Embedding systemic training into a DClinPsy programme:The possibilities and restraints

‘The clinical psychology trainee requires support not only with systemic ideas and their application, but also with the process of transition in which new ideas come into contact with and challenge old assumptions’ (Hill, 2014, p.280) John Burnham (2017) created a quadrant to map out how any situation holds possibilities and draws on/ creates resources, but in parallel, problems and restraints need to be considered. This has been our experience of embedding systemic training in a DClinPsy programme. As many DClinPsy programmes now offer, or plan to offer, embedded systemic Foundation and Intermediate courses, we share our learning from Exeter in the hope of supporting others on this journey. We include the voices of trainees who we invited to be part of this article.</p

‘Treating this place like home’: An exploration of the notions of home within an adolescent inpatient unit with subsequent implications for staff training

This is an open access article under the terms of the Creative Commons Attribution License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited.Notions of home are deeply rooted in how we under stand our interrelational selves and where we fit in to the world around us. This qualitative research explored how young people, their families and staff on a United Kingdom (UK) psychiatric adolescent inpatient unit constructed meaning around the notion of home within the unit. Admissions on such units can range from a few days to many months, and understanding what young people, families and staff consider the unit to be – home, hospital, or something else – has significant clinical implications for both treatment and recovery. Eleven focus groups with staff, young people and families on a general adolescent inpatient unit were conducted and the data scrutinised using a discourse analysis. This re search suggests that discourses around role confusion, safety and the embodiment of home, attachment rela tionships and the contradictory positions of home or hospital were evident for all participants. Theories such as the reciprocal nature of attachment relationships be tween staff and young people, iatrogenic injury and at tachment ruptures between young people and parents all have a profound impact on an inpatient admissioand are often unspoken and under-operationalised. Clinical recommendations are made about the need for a paradigm shift in how admissions are understood for young people, how to manage the dilemmas associated with the unit becoming a home and what the subse quent training needs of inpatient staff are.publishedVersio

Embedding systemic training into a DClinPsy programme:The possibilities and restraints

‘The clinical psychology trainee requires support not only with systemic ideas and their application, but also with the process of transition in which new ideas come into contact with and challenge old assumptions’ (Hill, 2014, p.280) John Burnham (2017) created a quadrant to map out how any situation holds possibilities and draws on/ creates resources, but in parallel, problems and restraints need to be considered. This has been our experience of embedding systemic training in a DClinPsy programme. As many DClinPsy programmes now offer, or plan to offer, embedded systemic Foundation and Intermediate courses, we share our learning from Exeter in the hope of supporting others on this journey. We include the voices of trainees who we invited to be part of this article.</p

Student and Supervisor Experiences of the Systemic Practice Scale (SPS): A Discourse Analysis

There has been recent emphasis on the assessment of competence in training courses to improve evidence-based practice and outcomes for clients. The systemic practice scale (SPS) was developed as a structured way to evaluate systemic practice. There is however little research on the impact and experience of competence measures particularly within the context of systemic practice. Focus groups conducted with students and supervisors from systemic family practice (SFP) programmes explored their views of the SPS as an appropriate measure of systemic competence. Three dominant discourses were identified: feedback as valuable, measuring competence, and being systemic. Clinical and practice implications for the use of the SPS in assessing systemic competence need to be considered in line with the values of systemic practice, maintaining reflexivity and collaboration between the student and supervisor in order for the feedback to have a meaningful impact on student development. <br/