration are discussed.
Mental health services and schools link pilots: evaluation report. final report
- Authors:
- DAY Laurie, et al
- Publisher:
- Great Britain. Department for Education
- Publication year:
- 2017
- Pagination:
- 118
- Place of publication:
- London
Evaluation report on the effectiveness of a pilot programme to strengthen joint working arrangements between schools and specialist children and young people’s mental health services (CYPMHS) and improve children and young people’s access to mental health support. The pilot covered 22 areas, incorporating 27 CCGs and 255 schools, who were funded to establish named lead contacts within NHS CYPMHS and schools. Lead contacts also participated in two joint planning workshops, involving other professionals from their local CYPMHS network. The report covers the design and setting up of the programme, the development of local models of joint working; lessons learned from the implementation of the workshops and challenges to implementing lead points of contact. The outcomes of the pilot are presented in relation to: knowledge and understanding of individual practitioners, joint professional working and communication, and services and systems transformation. Case-study examples for pilot sites who were successful in securing funding to scale up the programme are also included. Overall, the evaluation found the pilots were successful in strengthening communication and joint working arrangements between schools and NHS CYPMHS. There were improvements to the self-reported outcome measures of: frequency of contact between pilot schools and NHS CYPMHS; understanding of the referral routes to specialist mental health support; and increased awareness of mental health issues among school leads. There were also indications that many schools had used the pilot to complement existing funding and support for mental health and well-being. The report provides critical success factors for establishing effective joint working arrangements between schools and NHS CYPMHS and discusses areas to inform future service development. (Edited publisher abstract)
Mental health services and schools link pilots: evaluation brief. Research brief
- Authors:
- DAY Laurie, et al
- Publisher:
- Great Britain. Department for Education
- Publication year:
- 2017
- Pagination:
- 14
- Place of publication:
- London
Summary report on the effectiveness of a pilot programme to strengthen joint working arrangements between schools and specialist children and young people’s mental health services (CYPMHS) and improve children and young people’s access to mental health support. The pilot covered 22 areas, incorporating 27 CCGs and 255 schools, who were funded to establish named lead contacts within NHS CYPMHS and schools. Lead contacts also participated in two joint planning workshops, involving other professionals from their local CYPMHS network. Overall, the evaluation found the pilots were successful in strengthening communication and joint working arrangements between schools and NHS CYPMHS. It found improvements to the self-reported outcome measures of: frequency of contact between pilot schools and NHS CYPMHS; understanding of the referral routes to specialist mental health support; and increased awareness of mental health issues among school leads. There were also indications that many schools had used the pilot to complement existing funding and support for mental health and well-being. The briefing list critical success factors for establishing effective joint working arrangements between schools and NHS CYPMHS, to help inform similar approaches in other areas. (Edited publisher abstract)
Focus on training
- Author:
- SIMPSON Alan
- Journal article citation:
- Nursing Times, 24.11.99, 1999, pp.67-68.
- Publisher:
- Nursing Times
This article explores the findings of a study into the training needs of community psychiatric nurses. It highlights the need for alliances with service users, carers and voluntary organisations, as well as all members of the community mental health team.