Relevant bibliographies by topics / Mental health personnel – Training of – Zambia

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  1. Journal articles
  2. Dissertations / Theses
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Academic literature on the topic 'Mental health personnel – Training of – Zambia'

Author: Grafiati
Published: 4 June 2021
Last updated: 11 February 2022

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Journal articles on the topic "Mental health personnel – Training of – Zambia"

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Анашкин, Олег, Oleg Anashkin, Светлана Марычева, and Svetlana Marycheva. "Methodology of learning military servicing skills for mental self-regulation." Applied psychology and pedagogy 3, no. 1 (2018): 63–68. http://dx.doi.org/10.12737/article_5a0b48a15a5033.11354419.

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The article considers the approach to the training of military personnel in the skills of psychic self-regulation. The technology of training personnel for the method of voluntary self-regulation of states of consciousness is analyzed by V.E. Popov. The contents of the six lessons are detailed in the context of training military personnel. The proposed method of mobilizing internal reserves and activating combat training activities can be an effective help and a reliable assistant in the daily life of military personnel. Mastering the methods of psychic self-regulation increases the culture of the personnel, providing mental health and professional longevity.
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Zamorski, Mark A., Corneliu Rusu, Kim Guest, and Deniz Fikretoglu. "Exposure to mental health training and education in Canadian Armed Forces personnel." Journal of Military, Veteran and Family Health 4, no. 2 (2018): 91–100. http://dx.doi.org/10.3138/jmvfh.2017-0046.

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Britt, Thomas W., Kristen J. Black, Janelle H. Cheung, Cynthia L. S. Pury, and Heidi M. Zinzow. "Unit training to increase support for military personnel with mental health problems." Work & Stress 32, no. 3 (2018): 281–96. http://dx.doi.org/10.1080/02678373.2018.1445671.

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Attoe, C., M. Fisher, A. Vishwas, and S. Cross. "Mental health simulation training in psychiatric skills for police and ambulance service personnel." European Psychiatry 41, S1 (2017): S603. http://dx.doi.org/10.1016/j.eurpsy.2017.01.942.

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IntroductionUK healthcare policy has highlighted a shift in mental health services from hospital to community, stressing the importance of training for professions not traditionally associated with healthcare. Recommendations have been made to introduce training for the police force designed with experts. Similarly, the value of further training for ambulance clinicians in assessing mental health, capacity, and understanding legislation has been highlighted.AimsTo investigate the effect of simulation training on the confidence, knowledge, and human factors skills of police and ambulance service personnel in working with people experiencing mental health conditions.MethodsOn completion of data collection from 14 training courses, approximately 90 police and 90 ambulance personnel (n = 180) will have completed the human factors skills for healthcare instrument, confidence and knowledge self-report measures, and post-course qualitative evaluation forms. A version of the hfshi for non-clinical professions will hopefully be validated following data collection. Results will also be compared by profession.ResultsAnalyses have not been fully completed, although preliminary statistical analyses demonstrate promising findings, with increases post-course for human factors skills, confidence and knowledge. Furthermore, qualitative feedback initially illustrates valuable learning outcomes and interesting findings from comparisons by professions.ConclusionsMental health simulation training appears to have a promising impact on the confidence, knowledge, and human factors skills of police and ambulance personnel for working with people experiencing mental health conditions.Disclosure of interestThe authors have not supplied their declaration of competing interest.
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McCollum, Jeanette A., Lynne R. Rowan, and Eva K. Thorp. "Philosophy as Training in Infancy Personnel Preparation." Journal of Early Intervention 18, no. 2 (1994): 216–26. http://dx.doi.org/10.1177/105381519401800208.

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Jayaram, Mahesh, Ranga Rattehalli, Lindsay Moran, John Mwanza, Paul Banda, and Clive Adams. "Rapid tranquillisation: practice in Zambia, before and after training." International Psychiatry 10, no. 4 (2013): 95–97. http://dx.doi.org/10.1192/s1749367600004070.

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The evidence base for rapid tranquillisation is small in higher-income countries but is even smaller in sub-Saharan Africa. We initiated the first ever survey on the use of rapid tranquillisation in Zambia in 2009; a further survey was then done in 2010, after a programme of teaching and training. It demonstrated an overall improvement in clinical practice, safety, awareness and use of medications within therapeutic doses. It also led to a reduction in inappropriate use of medications. These improvements in practice occurred within a short time span and with minimal effort. Further international collaborative partnerships are required to build stronger mental health infrastructure in Zambia.
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Botega, N., S. Silva, D. Reginato, et al. "Maintained Attitudinal Changes in Nursing Personnel After a Brief Training on Suicide Prevention." European Psychiatry 24, S1 (2009): 1. http://dx.doi.org/10.1016/s0924-9338(09)71128-9.

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Aim:To verify whether nursing personnel working at a general hospital change their attitudes after a brief training course on suicide prevention and if these newly acquired attitudes persist over a 6-month time.Method:317 nursing personnel attended a 6-hour training program. They answered anonymously pre- and post-training the Suicide Behavior Attitude Questionnaire (SBAQ) which comprises 21 visual analogue scale items divided in three factorial sub-scales. The scores on each SBAQ sub-scale (dependent variable) were compared along the time using ANOVA for repeated measures with rank transformation. The time of the measurement and characteristics of the nursing staff were considered as independent variables.Results:There have been positive changes in the attitudes and these gains were significantly maintained at the 6-month follow-up evaluation. Improvement was in the Feelings and Professional Capacity factorial subscales (p = 0.0001 and 0.01, respectively). There was no change on the Right to Suicide subscale.Conclusion:It was possible to demonstrate positive changes in the attitudes of nursing personnel as assessed six months after a brief training course on suicide prevention. As attitudes influence the effectiveness of the health care personnel interventions our findings may have important implications for the development of suicide prevention programs.
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Deitch, David A., and Robin Solit. "Training drug abuse treatment personnel in therapeutic community methodologies." Psychotherapy: Theory, Research, Practice, Training 30, no. 2 (1993): 305–16. http://dx.doi.org/10.1037/0033-3204.30.2.305.

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Bennett, Tess, Alma L. Watson, and Melinda Raab. "Ensuring competence in early intervention personnel through personnel standards and high-quality training." Infants & Young Children 3, no. 3 (1991): 49–58. http://dx.doi.org/10.1097/00001163-199101000-00008.

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Kannapiran R.Thiruvengadam and Indiran Meenakshi. "Evaluation Of District Mental Health Programme In The District Of Dharmapuri, Tamil Nadu, India And Evolution Of Mental Health Care Delivery System For Our State." International Journal of Research in Pharmaceutical Sciences 11, SPL4 (2020): 2586–90. http://dx.doi.org/10.26452/ijrps.v11ispl4.4517.

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District mental health programme was started in India with the idea of decentralizing mental health care. The plan was to train the general medical officers working in primary health centers so that they can identify and treat psychiatric disorders. After the district mental health programme was started, it is time to review its effects. In Dharmapuri, a district in Tamil Nadu, India, medical officers and paramedical personnel were trained and sensitized to identify psychiatric disorders and a district psychiatrist was posted in the district headquarters hospital, who would conduct psychiatric clinics in headquarters and taluk hospitals. We are evaluating the impact of these in terms of actual benefit to the community. A number of new case registrations, before and after the training of the paramedical personnel, a pattern of referral and the impact of starting the psychiatric clinics in taluk hospitals are all assessed. When the peripheral clinics were started, new case registrations increased by 142% in the taluk hospitals. After the training of the paramedical personnel, there was an increase of new cases in the peripheral clinics from 56 to 70. Based on this experience, a suitable pattern of community mental health care delivery system for our state is evolved, taking into consideration availability of qualified manpower, resources, an expectation of the public and WHO guidelines.
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Dissertations / Theses on the topic "Mental health personnel – Training of – Zambia"

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Byrne, Mitchell K. "Medication alliance development and implementation of a mental health staff training program for the enhancement of patient medication adherence /." Access electronically, 2008. http://ro.uow.edu.au/theses/2070.

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Thesis (Ph.D.)--University of Wollongong, 2008.<br>Typescript. Computer optical disc inserted in pocket on p. 195 entitled: Medication alliance core skills demonstration. Includes bibliographical references: p. 147-179.
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Eberts, Stephanie E. "School Mental Health Professionals' Experiences of Hurricane Katrina Evacuees: A Phenomenological Approach." Digital Archive @ GSU, 2010. http://digitalarchive.gsu.edu/cps_diss/52.

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Abstract The need for increased training in the area of trauma and crisis intervention has been the subject of discussion in the literature (Mathai, 2002) and in the creation of new training standards (Council for Accreditation of Counseling and Related Educational Programs [CACREP], 2009). With an increasing number of challenges facing children today, school mental health professionals are positioned to be among the first to intervene on their behalf (Campbell & Dahir, 1997; Paisley & McMahon, 2002). In order for interventions to be successful, school mental health professionals must be able to recognize the signs of trauma (Canada, Heath, Money, Annadale, Fischer & Young, 2007), educate the important adults in children’s lives (Capuzzi & Gross, 2004) , and act in a holistic manner to accommodate the mental health needs of their students (Pederson & Carey, 2003). When Hurricane Katrina struck the Gulf Coast of the United States, approximately 200,000 students were forced to enroll in schools in other states (Department of Homeland Security, 2008). This study examined 12 school mental health professionals’ experiences with these evacuated students. Using Creswell’s (2007) phenomenological framework for understanding the school mental health professionals’ lived experiences, this study sought to illuminate issues related to training and supporting school mental health professionals so that they are equipped to support students in crisis. The results of this study fall under six themes: Systemic Factors in Perception of Job Efficacy, Culture and Community, Retelling of Story and Sequence, Role of the School Mental Health Professional in their work with Evacuated Students, Training and Preparation, and Lessons Learned. Implications for these themes are discussed.
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Frank, Dennis Allen. "Relationships among queer theory pedagogy, sexual orientation competency, and multicultural environment in counselor education training programs." W&M ScholarWorks, 2004. https://scholarworks.wm.edu/etd/1550154067.

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Fullenkamp, Laura J. "A Qualitative Analysis of the Effects of Crisis Intervention Team Training among Rural Law Enforcement Personnel." University of Toledo / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1553723444936724.

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Foo, Kune Natacha M. R. "Globalization and psychology training Mauritius as a case study /." Connect to this title online, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1119950059.

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Thesis (Ph. D.)--Ohio State University, 2005.<br>Title from first page of PDF file. Document formatted into pages; contains ix, 132 p. Includes bibliographical references (p. 119-126). Available online via OhioLINK's ETD Center
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Mudenda, John. "Perceptions and understandings about mental health problems of children and adolescents in Zambia : implications for innovative curriculum development for PHC practitioners." Thesis, 2007. http://hdl.handle.net/10413/3174.

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An exploratory study covering phase 1 stages 1, 2 and 3 only was undertaken in this large hybrid research project to determine perceptions and understandings of the practitioners and the community about mental health problems of children and adolescents in Zambia because so far there is little known about this phenomenon. The aim of this exploratory study was to gain new insights into the phenomenon by undertaking a preliminary investigation to determine priorities for the future post doctoral research before a more structured study to develop the PHC innovative curriculum. The process first 'explored' social reality on the ground to better comprehend the perceptions and understandings of mental health problems of CA and the curricula model preferences as perceived by the practitioners and the community respectively. This was done to appreciate the "reality of practice" on the ground using the Systems, Ecological, and Biopsychosocial theories which underpinned the four field areas of the study which are: Mental Health, Curriculum Development, INSET and Action Research (AR). The total project is open-ended with three (3) phases and eight (8) stages, from the initial exploration of perceptions (phase 1), through reports to government and stakeholders, curriculum development and piloting with health educators (phase 2) and finally implementing the reconstructed curriculum and integration (phase 3) in such a way as to empower primary health workers to themselves do further research. This thesis, covering the initial explorations of perception, encompasses ONLY the first phase and three stages of this larger qualitative research project because of the Higher Education requirements and funding to try to complete in 4 years. This entails literature review of all 4 field areas because in order to orientate the first phase and three stages of such research and to see the implications of results, it is necessary to have a good grounding in all four. The research study process commenced with an orientation and introduction of the context and purpose of the study, followed by the search conferences and focus group meetings using Qualitative Research Design and Methodology. Search conferences, focus group discussions, hospital registers and clinic records were the three sources of data collection. Analysis of Qualitative and Quantitative Data used NVIVO and SPSS 13.0 Statistical Data Analysis Soft ware respectively. The study showed that mental health problems of Children and Adolescents perceived by the community and the practitioners were also referred and recorded in various hospital registers. The analysis of data from hospital records on referred cases further showed that there are serious psychotic mental health disorders in children and adolescents referred for further consultations to hospitals from the community, some of which are: acute psychotic states, with some associated with HIV/Aids. In addition to these psychotic states, epilepsy, drug and alcohol abuse, child defilement, rape cases, mental retardation and conversion disorders particularly in female children/adolescents appeared to be relatively significant mental health concerns and problems in the researched community sites. The conclusion of the study suggests that there were more environment related factors perceived to cause mental health challenges to children and adolescents. This finding further suggests that there are similarities of cases referred from the community with those seen in clinical practice areas. The significance of these findings in the reality of practice, implies that the preferred PRISMS curriculum model to be developed later as a post doctoral activity for 'INSET' of PHC practitioners in Zambia should have deliberate blending of curriculum content with more socio-environment related issues than the current traditional curricula models which are more clinical in structure, process and content.<br>Thesis (Ph.D.)-University of KwaZulu-Natal, Durban, 2007.
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Karban, Kate, A. C. Bowa, S. Patrick, et al. "Scaling Up Mental Health Services in Zambia: Challenges and Opportunities Reported in an Education Project." 2013. http://hdl.handle.net/10454/7430.

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yes<br>The need to increase the capacity of developing countries to meet the mental health needs of their populations is widely acknowledged. This article examines some of the challenges associated with a British Council DelPHE project aimed at strengthening the capacity of mental health educators to prepare the mental health workforce in Zambia for a shift from an institutional to a community-based model of care. The analysis draws on data from two focus groups in which the participants were drawn from college educators who had taken part in workshops intended to enhance curriculum alignment to ensure that the education and training provided for clinical officers (psychiatry) and mental health nurses was "fit for purpose." In particular, the article highlights their perspectives on some of the tensions in focusing on mental health as opposed to broader health care and in ensuring appropriate opportunities for practice or field placements. The continuing impact of stigma and limited resources available for mental ill-health is acknowledged within the wider context of inequities in mental health care. Findings of this evaluation may be applicable to other sub-Saharan contexts, but should be understood only within the Zambian context.
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Temane, Mmasethunya Anna. "A coaching supervision programme to facilitate the mental health in business coaches in South African practice." Thesis, 2011. http://hdl.handle.net/10210/3722.

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D.Cur.<br>Supervision is not a new concept in psychiatric nursing. It has a long history in clinical practice to bridge the gap between theory and practice. However, supervision is fairly new and still emerging in the coaching profession. Bluckert (2005:1) says that if one has to trace the references to supervision in coaching books, one will barely find anything before the millennium. It is only now recently that a demand is growing in coaching professions for coaching supervision. The practice of supervision is strongly advocated by professional associations like COMENSA (Coaching and Mentors of South Africa) and EMCC (European Mentoring and Coaching Council) that business coaches and other practitioners in coaching supervision should have regular supervision. In the continuing professional development (CPD) framework, supervision gives vital support, monitors and encourages personal and professional growth of coaching supervisees, be they experienced practitioners or trainees (Stevens, 2004:18). This yields enormous benefits for business coaches, for their clients and for the organisations that employ them or purchase coaching services from them (Anonymous, 2006:52). Supervision is a complex and demanding task. It requires significant interpersonal, intellectual and communication skills on the part of the supervisor as well as the business coaches. Along with these skills, it requires high emotional awareness and competence, all of which can be exciting, energising and at the same time demanding (Hodge, 2008:3). Supervision is viewed to be an important aspect for business coaches and the supervisor in the coaching profession. Hawkins and Schwenk (2006:2) point out that even the most experienced coaches need assistance to constantly re-examine their practice to continue to develop their skills and self-awareness and to avoid being drawn into their clients’ systems. Coaching supervision should be an imperative in the coaching profession to support the business coaches and to stand back and reflect on their coaching practice. The iv aim of supervision is that the business coaches should open their work to scrutiny of supervisors. The role of supervisor is to create a safe environment for the business coaches to muse, reflect and consider alternative intervention strategies and learn in a coaching supervision relationship. Through this research, it is hoped that business coaches and supervisors will embark on this learning journey together in the context of a coaching supervision relationship grounded in an ethical framework.
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Karban, Kate, and R. Ng'andu. "Exploring partnership: Reflections on an international collaboration." 2016. http://hdl.handle.net/10454/7640.

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yes<br>This article explores some of the challenges involved in a collaborative mental health partnership, drawing on the reflections of two project members from the Chainama College of Health Sciences in Zambia and the Leeds Metropolitan University in England. The aim of the project was to support the education and training of the mental health workforce in Zambia as services shift from institutional to community-based care. The discussion is located within Gray’s ‘three-pronged dilemma’ and debates concerning the internationalisation agenda in social work and higher education. The conclusion emphasises the benefits and tensions of partnership working between ‘developed’ and ‘developing’ countries.
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Smythe, A., P. Bentham, C. Jenkins, and Jan R. Oyebode. "The experiences of staff in a specialist mental health service in relation to development of skills for the provision of person centred care for people with dementia." 2013. http://hdl.handle.net/10454/9272.

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No<br>It is estimated that 820,000 people in the UK have dementia. Dementia costs the UK 17 billion a year and in the next 30 years this will treble to over pound50 billion a year. There is a need to raise competence of staff delivering care to people living with dementia across health, social and voluntary sector provision. Effective education and training will build capacity and improve staff knowledge. However, at present not enough is known about the experiences of staff involved in gaining the skills, knowledge and attitudes required to support provision of high quality care for people with dementia. This study was conducted within a large National Health Service Trust in the UK serving an urban, ethnically mixed population, in collaboration with a local university. The trust responded to government policy by seeking to identify staff training needs. The aim was to explore the experiences of staff working within a specialist mental health service in relation to development of skills for the provision of person-centred care for people with dementia. To achieve this, staff roles, experiences of dementia training and the ways in which staff feel they learn were explored through focus group interviews. Relatives' views of staff competencies necessary for effective care provision were also explored to supplement the data from staff. A total of 70 staff and 16 family carers participated and data were subjected to inductive thematic analysis. Five themes emerged: competency-based skills, beliefs, enablers and barriers and ways of learning. Findings suggested participants felt that skills for person-centred care were innate and could not be taught, while effective ways of learning were identified as learning by doing, learning from each other and learning from experience.
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Books on the topic "Mental health personnel – Training of – Zambia"

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Technical and conceptual skills for mental health professionals. Pearson/Merrill Prentice Hall, 2004.

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Minority community mental health training: Analysis of an educational experiment. Pacific/Asian American Mental Health Research Center, 1986.

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Diana, Nordboe, and Center for Mental Health Services (U.S.), eds. Training manual for mental health and human service workers in major disasters. 2nd ed. U.S. Dept. of Health and Human Services, Substance Abuse and Mental Health Services Administration, Center for Mental Health Services, 2000.

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Vadén, Totte. Kehittyykö ehkäisevä mielenterveystyö?: Ehkäisevän mielenterveystyön koulutuksen arviointi. Tampereen yliopiston täydennyskoulutuskeskus, 1987.

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Individuelles und organisatorisches Lernen in der psychiatrischen Pflege: Neue Anforderungen an das Pflegemanagement aus soziologischer Sicht. P. Lang, 1997.

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Virginia, Dept of Mental Health Mental Retardation and Substance Abuse Services. Final report of the Department of Mental Health, Mental Retardation, and Substance Abuse Services on the implementation of a comprehensive training system for community services boards and facility staff to the governor and the General Assembly of Virginia. Commonwealth of Virginia, 1991.

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Bennett, Joanna. Race equality training in mental health services in England: Does one size fit all? Sainsbury Centre for Mental Health, 2007.

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Lynch, Jean. Evaluation of an inservice training programme at St. Michael's house. University College Dublin, 1991.

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Skynner, A. C. Robin. Institutes and how to survive them: Mental health training and consultation. Tavistock/Routledge, 1991.

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Skynner, A. C. Robin. Institutes and how to survive them: Mental health training and consultation. Methuen, 1989.

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Book chapters on the topic "Mental health personnel – Training of – Zambia"

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Hanley, Jerome H. "State mental health needs and adequacy of personnel to meet these needs." In Improving psychological services for children and adolescents with severe mental disorders: Clinical training in psychology. American Psychological Association, 1990. http://dx.doi.org/10.1037/10072-003.

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Turnbull, Marion T., and William D. Freeman. "Developing Convergence Neuroscience as a Model." In Convergence Mental Health, edited by Erin Smith, Helen Lavretsky, Charles F. Reynolds III, Michael Berk, and Harris A. Eyre. Oxford University Press, 2021. http://dx.doi.org/10.1093/med/9780197506271.003.0005.

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This chapter on developing convergence neuroscience as a model examines the systems required to build and support a convergence oriented workforce. The future of the biomedical and life science innovation depends on its ability to integrate and cross-collaborate with other data-hungry and fast-progressing research domains such as bioinformatics, computer science, engineering, and the physical sciences. In the context of this chapter, convergence is the joining of forces between neuro-based life sciences with engineering and the physical sciences, in a transdirectional exchange—or intellectual cross-pollination. In this context, the chapter reviews three core objectives: (i) the need to focus on a common theme or scientific/medical challenge, (ii) how to encourage convergence through structural change such as personnel, infrastructure, and funding strategies, and (iii) the importance of expanding educational and training programs that teach convergence methodology alongside traditional opportunities for formal and informal discussion and collaborations.
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Young, Jami F., Laura Mufson, and Christie M. Schueler. "Conducting IPT-AST in Schools." In Preventing Adolescent Depression. Oxford University Press, 2016. http://dx.doi.org/10.1093/med:psych/9780190243180.003.0010.

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This chapter discusses the delivery of Interpersonal Psychotherapy–Adolescent Skills Training (IPT-AST) in school settings. The literature on school-based mental health programs is reviewed. Advantages of delivering preventive interventions in schools and challenges to implementation are outlined. These challenges include obtaining agreement from school personnel and boards of education; identifying personnel who will take the lead in implementing IPT-AST; identifying adolescents who will be appropriate for these services; explaining IPT-AST to adolescents and parents to engage them in the program; and managing logistical and scheduling issues within the schools. The authors discuss strategies to address the challenges of implementing this depression prevention program in a school setting.
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Brandão, Jorge, Tiago Ferreira, and Vítor Carvalho. "An Overview on the Use of Serious Games in the Military Industry and Health." In Handbook of Research on Serious Games as Educational, Business and Research Tools. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-4666-0149-9.ch009.

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For bringing together the capacity to inform, educate, and train their users through the interaction with the player and simulation environments very close to reality (in which the acquisition of new skills is the primary goal and fun to play secondary), serious games became the ideal tool for health applications and training military personnel as well as for improving their techniques. In this chapter, a general point of view is presented regarding the use of serious games in the military industry and health. Moreover, it also discusses what serious games are and in which areas they can be applied, which steps a serious game development involves, as well as which platforms and technologies can be used in its development. A description on successful military serious games is also provided, as well as the results of an interview with the psychologists of the Association “ENCONTRA-SE” (Oporto, Portugal) about the use of health serious games as a therapy for patients with mental illnesses.
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Weissman, Myrna M., John C. Markowitz, and Gerald L. Klerman. "Depression in Medical Patients." In The Guide to Interpersonal Psychotherapy, edited by Myrna M. Weissman, John C. Markowitz, and Gerald L. Klerman. Oxford University Press, 2017. http://dx.doi.org/10.1093/med-psych/9780190662592.003.0016.

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Depression treatment that is coordinated with care for comorbid chronic conditions improves control of both the depression and the chronic medical disease. Interpersonal counseling (IPC) and briefer forms of IPT for depression have been introduced in medical practice and primary care to accommodate providers’ time constraints and different levels of training of mental health care providers. IPC is best used with patients who have low levels of depressive symptoms, or distress, and where more highly trained therapists are not available but health personnel are interested in providing counseling. There is high interest in developing briefer approaches for depression treatment in medical patients, a wealth of evidence-based choices, and much work to be done. A case example is given of a college student with comorbid depression and diabetes.
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Rozanov, Vsevolod. "Suicide in military settings." In Oxford Textbook of Suicidology and Suicide Prevention, edited by Danuta Wasserman and Camilla Wasserman. Oxford University Press, 2021. http://dx.doi.org/10.1093/med/9780198834441.003.0026.

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Risk factors in the military include firearms, traumatic stress, insufficient social support, and lifestyle. Processes influencing suicide rates within the Armed Forces can be different to that of civilian life, especially when under reformation and economic pressure. Growth of suicides rates in active duty personnel may be noticed in many armies which seems to not only be associated with combat exposure; shifting focus to mental health of recruits. There are two main periods of higher risk—during the first year after recruitment and after leaving the military. Screening of recruits together with resilience training, leadership interventions, gatekeeper training, and firearm regulations are preventive methods. War veterans are also at risk; treatments for post-traumatic stress, depression, and substance abuse, together with social support are suggested. Post-modernity, which implies the role of wider factors associated with changes in the social environment and evolution of meanings and values in the world, is also discussed.
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López-Ibor Jr., Juan J., and Costas Stefanis. "The psychiatrist as a manager." In New Oxford Textbook of Psychiatry. Oxford University Press, 2012. http://dx.doi.org/10.1093/med/9780199696758.003.0008.

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It is clear that the modern role of both the physicians, in general, and psychiatrists, in particular, requires intensive decision-making which is helped by management principles. Psychiatrists, in addition to their clinical qualifications and skills are asked to occupy positions and undertake responsibilities as clinical executives, directors of health care facilities, administrators of Academic units and even Mental Health Commissioners, all of them requiring managerial knowledge and leadership qualities. Increased pressure by patients for improved quality of services and access to new and innovative treatments needs to be balanced against the expectation of the health care system of the physician to act ‘economically’, following cost containment guidelines and staying within expenditure ceilings. Such decisions require specialized knowledge and a deep understanding of the principles and the functions of management and health economics. Such knowledge is only gained through specialized training by introducing management teaching, either at the undergraduate level or preferably at the residency level, as part of the core curriculum or as an elective which may include items such as administration principles, quality assurance, budgeting, resource allocation, accreditation procedures and what is close to the psychiatrist's clinical background the personnel management. This may be extended to ongoing professional education programmes for psychiatrists who are already active in the field.
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