Psychosis 101: evaluating a training programme for northern and remote youth mental health service providers

Cheng, Chun Hung; deRuiter, Wayne K.; Howlett, Andrew; Hanson, Mark D.; Dewa, Carolyn S.

doi:10.1111/eip.12044

Cited by 5 publications

(7 citation statements)

References 22 publications

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“…Training agencies have begun to provide training remotely for some professionals in NL (e.g., mental health care providers; see Cheng, deRuiter, Howlett, Hanson, & Dewa, 2013). Cheng and colleagues (2013) demonstrated remote online training as an effective method of professional development, providing access to rural special education training and credentials (see also Larwood, 2005).…”

Section: Newfoundland and Labrador Contextmentioning

confidence: 99%

Remote assistive technology training in Newfoundland and Labrador’s rural schools: Is there a need? | Perceptions des enseignants quant au besoin de formation en technologie d’assistance dans les écoles rurales de Terre-Neuve et du Labrador

et al. 2018

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This study examined the perceptions of teachers in rural Newfoundland (NL) about their current ability to support the use of assistive technology (AT) in their classrooms, and identified possible training needs that could be accomplished remotely. Thirty-two educators from rural areas of NL completed an online survey with a mix of closed-and open-ended questions. Five dimensions were explored for this needs assessment including: current beliefs, skills, use, comfort level, and perceptions of AT; identification of specific service needs; learning preferences; available technology; and potential barriers. Results reveal that teachers had positive attitudes about the utility and use of AT in their classrooms, yet were not fully implementing AT with their student's due to a variety of perceived barriers. The study identified a clear need for AT teacher training. Based on the results and the research, literature recommendations are made for teacher training to address the need identified by this study. RésuméCette étude a porté sur les perceptions des enseignants dans les régions rurales de TerreNeuve de leur capacité actuelle d'appuyer l'usage des technologies d'assistance (TA) dans leurs classes et a cerné de possibles besoins de formation que l'on pourrait combler à distance. Trentedeux éducateurs de régions rurales de Terre-Neuve ont rempli un sondage en ligne comprenant un mélange de questions ouvertes et fermées. Cette évaluation des besoins a exploré cinq dimensions : croyances, compétences, utilisation, perceptions et degré de confort actuels quant aux TA; détermination de besoins de services précis; préférences d'apprentissage; technologie disponible; obstacles potentiels. Les résultats révèlent que les enseignants avaient des attitudes positives quant à l'utilité et à l'utilisation des TA dans leurs classes, mais ne les mettaient pas entièrement en oeuvre avec leurs élèves parce qu'ils percevaient une variété d'obstacles. L'étude CJLT/RCAT Vol. 43 (2) Teachers' Perceptions of the Need for Assistive Technology Training in Rural Schools 2 a cerné un besoin manifeste de formation des enseignants relativement aux TA. Selon les résultats et la recherche, des recommandations sont avancées pour que la formation des enseignants réponde au besoin cerné dans cette étude.

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Section: Newfoundland and Labrador Contextmentioning

confidence: 99%

Remote assistive technology training in Newfoundland and Labrador’s rural schools: Is there a need? | Perceptions des enseignants quant au besoin de formation en technologie d’assistance dans les écoles rurales de Terre-Neuve et du Labrador

et al. 2018

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“…In the other, there was an increase in the proportion of referrals made (from two to eight) and accepted (from zero to four) to an early intervention service following the training. It was noted, however, that these referrals were not made by participants who attended the training (Cheng et al, 2013).…”

Section: Resultsmentioning

confidence: 99%

Child mental health literacy training programmes for professionals in contact with children: A systematic review

O’Connell

Pote

Shafran

2020

Early Intervention Psych

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Aims There has been a surge in child mental health literacy training programmes for non‐mental health professionals. No previous review has examined the effectiveness of child mental literacy training on all professionals in contact with children. Methods Studies were identified through a systematic literature search of the Cochrane, EMBASE, Medline, and PsycINFO databases in February 2019. The review included studies that delivered training to professionals who have regular contact with young people aged 0 to 19 in the context of their role and at least one component of mental health literacy; (a) knowledge, (b) attitudes, (c) confidence in helping, (d) intention to help and (e) actual helping behaviour. The quality of papers was reviewed using the Cochrane revised Risk of Bias Tool for randomized controlled trials (RCTs) and the Integrated Quality Criteria for the Review of Multiple Study Designs for non RCTs. Results Twenty‐one studies met eligibility criteria (n = 3243). There was some evidence that global and specific child mental health literacy training improved professionals' knowledge and stigma‐related attitudes towards mental health. Few studies investigated the impact of training on actual helping behaviour. Conclusion There may be value in providing child mental health literacy training to professionals in contact with children, however there is a need for studies to evaluate the long‐term impact of such training, particularly on subsequent access to appropriate support. Findings raise concerns about the quality of the studies reported in the systematic review and recommendations are made for future studies.

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“…A second paper by Cheng et al 2 The results demonstrated that the videoconference training intervention increased participants' familiarity and partnership with psychiatric services. However, when participants were followed up at nine months, their knowledge of schizophrenia was no different from baseline when comparing on site and videoconference educational resources.…”

Section: How Is Videoconferencing Used In Mental Health?mentioning

confidence: 96%

Mental health and CPD: could videoconferencing be a way forward?

Scott¹,

Shankar²

2015

Prog. Neurol. Psychiatry

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Videoconferencing is not being widely used at present in mental health, however, it has the potential to be a useful resource if utilised alongside more traditional continuing professional development (CPD) to remain up‐to‐date within psychiatry. Dr Scott and Dr Shankar describe their literature search of the topic to undercover the benefits and limitations of videoconferencing as an educational tool.

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Psychosis 101: evaluating a training programme for northern and remote youth mental health service providers

Abstract: The results about developing service partnerships and relationship with specialist services are encouraging for policy and service decision-makers to address mental health service needs in northern and remote areas.

Cited by 5 publications

References 22 publications

Remote assistive technology training in Newfoundland and Labrador’s rural schools: Is there a need? | Perceptions des enseignants quant au besoin de formation en technologie d’assistance dans les écoles rurales de Terre-Neuve et du Labrador

Remote assistive technology training in Newfoundland and Labrador’s rural schools: Is there a need? | Perceptions des enseignants quant au besoin de formation en technologie d’assistance dans les écoles rurales de Terre-Neuve et du Labrador

Child mental health literacy training programmes for professionals in contact with children: A systematic review

Mental health and CPD: could videoconferencing be a way forward?

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