DUAL DIAGNOSISTRAINNING MODULES

PORTUGUESE EXPERIENCE

Maria João Gonçalves e Sónia Fontes

• Select trainers with work experience in Day Care Centres, Residential Units and in Team Supervision

• Methods– Preparatory Reflection– Interactive methodologies– Group dynamics

• Part of more wide training programme of 60 hours• Select the trainees

TRAINING PLANNING

TASKS

• Trainees– 13 professionals (2 men and 11 women)– Initial Training

• 7 professionals with high degree( Psychology, Therapists, Social workers, Kindergarten teachers)

• 6 auxiliary care givers

– 9 CERCI´S (Cercisa, Cercioeiras, Cerciama, Cercimor, Cercica, Cercilisboa, Cercipeniche, Cercima, Cercicaper)

TRAINNING IMPLEMENTATION

TASKS

TRAINING IMPLEMENTATIONTraining Modules“Dual Diagnosis” (30 hours)

Date Modules Hours Trainers

7 Nov 09(Saturday)

Professional Mental HealthQuality of Life 6

Maria Filomena AmaroMaria João Gonçalves

Raúl Melo Sónia Fontes

16 Nov 09(Monday)

Intellectual Disability, Mental Health Problems and Dual Diagnosis

6Maria Filomena AmaroMaria João Gonçalves

Sónia Fontes

28  Nov 09(Saturday) 30 Nov 09(Monday)

Dual Diagnosis - Team Intervention 12

Maria Filomena AmaroMaria João Gonçalves

Sónia Fontes

9 Jan 10(Saturday)

Stress Management Support Strategies within the team

6

Maria Filomena AmaroMaria João Gonçalves

Raul Melo Sónia Fontes

TRAINING IMPLEMENTATION• Documents

– ESTIA (UK)– TURNING POINT (UK)– Royal College of Psychiatric (UK)– British Psychological Society (UK)– MHID – Mental Health Intellectual Disability (NL)– National Association for the Dually Diagnosed (USA)– POMONA Project (EU)– FEAPS (SP)– Coordenação Nacional para a Saúde Mental (PT)– Luis Salvador Carulla; Marco Bertelli; Giampalo la Malfa

papers– WORK POSITIVE (UK)– NHS (UK)– OMS – WPA

• Final Evaluation– Evaluation Questionnaire (developed in the

partnership) at the beginning and at the end of the training session

• Long-term Evaluation– 6 months after the training session

TRAINING EVALUATION

TASKS

TRAINING EVALUATION

Not Highly

Important Important

Don’t Know

1 2 3 4 5 6

Basic knowledge about intellectual disability and mental health 8% 92%

How we decide what is normal and what is abnormal 38% 54% 8%

How mental health problems can start and develop in people with id 31% 62% 8%

The kind of psychological problems that people with id have 23% 77%

How to communicate better in order to understand people’s problems 15% 85%

The range of interventions for helping people with id and mental health problems 8% 92%

Psychological treatments 38% 62%

Talking treatments (counselling and psychotherapy) 38% 62%

Drug treatments 54% 38%

Form 1: to be completed at the begining of the courseTell us how important you think that the following topics are to your work

TRAINING EVALUATIONForm 1: to be completed at the begining of the courseTell us how important you think that the following topics are to your work.

Not HighlyImportant Important

Don’t Know

1 2 3 4 5 6

Multidisciplinary working and roles 8% 92%

Evaluating quality of life 8% 92%

Relationship between dual diagnosis and challenging behaviour 46% 54%

Assessing and managing risk 15% 77% 8%

Looking after your own mental health 8% 85% 8%

Managing stress 8% 85% 8%

TRAINING EVALUATION

Form 2: to be completed at the end of the course Please tell us how satisfied you were with the teaching of the following topics on the course

Not HighlyImportant Important

Don’t know

1 2 3 4 5 6

Basic knowledge about intellectual disability and mental health   20% 80%  

How we decide what is normal and what is abnormal 10% 40% 50%  

How mental health problems can start and develop in people with id   40% 60%  

The kind of psychological problems that people with id have   40% 60%  

How to communicate better in order to understand people’s problems   30% 60% 10%

The range of interventions for helping people with id and mental health problems 10% 30% 60%  

Psychological treatments 10% 40% 40% 10%

Talking treatments (counselling and psychotherapy)   40% 50% 10%

Drug treatments 10% 30% 60%  

TRAINING EVALUATION

Not HighlyImportant Important Don’t

Know1 2 3 4 5 6

Multidisciplinary working and roles 10% 10% 80%  Evaluating quality of life     100%  Relationship between dual diagnosis and challenging behaviour   30% 70%  Assessing and managing risk   20% 80%  Looking after your own mental health     100%  Managing stress   10% 90%  

Form 2: to be completed at the end of the course Please tell us how satisfied you were with the teaching of the following topics on the course

TRAINING EVALUATION

Overall Evaluation of the Course

TRAINING EVALUATION

Overall Evaluation of the CourseOrganisation of the course

CONCLUSIONS

• Existing need for:– Initial and life long training on Dual Diagnosis contents;– Multidisciplinary teams in day care centers and residential units must

integrate health competences in their practice;– building up links/partnerships and a common language between social

and health professionals;– stress management strategies within the teams– Team external supervision– Monitoring the implementation of health and social policies– Disseminate good Practice and provide visibility to Community

Intervention