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Journal of Mental Health Training, Education and Practice, The
Journal Prestige (SJR): 0.235  Citation Impact (citeScore): 1 Number of Followers: 9  Hybrid journal * Containing 1  Open Access article(s) in this issue *ISSN (Print) 1755-6228 - ISSN (Online) 2042-8707 Published by Emerald  [362 journals]
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- Investigation of Greek physiotherapy students’ attitudes toward
psychiatry and mental health-
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Authors: Georgios Marios Kyriakatis, Prokopia Mirka Lykou, Phoebe-Demeter Speis, Zacharias Dimitriadis, Thomas Besios
Abstract: Physiotherapists play a key role of the multidisciplinary team for the treatment of mental illnesses. However, the focused education of physical therapists in this field in Greece is insufficient. The purpose of this study is to investigate the attitudes of Greek physiotherapy students toward psychiatry and mental health, and secondly, how do these attitudes correlate with their demographic characteristics. In this cross-sectional study, undergraduate students responded firstly to some demographic questions and after to statements on the Attitudes Toward Psychiatry – 30 scale. This study was conducted through Google Forms using the snowball sampling method and distributed through link in the five Physiotherapy Departments of Greece. Statistical significant level was at p = 0.05 and appropriate measures of central tendency and dispersion were used to extract the results. Spearman correlations coefficient, point bi-serial correlation and one-way ANOVA used for correlations. The number of participants was 204 [139 female, 64 male, 1 other, mean age (SD) 22 (4.6) years old]. Students’ attitudes were moderately positive [mean (SD) 112.5 (12.9)] and were moderately correlated with gender, with whether the student had been in close contact with a person with a mental illness or had experienced a mental illness. Physiotherapists are equal members of the multidisciplinary psychiatric rehabilitation team, provided they have the necessary clinical knowledge and experience. Therefore, expanding undergraduate and postgraduate education opportunities is essential to adequately prepare them for this role. To the best of the authors’ knowledge, it is the first study conducted in Greece, highlighting the importance of physiotherapy education in mental health in the country.
Citation: The Journal of Mental Health Training, Education and Practice
PubDate: 2025-06-27
DOI: 10.1108/JMHTEP-05-2024-0050
Issue No: Vol. ahead-of-print, No. ahead-of-print (2025)
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- Co-designing psychology education: sharing expertise in suicide prevention
and support-
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Authors: Kim Johnston, Kylie King, Caroline Allen
Abstract: Rates of suicide in Australia remain high and graduates with psychology training tend to work in settings where knowledge of suicide prevention and support is needed. However, there are no specific units in suicide prevention and support offered in psychology courses in Australian universities, with most training provided in community settings. The purpose of this paper was to describe and reflect on the co-design of a six-week online unit and associated 12-week hybrid unit which are dedicated to suicide prevention and support. These units sought to reflect best practice in the mental health sector through a collaborative approach to curriculum design. The project used a participatory action research design. The co-design process for the curriculum included contributions from people with expertise in education, research, practice, service provision and lived experience of suicidality and/or suicide impact. This paper details the development of the curriculum and the authors’ reflections on the process. The authors’ reflections identified facilitators and barriers to co-designing the unit, learnings from working together and recommendations for future collaborative work with relevant stakeholders within and outside the university setting. The units are unique offerings within the psychology curriculum in Australia. The aim is to create impactful education that leads to more “helpful helpers” and honours those with a lived experience of suicide and suicide bereavement.
Citation: The Journal of Mental Health Training, Education and Practice
PubDate: 2025-05-23
DOI: 10.1108/JMHTEP-02-2024-0019
Issue No: Vol. ahead-of-print, No. ahead-of-print (2025)
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- Effectiveness of locally developed Web-based virtual reality training
applications for dementia awareness: a comparative study in Singapore-
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Authors: Ying Yan Riyanne Lai, Sok Mui Lim, Hwan Jing Koh, Alison Lim May Chin, Ericca Hwee Ching Loh, Amanina Binte Roslan Nur
Abstract: With technological advancements, online delivery methods for dementia education are increasingly adopted. Currently, the use of Web-based virtual reality (VR) is understudied. This study aims to investigate the effectiveness of locally developed Web-based VR in improving dementia attitudes, knowledge and empathy as compared to video clips in the context of virtual dementia education in Singapore. A mixed method, quasi-experimental, pre-post control group design was used. Participants (n = 49) were streamed into two groups and received dementia education through virtual workshops with Web-based VR and multimedia video clips. Quantitative data were obtained from absolute and difference (i.e. amount of change from pre to post) scores from Dementia Knowledge Assessment Scale (DKAS) and Dementia Attitude Scale (DAS). Wilcoxon signed-rank test and Mann–Whitney U test were performed for data analysis. Qualitative data were obtained from semi-structured interviews. Data analyses revealed statistical significance in the absolute scores of DKAS and DAS in both groups post-intervention, but not in their difference scores. Qualitative findings supported that using a combination of learning media would maximise learning outcomes. Dementia education delivered through virtual training is effective. However, it was inconclusive whether Web-based VR was more effective than the use of videos. Considering the advantages of both Web-based VR and multimedia video clips in dementia education, a subjectivist approach may be adopted to potentially enhance learning. This meant that consideration of learning style should take precedence to achieve the best learning outcomes, which can manifest as increased motivation, attainment of learning goals and feelings of empowerment towards own learning. In dementia education, this could be facilitated by having the element of autonomy in letting learners choose a learning method they are best suited to, amid the different types of activities and instructional materials to supplement learning. A multi-modal approach should be adopted to meet the heterogeneous learning needs of learners in dementia education. This study investigated the use of an innovative approach to deliver education regarding dementia.
Citation: The Journal of Mental Health Training, Education and Practice
PubDate: 2025-05-14
DOI: 10.1108/JMHTEP-06-2024-0057
Issue No: Vol. ahead-of-print, No. ahead-of-print (2025)
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- CHIME in practice: a qualitative exploration of CHIME framework training
experiences and outcomes for service users and mental health professionals
Open Access Article-
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Authors: Jared Omundo, Simon A. Stiehl, Michael Schulz, Andrea Zingsheim
Abstract: This study aims to explore the experiences and outcomes associated with participating in a brief training course based on the CHIME (Connectedness, Hope and Optimism, Identity, Meaning of Life and Empowerment) Framework among service users and mental health care professionals (MHPs). The authors used a focus group discussion approach to evaluate the outcomes of a brief four-hour CHIME Framework training. The study sample consisted of eight individuals (four service users and four mental health professionals) who completed the training and provided consent to participate in the interview. The study applied thematic analysis to identify key themes related to participants’ experiences and outcomes. The authors identified five main themes based on participants’ experiences and outcomes of the CHIME Framework training: the meaning of recovery, relationships that support recovery, co-production, recovery and empowerment and barriers to recovery. This study is limited by its small sample size and the qualitative design of the research, which restricts the generalizability of the findings and emphasizes their exploratory nature. Future studies should aim to expand the sample size and enhance participant diversity, particularly with regard to gender representation, to strengthen the robustness of the results. Moreover, quantitative or longitudinal research designs are recommended to establish the causal relationship between the CHIME Framework training and the participant’s meaningful engagement in mental health practice and recovery processes. Addressing the knowledge deficit among mental health staff and service users regarding the integration of a recovery-oriented approach into mental health practice has the potential to enhance overall well-being, improve mental health literacy and reduce stigma for both groups. This qualitative work explored the role of the outcomes of CHIME Framework training within a mental health center and the effect this training might have on the MHPs and service users. The findings contribute to the growing body of knowledge on recovery-oriented approaches in mental health practice, making it relevant and significant for clinical practice.
Citation: The Journal of Mental Health Training, Education and Practice
PubDate: 2025-05-12
DOI: 10.1108/JMHTEP-05-2024-0052
Issue No: Vol. ahead-of-print, No. ahead-of-print (2025)
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- Pandemic fatigue among trainee doctors during the Covid-19 pandemic: the
mediating role of resilience-
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Authors: Nada Kotti, Rim Masmoudi, Lassad Chtourou, Imen Sellami, Feriel Dhouib, Anouare Hrairi, Kaouthar Jmal Hammami, Mohamed Larbi Masmoudi, Jaweher Masmoudi, Mounira Hajjaji
Abstract: This study aims to examine the influence of pandemic fatigue on trainee doctors’ mental health, with resilience as a mediator. This was a descriptive, cross-sectional study involving frontline trainee doctors from Tunisia. The Pandemic Fatigue Questionnaire, Brief resilience scale, Maslach Burnout Inventory and Satisfaction on call duty scale were used to collect data through an online survey. A total of 261 trainee doctors responded to the online survey. The mean pandemic fatigue score was 25.09 (out of 50). Terminal years of residency experience (ß = 0.171, p = 0.005), being vaccinated (ß = 0.129, p = 0.032) and staff inadequacy (ß = 0.205, p = 0.001) were associated with elevated score of pandemic fatigue. Resilience partially mediated the relationships between (a) pandemic fatigue and different dimensions of burnout (emotional exhaustion (ß = 0.337, p < 0.0001), depersonalization (ß = 0.311, p < 0.0001) and personal accomplishment (ß = 0.185, p = 0.004) and (b) pandemic fatigue and satisfaction on call duty (ß = −0.137, p = 0.03). First, the trainee doctors included in this study were located in one geographical area of the Tunisia. Therefore, future studies that involve physicians from other areas of the country may provide more generalizable results. And finally, the use of self-report scales may potentially cause response bias. This paper believes that medical trainees warrant special attention due to their unique position at the intersection of education and clinical responsibilities. Their dual role as learners and frontline healthcare providers places them under significant psychological and professional strain, making them a highly relevant group for assessing pandemic fatigue. Our intention is to encourage trainee doctors to speak freely about the stressors they are facing and to advocate for their own health as well as the health of their colleagues.
Citation: The Journal of Mental Health Training, Education and Practice
PubDate: 2025-05-07
DOI: 10.1108/JMHTEP-03-2024-0030
Issue No: Vol. ahead-of-print, No. ahead-of-print (2025)
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- An evaluation of a US college student-athletes’ peer support
training program: a pilot project-
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Authors: Lee Za Ong, Praveen Madiraju
Abstract: This pilot project aims to evaluate the effectiveness of peer support competency training in relation to college student-athletes’ peer support skills and well-being. This project included four 90-min training sessions on peer support competency skills based on the Substance Abuse and Mental Health Services Administration’s peer support core competencies guidelines. A mixed-method design was used to evaluate the effectiveness of the training by measuring their peer support ability and through focus groups to gain insight into their experience. A two-way analysis of variance yielded a significantly higher well-being score at the posttraining. Qualitative data revealed an increased sense of connection during the training period among participants. This pilot project had several limitations for generalization. This pilot project consisted of a small sample size, and most of the athletes were recruited from track and field, soccer, lacrosse and cross country. Ongoing peer support program evaluation and future research with student-athletes with diverse backgrounds is essential to promote student-athletes’ mental health. Peer support or peer educator program in the athletics department represents an opportunity for universities to provide an accessible mental health resource for student-athletes. To ensure the effectiveness of the peer support program, it is important that mental health professionals in the athletics department provide basic trainings for members in empathy listening skills, self-compassion, coping strategies and mental health resources. Group experiential training could increase peer support efficacy and strengthen a sense of community. Because peer support programs are not counseling or therapy programs, it allows easy access to mental health support for student-athletes. This work has not been submitted elsewhere or under consideration by any other publication. The authors report there are no competing interests to declare.
Citation: The Journal of Mental Health Training, Education and Practice
PubDate: 2025-05-06
DOI: 10.1108/JMHTEP-11-2023-0097
Issue No: Vol. ahead-of-print, No. ahead-of-print (2025)
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- Why hybrid teaching does not work in clinical psychology and psychological
therapies training: a post-pandemic retrospective-
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Authors: Peter Ilmari Beazley, Sophie M. Allan, Bob Budd, Amy Carroll, Sian Coker, Hannah Crook, Louise Crouch-Read, Paul Fisher, Joanne Hodgekins, Adrian Leddy, Frances Lloyd-Peck, Joel Owen, Imogen Rushworth, Marco Vivolo, Niall Broomfield
Abstract: In the post-pandemic context, there is increasing choice for how higher education institutions deliver teaching and training, in particular the extent to which teaching is delivered using “online” methods. Such choice has also opened the door to the possibility of a “hybrid” approach where some trainees attend synchronous teaching online and others in person. The purpose of this review is to summarise the collective experiences of the authors in adopting such approaches in the delivery of Clinical Psychology and Psychological Therapies teaching and training. This paper is a collective review of the authors’ experiences in delivering teaching in this context. The review considers some of the key pedagogical arguments against the adoption of a hybrid approach to teaching and concludes that whilst in-person, online, synchronous and asynchronous approaches all have potential value within this context, it is hard to see how a hybrid teaching offer can be successfully delivered in a way that does not impair learning outcomes. There is very limited research on the use of hybrid teaching approaches (delivering teaching simultaneously via a mixed online and in-person approach) in mental health training. Skills training in psychological professions may provide a particular context that is hard to deliver outside of an exclusive in-person environment. Hybrid teaching may, more generally, provide a context that impairs learning outcomes for all learners. The authors hope that the analysis within this study supports other academic colleagues weighing up similar decisions about their teaching offer.
Citation: The Journal of Mental Health Training, Education and Practice
PubDate: 2025-05-01
DOI: 10.1108/JMHTEP-04-2024-0037
Issue No: Vol. ahead-of-print, No. ahead-of-print (2025)
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- Publisher’s note
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Abstract: Publisher’s note
Citation: The Journal of Mental Health Training, Education and Practice
PubDate: 2025-05-30
DOI: 10.1108/JMHTEP-05-2025-132
Issue No: Vol. 20, No. 3 (2025)
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