Pask, Shantol; (2025) Addressing Inequalities in the care of Black people with Psychosis: Evaluating the Impact of the ‘SEE ME’ Training on Section 12 Mental Health Act Approved Clinicians. Doctoral thesis (D.Clin.Psy), UCL (University College London).

Text Thesis_final_volume1_Pask.pdf - Accepted Version Access restricted to UCL open access staff until 1 November 2028. Download (5MB)

Abstract

Aims: Black people are disproportionately sectioned under the Mental Health Act (MHA) compared to other ethnic groups. Despite initiatives aimed at addressing inequalities, disparities persist. Mental health professionals are responsible for making decisions regarding involuntary assessments and play a vital role in improving service user outcomes and providing more person-centred care. Few Section 12 and approved clinician courses include equality, diversity, and inclusion training, focusing primarily on the legal aspects of the Mental Health Act (MHA). This study aimed to investigate whether the ‘SEE ME’ training improves cultural competence, mentalisation, commitment to addressing inequalities, and decision-making on restrictive practices among mental health professionals involved in the MHA. Additionally, it sought to identify factors influencing clinicians' recommendations for restrictive practices, including demographics, burnout, cultural competence, mentalisation, and commitment to addressing inequalities. Method: The ‘SEE ME’ training, featuring a film co-produced with Black Experts by Experience and reflective tasks, was incorporated into the existing S12 and AC training programmes. Pre- and post-training, participants were invited to complete questionnaires measuring cultural competence (CCAT; Papadopoulos, 2001), mentalisation (RFQ, Fonagy et al., 2016), commitment to addressing inequalities, and restrictive practice decision-making using clinical vignettes. Results: The ‘SEE ME’ training did not improve cultural competence, mentalising capabilities, or commitment to addressing inequalities, though trends were observed. A reduction in recommending less restrictive practices varied across study vignettes, with a decrease noted in the female vignette showing disruptive behaviour. In contrast, the male vignette presented themes of spirituality and discrimination. Finally, reduced restrictive practice in the female vignette at baseline was predicted by hyper-mentalising. Conclusions: This study evaluated the impact of the ‘SEE ME’ training on professionals sectioning individuals under the Mental Health Act. The training may improve commitment to addressing inequalities and reducing restrictive practices, but further evaluation with a larger sample is needed.

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