Skills

Trainees may be asked to see patients in out-patient departments, general practitioners' (GPs') surgeries, supported accommodation (including grouped homes and hostels) and patients' own homes. They should feel comfortable seeing patients in these varying settings. The skills to assess at home someone who has severe mental illness (SMI) and to develop rapport not only with the patient but also with the carer(s) are particularly important (see NSF standard 6, Department of Health, 1999). Awareness of approaches to reduce the burden of care on carers is necessary (Reference VaddadiVaddadi, 1997).

Allied to these skills is the ability, in a community setting, to stabilise an acutely disturbed patient, to determine who cannot be managed in the community and to negotiate an admission or arrange Mental Health Act assessment. Trainees should also develop their skill in taking an abbreviated focused history and carrying out a mental state examination. The management of their own safety and that of carers is a vital skill, and trainees should never feel that they have to place themselves or others at risk. Risk assessment in community settings, where less information or support are available than in an in-patient setting, is often more demanding. Trainees must gain the confidence to avoid allowing the increasing pressure on acute beds to affect their clinical judgement. They must learn to manage acute drug changes at home, understand when to admit or to use day hospital facilities for some changes (e.g. when initiating clozapine treatment), especially for those with SMI or those on polypharmacy. Training must embrace the assessment of the complex needs of ‘displaced’ long-stay patients, including those in supported accommodation, and enable effective support of the care staff. Trainees must therefore be given time to accompany senior colleagues to witness the management of such situations (see Box 1).

As psychiatric services move increasingly into the community there is a danger that case-loads will expand beyond our current capacity to manage them. Efficient case-load management skills must be developed. One often-neglected area in training is the skill required to know when and how to discharge a patient from review.

Knowledge

Community psychiatry involves various forms of treatment using a number of service delivery models. Trainees need to appraise the literature on these models and their effectiveness (see NSF standards 4 and 5, Department of Health, 1999; Muijen, 1993; Tyrer & Creed, 1995). The function of innovative service models and interventions should be understood, particularly their role in preventing admission, facilitating early discharge and addressing functional improvement. One such model is assertive community treatment (ACT). This incorporates assertive outreach, case sharing, small case-loads, an active team leader, dedicated psychiatric involvement, 24-hour cover and community-based services (Reference Marshall and CreedMarshall & Creed, 2000). An ACT team attempts to provide all the psychiatric and social care that clients require (Reference Marshall and LockwoodMarshall & Lockwood, 2000).

At a time of acute mental illness some patients benefit from crisis intervention (acute home treatment and acute day hospital services) (for a review of this approach see, e.g., Bancroft, 1986). The ‘crisis intervention team’ is usually multi-disciplinary and may be available 24 hours a day. It advocates prompt detection of any exacerbation of SMI, followed by swift, time-limited, intense treatment delivered in a community setting. Treatment usually involves a combination of medication, counselling or therapy, practical help with living skills and support for family members. After the crisis has been stabilised sufferers are introduced to other models of care. It should be recognised that admission may be required (Reference Joy, Adams and RiceJoy et al, 2000).

The appreciation of psychosocial interventions may involve a change in mind-set, from traditional medical syndromes to an individual symptom approach, and a focus on vulnerabilities and environmental stressors, as well as on symptoms (Reference Wykes, Tarrier, Lewis, Wykes, Tarrier and LewisWykes et al, 1998). Similarly, early intervention in psychosis entails an ability to work closely with patients (Reference Tarrier, Haddock, Barrowclough, Wykes, Tarrier and LewisTarrier et al, 1998) in a way that may be novel to trainees who have witnessed a more paternalistic medical approach.

Account must be taken of the debate concerning the limitations of new services (e.g. Dedman, 1993; Marshall, 1996). Attention is drawn to research findings that focus on finite periods of interventions with motivated staff and studies that may exclude those with comorbidity (such as drug and alcohol misuse). Trainees' experience would therefore be enhanced by visits to centres that provide these services.

Community-oriented psychiatry usually involves working within the framework of a multi-disciplinary team (MDT). This can be a difficult transition to make and the skills to manage the relationships involved may have to be learned. An awareness of the roles of community psychiatric nurses, social workers, occupational therapists, psychologists and support workers in relation to acute treatment, relapse prevention and the spectrum of psychosocial interventions is essential. Leadership is likely to be required and it is important to recognise that this is earned, must be worked at and should not be taken for granted. Community psychiatrists of the future will need to acquire not only the clinical skills but also the managerial skills involved in complex service change (Reference O'GradyO'Grady, 1996).

Trainees must become familiar with the theory and practice of the Care Programme Approach, which has been reviewed in this journal before (Kingdom, 1994). They might be given the opportunity to take on key-worker responsibilities, under supervision, in which case they will need the same access to administrative support as other members of the team.

Trainees must recognise the relationship between adverse social factors, such as homelessness, and a high degree of associated mental ill health and appreciate how alleviating social disadvantage can positively influence health. This will involve skills in liaising with local services and voluntary agencies, and experience working in these areas should be valued.

Attitudes

The development of appropriate attitudes is fundamental: without them the use of the skills and knowledge acquired will be severely compromised. Perhaps we should first recognise that community psychiatry is of benefit to the majority of patients, but that it sets challenges for psychiatrists, such as supervision of risk and medication concordance. The Sainsbury Centre for Mental Health (1997) describes how traditional training for mental health professionals has focused on ‘cure’ rather than ‘care’ and states that this is no longer appropriate for work in the community with people with SMI. Trainees must learn to appreciate the benefits of setting realistic goals for the long-term ill with severe disabilities. As medical education shifts from hospital to community, the emphasis changes from disease to prevention, from symptoms to quality of life and from control to collaboration (Reference Johnston, Binder and FreelandJohnston et al, 1995). Hence, our understanding of the psychiatrist's role must be revised accordingly, particularly recognising our increasing part in rehabilitation. For this to happen, a willingness to work with others (families, MDT staff, etc.) should be cultivated and trainees should be careful to avoid working on the periphery of community mental health teams (CMHTs) as what Factor et al (1988) call ‘prescription writers’. An openness to explore a variety of opinions from others involved in patient care (including the patient) is desirable, as is a willingness to evaluate one's own professional work within a CMHT. An attitude of partnership not paternalism should prevail, with a readiness to be the patients' advocate and to fight for resources.

Trainees should develop a flexible attitude; for example, psychiatrists cannot assume that they will always be in charge (Reference Johnston, Binder and FreelandJohnston et al, 1995) or always be right in their judgements, and they should be sensitive to cultural values. Communication is important, and an attitude of sharing relevant information should be fostered, especially in view of the recommendations of recent inquiries. Access to notes is sometimes difficult in the community, especially if several professionals visit a hostel or home. To ensure confidentiality it is undesirable to keep notes at the patient's place of residence. Imagination may be required to circumvent these problems, and MDT meetings might prove to be helpful here.

Dispersed sites and community buildings separate from in-patient facilities make it difficult to meet peers, see supervisors and attend teaching sessions. Time management therefore becomes an essential skill to acquire, as does an attitude of personal accountability. Trainees and supervisors should not leave other staff (such as in-patient nurses and secretaries) unsupported, and may therefore need to carry mobile phones and pagers. Individuals' whereabouts should also be known for reasons of safety, and bravado should not be a deterrent to requesting a joint assessor or carrying a personal alarm.

Trainees should also be exposed to primary care liaison, particularly to learn how to manage the sometimes conflicting demands of GPs' expectations and the pressures of dealing with SMI. Appreciation of the epidemiology of mental disorders in the community would help this process. The importance of working with primary care is recognised in NSF standards 2 and 3 (Department of Health, 1999).

Finally, there is a need to value more highly the role of community-oriented psychiatry both within and outwith our profession. Action to change attitudes might include learning how to enhance public education and deal with stigma (see NSF standard 1).

General training structure

A variety of methods of learning are needed to meet the challenge set by shifting psychiatric practice. Johnston et al (1995) suggest that new residency programmes are not necessary, but that hospital-based practice needs a shift in attitude if staff are to learn to work with partners ‘in the field’. Brown et al (1993) suggest that many of the learning objectives of community psychiatry training can be achieved in the traditional setting of in-patient wards, out-patient clinics and emergency assessments. The Sainsbury Centre for Mental Health (1997) advocates a training framework that is patient-focused and both theory- and practice-based, with collaborative training with other disciplines. Factor et al (1988) found supervision of trainees in small groups to be a useful adjunct to one-to-one supervision. Group supervision may also improve peer support, which is frequently difficult to maintain in dispersed placements. They encouraged trainees to continue to see patients for longer-term care. The current training in 6- or 12-month rotational posts often removes this opportunity to see patients beyond a specific attachment and thus develop the skills necessary for long-term care. They also offered specific teaching sessions (up to 24) on aspects of community psychiatry. The College's guidance on SpR training states that “all schemes are required to provide an academic programme specifically for SpRs at a minimum frequency of the equivalent of one session weekly throughout the university term” (Royal College of Psychiatrists, 1998a ). Local consideration should be given to setting up specific ‘community’ teaching sessions for SpRs, so that learning is not just ‘on the job’. This would create additional advantages of enhancing peer support, which can be lacking with dispersed rotations, encouraging critical appraisal of particular service models and permiting debate of attitudes.

We suggest that rotations with suitable role models should be the cornerstone of change. Within these posts supervision of community work and the setting of clear learning objectives are necessary. For the reasons discussed above, we believe that, on balance, it is better for trainees to have exposure to community-oriented psychiatry early in their SHO career and for them explicitly to be made part of a community team. The level of involvement of trainees in CMHTs will need careful monitoring by clinical tutors and educational supervisors to ensure that it is appropriate to their level of experience and confidence. We do not feel that juniors should be completely shielded from community work, as they would then have to learn entirely new skills at SpR level. We would rather see good foundations built upon. Clinical tutors may decide to create separate community posts if local circumstances make it difficult for trainees to get suitable community experience. However, such experience in isolation from an in-patient commitment can potentially be artificial, as the trainee may fail to appreciate fully the difficult task of managing the integration of community and in-patient services.

Consideration should be given to psychiatric trainees undertaking general practice attachments, so that mental health issues can be seen from an alternative perspective. General medical confidence is increasingly important now that trainees work in isolated sites and that evaluation of physical problems is reflected in the MRCPsych examination. With this in mind, other hospital attachments should also be considered, as should the involvement of users and carers (Reference Crawford and DaviesCrawford & Davies, 1998).

The College's statement on approval of training schemes for basic specialist training for the MRCPsych (Royal College of Psychiatrists, 1998b ) says that “community experience is essential, including domiciliary visits, home assessments with community nurses, occupational therapists or social workers and attachment in general practice”. The College can strengthen this requirement via feedback on approval visits (Working Party of the Social and Community Psychiatry Section, 1982). College educational policy (Royal College of Psychiatrists, 1997) states that MRCPsych candidates should have detailed knowledge of the assessment of the need for psychiatric services within a community, and MRCPsych courses may have to be changed to reflect this.

Specific changes in training

Educational objectives for trainees will need to focus on specific areas of development. Psychotherapy training may need to embrace new therapeutic approaches, such as cognitive-behavioural therapy for psychosis and treatment-resistant depression, family interventions in schizophrenia and bipolar affective disorder, as well as maintaining training in traditional psychodynamic psychotherapy. Skills in the latter may need to take into account future progress in treating severe personality disorders, as these cause significant anxiety in CMHTs and in-patient units. To achieve a level of competency, coordinated psychotherapy training may need to extend beyond SHO training into SpR rotations.

Training courses in leadership, management, appraisal techniques, team building and negotiation skills should be seen to be as important as courses in clinical skills. Time with managers and trust executive board members should be encouraged. The experience of being involved in the development of a new service is invaluable. An experienced SpR may consider taking on partial responsibility for a defined sector under supervision. It would be invaluable for SpRs to visit different centres outside the normal rotation and to discuss their findings with peers. SHOs should accompany senior colleagues in the community as frequently as they attend in-patient ward rounds.

The role of mentorship throughout training must be reassessed. This could straddle rotations, helping to increase trainees' appreciation of the responsibilities of continuing care. Mentorship may be a less threatening learning environment than conventional supervision and it may provide a continuity of training that is lost when trainees change supervisors. Programme directors may wish to consider developing such systems locally. Such mentorship could, if necessary, be taken forward as an SpR makes the sometimes difficult transition into a consultant post. Recommendations for change are summarised in Box 2.