Changing 'the world for the better': motivations of mental health academics for supporting expert by experience roles in mental health education.

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    • Subject Terms:
      WORK experience (Employment); OCCUPATIONAL roles; RESEARCH; MEDICAL quality control; MOTIVATION (Psychology); RESEARCH methodology; MENTAL health; MEDICAL personnel; INTERVIEWING; QUALITATIVE research; CONCEPTUAL structures; CLINICAL competence; EXPERTISE; THEMATIC analysis; EDUCATIONAL outcomes; MENTAL health services
    • Abstract:
      Despite demonstrating positive outcomes in education, academic positions for Experts by Experience in mental health have not been widely implemented. To date positions have been driven by individual champions (allies). Their motivation for this support has not yet been researched. To deepen understanding of motivations of mental health academics who have championed and supported implementation of EBE positions. A Qualitative exploratory, study was undertaken involving in-depth individual interviews with 16 academics with experience of actively supporting the implementation of Expert by Experience positions in academia. Data were analysed independently by two researchers using a structured thematic framework. Motivations commonly arose from allies' own experiences of working with or exposure to Experts by Experience. Other motivating factors included: belief in the value of specific knowledge and expertise Experts by Experience contributed to mental health education; and, identifying the essential role Experts by Experience play in meeting policy expectations, and the broader philosophy of the university. The motivations identified by allies in this study have implications for Expert by Experience roles. Deeper understanding of motivations to support these roles is essential to arguing for their value, and ultimately producing positive outcomes in the education of health professionals. [ABSTRACT FROM AUTHOR]
    • Abstract:
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