title: Is training in psychosocial interventions worthwhile? Report of a psychosocial intervention trainee follow-up study.
abstract: A follow-up study of psychosocial intervention (PSI) trainees from the Sheffield and Maudsley training centres was undertaken in three stages. In Stage 1, 141 students, at two PSI training centres, were sent a simple postal questionnaire to elicit career trajectory following PSI training. A response rate of 82% was achieved. The sub-group, who had been trained and who still engaged in clinical practice were identified and followed-up in more detail (n=96). The effect of PSI training in a range of domains was investigated. The impact of training may not be to equip students with formal technical skills in CBT and family work. What is more likely is that trainees acquired proficiency in: working effectively using a case management model; conveying 'therapeutic optimism'; enabling users to meet their own goals and helping them to develop better coping strategies; using 'stress vulnerability' and formal outcome measures as means of structuring this approach. The secondary aim of the study was to identify and prioritise the barriers that impede the effective implementation of PSI skills in routine service settings. For the second phase of the survey the response rate was again 82%. This group's service managers were identified and surveyed for the same information and 59% responded. The aim was to gather information about implementation issues from both the clinical and service perspectives. The results of the survey indicate that PSI training has a positive impact on the development of services for people with serious mental health problems although there are serious organisational hurdles for managers, trainees and organisations to overcome if PSI skills are to be properly implemented. Key factors that impact upon faithful implementation are related to resource issues (caseload size), organisational factors (the existence of an implementation plan and training strategy), and the extent to which the trainee's team is supportive.
authors.affiliation: ScHARR, University of Sheffield, Regent Court, 30 Regent Street, Sheffield S1 4DA, UK. c.g.brooker@sheffield.ac.uk
authors.forename: Charlie
authors.initials: C
authors.lastname: Brooker
authors.forename: Carol
authors.initials: C
authors.lastname: Saul
authors.forename: Jeannie
authors.initials: J
authors.lastname: Robinson
authors.forename: Jenny
authors.initials: J
authors.lastname: King
authors.forename: Mike
authors.initials: M
authors.lastname: Dudley
mesh_terms: D000328:Adult; D003419:Crisis Intervention / Q000193:education*; D004509:Education, Nursing, Continuing / Q000379:methods*; D005260:Female; D005500:Follow-Up Studies; D006801:Humans; D007318:Inservice Training / Q000379:methods*; D008297:Male; D015402:Nursing Education Research; D011568:Psychiatric Nursing / Q000193:education*; D012944:Social Support; D011795:Surveys and Questionnaires; D013663:Teaching / Q000379:methods