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PROJECT TRINNOD PROJECT TRINNOD
TRAINING IN ROMANIA TRAINING IN ROMANIA
Svetlana PopoviciSvetlana PopoviciLiliana SeprödiLiliana Seprödi
Ruxandra MoroianuRuxandra MoroianuTomina MaraTomina Mara
THE IMPORTANCE OF TRAININGTHE IMPORTANCE OF TRAINING
• Date:Date: October 3, 2009 October 3, 2009
• Number of hours: 2Number of hours: 2
• General objective:General objective:
♣ ♣ awareness of the importance of trainingawareness of the importance of training
• Specific objectives:Specific objectives:
♣ ♣ familiarity with the notion of dual diagnosis familiarity with the notion of dual diagnosis
♣ ♣ valuing their work within the multidisciplinary team valuing their work within the multidisciplinary team
THE IMPORTANCE OF TRAININTHE IMPORTANCE OF TRAININGG
• Working method:Working method: brainstorming brainstorming
• Comments:Comments: 2 participated nurses, 3 auxiliary care -givers 2 participated nurses, 3 auxiliary care -givers
♣ ♣ early sessions trainees were nervous about the novelty of early sessions trainees were nervous about the novelty of
meeting (surprised, tense) and as the session was conducted meeting (surprised, tense) and as the session was conducted
emotion turned into relaxation and active participation.emotion turned into relaxation and active participation.
INTERNAL WORLD OF INTERNAL WORLD OF PATIENTSPATIENTS
• Date:Date: 15/20 October 2009 15/20 October 2009
• Number of hours:Number of hours: 4 4
• General objective:General objective: to live emotions about identification or to live emotions about identification or
comparison with the emotions of a mental patient. comparison with the emotions of a mental patient.
• Specific objectives:Specific objectives:
- To discover the internal world of mental - - To discover the internal world of mental -
- To discover themselves in their soul and their ambiental - To discover themselves in their soul and their ambiental
environment environment
• Working method:Working method: brainstorming, role-reversal. brainstorming, role-reversal.
INTERNAL WORLD OF INTERNAL WORLD OF PATIENTSPATIENTS
OBSERVATIONS OBSERVATIONS
• It outlined the emotional It outlined the emotional
dimension: empathy towards the dimension: empathy towards the
mentally patientsmentally patients
• Identifying and addressing the Identifying and addressing the
need to respect dignity of patients need to respect dignity of patients
• vulnerability of the participantsvulnerability of the participants
to talk about themselves. to talk about themselves.
MULTIDISCIPLINARY MULTIDISCIPLINARY TEAMTEAM
NursesNurses 33 44
Auxiliary care-Auxiliary care-giversgivers
33 33
PsychologistPsychologist 11 11
Secretary Secretary 11 11
Psychiatrist Psychiatrist residentresident
00 11
Psychiatrists Psychiatrists 22 11
Social workerSocial worker 11 00
Stigma and methods anti Stigma and methods anti stigmastigma
• Date: 22/27/29 October / November 3, 2009 Date: 22/27/29 October / November 3, 2009
• Number of hours: 8 Number of hours: 8
• General objective: General objective:
- to be aware about the phenomenon of stigma of - to be aware about the phenomenon of stigma of
persons with menthal disorders, stigma sources persons with menthal disorders, stigma sources
(community, neighborhood, our staff, the media), (community, neighborhood, our staff, the media),
autostigama. autostigama.
- to identify methods anti stigma- to identify methods anti stigma
Stigma and methods anti Stigma and methods anti stigmastigma
• Specific objectives: Specific objectives:
- To identify: the phenomenon of stigma of persons with - To identify: the phenomenon of stigma of persons with
psychiatric disorders, sources of stigma, sources of autostigma psychiatric disorders, sources of stigma, sources of autostigma
- To know the simple and effective methods against stigma- To know the simple and effective methods against stigma
- To find solutions antistigma. - To find solutions antistigma.
• Working method: Working method:
- Applying a test of stigma, role playing, working in triads, - Applying a test of stigma, role playing, working in triads,
brainstorming brainstorming
Stigma and methods anti Stigma and methods anti stigmastigma
OBSERVATIONS OBSERVATIONS
• For trainees who attended a For trainees who attended a greater number of meetings we greater number of meetings we have seen a greater openness, have seen a greater openness, trust. trust.
• Definition of stigma identified by Definition of stigma identified by feelings of participants lived and feelings of participants lived and communicated. communicated.
• Trainees have found simple and Trainees have found simple and effective solutions using the effective solutions using the resources of themself and resources of themself and methods against stigma ( respect, methods against stigma ( respect, dignity, wormly tone of voice). dignity, wormly tone of voice).
MULTIDISCIPLINARY TEAMMULTIDISCIPLINARY TEAM
NursesNurses 55 33 44 22
Auxiliary care-Auxiliary care-giversgivers
33 22 33 33
Psychologist 11 00 11 11
Secretary Secretary 11 00 00 11
Psychiatrist Psychiatrist residentresident
11 11 00 11
PsychiatristsPsychiatrists 11 22 00 22
Social workerSocial worker 00 11 00 00
THE CONCEPT OF STRESS AND THE CONCEPT OF STRESS AND THE STRESSORS FACTORSTHE STRESSORS FACTORS
• Date: 12/19 November 2009 Date: 12/19 November 2009
• Number of hours: 4 Number of hours: 4
• General objective: to define the concept of stress General objective: to define the concept of stress
• Specific objectives: Specific objectives:
- to recognise the eustress and the distress- to recognise the eustress and the distress
- to identify stressors factors from work and - to identify stressors factors from work and
- to propose solutions for removing them - to propose solutions for removing them
• Working method: application of a questionnaire on stress, role Working method: application of a questionnaire on stress, role
playing, brainstorming, simulation : burden of stress. playing, brainstorming, simulation : burden of stress.
THE CONCEPT OF STRESS AND THE CONCEPT OF STRESS AND THE STRESSORS FACTORSTHE STRESSORS FACTORS
• NOTE: NOTE:
• Trainees have communicated Trainees have communicated
their their
feelings lived in the role playing feelings lived in the role playing
and thus could identify stress and thus could identify stress
factors factors
• It has been identified the emotional It has been identified the emotional
group homogeneity and the ability group homogeneity and the ability
to communicate openly to communicate openly
MULTIDISCIPLINARY TEAMMULTIDISCIPLINARY TEAM
Nurses Nurses 33 44
Auxiliary care-Auxiliary care-giversgivers
33 33
PsychologistPsychologist 11 11
Secretary Secretary 11 11
Psychiatrist Psychiatrist residentresident
00 11
PsychiatrisPsychiatris 22 11
Social workerSocial worker 11 00
RESUME OF THE TRAININGRESUME OF THE TRAINING
• Date: January 14, 2010 Date: January 14, 2010
• Number of hours: 2 Number of hours: 2
• General objective: beginning of the group sessions and General objective: beginning of the group sessions and
activating emotions activating emotions
• Specific objectives: recall the objectives of the training and Specific objectives: recall the objectives of the training and
the priority of the proposed themesthe priority of the proposed themes
• Working method: small-group activity carried out in two Working method: small-group activity carried out in two
rounds rounds
RESUME OF THE TRAININGRESUME OF THE TRAINING
NOTE: NOTE:
• It has been identified the It has been identified the
following needs of the group: following needs of the group:
- further meetings for the - further meetings for the
harmonization of harmonization of
interpersonal relationships interpersonal relationships
- more theoretical - more theoretical
knowledge of psychiatric knowledge of psychiatric
learning team work learning team work
Echipa Echipa multidisciplinaramultidisciplinara
Nurses Nurses 33
Auxiliary care giversAuxiliary care givers 22
PsychologistPsychologist 00
Secretary Secretary 00
Psychiatrist residentPsychiatrist resident 33
PsychiatristsPsychiatrists 22
Social workerSocial worker 11
The challenging behaviorThe challenging behavior
• Date: January 21, 2010 Date: January 21, 2010
• Number of hours: 4 Number of hours: 4
• General objective: General objective:
- Awareness of challenging behavior - Awareness of challenging behavior
- Identifying and the definition of challenging behavior - Identifying and the definition of challenging behavior
The challenging behaviorThe challenging behavior
• Specific objectives: Specific objectives:
- To live and to recognize their emotions and the emotions - To live and to recognize their emotions and the emotions
that could create challenging behavior in patients with dual that could create challenging behavior in patients with dual
diagnosis diagnosis
- Finding solutions to improve general and individual - Finding solutions to improve general and individual
challenging behavior challenging behavior
• Working method: case study, method of “hat thinkers”Working method: case study, method of “hat thinkers”
The challenging behaviorThe challenging behavior
• OBSERVATIONS OBSERVATIONS
• Each participant has identified a situation Each participant has identified a situation that was part of a challenging behavior that was part of a challenging behavior
• Participants understood the difference Participants understood the difference between challenging behavior and between challenging behavior and psychomotor agitation psychomotor agitation
• Participants identified the difference Participants identified the difference between challenging behavior and between challenging behavior and behavioral change, also have understood behavioral change, also have understood that challenging behavior is valid as a that challenging behavior is valid as a general concept in psychiatry and in real general concept in psychiatry and in real lifelife
• Participants have found multiple solutions Participants have found multiple solutions for avoiding and inducing challenging for avoiding and inducing challenging behaviorbehavior
MULTIDISCIPLINARY MULTIDISCIPLINARY TEAMTEAM
NursesNurses 33 22
Auxiliary care Auxiliary care giversgivers
22 33
PsychologistPsychologist 00 11
Secretary Secretary 00 00
Psychiatrist Psychiatrist residentresident
33 33
PsychiatristsPsychiatrists 22 22
Social workerSocial worker 11 00
THE QUALITY OF LIFETHE QUALITY OF LIFE
• Date: February 2, 2010 Date: February 2, 2010
• Number of hours: 2 Number of hours: 2
• General objective: to become familiar with the concept of General objective: to become familiar with the concept of
quality of life in various areas quality of life in various areas
• Specific objectives: to know and compare the quality of life Specific objectives: to know and compare the quality of life
for normal persons versus quality of life of mentally ill personsfor normal persons versus quality of life of mentally ill persons
• Working method: role play, role reversal, small-group activity Working method: role play, role reversal, small-group activity
THE QUALITY OF LIFETHE QUALITY OF LIFE
• OBSERVATIONS OBSERVATIONS
• Participants were able to identify Participants were able to identify
and explain the characteristics and and explain the characteristics and
quality of life of healthy persons quality of life of healthy persons
• Participants identified the Participants identified the
difference between the QOL of difference between the QOL of
healthy people and QOL of healthy people and QOL of
patients with mental patients with mental
illness which have a significantly illness which have a significantly
diminished QOLdiminished QOL
MULTIDISCIPLINARY TEAM MULTIDISCIPLINARY TEAM
Nurses Nurses 44
Auxiliary care giversAuxiliary care givers 22
PsychologistPsychologist 11
Secretary Secretary 00
Psychiatrist residentsPsychiatrist residents 33
PsychiatristsPsychiatrists 22
Social workerSocial worker 11
Our own mental healthOur own mental health
• Date: February 4, 2010 Date: February 4, 2010
• Number of hours: 2 Number of hours: 2
• General objective:General objective:
- to know and to identify our own mental health and it`s - to know and to identify our own mental health and it`s
importance for each one importance for each one
• Specific objectives:Specific objectives:
- to discover vulnerability and resistance factors in different - to discover vulnerability and resistance factors in different
stages of life (childhood, teenage, present) stages of life (childhood, teenage, present)
• Method of work: playing with the ball, SWOT ,, The Tree of Method of work: playing with the ball, SWOT ,, The Tree of
Hope"- exploring the vulnerabilities and strengths in the three Hope"- exploring the vulnerabilities and strengths in the three
stages of life stages of life
Our own mental healthOur own mental health
• OBSERVATIONS OBSERVATIONS
• It was a therapy session for It was a therapy session for
all participants all participants
• Confidentiality and privacy Confidentiality and privacy
- SWOT analysis. - SWOT analysis.
• Participants verbalise aboutParticipants verbalise about
themself in front of the themself in front of the
entire group. entire group.
MULTIDISCIPLINARY TEAMMULTIDISCIPLINARY TEAM
NursesNurses 44
Auxiliary care giversAuxiliary care givers 22
PsychologistPsychologist 11
Secretary Secretary 00
Psychiatrist residentsPsychiatrist residents 33
PsychiatristPsychiatrist 11
Social workerSocial worker 11
THE TREE OF HOPETHE TREE OF HOPE
The good-bye session The good-bye session
• Date: February 9, 2010 Date: February 9, 2010
• Number of hours: 2 Number of hours: 2
• General objective: General objective:
- Summary of course themes, the overall assessment of the - Summary of course themes, the overall assessment of the
course course
• Specific objectives: Specific objectives:
- participants expressed their views on the usefulness of the - participants expressed their views on the usefulness of the
course, of the informations provided by the course, about the course, of the informations provided by the course, about the
evolution towards the relationship between the therapeutic team evolution towards the relationship between the therapeutic team
members members
• Working method: evaluation questionnaire Working method: evaluation questionnaire
The good-bye session The good-bye session
• OBSERVATIONS OBSERVATIONS
1. Do you think you have learned 1. Do you think you have learned
something? something?
2. Would you be willing to work in the 2. Would you be willing to work in the
weekend? weekend?
3. Do you want to repeat on other 3. Do you want to repeat on other
topics or to go into a certain topics or to go into a certain
theme? Mention !theme? Mention !
4. Did you like the interactive way? 4. Did you like the interactive way?
5. Did you like the course? 5. Did you like the course?
MULTIDISCIPLINARY TEAMMULTIDISCIPLINARY TEAM
Nurses Nurses 22
Auxiliary care giversAuxiliary care givers 33
PsychologistPsychologist 11
Secretary Secretary 00
Psychiatrist residentsPsychiatrist residents 33
PsychiatristsPsychiatrists 22
Social workerSocial worker 11
The good-bye session The good-bye session 1. 1. Do you think you have learned something? Do you think you have learned something?
YES = 20 YES = 20
NO = 6NO = 6
2. 2. Would you be willing to work in the weekend? Would you be willing to work in the weekend?
YES = 10YES = 10
NO = 16NO = 16
3. 3. . Do you want to repeat on other topics or to go into a certain . Do you want to repeat on other topics or to go into a certain theme? Mention !theme? Mention !
YES = 14YES = 14
NO = 12NO = 12
4. 4. Did you like the interactive way? Did you like the interactive way?
YES = 21YES = 21
NO = 5NO = 5
5. 5. Did you like the course? Did you like the course?
YES = 22YES = 22
NO = 4NO = 4
CONCLUSIONSCONCLUSIONS
• Related to participants Related to participants
• Related to trainers and training Related to trainers and training methods methods
• Related to the romanian specificity Related to the romanian specificity
CONCLUSIONs RELATED TO CONCLUSIONs RELATED TO THE PARTICIPANTSTHE PARTICIPANTS
• group heterogenity of the multidisciplinary team involving group heterogenity of the multidisciplinary team involving
all professions all professions
• gave up only 2 of 26 people who did not agree with the gave up only 2 of 26 people who did not agree with the
experiential method experiential method
• subsequently entered in the group 3 persons who were not subsequently entered in the group 3 persons who were not
initially evaluated (October 2009) - psychiatrist residents initially evaluated (October 2009) - psychiatrist residents
who came to training courses who came to training courses
CONCLUSIONs RELATED TO CONCLUSIONs RELATED TO THE PARTICIPANTSTHE PARTICIPANTS
• difficulties related to changing participants depending on difficulties related to changing participants depending on
work shifts, that the group functioned as an open group work shifts, that the group functioned as an open group
• the active implication of psychiatrists with the rest of the the active implication of psychiatrists with the rest of the
team team
CONCLUSIONs RELATED TO CONCLUSIONs RELATED TO THE PARTICIPANTSTHE PARTICIPANTS
• The group of nurses and the auxiliary care givers expressed The group of nurses and the auxiliary care givers expressed
their need to continue a course of psychiatry by the bio-psycho-their need to continue a course of psychiatry by the bio-psycho-
social model because they were trained as general nurses (not social model because they were trained as general nurses (not
specialised in psychiatry)specialised in psychiatry)
• Quantitative level of participation: Quantitative level of participation:
• Less - 46% Less - 46%
• Medium - 38% Medium - 38%
• More - 16% More - 16%
CONCLUSIONs RELATED TO CONCLUSIONs RELATED TO THE PARTICIPANTSTHE PARTICIPANTS
• The enthusiasm of participants to express emotions The enthusiasm of participants to express emotions
related to their profession in working with patients and at related to their profession in working with patients and at
the same time to acquire new theoretical knowledge the same time to acquire new theoretical knowledge
CONCLUSIONs RELATED TO CONCLUSIONs RELATED TO THE TRAININGTHE TRAINING
• Form of teaching: experential, although participants were Form of teaching: experential, although participants were
used to lectures teaching methods used to lectures teaching methods
• Also all participants were given a writing course support Also all participants were given a writing course support
with all issues addressed by interactive methods with all issues addressed by interactive methods
• Training took place during a week, two times, 2 hours Training took place during a week, two times, 2 hours
totaling 30 hours of training totaling 30 hours of training
CONCLUSIONs RELATED TO CONCLUSIONs RELATED TO THE TRAININGTHE TRAINING
• The relationship between the trainers and the trainees: The relationship between the trainers and the trainees:
trainers as part of the therapeutic team, have decided that trainers as part of the therapeutic team, have decided that
one to run a meeting, and the other trainers have joined one to run a meeting, and the other trainers have joined
the group equally with the other participants the group equally with the other participants
• The enthusiasm of trainers and adaptability to the needs of The enthusiasm of trainers and adaptability to the needs of
the group the group
CONCLUSIONS ABOUT THE CONCLUSIONS ABOUT THE SPECIFICITY OF ROMANIASPECIFICITY OF ROMANIA
• Private sector versus public sector Private sector versus public sector
• The private sector is more involved in training activities The private sector is more involved in training activities
• The first training experience in a public psychiatric The first training experience in a public psychiatric
hospital in Romania hospital in Romania
• In Romania is not yet wellknown the therapeutical and In Romania is not yet wellknown the therapeutical and
formative benefit of trainings, that is why participants are formative benefit of trainings, that is why participants are
not accustomed to the weekend activities not accustomed to the weekend activities
CONCLUSIONS ABOUT THE CONCLUSIONS ABOUT THE SPECIFICITY OF ROMANIASPECIFICITY OF ROMANIA
• For employers in the public system is no interest in forming For employers in the public system is no interest in forming
teams, not beeing typical in Romania teams, not beeing typical in Romania
• The profession of trainer in Romania is around 15 years old The profession of trainer in Romania is around 15 years old
• Difficulties related to the small number of participants in the Difficulties related to the small number of participants in the
period of last decade of November-December 2009, this period of last decade of November-December 2009, this
objective reasons had stoped the training and was started objective reasons had stoped the training and was started
again in January 2010 again in January 2010
PARTICIPANT EVALUATION PARTICIPANT EVALUATION QUESTIONNAIREQUESTIONNAIRE
FORM 1 – to be completed at the beginning of the trainingFORM 1 – to be completed at the beginning of the training..
Please tell us how important you think that the following topics are to Please tell us how important you think that the following topics are to
your work with people with intellectual disabilities. Please rate the your work with people with intellectual disabilities. Please rate the
importance on the scale from 1 to 6: 1 = not important, 6 = very importance on the scale from 1 to 6: 1 = not important, 6 = very
important. Please circle the number on the scale that indicates how important. Please circle the number on the scale that indicates how
important you think that it is. If you do not know at the moment, then important you think that it is. If you do not know at the moment, then
please tick the box the box at the end.please tick the box the box at the end.
PARTICIPANT EVALUATION QUESTIONNAIREPARTICIPANT EVALUATION QUESTIONNAIRE FORM 1 – to be completed at the beginning of the FORM 1 – to be completed at the beginning of the
trainingtraining
Not Highly important important
Don`t know
1 2 3 4 5 6
BASIC KNOWLEDGE ABOUT INTELLECTUAL DISABILITY AND MENTAL HEALTH
1 3 22
HOW WE DECIDE WHAT IS NORMAL AND WHAT IS ABNORMAL
1 1 24
HOW MENTAL HEALTH PROBLEMS CAN START AND DEVELOP IN PEOPLE WITH ID
4 25
THE KIND OF PSYCHOLOGICAL PROBLEMS THAT PEOPLE WITH ID HAVE
1 1 24
HOW TO COMMUNICATE BETTER IN ORDER TO UNDERSTAND PEOPLE’S PROBLEMS
1 25
PARTICIPANT EVALUATION QUESTIONNAIREPARTICIPANT EVALUATION QUESTIONNAIRE FORM 1 – to be completed at the beginning of the FORM 1 – to be completed at the beginning of the
trainingtraining..
Not Highly important important
Don`t know
1 2 3 4 5 6
THE RANGE OF INTERVENTIONS FOR HELPING PEOPLE WITH ID AND MENTAL HEALTH PROBLEMS
1 24 1
PSYCHOLOGICAL TREATMENTS 1 3 22
TALKING TREATMENTS (COUNSELLING AND PSYCHOTHERAPY)
1 25
DRUG TREATMENTS 5 21
MULTIDISCIPLINARY WORKING AND ROLES 3 23
PARTICIPANT EVALUATION QUESTIONNAIREPARTICIPANT EVALUATION QUESTIONNAIREFORM 1 – to be completed at the beginning of the FORM 1 – to be completed at the beginning of the
trainingtraining..
Not Highlyimportant important
Don`tknow
1 2 3 4 5 6
EVALUATING QUALITY OF LIFE 2 2 22
RELATIONSHIP BETWEEN DUAL DIAGNOSIS AND CHALLENGING BEHAVIOUR
1 3 22
ASSESSING AND MANAGING RISK 4 3 22
LOOKING AFTER YOUR OWN MENTAL HEALTH
3 23
MANAGING STRESS 5 21
PARTICIPANT EVALUATION PARTICIPANT EVALUATION QUESTIONNAIREQUESTIONNAIRE
Please tell us how important you think that the following topics Please tell us how important you think that the following topics
are to your work with people with intellectual disabilities. are to your work with people with intellectual disabilities.
Please rate the importance on the scale from 1 to 6: 1 = not Please rate the importance on the scale from 1 to 6: 1 = not
important, 6 = very important. Please circle the number on the important, 6 = very important. Please circle the number on the
scale that indicates how important you think that it is. If you scale that indicates how important you think that it is. If you
do not know at the moment, then please tick the box the box do not know at the moment, then please tick the box the box
at the end.at the end.
PARTICIPANT EVALUATION PARTICIPANT EVALUATION QUESTIONNAIREQUESTIONNAIRE
Not Highlyimportant important
Don t know
1 2 3 4 5 6
BASIC KNOWLEDGE ABOUT INTELLECTUAL DISABILITY AND MENTAL HEALTH
1 6 19
HOW WE DECIDE WHAT IS NORMAL AND WHAT IS ABNORMAL
1 5 4 16
HOW MENTAL HEALTH PROBLEMS CAN START AND DEVELOP IN PEOPLE WITH ID
1 4 6 15
THE KIND OF PSYCHOLOGICAL PROBLEMS THAT PEOPLE WITH ID HAVE
3 8 15
HOW TO COMMUNICATE BETTER IN ORDER TO UNDERSTAND PEOPLE’S PROBLEMS
7 19
PARTICIPANT EVALUATION PARTICIPANT EVALUATION QUESTIONNAIREQUESTIONNAIRE
Not Highlyimportant important
Don`t know
1 2 3 4 5 6
THE RANGE OF INTERVENTIONS FOR HELPING PEOPLE WITH ID AND MENTAL HEALTH PROBLEMS
3 5 18
PSYCHOLOGICAL TREATMENTS 8 16
TALKING TREATMENTS (COUNSELLING AND PSYCHOTHERAPY)
1 9 16
DRUG TREATMENTS 1 8 17
MULTIDISCIPLINARY WORKING AND ROLES 2 5 19
PARTICIPANT EVALUATION PARTICIPANT EVALUATION QUESTIONNAIREQUESTIONNAIRE
Not Highlyimportant important
Don`tknow
1 2 3 4 5 6
EVALUATING QUALITY OF LIFE 3 4 19
RELATIONSHIP BETWEEN DUAL DIAGNOSIS AND CHALLENGING BEHAVIOUR
2 2 7 15
ASSESSING AND MANAGING RISK 6 20
LOOKING AFTER YOUR OWN MENTAL HEALTH
4 22
MANAGING STRESS 1 6 19
PARTICIPANT EVALUATION PARTICIPANT EVALUATION QUESTIONNAIREQUESTIONNAIRE
Please tell us how satisfied you were with the teaching of the Please tell us how satisfied you were with the teaching of the
following topics on the course. Please rate this on the scale following topics on the course. Please rate this on the scale
from 1 to 6: 1 = not at all satisfied, 6 = very satisfied. Please from 1 to 6: 1 = not at all satisfied, 6 = very satisfied. Please
circle the number on the scale that indicates how satisfied you circle the number on the scale that indicates how satisfied you
are. If you do not know at the moment, then please tick the are. If you do not know at the moment, then please tick the
box the box at the end.box the box at the end.
PARTICIPANT EVALUATION PARTICIPANT EVALUATION QUESTIONNAIREQUESTIONNAIRE
Not Highlysatisfied satisfied
Don`tknow
1 2 3 4 5 6
BASIC KNOWLEDGE ABOUT INTELLECTUAL DISABILITY AND MENTAL HEALTH
1 1 8 15
1
HOW WE DECIDE WHAT IS NORMAL AND WHAT IS ABNORMAL
2 4 6 13
1
HOW MENTAL HEALTH PROBLEMS PRESENT IN PEOPLE WITH ID
1 2 3 9 10
1
THE KIND OF PSYCHOLOGICAL PROBLEMS THAT PEOPLE WITH ID HAVE
1 1 13 10
1
HOW TO COMMUNICATE BETTER IN ORDER TO UNDERSTAND PEOPLE’S PROBLEMS
1 7 17
1
PARTICIPANT EVALUATION PARTICIPANT EVALUATION QUESTIONNAIREQUESTIONNAIRE
Not Highly satisfied satisfied
Don`t know
1 2 3 4 5 6
THE RANGE OF INTERVENTIONS FOR HELPING PEOPLE WITH ID AND MENTAL HEALTH PROBLEMS
2 8 14 2
PSYCHOLOGICAL TREATMENTS 1 3 10 11 1
TALKING TREATMENTS (COUNSELLING AND PSYCHOTHERAPY)
2 7 16 1
DRUG TREATMENTS 2 9 14 1
MULTIDISCIPLINARY WORKING AND ROLES 3 6 16 1
PARTICIPANT EVALUATION PARTICIPANT EVALUATION QUESTIONNAIREQUESTIONNAIRE
Not Highly satisfied satisfied
Don`t know
1 2 3 4 5 6
EVALUATING QUALITY OF LIFE 2 4 19
1
RELATIONSHIP BETWEEN DUAL DIAGNOSIS AND CHALLENGING BEHAVIOUR
3 9 13
1
ASSESSING AND MANAGING RISK 3 7 15
1
LOOKING AFTER YOUR OWN MENTAL HEALTH 2 5 18
1
MANAGING STRESS 1 6 18
1
PARTICIPANT EVALUATION PARTICIPANT EVALUATION QUESTIONNAIREQUESTIONNAIRE
Please rate the content of the Please rate the content of the course course overalloverall
PARTICIPANT EVALUATION PARTICIPANT EVALUATION QUESTIONNAIREQUESTIONNAIRE
Disagree Disagreeslightly
Agreeslightly
Agree Don`tknow
This course was relevant to my work / role
1 3 22
The course covered most of the things that I expected
1 11 14
I have learned a lot from this course 4 17 1
The course did not tell me anything new
18 1 3 4
I have a better understanding of the mental health of people with ID
3 6 16 1
PARTICIPANT EVALUATION PARTICIPANT EVALUATION QUESTIONNAIREQUESTIONNAIRE
Disagree
Disagreeslightly
Agreeslightly
Agree
Don`tknow
I have a better idea of how to help people with ID who have mental health problems
1 3 21 1
The course did not tell me enough about the mental health of people with intellectual disabilities
16 3 6 1
The ideas and facts presented were easily understood
1 1 23 1
I will feel more supported in my work after this course
3 4 18 1
PARTICIPANT EVALUATION PARTICIPANT EVALUATION QUESTIONNAIREQUESTIONNAIRE
Please rate the organisation of Please rate the organisation of the coursethe course
PARTICIPANT EVALUATION PARTICIPANT EVALUATION QUESTIONNAIREQUESTIONNAIRE
ORGANISATION OF THE COURSE Disagree
Disagreeslightly
Agree slightly
Agree
THE COURSE WAS WELL ORGANISED 4 3 19
THE TEACHING WAS PRESENTED IN AN EASILY UNDERSTOOD FORM
1 5 20
THERE WAS ENOUGH TIME FOR QUESTIONS AND DISCUSSION
1 11 14
THE COURSE MATERIALS PROVIDED WERE USEFUL
1 1 6 19
THERE WAS A GOOD BALANCE OF TOPICS PRESENTED IN THE COURSE
8 18
PARTICIPANT EVALUATION PARTICIPANT EVALUATION QUESTIONNAIREQUESTIONNAIRE
Disagree Disagreeslightly
Agreeslightly
Agree
I WAS HELPED IF THERE WAS ANYTHING I DID NOT UNDERSTAND
1 2 3 20
I KNOW WHERE TO LOOK FOR FURTHER INFORMATION
1 5 20
I KNOW WHERE TO LOOK FOR FURTHER SUPPORT
2 4 20
I FELT INVOLVED IN THE TRAINING 1 6 19
I FOUND THE TRAINING INSPIRING 2 2 22
PARTICIPANT EVALUATION PARTICIPANT EVALUATION QUESTIONNAIREQUESTIONNAIRE
• IS THERE ANYTHING IS THERE ANYTHING
THAT COULD HAVE THAT COULD HAVE
BEEN DONE BETTER? IS BEEN DONE BETTER? IS
THERE ANYTHING THAT THERE ANYTHING THAT
YOU ARE DISSATISFIED YOU ARE DISSATISFIED
WITH?WITH?
• 1.a One person answered “ 1.a One person answered “
a don`t know”; one person a don`t know”; one person
answered “yes” and the answered “yes” and the
others were satisfiedothers were satisfied
• 1 b One person answered “ 1 b One person answered “
a don`t know”; one person a don`t know”; one person
answered “yes” and the answered “yes” and the
others were satisfiedothers were satisfied
PARTICIPANT EVALUATION PARTICIPANT EVALUATION QUESTIONNAIREQUESTIONNAIRE
• IS THERE ANYTHING THAT IS THERE ANYTHING THAT
YOU THINK WAS YOU THINK WAS
PARTICULARILY GOOD PARTICULARILY GOOD
ABOUT THE TRAINING?ABOUT THE TRAINING?
• The open and free The open and free
comunication between the comunication between the
members of the members of the
multidisciplinary team multidisciplinary team
involving affective aspects; involving affective aspects;
learning new things through learning new things through
interactive methodsinteractive methods
PARTICIPANT EVALUATION PARTICIPANT EVALUATION QUESTIONNAIREQUESTIONNAIRE
• IS THERE ANYTHING ELSE IS THERE ANYTHING ELSE
THAT WOULD LIKE US TO THAT WOULD LIKE US TO
KNOW?KNOW?
• The desire to continue the The desire to continue the
training on other themes; training on other themes;
the regret of not the regret of not
participating to all the participating to all the
sessions because of sessions because of
working in 3 shifts.working in 3 shifts.
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