Psychologists provide pharmacological intervention by undertaking analysis of mental health condition and are divided at two levels of clinical psychologists and school psychologists. Psychotherapy is a process of remedial treatment maintaining the well being of the patient with the help of communication (Turner, Sanders & Hodge, 2014). This therapy undertakes evidence-based analysis of the mental conditions suffered by the patient. Furthermore, psychoanalysis is a technique based on the evidence-based therapeutic treatment of comatose mind. The psychotherapy and psychoanalysis are two different techniques that are undertaken by psychologists and psychiatrists. Social workers such as clinical, mental health, drug abuse or licensed professional can provide their inputs for the optimal treatment (Chan & Thomas, 2015). Doctors such as neurologists, naturopaths and others help in treatment of the specific mental condition. Mental health nurses are specifically trained to provide pharmacological and non-pharmacological interventions to such patients. Different counsellors such as licensed professional counsellors, clinical counsellors, pastoral counsellors and others work for the treatment of the patient. Psychiatrists undertake medical treatment by diagnosing, case studying, providing optimal remedial treatment solution. A psychiatrist undertakes different measures such as positron emission tomography (PET), computerized tomography scan (CT scan) and other processes for the evaluation of the mental condition. General physician undertakes and evaluated overall condition of the patient in accordance with the signs and symptoms shown (Skovholt & Trotter, 2014).
Restrictions on effective regulation of courses:
There are different restrictions among healthcare professionals in term of physical, social, time, mental, geographical and cultural barriers that prevents optimal regulation of these free courses further affecting the quality of treatment by healthcare professionals to mental patients. Some of these restrictions are:
Time is one of the prevalent barriers because healthcare professionals are already busy with their existing schedule and taking time for such courses becomes really tough for them. Besides this, they are also busy in their social and personal life and do not like to hinder their private life (Lewis & Garton, 2017).
Odd timing of the conduction of skill development program is also another issue. Free course must be organised in keeping the schedule of the healthcare professionals in mind. Besides this, the timing of classes must also be in accordance with the schedule in order to incorporate maximum number of participants (Lewis & Garton, 2017).
Physical barrier can restrict the healthcare professionals from undertaking the course due to their physical disability. The examples can be incompetent towards course due to restricted physical movements of any body part. Such healthcare professionals will not be able to attend the course located at the odd location in respect to their disability. Example of this can be healthcare professionals on wheelchair will have accessibility issue of going to a far location or high number floor of a building where the course location has been selected (Gibson et al., 2015).
Lack of physical coordination among healthcare professionals and the organisers can also be a prevalent reason. Such physical discord also prevents in providing effective information on the course schedule to the healthcare professionals. Additionally, for free courses participants must be selected who are in the condition of understanding the non-invasive method of creative therapies. Furthermore, restrictions must be undertaken for people who lacks cognitive skills or not able of being alert during entire course. Free courses must target such professionals who are either physically disabled or not but mentally stable in order to instil effective awareness and enhanced practices. Furthermore, effective communication must occur between the healthcare professionals and the organizers for the breaching of such physical discord (Gibson et al., 2015).
Geographical location is also one of the prevalent barriers when the healthcare professionals cannot easily access the free courses due to its inappropriate locations. The examples can be large distance between the location of the healthcare professional and the chosen place of course, rural or distant location of the course setting. Geographical location becomes a barrier when the chosen course location is one city such as Melbourne or other and the residing city of the healthcare professional is different such as Sydney. These courses are free and do not provide any remunerations to the professionals (Spence et al., 2016).
Location can also be barrier if both course and professionals are residing in same city. This can occur due to certain factors such as heavy traffic, inaccessible route and long distance. The free courses must be centrally located in the city in order to be easily accessible by all healthcare professionals of the same city. Furthermore, such courses must be city oriented so that any healthcare professional does not have to travel to different city bearing the expenses as well (Spence et al., 2016).
Social and cultural barriers restricts professional from attending the course due to their upbringing, their thinking and views towards medical practices. This includes examples such as alertness towards illness ideology of professional that may prevent him to embark on the psychosocial practices.
The healthcare professionals may compel the organisers for the selection of healthcare professional with same cultural background in order to prevent challenging their inter and intra personal communication capabilities (Burmeister et al., 2016).
Difference in medical practising beliefs also prevents the healthcare professionals from attending such courses. These beliefs formulates on the basis of experience and prevailing social stigma. The professional may get reluctant in providing music therapy, art therapy and massages to the patient as a part of treatment. The free course must create awareness on these prevailing issues and must determine that effective treatment do not depend on these factors. Besides this, effective group of carers, interns and volunteers must work altogether effectively for the regulation of these free courses at a large extent (Burmeister et al., 2016).
Mental barriers include examples such as predetermined mind set and ignorance towards the importance of effective skills. A predetermined notions towards disease such as dementia will affect the remedial treatment on the basis of experiences and practices of professionals in terms of their preference towards pharmacological interventions (Andrade et al., 2014).
Healthcare professionals get reluctant in undertaking different practices of creative therapy for the treatment of patients suffering from mental conditions. The example of this can be psychological reluctance towards invasive treatment as a new methodology for providing relief. The creative therapy is non-invasive and reluctance can be shown towards learning the new therapies related to it. The free courses can help in minimizing such mental barriers with the help of effective one on one counselling and further providing effective awareness in order to change the mental sight towards creative therapies (Andrade et al., 2014).
Andrade, L. H., Alonso, J., Mneimneh, Z., Wells, J. E., Al-Hamzawi, A., Borges, G., ... & Florescu, S. (2014). Barriers to mental health treatment: results from the WHO World Mental Health surveys. Psychological medicine, 44(06), 1303-1317.
Burmeister, O. K., Burmeister, O. K., Marks, E., & Marks, E. (2016). Rural and remote communities, technology and mental health recovery. Journal of Information, Communication and Ethics in Society, 14(2), 170-181.
Chan, F., & Thomas, K. R. (Eds.). (2015). Counseling Theories and Techniques for Rehabilitation and Mental Health Professionals. Springer Publishing Company.
Gibson, O., Lisy, K., Davy, C., Aromataris, E., Kite, E., Lockwood, C., ... & Brown, A. (2015). Enablers and barriers to the implementation of primary health care interventions for Indigenous people with chronic diseases: a systematic review. Implementation Science, 10(1), 71.
Lewis, M., & Garton, S. (2017). Mental Health in Australia, 1788–2015: A History of Responses to Cultural and Social Challenges. In Mental Health in Asia and the Pacific (pp. 289-313). Springer US.
Skovholt, T. M., & Trotter-Mathison, M. (2014). The resilient practitioner: Burnout prevention and self-care strategies for counselors, therapists, teachers, and health professionals. Routledge.
Spence, N. D., Wells, S., Graham, K., & George, J. (2016). Racial discrimination, cultural resilience, and stress. The Canadian Journal of Psychiatry, 61(5), 298-307.
Turner, K. M., Sanders, M. R., & Hodge, L. (2014). Issues in Professional Training to Implement Evidence?based Parenting Programs: The Preferences of Indigenous Practitioners. Australian Psychologist, 49(6), 384-394.