Professional Psychology Training Research Articles

Newly graduated Australian psychologists’ interest and confidence in psychological approaches for psychosis: what role can psychology training providers play in increasing access to psychological interventions for psychosis?

ABSTRACT Objective Despite recommendations in international guidelines, implementation of psychological therapy for psychosis is limited. Clinician level factors (i.e. attitudes, confidence, and training) are significant barriers to implementation, but have not been investigated within the context of Australian professional psychology graduates. The current study aimed to examine predictors of interest and confidence in working therapeutically with people with psychosis in recent graduates of Australian psychology postgraduate training courses. Method An online survey was completed by 108 recent graduates from Australian postgraduate psychology courses. Participants provided data on hours of training, practicum experience, stigma, therapeutic optimism and levels of interest and confidence in working therapeutically with people with psychosis. Results Participants reported low levels of training and practical experience in psychological therapy for psychosis. Participants with higher training hours and who had delivered an intervention to someone with psychosis during training reported significantly more confidence in their ability to work with people experiencing psychosis. However, stigma was the only significant predictor of interest; psychologists with higher stigmatised attitudes were less interested in working with psychosis. Conclusions Increased opportunities for practicum experience with people with psychosis and interventions that address stigma in professional psychology training may support increased interest and confidence in providing psychological interventions for psychosis.

Theoretical and legal principles of forensic psychiatric examination in criminal proceedings

The category of forensic examinations includes examinations conducted in civil or criminal proceedings by court order. Forensic examinations are carried out in specialised forensic institutions or outside these institutions in accordance with the procedure established by law. A significant number of forensic examinations are conducted in forensic departments of state psychiatric institutions. According to Ukrainian legislation, state forensic institutions are those institutions that are specifically designated to conduct forensic examinations and are subordinate to the Healthcare Department. A forensic psychiatric or comprehensive forensic psychological and psychiatric examination must be conducted by experts in accordance with the procedure set out in the Civil Procedure and Criminal Procedure Codes of Ukraine. Depending on the nature of the expert research, forensic psychiatric examination departments are divided into outpatient and inpatient.
 The knowledge that a psychiatric expert must have is specific, taking into account knowledge of the patterns and characteristics of mental activity of the individual. This specialised knowledge is acquired during special professional psychological and psychiatric training, and is subsequently implemented in the practice of forensic psychiatric examination, and therefore has legal significance. The knowledge used in the pre-trial investigation of criminal offences and in court proceedings is used to establish the mental state of the person who committed the criminal offence.
 The theoretical and legal aspects of the appointment and conduct of forensic psychiatric examination have been determined on the basis of the analysis of the provisions of legal acts in this area. The issues related to the professional component of training of experts conducting forensic psychiatric examination have been highlighted, and it has been found that, as a rule, they have their own individual style of professional activity and constantly improve their level of competence.
 It has been found out that the subject of psychiatrist's research is mental diseases and disorders, brain diseases manifested by disorders of mental activity of a person. The issues of ethical standards in the activities of an expert in conducting a forensic psychiatric examination have been considered.

The Psychometric Quality of Objective Structured Clinical Examinations Within Psychology Programs: A Systematic Review

Background: Objective Structured Clinical Examinations (OSCEs) are a simulation-based assessment tool used extensively in medical education for evaluating clinical competence. OSCEs are widely regarded as more valid, reliable, and valuable compared to traditional assessment measures, and are now emerging within professional psychology training programs. While there is a lack of findings related to the quality of OSCEs in published psychology literature, psychometric properties can be inferred by investigating implementation. Accordingly, the current review assessed implementation of OSCEs within psychology programs against a set of Quality Assurance Guidelines (QAGs). Methods: A systematic review was conducted according to the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) recommendations. Electronic databases including ProQuest Psychology, PsycArticles, Psychology and Behavioural Sciences Collection, PsycInfo and key indexing databases such as Scopus, ProQuest, and Web of Science were used to identify relevant articles. Twelve full-text articles met all inclusion criteria and were included in the review. Results: There was considerable heterogeneity in the quality of studies and reporting of OSCE data. Implementation of OSCEs against QAGs revealed overall adherence to be “Fair.” Conclusion: The current review consolidated what is known on psychometric quality of OSCEs within psychology programs. A further need for quantitative evidence on psychometric soundness of OSCEs within psychology training is highlighted. Furthermore, it is recommended that future training programs implement and report OSCEs in accordance with standardized guidelines.

Guiding psychologists through inner and outer worlds: reflections from an academic Levinsonian psychobiography of Joe Slovo

Psychobiography has become valuable within the context of professional psychology training. A recent psychobiography purposively sampled Joe Slovo to uncover, reconstruct and illustrate significant trajectories of his development. Slovo’s (1926–1995) lifelong dedication to the struggle against Apartheid has been widely acknowledged, and he held longstanding leadership positions in various South African liberation movements. Levinson’s theory of lifespan development served as the study’s psychological lens. Alexander’s approaches to data identification and extraction were used, followed by a psycho-historical matrix for data categorisation based on the life cycle theory and significant historical periods throughout Slovo’s life. To fully embrace the Levinsonian understanding that an individual cannot be separated from their social world, consideration was given to significant historical and sociocultural forces and events during the data analysis. Therefore, this study’s findings extend beyond Slovo’s individual development to illuminate the complex ways external forces, such as family dynamics, historical events, political movements, community concerns and cultural and language considerations, influence developmental trajectories, life structures and tasks. The authors reflect on the value of sociocultural and contextual sensitivity in psychobiography to help trainee psychologists venture beyond the subject’s inner psychological life, including understanding their outer worlds.

Sexual Orientation, Mental Health Characteristics, and Self-Care in Professional Psychology Training and Employment

Although self-care practice is critical for mental healthcare professionals (MHP) to buffer against the impact of stressors and to prevent psychiatric symptoms and functional impairment, effective self-care may be more difficult for those at greater risk of developing mental health conditions due to sexual minority stress. The present study aimed to examine mental health characteristics, engagement in, and value obtained from self-care, and perceptions about training programs’ encouragement of self-care in trainees and professionals of different sexual orientations. Data were collected from MHP trainees and practitioners (n = 547) using an anonymous online survey including measures assessing stress, depression, anxiety, resilience, coping self-efficacy, and self-care strategy usage. Analyses revealed that bisexual individuals reported significantly greater mental health symptoms and self-care strategy usage as compared to heterosexual and gay/lesbian participants. Analyses also revealed lower levels of daily functioning and resilience in bisexual vs. heterosexual or gay/lesbian participants, and that bisexual participants reported obtaining less value from self-care practices than other subgroups. These results suggest that bisexual individuals may experience a unique set of minority stressors which affect their engagement with and benefit from self-care. Implications and suggestions for promoting inclusiveness and positive alterations in self-care engagement in training programs and professional institutions are discussed, including engendering coping self-efficacy through individual skill development, nurturing environments that reinforce self-care, ensuring access to culturally competent services, and promoting engagement in supportive groups and organizations.

Professional psychology training in the COVID-19 era

Professional training programmes were, and continue to be, challenged by the implications of Covid-19. Psychology training programmes in South Africa rely on experiential learning as a cornerstone for developing minimum competencies. Covid-19 restrictions meant that teaching and learning, supervision, and work-integrated learning required reconsideration, shifts and upskilling of trainees and trainers. This was particularly important given the emphasis and value of Experiential Learning Theory in training psychologists. This paper uses collaborative autoethnography to reflect on the challenges, lessons, and future recommendations for the navigation of professional training in psychology in the Covid-19 era and beyond. The key reflections highlight the necessity for hybrid learning contexts in circumstances such as Covid-19. Leadership guidance and students’ voices are invaluable assets that could facilitate a comprehensive and inclusive training programme during unprecedented times.

Activities of Force Structure Military-Political Bodies: Historical Retrospective and Modern Priorities

The article examines the historical and legal aspect of the origin and development of militarypolitical bodies, traces changes in the content of their functioning during the February and October revolutions, during the Civil (1917–1922) and Great Patriotic Wars (1941–1945), during the post-war and post-Soviet stages of national history.The conducted analysis of the current regulatory documents of the Ministry of Defense of the Russian Federation, the Ministry of Internal Affairs of Russia, the Russian Guard, allowed the authors to conclude that the military-political (political) and moral-psychological factors are strengthening in the organization of personnel education in the new geopolitical conditions. The article highlights such priority spheres of activity of officials as the formation of a statepatriotic worldview within the framework of modern informational narratives and the protection of military personnel and employees from the negative informational impact of internal and external destructive forces.The scientific novelty of the article is provided by the recommendations proposed by the authors for the activities of state authorities on information and military-political support for a special military operation in the territory of Donbass and priority areas for professional and moral and psychological training of personnel of law enforcement agencies, taking into account the military-historical heritage of the Past.

VIDEO RECORDING AS EVIDENCE OF VIOLENT CRIMES IN A CRIMINAL PROCEEDING AND ITS NEGATIVE IMPACT ON THE JUDGE DURING ITS INVESTIGATION IN TRIAL

According to statistical data dated 2022, in Ukraine the majority of indictments sent to court involve signs of violent crimes. Therefore, judges working in general jurisdiction courts are almost daily confronted with case materials containing evidence of violence perpetrated by the accused against the victims. During examination of video recordings as evidence of violent crimes in trial, judges are directly exposed to witnessing such acts of violence, which in turn has a negative impact on their psychological state. This negative influence manifests itself in traumatic or prolonged traumatic stress, which can transform into post-traumatic stress disorder (PTSD).
 Despite a considerable number of research papers devoted to the definition of violent crimes and the role of video recordings in the system of evidence in the current Criminal Procedure Code of Ukraine, it is necessary to admit that the legal literature does not sufficiently address the issue of the negative impact on judges of the examination of video evidence of violent crimes during court proceedings and the ways in which such impact manifests itself.
 The Article Aim is to analyze the phenomenon of violent crime in Ukraine, the use of video recordings as evidence in criminal proceedings, negative effects endured by judges when examining video evidence of violent crimes, identifying signs of traumatic impact on judges during such examination, analyzing the role of psychological preparation for judge candidates during specialized training and for judges while advanced training at the National School of Judges of Ukraine, and presenting my own perspective on means of preventing and addressing stress among judges.
 It has been demonstrated that close contact with human suffering during performance of judicial duties has a significant traumatic impact on judges, and examination of video recordings of acts of violence creates the highest emotional attachment to such violence in contrast to other types of evidence, thus undoubtedly contributing to workplace psychological trauma in the digital age. In turn, video recordings in the framework of the domestic criminal legislation are considered as documents, and therefore they must be examined by judges directly in trial, in compliance with provisions of the current Criminal Procedure Code of Ukraine.
 It has been established that tools for managing psychological state are provided to future judges during their professional psychological training at the National School of Judges of Ukraine and can be further supplemented through advanced training. However, considering that the issue of judges’ psychological well-being, their awareness of self-control of their own psychological state, stress management, and post-traumatic stress disorder currently receive insufficient attention, effective means of institutional support have been proposed: personal leave (days of “mental health”); provision of assistance through closed, confidential counseling; conducting trainings or seminars on types of traumatizing evidence; provision of education and sufficient information about signs and symptoms of traumatic stress, prolonged traumatic stress, and PTSD; developing healthy strategies for coping with such conditions; holding trainings for the staff to maintain a healthy work environment; developing an informal support network. In addition, emphasis is placed on personal responsibility of judges for their own psychological well-being. What is more, recommendations on acknowledging stress as an atypical phenomenon as well as methods for self-regulation of psychological state are provided.

ПРІОРИТЕТИ ВИВЧЕННЯ ТЕМИ «ПЕРША ПСИХОЛОГІЧНА ДОПОМОГА В НАДЗВИЧАЙНИХ СИТУАЦІЯХ» НА ЗАНЯТТЯХ З ЦИВІЛЬНОГО ЗАХИСТУ, БЕЗПЕКИ ЖИТТЄДІЯЛЬНОСТІ ТА ОХОРОНИ ПРАЦІ В ГАЛУЗІ

The article is devoted to the analysis of the possibilities of the disciplines "Civil Defense" and "Life Safety and Occupational Safety in the Industry" in terms of training students to provide psychological first aid in emergency situations and under martial law. The author emphasizes that in planning the educational process, it is necessary to take into account the fact that the war caused a number of humanitarian and social problems, provoking the exhaustion of all participants in the educational process and leading to a high probability of developing post- traumatic stress and panic disorders. The education sector of Ukraine is forming a system of monitoring and protection of all participants in the educational process with the aim of alleviating the psychological impact of the armed conflict and creating a safe educational environment. The analyzed measures introduced by the Ministry of Education and Science of Ukraine and other organizations aimed at helping Ukrainians learn to control their psycho-emotional state, avoid fear, panic attacks or post-traumatic syndrome. The results of the experience of studying the topic "First psychological aid in emergency situations" are given. It is noted that psychological first aid does not require special professional psychological training, since its important characteristic is simplicity, and therefore, the knowledge obtained as a result of studying psychological-pedagogical and professional training disciplines is quite sufficient. The educational platforms that gave students the opportunity to gain knowledge on providing psychological first aid were analyzed, in particular, the Academy of Resilience platform, Prometheus, EdEra, Zpromilo!, the training course for educators "First psychological aid to participants in the educational process during and after the end of hostilities." It was concluded that the knowledge gained by students as a result of participation in projects, conferences, online lectures and online courses of informal education on psychological help turned out to be very popular and useful for the professional activity of teachers. The authors are convinced that today the priority is to create a system of comprehensive training of future specialists in providing psychological first aid, in particular, during the study of civil protection and life safety and occupational health and safety courses in the industry.

Professional training of future psychologists in the information space in higher education institutions

The article lights up the professional training of future psychologists in higher education institutions of Ukraine and considers the specifics of the professional training of future psychologists. Future specialists professional training in psychology is considered one of the key problems of the theory, science and practice of psychology. The article reviews the main areas of work of a psychologist in the education system. We noted various criteria for personal self-realization of future psychologists. The article shows the theoretical foundations of the structure of the psychologist's professional personality for work with adolescent children. The use of modern pedagogical technologies during the professional training of future psychologists is currently expedient in the informational educational space. The article shows that the desire to quickly win the status of an adult, to achieve independence, is characteristic of adolescence, and the peculiarities of psychological and pedagogical conditions and the organization of the educational process of training practical psychologists in the information space are also considered. During the analysis of scientific works and consideration of trends in the development of education, the article revealed contradictions characteristic of the system of higher psychological education.

Principles of socially responsive shared governance: Applying an ethics lens to systems of governance in professional psychology training.

Principles of socially responsive shared governance: Applying an ethics lens to systems of governance in professional psychology training.

Child observation and emotional discomfort: the experience of trainee psychologists

ABSTRACT Young Child Observation (YCO) is a foundational component of psychoanalytic training in many parts of the world and has been adapted for various training courses in psychology, psychotherapy, education and social work. While the professional benefits of YCO are established, the experience of observers conducting observations outside of traditional psychoanalytic training settings is under-researched. YCO observers experience significant emotional discomfort; however, this has not been well documented, nor has its impact on observers and their professional development. This study addresses that gap by analysing the emotional discomfort experienced by 10 postgraduate psychology students from a single university, who completed a seven-week YCO and wrote self-reflective reports on their personal experience. Participant reports and notes from each completed observation were analysed using Reflective Thematic Analysis. Three main themes were identified: Managing the Observer Role, The Struggle for Belonging, and Countertransference. Participants reported a range of experiences eliciting emotional discomfort, which, in the course of individual and supervision group reflection, led to personal and professional development. Findings from this study indicate that a short YCO enriches the quality of professional psychological training, even when this training is not explicitly psychoanalytic in nature.

МЕТОДИЧНА КОМПЕТЕНТНІСТЬ МАЙБУТНІХ ОФІЦЕРІВ НАЦІОНАЛЬНОЇ ГВАРДІЇ УКРАЇНИ: НЕДОЛІКИ ФОРМУВАННЯ ТА ШЛЯХИ ПОКРАЩЕННЯ

The article analyzes the problems of forming the methodological competence of future officers of the National Guard of Ukraine during training. The professional competence of a future NGU officer is determined by the purpose and content of practical training in the process of cadets mastering general military and military special disciplines at the academy. The main contradictions and shortcomings of the training of future officers during their studies at the academy have been identified. The essence and structure of methodical competence of officers, which is part of the professional competence of an officer as a teacher, is considered. It was determined that methodical competence is an integral ability of an officer, which includes all-military, military-special and pedagogical components, which in interaction ensure the success of military-educational activities in military units of NGU. Researchers consider the structure of a teacher's methodical competence as follows: as a system of components, interdependent levels, integrity of elements. They attribute the following components to the structure of methodical competence: cognitive, procedural-active, personal. It is noted that the training process at the academy should provide servicemen with the opportunity to acquire a certain amount of knowledge, form practical skills and abilities in optimal conditions. And then the leader of classes on combat, special and professional psychological training in parts of the National Guard of Ukraine will be a highly trained and experienced officer and teacher. Today, the conceptual apparatus is insufficiently developed, the specifics of methodological competence of officers are insufficiently studied, optimal technologies, methods, forms, means of forming methodological competence, evaluation criteria, methods of diagnosing its level are not fully developed. Based on the results of the study, the main directions for improving the educational process regarding the purposeful formation of methodological competence of future officers of NGU during their studies at the academy were formulated. Keywords: cadets, problems of professional training, methodical competence of an officer of the National Guard of Ukraine.

ДОСЛІДЖЕННЯ НАВЧАЛЬНИХ СИТУАЦІЙ МЕТОДОМ ФОКУС-ГРУПИ У ПІДГОТОВЦІ МАЙБУТНІХ ФАХОВИХ ПСИХОЛОГІВ

Introduction. The training of specialists with higher education of various specialties in modern conditions requires the search and implementation of new approaches to teaching various educational subjects. In particular, this concerns the psychological analysis of various situations, which must be taught to be carried out during the training of future professional psychologists. As educational, it is advisable to use situations depicted in movies, artistic ones in particular, selected in a certain way. But even if there is an opportunity to acquaint stu-dents with the procedure of increasing psychological analysis, they are exposed to significant difficulties in its implementation. Therefore, it was decided to use the focused interview method to activate this process. This circumstance makes the task of careful consideration of this topic urgent.Purpose. To consider the possibilities of studying edu-cational situations by the method of focused interview in the preparation of future professional psychologists.Methods. Analysis, synthesis, systematization, speci-fication, generalization.Results. The possibilities of using the focused inter-view method for psychological analysis of various situa-tions in the educational process in the training of future professional psychologists are considered.Originality. For the first time, the application of the fo-cused interview method for the psychological analysis of real situations for educational purposes in the training of future professional psychologists was considered and implemented in practice.Conclution.1. The review of scientific publications on the topic of the study made it possible to find out that in the works of scientists there are developments necessary for the use of the focused interview method, in particular, for the implementation of psychological analysis in the educational process.2. Known scientific developments, as well as our own experience in training professional psy-chologists, allow us to clarify the peculiarities of the pro-cess of psychological analysis for educational purposes, using the focused interview method, which can be used in the educational process.3. The proposed procedure for conducting psychological analysis proved to be suitable for solving educational tasks in the process of training future professional psychologists, meets the current re-quirements for training specialists in higher education, takes into account theexisting features of their training and education, and allows for the optimization of the educational process

Structural and Logical Model of Educational and Professional Training of Psychologists in the Modern Innovative Educational Environment of Establishments of Higher Education

The purpose of the research is to develop a structural and logical model for the educational and professional training of psychologists in the innovative educational environment of establishments of higher education. In accordance with the set goal, the main tasks are defined: analysis of the de-mands placed on the psychologist in modern conditions; determination of the ratio of theoretical, practical and applied disciplines in educational professional programs; development of a professional training model in the moderninnova-tive educational environment of establishments of higher education.methods of the research. To implement the key tasks, a set of scientific research methods was used: theoretical analysis, generalization, comparison, systematization, theoretical modeling, and scientific interpretation.the results of the research. The structural-logical scheme of professional education in the field of psychology provides for the formation of components of general and professional training in a structural-logical sequence. The components of general training, which provide a basic level, appear first in the educational trajectory. The next level is fundamentally important for the formation of professional competences, it is provided by the educational com-ponents of professional training − these are theoretical, practical and applied disciplines responsible for the content component of the educational and professional program. Its competence component largely depends on its in-tegration with psychological practice. Taking this into account, the structural and logical scheme of the discipline provides for the planning and completion of educational and professional practices by higher education students. The formation of competencies necessary for the implementation of innovative forms of professional training is ensured by a scientifically oriented approach to obtaining higher education. All these components form a continuous model of professional education.The analysis of educational and professional programs shows that today it is important to solve the following problems in the system of higher professional education of psychologists: the need to use system analysis in solving the tasks of professional training of future psychologists; revision of the ratio in educa-tional professional programs of theoretical, practical, and applied disciplines in accordance with the psychologist’s activity model in the conditions of psycho-logical practice; increased volume of educational and methodological training and introducing professionally oriented methods of psychological work into the educational process; increased significance of psychocorrective, psychorehabili-tation orientation of psychological work, provision of psychological assistance in crisis situations; development of an anticipatory learning strategy aimed at studying current trends in psychology.conclusions. Summarizing the theoretical and methodological positions re-garding research, a conceptual model of professional training of psychologists in establishments of higher education has been developed, which provides for multi-level variable education and is provided by four content components: theo-retical, practical, applied and scientific

Integrated primary care psychology training programs: Challenges and strategies.

Integrating behavioral health in primary care improves quality of care and outcomes for patients with comorbid conditions. Shortage of a trained behavioral health workforce limits adoption. Professional psychology training programs contribute to recruitment, retention, and development of skilled providers, who value and deliver behavioral health services in primary care. This study interviewed a cohort of established psychology training programs in real-world, state-wide clinical primary care settings and identified their strategies and challenges with teaching practices and program resources that impact the robust quality of training. Between December 2020 and March 2021, we conducted semistructured interviews with 12 licensed psychologists who oversaw nine integrated primary care psychology training programs at the internship and postdoctoral levels across Washington State. Data were analyzed using a thematic approach. Programs taught psychology trainees about integrated primary care via extensive onboarding, modeling and shadowing, structured learning environment, interprofessional education opportunities, flexible and cross-disciplinary supervision, and a psychologically safe space. Teaching challenges included balancing scheduled and curbside supervision, pivoting to telehealth, and aligning trainee expectations and program requirements. Training programs were funded through different and multiple sources, but most lacked a stable funding mechanism, compounded by barriers for psychology trainees to bill for services, a lack of control over organization's budgeting decisions, and instability in funding renewal. Synergistic support from program, organization, and system/policy levels are needed to align teaching activities with clinical practice environments and invest in the growth and sustainability of psychology training programs on integrated primary care. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

Supplemental Material for Self-Disclosure in a Self-Practice/Self-Reflection CBT Group in Professional Psychology Training

Supplemental Material for Self-Disclosure in a Self-Practice/Self-Reflection CBT Group in Professional Psychology Training

The Utility and Development of the Competencies of Professional Psychology Rating Scales (COPPR)

Competency-based professional psychology training is now common practice in many countries. An implication of competency-based training is the need to assess practitioner competence across multiple domains of practice; however, standardized measures of competence are limited. In Australia, currently there is no standardized, quantitative measure of professional competencies at registered psychologist level. The absence of a measure has implications for education, training, practice, and research in professional psychology. To address this gap, this article provides a conceptual overview of the utility and development of the Competencies of Professional Psychology Rating scales (COPPR), including the process of initial pre-test, pilot, and review. This developmental process resulted in the thematic identification of competencies within 11 domains of practice, and the creation of both COPPR-Self report and COPPR-Observer report versions. The pre-test provided content validity for the COPPR, and the initial results of the pilot test suggest strong convergent and divergent validity. The measure differentiated between novice and experienced practitioners, suggesting the scale is appropriate for use across career stages. The COPPR scales address the need for a standardized and quantitative measure across multiple domains of practice at registered psychologist level in Australia. The COPPR scales are intended to have utility across professional psychology student and supervisee performance evaluation, self-reflection for psychologists in practice, educational evaluation at professional psychology level, and various research contexts.

Postgraduate students’ perceptions of simulation-based learning in professional psychology training

ABSTRACT Objective In a field with limited placement resources, further exacerbated by challenges due to COVID-19, simulation-based learning (SBL) represents a novel, evidence-based way to expose psychology students to learning opportunities. We examine students’ experiences and perceptions of SBL during postgraduate psychology training and their views on using extended SBL to aid clinical competence development. Methods 84 students in postgraduate training programs from across Australia completed a methods cross-sectional survey about SBL. Quantitative data were analysed using descriptive statistics, while responses to open-ended questions were examined using content analysis. Results The most common forms of SBL were role play, simulated initial interviews and psychological assessments. Students viewed SBL as a valid way to develop assessment and intervention skills and recognised it as a useful means to develop clinical competence. SBL was seen as a good way to ease into client work and incorporating more SBL into professional psychology was viewed as beneficial. From qualitative data, two superordinate themes were generated: SBL May Confer Many Benefits for Professional Training and SBL is Complex and Not Without Challenges. Conclusions Provisional psychologists see value in SBL and appear largely supportive of increasing SBL in professional training. However, educators must be clear on why and how SBL will be used and seek to follow best-practice guidelines.

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).