Dissertations / Theses on the topic 'Mental health Study and teaching'
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1
Nineham, C. "Involving service users and carers in mental health education : mental health students' perspectives of the impact of direct involvement on their learning and practice." Thesis, Canterbury Christ Church University, 2012. http://create.canterbury.ac.uk/11017/.
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Service user involvement (SUI) in healthcare and education is an established element of government policy. Emerging research demonstrates that SUI in education can positively impact on mental health students' learning. However, limited empirical attention has been paid to the impact on practice in this area. Moreover, no research has investigated whether impact on practice is sustained. Section B describes a qualitative study exploring qualified clinical psychologists' (CPs) experiences of a placement-based service user and carer involvement (SUCI) scheme during their training. The study focused on understanding their perception of the scheme's impact on their learning and practice and whether the impact on practice was sustained. Seven CPs were interviewed, predominantly 32-33 months post-scheme. Interpretative Phenomenological Analysis was used to analyse the data. Four super-ordinate themes were identified: “Contextual and relational factors underpinning learning”; “Learning: Personal and professional development”; “The enduring impact on practice”; and “Personal reflections and meaning-making”. The findings are discussed in relation to existing literature and relevant theory, including adult learning theories and social positioning theory. The findings suggest that SUCI in placement-based learning during training can support CPs' personal and professional development and a partnership approach to practice. Two participants' experiences highlight factors raising questions regarding for whom and when SUCI may be beneficial to learning. Methodological limitations, implications for SUCI in clinical psychology training and directions for future research are presented.
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DiCenso, Rosanna Helene 1965. "Ethics of disclosure the child's way: Assent granting to the use of art in mental health interventions." Thesis, The University of Arizona, 1995. http://hdl.handle.net/10150/278487.
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This grounded theory study describes practitioner decision-making processes regarding best interest determinations for granting children the power of assent to art interventions and the procedures used to initiate participation. Assent refers to the agreement of a minor to participate in activities, while recognizing the developmental limitations of children to render a fully reasoned decision. Twelve practitioners who use art in their clinical work with children participated in direct interviews. The narrative data collected was conceptualized, categorized, and coded using a Paradigm Model. Results link the present study to Awareness Context Theory, suggesting that best interest determinations are guided by concerns not to disrupt the existing level of child's awareness to intervention and to the practitioner's role.
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Carreon-Bailey, Rebecca Socorro. "Influences of maternal parenting behaviors: Maternal mental health, attachment history and eduction." CSUSB ScholarWorks, 2006. https://scholarworks.lib.csusb.edu/etd-project/2989.
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Studies have found that the type of parenting a child receives affects his or her subsequent development. This study investigates the relative influence of maternal parenting behavior and the impact of multiple variables influencing the quality of mothers' parenting behaviors. This knowledge will help to understand how early attachment experiences impact future parenting behavior.
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Wagner, Terra M. "Addressing Multicultural Issues in the Counselor Education Classroom: a Phenomenological Analysis." Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc822760/.
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Multicultural education in counselor education is a popular topic among counselor educators and scholars. To date, scholars have focused on understanding the experiences of counselor educators who teach dedicated multicultural courses. However, less attention has been given to other counselor educators who are required by ethical and training standards to address multicultural issues across the curriculum. The purpose of this study was to understand counselor educators’ experiences addressing multicultural issues in courses that do not have a specific multicultural or diversity focus. I used phenomenological methodology to explore the experiences of counselor educators who hold doctoral degrees in counseling or a related field, have taken a multicultural/diversity course in their graduate training, are full-time clinical or tenure-line faculty members in CACREP-accredited programs, and have never taught courses dedicated to multicultural or diversity issues. Twelve participants (six men and six women), ranging in age ranged from 31 to 65, participated in the study. Ten participants identified as White, one African-American, and one Hispanic. The research team identified eight themes: (1) reasons for avoidance, (2) constraints, (3) qualities and practices, (4) educator as a factor in student development, (5) infusion, (6) personal background, (7) awareness of biases and assumptions, and (8) counselor educator responsibility/gatekeeping. Findings from this study will add to the literature regarding infusion of multicultural issues across the curriculum. Additionally, the implications offered will serve as a resource for counselor educators as they experience unique personal and professional challenges when addressing multicultural issues in classrooms beyond the main multicultural or diversity course offered in counseling programs. Implications for this study may lead to development of more focused guidelines on how to increase the increase the comfort of counselor educators as they facilitate multicultural discussions and assist counselors-in-training in working toward cultural competence.
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Hurt, Kara Marie. "Graduate Counseling Students’ Preferences for Counselor Educators’ Teaching Dispositions, Orientations, and Behaviors: a Q Methodology Inquiry." Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc804886/.
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Teaching is a central role of counselor educators. However, teaching in counselor education lacks guiding standards or best practice recommendations. Existing scholarly dialogue predominantly features the perspectives of educators and addresses content knowledge, techniques, activities, and assignments for courses across the curriculum with relatively less emphasis on foundations of teaching. The purpose of this study was to develop greater understanding of counselor educator dispositions, orientations, and behaviors that students perceive as important to their learning. Q methodology was utilized to gather and distill counselor education students’ (N = 48) preferences for characteristics identified via focus groups and a comprehensive literature review. Factor analysis revealed four distinct factors, upon which 45 participants’ sorts loaded and which accounted for 41% of total variance. The findings of this study support the importance of the person of the counselor educator in the teaching and learning process in addition to behavioral characteristics. Moreover, these findings support the use of student learning style assessments and customization of course facilitation to fit students’ unique preferences and values.
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Malwah, Monique N. "An exploration into the social identity of members of service user groups that train mental health professionals." Thesis, Canterbury Christ Church University, 2013. http://create.canterbury.ac.uk/12511/.
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The aim of this grounded theory study was to explore the social identity of members of service user groups that train mental health professionals (SUG-TR). Additionally, the study aimed to construct an explanatory model of how participating in such groups contributes towards the achievement and maintenance of positive social identity. Semi-structured interviews were conducted with eight members of SUG-TR. Grounded theory was used to build a preliminary model, which contained 5 main categories: ‘Impact of mental illness/ impact of receiving a psychiatric diagnosis’; ‘The experience of stigma’; ‘Participating in SUG-TR’; ‘Contributing to positive identity’; and ‘Challenges to participating’. The constructed theory suggests that participation in such groups can contribute towards the achievement and maintenance of a positive social identity and that participants adopted specific strategies to achieve positive distinctiveness (i.e. an individual striving for positive self-concept) in the SUG-TR meetings and training environments. The constructed theory extends current research and suggests that SUG-TRs provide unique opportunities for the development of socially valued roles. The limitations and clinical implications of the research are explored and suggestions for further research are presented.
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Lapa, Patrícia Menezes Vilas Boas. "Educação e saúde mental: um olhar sobre o currículo na formação em Fonoaudiologia." Faculdade de Educação, 2015. http://repositorio.ufba.br/ri/handle/ri/24023.
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A Reforma Psiquiátrica configura-se como movimento social nascido em meados dos anos setenta que coloca em debate os aspectos terapêuticos destinados aos indivíduos em situação de sofrimento psíquico e aponta para a construção de novos saberes e práticas sociais em diversas dimensões da realidade. Tendo em vista a dimensão teórica e técnica de enfrentamentos para a desconstrução do ideário da loucura, este trabalho busca entender, através da análise do currículo de Fonoaudiologia de uma universidade federal localizada no estado da Bahia, quais as possibilidades e potencialidades dentro dos componentes curriculares dessa disciplina favorecem a sensibilização e formação teórica técnica do graduando em Fonoaudiologia para as especificidades da atuação no campo da saúde mental coletiva. Para isso foi analisado o projeto pedagógico do curso de Fonoaudiologia, juntamente com as Diretrizes Curriculares Nacionais para esse curso. Os resultados apontam para a necessidade de se levar em conta os princípios e diretrizes do cuidado ampliado e psicossocial na formação do estudante de Fonoaudiologia. Além disso, é importante considerar a potencialidade dentro dos componentes curriculares de caráter prático desta graduação para a formação do Fonoaudiólogo, tendo em vista o desenvolvimento de competências e habilidades para atuação no campo da saúde mental e saúde coletiva.
ABSTRACT The psychiatric reform appears as a social movement born in the mid-seventies that puts under discussion the therapeutic aspects for individuals in psychological distress situation and points to the construction of new knowledge and social practices in different dimensions of reality. Given the theoretical dimension and fighting technique to the deconstruction of the crazy ideas, this work seeks to understand, through the Speech Therapy curriculum analysis of a federal university located in the state of Bahia, the possibilities and potentials within the curricular components that discipline promote awareness and technical theoretical training majoring in Speech to the specifics of the operation in the field of public mental health. For this, the pedagogical project of the course of speech therapy was analyzed, along with the National Curriculum Guidelines for this course. The results point to the need to take into account the principles and guidelines of the expanded and psychosocial care in the formation of speech therapy student. Moreover, it is important to consider the potential within the practical character of curriculum components of this graduation to the formation of speech therapist in order to develop skills and abilities to work in the field of mental health and public health.
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Cato, Mary Louise. "Nursing Student Anxiety in Simulation Settings: A Mixed Methods Study." PDXScholar, 2013. https://pdxscholar.library.pdx.edu/open_access_etds/1035.
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The use of simulation as a clinical learning activity is growing in nursing programs across the country. Using simulation, educators can provide students with a realistic patient situation using mannequins or actors as patients in a simulated environment. Students can practice multiple aspects of patient care without the risk of making mistakes with real patients, and faculty can reinforce course objectives and evaluate student learning. Because of the technology, the environment, and the methods by which simulation is implemented, it may cause anxiety in learners, which may interfere with the learning process. Anxious students may miss an opportunity for learning valuable aspects of nursing care that are reinforced in simulation.
This paper will describe a study of the student perspective on simulation, particularly related to the anxiety experienced by many learners. Nursing students in a baccalaureate program who participate in simulation in their clinical courses were recruited for the study, which consisted of a survey and a focus group. Participants were asked to rate nineteen aspects of simulation in regards to the feelings they elicit, from confidence to anxiety. The survey, completed by 73 of the 178 eligible participants, also included open-ended questions in which students could elaborate on their responses. A focus group was held after the survey, during which nine volunteer participants were asked further questions about their feelings and reactions in simulation, specifically as related to their effect on learning. During a facilitated discussion, they also offered suggestions for interventions that they believed would decrease their anxiety and improve the learning environment in simulation.
After an analysis of the data, a "comfort-stretch-panic" model (Palethorpe & Wilson, 2011) emerged as a useful framework for understanding the student perspective. Students in the "stretch" zone, in which they perceived a manageable amount of stress, were motivated to perform and experienced optimal learning from the simulation session. The student suggestions for interventions which would aid their learning may be useful for transitioning them into the "stretch" zone, and should be considered as potential tools in simulation practice.
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Miller, Barbara Elaine. "Women under the influence: Stressors which increase alcohol consumption." CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/887.
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Flynn, JoAnne Irene. "Religious social support groups: Strengthening leadership with communication competence." CSUSB ScholarWorks, 2008. https://scholarworks.lib.csusb.edu/etd-project/3345.
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This project involved the development of a training manual for religious small group leaders to become competent communicators of support, and to understand the nature and role of crisis groups for the purpose of supporting members in crisis.
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Bartz, Jeremy Daniel. "A 17-year Longitudinal Study of Spiritual Development and Psychological Correlates in a Sample of College Students." BYU ScholarsArchive, 2007. https://scholarsarchive.byu.edu/etd/1197.
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In 1984, 1987 and 2001 data were collected on a religiously devout group of college students in an effort to better understand the process of religious development and the relationship between religiosity and mental health. This study analyzes that data by examining the stability of two different religious development styles that were identified in 1984, the stability of religious motivations over the course of adulthood, and the relationship between devoutness and psychopathology. This study found that (a) the religious developmental styles did not remain consistent from 1984 to 2001, (b) the participants' religious motivations remained stable over the course of adulthood, and (c) these religiously devout individuals have consistently fallen within the normal range on measures of psychopathology and have demonstrated continual reduction in their scores on those measures. This Dissertation was later edited for journal publication. You can find that version here.
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Biswas, Ann E. "When Emotion Stands to Reason: A Phenomenological Study of Composition Instructors' Emotional Responses to Plagiarism." University of Dayton / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1447096811.
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Doup, Mallory N. "THE ROLES OF SPEECH-LANGUAGE PATHOLOGISTS AND PSYCHOLOGISTS IN THE TREATMENT OF SELECTIVE MUTISM: A COMPARATIVE STUDY." Case Western Reserve University School of Graduate Studies / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=case1270840715.
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Wyatt, Christopher Don. "Responding to problem behaviors at school: A psychosocial approach." CSUSB ScholarWorks, 1999. https://scholarworks.lib.csusb.edu/etd-project/1855.
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White, Holly A. "Teaching medication knowledge to participants diagnosed with a mental illness." Scholarly Commons, 2004. https://scholarlycommons.pacific.edu/uop_etds/2723.
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Using a multiple baseline design, this study examined the effect of preferred items in increasing medication knowledge among individuals diagnosed with a mental illness. Participants were asked questions regarding their Haldol medication. After baseline, participants received the answers and a pharmacy-generated medication profile. During the Repeated Trials intervention, participants were given only verbal feedback. Those who had not reached criterion after 4 weeks entered the Preferred Trials intervention. In this phase, participants received a high, medium, or low preferred item contingent on the number of correct answers. All participants increased their number of correct answers. Although the effects of a contingent preferred item were mixed, this study showed that information regarding medications can be learned with minimal staff intervention.
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Gibson, E. "An exploration of how teaching assistants conceptualise children's mental health." Thesis, University of Essex, 2011. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.548580.
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Ball, Annahita Rene. "Educator Readiness to Adopt School Mental Health Approaches." The Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=osu1218384819.
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Green, Susan Elizabeth. "Mental health policy implementation : a case study." Thesis, University of Birmingham, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.368414.
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Millings, Monk Evelyn L. "Student mental health : a study of the relationship between stressors and the mental health of students." Thesis, Glasgow Caledonian University, 1996. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.243535.
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In this country little research has been undertaken into the vast array of difficulties faced by students and the stressors that contribute to them, particularly in the professions allied to medicine. A pilot study of 40 students revealed that the major difficulty was completion of coursework and the emotional state of students gave cause for concern too. Finance was also a recurring problem. In the main study, 210 students were given a Problem Questionnaire, the General Health Questionnaire 30 and the Glasgow Symptom Checklist. Emotional lability was a significant finding. This was often accompanied by self-destructive thoughts. Anxiety appeared to be a prime manifestation of unresolved stress. A considerable number of students found the burden of coursework more difficult than anticipated which led to serious consideration of dropping out. Financial suffering was evident, confirming earlier findings. Highly stressed students had closer affiliation to the psychiatric than the normal population. 45 students from the main study were able and willing to continue with the research. An unexpected discovery was that many of these students suffered deeply but the severity of psychological manifestations had little bearing on the final academic results. Of the 45, indepth case studies of sixteen Honours degree students were carried out to illustrate the degree of stress among students, identify particular stressors and look at the outcomes. Personality and coping mechanisms' questionnaires were administered together with the health and problem questionnaires. Findings showed a similar pattern to the sample of 45. Coping resources on their own did not supply a satisfactory answer. A more pertinent explanation appears to lie in a theory of activation incorporating the ascending reticular activating system. This was allied to motivational concepts and closely related to Eysenck's personality dimensions. Conclusions are that students need more specialised and prolonged help for their psychological difficulties.
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Liyanage, Lakshika Sajeevanie. "Social Work in community mental health teams : an ethnographic study with two community mental health teams." Thesis, Durham University, 2012. http://etheses.dur.ac.uk/3512/.
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Within the Community Mental Health Teams (CMHTs) in UK, Approved Mental Health Practitioners (AMHPs) and Mental Health Social Workers (MHSWs) from Local Authority Social Services Department (LASSD) work alongside other mental health professionals from health service backgrounds, promoting a multi-disciplinary model of working. However little is known about the impact of this model on these professionals. This research endeavoured to understand mental health social work interventions in multidisciplinary CMHTs in respect of: 1.The practice of general mental health social work 2.The impact of 2007 MHA on social work practice. 3.Mental Health Act assessments (statutory role) 4.Contributions to interdisciplinary mental health teams 5.Barriers and difficulties in integrated working An ethnographic approach in two CMHTs was employed in drawing upon secondary data, observations and interviews with AMHPs, MHSWs, other mental health professionals and service users, facilitating a rich understanding of the social work role from different perspectives. Bronfenbrenner’s (1977) ‘Ecology of Human Development Theory’ provided the conceptual and theoretical framework for the study, by identifying the different systems social work professionals interact in their practice. The findings reveal tensions in the microsystem (CMHT) on role definition, losing professional identity, difficulties in care coordination and stigma and status of social work professionals. Tensions in the exosystem include: poor collaboration between LASSD and the Mental Health Trust, fragmented relationships between AMHPs/MHSWs and LASSD, difficulties in working in specialist teams and the medical dominance in CMHTs. Findings on the macrosystem reveal impact of policies and legislation on social work professionals’ roles. I intend that these results will contribute significantly to the development and profile of MHSWs and AMHPs, as a professional group, and in turn will improve and develop the quality of social work support within mental health services. This subsequently will improve outcomes for service users, carers and communities.
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Harley, Judith Ann. "Mental Health Consumers' Perspectives on Traditional Mental Health Services Versus Peer-Run Services: A Qualitative Study." Ashland University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1352125523.
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Conklin, Hokulea D. "Perceived Racism and Mental Health: A Meta-Analytic Review." BYU ScholarsArchive, 2011. https://scholarsarchive.byu.edu/etd/3035.
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The present study provides a synthesis of extant research examining the association between perceived racism and mental health. The aims of this study were to identify the overall magnitude of this association and to elaborate on the possible influence of participant characteristics (acculturation level, age, gender, race, education, and socioeconomic status) and study characteristics (year of data collection, geographic region of the study, and research design) in moderating this association. A total of 130 studies were included in the final analysis. The omnibus effect size for this meta-analysis was r = -.188 (p < .001), which indicates that higher instances of perceived racism were associated with lower levels of mental health. The overall magnitude of this association suggests a moderately small relationship between these two constructs. None of the participant characteristics moderated the results. However, studies conducted in more recent years appeared to be associated with effect sizes of greater negative magnitude than studies conducted in previous years. The implications of these findings for multicultural psychology are discussed and suggestions regarding future research in this area are presented.
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Bögels, Susan Maria. "Teaching and assessing diagnostic interviewing skills an application to the mental health field /." Maastricht : Maastricht : Universitaire Pers Maastricht ; University Library, Maastricht University [Host], 1994. http://arno.unimaas.nl/show.cgi?fid=6844.
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McAllister, Margaret. "Enriching values : an educational criticism approach role of assessment in teaching mental health." Thesis, Queensland University of Technology, 1997.
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This study focused on exploring student assessment approaches utilised by various teachers of mental health. Classrooms of three (3) teachers were selected to become
the subject of case studies that were described and analysed using an educational criticism method. The following evolved as major research questions:
What are the teacher's assessment values?
What effect does assessment have on enriching the learning process?
A qualitative approach was considered appropriate to address these questions because the nature of the enquiry was understanding rather than proof. Methods of
inquiry used for the study were
a) observation,
b) interviews with teachers and their
students, and
c) educational criticism as a medium for describing, analysing and presenting findings.
The case studies, each focussing in some way on mental health, produced rich descriptions of particular situations and prompted detailed analytical criticism from the researcher. Different themes about assessment of students in
psychiatric/mental health courses were uncovered and included:
• When assessment is reframed to mean pedagogy, instead of the more familiar notion as technique, it becomes part of teaching rather than an addition to it. In this way, the role of the teacher in promoting learning is enhanced and revalued. In relation to assessment, a teacher needs to have
technical expertise but more important are the creative ways a teacher invites students to think about and share approaches to assessment and practise the particular learning being assessed.
• Students who are learning the knowledge and practice of a discipline need guidance and support from their teachers. Furthermore, teachers have a commitment to the profession and to the community to graduate safe, effective practitioners. Therefore, assessment performs a dual role: in guiding and in judging.
Teachers are pressed with a fundamental tension between a desire to do justice to the content of a curriculum and to provide activities and pace that make it possible for students to engage with the subject matter, feel compassion for the people with whom they aim to work and develop
commitment to the profession. Some teachers recognise the inequalities that exist between teachers and students, and take effective action to reduce these inequalities without
surrendering the teacher's responsibility to assess students.
Some students prefer a passive role within the classroom but teachers can help overcome this resistance to active participation by easing students into the new role, by modelling approaches to learning and assessment, and by
providing regular, consistent, constructive formative assessment throughout the everyday classroom experience.
These themes were subsequently distilled into metaphors of teaching that reclaim the craft of teaching and assessment, remind teachers of the holistic role assessment can play within the classroom and may be used to guide future teacher action. These metaphors were teaching as a dance, a choir, and a journey. Woven into all of these images, is an understanding of assessment that appreciates assessment as a way of judging student progress: as a well performed dance and choir, or a successful journey. In order to diagnose specific areas in need of improvement, each these
events may be reduced to their component parts. Students may be assisted to achieve proficiency in component parts by listening to teacher's feedback.
However, a dance, choir, or journey can never be understood completely by examining one of their parts. So too, one cannot assess mastery of the subject matter simply by adding the sum of each assessment part. Mastery is decided when the dancer completes the dance, the singer performs in the choir, and the journey is complete. Metaphors such as these offer teachers insight into concepts like assessment by illuminating complexities and suggesting improved approaches to education.
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Griner, Derek. "Culturally Adapted Mental Health Treatments: A Meta-Analysis." BYU ScholarsArchive, 2007. https://scholarsarchive.byu.edu/etd/838.
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In recent years psychologists have increased awareness and concern regarding the quality of mental health services provided to people of color. For several reasons clients of color often find traditional mental health services foreign or unhelpful. To help diminish obstacles faced by clients of color, several authors have advocated traditional mental health treatments be modified to better match clients' cultural contexts. Researchers have also begun investigating outcomes associated with culturally modified mental health treatments, often contrasting them with traditional mental health services. Recently numerous studies containing empirical data have been published. To date there has been no attempt to review this rapidly growing body of literature. Due to the sheer number of studies analyzing the efficacy of culturally modified treatment, the literature has become large and unwieldy. The present study used meta-analytic methodology to gather and organize quantitative data obtained from such studies. Across 80 studies that met criteria to be included in this meta-analysis, the resulting random effects weighted average effect size was d = .44, indicating a moderately strong benefit of culturally adapted treatments relative to traditional treatments. To further examine whether the association of treatment outcome and culturally modified treatments varied as a function of various sociodemographic variables, a series of categorical (and where appropriate, continuous) moderator analyses were conducted. Moderation effects were ascertained only for participant age and for Hispanic populations, with studies consisting of participants of higher chronological age and higher percentages of Hispanic participants having effect sizes of greater magnitude than studies with participants of younger ages or with few Hispanic participants. These results may indirectly provide evidence for the importance of client acculturation, given that older populations tend to be less acculturated (and therefore more in need of cultural modifications) than younger populations and that Hispanic populations are more likely to speak Spanish, necessitating adaptation of therapy to be conducted in their native language. Other variables, such as participant gender, did not moderate the results. Overall, the findings provide evidence for the benefit of modifying psychotherapy to match the cultural context of the client. Recommendations for future research on the topic are provided.
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Kwok, Kun-chung. "An exploratory study of the Mental Health Review Tribunal in Hong Kong /." [Hong Kong : University of Hong Kong], 1993. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13744501.
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Smith, G. M. "Overriding the choices of mental health service users : a study examining the acute mental health nurse's perspective." Thesis, Liverpool John Moores University, 2018. http://researchonline.ljmu.ac.uk/8976/.
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This study explores the mental health nurse’s experience of ethical reasoning while overriding the choices of mental health service users within an acute mental health context. When working with service users in acute mental distress a mental health nurse’s clinical decisions will have a controlling element, which can lead to the service user’s freedoms being restricted. This power to restrict freedoms also known as coercion can be explicit, it follows the rule of law, and implicit; ways of controlling that are ‘hidden’. The ethical use of this power requires the nurse to be an effective ethical reasoner who understands both the explicit and implicit nature of this power. Coercive power, which is explicit, has been thoroughly explored; however, there is limited work exploring the use of this power within an ethical context and as a ‘real-time’ practice issue. In addition, there is little work exploring implicit power as a practice issue or as an ethical issue. To examine this knowledge gap this study adopts an interpretative phenomenological analysis (IPA) approach to engender an understanding of the mental health nurse’s personal meaning and experience of using both explicit and implicit coercive power. This approach affords the researcher the opportunity to tease out the personal ‘ethical’ meaning of the participants’ experiences by facilitating an in-depth and sensitive dialogue, which focuses on stimulating conscious ethical reflection. IPA is an idiographic mode of inquiry where sample purposiveness and analytical depth is more important than sample size. On this basis, six qualified mental health nurses were recruited who have used coercive strategies while nursing service users in acute mental distress. The semi-structured interviews were thematically and interpretively analysed, the five superordinate themes that were generated are; the nurse as a practitioner, their values, their practice, their use of coercion, and their ethics. In addition, the results of the study highlighted that coercive strategies are a key part of a mental health nurse’s daily practice both explicitly and implicitly. These strategies can be beneficent; however, this is dependent on the ethical reasoning ability of the nurse and the professional support they receive in practice. Being an effective ethical reasoner requires the nurse to acquire ‘good habits’, a basis for enabling the nurse to work through an ethical challenge in ‘quick time’. Furthermore, to enhance these good habits they also need to have an ‘ethical imagination’. Considering these points, this study recommends mental health nurses when using coercive power use a multi-faceted ethical reasoning approach. This approach should aim to create good ethical habits through continually rehearsing good responses to common practice issues. In addition, this approach should not neglect the need for the nurse to use their ethical imagination and to feel for an ethical solution where required. As a future area for research, this study recognises the skilled use of ethical imagination in the field of mental health nursing requires further exploration.
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Taggart, Susanna E. "Mental health and celebrities: a discourse analytic study." Thesis, University of Surrey, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.582752.
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Stigma about mental health is often cited as a major reason why those who would benefit from treatment for mental health disorders do not seek help. It is suggested that potential consumers deny themselves treatment in order to avoid the resulting public discrimination and self- stigmatisation. However, the empirical evidence to support this theory is mixed. The purpose of this review is to evaluate the research on either side of the debate. Although some evidence for an association between attitudes, intentions and behaviour towards care seeking exists it is not conclusive. Typically, correlational studies are used so causation cannot be established. In addition, much research is limited by the sampling of non-clinical populations. The lack of established scales and universally accepted concepts of stigma reduce the amount to which studies are comparable. Thus, the research considered does not provide conclusive evidence that stigma negatively affects treatment seeking. However, further research is needed to investigate the mediating effects of different factors affecting care seeking and this may further our understanding of the role of stigma in treatment seeking.
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Purewal, Ranju. "Mental ill health in adult refugees : A literature study." Thesis, Uppsala universitet, Institutionen för folkhälso- och vårdvetenskap, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-348464.
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Background: Today, there are over 65 million refugees exist worldwide and arrival of the refugees has increased rapidly in Sweden as well. Refugees and asylum seekers may be more susceptible to mental disorders because of the traumatic events they encounter prior to immigration and adverse circumstances in the new country. Aim: A literature study was aimed at exploring different kind of mental ill health among immigrant refugees and the factors that affect their psychological ill health. Further aim of this study was also to find association between mental disorders observed in refugees and the factors responsible for them. Method: Systematic literature study has chosen to provide an overall summary of the existing researches within the subject. A systematic search for relevant literature in PubMed and CINAHL was performed and it was limited to original research articles published between 1st January 2008 and 31st December 2017. Data was extracted from 11 scientific quantitative articles. All the articles were reviewed for quality according to Forsberg & Wengström’s review template. Results: Depression, post-traumatic stress disorder (PTSD), anxiety and somatization are common diagnoses among refugees. Many refugees experienced traumatic events in their home country and during escape. Unfavorable conditions like violence, murder, lack of food, shelter and money affect their mental health negatively. Landing in new country can be expressed in joy, but it did not stay for a long time with upcoming resettlement difficulties such as communication problems, discrimination, unemployment, separation from family and culture. Conclusion: Depression and PTSD were most common among refugees. Unemployment and language difficulties were the main reasons for their miserable mental health. There was an association between mental disorders and the factors like trauma in the home country and on the way to new destination as well as adoption difficulties in a new country.
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Johnson, Amy. "Criminogenic Needs and Mental Illness| A Qualitative Study of Correctional Mental Health Clinicians' Views." Thesis, California State University, Long Beach, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10751217.
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The purpose of this qualitative study was to explore correctional mental health clinicians’ views of the role mental illness plays in offending behavior, barriers to effective treatment and receptiveness to criminogenic interventions. The sample consisted of 15 mental health clinicians working in an urban jail. The consensus among participants that was untreated mental illness is a vulnerability factor leading to criminal risk factors. As such, limited support was found for the criminalization hypothesis. There was general endorsement of implementing criminogenic interventions to target criminal risk factors. Barriers to effective treatment largely pertained to lack of collaboration with the sheriff’s department and environmental constraints. There was a perceived need for increased community services for continuity of care of inmates following release. The results suggest that social workers should advocate for an integrated treatment approach to target criminal risk factors in addition to mental health needs.
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彭蓓欣 and Pui-yan Helen Pang. "An exploratory study of mental health services in Guangzhou." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1991. http://hub.hku.hk/bib/B31249048.
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Walsh, Audra St John. "Interdisciplinary Collaboration for Youth Mental Health: A National Study." Scholar Commons, 2013. http://scholarcommons.usf.edu/etd/4605.
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Collaboration between school- and community-based mental health professionals has the potential to result in early identification of and intervention for youth with mental health problems; however, the limited research in this area suggests that collaboration does not often occur between these professionals (Walsh, 2011). The purpose of this investigation was to collect survey data from a national sample of school psychologists in order to examine the collaborative practices of school psychologists and community-based mental health professionals on behalf of youth with mental health problems. Survey data from 327 members of 11 professional state organizations of school psychology were collected and analyzed. Data indicate that all respondents communicated and 77% collaborated with community-based mental health professionals at least once during the 2011-2012 school year. The primary purpose of this communication was to obtain or provide information to community-based professionals. Respondents communicated and collaborated most commonly with community-based counselors and therapists and least commonly with neurologists. Barriers to collaboration included a lack of time, inaccessible community-based professionals, and obtaining parent consent to collaborate. Significant relationships were found in communication and collaboration frequencies and number of professional development hours received related to mental health, as well as between collaboration frequency and the primary professional role of the school psychologist. Significant relationships were not found between communication or collaboration frequencies related to the highest degree earned or the years experience of the school psychologist, the socio-economic status of the student population, the number of students served, or the number of schools served by the school psychologist. Furthermore, significant results were not obtained for predicting collaboration frequency by the percentage of students with internalizing or externalizing problems. Implications of these findings are discussed in relation to strategies and policy recommendations for professional organizations and supervisors of school- and community-based mental health professionals to foster systems-level interdisciplinary collaboration for the promotion of mental health and wellness in youth.
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Onyett, Stephen Ronald. "An exploratory study of English community mental health teams." Thesis, University of Liverpool, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.366247.
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Sallah, David K. "A study of outcomes measures in forensic mental health." Thesis, Aston University, 1999. http://publications.aston.ac.uk/10724/.
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Outcomes measures, which is the measurement of effectiveness of interventions and services has been propelled onto the health service agenda since the introduction of the internal market in the 1990s. It arose as a result of the escalating cost of inpatient care, the need to identify what interventions work and in what situations, and the desire for effective information by service users enabled by the consumerist agenda introduced by Working for Patients white paper. The research reported in this thesis is an assessment of the readiness of the forensic mental health service to measure outcomes of interventions. The research examines the type, prevalence and scope of use of outcomes measures, and further seeks a consensus of views of key stakeholders on the priority areas for future development. It discusses the theoretical basis for defining health and advocates the argument that the present focus on measuring effectiveness of care is misdirected without the input of users, particularly patients in their care, drawing together the views of the many stakeholders who have an interest in the provision of care in the service. The research further draws on the theory of structuration to demonstrate the degree to which a duality of action, which is necessary for the development, and use of outcomes measures is in place within the service. Consequently, it highlights some of the hurdles that need to be surmounted before effective measurement of health gain can be developed in the field of study. It concludes by advancing the view that outcomes research can enable practitioners to better understand the relationship between the illness of the patient and the efficacy of treatment. This understanding it is argued would contribute to improving dialogue between the health care practitioner and the patient.
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Pang, Pui-yan Helen. "An exploratory study of mental health services in Guangzhou /." [Hong Kong : University of Hong Kong], 1991. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13117105.
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Morant, Nicola Jill. "Social representations of mental illness : a study of British and French mental health professionals." Thesis, London School of Economics and Political Science (University of London), 1997. http://etheses.lse.ac.uk/2474/.
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Based on the theory of social representations, the thesis explores how mental health professionals understand mental illness. The principle data source for this investigation is semi-structured interviews conducted with sixty mental health professionals in Britain and France, two countries currently moving towards community-based care for the mentally ill. Systematic qualitative analysis of these interviews (using QSR-NUDIST) is both grounded in the data and guided by previous research findings, theoretical considerations, and other data sources (policy documents and observations). Research explores how the nature, causes and treatment of mental ill health are represented by professionals, and provides an empirical test of the concept of 'professional social representations'. These are conceived as professional practitioners' representations of the object of their work, which consist of five inter-related elements: practice, theory, professional identities, organisational factors and lay representations. Analysis highlights how, despite their 'expert' status, mental health professionals adopt an agnostic stance and their representations are fraught with uncertainty, questioning and debate. Mental illness is understood as a polymorphous category, broadly divided into 'neuroses' and 'psychoses' and understood in essentially social terms. Thus, various forms of difference, distress and disruption are central themes. Professional practice is conceptualised as a social rather than medical endeavour, which involves eclectic interventions in many aspects of clients' daily lives. The dominant role in France of psychodynamic theories and practices is the only major difference between professionals in France and Britain. With contemporary shifts towards community-based care, practitioners experience added uncertainties and difficulties in renegotiating professional working relationships. The findings suggest that professional social representations serve important compromise functions, helping the practitioner community to reconcile the tensions and conflicting agendas of mental health work, and reflecting the unique role of professionals in the development and circulation of social knowledge. This research extends the scope of application and the conceptualisation of the theory of social representations.
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Hanafiah, Ainul Nadhirah. "Multi-stakeholder study of the Malaysian mental health policy implementation within urban populations." Thesis, University of Cambridge, 2019. https://www.repository.cam.ac.uk/handle/1810/286591.
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Global studies investigating scaling-up of mental health services have highlighted mental health policy development and implementation as a priority area, especially in low- and middle-income countries. This research aimed to investigate Malaysia's National Mental Health Policy (NMHP) development and implementation and explore the barriers and facilitators to mental health care from multi-stakeholder point of view. This study, consisting of two main parts, adopted the situation analysis model from the Global Mental Health Lancet 2011 Series. Part One details the current mental health plans and development of the NMHP with data obtained via semi-structured interview, consultation observation, and government documents analysis. Part Two investigates key stakeholder perceptions and/or experiences gained through semi-structured interviews with 54 participants across five main stakeholder groups: policymakers, service providers, NGOs, service users, and caregivers. These were analysed using content analysis and the Framework Method respectively. Six categories of types of mental health plans emerged: (1) 'action plans', (2) 'education and training', (3) 'operational', (4) 'community psychiatry', (5) 'promotion', and (6) 'NGO'. Further, stakeholders identified seven key areas in relation to mental health care: (1) 'barriers to mental health care', (2) 'suggestions for improvement', (3) 'awareness and knowledge on mental health', (4) 'facilitators to mental health care', (5) 'impact of mental illness', (6) 'duty of care', and (7) 'cultural spiritual or ethnic influence'. Findings indicate the extent to which the NMHP objectives and goals were achieved between 2009 and 2016. Issues around attitude, resources, and awareness are most pressing to address. Facilitating factors, as well as suggestions for improvements, were uncovered too. Further important considerations in providing care in Malaysia revolve around raising awareness and knowledge, cultural appropriateness, and the roles of family, friends and even NGOs. This study concludes with proposed needs- and asset-based recommendations for future national mental health policy development.
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Jackson, Kendra L. "A Qualitative Study Understanding the Perceptions of Black Pentecostal Pastors towards Mental Health and Collaborating with Mental Health Counselors." Ohio University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1490737370233102.
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Ferreira, Carlos Renato Pinto. "O jogo teatral no ensino de saúde mental." Universidade de São Paulo, 2011. http://www.teses.usp.br/teses/disponiveis/22/22131/tde-19012012-104218/.
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A presente pesquisa tem como objetivo descrever e analisar a experiência do uso de jogos teatrais, segundo o Fichário de Viola Spolin, no ensino de saúde mental através dos relatos de estudantes de licenciatura e bacharelado em enfermagem da EERP - USP, os quais cursaram a disciplina de Cuidado Integral em Saúde Mental II, no ano de 2010. As atividades desenvolvidas foram realizadas e descritas a partir de vivências individuais e coletivas em dois momentos: 1º. - Aplicação de jogos pra despertar a percepção individual através de exercícios de sensibilização; 2º. - Aplicação de jogos de interação para despertar processos de inter-relacionamento. O estudo foi norteado por uma abordagem qualitativa. A coleta dos dados foi realizada durante as atividades da disciplina através de um questionário semi-estruturado baseado nas fichas do Fichário, além do registro de observadores não-participantes. Foram construídas tabelas segundo as palavraschaves dos participantes, categorizadas e descritas para levantamento analítico. A análise da experiência articula o conhecimento teatral, saúde mental e o ensino para a formação do profissional enfermeiro. Os relatos foram analisados a partir dos sentidos das palavras, com a utilização de suporte teórico para embasar os conteúdos das mesmas. Os relatos dos participantes permitiram vislumbrar a potencialidade da intervenção dos jogos como complemento da formação do profissional, considerando o enfermeiro como um ser humano constituído por características físicas, psíquicas e sociais assim como os clientes aos quais presta seu cuidado. A prática da sensibilização individual e coletiva através dos jogos pode ajudar o aluno a se colocar no lugar do próprio corpo e na relação com o outro, estando atento a cada situação vivenciada no aqui-agora.The present study aims to describe and analyze the experience of the use of theater games, according to the Viola Spolin Binder, in mental health education through the accounts of students and bachelor degree in nursing from EERP - USP, who attended the course Comprehensive Care in Mental Health II, in 2010. The activities were carried out and described from individual and collective experiences in two stages: 1. - Application of games to awaken the individual perception through awareness exercises, 2. - Application of interaction games in order to promote processes of interrelationship. The study was guided by a qualitative approach. Data collection was performed during the activities of the discipline through a semistructured questionnaire based on the binder sheets, and reports of non-participating observers. Tables were constructed according to the keywords of the participants, categorized and described for analytical survey. The analysis of the experience combines the theatrical knowledge, mental health and education for the training of the nurse professional. The reports were analyzed from the meanings of words, with the use of theoretical support to ground the contents thereof. The accounts of the participants provided valuable insights into the potential of the intervention of the games as a supplement to professional training, considering the nurse as a human being consisting of physical, psychological and social as well as customers which provides their care. The practice of individual and collective awareness through play can help the student to put himself in his own body and in relationship with others, being aware of each situation experienced in the here and now.
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Melrose, Sherri. "An exploration of students' personal constructs, implications for clinical teaching in psychiatric mental health nursing." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape17/PQDD_0024/NQ31052.pdf.
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Koltz, Rebecca. "A qualitative study of mental health counseling interns as they transition from students to professionals." Menomonie, WI : University of Wisconsin--Stout, 2006. http://www.uwstout.edu/lib/thesis/2006/2006koltzr.pdf.
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Woodbridge-Dodd, Kim. "A discursive study of how mental health social workers constructed their professional selves within the context of National Health Service mental health services." Thesis, University of Northampton, 2017. http://nectar.northampton.ac.uk/9721/.
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Since the 1990s there have been continued drives in England to integrate National Health Services and Local Authorities’ social care within a single mental health service, with the aim of bringing about improvements in health and social care (Local Government Association et al., 2016). This is underpinned by the belief that through bringing the different professional health (such as psychiatrists and mental health nurses) and social care disciplines together, people in need will have a single point of access to a range of skills and knowledge, that no one system could deliver alone (Cooper, 2017). However, the very unique professional approaches that have been stated as the reason to place social workers in NHS Mental Health Services have been the ones that mental health social workers have struggled to hold onto in this setting (Allen et al., 2016). This is a thesis of how mental health social workers constructed a professional self within the context of the NHS mental health services. I used a Foucauldian approach and the notion that professional identity is a socially constructed sense of self, produced from discourses, subject positions and a process of subjectification. Twelve social workers were interviewed; seven mental health social workers and five social workers who held positions as managers or educationalists. I asked social workers questions about their professional identity, their answers provided a rich source of ‘talk’ that I could analyse using Parker’s steps to discourse analysis. The findings discuss the nature of social work as a profession, generic and specialist social work, and suggests a typology of subject positions drawn from the mental health social workers’ discourses. These findings provide a useful resource to support critical social work practice, both as an example of how Foucauldian theory and concepts can be a rich toolbox for understanding practice in complex settings, and through the use of the typology of subject positions as a source to prompt self-reflection for mental health social workers’ practice.
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Hill, Jennifer Marie Westefeld John S. "The experiences of mental health professionals providing services to persons who are dying a phenomenological study /." Iowa City : University of Iowa, 2009. http://ir.uiowa.edu/etd/378.
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timilsina, kailash. "Mental health, life periods and physical health correlates, a study of American society." Miami University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=miami1381410887.
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Génier, Tanya Sylvie. "Experiences of Adolescents Receiving Mental Health Services: A Study of the Benefits, Limitations and Recommendations." Thesis, Laurentian University of Sudbury, 2013. https://zone.biblio.laurentian.ca/dspace/handle/10219/2062.
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This study focused on youths’ experience of receiving school-based mental health services and community-based mental health services. This qualitative study utilized a sample of eight girls and boys, ages 15-17 years old, who attended school within the district of Timmins. Data was collected using individual interviews and analyzed using thematic analysis. Results of the study revealed benefits to services, limitations to services, and some recommendations for changes to services. This research helped to explain what the participants, who have had experiences with mental health services, thought about the services they have had; it also provided some recommendations the participants made for changes to the mental health services based on their experiences. The conclusion of this study involved a connection between this study and social work practice, and offered suggestions for future research in the field of children’s mental health services.
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Connell, Mong L. "A study of the cultural appropriateness of service delivery models in the Australian mental health system." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2002. https://ro.ecu.edu.au/theses/714.
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This study is an attempt to examine the cultural appropriateness of the mental health system in relation to the Vietnamese refugee community in Australia. Culture and mental health, as widely acknowledged in the field of transcultural psychiatry, are closely linked. No aspect of the diagnosis or treatment methods can be justified without reference to the cultural traditions of the mental health system and the client. In a country like Australia, where multiculturalism is a dominant feature of the society, the need is even greater in incorporating culture into every aspect of the mental health system, if it desires to provide a culturally appropriate service to all immigrant groups. Every immigrant group brings with them different cultural values and attitudes. Included in these are viewpoints about mental health/illness that can diverge distinctly from those belonging to the more prevalent Anglo-Saxon cultural norms. How the illness is perceived as to its cause, treatment to healing are different in most cultures. According to the Australian Bureau of Statistics (1996), Vietnamese immigrants form one of the largest displaced people ever to be accepted into Australia as refugees. Their history of escape from the communist regime in Vietnam have sparked worldwide concerns about the state of their mental health. Their journey of escape is not without torture and trauma. Once settled into a country like Australia, they face many settlement obstacles. The cultural and social adjustments that they have to undergo have made them one of the most vulnerable and disadvantaged immigrant groups in Australia. Faced with such a group that have a high predisposition to mental stress and anxiety, the question lies in whether the Australian mental health system is sufficiently informed and prepared to provide a service which has relevance and meaning to these people. I argue that the system has not adequately provided a service to such a purpose. Although much progress and research has been done, it still operates very much within a Western philosophy. Its traditions, values and attitudes reflect a worldview that make little cultural sense to these people. Its racist assumptions and attitudes which promote cultural superiority of the West has resulted in a system labelled as culturally inefficient. Racism has been socially constructed and entrenched within the system for many years and it's origins are lost in the history of Western culture. Its mental health system is essentially monocultural. Culturally inappropriate diagnostic and treatment programmes and a shortage of professionals with the necessary linguistic, cultural and clinical competencies are just some of the deficiencies that exist within the system. Many training programmes have failed to evoke practitioners into questioning the effectiveness and cultural appropriateness of these fundamental structures supporting existing models of service delivery. This study is done through a discussion of the history of racism, certain important concepts, for example, culture and mental health/illness and the social, historical and political experience of the Vietnamese. The rest of the research focuses on certain specific barriers of accessibility and concludes with how these barriers can be addressed. In doing so, it advocates for a totally non-racist approach from an international to a personal level of service. Only through this approach can the mental health system claim to provide a service that is culturally sensitive and meaningful.
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Huermann, Rosalia Rodriguez. "Dreamwork with Children: Perceptions and Practice of School-Based Mental Health Professionals." BYU ScholarsArchive, 2007. https://scholarsarchive.byu.edu/etd/1237.
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Forty nine public school mental health practitioners (i.e., school counselors, school psychologists, and school social workers) completed a survey about working with dreams when counseling students. Most practitioners in this sample reported having at least one student bring up dreams during counseling and spent some time in counseling working with students' dreams. Practitioners addressed dreams more frequently in situations where the student was having troubling dreams or nightmares, and/or was dealing with death and grief. They also acknowledged working with dreams with students who were diagnosed with Post Traumatic Stress Disorder, were emotionally disturbed, suffered from recurrent dreams, were depressed, and had learning disabilities. This study shows that practitioners were less likely to talk about dreams with students who had adjustment disorders, psychosis, were oppositional or ill, struggled with substance abuse problems, or had eating disorders. Furthermore, most practitioners indicated receiving no training and did not feel competent to work with children's dreams. However, most surveyed practitioners were interested in learning more about dreams in general.
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Lonergan, Michelle. "Memory reconsolidation blockade for treating substance dependence: a feasibility study." Thesis, McGill University, 2014. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=123311.
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Background: According to the pathological memory model of addiction, conditioned drug-related memories formed during repeated drug using episodes underlie craving and the long-term propensity for addicted individuals to relapse, posing a formidable barrier to sustained recovery. However, reconsolidation theory suggests that the act of retrieval transiently destabilizes previously consolidate memories, during which time they can be pharmacologically manipulated prior to re-stabilizing back to long-term storage. Previous literature has revealed that the noradrenergic beta-blocker propranolol can reduce drug-seeking behaviour in rodents and craving in humans when administered in conjunction with the retrieval of drug-related memories. Reducing the strength of drug-related memories, and subsequent craving and relapse, would open the door to a novel treatment for addiction. Objective: In a feasibility study, we examined whether a memory reconsolidation blockade protocol previously designed by our laboratory for treating posttraumatic stress disorder can be successfully modified and implemented in a sample of treatment-seeking individuals with substance dependence. We further explored preliminary treatment effects. Methods: Eligible participants (18-65 years old) were randomized to receive six treatments of memory reconsolidation blockade under propranolol or placebo, or to a treatment as usual only control condition. Memory reactivation was achieved by having participants read aloud to the investigator a personal drug-using narrative. One-week and 4-month post-treatment assessments were also performed. Feasibility outcome measures included evaluating recruitment and retention rates, the eligibility criteria, and protocol adherence. Secondary feasibility outcomes examined preliminary treatment effects, as measured by difference scores on self-report craving severity between the baseline and post-treatment assessments, and rates of relapse. Data Analysis: Feasibility outcomes are reported descriptively. Fisher's exact tests for categorical and independent t-tests for continuous baseline demographic and clinical variables were used to examine variables related to study dropout. For analysis of treatment effects, missing data was imputed using multiple imputation procedures, and independent t-tests were used to examine between-group differences on craving change between the baseline and post-treatment assessments. Relapse during the trial was dichotomized and compared between treatment groups. All tests were two-tailed with alpha set at .05. Results: Although retention rates were comparable to what's currently observed in addiction treatment programs, recruitment remained difficult. However, the eligibility criteria were considered appropriate, and participants and research staff generally adhered to the protocol. Results from preliminary analyses of treatment effects revealed no significant between-group differences on change in subjective craving or relapse during the trial, despite propranolol treated participants tending to demonstrate slightly greater improvement. Conclusion: Despite finding no significant between-group differences, larger-scaled multi-center trials of disrupting memory reconsolidation to treat substance dependence using the described protocol are warranted, provided several procedural changes are implemented. The authors discuss ways to address potential methodological pitfalls in future studies.Selon le modèle de la mémoire pathologique de la toxicomanie, les souvenirs liés à la drogue sous-tendent le désir de consommation et la tendance à long terme de rechute, posant un obstacle considérable au rétablissement. La théorie de la reconsolidation soutient que la récupération d'un souvenir préalablement consolidé le rend de nouveau labile et vulnérable aux interférences pharmacologiques. La littérature précédente a démontré que le bétabloquant noradrénergique propranolol peut atténuer les conduites toxicophiles chez les animaux et le désire de consommer chez l'humain lorsqu'il est administré parallèlement à la réactivation du souvenir. Cette procédure est appelée le blocage de la reconsolidation mnésique. Si le blocage de la reconsolidation mnésique peut réduire le désir de consommer et la rechute chez les toxicomanes, cela constituerais une nouvelle possibilité thérapeutique. Objectif : Dans une étude de faisabilité, nous avons examiné si un protocole de blocage de reconsolidation mnésique, antérieurement conçu par notre laboratoire pour le traitement du trouble de stress post-traumatique, peut être modifié et appliqué avec succès dans une population de toxicomanes suivant un programme de traitement thérapeutique. Nous avons également exploré les effets préliminaires du traitement. Méthodes : Les participants admissibles (âgés de 18 à 65 ans) ont été randomisés selon trois conditions : le traitement habituel seulement ou six traitements de blocage de la reconsolidation mnésique soit sous le propranolol ou un placebo. La réactivation des souvenirs a été réalisée en demandant aux participants de lire à haute voix, un récit personnel détaillant leur cycle de consommation de drogues. Le suivi post-traitement s'est fait une semaine et 4 mois suivant la dernière session de traitement. Les mesures de faisabilité incluaient le taux de recrutement, ainsi que l'évaluation des critères d'admissibilité et l'adhésion au protocole. L'effet du traitement a été mesuré par des questionnaires auto-administrés évaluant le désir de consommer, et le taux de rechute. Analyse de données : Les résultats de faisabilité sont présentés de façon descriptive. Des tests de Fisher pour les variables catégorielles, et des tests-t indépendant pour les variables continues, ont été utilisés pour examiner si certaines variables démographiques et cliniques de base sont associées à l'abandon de l'étude. Pour l'analyse des effets du traitement, les données manquantes ont été imputées à l'aide de procédures d'imputation multiple, et un test-t indépendant a été utilisé pour comparer les groupes propranolol et placebo sur le changement du désir de consommation entre les scores obtenus au pré-test et au post-test. La rechute pendant l'étude a été dichotomisée et comparée entre le groupe propranolol et placebo. Tous les tests étaient bicodaux avec un seuil de significativité fixé à p < .05. Résultats : Bien que le taux de rétention obtenu dans cette étude soit comparable à ce qui est actuellement observé dans les programmes de traitement de la toxicomanie, le recrutement a été difficile. Cependant, les critères d'éligibilité ont été jugés appropriés, et les participants et le personnel de recherche ont généralement adhéré au protocole. Les résultats de l'analyse préliminaire des effets du traitement n'ont révélé aucune différence significative entre les deux groupes expérimentaux sur le changement du désir subjective, ni sur le taux de rechute. Malgré ceci, les participants traités avec le propranolol ont montré un peu plus d'amélioration sur le désir que le groupe placebo. Conclusion : Des essais cliniques multicentriques à plus grande échelle examinant le blocage de la reconsolidation mnésique pour le traitement de la toxicomanie et utilisant le protocole décrit sont justifiés, à condition que certains changements procéduraux soient mis en œuvre. Les auteurs discutent plusieurs moyens de remédier aux pièges méthodologiques potentiels pour les études futures.
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Rogers, Helen Joy. "Partnership working : a case study of adult mental health services." Thesis, University of Birmingham, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.289711.
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Toh, Jo-Anne. "Polling public opinions : a pilot study in marketing mental health." Thesis, University of British Columbia, 1987. http://hdl.handle.net/2429/26129.
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This paper provides preliminary information on consumer opinions and perceptions on various mental health issues. Recognizing that citizen in-put is an essential marketing tool for responsive and accountable program planning, the Canadian Mental Health Association - B.C. Division, is in the process of acquiring consumer data as part of its information bank. This pilot study has provided a 'dry run' of what is expected for future research projects. Through telephone interviews with 46 Vancouver City telephone subscribers and mail-out questionnaires to 46 community service: personnel, the Canadian Mental Health Association was able to acquire some relevant information to aid in its decision-making process for planning mental health educational programs. The majority of survey respondents, for example, feel that information on coping with stress is the most important to them while information on the more serious, mental disorders, such as schizophrenia, is least important. This has important implications for program planning if the organization is to enlist public support and market its services to a broader clientele. Focusing on promoting mental health and functional competence versus mental illness focused is recommended if the Canadian Mental Health Association hopes to attract normal population groups as its consumers. Furthermore, learning through friendship and familial support is the most desirable, and helping professionals should not place too much emphasis on pamphlets alone as an educational tool. Other implications arising from the consumer data are discussed in this paper. For the most part, the consumer data has served to verify assumptions about what decision-makers already know ... but the research process is able to ground such assumptions into fact ... and this helps to further legitimize and speed up action. This pilot study serves as an initial starting point for the organization in its attempt to incorporate consumer research as part of its overall planning process.Arts, Faculty of
Social Work, School of
Graduate