Developing Clinical Leadership: : Trainees’ experiences and the supervisors’ role

This document is the Accepted Manuscript version of the following article: Barbara Mason, Hannah Bowers, and Margo Ononaiye, “Developing Clinical Leadership: trainees’ experiences and the supervisor’s role”,Clinical Psychology Forum, Vol. 281, May 2016. The Version of Record is available online at: https://shop.bps.org.uk/publications/clinical-psychology-forum-no-281-may-2016.htmlThis paper describes the findings of research exploring factors which may help or hinder the development of clinical leadership among trainee clinical psychologists, and the extent to which trainees gain experience consistent with the Leadership Development Framework.Peer reviewedFinal Accepted Versio

Exploring the leadership competencies of trainee clinical psychologists and qualified clinical psychologists

This is a pre-publication version of the following article: Kerrie Channer, Margo Ononaiye, Deirdre Williams & Barbara Mason, ‘Exploring the leadership competencies of trainee clinical psychologists and qualified clinical psychologists’, Clinical Psychology Forum, No. 31, January 2018, published by the British Psychological Society. Content in the UH Research Archive is made available for personal research, educational, and non-commercial purposes only. Unless otherwise stated, all content is protected by copyright, and in the absence of an open license, permissions for further re-use should be sought from the publisher, the author, or other copyright holder.This article explored the self-reported leadership competences of Trainee and Qualified Clinical Psychologists. The results showed that leadership competences are part of a qualified clinical psychologist’s role and that trainees don’t report a development of these skills across training.Peer reviewedFinal Accepted Versio

An evaluation of multi-station Objective Structured Clinical Examination (OSCE) in clinical psychology training

This evaluation explored first year clinical psychology trainees’ and assessors’ experiences of Observed Structured Clinical Examination (OSCE). Changes to the OSCE based on their feedback helped reduce trainees’ anxiety, promoted trainees’ favourability of the OSCE and increased preparedness for placements

Predictors of IAPT psychological well-being practitioners’ intention to use CBT self-help materials routinely in their clinical practice

Despite efficacy and effectiveness evidence, and recommendations from the National Institute for Health and Care Excellence (NICE), use of CBT self-help materials remains inconsistent in UK mental health services. Since 2006, the Improving Access to Psychological Therapies (IAPT) programme has provided standardized training and mandates routine use of CBT self-help materials by their trainee psychological well-being practitioners (PWPs). This study tested whether the main constructs of the theory of planned behaviour (TPB; attitudes, subjective norms, and perceived behavioural control), past use, prior training and demographic characteristics, would predict PWPs’ intention to use self-help materials routinely in their clinical practice. Stage 1 utilized a standardized procedure to create measures for the constructs of TPB, before the design and testing of a web-based, cross-sectional questionnaire. In stage 2, the questionnaire was administered to a convenience sample of trainee PWPs (n = 94). Data was analysed using multiple linear regression, mediation analyses, and content analysis. TPB constructs predicted intention to use self-help materials, with only direct attitude contributing significantly to 70% of the variance in intention. Past use of materials predicted intention, via direct and indirect mediation. Qualitative data from 43 trainees highlighted clients’ experience of self-help materials as positive, albeit with some practical constraints. The results suggest that the main constructs of TPB have some utility in predicting trainee PWPs’ intention to use self-help materials routinely. Future prospective, longitudinal research could investigate actual use of self-help materials to elucidate cognitive factors involved in trainees’ clinical decision-making post-qualification

Dataset to support the Southampton Doctoral thesis 'An Exploration of Factors that Impact Black, Indigenous and People of Colour (BIPOC) Healthcare Professionals at Work'

Qualitative data was analysed in chapter 1 of the thesis, using NVivo. Only the results of the studies were analysed (attached below). Quantitative and qualitative data was collected via Qualtrics for the empirical part of the thesis Chapter 2). The quantitative data was analysed using SPSS and is attached below. The qualitative text was analysed using NVivo and is attached below. A participant information and consent form was required (and ethically approved) for chapter 2 and is also attached below. </span

Supervisee perspectives on improving cultural responsivity in clinical supervision

Culturally responsive supervision has been shown to improve the supervisory relationship and supervision outcomes. This article considers the perspectives of 131 supervisees (trainee/qualified Clinical Psychologists, Counselling Psychologists and CBT Therapists) to better understand what may be required to improve culturally responsive supervisory practices. Supervisees completed an online survey and opted into responding to five free text questions. A qualitative approach was used to further explore their answers using thematic analysis. Five major themes were found from the data: integrating race/ethnicity into the profession, attending to the supervisory relationship, increasing cultural competence, addressing the power dynamic, and promoting cultural humility. It was proposed that the supervisor needs to initiate and lead cultural conversations safely and sensitively, particularly as supervisees may be at varying stages of their own cultural development. Supervisees also felt that supervisors should take responsibility to develop their personal and professional cultural identity due to the existing power dynamics inherent within the supervisory relationship. The responsibility of training programmes and professional bodies was also highlighted in integrating cultural responsivity into clinical training on a wider level.<br/