Innovation in mental_health_education_in_the_uk_
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  • 10 mins Golden gate bridge - any one heard about Kevin Hines? Kevin is one of 26 known people to survive the deadly jump from the GGB - the second he jumped, he realised he had made a mistake, and wanted to live. His story tells us a lot: Kevin Hines was 18 when he took a municipal bus to the bridge one day in September, 2000. After treating himself to a last meal of Starbursts and Skittles, he paced back and forth and sobbed on the bridge walkway for half an hour. No one asked him what was wrong. A German tourist approached, handed him her camera, and asked him to take her picture, which he did. “I was like, ‘ nobody cares,’ ” he told me. “So I jumped.” But after he crossed the chord, he recalls, “My first thought was What the hell did I just do? I don’t want to die.”

Innovation in mental_health_education_in_the_uk_ Innovation in mental_health_education_in_the_uk_ Presentation Transcript

  • Developing the skills to deliver an integrated model for mental health in primary care INNOVATION IN MENTAL HEALTH EDUCATION IN THE UK FOR GPS. www.primhe.org.uk
  • Introduction
    • Developing the skills to deliver an integrated model for mental health in primary care is an area lacking in investment within the UK.
    • Government policies fail to focus on local and individual GP requirements for the complexity of mental health work.
    www.primhe.org.uk
  • The following workshop offers an opportunity to
    • Experience specifically designed primary care focused education
    • Gain an awareness of the emphasis on redesigning services to meet individual needs
    • Develop skills which can be used in a 10 minute consultation
    www.primhe.org.uk
  • www.primhe.org.uk basrse
  • www.primhe.org.uk basrse
  • www.primhe.org.uk basrse
  • Master class anxiety and depression
    • How to deliver mental health skills in a primary care setting requires practical techniques as well as knowledge. This training is unique in that it is designed to meet the development needs of General Practitioners and staff working within primary care settings.
    • It will be case study based and focus on the spectrum of depression and its links to anxiety, psychosis and suicide.
    www.primhe.org.uk
  •  
  • Right Brain Functions Left Brain Functions
    • Non Verbal
    • Visual
    • Spatial
    • Emotional expression
    • Imagination
    • Fantasy
    • Inventiveness
    • Dreams
    • Artistic ability
    • Musical ability
    • Involuntary memory
    • Humour
    • Verbal
    • Speech
    • Reading
    • Writing
    • Comprehension
    • Logic
    • Critical Ability
    • Numeracy
    • Intentional Memory
    • Time
    www.primhe.org.uk
  • www.primhe.org.uk
    • Between logic and emotions, which will always win?
    • People who are high on emotion are not rational (eg road rage)
    • We need to calm our patient down before we can reason with them.
    • We do this by therapeutic rapport
    • Men tend to want to give advice on how to solve the problem, but for women empathy is more important.
  • Psychological and Physical health are linked
    • The only way to separate the mind from the body is with an axe.
    • Physical illness causes stress
    • Stress may result in functional symptoms and organic alteration
    • The mind and body are one
    • “ We knew all this but no-one had brought it together before”
    www.primhe.org.uk
  • We like people who are like us
    • Hence mirror and match body language
    • Keep your breathing slow so they match you
    www.primhe.org.uk
  • EXERCISE 1
    • You are running late
    • Your least favourite patient has come in AGAIN with his/her usual problem(s)
    • Do your best to just get them out of the room as fast as possible by not listening, interrupting and being a “bad” clinician
    www.primhe.org.uk
  • EXERCISE 2
    • Now try again
    • Give the patient the first couple of minutes of the consultation
    • See how long your patient can talk for with a receptive listener.
  • BATHE
    • B: BACKGROUND What is going on in your life?
    • The first two minutes belong to the patient.  
    • A: AFFECT How do you feel about that?
    • Summarise the feelings – the underlying message is “I have been listening/ I am here for you” It helps the patient to hear their own feelings externalised reflected and summarised
    •  
    • T: TROUBLE What troubles you most about that?
    • What is the worst thing about this situation? = a focus Underlying messages 1.We can talk about anything here 2. Our time is short so we must focus
    •  
    • H: HANDLING How are you handling that?
    • The important thing is to manage this situation and not get stuck in overwhelming feelings. The underlying message is “You can handle this situation”
    •  
    • E: EMPATHY That must be very difficult for you
    • Normalise the situation for the patient - empathy means it sounds awful, and anyone would feel like this in this situation.
    •  
    www.primhe.org.uk
  • e n g a g i n g p e o p l e
  •  
  • How to Ask About Suicidal Thoughts
    • Possible questions to ask when inquiring about suicidal thoughts.
    • After each question respond with appropriate empathy and then move on to the next step.
    • How do you feel in yourself?
    • How does the future look to you?
    • How do the next few days look?
    • Have you reached rock bottom?
    • Can you face tomorrow?
    • Do you feel that there are only problems and no solutions?
    • Have things got so bad that you feel you may harm yourself in some way?
    • Have things got so bad that you have had thoughts of ending your life?
    • Do you feel that you just can’t carry on ‘like this’ or do you actually want to die?
    • How long have you had these thoughts?
    • Are they changing / getting worse?
    • How do you manage to resist these thoughts?
    • Refer for specialist opinion/start working on a crisis plan to resist the thoughts
    www.primhe.org.uk
  • Human needs www.primhe.org.uk Security-a safe territory-a space to grow Attention (to give and receive) Having a sense of Autonomy and Control Emotionally connected to others-intimacy Being part of a wider community The need for privacy to reflect and consolidate experience Self esteem – via confidence and achievement The need to be stretched which comes from a sense of meaning and purpose.