Current health policies emphasize partnership between professional groups, between agencies and with users, to ensure more integrated health and social care services. However, a number of reasons have been consistently identified as inhibiting interprofessional working. Among the many factors identified are poor communication, conflicting power relations and role confusion, and these present immense challenges to those who wish to offer interprofessional education and training opportunities. East Gloucestershire NHS Trust worked in partnership with the University of Gloucestershire (formerly the Cheltenham and Gloucester College of Higher Education) to overcome these problems and deliver an important postqualifying interprofessional training for those working with people with serious mental illness - the Thorn-based 'Diploma in Integrated Approaches to Serious Mental Illness'. This collaborative initiative represents a good model by which practitioners of all disciplines can be trained to a high standard and meet the requirements of the National Service Framework for Mental Health. This paper describes the initiative and identifies the extent to which the course has, by mirroring the practice it is seeking to generate, 'pulled together' to ensure interprofessional, intersectoral and professional/user collaboration. The key challenges associated with interprofessional working (with people with serious mental illness and with others) and with course implementation and how these were met are discussed and further opportunities are identified.
This study reports the 12 month experience of a hospital-based, multidisciplinary psychogeriatric community team. The patients evaluated were unable to come to the hospital clinics because of a psychiatric and/or physical disability. The group included some patients rarely seen in psychiatric office practice and outpatient facilities, but who posed problems for their families and the community. Some required referral to a clinic, crisis management or emergency hospitalization. Others however, required only minimal intervention. A total of 151 patients (119 females and 32 males) whose average age was 78.2, were seen. Seventy percent were widowed, single, divorced or separated; 43% lived alone. The patients were grouped according to the method of intervention used: psychiatric and social intervention—55%; social and nursing intervention — 28%; no follow-up —11% and; emergency hospitalization — 6%. Seventeen patients were left “untreated”. These patients usually had more adequate family or community support than was initially apparent. They were referred for a crisis which was resolved quickly. An attempt is made to explain our approach, and several case examples are given.
Recent decades witnessed a significant movement in child and adolescent mental health toward the implementation of school-based services (Weist, 1997). Recognizing that schools alone cannot address student emotional and behavioral problems and that many, if not most, youth in need of services fail to access school and community services, many community agencies (e.g., mental health centers and health departments) partnered with schools to improve access to and quality of mental health care for youth (Kutash & Rivera, 1996;Weist, Myers, Hastings, Ghuman, & Han, 1999). We call this collaborative effort to develop a full array of schoolbased, mental health services expanded school mental health (ESMH). Although many local efforts may be less ambitious than those described as ESMH, the lessons of ESMH apply to most school-based, mental health services. Schools usually have their own staff, including school counselors,
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