Psychiatric Mental Health; Pshychiatric Mental Health
Résumé :
[en] The full-scale escalation of Russia's war against Ukraine in 2022 created a surge of mental health issues, requiring urgent, evidence-based interventions to reduce trauma and mitigate stress. Reflecting recommendations from leading specialists in the field, Ukrainian mental health professionals sought to develop appropriate skills and knowledge for working in wartime through advanced training programs. This study aimed to investigate the experiences of Ukrainian mental health professionals having completed advanced training in mental health topics in wartime. A survey design was adopted, using the purposefully developed, and validated 'Wartime Learning Satisfaction Scale'. Regression analysis assessed the hypothesized contribution of four scales (Education, Educator, Learner, and War) to the perceived value of advanced training and learners' satisfaction. Respondents (n = 271) were trained in up to 30 courses (M = 4.27, SD = 3.03) lasting from two to over 120 h. Regression analysis revealed different predictors for satisfaction and value of the courses. Advanced training resulted in higher satisfaction with learning if it matched professional goals of mental health professionals and perceived higher value when relevant to societal demand, consistently constructed, practically useful, and not solely focusing on war-related issues. Respondents who completed all advanced training courses they were interested demonstrated significantly higher confidence in working in wartime. These findings are essential for effective mental health practice during wartime.
Disciplines :
Traitement & psychologie clinique
Auteur, co-auteur :
Velykodna, Mariana ; Practical Psychology Department, Kryvyi Rih State Pedagogical University, Kryvyvi Rih, Ukraine ; 'Psychoanalytic Psychology and Psychotherapy' Division, National Psychological Association, Kyiv, Ukraine
GORBUNOVA, Viktoriia ; University of Luxembourg > Faculty of Humanities, Education and Social Sciences (FHSE) > Department of Behavioural and Cognitive Sciences (DBCS) > Health and Behaviour ; Ukrainian EuroPsy National Awarding Committee, National Psychological Association, Kyiv, Ukraine
Frankova, Iryna; Department of Clinical, Neuro- and Developmental Psychology, Vrije Universiteit Amsterdam, Amsterdam, the Netherlands ; Department of Medical Psychology, Psychosomatic Medicine and Psychotherapy, Bogomolets National Medical University, Kyiv, Ukraine ; ARQ Centrum 45, Oegstgeest, the Netherlands
Happell, Brenda ; Faculty of Health, Southern Cross University, East Lismore, New South Wales, Australia ; Catherine McAuley School of Nursing and Midwifery, Brookfield Health Sciences Complex, University College Cork, County Cork, Ireland
Co-auteurs externes :
yes
Langue du document :
Anglais
Titre :
Predictors of Satisfaction and Value of Advanced Training for Mental Health Professionals in Wartime Ukraine.
Andresen, L., Boud, D., & Cohen, R. (2020). Experience-based learning. In Understanding adult education and training (pp. 225–239). Routledge.
Betancourt, T. S., Meyers-Ohki, M. S. E., Charrow, M. A. P., & Tol, W. A. (2013). Interventions for children affected by war: An ecological perspective on psychosocial support and mental health care. Harvard Review of Psychiatry, 21 (2), 70. http://doi.org/10.1097/HRP.0b013e318283bf8f
Bollas, C. (2018). Forces of destiny: Psychoanalysis and human idiom. Routledge.
Booth, A., Scantlebury, A., Hughes-Morley, A., Mitchell, N., Wright, K., Scott, W., & McDaid, C. (2017). Mental health training programmes for non-mental health trained professionals coming into contact with people with mental ill health: A systematic review of effectiveness. BMC Psychiatry, 17 (1), 196. https://doi.org/10.1186/s12888-017-1356-5
Brockett, R. G., & Hiemstra, R. (2018). Self-direction in adult learning: Perspectives on theory, research, and practice. Routledge. https://doi.org/10.4324/9780429457319
Capper, J. K. (2020). Potential risk factors of complex PTSD in California professional firefighters [Dissertation]. California State University.
Chaaya, C., Thambi, V. D., Sabuncu, Ö., Abedi, R., Osman, A. O. A., Uwishema, O., & Onyeaka, H. (2022). Ukraine–Russia crisis and its impacts on the mental health of Ukrainian young people during the COVID-19 pandemic. Annals of Medicine and Surgery (2012), 79, 104033. https://doi.org/10.1016/j.amsu.2022.104033
Chorna, V., Makhniuk, V., Pshuk, N., Gumeniuk, N., Shevchuk, Y., & Khliestova, S. (2021). Burnout in mental health professionals and the measures to prevent it. Georgian Medical News, (310), 113–118.
Danieli, Y. (Ed.) (2002). Sharing the front line and the back hills: International protectors and providers, peacekeepers, humanitarian aid workers and the media in the midst of crisis (pp. 279–380). Published for and on behalf of the United Nations by Baywood Publishing Company, Inc.
Dattilio, F. M. (2015). The self-care of psychologists and mental health professionals: A review and practitioner guide. Australian Psychologist, 50 (6), 393–399. https://doi.org/10.1111/ap.12157
Delaney, K. R., & Vanderhoef, D. (2019). The psychiatric mental health advanced practice registered nurse workforce: Charting the future. Journal of the American Psychiatric Nurses Association, 25 (1), 11–18. https://doi.org/10.1177/1078390318806571
Elise, D. (2020). The erotic body. Psychoanalysis.Today, Issue 12: The Body and Psychoanalysis. (electronic journal). https://www.psychoanalysis.today/en-GB/PT-Articles/Elise144989/The-Erotic-Body.aspx?utm_source=Psychoanalysis. today+(English)&utm_campaign=5b7875f108-EMAIL_CAMPAIGN_2020_12_19_ 02_23&utm_medium=email&utm_term=0_458bb99253-5b7875f108–135253762
Everly, G. S., & Lating, J. M. (2022). The Johns Hopkins guide to psychological first aid. JHU Press.
Fiedler, C., Rohles, C. (2021). Social cohesion after armed conflict: A literature review. IDOS Discussion Papers, 7/2021. German Institute of Development and Sustainability (IDOS). https://ideas.repec.org/p/zbw/diedps/72021.html
Finch, J., Ford, C., Lombardo, C., & Meiser-Stedman, R. (2020). A survey of evidence-based practice, training, supervision and clinician confidence relating to post-traumatic stress disorder (PTSD) therapies in UK child and adolescent mental health professionals. European Journal of Psychotraumatology, 11 (1), 1815281. https://doi.org/10.1080/20008198.2020.1815281
Frankova, I., Vermetten, E., Shalev, A. Y., Sijbrandij, M., Holmes, E. A., Ursano, R., Schmidt, U., & Zohar, J. (2022). Digital psychological first aid for Ukraine. The Lancet Psychiatry, 9 (7), e33. https://doi.org/10.1016/S2215-0366(22)00147-X
Gilligan, M. J., Pasquale, B. J., & Samii, C. (2014). Civil war and social cohesion: Lab‐in‐the‐field evidence from Nepal. American Journal of Political Science, 58 (3), 604–619. https://doi.org/10.1111/ajps.12067
Heggart, K., & Yoo, J. (2018). Getting the most from Google Classroom: A pedagogical framework for tertiary educators. Australian Journal of Teacher Education, 43 (3), 140–153. https://doi.org/10.14221/ajte.2018v43n3.9
Heidenreich, S., & Breukers, S. (2020). Who is telling whose story? The effectiveness of peer-to-peer approaches as inclusive participatory interventions towards sustainability. Sustainable Production and Consumption, 21, 216–227. https://doi.org/10.1016/j.spc.2019.10.001
Henson, C. T. (2018). The role of self-care as it pertains to compassion satisfaction, burnout, and secondary traumatic stress among suicide prevention crisis hotline staff [Doctoral dissertation]. Western Kentucky University.
Hinz, L. D. (2018). Beyond self-care for helping professionals: The expressive therapies continuum and the life enrichment model. Routledge.
Hook, K., Kozishkurt, J., Kovalchuk, O., Goncharenko, E., Kodovbetskyi, V., Opanasenko, M., Kopytko, A., Girnyk, A., Kliuzko, K., Drainoni, M.-L., & Bogdanov, S. (2021). Evaluating context and interest in training in evidence-based mental health care: A qualitative investigation among healthcare providers in Kyiv, Ukraine. BMC Research Notes, 14 (1), 373. https://doi.org/10.1186/s13104-021-05786-3
Housel, D. A. (2023). A trauma-informed inquiry of COVID-19’s initial impact on adult education program administrators and instructors in the United States. Adult Learning, 34 (2), 68–78. https://doi.org/10.1177/10451595211073724
Klymchuk, V., Vysotska, K., & Gorbunova, V. V. (2022). Decentralisation and community stakeholders’ engagement for better mental health services development in the conflict-affected regions of Ukraine. Journal of Public Mental Health, 21 (4), 288–302. https://doi.org/10.1108/JPMH-06-2022-0054
Knowland, V. C. P., & Thomas, M. S. C. (2014). Educating the adult brain: How the neuroscience of learning can inform educational policy. International Review of Education, 60 (1), 99–122. https://doi.org/10.1007/s11159-014-9412-6
Kopchak, O., Pinchuk, I., Ivnev, B., & Skokauskas, N. (2020). Reforming undergraduate psychiatry training in Ukraine. Journal of Medical Education and Curricular Development, 7, 2382120520924000. https://doi.org/10.1177/2382120520924000
Kreimeyer, J., Zaporozhets, O., Smith, J., & Lozova, O. (2020). Effectiveness evaluation of the postgraduate program in mental health counseling in Ukraine. Continuing Professional Education: Theory and Practice, 64, (3), 31–40. https://doi.org/10.28925/1609-8595.2020.3.4
Krys, K., Haas, B. W., Igou, E. R., Kosiarczyk, A., Kocimska-Bortnowska, A., Kwiatkowska, A., Lun, V. M.-C., Maricchiolo, F., Park, J., Šolcová, I. P., Sirlopú, D., Uchida, Y., Vauclair, C.-M., Vignoles, V. L., Zelenski, J. M., Adamovic, M., Akotia, C. S., Albert, I., Appoh, L., … Bond, M. H. (2023). Introduction to a culturally sensitive measure of well-being: Combining life satisfaction and interdependent happiness across 49 different cultures. Journal of Happiness Studies, 24 (2), 607–627. https://doi.org/10.1007/s10902-022-00588-1
Kulikowski, K., Przytuła, S., & Sułkowski, Ł. (2022). E-learning? Never again! On the unintended consequences of COVID-19 forced e-learning on academic teacher motivational job characteristics. Higher Education Quarterly, 76 (1), 174–189. https://doi.org/10.1111/hequ.12314
Kurczewska, A., Doryń, W., & Wawrzyniak, D. (2020). An everlasting battle between theoretical knowledge and practical skills? The joint impact of education and professional experience on entrepreneurial success. Entrepreneurial Business and Economics Review, 8 (2), 219–237. https://doi.org/10.15678/EBER.2020.080212
Leberman, S., & McDonald, L. (2016). The transfer of learning: Participants’ perspectives of adult education and training. CRC Press.
Loeng, S. (2020). Self-directed learning: A core concept in adult education. Education Research International, 2020, 1–12. https://doi.org/10.1155/2020/3816132
Luke, D., & Justice, M. (2016). Motivating adult learners: Exploring the emergence of adult business students in an East Texas university. Administrative Issues Journal: Education, Practice, and Research, 6 (2), 74–82. https://files.eric.ed.gov/fulltext/EJ1137536.pdf https://doi.org/10.5929/2016.6.2.3
Lyon, A. R., Stirman, S. W., Kerns, S. E., & Bruns, E. J. (2011). Developing the mental health workforce: Review and application of training approaches from multiple disciplines. Administration and Policy in Mental Health, 38 (4), 238–253. https://doi.org/10.1007/s10488-010-0331-y
Ma, X., Gryshova, I., Koshkalda, I., Suska, A., Gryshova, R., Riasnianska, A., & Tupchii, O. (2022). Necessity of post-war renewal of university teachers’ potential in terms of sustainable development in Ukraine. Sustainability, 14 (19), 12598. https://doi.org/10.3390/su141912598
Maindonald, R., Attoe, C., Gasston-Hales, M., Memon, P., & Barley, E. (2020). Mental health crisis training for non-mental health professionals. The Journal of Mental Health Training, Education and Practice, 15 (4), 223–235. https://doi.org/10.1108/JMHTEP-11-2019-0062
Malinowski, A. J. (2014). Self-care for the mental health practitioner: The theory, research, and practice of preventing and addressing the occupational hazards of the profession. Jessica Kingsley Publishers.
Matiashova, L., Tsagkaris, C., Essar, M. Y., Romash, I. B., & Vus, V. I. (2022). Achilles in Ukraine: Concerns and priorities over the long-term implications of trauma. The International Journal of Health Planning and Management, 37 (6), 3369–3371. https://doi.org/10.1002/hpm.3562
Matviichuk, L., Ferilli, S., & Hnedko, N. (2022). Study of the organization and implementation of e-learning in wartime inside Ukraine. Future Internet, 14 (10), 295. https://doi.org/10.3390/fi14100295
Melnyk, M. Y., & Malynoshevska, A. V. (2022). Results of the students, parents and teachers survey on educational problems in the conditions of martial law. Herald of the NAPS of Ukraine, 4 (1), 1–15. https://doi.org/10.37472/v.naes.2022.4142
Meshko, H., Meshko, O., & Habrusieva, N. (2023). The impact of the war in Ukraine on the emotional well-being of students in the learning process. Journal of Intellectual Disability - Diagnosis and Treatment, 11 (1), 55–65. https://doi.org/10.6000/2292-2598.2023.11.01.7
Ministry of Healthcare of Ukraine. (2022). Project of the “order of providing psychological assistance”. https://moz.gov.ua/uploads/ckeditor/Громадське%20обговорення/2023/02/20/ПОРЯДОК%20психологічної_допомоги%20%2B.pdf
Mollah, T. N., Antoniades, J., Lafeer, F. I., & Brijnath, B. (2018). How do mental health practitioners operationalise cultural competency in everyday practice? A qualitative analysis. BMC Health Services Research, 18 (1), 480. https://doi.org/10.1186/s12913-018-3296-2
Neuwirth, L. S., Jović, S., & Mukherji, B. R. (2021). Reimagining higher education during and post-COVID-19: Challenges and opportunities. Journal of Adult and Continuing Education, 27 (2), 141–156. https://doi.org/10.1177/1477971420947738
Palii, V., Velykodna, M., Pereira, M., McElvaney, R., Bernard, S., Klymchuk, V., Burlachuk, O., Lupis, A. A., Diatel, N., Ireland, J. L., McNeill, K., Scarlet, J. L., Jaramillo-Sierra, A. L., Khoury, B., Sánchez Munar, D. R., Hedlund, S. L., Flanagan, T., LeBlanc, J., Agudelo Velez, D. M., & Gómez-Maquet, Y. (2023). The experience of launching a psychological hotline across 21 countries to support Ukrainians in wartime. Mental Health and Social Inclusion, 27. Advance online publication. https://doi.org/10.1108/MHSI-04-2023-0040
Phillips, A. W., Durning, S. J., & Artino, A. R.Jr. (2021). Survey methods for medical and health professions education-e-book: A six-step approach. Elsevier Health Sciences.
Picciano, A. G., Dziuban, C. D., Graham, C. R., & Moskal, P. D. (Eds.). (2021). Blended learning: Research perspectives (Vol. 3). Routledge.
Pinchuk, I., Goto, R., Pimenova, N., Kolodezhny, O., Guerrero, A., & Skokauskas, N. (2022). Mental health of helpline staff in Ukraine during the 2022 Russian invasion. European Psychiatry: The Journal of the Association of European Psychiatrists, 65 (1), E45. https://doi.org/10.1192/j.eurpsy.2022.2306
Posluns, K., & Gall, T. L. (2020). Dear mental health practitioners, take care of yourselves: A literature review on self-care. International Journal for the Advancement of Counseling, 42 (1), 1–20. https://doi.org/10.1007/s10447-019-09382-w
Prib, H. A., Beheza, L. E., Markova, M. V., Raievska, Y. M., Lapinska, T. V., & Markov, А. R. (2023). Psycho-emotional burnout of the personality in the conditions of war. Journal of Intellectual Disability - Diagnosis and Treatment, 11 (1), 36–46. https://doi.org/10.6000/2292-2598.2023.11.01.5
Quirke, E., Klymchuk, V., Gusak, N., Gorbunova, V., & Sukhovii, O. (2022). Applying the national mental health policy in conflict-affected regions: Towards better social inclusion (Ukrainian case). Mental Health and Social Inclusion, 26 (3), 242–256. https://doi.org/10.1108/MHSI-01-2022-0002
Rajab, K. D. (2018). The effectiveness and potential of E-learning in war zones: An empirical comparison of face-to-face and online education in Saudi Arabia. IEEE Access, 6, 6783–6794. https://doi.org/10.1109/ACCESS.2018.2800164
Ramani, S., McMahon, G. T., & Armstrong, E. G. (2019). Continuing professional development to foster behaviour change: From principles to practice in health professions education. Medical Teacher, 41 (9), 1045–1052. https://doi.org/10.1080/0142159x.2019.1615608
Roberts, B., Makhashvili, N., Javakhishvili, J., Karachevskyy, A., Kharchenko, N., Shpiker, M., & Richardson, E. (2019). Mental health care utilisation among internally displaced persons in Ukraine: Results from a nation-wide survey. Epidemiology and Psychiatric Sciences, 28 (1), 100–111. https://doi.org/10.1017/S2045796017000385
Rolnick, D., Ahuja, A., Schwarz, J., Lillicrap, T., & Wayne, G. (2019). Experience replay for continual learning. In H. Wallach, H. Larochelle, A. Beygelzimer, F. d’Alché-Buc, E. Fox, & R. Garnett (Eds.), Advances in neural information processing systems, 32 (NeurIPS 2019). Curran Associates, Inc.
Rozanov, V., Frančišković, T., Marinić, I., Macarenco, M. M., Letica-Crepulja, M., Mužinić, L., … Pagkalos, G. (2019). Mental health consequences of war conflicts. In Advances in psychiatry (pp. 281–304). Springer Cham. https://doi.org/10.1007/978-3-319-70554-5_17
Rudaz, M., Twohig, M. P., Ong, C. W., & Levin, M. E. (2017). Mindfulness and acceptance-based trainings for fostering self-care and reducing stress in mental health professionals: A systematic review. Journal of Contextual Behavioral Science, 6 (4), 380–390. https://doi.org/10.1016/j.jcbs.2017.10.001
Sherman, M., Puhovskiy, E., Kambalova, Y., & Kdyrova, I. (2022). The future of distance education in war or the education of the future (the Ukrainian case study). Futurity Education, 2 (3), 13–22. https://doi.org/10.57125/FED/2022.10.11.30
Shevlin, M., Hyland, P., & Karatzias, T. (2022). The psychological consequences of the Ukraine war: What we know, and what we have to learn. Acta Psychiatrica Scandinavica, 146 (2), 105–106. https://doi.org/10.1111/acps.13466
Shojaei, S. F., & Masoumi, R. (2020). The importance of mental health training for psychologists in COVID-19 outbreak. Middle East Journal of Rehabilitation and Health Studies, 7 (2), e102846. https://doi.org/10.5812/mejrh.102846
Singh, N. S., Bogdanov, S., Doty, B., Haroz, E., Girnyk, A., Chernobrovkina, V., Murray, L. K., Bass, J. K., & Bolton, P. A. (2021). Experiences of mental health and functioning among conflict-affected populations: A qualitative study with military veterans and displaced persons in Ukraine. The American Journal of Orthopsychiatry, 91 (4), 499–513. https://doi.org/10.1037/ort0000537
Skokauskas, N., Chonia, E., van Voren, R., Delespaul, P., Germanavicius, A., Keukens, R., Pinchuk, I., Schulze, M., Koutsenok, I., Herrman, H., Javed, A., Sartorius, N., & Thornicroft, G. (2020). Ukrainian mental health services and world psychiatric association expert committee recommendations. The Lancet. Psychiatry, 7 (9), 738–740. https://doi.org/10.1016/S2215-0366(20)30344-8
Sogunro, O. A. (2014). Motivating factors for adult learners in higher education. International Journal of Higher Education, 4 (1). 22–37. https://doi.org/10.5430/ijhe.v4n1p22
Sullivan, G. M., & Artino, A. R. (2017). How to create a bad survey instrument. Journal of Graduate Medical Education, 9 (4), 411–415. https://doi.org/10.4300/JGME-D-17-00375.1
Velykodna, M. (2021). Psychoanalysis during the COVID-19 pandemic: Several reflections on countertransference. Psychodynamic Practice, 27 (1), 10–28. https://doi.org/10.1080/14753634.2020.1863251
Velykodna, M., Deputatov, V., Kolisnyk, L., Shestopalova, O., & Shylo, O. (2023). Psychological service for Ukrainian school students during the Russian invasion: Experience of school psychologists from Kryvyi Rih. International Journal of Child Health and Nutrition, 12 (1), 11–22. https://doi.org/10.6000/1929-4247.2023.12.01.2
Velykodna, M., Mishaka, N., Miroshnyk, Z., & Deputatov, V. (2023). Primary education in wartime: How the Russian invasion affected Ukrainian teachers and the educational process in Kryvyi Rih. Revista Romaneasca Pentru Educatie Multidimensionala, 15 (1), 285–309. https://doi.org/10.18662/rrem/15.1/697
Vus, V., & Esterlis, I. (2022). Support of the population within the Russian-Ukrainian war: insider’s perspective. Chronic Stress (Thousand Oaks, CA), 6 (6), 24705470221101884. https://doi.org/10.1177/24705470221101884
Williams, T. M., & Smith, G. P. (2017). Does training change practice? A survey of clinicians and managers one year after training in trauma-informed care. The Journal of Mental Health Training, Education and Practice, 12 (3), 188–198. https://doi.org/10.1108/JMHTEP-02-2016-0016
Xu, W., Pavlova, I., Chen, X., Petrytsa, P., Graf-Vlachy, L., & Zhang, S. X. (2023). Mental health symptoms and coping strategies among Ukrainians during the Russia-Ukraine war in March 2022. The International Journal of Social Psychiatry, 69 (4), 957–966. https://doi.org/10.1177/00207640221143919
Yakushko, O., Miles, P., Rajan, I., Bujko, B., & Thomas, D. (2016). Cultural unconscious in research: Integrating multicultural and depth paradigms in qualitative research. The Journal of Analytical Psychology, 61 (5), 656–675. https://doi.org/10.1111/1468-5922.12257
Yevlanova, E. (2023). Professional supervision as therapists’ self-care during wartime. Psychoanalytic Psychology, 40 (4). Advance online publication. https://doi.org/10.1037/pap0000486
Yurdugül, H. (2008). Minimum sample size for Cronbach’s coefficient alpha: A Monte-Carlo study. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 35 (35), 1–9.
Zapko, K. A., Ferranto, M. L. G., Blasiman, R., & Shelestak, D. (2018). Evaluating best educational practices, student satisfaction, and self-confidence in simulation: A descriptive study. Nurse Education Today, 60, 28–34. https://doi.org/10.1016/j.nedt.2017.09.006
