Climate drivers of the 2015 Gulf of Carpentaria mangrove dieback

ESCC Hub researchers investigated the oceanic and atmospheric conditions leading up to the major mangrove dieback in late 2015 to identify potential stressors that contributed to the tree deaths. They found that it was most likely a result of a combination of very dry conditions and lower than average sea level. In combination, it appears that these conditions were unprecedented since at least 1971, and linked to the strong El Niño of 2015/16. More detailed attribution studies are necessary to determine what role, if any, human-induced climate change played in the 2015 dieback event. This would help inform natural resource policy-makers, planners and associated decision-makers about the causes of such events and how they may change into the future

How do occupational therapy curricula align with priorities identified by occupational therapists to prepare graduates for working in mental health?

All professional preparation programs need to ensure that university curricula remain reflective of current practice, and also prepare graduates for practice in the future. Upon formation, the Australia and New Zealand Occupational Therapy Mental Health Academics (ANZOTMHA) network identified that there was insufficient or poorly organised information available about how well current occupational therapy curricula prepared students for practice in the field of mental health. One of the first priorities established by ANZOTMHA was to undertake a program of research to examine this issue. The aim of this report is to summarise and integrate the outcomes of two inter-related studies to explore the extent to which current occupational therapy university curricula in Australia and New Zealand match educational priorities identified by practising occupational therapists in mental health

Investing in the Future: Integrating Lived Experience Perspectives in Mental Health Curriculum Design and Evaluation in Entry-Level Occupational Therapy Education

Occupational therapy education accreditation standards require lived experience involvement in curriculum design, delivery and evaluation, and alignment with contemporary policy and practice. Current mental health policy emphasises recovery and lived experience involvement in services, policy, research and education. Lived experience involvement in education requires significant investment, but there is limited evidence, and the added value for consumers’ recovery remains unclear. The aim of this research was to explore how lived experience involvement might add value to curriculum design and evaluation in occupational therapy education. A two phase participatory exploratory mixed methods design was employed. First mental health consumers’ curriculum priorities and preferred modes of involvement in occupational therapy education were explored through an eDelphi (n=28) and qualitative interviews (n=16). Interview data were analysed using thematic analysis. Building on this, an outcome measure was developed through an iterative process of pilot testing with students and content validity evaluation using a content validity index. The researchers partnered with a Lived Experience Expert Reference Group whose views were privileged throughout the research. A core capability framework comprising knowing, doing and being/becoming was developed through the eDelphi and qualitative interviews. Consumers desired active and influential roles in all stages of the curriculum. An outcome measure reflecting the core capabilities and curriculum priorities was developed, was acceptable to students in pilot testing and had satisfactory content validity (S-CVI=0.9). The Lived Experience Expert Reference Group model reflected good practice principles. The core capabilities offer a lived experience informed approach to curriculum design, address important gaps in occupational therapists’ priorities and contribute to curricula that integrate professional and lived experience knowledge. The outcome measure has potential to evaluate learning and promote curriculum coherence, deepening students’ learning about capabilities to support recovery. University investment in mental health lived experience involvement is warranted and adds value for students, educators, employers and consumers

Service user involvement in health professional education: is it effective in promoting recovery-oriented practice?

Purpose: The purpose of this paper is to evaluate how mental health service user involvement in health professional education adds value to student learning about recovery-oriented practice and to determine the quality and suitability of instruments used in studies to evaluate this involvement in terms of their: relationship to recovery-oriented practice; and psychometric properties. Design/methodology/approach: Studies of service user involvement were reviewed to identify their research objectives. These were mapped against an Australian recovery-oriented practice capability framework together with the constructs measured by instruments used in these studies. Psychometric properties for each instrument were evaluated using the COSMIN checklist. Findings – While research objectives are not stated in terms of recovery-oriented practice, they do relate to some elements of a recovery-oriented practice framework. No instrument measures outcomes against all recovery-oriented practice domains. The AQ has the strongest evidence for its psychometric properties. The most commonly used instrument measures only stigma and has poorly validated psychometric properties. Originality/value: This paper demonstrates that the “value add” of service user involvement in health professional education has been poorly defined and measured to date. Learning from lived experience is central to a recovery-orientation and is an expectation of health professional education programmes. Defining objectives for service user involvement in terms of recovery-oriented practice and developing an instrument which measures student learning against these objectives are important areas for ongoing research supporting improved approaches to supporting people’s recovery

Mental health consumer participation in education : a structured literature review

Background/aim: Consumer participation in design, delivery and evaluation of occupational therapy educational programs is a recently introduced requirement for accreditation. It aligns with the principle of recovery, which underpins Australian mental health policy. Graduates' capabilities for recovery-oriented practice are thought to be enhanced through learning from consumers' lived experience. This structured literature review evaluates the current evidence for mental health consumer participation in health professional education to inform occupational therapy educators. Method: Searches were completed in five online databases, one journal and published reading lists on the topic. Studies were included if they addressed mental health consumer participation in health professional education programs, were published in peer reviewed journals between 2000 and 2014 and were in English. Articles were critically reviewed, and analysed for key findings related to stages of the educational process and recovery-oriented practice capabilities. Results: An emerging body of evidence for consumer participation in mental health education was identified. Studies are characterised by a lack of quality and a low to medium level of evidence. Findings relate to design, planning, delivery and evaluation of education as well as to most aspects of recovery-oriented practice. Emphases on exploratory research and proximal outcomes, and a reliance on published outcome measurement instruments designed for other purposes are key limitations in this body of evidence. Conclusion and significance of the study: This study identifies a weak evidence base for the requirement for consumer participation in occupational therapy programs, specifically related to mental health curricula. A research agenda is proposed in response

Service user involvement in health professional education : is it effective in promoting recovery-oriented practice?

Purpose: The purpose of this paper is to evaluate how mental health service user involvement in health professional education adds value to student learning about recovery-oriented practice and to determine the quality and suitability of instruments used in studies to evaluate this involvement in terms of their: relationship to recovery-oriented practice; and psychometric properties. Design/methodology/approach: Studies of service user involvement were reviewed to identify their research objectives. These were mapped against an Australian recovery-oriented practice capability framework together with the constructs measured by instruments used in these studies. Psychometric properties for each instrument were evaluated using the COSMIN checklist. Findings – While research objectives are not stated in terms of recovery-oriented practice, they do relate to some elements of a recovery-oriented practice framework. No instrument measures outcomes against all recovery-oriented practice domains. The AQ has the strongest evidence for its psychometric properties. The most commonly used instrument measures only stigma and has poorly validated psychometric properties. Originality/value: This paper demonstrates that the “value add” of service user involvement in health professional education has been poorly defined and measured to date. Learning from lived experience is central to a recovery-orientation and is an expectation of health professional education programmes. Defining objectives for service user involvement in terms of recovery-oriented practice and developing an instrument which measures student learning against these objectives are important areas for ongoing research supporting improved approaches to supporting people’s recovery

Navigating rocky terrain : a thematic analysis of mental health clinician experiences of family-focused practice

Purpose: Approximately 20 per cent of Australian children live with a parent who experiences mental illness. These children have poorer health and psychosocial outcomes than their peers. While family-focused practice (FFP) can improve these outcomes, family-focused service provision is inconsistent. The purpose of this paper is to understand clinicians’ experiences of FFP and associated workplace factors. Design/methodology/approach: In-depth interviews were conducted with ten community mental health clinicians. Interviews were audio recorded and transcribed. Data were analysed using thematic analysis. Findings: A global theme of “navigating rocky terrain” captured clinicians’ experiences of working with families. The rocky terrain encompassed both family complexity and workplace barriers to FFP. Clinicians navigated this terrain by using multiple strategies to support families, working in partnership with families and other clinicians and services, and drawing on personal resources. Interactive approaches to enhancing knowledge and skills were preferred over paper-based information. While an organisation-wide approach to support FFP was beneficial, clinicians continued to feel challenged in implementing FFP. Research limitations/implications: Working with families in which parents experience mental illness is affected by systemic issues at the family and organisational levels. Systemic approaches to both delivering and supporting this work are required. Partnership working and organisation-wide capacity building strategies emphasising interactive approaches to learning appear to have positive effects. Originality/value: This study explores the challenges of FFP in a real-world multidisciplinary context where there has been a systemic approach to enabling this work. It highlights the challenges clinicians face in family-focused practice in spite of substantial organisational supports and suggests some approaches that might be effective. This is a topic which has received minimal attention in the literature

Clinician experiences of "Let’s Talk about Children" training and implementation to support families affected by parental mental illness

Purpose: Let’s Talk about Children (LTC) is a structured intervention which aims to improve outcomes for children of parents with a mental illness. An enhanced form of training has been developed to support clinician uptake of this intervention. The purpose of this paper is to explore clinicians’ experiences of this form of training and of implementing LTC. Design/methodology/approach: A qualitative research design was adopted, underpinned by social constructionism. Semi-structured interviews were conducted with adult community mental health clinicians (n=10) and were audio-recorded. The interview data were transcribed verbatim, coded and thematically analysed. Findings: Participants experienced both the training and the LTC intervention as a step in the right direction, with the enhanced training seen as superior to standard online modules, but not sufficient for implementation in practice. Additional training support, partnership working with families and service partners and overcoming challenges by adapting the model are some strategies that may support routine implementation of LTC. Originality/value: This study is the first to explore clinician experiences of this enhanced face-to-face training format followed by the implementation of LTC in an Australian context. Findings suggest strategies for enhancing clinician skills and confidence, improving fidelity to the model and identifying success factors for services looking to implement LTC. The potential value of face-to-face over online training and common barriers to implementation at an organisational level are identified and require further exploration in future studies