Mental health training: the process of collaboration

Richards, Gabrielle; Horder, William

doi:10.1080/02615479911220431

Cited by 8 publications

(4 citation statements)

References 6 publications

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“…As Weaver et al (1987) put it: … collaboration in curriculum development involves working with friends while cavorting with the enemy! (Weaver et al, 1987, p. 2) Good and productive working relationships, such as the one described here require trust between the stakeholders (Richards & Horder, 1999;Morgan & Hughes, 1999;Clegg & McNulty, 2002;Milbourne et al, 2003). This is not easy to develop quickly and the long lead-time is partly due to cultural differences that can exist between organizations.…”

Section: Resultsmentioning

confidence: 79%

Collaborative partnership between HE and employers: a study of workforce development

Foskett

2005

Journal of Further and Higher Education

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This paper draws together two major strands in current Government policies for higher education-the promotion of collaborative partnerships in higher education and the widening participation agenda. Both of these also contribute to the enhancement of workforce development. The paper explores the interface between these two policies through a case study of an employerled curriculum development for a group of people who had hitherto been excluded from higher education. The case in question is a collaboration between a higher education institution and a charitable organization whose aim was to develop their well-established in-house training into a diploma of higher education. This study draws on evidence from documentary analysis, participant observation and semi-structured interviews of the major stakeholders in the programme over a period of two years. It explores the motivation of the partners for engaging in collaborative curriculum development both at an individual and institutional level and the principles underlying their cooperation. The findings offer insights on the perceived benefits of collaborative partnerships on a number of dimensions and concludes by proposing a model that could underpin and enhance collaborative partnerships in the future.

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Section: Resultsmentioning

confidence: 79%

Collaborative partnership between HE and employers: a study of workforce development

Foskett

2005

Journal of Further and Higher Education

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“…Good personal relationships and strong interpersonal skills of the partnership members are also essential. Indeed, Richards & Horder (1999) found that 'personal feelings, views and attitudes' matter more than those of the institutions that the individuals represent. The conclusions from the collaborative partnerships described here lead to a number of recommendations for this type of curriculum development.…”

Section: Discussionmentioning

confidence: 97%

“…Good and productive working relationships require trust between the stakeholders (Richards & Horder, 1999;Morgan & Hughes, 1999;Clegg & McNulty, 2002;Milbourne et al, 2003). This is not easy to develop and the long lead time is partly due to differences in culture existing in the different environments (Bottery, 2003).…”

Section: The Development Of Trustmentioning

confidence: 98%

Collaborative Partnership in the higher education curriculum: a cross-sector study of foundation degree development

Foskett

2005

Research in Post-Compulsory Education

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The emergence of Foundation Degree programmes in response to employer workforce development needs provides a rich environment for the study of undergraduate curriculum innovation in the context of cross-sector partnerships in postcompulsory education. This article presents the findings of a case study of foundation degree development by consortia involving employer groups in the private and public sectors, six further education colleges and a research-led University. All three sectors shared a common goal of widening participation and the development of skills, yet contrasts in the range of other aims that each sought generated significant challenges to the curriculum development team. This qualitative study draws on evidence from documentary analysis, participant observation and semi-structured interviews of the major stakeholders over a period of 2 years. It highlights the barriers to effective curriculum change within partnership contexts and the benefits that can accrue.

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“…All the PCMHWs recognised the need for, and were keen to improve collaborative working between primary care and other specialist mental health agencies. What they lacked was the personal experience of how this could work in practice (Richards & Horder, 1999) because of the relatively short period of time in which they had been in post. This agenda therefore required a training approach tailored to the two groups of practitioners (PCMHWs and their more experienced learning partners) that would establish the common personal agenda, facilitate the networking and organisational exchange and provide practitioners with the experience of working together as equals on a common task of improving practice to a shared client group.…”

Section: Type Of Learning Examples Of Methods Of Deliverymentioning

confidence: 99%

Training graduate primary care mental health workers for collaborative practice: part 1

Bailey

2007

The Journal of Mental Health Training, Education and Practice

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If you would like to write for this, or any other Emerald publication, then please use our Emerald for Authors service information about how to choose which publication to write for and submission guidelines are available for all. Please visit www.emeraldinsight.com/authors for more information. About Emerald www.emeraldinsight.comEmerald is a global publisher linking research and practice to the benefit of society. The company manages a portfolio of more than 290 journals and over 2,350 books and book series volumes, as well as providing an extensive range of online products and additional customer resources and services.Emerald is both COUNTER 4 and TRANSFER compliant. The organization is a partner of the Committee on Publication Ethics (COPE) and also works with Portico and the LOCKSS initiative for digital archive preservation. AbstractThis paper is the first of two linked articles that explores a shared learning approach to developing a module on collaborative working for graduate primary care mental health workers (PCMHWs). The article describes how the policy context shaped the training agenda and how the requirements of the roles and responsibilities in respect of collaborative practice were mapped against the Ten Essential Capabilities of the mental health workforce. The process of constructive alignment (Biggs, 1999) that involves matching teaching and assessment methods to intended learning objectives was used alongside evidence from the research literature on systems working and interprofessional education to inform the design of the modular curriculum in more detail.The second paper will provide an in-depth evaluation of the module as it was delivered using a framework derived from the academic literature (See Bailey &Littlechild, 2001 andBarr et al, 1999a;. Included in the evaluation will be a discussion of how the context of workforce change in primary care mental health influenced the training inputs together with a reflection on the training methodologies employed to promote collaborative practice. Different levels of evaluating the training will be discussed including the impact of the module on practice outcomes such as attitudes of the workers and changes in their practice. The lessons learned from the evaluation will be discussed in relation to the models of best practice emerging from the IPE literature and the challenges of implementing a new workforce strategy in primary care mental health. Type of learning Examples of methods of deliveryReceived learning (RL) Lectures and other didactic teaching Exchange-based learning (EBL) Case discussion Observation-based learning (OBL) Joint home visits Action-based learning (ABL) Problem-based learning Simulation-based learning (SBL) Games, exercises, role plays and experiential groups Practice-based learning (PBL) Placements and work based assignments J MH Training, Ed and Practice 2007.2:12-22.

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Mental health training: the process of collaboration

Cited by 8 publications

References 6 publications

Collaborative partnership between HE and employers: a study of workforce development

Collaborative partnership between HE and employers: a study of workforce development

Collaborative Partnership in the higher education curriculum: a cross-sector study of foundation degree development

Training graduate primary care mental health workers for collaborative practice: part 1

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