Using live supervision to deliver family intervention training
Anita Savage Grainge Mental health lecturer, Department of health sciences, University of York
Chris Bulmer Lead nurse – professional development (chief knowledge officer) and associate senior lecturer, University of Teesside, school of health and social care, Harrogate and District NHS Foundation Trust
Mick Fleming Mental health lecturer, School of health, nursing and midwifery, University of the West of Scotland
Rick Allan Clinical nurse specialist, Harrogate assertive outreach team, Audale House
Anita Savage Grainge and colleagues discuss a small pilot study that enabled practitioners to participate on a course offering families psychosocial support
Family psychosocial interventions are recommended as first-line treatments to reduce stress in families that have a member experiencing psychotic illness. Clinical strategies to be taught and practised include goal setting, problem solving, communication training, information provision and relapse prevention.
With live supervision, there is little or no separation between the mechanisms of teaching, learning, supervising and applying learning to skills deployed in the tight situational context that is the family environment. Two findings of this pilot study were that a new schema of learning was required for such training and that anxieties on all sides should be taken into account as well as evident benefits.
The discussion includes implications for researchers and future family intervention training and commissioning.
Mental Health Practice. 16, 9, 12-18. doi: 10.7748/mhp2013.06.16.9.12.e828Correspondence
None declaredPeer review
This article has been subject to double blind peer review
Received: 01 May 2012
Accepted: 20 July 2012