Table 1 Characteristics of included studies
Study | Study design | Training evaluated | Participants | Comparator | Number of participants in study | Number of participants in analysis |
|---|---|---|---|---|---|---|
Country | Type of evaluation | Number of clusters | ||||
Police officers: Interventions with a broad mental health focus | ||||||
Compton (2008) [13] | Systematic review | Crisis Intervention Team programs (CIT) | Police officers | No comparators specified however the broad scope was “research on CIT” | 12 studies were included in the review | Unclear. No summary table of studies provided. The studies are presented in a narrative synthesis. Some studies reported number of participating police officers and others number of incidents (n = 929 police officers for the 6 studies of officer level outcomes) |
USA | Provide a systematic summary and critical analysis of research on crisis intervention teams | Evaluations, surveys, or outcome studies conducted to examine specific questions or test hypotheses were included | ||||
Reports of descriptive statistics were excluded | ||||||
Searches included: databases (MEDLINE, PsycINFO, and databases of criminal justice, criminology and sociology abstracts), grey literature searches, and reference checking | ||||||
Forni et al. (2009) [29] | Non-comparative study | Mental health awareness training to improve communication and understanding; explore common problems and solutions; understand how the Mental Health Unit functions; how MH staff handle violence and aggression; understand common MH problems | Police officers | Not applicable | 364 received training | 280 returned evaluation forms |
England | Post training evaluation form | |||||
Hansson & Markstrom (2014) [27] | Prospective non-RCT | An anti-stigma intervention aimed at improving knowledge behaviour and attitudes towards people with mental illness | Police officers | No training | 120 | 105 (46 intervention 59 control) |
Pre and post intervention questionnaire. 6 month follow up of intervention group | ||||||
Sweden | ||||||
Herrington & Pope (2013) [28] | Prospective non-RCT | Mental Health Intervention Team (MHIT): training uniformed officers as specialists to respond to individuals with an apparent MH concern | Front line police officers (constables, senior constables, sergeants) | No training | 185 | Unclear |
Training group: pre, 2 months and 18 months post intervention questionnaires | ||||||
Australia | ||||||
Control group: questionnaire at 18 months only. Routinely collected data, semi-structured interviews, observational data, focus groups | ||||||
Norris & Cooke (2000) [30] | Non-comparative study | Training package developed by MH professionals. Aims to provide police officers with understanding, skills and awareness, and aid the management of mental disorder or mental illness | Police officers | Not applicable | 132 officers trained | 57 responses (43%) |
England | Immediate post training evaluation and retrospective survey | |||||
Pinfold et al. (2003) [31] | Non-comparative study | Mental health awareness training developed in house. Aim to reduce negative stereo-typing and discriminatory actions | Police officers | Not applicable | 232 were eligible to take part; 163 were trained | 119 provided follow-up data |
England | Pre and 4 weeks post training surveys | |||||
Rafacz (2012) [17] | RCT | Online anti-stigma video aimed at changing attitudes, reduce stigma and increase empathy | Campus police officers | Alternative training | 91 | 91d |
USA | Multiple pre and post intervention surveys. | |||||
Police officers: Interventions with a specific mental health focus | ||||||
Bailey et al. (2001) [26] | Prospective non-RCT | Awareness raising training on intellectual disabilities in general | Police officer trainees | No training | 62 | 57 |
(27 intervention 30 control) | ||||||
Northern Ireland | Pre and post intervention questionnaire | |||||
Teagardin et al. (2012) [15] | Cluster RCT | Law Enforcement: Your Piece to the Autism Puzzle. Aims to help the recognition and identification of and attitudes towards people with Autism Spectrum Disorders (ASD) | “in the field” law enforcement officers (e.g. a patrol officer or detective) | Waiting list | 82 | 81e |
Unclear | ||||||
USA | Pre and post intervention survey | |||||
Other non-mental health trained professionals: Interventions with a broad mental health focus | ||||||
Dorsey et al. (2012) [25] | Cluster RCT | Project Focus: training and consultation model to improve knowledge of evidence based practices and ability to classify MH problems and referral options | Child welfare caseworkers | Waiting list | 67 | 44 |
USA | Questionnaire and a vignette based knowledge test pre and post intervention | 4 offices | ||||
Jorm et al. (2010) [23] | Cluster RCT | A modified version of the Youth Mental Health First Aid course. Aims to improve knowledge, attitudes, confidence and behaviour for dealing with students MH problems | Teachers | Waiting list | 327 | 327 |
Australia | Pre and post intervention and 6-month follow up questionnaire | |||||
14 schools | ||||||
Lipson et al. (2014) [21] | Cluster RCT | Mental Health First Aid. Aims to improve attitudes and increase knowledge and self-efficacy to manage MH issues | Resident advisors | Usual practice | 254 | 2543 |
32 colleges and universities | ||||||
USA | Surveys 2–3 months pre and post training | |||||
Svensson & Hansson (2014) [16] | RCT | Mental Health First Aid (translated and modified) To improve MH literacy and give skills to provide help to people with MH problems | Public sector staff | Waiting list | 406 | 406 |
Questionnaires and vignette 1 month pre intervention; 6 months post intervention and 2 year follow-up | ||||||
Sweden | ||||||
Thombs et al. (2015) [14] | Cluster RCT | Peer Hero Training Programme. Aims to improve skills, knowledge & confidence in managing responses to MH and other situations | Resident assistants | Usual practice | 652 | 566c |
USA | On-line survey at baseline, follow-ups at 3, 7 and 9 months | 8 campuses | ||||
Other non-mental health trained professionals: Interventions with a specific mental health focus | ||||||
Hart & More (2013) [24] | RCT | Audio-visual synchronous podcast of information related to Autism Spectrum Disorder (ASD) with the aim of improving knowledge | Trainee teachers | Alternative training | 79 | 79 |
USA | Pre and post intervention survey | |||||
Kolko et al. (2012) [22] | RCT | Alternatives for Families: A Cognitive–Behavioral Therapy (AF-CBT). Aims to provide skills to use AF-CBT when working with families with physical forces, aggression or abuse of children | Community practitioners | Usual practice | 182 | 128 |
USA | Questionnaires completed at baseline, 6, 12 and 18 months | |||||
McVey et al. (2008) [20] | Cluster RCT | The student body: promoting health at any size an online programme.” Aims to help prevent the onset of disordered eating through the promotion of positive body image | Teachers and public health professionals | Waiting list | 167 | 85b |
Canada | Pre and 60 days post intervention questionnaire | 37 schools and their public health agencies (number unclear) | ||||
Moor et al. (2007) [19] | RCT | Educational package on recognition, identification and attitudes towards adolescent depression | Teachers | Waiting list | 151 | 151 |
Scotland | Pre and post training questionnaire | |||||
Ostberg & Rydell (2012) [18] | RCT | A modified version of Barkley’s parent training programme. Aims to provide tools and strategies to help children with Attention Deficit Hyperactivity Disorder (ADHD) | Parents and teachers | Waiting list | 147 | 129a |
Sweden | Pre and post intervention and 3-month follow up questionnaire | |||||