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On not jumping ship Mental health teaching in psychology

On not jumping ship Mental health teaching in psychology. Jill Anderson John Cromby. Overview. Introductions, aims The Undergraduate survey Discussions Feedback and where next?. Aims .

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On not jumping ship Mental health teaching in psychology

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  1. On not jumping ship Mental health teaching in psychology Jill Anderson John Cromby

  2. Overview • Introductions, aims • The Undergraduate survey • Discussions • Feedback and where next?

  3. Aims • To present findings from a survey which examined mental health teaching within undergraduate psychology programmes • To consider implications for clinical psychology • To provide information about recent developments in mental health education, the interdisciplinary mhhe project & psychology network mental health group

  4. Influences recruitment to clinical psychology Gets the right people onto programmes & avoids the need for unlearning Provides a launch pad for Graduate Primary Care Mental Health Workers as well as psychology graduates who go into other disciplines (nursing, law etc.) Addresses our ethical responsibilities to students who are service users Promotes diversity and wider participation Informs informal proliferation of psychology into everyday life Why is this important?

  5. Background to the survey • Mental Health in Higher Education Project • Scoping accounts • Intra- as well as inter-disciplinary focus • Case studies of learning and teaching in psychology • Psychology Network Mini-project funding bid

  6. SURVEY OVERVIEW • Methodology • Response rate • The Sample • Mental Health Modules • Mental Health Teaching

  7. Methodology • Questionnaire • Programme information • Mental health teaching information • Information about specific modules • Postal and online distribution

  8. Methodology • Sampling • Exhaustive web search to identify possible relevant teachers • AHPD distribution list

  9. Methodology • Initial postal distribution Sept 2004 • Two email reminders • One postal reminder • Final email reminder • Follow ups to personal contacts

  10. Response Rate • Original distribution: 457 individuals and departments • 72 total responses > 65 • 59% of AHPD distribution list

  11. The Sample • 61 accredited for GBR • 56 (86%) had a specific MH module • 51 (91%) available each year • 41 (74%) level 3/4 • compulsory for 20 (35%) • Students 15-400, median 90 • Median hours teaching 24

  12. Mental Health Modules • Models or frameworks used in teaching • Cognitive-behavioural 46 (82%) • Psychiatry 46 (82%) • Psychosocial 41 (73%) • Diathesis-stress 39 (69%) • Socio-cultural 37 (66%) • Freudian 33 (59%) • Humanistic 25 (45%) • Family systems theory 18 (32%)

  13. Mental Health Modules • Models or frameworks used in teaching: • 12 based their modules around a single model • 7 cognitive-behavioural • 3 psychiatric • 2 others

  14. Mental Health Modules • Textbooks • 14 used Davison & Neale • 52 books with “abnormal” in the title • Vast majority of books based uncritically on DSM

  15. Mental Health Modules • Critiques of the medical model: • 42 (75%) included some critiques • 27 (64%) mentioned Szasz • 26 (62%) mentioned Laing • 19 (45%) mentioned Bentall • 11 (26%) mentioned Boyle • 9 (21%) mentioned Foucault • 9 (21%) others

  16. Mental Health Modules • Use of outside speakers: • 25 (44%) use outside speakers • 23 clinical psychologists • 5 psychiatrists • 3 social workers • 2 service users • 2 others

  17. Mental Health Modules • Could these modules be improved? • 22 (39%) said yes • 9 too busy to make changes • Wider range of models • No undergraduates • Stronger theoretical base • Service user involvement

  18. Mental Health Teaching • How could mental health teaching in psychology be improved? • 49% more input from service users • 40% more input from clinical psychology • 25% more input from counselling • 26% more input from philosophy • 21% more input from psychiatry • 21% more input from sociology • 15% more input from cognitive science

  19. Mental Health Teaching • How could mental health teaching in psychology be improved? • More multi-disciplinary • Closer links to practice • Psychoanalysis • Paid placements for UGs

  20. Mental Health Teaching • Barriers to improvement • Time pressure • Difficulty of finding/persuading suitably qualified staff • Prejudice and stereotypes • Overcrowded (BPS) curriculum • Student resistance to taboo issues • Difficulty of integrating perspectives/models

  21. Mental Health Teaching General comments Better textbooks needed What should we call it? Too medical More practitioner and user input needed

  22. Summary • Most psychology degrees address this area although it isn’t on the BPS curriculum • Most teaching apparently eclectic although most relies on textbooks based on DSM • Need for input: many academic staff feel insufficiently qualified/experienced to teach

  23. Summary • Development of practitioner links • More appropriate resources • Support and guidance to involve service users

  24. What are its implications for what/how we teach within clinical psychology? (including recruitment to clinical psychology teaching) What does it suggest that we might offer to/gain from colleagues involved in teaching undergraduate psychology (and what are the barriers to this?) The undergraduate survey

  25. Learning and teaching about mental health - developments • Follow on from U/G survey • Psychologist special issue • Resource list • BJCP article • Textbook? • Psychology network MH group • mhhe

  26. mhhe: areas of activity www.mhhe.heacademy.ac.uk

  27. Where next?

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