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Current perspectives on public mental health training provision: a scoping review

Research output: Contribution to journalReview articlepeer-review

Marta Ortega Vega, Chris Attoe, Hannah Iannelli, Aleks Saunders, Sean Cross

Original languageEnglish
Pages (from-to)267-276
Number of pages10
JournalJournal of Public Mental Health
Issue number4
Accepted/In press2021

Bibliographical note

Funding Information: The research conducted as part of this work was supported by Health Education England. Publisher Copyright: © 2021, Emerald Publishing Limited. Copyright: Copyright 2021 Elsevier B.V., All rights reserved.

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Purpose: Public mental health training can effectively support well-being at a population level. The application of this type of training is increasingly prevalent, however, training evaluation is currently limited and inconsistent. This paper aims to summarise the characteristics of public mental health training available in England, presents key quality criteria for this training and identifies gaps in training provision. Design/methodology/approach: This paper uses a pragmatic mixed-methods approach including database and Google Searches, focus groups and survey methods. The data analysis included a structured data extraction template for the training availability scoping and thematic analysis of the survey and focus groups. Findings: This paper identifies a total of 74 training courses targeting workplace employees, young people and the general population. Most courses were delivered face-to-face (54), followed by e-learning (16) and blended modalities (4). This paper derives four core quality principles, focussing on the training approach, key features of training, trainer attributes and evaluation. There were no significant gaps in training provision, although areas for future development included consistency in public mental health terminology, systems and populations requiring additional training and the logistics of training delivery, etc. Originality/value: The results contribute to the evidence base of interventions that are currently available, supporting the efforts to evaluate the impact of training provision in this area. This paper provides a novel approach to assessing training quality and discuss areas for development and innovation in this field.

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