Birth related PTSD and its association with the mother-infant relationship: A meta-analysis

Objective: There is a growing body of research showing that birth related posttraumatic stress disorder (PTSD) symptoms may impact the mother-infant relationship. The present study assessed the strength of the association between birth related PTSD symptoms and the mother-infant relationship. Method: A total of twelve studies (5,572 participants) were included based on database searches using PubMed, EBSCO and ProQuest. Results: The findings showed that greater levels of birth related PTSD symptoms were associated with poorer mother-infant relationship, r = − 0.36, 95% CI: [− 0.43 - − 0.28], random effects model. The outcomes appeared to be heterogeneous (Q(11) = 81.63, p Conclusions: The results indicated that birth related PTSD symptoms are negatively associated with the motherinfant relationship. Further investigation into the prevention of birth related trauma is suggested. Improving birthing experiences for mothers is likely to contribute to improved infant mental health, thereby reducing overall social and economic costs

Commentary: An Extension of the Australian Postgraduate Psychology Education Simulation Working Group Guidelines: Simulated Learning Activities Within Professional Psychology Placements

A Commentary on The use of simulated patients in medical education: AMEE Guide No 42 by Cleland, J. A., Abe, K., and Rethans, J. J. (2009). Med. Teach. 31, 477–486. doi: 10.1080/01421590903002821 Simulation based education by Cleland, J. A. (2017). Psychologist 30, 36–40. Building Academic Staff Capacity for Using eSimulations in Professional Education for Experience Transfer by Cybulski, J., Holt, D., Segrave, S., O'Brien, D., Munro, J., Corbitt, B., et al. (2010). Sydney, NSW: Australian Learning and Teaching Council. Student and staff views of psychology OSCEs by Sheen, J., McGillivray, J., Gurtman, C. and Boyd, L. (2015). Aust. Psychol. 50, 51–59. doi: 10.1111/ap.12086 The Australian Postgraduate Psychology Education Simulation Working Group (APPESWG) recently published guidelines titled "A new reality: The role of simulated learning activities in postgraduate psychology training programs" (Paparo et al., 2021). The document was developed in the context of COVID 19-related disruption to practica within professional psychology training. As a consequence, many training providers adopted simulated training activities as a way to support course progression during the pandemic. Paparo and colleagues' stated aims were to provide comprehensive guidance for the use of simulation as a competency-based training tool and in the interests of public and student safety, both during and after COVID 19. The guidelines included nine criteria for best practice in simulated learning activities in training, for example, that activities should be competency-based, should mirror real-life practice situations and should provide opportunities for active participation and trainee reflection (see Paparo et al. for detail). The document provided helpful guidance on the use of simulated learning activities (SLA) as part of course content within an Australian professional psychology training context, however the guidelines did not cover simulated placement experiences. Considerations especially around supervision and the development of professional and ethical practice within a simulated learning environment need to be made to effectively apply the APPESWG Guidelines within a placement context. Here, we extend these guidelines for provision of simulated professional psychology placements based on our successful development and implementation of large-scale simulated placements at an Australian University (2020-current). Previously, all professional psychology placements in Australia were limited to in-vivo options, however the latest version of the Accreditation Standards for Psychology Programs (Australian Psychology Accreditation Council, 2019) now make provision for simulated learning within required placement experiences at Level 3, Professional Competencies. This extension of the Paparo et al. (2021) article provides guidelines specifically for the use of simulation with professional psychology placements, with a focus on the Australian context

Antenatal Depression and the Impact of COVID-19 Mitigation Efforts in Australia

The mitigation efforts of COVID-19 have led to significant changes to the delivery of routine healthcare globally. In Australia, the way maternal health services have been delivered since the beginning of the pandemic has also changed. Maternity care and support are known to influence maternal mental health. One hundred and eighty-eight English speaking pregnant women residing in Australia were recruited using social media advertising between September and November 2020 as part of a larger study. Participants were aged between 19 and 42 (M = 31.05, SD = 4.68). Compared with previous Australian prevalence rates of around 7% for antenatal depression, rates in this study were 15.9% overall and 19% for those in Melbourne. It is suggested that increased vigilance with screening and assessment will be required to identify and support this cohort of mothers who are not coping

The Impact of COVID-19 Related Distress on Antenatal Depression in Australia

Globally, the impact of COVID-19 on mental health has been significant. Pregnant women are known to be a vulnerable population in relation to mental health. In Australia, there was an unprecedented demand during the pandemic for mental health services, including services for pregnant women. Maternal mental health has unique and enduring features that can significantly shape a child's overall development and poor maternal mental health can have considerable social and economic costs. This cross-sectional study evaluated symptoms of antenatal depression and COVID-19-related distress in a sample of two hundred and sixty-nine pregnant women residing in Australia aged between 20 and 43 (M = 31.79, SD = 4.58), as part of a larger study. Social media advertising was used to recruit participants between September 2020 and November 2021. Prevalence rates for antenatal depression were found to be higher in this study (16.4%) compared with previous Australian prevalence rates (7%). COVID-19 distress in relation to having a baby during a COVID-19 outbreak significantly predicted symptoms of antenatal depression, B = 1.46,

Antenatal Depression and the Experiences of Australian Women in the Maternity System during the COVID-19 Pandemic

The mitigation efforts of COVID-19 have led to significant changes to the delivery of routine healthcare globally. In Australia, the way maternal health services have been delivered since the beginning of the pandemic has also changed. Maternity care and support are known to influence maternal mental health. One hundred and eighty-eight English-speaking pregnant women residing in Australia were recruited using social media advertising between September and November 2020 as part of a larger study. Participants were aged between 19 and 42 (M = 31.05, SD = 4.68). Compared with previous Australian prevalence rates of around 7% for antenatal depression, rates in this study were 15.9% overall and 19% for those in Melbourne. Antenatal depression was positively associated with COVID-19 distress in relation to having a baby during a COVID-19 outbreak r(186) = 0.30,

Supervisor versus self‐assessment of trainee competence: Differences across developmental stages and competency domains

Objectives: This research aimed to systematically examine supervisor–trainee differences in assessments of trainee competencies across domains and developmental stages. Methods: Trainees and supervisors (N = 141 dyads) independently rated trainee performance at the end of placements using the Clinical Psychology Competencies Rating Scale. Based on the number of placement hours completed at the time competence was assessed, the 141 trainees were assigned to three developmental levels (61, 42, and 31 in the groups, respectively). Trajectories of 10 different competencies and trainee–supervisor differences for these competencies were examined across three developmental levels. Results: Compared to their supervisor ratings, trainees underestimated their competence during early stages of training, with this discrepancy reducing at Level 2 and reversing into an overestimation at Level 3. Compared to their own ratings for overall competence, trainees rated Relational and Communication, Reflective Practice, and Professionalism domains as relative strengths, and rated their competence on assessment and intervention domains as relative weaknesses. Conclusion: Growth trajectories derived from supervisor assessments were much flatter than trajectories derived from trainee assessments. As predicted by the impostor theory of practitioner development, trainees significantly underestimated their competence early in training. The trend for trainees to overestimate their competence toward the end of their training is a potential concern that warrants further research