A unique regional family interventions training programme
| Pages | 273-282 |
| Published date | 10 September 2018 |
| DOI | https://doi.org/10.1108/JMHTEP-03-2018-0015 |
| Date | 10 September 2018 |
| Author | Frank R. Burbach,Hannah Sherbersky,Ragni Whitlock,Estelle H. Rapsey,Kim A. Wright,Rachel V. Handley |
| Subject Matter | Health & social care,Mental health,Mental health education |
A unique regional family interventions
training programme
Frank R. Burbach, Hannah Sherbersky, Ragni Whitlock, Estelle H. Rapsey, Kim A. Wright and
Rachel V. Handley
Abstract
Purpose –The purpose of this paper is to describe the University of Exeter Family Interventions (FIs) training
programme for the South West region which was commissioned as part of the NHS England Access and
Waiting Times standards (A&WTS) initiative for early psychosis. This programme (10 taught days and 6
months of supervised practice) is designed to maximise implementation in practice.
Design/methodology/approach –The programme introduces students to a flexible, widely applicable FI
approach which integrates cognitive behavioural/psycho-educational and systemic approaches. It refreshes
and developsCBT-based psycho-socialintervention skills, so thatclinicians feel confidentto use them in family
sessions and integrate these with foundation level family therapy skills. The approach facilitates engagement,
and it is designed so that every session is a “mini intervention”. This enables clinicians to offer standard
NICE-concordantFI or a briefer intervention if this is sufficient to meet the particular needs of a family.
Findings –This paper provides details of the regional training programme and evaluates the first four training
courses delivered to nine early intervention in psychosis teams. It considers how a combination of training a
critical mass of staff in each service, ongoing supervision, regional events to maintain skills and motivation to
deliver FI, and the national and regional auditing of FI as part of the A&WTS all contribute to
clinical implementation.
Originality/value –The unique design of this programme maximises implementation in practice by virtue of
its widely applicable integrated FI approach, the focus on ongoing skills development and by embedding it
within regional and local service support structures.
Keywords Implementation, Staff training, Cognitive behaviour therapy, Early intervention in psychosis,
Family interventions, Systemic therapy
Paper type Case study
Introduction
Early intervention in psychosis services were widely established in England in the decade
following publication of the National Service Framework. Subsequently, considerable evidence
has been amassed that these specialist teams provide a clinically efficacious and
cost-effective service for people with first episode psychosis with their holistic approach
focussing on psycho-social interventions and involving the family/support network wherever
possible (Bird et al., 2010; Knapp et al., 2014; Onwumere et al., 2011). Many services were not
fully established, however, and others were significantly affected by reductions in funding for
mental health services following the Global Financial Crisis in 2008. NHS England (NHSE)
therefore introduced new Access and Waiting Time Standards (A&WTS) for first episode
psychosis in April 2016 and in a climate of overall reductions in mental health funding provided
considerable new investment for early intervention in psychosis. This included the establishment
of a regional implementation programme by NHSE and the funding of training for early
intervention in psychosis practitioners by Health Education England (HEE).
Family interventions (FIs) are arguably the cornerstone of effective EIP services. Harnessing the
potential support that can be provided to the young p erson with psychosis by family/friends, joint
decision making and the minimisation of rel ationship problems/distress by increasing
Received 4 March 2018
Accepted 25 May 2018
The authors would like to thank
Petra Litchfield, Laura Bond,
Sarah Angus and Beth
MacLachlan for administrative
support and help with data
collection. The authors would also
like to thank the authors’
colleagues from across the region
who have contributed to the
supervision and/or teaching on this
programme: Sue Whiteley, Fiona
Miller, Amanda Fox, Imogen Reid,
Shane Matthews and Helen Schur.
The authors would also like to
acknowledge the support of
Henrietta Mbeah-Bankas (HEE)
and Sarah Amani (NHSE) for their
support in establishing the
University of Exeter Family
Interventions Programme.
Frank R. Burbach is
Programme Lead at the
University of Exeter, Exeter,
UK; and is Consultant
Clinical Psychologist at
Somerset Partnership NHS
Foundation Trust,
Taunton, UK.
Hannah Sherbersky is based at
the University of Exeter,
Exeter, UK.
Ragni Whitlock is based at the
University of Exeter, Exeter,
UK; and is at Somerset
Partnership NHS Foundation
Trust, Taunton, UK.
Estelle H. Rapsey is based at
the University of Exeter, Exeter,
UK; and is at Devon
Partnership NHS Trust,
Exeter, UK.
Kim A. Wright and
Rachel V. Handley are both
based at the University of
Exeter, Exeter, UK.
DOI 10.1108/JMHTEP-03-2018-0015 VOL. 13 NO. 5 2018, pp. 273-282, © Emerald Publishing Limited, ISSN 1755-6228
j
THE JOURNAL OF MENTALHEALTH TRAINING, EDUCATION AND PRACTICE
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