Institute of Education, University of Manchester, Ellen Wilkinson Building, Manchester, M13 9PL, UK.
BMC Med Educ. 2023 Apr 19;23(1):264. doi: 10.1186/s12909-023-04238-9.
Ensuring that children and young people (CYP) can obtain mental health support from a broad variety of sources is of upmost importance. This is especially true given the increasing prevalence of mental health difficulties in this population, and the associated challenges with receiving support from specialised healthcare services. Equipping professionals, from a wide range of sectors, with the skills needed to provide this support is a vital starting point. This study explored the experiences of professionals who had participated in CYP mental health training modules that related directly to the local implementation of the THRIVE Framework for System Change in Greater Manchester, UK (GM i-THRIVE) to establish the perceived barriers and facilitators behind the implementation of this training programme.
Directed qualitative content analysis of semi-structured interview data from nine CYP-facing professionals was conducted. Both the interview schedule and initial deductive coding strategy were developed using the findings of a systematic literature review by the authors, that was conducted to explore wider CYP mental health training experiences. This methodology was used to establish the presence or absence of these findings within GM i-THRIVE, before generating tailored recommendations for their training programme.
When the interview data were coded and analysed, a strong level of thematic similarity with the authors' review was found. However, we deduced that the emergence of additional themes might reflect the contextual uniqueness of GM i-THRIVE, that is likely to be further compounded by the COVID-19 pandemic. Six recommendations were made for further improvement. These included the facilitation of unstructured peer interaction during training, and ensuring that jargon and key words are fully clarified.
Methodological limitations, guidance for usage, and potential applications of the study's findings are explored. Whilst the findings were largely akin to those of the review, subtle yet important differences were found. These are likely to reflect the nuances of the training programme discussed, however, we tentatively suggest that our findings are transferable to similar training interventions. This study provides a valuable example of how qualitative evidence syntheses can be used to aid study design and analysis: an underused approach.
确保儿童和青少年（CYP）能够从广泛的来源获得心理健康支持至关重要。鉴于这一人群中心理健康困难的患病率不断增加，以及从专门的医疗保健服务获得支持所面临的相关挑战，这一点尤其如此。为来自广泛领域的专业人员提供提供这种支持所需的技能是一个重要的起点。本研究探讨了参与与英国大曼彻斯特地区 THRIVE 系统变革框架（GM i-THRIVE）的当地实施直接相关的 CYP 心理健康培训模块的专业人员的经验，以确定实施该培训计划背后的感知障碍和促进因素。
对九名面向 CYP 的专业人员的半结构化访谈数据进行定向定性内容分析。访谈时间表和初步演绎编码策略均由作者进行的系统文献综述的结果开发，该综述旨在探索更广泛的 CYP 心理健康培训经验。这种方法用于确定 GM i-THRIVE 中是否存在这些发现，然后为他们的培训计划提出有针对性的建议。
对访谈数据进行编码和分析时，发现与作者综述非常相似的主题。然而，我们推断，出现额外的主题可能反映了 GM i-THRIVE 的背景独特性，这可能会因 COVID-19 大流行而进一步加剧。提出了六项进一步改进的建议。其中包括在培训期间促进无结构的同行互动，并确保完全澄清行话和关键词。
探讨了研究结果的方法学限制、使用指南和潜在应用。虽然研究结果与综述大致相似，但发现了一些细微但重要的差异。这些可能反映了所讨论的培训计划的细微差别，但我们暂时建议，我们的发现可以转移到类似的培训干预措施中。本研究提供了一个有价值的例子，说明如何使用定性证据综合来帮助研究设计和分析：这是一种未被充分利用的方法。
