Psychology Training Courses Research Articles

The imperative of happiness in positive psychology: Towards a psychopolitics of wellbeing

Positive Psychology has reconstructed how we understand happiness. The practices and discourses it presents to perform that reconceptualization appear as if free from political interest or intentionality. However, this article will show that its proposals define a subtle new form of government which we will call Psychopolitics. Instead of placing the population or the body of the citizen at the centre of political struggles, it focuses on the psyche. Through an extreme defence of positive emotions and happiness as the key to a good life, Positive Psychology promotes a type of friendly power relations, which instead of punishing motivates and empowers the individual's creativity. To illustrate all of this, we conducted a case study with a Positive Psychology training course taught in a Spanish state university. Content analysis was used to explain the recurring themes and practices of this new discipline of positivity, showing how health is redefined around the happiness axis, and how happiness becomes an individual responsibility. We conclude that all these dimensions are simply a categorical definition of a new type of power relations which may characterise the 21st century.

Racial equity and decolonisation within the DClinPsy: How far have we come and where are we going? Trainee clinical psychologists’ perspectives of the curriculum and research practices

IntroductionClinical Psychology has long been criticised as a profession that is rooted in coloniality, that preserves whiteness as the norm through its practices. Arguably, this has led to many racial disparities in the mental health outcomes for racially minoritised groups living in the UK. In more recent years, clinical psychology training courses (DClinPsy) have focused their efforts to develop Equality, Diversity and Inclusion initiatives, leading to changes in the curriculum.AimsThe aim of the current study is to explore how trainee clinical psychologists (TCP) understand racial equity and decolonisation in relation to the DClinPsy curriculum and research practices. Also, to explore whether trainees have experienced any changes in relation to racial equity and decolonisation agendas and what changes would they like to see in the future.MethodThree focus groups were conducted with TCPs across various DClinPsy courses, which were analysed using a thematic analysis.ResultsThe data presented four themes: ‘defining and enacting racial equity’, ‘the DClinPsy course content’, ‘structural and societal barriers’ and ‘the future’.ConclusionsThe findings highlight the various complexities and dilemmas that surround DClinPsy courses. The results also show key areas of progression, development, and recommendations to enhance the racial equitability of the DClinPsy curriculum and research practices, in the hope of improving the mental health service provision and outcomes for racially-minoritised groups.

Hidden rules of the selection for clinical psychology training course: Is there an underline bias towards applicants from ethnic and disadvantage groups? A personal reflection

This piece is set to explore, if there are any biases or ‘unwritten rules’ for a successful placement offer on a clinical psychology training course. My aim is to raise awareness and to try to understand why candidates from certain groups find it more difficult to pass the selection process. Coming from a marginalised group I may generalise my findings, but my intention is purely to understand more about the challenges minorities face with during the selection process. I am 43 years old, male, Middle Eastern, a lone parent, English is not my first language(Hebrew is), and from a low socio-economic status.

CorrespondenceAn open letter to UK clinical psychology training course directors and Committee of Trainers in Clinical Psychology, from the Division of Clinical Psychology Faculty for People with Intellectual DisabilitiesRe: Open letter to UK clinical psychology training course directors and committee of trainers in clinical psychologyRe: Editorial on nature and neoliberalism (Forum 319, July 2019)Re: Editorial on personal therapy (Forum 316,

CorrespondenceAn open letter to UK clinical psychology training course directors and Committee of Trainers in Clinical Psychology, from the Division of Clinical Psychology Faculty for People with Intellectual DisabilitiesRe: Open letter to UK clinical psychology training course directors and committee of trainers in clinical psychologyRe: Editorial on nature and neoliberalism (Forum 319, July 2019)Re: Editorial on personal therapy (Forum 316,

Support for staff support groups: A role for group analysts

Clinical psychologists in NHS settings are often called upon to facilitate ‘staff groups’. A survey of psychologists’ self-reported experiences of facilitating such groups indicated average levels of relevant training, moderate levels of confidence, but only average levels of effectiveness. The value and validity of quantitative evaluations of this kind are discussed. The findings suggest that more group therapies-related teaching and training are needed in clinical psychology training courses and in clinical environments in the NHS and other clinical settings. Group analysts are well placed to encourage, support and provide teaching and training opportunities such as these.

Reflections on a careers workshop for aspiring clinical psychologists from a black and minority ethnic background

The Oxford Institute of Clinical Psychology Training and Research course has implemented initiatives over the past five years to try to widen the diversity of doctoral applicants. Feedback and reflections following a careers event for applicants from a black and minority ethnic background suggest that this could be a useful method.

An evaluation of a programme of problem-based learning within a clinical psychology doctorate

Problem-Based learning (PBL) is a widely used teaching method in UK Clinical Psychology training. This study considers the experience of using PBL as part of the University of Bath’s Doctorate in Clinical Psychology. Questionnaire and focus group analyses suggest PBL was predominantly experienced as useful by trainees when completed during the first year of clinical training, especially in terms of skill development around leadership and team working; which was maintained at two-year follow-up when the same cohort of trainees completed an adapted version of the questionnaire during their third year of training. Trainees suggested some difficulties with PBL (e.g. anxieties concerning the lack of a teacher) and suggested improvements (e.g. to timetabling and the case vignette), which have helped sculpt new PBL teaching for subsequent trainees. This study has its limitations, and future research is recommended to further evaluate the use of PBL within clinical psychology training courses nationally.

Social justice and equality: Preparing the next generations of psychologists to act

This paper considers the ways in which clinical psychologists and clinical psychology training courses engage with topics related to social inequality and makes the case that more of us in the profession should fight for a more just society.

Addressing Professional Competency Problems in Clinical Psychology Trainees

ObjectiveClinical psychology trainees with problems of professional competence (PPC) continue to be a challenge for courses. Despite the rapid development of competency‐based training models, the impact of this shift to the identification and management of professional competency problems is unclear. This project aims to describe how clinical psychology trainees with PPC are identified and managed within the Australian and New Zealand context.MethodAn online survey was distributed through Australian and New Zealand universities offering clinical psychology training programmes. Questions addressed approaches to monitoring progress on placements, identification and management of trainees determined to be underperforming on placements, and the perceived usefulness of a range of strategies such as the use of standardised‐rating tools.ResultsThirty one responses were received, representing 40 clinical psychology training courses in 22 institutions across Australia and New Zealand. In all cases, at least one trainee with a PPC had been detected in the previous 5 years, most commonly attributed to psychological, behavioural, and developmental issues. Respondents reported the use of a range of preventive and remedial strategies, including the use of psychometrically validated competency evaluation rating forms to assist in the grading of placements.ConclusionTrainees with PPC occur on a fairly regular basis in clinical psychology training courses in Australian and New Zealand. While some processes involved in the identification and management of these students have been refined and systematised, some opportunities to facilitate early identification and remediation may yet need further enhancement.

The value of values: Reflecting on the inclusion of Values Based Recruitment (VBR) in selection processes

This article records some personal reflections on the introduction of Values Based Recruitment to the admissions processes of clinical psychology training courses and considers some of the challenges and opportunities this raised for the University of East Anglia Doctoral Programme.

Teaching of philosophy of science on clinical psychology training courses

This article reports the results of an evaluation of the teaching of philosophy of science on clinical psychology training programmes. The implications of the evaluation for engagement with philosophy of science on training courses are discussed and specific recommendations made.

The measurement of psychological literacy: a first approximation.

Psychological literacy, the ability to apply psychological knowledge to personal, family, occupational, community and societal challenges, is promoted as the primary outcome of an undergraduate education in psychology. As the concept of psychological literacy becomes increasingly adopted as the core business of undergraduate psychology training courses world-wide, there is urgent need for the construct to be accurately measured so that student and institutional level progress can be assessed and monitored. Key to the measurement of psychological literacy is determining the underlying factor-structure of psychological literacy. In this paper we provide a first approximation of the measurement of psychological literacy by identifying and evaluating self-report measures for psychological literacy. Multi-item and single-item self-report measures of each of the proposed nine dimensions of psychological literacy were completed by two samples (N = 218 and N = 381) of undergraduate psychology students at an Australian university. Single and multi-item measures of each dimension were weakly to moderately correlated. Exploratory and confirmatory factor analyses of multi-item measures indicated a higher order three factor solution best represented the construct of psychological literacy. The three factors were reflective processes, generic graduate attributes, and psychology as a helping profession. For the measurement of psychological literacy to progress there is a need to further develop self-report measures and to identify/develop and evaluate objective measures of psychological literacy. Further approximations of the measurement of psychological literacy remain an imperative, given the construct's ties to measuring institutional efficacy in teaching psychology to an undergraduate audience.

The development, facilitation and initial evaluation of a mindfulness group for a clinical psychology training course

This article presents an evaluation of a mindfulness group facilitated for trainee and qualified psychologists working in a university psychology clinic. The group was shown to have both personal and professional benefits for participants, but further evaluation is required.

Growing international relationships: Some reflections and implications for our training community

Reflections on developing international links between Lancaster clinical psychology training course and Ugandan communities and services.

What predicts performance during clinical psychology training?

ObjectivesWhile the question of who is likely to be selected for clinical psychology training has been studied, evidence on performance during training is scant. This study explored data from seven consecutive intakes of the UK's largest clinical psychology training course, aiming to identify what factors predict better or poorer outcomes.DesignLongitudinal cross-sectional study using prospective and retrospective data.MethodCharacteristics at application were analysed in relation to a range of in-course assessments for 274 trainee clinical psychologists who had completed or were in the final stage of their training.ResultsTrainees were diverse in age, pre-training experience, and academic performance at A-level (advanced level certificate required for university admission), but not in gender or ethnicity. Failure rates across the three performance domains (academic, clinical, research) were very low, suggesting that selection was successful in screening out less suitable candidates. Key predictors of good performance on the course were better A-levels and better degree class. Non-white students performed less well on two outcomes. Type and extent of pre-training clinical experience on outcomes had varied effects on outcome. Research supervisor ratings emerged as global indicators and predicted nearly all outcomes, but may have been biased as they were retrospective. Referee ratings predicted only one of the seven outcomes examined, and interview ratings predicted none of the outcomes.ConclusionsPredicting who will do well or poorly in clinical psychology training is complex. Interview and referee ratings may well be successful in screening out unsuitable candidates, but appear to be a poor guide to performance on the course.Practitioner pointsWhile referee and selection interview ratings did not predict performance during training, they may be useful in screening out unsuitable candidates at the application stageHigh school final academic performance was the best predictor of good performance during clinical psychology trainingThe findings are derived from seven cohorts of one training course, the UK's largest; they cannot be assumed to generalize to all training courses

Staff Perspectives of Service User Involvement on Two Clinical Psychology Training Courses

This study investigated both negative and positive staff perspectives of service user involvement on two clinical psychology training courses as part of an ongoing process of service evaluation. Ten clinical psychology staff from two training courses were interviewed over the telephone by a current trainee clinical psychologist using a semi-structured interview method. Data were coded into textual units of meaning and then analysed using content analysis. The categories most cited by participants regarding the positives of service user involvement were that service user involvement ‘develops trainees' learning’ and ‘challenges power differences’. For opportunities of service user involvement to provide benefits to the training courses, most participants cited ‘meaningful versus tokenistic involvement’, followed by ‘strategic involvement’. Regarding negatives and barriers, those most cited were ‘differences of opinion or agendas' and ‘lack of resources’. Whilst the findings suggested that the service user involvement initiatives on both courses have been well received, research is needed into how service users also experience the process. Interventions that facilitate staff reflection and processing of multiple perspectives were also recommended, particularly with regards to negative experiences of service user involvement.

On becoming a pluralistic therapist: A case study of a student's reflexive journal

BackgroundCounselling psychology training courses in the UK are required to focus upon at least two therapeutic approaches. Such a stipulation means that trainees need to become competent at navigating the complexities associated with therapeutic integration (e.g. tolerating its ambiguous nature), a factor that proves commensurate with the pluralistic stance often advocated in the theoretical writings of counselling psychologists. This study intends to explore such challenges and engage with the philosophical nature of ‘being and becoming’ a pluralistic therapist.MethodA case study design has been adopted to reflect in depth upon one counselling psychology trainee’s understanding of their developing therapeutic practice. The trainee in question kept a detailed reflexive journal whilst undertaking a training activity which involved working as a therapist over a six-week period with a colleague on the same training programme. Cooper and McLeod’s (2011) pluralistic framework for counselling and psychotherapy was actively utilised to harness the therapeutic work. The journal was analysed using thematic analysis with a view to eliciting the major themes associated to the trainee’s experience of ‘becoming a pluralistic therapist’.FindingsAnalysis of the data would indicate that the trainee was becoming a pluralistic therapist through the interaction between four selves: the Reflective Self, Thoughtful Self, Relational Self, and Skilled Self. Each of these is briefly introduced and discussed.Discussion and ConclusionThe paper ends by reflecting upon the complexities inherent in using pluralist philosophy to underpin therapeutic work. Incorporated within this, it reflects upon some of the challenges associated with using the pluralistic framework in practice. Finally, the paper provides recommendations for those training in programmes that advocate pluralistic practice. In particular the importance of understanding pluralistic philosophy, the positive role of ambiguity, the personal nature of training, and the need for further research in this area are outlined.

Perspectives on clinical psychology training in India

This article briefly summarises the history of clinical psychology in India, and focuses on the new clinical psychology training course being set up in Chennai, formerly known as Madras, the capital of the Indian state of Tamil Nadu and the fifth most populous city in India.

Clinical psychology training in Tanzania: Getting started

This article provides a snapshot of mental health provision in Tanzania, and describes some of the excitement and challenges in setting up a new clinical psychology training course.

Gender identity, research self‐efficacy and research intention in trainee clinical psychologists in the UK

This study tested, with a sample of United Kingdom (UK) trainee clinical psychologists, part of an existing model of factors that influence clinical psychologists' levels of research activity, in which gender identity is hypothesized to influence research self-efficacy and this in turn strength of intention to do research. A sample of 121 trainee clinical psychologists (56 men and 65 women) completed a measure of gender identity, research intention, and a research self-efficacy scale. Results indicated no differences in levels of research intention or research self-efficacy between the biological sexes or according to category-based gender identities (masculine and feminine). However, masculinity as a scale quantity was statistically significantly related to stronger research intention, preference for conducting quantitative research and research self-efficacy. Multiple regression analysis provided evidence that research self-efficacy may mediate between masculinity and strength of research intention. Research self-efficacy was the strongest predictor of intention to do research in the future. Findings have relevance for clinical psychology training as research activity directly impacts upon advances in the discipline of clinical psychology, implementation of research into practice, and evaluation of psychological therapies.