Health Psychology Training Research Articles

Breaking Silos to Address Medical Trauma: The Need for Integration of Trauma and Health Psychology Training.

Posttraumatic Stress Disorder (PTSD) following a traumatic injury is a significant public health concern impacting approximately a third of traumatically injured patients. In 2018, the American College of Surgeons (ACS) Committee on Trauma recommended implementation of PTSD screening and brief intervention in level 1 trauma centers to meet the mental health needs of this underserved population. In March 2022, ACS revised its standards to include a requirement for mental health screening and referral process in level 1 and level 2 trauma centers. However, implementation of these programs has been limited. One barrier to implementation has been the lack of cross-trained trauma and health psychologists to support the development and implementation of trauma-focused programs in acute and critical care settings. This paper is a call to action to bring together experts in the fields of trauma and health psychology to effectively address training gaps in post-injury PTSD and medical traumatic stress. Through development of trauma and health psychology cross-training models, the field of psychology can collaborate to meet the increasing demand for trauma-focused psychologists in acute and critical care settings.

Interprofessional Leadership Development: Role of Emotional Intelligence and Communication Skills Training.

IntroductionAmong the many skills required for leading interprofessional health care teams, emotional intelligence and communication skills are critical to building professionalism, establishing patient trust, and providing optimal patient care. Nonetheless, these skills are often overlooked in medical training. We implemented a 2.5-hour workshop for interprofessional trainees to self-assess, reflect, and apply their emotional intelligence and communication skills.MethodsParticipants were interprofessional trainees, including internal medicine residents, medical students, and graduate students in clinical pharmacy, physician assistant, and health psychology training programs. The workshop consisted of reflective activities to self-assess emotional intelligence and communication styles; a didactic presentation focused on leadership, emotional intelligence, and communication styles; and a teamwork activity to apply emotional intelligence and communication skills.ResultsForty-four trainees participated in this workshop. After the workshop, trainees reported increased knowledge about positive strategies to communicate with team members, felt more comfortable working with other professionals to encourage positive team dynamics, and were more prepared to encourage leadership in their interprofessional teams. Examination of learner evaluations suggested that residents endorsed higher mean ratings than the other learner groups in knowledge attainment (p = .02) and meeting all learners' needs (p = .01).DiscussionThis workshop enhanced our trainees' self-reported comfort, awareness, and preparedness regarding using emotional intelligence and communication strategies. An interprofessional approach can be beneficial for leadership training in the health professions.

The effects of a nurse-led couples intervention on marital quality of couples with gynecological cancer: A clinical randomized controlled trial

ObjectiveTo evaluate the effectiveness of a nurse-led couples intervention on the marital quality of couples coping with gynecological cancer. MethodsCouples coping with gynecological cancer were randomly allocated to the intervention (n = 51) and the control (n = 53) group. The intervention group received the nurse-led couples intervention developed based on the Preliminary Live with Love Conceptual Framework plus routine nursing care. The control group received only routine nursing care. Marital quality, including marital satisfaction, marital communication, and sexual life, were measured using Olson Marital Quality Questionnaire at 3 timepoints (baseline, 2- and 3-months following baseline). Generalized estimating equation was used to examine the effectiveness of the intervention in improving marital quality. ResultsPatients and husbands in the intervention group had significantly improved marital satisfaction scores (Waldχ2 = 11.109, P = 0.001; Waldχ2 = 4.849, P = 0.028); the interaction between intervention and time had a significant effect on the marital communication of both patients and their husbands (Waldχ2 = 6.214, P = 0.045; Waldχ2 = 15.460, P < 0.001). Patient-reported and husband-reported sexual life was not significantly influenced by the intervention (Waldχ2 = 0.167, P = 0.683; Waldχ2 = 3.215, P = 0.073). ConclusionsThe nurse-led couples intervention based on the Preliminary Live with Love Conceptual Framework improved marital satisfaction and marital communication, but not sexual life, of couples coping with gynecological cancer. The provision of professional sexual health psychology training for nurses may be crucial if nurse-led models are to truly support the sexual health of couples coping with gynecological cancer.Registration: Registered with www.chictr.org.cn (ChiCTR2000034232).

Health Psychology from a global perspective: Piloting virtual mobility workshops for Stage 1 Trainees

This report reviews a teaching project run between the MSc Health Psychology programmes at Cardiff Metropolitan University and their Transnational Education partner City Unity College, Athens. We reflect on the benefits of global exchange within Health Psychology training and discuss how virtual mobility can facilitate collaborative learning as an adjunct or alternative to in-person visits.

Embedding practitioner skills in health psychology training: Development of a student-delivered health coaching service

One of the key goals for health psychologists engaged in teaching and training is to enhance the practical skills and employability of trainees. This report outlines the development of a novel student-delivered health coaching service for university staff. Across four pieces of work (a literature review, focus groups, manager survey, and student training and assessment), a model for a health coaching service delivered by student volunteers under the supervision of trained health psychologists was developed and refined. The final service was well received by both the students, who provided the voluntary coaching, and the clients who were coached. It illustrates a feasible way to embed relevant practitioner skills in Stage 1 health psychology training, while also extending capacity to deliver potentially beneficial public health interventions.

BPS Professional Practice Board Award for Distinguished Contributions to Practice – Dr Vivien Swanson

We are very pleased to announce that Dr Vivien Swanson has been awarded the BPS Professional Practice Board Award for Distinguished Contributions to Practice for her pioneering work in health psychology training, including delivering the only nationally-funded practitioner health psychology training programme in the world (NHS Education for Scotland). Dr Swanson was nominated by Hannah Dale and Jo Hart on behalf of the Division of Health Psychology and an abridged version of her nomination is included below. Upon receiving this award, Dr Swanson said: ‘I’m delighted to have received this award, and to be able to highlight the really important contribution that health psychology makes to improving health and well-being. What I have achieved in health psychology is down to positive and innovative collaborations between the NHS and DHP, practical support from the University of Stirling, and most importantly the brilliant trainees, students and colleagues I’ve worked with’.

Raising the profile of health psychology training, consultancy and practice issues through a newHealth Psychology Updatesub-section: Call for papers

Raising the profile of health psychology training, consultancy and practice issues through a new<i>Health Psychology Update</i>sub-section: Call for papers

The development of a group smoking cessation intervention for offenders

As a requirement of the Stage 2 Health Psychology training, candidates must design, deliver, and evaluate a psychological intervention. For this, I worked with offenders from a prison in the North West of England, and produced a group intervention to help the offenders stop smoking, alongside the recent implementation of a prison smoking ban. This article summaries the intervention and provides a description of how I used the Behaviour Change Wheel to design my intervention, by matching the content to offenders’ needs. Reflections of my experience conducting this intervention are also highlighted.

Health psychology and acronyms: Defining a well-PACED profession and an A-Z guide to Stage 2 health psychology training

Over the last decade, there has been increasing attention on the identity and role of health psychologists (Hamlet et al., 2017; Hilton &amp; Johnston, 2017), including stage 2 training experiences (Hemingway, 2014; Jenkinson &amp; Naqvi, 2013; Tonk, 2001), both within the NHS (Gilinsky, 2011; Marks, 2011; Smith, 2017) and public health settings (Bunten, 2015). Such discussions suggest a need for further clarity on the work and training experiences of health psychologists. Here, Dr Jan Smith, a former trainee health psychologist, outlines key work undertaken by many health psychologists using a new acronym: PACED, and presents her A–Z guide of Stage 2 Health Psychology training experiences.

Critical health psychology in New Zealand: Developments, directions and reflections.

We examine how critical health psychology developed in New Zealand, taking an historical perspective to document important influences. We discuss how academic appointments created a confluence of critical researchers at Massey University, how interest in health psychology arose and expanded, how the critical turn eventuated and how connections, both local and international, were important in building and sustaining these developments. We discuss the evolution of teaching a critical health psychology training programme, describe the research agendas and professional activities of academic staff involved and how this sustains the critical agenda. We close with some reflections on progress and attainment.

A health psychology practitioner in a learning disability setting

This paper demonstrates that health psychology practitioners can play a vital role in supporting people with learning disabilities to have healthier lifestyles. The extensive expertise acquired during health psychology training can offer a variety of skills which complement other professionals working with this client group. It is well documented that people with learning disabilities have poorer health than the general population and that they face health inequalities in accessing the care they require. Health psychologists can work towards minimising these inequalities in novel and imaginative ways. This current article will outline the role health psychologists can have in working with this client group whilst identifying the challenges and differences involved. The role addresses the four aims of health psychology as defined by the Division of Health Psychology.

Doing Consultancy in Health Psychology – Stage 2 Training Independent Route

Consultancy is one of the five core competencies of the British Psychological Society’s, Stage 2 Health Psychology Training programme. Consultancy during Stage 2 training can be undertaken in a wide range of settings from the NHS, private commercial and public health to university academia, and with individuals, groups or an organisation. Trainees are required to demonstrate each competency in two work areas but competencies can be dovetailed so that one work area may fulfill two competencies. I started my training via the Society’s Stage 2 qualification (independent route) alongside my PhD at Manchester University in 2010. In this article I will briefly describe what consultancy is in health psychology, why trainee health psychologists need to have training in consultancy, how to seek opportunities for consultancy, the benefits of doing consultancy, and finally, some top tips based on my experience of doing this competency.

The Training Crisis in Health Psychology in Australia

This article begins with a brief history of the emergence of health psychology, discussing the nature of heath psychology, and the crisis in health that drives the need for more health psychologists. It then proceeds to discuss training in health psychology in Australia at both undergraduate and postgraduate levels. To provide a context for considering ways forward, the history of training in health psychology in Australia is reviewed, followed by an examination of equivalent training overseas. Reviewing these literatures revealed that in Australia only five universities offer a compulsory stand‐alone course in health psychology in the first 3 years of the undergraduate degree. As many as 11 Australian universities have offered postgraduate training in health psychology, but this number has fallen to only three universities currently. Recommended goals and strategies for increasing postgraduate training in health psychology are offered related to (a) increasing demand from applicants for postgraduate programmes in health psychology; (b) increasing employment opportunities for health psychologists in the public and private sectors; (c) increasing government funding for postgraduate professional programmes; (d) development of alternative training options; and (e) increasing attractiveness of existing training options.

Reflections on Stage 2 training in Health Psychology

This paper reflects upon the experience of undertaking Stage 2 training in Health Psychology from the perspective of two health psychologists who completed the Professional Doctorate in Health Psychology at the University of the West of England, Bristol. Strategies that were found to be helpful during the training period are reflected upon, and presented alongside advice from previous authors and British Psychological Society guidance. It is suggested that being proactive, collaborative, organised, realistic, open minded, sociable and cultivating a work life balance may be beneficial in progressing towards Chartership and professional practice as a health psychologist.

Counseling Health Psychology

Training directors of American Psychological Association–approved counseling psychology doctoral programs completed a questionnaire assessing (a) student and faculty involvement in health-related research, practice, and teaching; (b) health-related research conducted by students and faculty; and (c) programs’ expectations and ability to increase health training opportunities. Statistical comparisons suggest that a high frequency of programs name health psychology as an area of emphasis, offer specialized health psychology training, and provide health-psychology-related practica. Many reported faculty and student interest and involvement in health psychology training and research. Yet few faculty in these programs identified themselves as counseling health psychologists. Results suggest that there is interest in health psychology within counseling psychology training programs but that only a minority of programs has developed structured curricula in the area. Given counseling psychology’s unique emphasis on prevention, well-being, multiculturalism, and social justice, counseling psychology programs are well suited to developing counseling health psychology curricula.

Reflections on being employed in the NHS while an MSc in Health Psychology student

This article discusses applied experiences available to students on MSc in Health Psychology courses at two Universities in Scotland. An NHS bursary scheme established at the University of St Andrews is also described. The authors give their personal accounts of this bursary scheme and discuss the importance of organised opportunities for applied experiences during training in health psychology.

Clinical health psychology training

The Bristol course has thus far been the only UK clinical psychology training course with a specific remit to teach clinical health psychology. In this paper we describe the background and rationale for this development and the way we have sought to teach this exciting young specialty.

Enhancing preparation among entry-level clinical health psychologists: Recommendations for “best practices” from the first meeting of the Council of Clinical Health Psychology Training Programs (CCHPTP).

Enhancing preparation among entry-level clinical health psychologists: Recommendations for “best practices” from the first meeting of the Council of Clinical Health Psychology Training Programs (CCHPTP).

Competence-Based Training and Assessment by Portfolio: The Health Psychology Model

All UK postgraduate qualifications in applied areas of psychology will soon be competence-based. This will improve the professional recognition and esteem of applied psychology, and make it easier to transfer qualifications between psychology and other disciplines and between psychology sub-disciplines. However, the changes pose considerable challenges because there is very little clear evidence about the effectiveness of competence-based training and portfolio assessment. Health psychology has led the development of competence-based training in psychology with the ‘stage two’ qualification in health psychology, and this article considers postgraduate health psychology training in the context of what is known about competence-based training and portfolio assessment in professions such as medicine, nursing and education. This raises a number of questions for professional training and qualifications in psychology.

Health Psychology Training at City University

Health Psychology Training at City University