Assistant Psychologists Research Articles

The importance and benefits of sharing the formulation process within an assistant psychologists’ supervision

The importance and benefits of sharing the formulation process within an assistant psychologists’ supervision

Volunteer assistant psychologists

Volunteer assistant psychologists

An evaluation of a pre‐training assistant educational psychologist programme

Two cohorts of psychology graduates with Graduate Basis for Registration (GBR) with the British Psychological Society (BPS), and a range of relevant work experience (teaching, youth and social work) were employed by the Kent Educational Psychology Service (EPS) over a two‐year period as assistant educational psychologists (Assistant EPs). This paper presents information about the role and effectiveness of this pre‐training Assistant EP programme. The role of the Assistant EP was identified as including: individual and group level casework, projects, applied research, and delivering training, under the direct supervision of EPs. All Assistant EP work was evaluated using a range of measures. Outcomes showed that intervention targets (as agreed using the Target Monitoring and Review form) were consistently met or exceeded. Key stakeholders perceived Assistant EPs to be a valuable and flexible resource and Assistant EPs felt that the role prepared them well for applying for professional training courses. The paper concludes with a brief discussion around the future role of pre‐training Assistant EPs.

The Suicide Risk Assessment and Management Manual (S-RAMM) Validation Study II.

Structured professional judgement is now the most widely accepted approach to clinical risk assessment and risk management. The Suicide Risk Assessment and Management Manual (S-RAMM) is a new structured professional judgement tool closely modelled on the HCR-20. This is the first prospective validation study for this instrument. Two post-membership registrars jointly interviewed 81 of 83 current inpatients to rate the S-RAMM. Two assistant psychologists independently rated the HCR-20, GAF and PANSS. All incidents of self-harm, attempted suicide, suicide and violence to others were collated from hospital reporting of critical incidents over the next six months supplemented by examination of other records. For combined self-harm and suicide outcomes, the S-RAMM total score using the receiver operating characteristic had an area under the curve AUC=0.89, (95% CI 0.79 to 0.99). The S-RAMM performed as well for the prediction of self-harm and suicide as the HCR-20 did for violence, and better than measures of mental state (PANSS total score) and global function (GAF). The S-RAMM has better than minimum acceptable characteristics for use as a clinical or research tool for suicide risk assessment, and performs almost as well as the HCR-20 does for violence. Further prospective studies are now required, in other populations.

A reflection on assistant psychologists and graduate mental health workers: What’s the difference?

The roles of assistant psychologist and graduate mental health worker can appear to many as very similar. This article aims to explore the roles, their differences, and what these may mean for graduates looking to develop a career in clinical psychology.

New Kids on the Block: Finding our place (the role of the Assistant Psychologists within the East Kent Dementia Home Treatment Services)

New Kids on the Block: Finding our place (the role of the Assistant Psychologists within the East Kent Dementia Home Treatment Services)

In-vivo exposure: Reflections on involving a third party

This paper details our experiences of involving a third-party in in-vivo exposure work with specific phobias. It relates our clinical work to the evidence base and aims to provide recommendations for future practice for assistant psychologists and supervisors of assistant psychologists.

Applying for doctorate in clinical psychology training courses: A roller-coaster of emotions

This article describes the reflections of two assistant psychologists on the turbulent journey for the Holy Grail that is a clinical psychology training place. Psychological literature and personal experiences provide a framework to understand challenges faced.

Assistant Educational Psychologists and Generic Support Workers – what’s the difference? A reflection on the contribution of psychology to education

Assistant Educational Psychologists and Generic Support Workers – what’s the difference? A reflection on the contribution of psychology to education

The figure copy and recall test of the Adult Memory and Information Processing Battery: Inter‐rater reliability

Examined inter-rater reliability of the scoring of the Figure Copy and Recall subtest of the Adult Memory and Information Processing Battery (AMIPB; Coughlan & Hollows, 1985). Figure Copy and Recall tests of 56 individuals referred for neuropsychological assessment were independently scored by three experienced neuropsychologists and the scores correlated. Detailed analysis of reasons for scoring discrepancies was carried out. Raters scores were highly correlated in relation to both forms of the tests. The major source of discrepancy was errors in accuracy. Results indicate that the AMIPB manual instructions are sufficiently detailed to obtain good inter-rater reliability when the raters are experienced clinicians. Further research using trainees or assistant psychologists is suggested.

Assistant psychologists: The start of a long journey

Two different reflections on the assistant psychologist role are presented and highlight the excitement and uncertainties that the assistant psychologist faces whilst gaining clinical psychology experience.

Clinical supervision for assistant psychologists: Existing provision and unmet needs

The purpose of this study was to find out about existing supervisory practice between assistant psychologists and their supervisors. A survey was sent to 50 assistant psychologists practising in East Anglia and Birmingham. Issues in providing effective training in supervision were highlighted.

Transition from primary to secondary school for pupils with Special Educational Needs

This research was carried out as part of a project whilst the authors worked as Assistant Educational Psychologists in Essex.

The role of assistant psychologists

The role of assistant psychologists

The impact of date of birth on placement on the Special Educational Needs Register: Variations between category of need, key stage and gender, and the role of standardised assessment

The DECP are keen to encourage new entrants into the profession to participate and share their experiences more widely.Debatehas decided to include Educational Psychologists in Training, Assistant Educational Psychologists and Assistant Psychologists within this remit. In the first of a series, this article presents research carried out by Assistant Educational Psychologists in Essex. The Editors welcome contributions that will contribute to a regular flow of articles from people new to the profession.

The clinical effectiveness of guided self-help versus waiting-list control in the management of anxiety and depression: a randomized controlled trial

There are significant barriers to accessing effective psychological therapy in primary care resulting from a lack of suitably trained therapists to meet current demand. More efficient service delivery using minimal interventions (such as bibliotherapy) provided by paraprofessional therapists may be one method of overcoming these problems, and is the subject of attention in the UK and elsewhere. A randomized trial was conducted to test the clinical effectiveness of this model. Assistant psychologists delivered a guided self-help intervention to patients with anxiety and depression who were currently waiting for psychological therapy. A total of 114 patients were randomized either to guided self-help or a waiting-list control group. All patients were followed up 3 months later, prior to starting conventional psychological therapy. Measures included self-reported adherence to the intervention, anxiety and depressive symptoms, social functioning and patient satisfaction. Adherence to the guided self-help intervention was acceptable and patients reported satisfaction with the intervention. However, there were no statistically significant differences between groups in anxiety and depression symptoms at 3 months. The results demonstrate that this model of guided self-help did not provide additional benefit to patients on a waiting list for psychological therapy. The results are considered in the context of possible internal and external validity threats, and compared with previous trials of minimal interventions. The implications of the results for the design of future minimal interventions are considered.

Prevalence of methadone injection in three Swiss cities

Intravenous methadone is associated with increased risk of morbidity and mortality. A previous report from a methadone center in Fribourg, Switzerland, found a high prevalence (43%) of patients who injected oral methadone. We therefore wished to assess the prevalence of methadone injection among patients in oral methadone programs in 3 other Swiss cities--Lausanne, Geneva, and La Chaux-de-Fonds. Subjects were randomly selected and interviewed by assistant psychologists who were not on the staff of the study centers. Participation was voluntary and anonymous. 164 patients participated in the study (n = 58 in Lausanne, 52 in Geneva, and 54 in La Chaux-de-Fonds). The prevalence of methadone injection was low (5%) and did not differ significantly between the cities. Less liberal policies cannot explain the lower prevalence of methadone injection in these three centers than in Fribourg. The high prevalence of methadone injection there is probably related to its separate methadone injection program: patients in oral methadone programs may be more likely to injection methadone when other patients authorized to do so. Although the 5% prevalence of methadone injection found in the 3 cities surveyed is low, it is not negligible. These results suggest that information on the risks associated with injection of methadone syrup should be provided to all methadone maintenance. This information is especially necessary when maintenance therapy is provided in the same center, or city as injectable methadone maintenance.

The role of the clinical psychologist

The clinical psychologist brings to the practice of mental health care of older people knowledge-based psychological skills in relation to people, ageing and disease. Key areas for the use of these skills include the disturbances of cognition, including memory, mood and behaviour. This includes assessment and diagnosis, the delivery of psychological treatment, teaching and training, research audit and clinical management. Psychological tests are increasingly available with appropriate norms into advanced age and can help distinguish early cognitive decline from age-related changes. They are particularly useful in atypical cases and where premorbid features may influence presentation. They are also helpful in assessing mental capacity, and the clinical psychologist has core skills relevant to this. As well as assessment of mood, psychological approaches are also important in the treatment of mood disorders using individual and systemic approaches. The evidence base indicates that psychological treatment should be combined with pharmacological treatment. Psychoeducation programmes are also effective in reducing carer strain. The clinical psychologist can contribute to the training and supervision of other staff in the practice of psychological treatments. This includes the management of challenging behaviour using psychological approaches. The key outcomes in old age psychiatry include psychological variables such as quality of life. The clinical psychologist can make a major contribution to audit and service evaluation, and there are several areas where assistant psychologists can give additional support. The clinical psychologist has skills relevant to the support, facilitation and management of clinical teams

Assistant Educational Psychologists – developing quality standards

Assistant Educational Psychologists – developing quality standards

Training and Supporting Assistant Educational Psychologists

The following article describes how assistant educational psychologists (Asst. EPs) employed by Essex Psychology and Assessment Service are trained and supported in their work. The training and support package enables the Asst. EPs to work effectively in schools while they begin to apply psychology and develop further their interest in embarking on a career as an educational psychologist (EP). This model aims to encourage and facilitate the transition from teacher to EP in training, while meeting local needs and encouraging high‐quality graduates into the educational psychology profession. This article is best read alongside Lyons (1999), published in the previous edition of Educational Psychology and Practice, and it complements Counsell and Court's account (this issue).