S.TRUEMAN PhD THESIS 2016

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3.2.6.2.5 Training evaluations and effectiveness The studies reported their evaluation results by a variety of means and level of comprehensiveness. Aoun and Johnson (2002) found a significant positive impact on the knowledge and awareness of participants in dealing with mental health clients and issues. 40.7% of participants rated their knowledge as either ‘poor’ or ‘very poor’ before the program compared with 100% identifying they had ‘moderate’ to ‘very good’ knowledge after the program’s completion. Prior to the course more than one-third (37%) indicated that, they had ‘poor’ to ‘very poor’ understanding, although no participants gave such a rating after the program. The evaluation reporting the effectiveness in Chang et al. (2002) of the programs in developing knowledge, understanding, practice skills and awareness of resources for managing mental health presentations was high. The majority (91%) of the participants stated that the program content assisted them ‘strongly’ in developing their knowledge and understanding of mental health and psychiatric problems in rural and remote settings (p. 548). The evaluation in Chur-Hansen et al. (2004) was both quantitative and qualitative. As part of the quantitative there was a significant increase in the participant’s mental health knowledge demonstrated by pre-workshop testing (13.7 correct items) compared to post workshop (14.4) ( z = –2.3, p < 0.05). Ellis and Philip (2010) also undertook a mixed methods evaluation, and similarly found a reported increase in participants’ mental health knowledge. ‘Nearly all interview participants said they had changed their clinical practice … [and generally] … felt better able to assess mental health clients… Almost all interview participants felt they had changed their attitude towards mental health clients as a result of the course. Many recognised that they had been stereotyping and stigmatising clients’