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Mental health literacy programmes can help reduce stigma towards people who experience mental health challenges. Co-facilitated mental health literacy programmes, delivered by a person with lived experience of mental health challenges in partnership with a person with clinical experience in mental health services, may further reduce stigma. This qualitative study aims to explore participants’ satisfaction with a co-facilitated mental health literacy programme and facilitator characteristics influencing satisfaction.

The authors used deidentified post-workshop evaluation data from 762 community mental health literacy programme participants (86% response rate). Thematic analysis of qualitative data used a general inductive approach.

Findings indicate high satisfaction with the co-facilitation model used to deliver a mental health literacy programme. Three key themes related to co-facilitation satisfaction: how participants perceived the co-facilitation model overall; the impact of having two facilitators that offered different knowledge and perspectives about mental health challenges; and the impact of personal stories shared. The personal stories shared by facilitators were perceived as bringing the workshop content to life and providing insights into people’s experiences and well-being journey. Key themes influencing co-facilitation satisfaction related to facilitator knowledge, skills, values and attitudes.

Findings indicate the positive impact of incorporating people’s lived experience into the design and delivery of mental health literacy programmes. Findings highlight key facilitator characteristics and support needs when recruiting facilitators to deliver programmes. This includes good facilitation skills alongside personal experiences.

To the best of the authors’ knowledge, this is the first large study examining satisfaction with a co-facilitated mental health literacy programme for the general public.

The purpose of this commentary is to reflect on the implications for practice and lessons that can be drawn from the case study presented.

The commentary is based on a review of the case study and tools available to support practice.

The case study highlights weaknesses in the way that access to healthcare is currently facilitated for people with learning disabilities.

The commentary explores the lessons to be drawn from the case study in the wider context of health facilitation.

The purpose of this paper is to explore the concept of value co-creation in complex value networks with many actors. Electronic health records (EHRs) are innovations that warrant deep study to properly introduce such a complex system.

The paper describes a qualitative study based on Grounded Theory to understand value co-creation from multiple actors’ perspectives in a National EHR Service Project: the Portuguese Health Data Platform.

Study results enabled further development of the value co-creation concept in complex environments with multiple actors. More specifically they allowed: operationalizing the value co-creation concept by identifying its factors and outcomes, understanding how value co-creation factors and outcomes are interconnected, and understanding of how value co-creation for each actor depends on his/her own actions and the actions of other actors, in a complex set of interactions and interdependencies.

The findings have implications for service managers seeking to understand how actors participating in the network integrate resources and interact to co-create value. The study highlights the need for designing and managing services to co-create value, not only by enabling dyadic interactions between the customer and the service provider, but also by supporting and enabling value co-creation interactions among different actors in the network.

This study responds to the need for empirical research on value co-creation in many-to-many contexts and for operationalizing the value co-creation concept.

Prior to the launch of Valuing People (DH, 2001), Gordon Grant and Paul Ramcharan were appointed by the Department of Health as co‐ordinators of the Learning Disability Research Initiative (LDRI). The LDRI was a £2m research initiative, funded through the Department of Health's Policy Research Programme, linked to the implementation of Valuing People. The LDRI was brought to a conclusion in November 2007 with a final conference at which an overview report and accessible summary of the findings were launched (Grant & Ramcharan, 2007a, 2007b). In this paper we summarise the main findings of the LDRI with reference to Valuing People's main principles of rights, choice, inclusion and independence. In conclusion we consider how to build on the evidence base.

This paper aims to find in-depth information related the activities of “clean and healthy behavior” in household regulations, starting from assessment, planning, mobilization, implementation monitoring and assessment.

Data analysis was used for quantitative and qualitative approaches (mixing method). The qualitative approach was used to understand the individual phenomena in terms of finding, obtaining and describing the community behavior, which is related to health problems. The data obtained through the approach were then analyzed using interactive model.

In principle, this research exactly determines the responses of officers and the community to the process of “clean and healthy living behavior” activities. In general, the health facility used first is self-treatment, before seeking medical treatment or non-drug treatment. It proves that humans are always experimenting. From the research result, there are respondents who do not use medical treatment at 16 per cent; and the remaining 84 per cent are using medical treatment, despite being preceded by self-treatment (S) and non-medical treatment (N).

Currently, there have not been many studies related to the implementation of clean and healthy behavior although the information about it is very important to know. The managers of the “clean and healthy behavior” program need to know such information.

In this paper, findings from a detailed literature review (which was commissioned in March 2002 by Queen Margaret University College, UK) on Gypsy/Travellers’ health are presented as well as suggestions on where “gaps” exist in related empirical research. The review found that much of the existing research is out of date and found few thorough empirical studies of the health of Gypsy/Traveller communities in Scotland. The authors found that a predominant focus within the literature concerns health beliefs and cultural practices, with far less discussion about the material problems of poverty and social exclusion which affect Traveller communities. Emphasis is given in this paper to problems of access, health inequalities and wider concerns with social inclusion/exclusion. The authors identify the main challenges for health promotion among Gypsy/Traveller families in Scotland and argue that a key route to tackling social exclusion may lie in adopting a community development approach.

The influx of refugees and asylum-seekers over the past decade into the European Union creates challenges to the health systems of receiving countries in the preparedness and requisite adjustments to policy addressing the new needs of the migrant population. This study aims to examine and compare policies for access to health care and the related health outcomes for refugees and asylum-seekers settling both in the UK and Germany as host countries.

The paper conducted a scoping review of academic databases and grey literature for studies within the period 2010-2017, seeking to identify evidence from current policies and service provision for refugees and asylum-seekers in Germany and the UK, distilling the best practice and clarifying gaps in knowledge, to determine implications for policy.

Analysis reveals that legal entitlements for refugees and asylum-seekers allow access to primary and secondary health care free of charge in the UK versus a more restrictive policy of access limited to acute and emergency care during the first 15 months of resettlements in Germany. In both countries, many factors hinder the access of this group to normal health care from legal status, procedural hurdles and lingual and cultural barriers. Refugees and asylum-seeker populations were reported with poor general health condition, lower rates of utilization of health services and noticeable reliance on non-governmental organizations.

This paper helps to fulfill the need for an extensive research required to help decision makers in host countries to adjust health systems towards reducing health disparities and inequalities among refugees and asylum-seekers.

The purpose of this paper is to demonstrate how a psychiatric clinic in a general hospital can function in conflict-ridden Iraq through the easing of patient access to services.

The workload of psychiatrists was analyzed for one year (2010) at the psychiatry consultation clinic located in the campus of the Medical City Hospital in Central Baghdad which is also a training center.

A total of 2,997 consultations (both adults and children) occurred in 2010. In total, 96 percent were self or family referrals. Patient services were provided by five consulting psychiatrists for a variety of psychiatric disorders. The main therapeutic intervention was the prescription of psychotropics.

Despite the turbulent circumstances and limited mental health resources in Iraq, this clinic was established as a model to attract patients for consultation and triage management to reduce appointment defaults and delayed care.

The data can contribute to the planning and development of mental health services in Iraq, contributing to the current body of literature and serving as a model for other conflict areas.

To best of the understanding this study is the first in the country.

Scholarship about communities of practice (COP) is uncovering evidence that interactivity between community members contributes to improvement in practice. Leadership and facilitation are crucial elements of successful COP implementation. The purpose of this paper is to describe an innovative COP facilitator ' s course and report on the experiences of participants in the first course.

In response to this need and emerging evidence, an on-line COP facilitator ' s course was developed and implemented in Alberta, Canada, in 2011. This course included a home-based COP practicum, introductory face-to-face session, an on-line discussion board moderated by faculty and on-line learning modules. Evaluation of the course was formalized in a qualitative study incorporating content analysis of postings, semi-structured interviews of successful participants and narrative responses to questions in a post course survey.

A total of 15 of 22 participants perceived they acquired basic knowledge about community facilitation by completing the self-learning modules and assignments. Many did not establish home-based COP and only partially participated in the interactive components of the course. Six participants successfully completed the course by establishing home-based COP and actively participating in the social and interactive components of the course. They perceived they met course objectives and greatly benefited from participation in the course, in particular when they pushed themselves to facilitate in new and different ways, and when they were actively engaged with their home-based COP where they could practice and receive feedback.

While the main reasons why participants dropped out or failed to complete all course components were reported, the experiences and perceptions of six participants who successfully completed all course components form the major part of the evaluation of the course and hence introduce bias. A more in depth analysis of why learners are reluctant to engage in participatory learning could be the focus of further studies.

The following key recommendations emerged in the study alongside recommendations for further study of best practices in supporting COP facilitation. First, a formal interview before enrollment into the COP facilitator ' s course is recommended to reinforce the comprehensiveness, time commitment and the practical applications intended within the course. Second, methods of “aggressive facilitation” with skilled COP facilitators can best model facilitation to those involved in the course. Third, supporting course participants to trial out a diversity of community facilitation skills in the safety of the course is crucial to success.

The collaboration, networking and interactivity of interdisciplinary health care workers is of tremendous consequence to health outcomes and a vital concern to practitioners and administrators. Little is currently understood of the leadership and facilitation of the COP models and these discoveries lend a timely contribution to the field.

The implementation of mental health promotion is a core part of the role for all mental health professionals. This involves working with individuals and groups to facilitate the uptake and application of new knowledge, skills and personal attributes. Recently, an Australian intervention that included teaching nurses and educators the skills of mental health promotion was implemented and evaluated. The purpose of this paper is to report the findings of the qualitative evaluation and explore specific attributes of this facilitation, which helps to clarify and articulate a hidden, and taken-for-granted practice.

A qualitative mixed-methods study was designed to evaluate the perceived skills and attributes necessary for effective facilitation of a mental health promotion program in schools.

This evaluation revealed that facilitation is more than simply allowing free-flowing discussion amongst participants. For mental health promotion to be effective, the leader needs to be able to balance content delivery with flexibility, to use interpersonal behaviors that support and empower, and be willing to see the self as always learning and growing.

Without explicit training or discussion of facilitation, it is possible that mental health professionals may slip into teaching didactically. Didactic teaching may not empower learners to articulate their own views, or internalize and demonstrate new skills. A facilitative approach is more fitting to the values of twenty-first-century health promotion. Facilitation is a skill that deserves to be taught explicitly within all mental health promotion courses, so that mental health professionals are inspired to teach in ways that are transactional, and empowering.

A facilitative approach is more fitting to the values of twenty-first-century health promotion. This study confirms that facilitation is a skill that deserves to be taught explicitly to all mental health professionals so they are inspired to implement effec"tive mental health promotion.