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Mental Health and Social Inclusion ; 25(4):321-325, 2021.
Article in English | ProQuest Central | ID: covidwho-1515150


The post Brexit “points based” immigration system does not list “care worker” as an eligible occupation on the “skilled worker” route;therefore, from January 2021, care workers cannot immigrate to take up these roles, and the pay for such workers falls well below the necessary salary threshold [1]. Relatively less attention has been paid to the crisis in support provided to older people in their own homes and to younger people with physical health conditions and impairments and learning disabilities, and relatively no attention has been paid to the social care needs of people with mental health challenges. (Wall, 2021, p. 2) The 2014 Care Act [4] imposes on local authorities a duty to promote an individual’s well-being, where well-being is defined in terms of nine principles [5]: personal dignity (including treatment of the individual with respect);physical and mental health and emotional well-being;protection from abuse and neglect;control by the individual over day-to-day life (including over care and support provided to the individual and the way in which it is provided);participation in work, education, training or recreation;social and economic well-being;domestic, family and personal relationships;suitability of living accommodation;and the individual’s contribution to society. (Crowther, 2019, p. 56) This vision very much resonates with recovery-focused transformation in the mental health sphere: a focus on the person in the context of their life and community where treatment and support are seen not as an end in themselves but as a means to enable people to live the lives they want to lead (see, Repper and Perkins, 2003, 2012).

JMIR Ment Health ; 8(5): e25528, 2021 May 27.
Article in English | MEDLINE | ID: covidwho-1249615


BACKGROUND: Initial training is essential for the mental health peer support worker (PSW) role. Training needs to incorporate recent advances in digital peer support and the increase of peer support work roles internationally. There is a lack of evidence on training topics that are important for initial peer support work training and on which training topics can be provided on the internet. OBJECTIVE: The objective of this study is to establish consensus levels about the content of initial training for mental health PSWs and the extent to which each identified topic can be delivered over the internet. METHODS: A systematized review was conducted to identify a preliminary list of training topics from existing training manuals. Three rounds of Delphi consultation were then conducted to establish the importance and web-based deliverability of each topic. In round 1, participants were asked to rate the training topics for importance, and the topic list was refined. In rounds 2 and 3, participants were asked to rate each topic for importance and the extent to which they could be delivered over the internet. RESULTS: The systematized review identified 32 training manuals from 14 countries: Argentina, Australia, Brazil, Canada, Chile, Germany, Ireland, the Netherlands, Norway, Scotland, Sweden, Uganda, the United Kingdom, and the United States. These were synthesized to develop a preliminary list of 18 topics. The Delphi consultation involved 110 participants (49 PSWs, 36 managers, and 25 researchers) from 21 countries (14 high-income, 5 middle-income, and 2 low-income countries). After the Delphi consultation (round 1: n=110; round 2: n=89; and round 3: n=82), 20 training topics (18 universal and 2 context-specific) were identified. There was a strong consensus about the importance of five topics: lived experience as an asset, ethics, PSW well-being, and PSW role focus on recovery and communication, with a moderate consensus for all other topics apart from the knowledge of mental health. There was no clear pattern of differences among PSW, manager, and researcher ratings of importance or between responses from participants in countries with different resource levels. All training topics were identified with a strong consensus as being deliverable through blended web-based and face-to-face training (rating 1) or fully deliverable on the internet with moderation (rating 2), with none identified as only deliverable through face-to-face teaching (rating 0) or deliverable fully on the web as a stand-alone course without moderation (rating 3). CONCLUSIONS: The 20 training topics identified can be recommended for inclusion in the curriculum of initial training programs for PSWs. Further research on web-based delivery of initial training is needed to understand the role of web-based moderation and whether web-based training better prepares recipients to deliver web-based peer support.

Mental Health and Social Inclusion ; 24(4):177-179, 2020.
Article in English | ProQuest Central | ID: covidwho-947718


Surveys of the general public report increased stress, anxiety and depression related to disruptions related to COVID-19 (fear, isolation, uncertainty, loss of income leading to financial difficulties which threaten housing, childcare, social life….);people quarantined are more likely to be socially isolated and experience increased stress related to boredom, lack of social support, increased online gambling with potentially negative consequences, fear related to exposure to media reports […] People who have had COVID-19 may have experienced serious physical symptoms (such as neurological problems and post viral depressive symptoms) which themselves are linked to mental health problems, they may have symptoms of post-traumatic stress disorder or post intensive care syndrome as a result of spending long periods in intensive care. The challenge then is not merely wholesale improvement and rectification of long-term underfunding of community mental health services, but urgent rebuilding of social and economic supports to prevent the social factors underpinning distress leading to long-term and serious mental illness (Rose et al., 2020).

Mental Health and Social Inclusion ; 24(3):113-116, 2020.
Article in English | ProQuest Central | ID: covidwho-829887


Within the Government’s COVID-19 strategy three groups of “vulnerable people” are defined (HM Government, 2020, p. 51): The “Clinically Extremely Vulnerable” (at greatest risk of severe disease because of other health conditions around whom a “protective shield” should be wrapped);The “Clinically Vulnerable” (at higher risk of severe disease because of their age or health condition);and “Vulnerable People (Non-clinical)” who may require support for other reasons. The traditional image of people with serious mental health challenges as unpredictable and inadequate and frequently dangerous has often placed them in the “low competence/low warmth” quadrant, evoking fear, anger and disgust – “contemptuous prejudice” (Table 1). [...]the entitlement to support was embedded in the Department of Health (2000) definition of a “vulnerable adult” as someone: […] who is or may be in need of community care services by reason of mental or other disability, age, or illness;and who is or may be unable to take care of him or herself or unable to protect him or herself against significant harm or exploitation. Vulnerability is a universal condition but there are some people and groups of people who are rendered vulnerable by lack of resources, social support and services and by discriminatory social organisation and structures (Herring, 2016): We cannot accept charitable solutions to structural problems.