Laura Jane Hancox, David M. Gresswell and Danielle De Boos
This paper aims to address how one Doctorate in Clinical Psychology (DClinPsy) programme contributes to the shaping of attitudes of its trainee clinical psychologists (TCPs…
Abstract
Purpose
This paper aims to address how one Doctorate in Clinical Psychology (DClinPsy) programme contributes to the shaping of attitudes of its trainee clinical psychologists (TCPs) towards cognitive behavioural therapy (CBT).
Design/methodology/approach
A total of 28 TCPs completed an online, mixed-methods questionnaire relating to their attitudes towards CBT, what factors had influenced their attitude and how competent they felt in applying CBT to clinical practice.
Findings
The majority of respondents reported a positive attitude towards CBT. There was a statistically significant positive change at an individual level in TCPs’ views of CBT between the point at which they applied for the DClinPsy and the present day. Thematic analysis of qualitative data identified influential factors on the development of TCP attitudes towards CBT. The vast majority of TCPs reported that they felt competent applying CBT in their clinical practice.
Research limitations/implications
Overall, the DClinPsy has a positive effect on TCPs’ attitudes towards CBT. However, the influence of placements has a more mixed effect on attitudes. A small sample size reduced the reliability of these conclusions. Recommendations for further evaluation have been made.
Originality/value
This paper evaluates the effect of a DClinPsy programme on TCPs’ attitudes towards CBT. The value is that it establishes which components of the course have different effects on trainee attitudes.
Details
Keywords
Nahed Munir Arafat, Jane Woodin and Amanda Savioli Marques Tavares
This article discusses the importance of the relationship between cultural awareness (CA) training and post-training reflection in the health-care sector, and considers the…
Abstract
Purpose
This article discusses the importance of the relationship between cultural awareness (CA) training and post-training reflection in the health-care sector, and considers the implications for future developments for CA training in relation to content, audience, process and format.
Design/methodology/approach
A total of 77 health and social care professionals (HCSPs) took part in a 4-h CA training, 25 of whom also opted for an additional optional reflection hour. The results reported on in this paper are drawn from the experiences of the 25 participants in the optional reflection sessions (RSs), using a thematic analysis approach.
Findings
Participants highly valued the “safe space” in both the CA workshop and the optional follow-on RS, enabling them to share experiences, revisit topics and feel supported to put things into practice. They also reported a growing confidence in dealing with intercultural challenges, in particular in asking questions and being curious about topics they did not understand.
Originality/value
This research points towards a strong recommendation for open-ended CA training, allowing participants to articulate their experiences, fears and concerns. It also highlights the importance of a follow-on RS as an integral part of CA training; both of these were found to offer opportunities for strengthening HSCPs’ skills and facilitate the transition of learning from the workshop context into the workplace, with the ultimate aim of reducing inequalities in the quality of patient care.