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Essential shared capabilities for the whole of the mental health workforce: bringing educators into the frame

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Essential shared capabilities for the whole of the mental health workforce : bringing educators into the frame. / Anderson, Jill; Burgess, Hilary .

In: Journal of Mental Health Training, Education and Practice, Vol. 4, No. 3, 2009, p. 21-29.

Research output: Contribution to journalJournal articlepeer-review

Harvard

Anderson, J & Burgess, H 2009, 'Essential shared capabilities for the whole of the mental health workforce: bringing educators into the frame', Journal of Mental Health Training, Education and Practice, vol. 4, no. 3, pp. 21-29. https://doi.org/10.1108/17556228200900022

APA

Vancouver

Author

Anderson, Jill ; Burgess, Hilary . / Essential shared capabilities for the whole of the mental health workforce : bringing educators into the frame. In: Journal of Mental Health Training, Education and Practice. 2009 ; Vol. 4, No. 3. pp. 21-29.

Bibtex

@article{9bb62e0743b94cdcbe8c1f4f2fab89d0,
title = "Essential shared capabilities for the whole of the mental health workforce: bringing educators into the frame",
abstract = "Recent drives to modernise the mental health workforce have been led (in England) by initiatives such as New Ways of Working and informed by the Ten Essential Shared Capabilities (10 ESCs) (Department of Health, 2004), reflected elsewhere in the UK. Learning materials have been developed to support these and educators encouraged to embed them within curricula. Yet, little has been said about how such principles could or should apply to the practice of mental health educators themselves. Higher education plays a crucial part in shaping tomorrow's practitioners; yet educators can receive scant mention when workforce initiatives are launched. Here, then, we consider the 10 ESCs, examining how these might be put into practice in a higher education context. The pedagogic rationale for this perspective is discussed in terms of Biggs' (2003) concept of {\textquoteleft}constructive alignment{\textquoteright}, Ward's (1999) {\textquoteleft}matching principle{\textquoteright} and Eraut's (1994) analysis of {\textquoteleft}professional education{\textquoteright}. Reconceptualising higher education educators as a part (albeit semi-detached) of the mental health workforce may help us move beyond a {\textquoteleft}tick-box{\textquoteright} approach - exploring not only whether the 10 ESCs are reflected in the content of curricula, but how they are embodied within teaching teams.",
keywords = "Mental health ",
author = "Jill Anderson and Hilary Burgess",
year = "2009",
doi = "10.1108/17556228200900022",
language = "English",
volume = "4",
pages = "21--29",
journal = "Journal of Mental Health Training, Education and Practice",
issn = "1755-6228",
publisher = "Emerald",
number = "3",

}

RIS

TY - JOUR

T1 - Essential shared capabilities for the whole of the mental health workforce

T2 - bringing educators into the frame

AU - Anderson, Jill

AU - Burgess, Hilary

PY - 2009

Y1 - 2009

N2 - Recent drives to modernise the mental health workforce have been led (in England) by initiatives such as New Ways of Working and informed by the Ten Essential Shared Capabilities (10 ESCs) (Department of Health, 2004), reflected elsewhere in the UK. Learning materials have been developed to support these and educators encouraged to embed them within curricula. Yet, little has been said about how such principles could or should apply to the practice of mental health educators themselves. Higher education plays a crucial part in shaping tomorrow's practitioners; yet educators can receive scant mention when workforce initiatives are launched. Here, then, we consider the 10 ESCs, examining how these might be put into practice in a higher education context. The pedagogic rationale for this perspective is discussed in terms of Biggs' (2003) concept of ‘constructive alignment’, Ward's (1999) ‘matching principle’ and Eraut's (1994) analysis of ‘professional education’. Reconceptualising higher education educators as a part (albeit semi-detached) of the mental health workforce may help us move beyond a ‘tick-box’ approach - exploring not only whether the 10 ESCs are reflected in the content of curricula, but how they are embodied within teaching teams.

AB - Recent drives to modernise the mental health workforce have been led (in England) by initiatives such as New Ways of Working and informed by the Ten Essential Shared Capabilities (10 ESCs) (Department of Health, 2004), reflected elsewhere in the UK. Learning materials have been developed to support these and educators encouraged to embed them within curricula. Yet, little has been said about how such principles could or should apply to the practice of mental health educators themselves. Higher education plays a crucial part in shaping tomorrow's practitioners; yet educators can receive scant mention when workforce initiatives are launched. Here, then, we consider the 10 ESCs, examining how these might be put into practice in a higher education context. The pedagogic rationale for this perspective is discussed in terms of Biggs' (2003) concept of ‘constructive alignment’, Ward's (1999) ‘matching principle’ and Eraut's (1994) analysis of ‘professional education’. Reconceptualising higher education educators as a part (albeit semi-detached) of the mental health workforce may help us move beyond a ‘tick-box’ approach - exploring not only whether the 10 ESCs are reflected in the content of curricula, but how they are embodied within teaching teams.

KW - Mental health

U2 - 10.1108/17556228200900022

DO - 10.1108/17556228200900022

M3 - Journal article

VL - 4

SP - 21

EP - 29

JO - Journal of Mental Health Training, Education and Practice

JF - Journal of Mental Health Training, Education and Practice

SN - 1755-6228

IS - 3

ER -