Workforce Development and Mental Health Transformation: A State Perspective

Hoge, Michael A.; Wolf, Jessica; Migdole, Scott; Cannata, Elisabeth; Gregory, Francis X.

doi:10.1007/s10597-015-9953-6

Cited by 12 publications

(5 citation statements)

References 7 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…A workforce comprising professionals with the knowledge, skills, and attitudes to work effectively and positively with people accessing mental health services is essential for quality service delivery (Cusack & Killoury 2012;Hoge et al 2016;Stansfield 2015). The quality and skills of the mental health workforce will play a central role in the realization of recovery-oriented practice (Chester et al 2016;Cusack & Killoury 2012).…”

Section: Introductionmentioning

confidence: 99%

‘Meet Me Where I Am’: Mental health service users’ perspectives on the desirable qualities of a mental health nurse

Horgan

Donovan

Manning

et al. 2020

Int J Mental Health Nurs

View full text Add to dashboard Cite

Nurses play a central role in the delivery of quality mental health services. Desired qualities of a mental health nurse, in particular therapeutic relationships, have been described in the literature, primarily reflecting the nursing paradigm. Service users’ perspectives must be more fully understood to reflect contemporary mental health policy and to recognize their position at the centre of mental health service delivery and to directly influence and contribute their perspectives and experiences to mental health nursing education. A qualitative exploratory research project was undertaken to inform and enhance understanding of what service users see as the desired qualities of a mental health nurse. The project was co‐produced by service users as experts by experience, and mental health nurse academics to ensure the service user perspective was privileged. This international project conducted in Europe and Australia included a series of focus groups with service users (n = 50). Data were analysed thematically. Being with me was a major theme identified and reflected the sub‐themes: respect towards service users as persons; empathy, compassion and effective communication; understanding service users; knowledge of services; and fostering hope and believing that recovery is possible. These qualities specifically reflecting the service user perspective must be central to mental health nursing curricula to facilitate the development of holistic care and recovery‐oriented practice. These findings were utilized to directly inform development of a co‐produced mental health nursing learning module, to maximize genuine service user involvement, and to fully realize the benefits of service user led education for undergraduate nursing students.

show abstract

Section: Introductionmentioning

confidence: 99%

‘Meet Me Where I Am’: Mental health service users’ perspectives on the desirable qualities of a mental health nurse

Horgan

Donovan

Manning

et al. 2020

Int J Mental Health Nurs

View full text Add to dashboard Cite

show abstract

“…But agencies taking this step still have few models from which to draw in developing that training. The best-known training protocol is one that faculty in the Yale Supervision Program developed (e.g., Hoge et al, 2016). However, the Yale approach has been to deliver training over a relatively short period (e.g., a five-day workshop; Tebes et al, 2011), precluding the practice and consolidation of skills that can only occur over more extended training periods.…”

mentioning

confidence: 99%

Training Public Sector Clinicians in Competency-Based Clinical Supervision: Methods, Curriculum, and Lessons Learned

Hutman

Enyedy

Ellis

et al. 2021

J Contemp Psychother

View full text Add to dashboard Cite

This article describes an initiative to train public sector clinicians in competency-based clinical supervision. It was delivered as an 18-session course taught online to clinicians employed in departments of behavioral health in nine Southern California counties. The curriculum was co-constructed by a team of clinical supervision scholars and leaders who then served as instructors. Each two-hour meeting addressed a specific topic for which a training video had been prepared, usually featuring a member of the training team who had expertise in that topic. The second part of each meeting focused on a class member’s supervision case presentation. Those presentations revealed 35 themes; the four most frequently occurring were: developing supervisees’ clinical competencies, addressing countertransference and parallel process, balancing clinical and administrative supervisory roles, and addressing record keeping/paperwork. Participants’ pre-to-post supervisory self-efficacy changes demonstrated a moderate effect size (Cohen’s d = .46) for the training, with the greatest pre- to post-training changes being in the use of technology, multicultural competencies (awareness of oppression, bias, and stereotyping in clinical work and in clinical supervision), and contracting. They reported that the strengths of the course included an inclusive learning environment and opportunities to reflect on and apply new knowledge and skills, though they also reported struggling with the assignments and the course platform software. Lessons learned reflected the use of technology in this online program, the importance of obtaining buy-in from agency decision makers and being prepared to address challenges related to the use of direct observation in supervision, gatekeeping, and enacting the simultaneous roles of administrative and clinical supervisor.

show abstract

“…Financial sustainability, as discussed by (Patel et al, 2018) is crucial, highlighting the necessity of sustained funding and resource mobilization. Workforce development, detailed by (Hoge et al, 2016) points to the need for continuous training, support, and staff retention strategies. Collectively, these studies underscore the multifaceted nature of organizational capacity, emphasizing leadership, resources, continuous evaluation, and cultural competence as essential for effective and sustainable mental health policy implementation.…”

Section: Organizational Capacity In Implementing Mental Health Policiesmentioning

confidence: 99%

Assessment of Organizational Capacity in Implementation of the Kenya Mental Health Policy [2015-2030] in Kisumu County

Amboka,

Omondi,

Okowa

2024

IJPPA

View full text Add to dashboard Cite

Purpose: This study was conducted to assess organizational capacity in the implementation of KMHP 2015-2030, in Kisumu County, Kenya, focusing on the availability of mental health services, financial resource allocation, and human resource capacity at public level 4 and 5 facilities. Methodology: The study utilized a mixed-method design with data from administrative representatives. Census sampling included 22 facilities, and 12 key interviews provided qualitative data. Quantitative analysis included frequency count, percentage scores, multiple response crosstabs, and Fisher’s Exact test at a 0.05 significance level while qualitative data employed thematic analysis. Findings: Reveals substantial shortcomings in the organizational capacity of level 4 and 5 public health facilities to provide adequate mental health services. Only 4.5% of level 5 facilities offered child mental health services, with 13.6% providing care for adolescents. Rehabilitation services for substance use disorders are available in 6.9% of level 5 facilities, while a concerning 41.4% of level 4 facilities do not offer any mental health services at all. Financially, 22.7% of facilities had allocated budgets for mental healthcare while 77.3% had no dedicated funds. Availability of specialized mental health professionals is notably limited. Contribution to Theory, Policy and Practice: The current study recommends expanding mental healthcare services to fill gaps in specialized care, increase financial allocation for mental healthcare, investing in the recruitment and retention of mental healthcare professionals as well as prioritize ongoing training and professional development of staff involved in mental healthcare delivery. This will improve the effective translation of KMHP [2015-2030] actions into practice.

show abstract

Workforce Development and Mental Health Transformation: A State Perspective

Cited by 12 publications

References 7 publications

‘Meet Me Where I Am’: Mental health service users’ perspectives on the desirable qualities of a mental health nurse

‘Meet Me Where I Am’: Mental health service users’ perspectives on the desirable qualities of a mental health nurse

Training Public Sector Clinicians in Competency-Based Clinical Supervision: Methods, Curriculum, and Lessons Learned

Assessment of Organizational Capacity in Implementation of the Kenya Mental Health Policy [2015-2030] in Kisumu County

Contact Info

Product

Resources

About