An evaluation of a pilot multi-professional offender personality disorder (OPD) higher education programme

Abstract

Purpose Workforce development is crucial to the offender personality disorder (OPD) service to provide contemporary, evidenced care and treatment. This study aims to provide an overview and the research evaluation results of a regional higher education programme delivered to a range of criminal justice workers used on the OPD pathway. Design/methodology/approach Three modules were developed and delivered; these are (1) enhancing understanding (20 students), (2) formulation and therapeutic intervention (20 students) and (3) relationships, teams and environments (17 students). A mixed-methods study evaluated participant confidence and compassion. Pre, post and six-month follow-up questionnaires were completed. Additionally, a series of focus groups were conducted to gain in-depth qualitative feedback with a cross-section of students across the modules (N = 7). Quantitative data was collected and analysed separately due to the three modules all having different content. Qualitative data was analysed, and a synthesis of qualitative findings was reported from data taken across the three modules. Findings A total of 52 students participated, drawn from three modules: Module 1 (N = 19); Module 2 (N = 18); Module 3 (N = 15). Confidence in working with people with a personality disorder or associated difficulties improved significantly following completion of any of the modules, whereas compassion did not. Results have been synthesised and have assisted in the future shaping of modules to meet the learning needs of students. Research limitations/implications Further evaluation of the effectiveness of educational programmes requires attention, as does the longer-term durability of effect. Further research is required to explore the post-training impact upon practice, and further exploration is required and larger sample sizes to draw definitive conclusions related to compassion. Practical implications This unique model of co-production that draws upon the expertise of people with lived experience, occupational frontline and academics is achievable and well received by students and can be reproduced elsewhere. Social implications The positive uptake and results of this study indicate a need for expansion of accessible OPD workforce training opportunities across the UK. Further research is required to explore student feedback and comparisons of effectiveness comparing different modes of training delivery, especially in light of the pandemic, which has forced organisations and higher education institutions to develop more digital and distance learning approaches to their portfolios. Originality/value This novel research provides an evaluation of the only higher education credit-bearing modules in the UK focussed solely upon the OPD workforce and aligned with the national drive for non-credit bearing awareness level training “knowledge and understanding framework” (KUF).

A pedagogic evaluation comparing face to face and online formats of a multi-professional offender personality disorder (OPD) higher education training programme

“…A mixed-methods approach was used to meet the aims of this study, replicating the methods completed in Phase 1 of this project (Lamph et al , 2022), with the key difference being that in Phase 2, the mode of delivery was in an online delivery format. This pedagogic evaluation included a series of online questionnaires completed using university-approved software at pre-, post- and six-month follow-up time periods, and a series of separate semi-structured interviews with students or their supporting leaders.…”

“…In 2019, three modules were developed to support the academic, knowledge and skill development of the OPD pathway workforce. In Phase 1, we delivered all three modules in a face-to-face format with up to 20 students per cohort who were invited to take part in the research; the detailed results of this can be found in Lamph et al (2022). These modules included:…”

“…2.2.2 Qualitative analysis of questionnaire and interview responses. This questionnaire also included self-developed open-ended questions that enabled the gathering of the more descriptive experiential qualitative data replicating elements of the earlier study (Lamph et al, 2022), which were analysed using a content analysis approach (Elo and Kynga, 2008). Interviews were analysed using a thematic analysis approach (Braun and Clarke, 2006), and data were then collated, synthesised and reported.…”

“…To address these shortcomings, investment and attention were focused upon an innovative, psychologically informed approach to working more effectively via the development of the OPD pathway programme [National Offender Management Service (NOMS), 2015]. To the best of the authors’ knowledge, no OPD training initiatives have been previously evaluated, with the exception (Lamph et al , 2022).…”

“…In 2019, three modules were developed to support the academic, knowledge and skill development of the OPD pathway workforce. In Phase 1, we delivered all three modules in a face-to-face format with up to 20 students per cohort who were invited to take part in the research; the detailed results of this can be found in Lamph et al (2022). These modules included: OPD module 1: enhancing capability for working with people with personality disorder. OPD module 2: formulation and therapeutic approaches to working with people with personality disorder. OPD module 3: managing complex mental health needs, relationships, teams and environments. …”