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Fulk, Brandi Leigh Anna. "Compassion Fatigue in Clinical Psychologists". Thesis, Southern Illinois University at Edwardsville, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=1560818.
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This study examined the relationship between compassion fatigue, how Cognitive Behavioral oriented therapists are, self-efficacy, how positively respondents viewed their time spent in therapy, and caseload. Surveys were mailed out to 400 doctorate level clinical psychologists licensed in Kentucky, Illinois, and Missouri. Respondents completed the Compassion Fatigue Self-Test for Psychotherapists, a demographics form, and a self-efficacy measure. Results indicated that the more positive therapists viewed their time spent in therapy, the lower their risk for compassion fatigue. Also, analyses found that clinicians who reported having a higher percentage of clients with a personality disorder diagnosis would be a higher risk for compassion fatigue.
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Roberts, Brenda. "Clinical psychologists on clinical supervision : a Delphi survey". Thesis, Open University, 2000. http://oro.open.ac.uk/58077/.
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Background and aims In the context of historical tensions from different epistemologies and traditions, and contemporary needs for guidance and clarity, the DCP has noted `an emerging consensus' on the desirability for career long engagement in clinical supervision for clinical psychologists. The study attempts to measure this consensus and investigate current practices and beliefs. Design and participants A three-round Delphi survey was used, initially gathering semi-structured accounts of panelists' views and subsequently inviting more precise responses to a questionnaire derived from those accounts. The participants were 53 clinical psychologists, selected on the basis of their presumed interest or expertise in supervision. Measures Materials were developed for the study: - PPI collected personal and professional information, - DQI collected semi-structured accounts of opinions concerning various aspects of supervision, - DQ2 was a 62-item questionnaire derived from DQI material. Results Most panelists were both giving and receiving supervision. There was broad agreement on most issues, including the desirability of universal engagement in supervision for clinicians, the primacy of the supervisory relationship, the need for preparation for the roles of both supervisor and supervisee, and the necessity to identify supervision as an activity distinct from both management and therapy. In contrast there was little agreement on how supervision is most appropriately related to either management or therapy, nor on the relative importance of personal therapy and supervision in the training of competent therapists. Implications Most panelists were deeply engaged in both the provision and the receipt of supervision, which supports current DCP policies, but the culture is not yet strong enough to guarantee that all clinicians will he offered it routinely. More theoretical research is needed to develop models of supervision which will not assume that psychotherapy is its only legitimate focus, but will pay due heed to the wide range of tasks undertaken by both clinical psychologists and their supervisees.
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Lovell, Colleen. "Supervisee experiences of poor and harmful clinical supervision". Swinburne Research Bank, 2007. http://hdl.handle.net/1959.3/22376.
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Thesis (DPsych (Counselling Psychology)) - Swinburne University of Technology, 2007.Submitted to Swinburne University of Technology, in partial fulfilment of the requirements for the Professional Doctorate of Psychology (Counselling) - 2007. Typescript. Includes bibliographical references (p. 210-218).
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Taylor, Karl. "Self-disclosure by UK clinical psychologists". Thesis, University of East Anglia, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.433802.
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Cheasley-Rau, Veronika. "Supervision experiences of qualified clinical psychologists". Thesis, Bangor University, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.311385.
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Blackburn, Tiana. "The Faith Development of Clinical Psychologists". Antioch University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1496338976607174.
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Humphreys, Philippa Jane. "What do clinical psychologists mean by 'formulation'?" Thesis, University of East Anglia, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.246962.
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Munday, Ann Marie. "Clinical Psychologists’ experiences of working with refugees". Thesis, University of Birmingham, 2010. http://etheses.bham.ac.uk//id/eprint/710/.
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Working therapeutically with refugees is considered to be a complex process. Literature available suggests a number of factors that contribute to the complexity, including: multifactorial presentations; cultural and political issues; therapists confronted with unfamiliar experiences and the impact of these at both a personal and professional level; insufficient or reductionist models; and working with interpreters. Clinical psychologists’ experiences of working with refugees are explored as there is little qualitative data, being largely anecdotal. Clinical psychologists were interviewed and data was analysed using Interpretative Phenomenological Analysis (IPA). Results suggest that working therapeutically with refugees impacts on psychologists in both challenging and positive ways, where levels of support in this work could be variable. Amazement at refugees’ strength and resilience was voiced. Psychologists described their experience of fighting and advocating for refugees within their work. Participants appeared to experience a changing view of the world through their experience of frustrations at the context of delivery, with their understanding of the system challenged. Psychologists’ experiences of working with difference, and understanding of the complexity of the work both evolved in working with refugees. An evaluation of IPA is made. Findings from this study are linked with the literature and clinical implications are considered
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Chiffey, C. "An exploration of clinical psychologists' ethical sensitivity". Thesis, Canterbury Christ Church University, 2018. http://create.canterbury.ac.uk/18026/.
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Purpose: To understand how clinical psychologists identify ethical issues. The specific aims were to describe the process of ethical sensitivity and examine how clinical psychologists identify a need to engage in ethical decision-making. Design: A qualitative design was adopted using Grounded Theory method. Findings: Twelve clinical psychologists participated in semi-structured interviews. A model of how participants identified ethical issues was developed. The three core categories were discomfort, conscious realisation of an ethical problem and the impact of context on the assessment of the situation. The service context, specifically the balance of service demands to resources resulted in either thinking space or restricted thinking. Thinking space enabled participants to attend to their discomfort, understand its cause and identify a clash with their values. This process of ethical sensitivity being facilitated led to a restored sense of coherence with participants' values. When the context restricted thinking this resulted in an ongoing emotional burden. Participants described this as unsustainable long-term and it had led several to changing jobs, reducing their hours or leaving the national healthcare service altogether to work for private providers or in independent private practice. Value: The paper details an empirically developed theory of clinical psychologists' ethical sensitivity. It describes the process experienced by practicing clinical psychologists when noticing potential ethical issues in their work practice. Limitations are discussed and practical recommendations made for mental health services, clinical psychologists and supervisors.
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Aina, Olumayowa. "Clinical psychologists' personal experiences of psychological distress". Thesis, University of East London, 2015. http://roar.uel.ac.uk/4547/.
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Clinical psychologists do not appear to be willing to talk about their own experiences of distress. This may be due to the scientist practitioner model that has dominated the profession for some time. Recently, there appears to be a shift towards a reflective practitioner model with a growing interest in personal and professional development which may provide a cultural shift. It is clear from the literature that psychologists’ own experiences of distress prior to training, influence their decision to pursue therapeutic careers. In addition to this, there is evidence that suggests that the life experiences of psychologists influences the theoretical orientations that they use in practice. The present study aims to address the gaps in the literature by exploring the influence of distressing experiences that occur before training and how these experiences influence the decision to train as a clinical psychologist. Furthermore, the present study aims to explore how experiences of distress influence the development of a clinical psychologist’s preferred theoretical orientation. Eight participants‘ accounts were analysed by using Interpretative Phenomenological Analysis. The following four themes were identified; how experiences of distress influence the career pathway to clinical psychology, being a professional who has experiential knowledge of distress, how personal experiences of distress influence how clinical psychologists relate to clients and how distress influences the way change processes are understood. Participants acknowledged the influence of experiential distress on career choice and on theoretical orientation, however this was one of many influences that were considered to be important. The findings have both clinical and research implications which are discussed.
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Smith, Jamie Lynn. "Views from within psychologists' attitudes towards other psychologists /". Connect to resource, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1123181232.
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Thesis (Ph. D.)--Ohio State University, 2005.Title from first page of PDF file. Document formatted into pages; contains ix, 120 p.; also includes graphics. Includes bibliographical references (p. 115-120). Available online via OhioLINK's ETD Center
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Boakes, Jon C. "Clinical psychologists and multi-disciplinary teams : an investigation into team/professional identification, job satisfaction and burnout in clinical psychologists". Thesis, n.p, 1998. http://ethos.bl.uk/.
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Goodwin, Catherine. "Trainee clinical psychologists' perceptions of their supervision needs". Thesis, Cardiff University, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.430198.
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Wigg, Rowan Sarah. "Enhancing reflective practice among clinical psychologists and trainees". Thesis, University of Warwick, 2009. http://wrap.warwick.ac.uk/3264/.
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The role of the Clinical Psychologist has developed to incorporate that of the reflective practitioner. This thesis aims to consider how reflective practice is incorporated into personal and professional development by clinical psychologists and trainees, and what impact it may have upon clinical practice. The first chapter of the thesis reviews the relevant literature from the past 10 years relating to the use of personal therapy among therapists and the links to reflective practice. The findings suggest that a number of studies demonstrate some benefits of personal therapy for therapists. However, the literature lacks a unified theoretical explanation of the processes that occur during personal therapy and of their influence on the development of reflective practice. This chapter offers a critique of the literature and proposes a potential model for understanding the development of reflexivity through personal therapy. Chapter Two is an exploratory study of clinical psychologists’ experiences of personal development groups whilst in training. The study adopts an interpretive phenomenological approach to the analysis and results are presented through four super-ordinate themes. The results suggest that personal development groups are seen as an effective method of developing reflective practice by participants. The processes which encourage and hinder this are also explored. The research suggests that engaging in reflective practice may become a luxury after training in some cases and this may result in an increased strain on the therapist. The clinical and research implications of the study are discussed. Chapter Three provides a reflective account of the author’s experience of the research process including; choosing the research topic, developing the research question, relationship to the research and personal experiences of personal development groups. The paper comments on the presence of bias within the research, the impact of conducting the study on the researcher and reflections on themes arising from the empirical paper.
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Edwards, Lucy. "Clinical psychologists' decision-making processes during therapy assessment". Thesis, Canterbury Christ Church University, 2002. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.744235.
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Robinson, C. J. E. "Factors associated with self-compassion in clinical psychologists". Thesis, University of Essex, 2015. http://repository.essex.ac.uk/15221/.
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At present, two dominant conceptualisations of self-compassion exist. However, a unifying consensus includes self-compassion as a basic kindness and an understanding, non-judgemental attitude towards ones inadequacies and failures (Neff, 2003a), coupled with the wish and effort to relieve ones suffering (Gilbert, 2010a). A review of the literature reveals elevated stress levels within clinical psychologists (CP’s) and a disproportionate amount of research exploring effective self-care strategies. Given the well-evidenced benefits of self-compassion for good psychological wellbeing, it seemed valuable to understand what the levels of self-compassion were within CP’s and establish what factors may relate to them. The factors explored in the present research were: 1) current levels of stress, 2) current level of psychological distress, 3) age of clinician, 4) years of clinical experience, 5) level of social connectedness, 6) fear of giving compassion to others, 7) fear of receiving compassion from others and 8) fear of self-compassion. Furthermore, no research had demonstrated UK community normative data for the Self-Compassion Scale (Neff, 2003b). Therefore this research adopted a quantitative, cross sectional design, using both online and paper methods to access a community sample and an online survey to access trainee and qualified CP’s. Analyses revealed that qualified CP’s reported significantly higher self-compassion than trainees, themselves significantly higher than a community sample. A multiple regression analyses revealed that fear of self-compassion, perceived stress and social connectedness, significantly related to self-compassion scores in trainee CP’s. Within the qualified CP, fear of self-compassion and perceived stress again were found to significantly relate to self-compassion. Results also demonstrated that in the UK, 1/3rd of trainee CP’s and 1/5th of qualified CP’s reported psychological distress significant enough to meet the clinical criteria for an anxiety or depressive disorder. These findings are therefore discussed and clinical implications are presented.
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Makau, Keabetswe Mpho. "Counselling across cultures experiences of intern clinical psychologists /". Diss., Pretoria : [s.n.], 2003. http://upetd.up.ac.za/thesis/available/etd-08162004-093759.
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Kovacova, Katarina. "Clinical psychologists' constructions of their work with children". Thesis, University of East London, 2013. http://roar.uel.ac.uk/3480/.
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This study adopts a discursive psychological approach to an analysis of interviews with nine clinical psychologists on the subject of their work with children in NHS-based Child and Adolescent Mental Health Services. The objective of the study was to explore how child clinical psychologists talk about their work, with a particular focus on the discursive and interactional aspects of the discourse, and participants’ orienting to, and providing justifications for, the morally dubious status of the various practices that they described in their talk. The analysis delineates complex rhetorical strategies of accountability management in talk about practices depicted as potentially problematic. These included: (1) the ‘severe end’ rhetorical device that functioned to warrant the use of medication; (2) the minimisation strategy that was used to manage diagnostic problems by constructing diagnoses in a minimal or safer manner; (3) normalisation techniques which served to downplay and re-define contested practices as less problematic or indeed as positive; (4) doing ‘being democratic’ that constructed troubling practice as democratic; (5) employing ‘maxims of practical politics’ that seemed to legitimise contested practices by invoking liberal and pragmatic arguments; and (6) the discursive move of redirecting accountability to service users or the institution. The discursive analysis of the extended accounts also demonstrated how participants oriented to notions of the moral nature of their practice and their morally adequate personal and professional identities. The results of this study indicate that clinical psychologists face a moral quandary, suggesting that perhaps clinical psychology practice, particularly with children whose distress or behaviour is conceptualised as mental illness, entails a constant grappling with moral issues. Implications for clinical practice are discussed in light of the analysis.
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Miller, Tracey Deborah. "Clinical psychology in a general hospital : conflicts and paradoxes". Master's thesis, University of Cape Town, 1988. http://hdl.handle.net/11427/14239.
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Includes bibliography.Over the past decade clinical psychologists have increasingly begun to work in general hospital settings, but little published research has dealt in depth with the adjustments and negotiations that need to occur at the interface of clinical psychology and medicine. In this dissertation, the relationship of the psychosocial to medicine and the professional relationships of psychologists and doctors are discussed. Consultation- liaison psychiatry and multidisciplinary treatment teams are presented as two ways in which medicine has attempted to deal with the psychosocial, and which provide potentially useful models of practice for psychologists. Four cases that were referred to the author while working as an intern clinical psychologist in a Neurosurgery unit are discussed in terms of the insight they provide in understanding implicit assumptions about and expectations of psychology. In addition, the head of this Department of Neurosurgery and the two clinical psychologists working in this department were interviewed, and these interviews, together with the cases, provide the material for a discussion of various issues which face clinical psychologists in this unit. These include: the power structures and relationships in the unit; the use of consultation-liaison psychiatry and multidisciplinary treatment team models of practice; the inability of psychologists to fulfil present demands for their services; and the issue of reactive or proactive definition of psychological functions. Finally, some suggestions for enhancing the psychological contribution to patient care in Neurosurgery are made, based on the principles that arise out of the discussion.
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Louwrens, Morne Johan. "The suicide of a client an intern psychologist's experience /". Pretoria : [s.n.], 2003. http://upetd.up.ac.za/thesis/available/etd-08112004-134230.
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Carter, Clare. "The effects of client obesity on clinical judgments made by trainee clinical psychologists". Thesis, Cardiff University, 2018. http://orca.cf.ac.uk/115895/.
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This thesis explores potential weight stigma among trainee clinical psychologists and the potential impact of this upon their clinical decision making. Overall, the thesis is presented as three papers consisting of: 1) a systematic literature review; 2) an empirical research study and; 3) personal reflections and critical evaluation of the issues and processes involved in conducting this research. In Paper one a systematic literature review of weight stigma among mental health professionals (MHPs) was conducted. A small number of papers met inclusion criteria (8 in total) for systematic review, and results revealed significant methodological weaknesses across studies limiting the confidence in findings found. However, the review highlighted that MHPs are not exempt from having weight stigma. The review provided discussion of clinical implications and future research requirements. Paper Two sought to build on the findings from the systematic literature review, so as to further advance and develop our understanding of weight stigma among MHPS, specifically trainee clinical psychologists. The study aimed to assess weight stigma experimentally and to analyse how it may impact clinical judgments made by trainee clinical psychologists. One-hundred and fifty-one trainees completed an online experiment. Results showed trainees hold a moderate degree of weight stigma toward service users who have obesity and this may impact on clinical judgments in several ways. Implications for training were discussed. Paper 3 provides a critical and personal reflective account of conducting two distinct, albeit related, research studies. This paper is subdivided into two sections, with critical appraisal and personal reflections interwoven throughout. The first section of the paper relates to the process and complexities of conducting a systematic review of the literature, while the latter section pertains to the issues that arose during the experimental research process.
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Nair, Sorayah. "Psychologists and race : exploring the identities of South African trainee clinical psychologists with reference to working in multiracial contexts". Thesis, Link to the online version, 2008. http://hdl.handle.net/10019/880.
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Ahmed, Almeera. "Selection of trainee clinical psychologists : a personal construct analysis". Thesis, University of Hertfordshire, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.431717.
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Parsons, Martin. "Factors affecting the research activity of UK clinical psychologists". Thesis, Canterbury Christ Church University, 2011. http://create.canterbury.ac.uk/10323/.
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Part A provides an overview of the literature pertaining to influences on the research activity of clinical psychologists. The need for ongoing research within the profession is outlined and the evidence for the role of different factors associated with research activity is described and evaluated. Further investigation is recommended in the areas of the research training environment and the practice context. Part B reports an empirical study looking at how components of the theory of planned behaviour may mediate the impact of factors within the research training environment (RTE) on research intention in a sample of UK clinical psychologists. Low levels of clinical psychologist research activity are repeatedly highlighted within the literature. Several potential influences have been identified with the majority of investigation directed towards the RTE and mediators of this factor. A model has been proposed using the theory of planned behaviour to explain research activity and preliminary support has been found for this. The current study took a more in-depth look at the active ingredients of the RTE, as well as aspects beyond training in the workplace. Factor analysis revealed two second order factors within the RTE that differed from an earlier two-factor solution in the literature. These were labelled stimulation and expectations. The relationship between stimulation and intention to do research was shown to be mediated by theory of planned behaviour components, whilst expectation maintained a direct relationship with intention. Thematic analysis of comments from clinical psychologists relating to influences on their research activity supported some of these findings, but also identified new barriers and facilitators of research activity relating to the work environment. Further research exploring both training and practice contexts is called for and implications for training and practice are made. Part C is a critical appraisal of the project, which considers learning points and skills gained from the process of undertaking the study. Future directions for developing research skills are discussed and personal reflections on how the implications of the project may be incorporated into future roles are provided.
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Nockels, Paul. "Perceptions of clinical utility of DSM-5 among psychologists". Thesis, Northern Arizona University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10000347.
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Clinical utility has been offered by numerous researchers as a criterion for understanding the value of diagnostic constructs, but it does not yet have a standard operational definition or recommended forms of measurement. The construct has significant overlap with diagnostic validity and it is possible that sub-domains of clinical utility may emerge that would contribute to development of a scale which could assess for improvements and degradations following nosological revisions, and also provide opportunity for cross-analysis with alternative systems of mental health diagnosis. Therefore, the present study collected survey data from psychologists about the clinical utility of the DSM-5, using online data collection and quantitative methods. Seven questions of clinical utility were rated using a 5 point likert scale for each of the DSM-5's diagnostic categories and for the DSM-5 as an overall nosology. Descriptive data, internal consistency and inter-item correlations were analyzed so that results could help address research questions posed about the clinical utility of the DSM-5's diagnostic categories, the merits of DSM-5 when compared to DSM-IV, and additional recommendations regarding optimal measurement of the clinical utility of diagnostic constructs.
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Sheret, Laura. "Clinical psychologists' views and experiences of touch in therapy". Thesis, Cardiff University, 2015. http://orca.cf.ac.uk/76669/.
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The importance and function of touch has been of interest to philosophers and scientists over many centuries. Research has uncovered remarkable neurobiological processes linking touch to enhanced physical, cognitive and social development. Conversely, the devastating effect of touch deprivation has been demonstrated through controversial animal experiments (Harlow & Zimmerman, 1959) and implicated in the failure to thrive of neglected orphan children (Blackwell, 2000). Psychological theory has promoted the importance of touch (Bowlby, 1975). However, the use of touch in therapy is notoriously controversial and historically defined by the contrasting positions of traditional Psychoanalytic and Gestalt orientated therapists, who perceive touch as something to be rigidly avoided or embraced respectively. The evidence base examining therapists’ views is limited in terms of both quantity and quality of empirical research. This study employs a qualitative methodology to explore the views and experiences of eleven Clinical Psychologists in South Wales regarding touch in therapy. Classic grounded theory methodology identified that Clinical Psychologists perceive clear areas of acceptable and unacceptable touch, however difficulty arises in decision-making regarding more ambiguous areas. The process used to resolve this involves ‘Cost-Benefit Analysis’, whereby key categories of ‘Individual Characteristics’, ‘Meaning of Touch’ and ‘Influence of Context’ are weighed up with respect to the risk and reward of touch behaviour. A grounded theory was produced outlining the developmental process by which information is consolidated; allowing increased tolerance of ambiguity and confidence in this decision-making process to evolve. The findings of this study support previous research identifying the complexity of touch behaviour, the importance of a critical approach to touch in therapy, and the sense of ‘taboo’ generated by the topic’s predominant omission from professional training and policy. The clinical, training and service implications of these findings are discussed, along with recommendations for future research.
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Wilson, Hannah. "Clinical psychologists' experiences of accessing personal therapy during training". Thesis, Lancaster University, 2014. http://eprints.lancs.ac.uk/70715/.
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This thesis is composed of three sections: A literature review of trainee therapists’ experiences of supervision; a research paper exploring clinical psychologists’ experiences of accessing personal therapy during training; and a critical appraisal which considers some of the issues encountered during the research process. The literature review was conducted systematically, which resulted in fifteen qualitative studies for inclusion. A meta-synthesis was conducted with these studies. The findings suggest supervision can provide a number of learning opportunities for trainee therapists, and support them both personally and professionally. However, the efficacy of supervision appears to depend substantially upon the supervisory relationship. This includes the power differential between a supervisor and supervisee, such as whether a trainee fears negative evaluation if they raise concerns or difficulties. Implications for training courses are discussed, including recommendations for supervisor training courses. The research paper explores the experience of accessing personal therapy whilst undertaking clinical psychology training. Ten clinical psychologists were recruited and interviewed. The interviews were analysed using narrative analysis. The findings suggested personal therapy had a positive impact on participants both personally and professionally. They described a number of difficult experiences during the process, including a perceived stigma of accessing therapy as a trainee therapist. Participants also reflected on the role of personal therapy in supporting them through the stressors of clinical training. Implications for both clinical psychology training programmes and the profession are discussed, in addition to ideas for future research. The critical appraisal discusses particular aspects of the research process. This includes deciding to research personal therapy and reflections on the difference between a research interview and a therapy session. This section also considers decisions and challenges encountered using a narrative approach, both at the interviewing and analysis stages. Finally, the personal impact of the research is discussed.
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Moynihan, Manus. "Clinical psychologists' constructions of insight in adult mental health". Thesis, University of East London, 2015. http://roar.uel.ac.uk/4543/.
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Insight is a term used in adult mental heath to try to think about and understand how service users’ understand their difficulties. There has been a growth in interest in its potential use in practice. This has led to the development of multiple theories and scales. Research in this area has yielded a vast array of results. Although to date, this enterprise has yielded inconsistent results. While the various insight theories implicate different factors in their models, there is convergence on three recurrent themes: acceptance of mental illness, agreement with treatment, and ability to label experiences as pathological. However, insight in adult mental health is a term that is often used but rarely defined. This research took a social constructionist stance to explore the way insight is deployed by clinical psychologists in practice. It sought to explore the degree to which ideas about insight are used in practice. Conversely it also looked to explore if insight was not used what, if any, analogous psychological theories were deployed in their day-to-day work. The research actively explored a variety of contexts in which clinical psychologists might encounter “insight talk” and how they negotiate these contexts. Nine clinical psychologists working in a variety of adult mental health services within one NHS trust were recruited. Semi-structured interviews were used to explore if, and how, insight is used. The transcripts were analysed using a mixed design of Discursive Psychology and Foucauldian Discourse Analysis. The results suggest that insight and analogous terms are used at different levels of practice. In terms of service user contact (micro-politics) “insight talk” considered insight as psy-model, narrative insight, and formulation. In discussion with colleagues (meso-politics), psychologists constructed their colleagues “insight”. At a system level (macro-politics) psychologists constructed systems as lacking insight and the promotion of a psychologically minded workforce.
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Pierce, Bradford S. "MODELING PSYCHOLOGISTS’ OPENNESS TO PERFORMING CLINICAL WORK WITH TELEPSYCHOLOGY". VCU Scholars Compass, 2017. https://scholarscompass.vcu.edu/etd/5147.
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This cross-sectional study examined whether the Theory of Reasoned Action (TRA) and Technology Acceptance Model (TAM) apply to psychologists’ openness to using telepsychology, and to identify significant personal or environmental predictors of telepsychology adoption. A total of 1,791 licensed psychologists currently practicing psychotherapy in the United States were recruited to complete a previously developed 21-item pool. Personal and environmental characteristics were also collected. Path models representing the TRA, TAM, and a hybrid of both were tested. Also, a logistic regression was used to identify personal and environmental predictors of current use of telepsychology. Results indicated the TRA and TAM were a poor fit for modeling psychologists’ openness to using telepsychology. Adequate fit was found with a third model in which the perceived attitudes of others concerning telepsychology were associated with the perceived ease of use and usefulness of telepsychology. Perceived ease of use and usefulness of telepsychology were both uniquely associated with current use of telepsychology. Receiving telepsychology training, organizational policies concerning the use of telepsychology, treatment emphases, treatment setting, and practicing within a rural area were significant predictors of current use; however, individual characteristics such as age, race/ethnicity, and years of practice were not. Organizations interested in encouraging psychologists to adopt telepsychology should create policies supporting the use of telepsychology and provide adequate training. Government and regulatory entities seeking to ensure treatment for individuals currently restricted from mental health services by time or geography should create clear and consistent laws permitting and governing the use of telepsychology.
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Keeley, Jared Wayne Blashfield Roger K. "Clinicians' conceptual use of comorbidity". Auburn, Ala, 2009. http://hdl.handle.net/10415/1709.
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Rivas, Anthony. "Social class bias and the clinical relationship". [Denver, Colo.] : Regis University, 2008. http://165.236.235.140/lib/ARivas2008.pdf.
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Messham, Leanne Sara. "Exploring Clinical Psychologists' experiences of leading within clinical teams in relation to their values". Thesis, University of Leeds, 2018. http://etheses.whiterose.ac.uk/21692/.
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Introduction: Leadership in clinical teams is a significant part of a Clinical Psychologist’s job role (Leadership Development Framework; DCP, 2010) but little is known about their lived experience as leaders, especially when facing dilemmas. Decision-making and influencing care is a key aspect of leadership and is known to involve individuals’ values. Values impact a person’s wellbeing whether they are aligned or misaligned, which in turn hold importance for the health of the individual leader and those they are leading. Aims: To understand participants’ experiences of leading in clinical teams and their sense making process. This was with a focus on when they faced dilemmas, and how they made sense of this in terms of their values. Method: Eight Clinical Psychologists working in NHS Trusts participated in the study and were practicing in Band 8a-8c roles. Interpretative Phenomenological Analysis was used to analyse the semi-structured interviews following Smith, Flowers, and Larkin’s (2009) guidelines. Results: Participants reflected upon 25 examples of experiences that were mostly focused on dilemmas. Three superordinate themes and twelve subordinate themes emerged. The first theme of ‘losing control and perspective’ encompasses participants’ experience of ‘distressing’, ‘helplessness’ and ‘frustration with self and others’. The second superordinate theme, ‘regaining control and perspective’, encompasses their experiences of ‘feeling one thing, doing another’, ‘feeling more empowered’, ‘congruence with what is important’, and ‘seeking security’. The final theme, ‘reflections on facing dilemmas’, encompasses the subordinate themes of; ‘what’s right versus what’s most comfortable’, ‘making sense of retreating from action’, ‘wounds into wisdom’, and ‘personal growth’. Discussion: These findings have been discussed in the context of the literature on leadership, values and wellbeing in the context of the NHS and clinical psychology. Recommendations for the implementation of findings have been provided for the individual leader, and stakeholders such as those providing teaching, training and the NHS as an organisation. Suggestions for future research have also been provided.
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Briggs, Beth. "Solutions for Recruitment and Retention of Rural Psychologists by Rural Psychologists". Antioch University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1441373640.
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Ahrends, Ilse. "Different stories : multicultural issues in the training of clinical psychologists". Master's thesis, University of Cape Town, 1995. http://hdl.handle.net/11427/13459.
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Bibliography: leaves 51-55.Despite an ever-growing body of international literature on multicultural counselling or psychotherapy, comparatively little has been written on multicultural counselling in South Africa, or the need to train South African clinical psychologists to work in a multicultural milieu. My own experience of the training course in clinical psychology at the University of Cape Town was that there had been very little formal or informal discussion of multicultural issues in counselling. Considering South Africa's multicultural population, I wondered whether we had been sufficiently equipped to work with a culturally, racially and socio-economically diverse clientele. Seventeen clinical psychology interns at the University of Cape Town were interviewed to find out their perceptions of this aspect of the course. A qualitative, ethnomethodological approach to the study was taken. A semi-structured interview schedule was used so that the interns' responses could be explored further. Analysis of the data was guided by social constructionist and discourse theory. The interns felt that it had been difficult to talk about multicultural issues during the training. Their reasons for this are discussed in the light of a politically motivated preference for talk about similarities rather than differences between people. Recommendations are made for an awareness component in the training to increase sensitivity among interns to their own biases and prejudices, and to their cultural heritage; and for a multicultural perspective to all training in counselling and psychotherapy.
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Cenesiz, Gaye Zeynep. "The Professional And Social Roles Of Clinical Psychologists In Turkey". Master's thesis, METU, 2007. http://etd.lib.metu.edu.tr/upload/3/12609096/index.pdf.
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The purpose of this thesis is to examine how the professional and social roles of clinical psychologists are described in Turkey, how clinical psychologists evaluate these roles, and which factors are affecting the role definitions. It was hypothesized that there would be differences between the role definitions of the public, the role definitions of the other professions working with psychologists and the role definitions of psychologists themselves. Also, it was expected that the public would not differentiate the professions &lsquopsychologist&rsquo
, &lsquo
clinical psychologist&rsquo
, and &lsquo
psychiatrist&rsquo
. Participants were 27 professions working with psychologists, 27 psychologists, and 105 citizens from Ankara, istanbul, Mugla, and Aydin. The data were gathered by administering 3 versions of Perceptions about Psychologists Questionnaires developed by the writer. Content Analyses were done to examine the data. The results indicated that although public had a general idea about the role definitions of clinical psychologists, it was also unable to differentiate the three relate professions. The results also summarized how clinical psychologists were understood in Turkey, and showed the factors related to the comprehension process. The findings, and their implications with suggestions for future research and practice, were discussed in the light of relevant literature.
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Bailey, Hayley. "Distress and the self-care practices of trainee clinical psychologists". Thesis, Lancaster University, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.485163.
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High rates of distress have been found in trainee clinical psychologists. Poor levels of self-care have shown to negatively impact on therapeutic effectiveness and damage to clients. However, many practicing clinical psychologists are reluctant to seek support for distress due to personal or professional factors. This has implications for the values and behaviours being passed onto trainees regarding self-care. The current study aimed to explore the emotional and psychological needs of trainee clinical psychologists, where they turn to for support, how they view the act of self-care, and what influences them to access support. Eight trainees were selected from two clinical psychology training programs in the United Kingdom. Trainees took part in semi-structured interviews, which were audio-taped and later transcribed. Interview transcripts were analysed using the qualitative method of Interpretative Phenomenological Analysis. Trainees were shown to experience a combination of fear and disempowerment during training. Trainees turned to their friends and family, professional peers, supervisors and tutors for support. They valued self-care and felt it to be important;·however these views were found to be at tension with their beliefs about coping. Trainees believed that as clinical psychologists they should be able to cope. The interplay between these beliefs, the course culture, the relationships with support providers, the communication trainees received about self-care and the inevitable course demands all served to influence trainees decisions to access support. The findings are discussed in relation to past research investigating distress and support seeking behaviours of clinical and trainee clinical psychologists. Overall this thesis demonstrates original research and broadens the knowledge base within this area.
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Scholtz, Brink. "A psychosocial reading of novice clinical psychologists’ talk about whiteness". Thesis, Rhodes University, 2018. http://hdl.handle.net/10962/60212.
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This research presents a case study report of interview encounters with two novice white South African clinical psychologists. A psychosocial research methodology is employed to examine the discursive strategies that participants engage in when speaking about whiteness in the context of their professional identity and practice, as well as to examine the ways in which these discursive strategies support or constrain ‘mentalizing’ in relation to raced experience. One case study highlights an individualistic discourse of ‘racial innocence’, which constructs the speaker as being free of racial enculturation and consciousness, eliding a broader social context. I argue that this discourse closes down mentalizing in relation to more difficult, intractable aspects of raced experience in clinical work, relating to differences in positionality as well as issues of inequality. I also propose that this discourse may be understood in terms of a ‘pretend’ mode of thought, where aspects of the wider social context and of race in particular are experienced as being unrelated to intimate personal experience. The other case study highlights a discourse of ‘uneasy whiteness’ that involves awareness of white positionality, and that is grounded in a constructionist sensibility. This positions the speaker as being inevitably implicated in white privilege and racism in ways that she may be ignorant of. I argue that the discourse facilitates a particular type of mentalizing that is sensitive to the interpellation of intimate personal experience with a wider social context that encompasses a range of discourses and practices. It closes down mentalizing, however, in so far as it allows a reified construction of whiteness. I find the concept of psychic equivalence, which equates external (concrete, factual) reality and internal (subjective, symbolic) reality, useful in terms of understanding this reification. Overall the research highlights the tension between constructionist and individualistic modes of thinking within clinical psychology research and practice in the South African context. At the level of methodology, it presents an example of how these modes may be integrated within research. At the level of content, it explores differences between constructionist and individualistic talk in relation to race and psychological practice.
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Arshad, Rukhsana. "How do clinical psychologists work with religious themes in psychosis?" Thesis, University of Leicester, 2007. http://hdl.handle.net/2381/31235.
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The literature review consists of a discussion centering on qualitative studies of the practice of therapists/clinical psychologists in the UK. The review identifies studies suggesting that therapists are less likely to use techniques specifically religious in nature. Studies also highlight therapists' views that addressing religious and spiritual themes was a neglected area in their training. The research study aims to explore how clinical psychologists work with religious themes in the psychosis specialty. Ten clinical psychologists working in a psychosis related service are interviewed using semi-structured interviews. Interviews are transcribed an analysed using a Grounded Theory qualitative methodology. A core category called unravelling and three main categories (defining roles, unpicking cases and interacting with religious themes) comprise a process model that is developed from the data analysis. This captures the processes that participants described utilising in working with religious themes in psychosis. Results highlight the stresses and strains experienced in trying to unravel religious themes for this client group and the factors possibly contributing to this. Implications and suggestions for future research are highlighted. Critical Appraisal: This section is a review of the author's experience of the research process. The reflexive journal is drawn upon along with memos and notes from supervision to highlight issues relating to the development of the research, challenges in the process and the researcher's personal influence on the research as a British Pakistani female who is visibly Muslim.
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Kiemle, Gundi. "Reflective practice and continuing professional development among qualified clinical psychologists". Thesis, University of Hull, 2008. http://hydra.hull.ac.uk/resources/hull:6695.
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Reflective Practice (RP) and Continuing Professional Development (CPD) have become key concepts in the post-qualification education and training of healthcare professionals, linked to maintaining and improving competence and fitness to practice in a modernised health service. There is little empirical research about this in relation to clinical psychologists. This qualitative study explored how clinical psychologists experience RP and CPD and apply this to their professional practice. A focus group generated the topics for 16 semi-structured interviews with a diverse range of qualified clinical psychologists practising in a Strategic Health Authority Region in England. Using Interpretative Phenomenological Analysis, four higher-order themes and associated sub-themes emerged: (1) clinical psychologists as reflective practitioners, including the understanding of reflection, influences on development, and reflection and professional identity; (2) the reflective space, including supervision, enablers and obstacles in reflective practice; (3) functions of CPD and reflection, including quality and enhanced service provision, safety and clinical governance, and professional requirements; and (4) linking reflection and CPD, including the link between reflection and action, reflective practice as CPD, and CPD and life-long learning. Seven second interviews were conducted for member-validation, and a final focus group was convened for triangulation and validation of the thematic analysis. The findings are related to the existing literature, and to learning theory and attachment theory. The relevance of this research is discussed in relation to clinical psychology practice and the implications for training and CPD. The importance of the present findings to the issue of the professional identity of clinical psychologists is outlined, and suggestions for future research are proposed.
40
Warren, T. "Self-compassion, appraisal, stress, and coping in trainee clinical psychologists". Thesis, Canterbury Christ Church University, 2018. http://create.canterbury.ac.uk/17738/.
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Evidence indicates that a sub-group of trainees experience high levels of stress and anxiety during training. These difficulties are influenced by factors such as cognitive appraisal, coping strategy, and course structure. However, to date there does not appear to be any study investigating the role of self-compassion in trainee stress and anxiety. Based on the literature it was hypothesised that self-compassion would be related to stress, anxiety, and coping strategy but also it would mediate the relationship between appraisal, stress, and anxiety. Using a qualitative cross-sectional study a sample of 188 trainees recruited from 29 Universities completed an online survey measuring stress, anxiety, appraisal, coping, and self-compassion. The results were consistent with previous findings, indicating a sub-group of trainees with high levels of stress and anxiety. Self-compassion was found to be correlated with all measures and partially mediated the relationship with appraisal, stress, and anxiety.
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Keenberg, Dylan A. "Clinical Psychologists' Lived Experiences of Uncertainty| An Interpretative Phenomenological Analysis". Thesis, The Chicago School of Professional Psychology, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10108633.
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Despite past discussion of uncertainty as a part of therapeutic theory and practice, few researchers have studied how uncertainty is understood by currently practicing clinical psychologists. Through semistructured interviews, 4 clinical psychologists provided their lived experiences of how they define, become aware of, experience, and make sense of uncertainty in their work. Their accounts were analyzed using interpretative phenomenological analysis, resulting in 16 superordinate themes. These included: (a) defining uncertainty as beyond knowledge, inevitable, future-bound, and from complex sources; (b) becoming aware of uncertainty in interrelating with others and in fulfilling professional roles; (c) experiencing uncertainty as distressing and/or threatening; and (d) reacting through reducing/controlling/rejecting, distancing, questioning themselves, seeking out other perspectives, embracing uncertainty, applying uncertainty, using hope and faith, and experiencing uncertainty as professionally taboo. Findings are discussed individually and integrated according to several dissonances/paradoxes emerging from the analysis. Recommendations are provided for clinicians, researchers, training programs, and students regarding experiencing uncertainty and new opportunities for incorporating the impact of uncertainty into clinical research, practice, and education.
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Buckman, J. R. "Therapeutic orientation preferences in trainee clinical psychologists : personality or training?" Thesis, University College London (University of London), 2006. http://discovery.ucl.ac.uk/1444357/.
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This review concerns the factors influencing a clinician's preference for therapeutic orientation, i.e. the theoretical frameworks used by practitioners of psychological therapy to guide formulation of a client's difficulties, and intervention. Despite the predominance within training institutions of a "school" approach to the teaching of psychological therapies, and the current Zeitgeist within clinical psychology of selecting the treatment for a particular clinical problem which is scientifically validated, little is known about how individuals arrive at a preferred way of working. Literature on the following factors related to preference for orientation is reviewed: 1) the personality of the therapist, 2) their philosophical standpoint, 3) professional experiences and 4) life experiences. The review concludes with a summary of methodological issues, suggestions for future research, and a discussion of the implications of this area of research in terms of training, model integration and acceptance of evidence-based treatments.
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Montenegro, Jose Miguel Pinto de Mendonca. "Psychologists' attitudes and clinical communication towards lesbians and gay men". Thesis, University of Liverpool, 2013. http://livrepository.liverpool.ac.uk/13253/.
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Research suggests that people may hold positive explicit attitudes whilst holding negative implicit attitudes towards Lesbian and Gay (LG) people. While this seems evident amongst the general population, a previous systematic review (e.g. Boysen, 2009) only identified one study investigating explicit and implicit attitudes towards LG identities amongst counsellors. There are no similar systematic reviews using samples of psychologists, so this review aims to bridge that gap by conducting an analysis on studies completed between January 1990 and May 2013. In this review were included studies that: a) investigated attitudes of psychologists or psychologists-in-training towards LG people; b) included original data and findings; c) included comparison groups; and d) had been carried out in countries where homosexuality is not criminalised and where there is anti-homophobia legislation currently in place. Of the initial 933 studies identified, 18 met the main inclusion criteria. Designs were diverse and used a range of attitude measures. Only one study investigated implicit attitudes. Despite the diverse range of designs and measures it appears that positive attitudes to LG people may be conditional upon several factors, including gender, religiosity, socialisation, training, and level of education of psychologists. Training courses can potentially address such needs, but these need to be designed specifically to address LG topics, since general training on diversity topics may not promote positive implicit attitudes to LG people.
44
Salter, Denis. "Talking therapy : a discursive investigation of clinical psychologists' therapeutic practices". Thesis, Loughborough University, 2001. https://dspace.lboro.ac.uk/2134/34749.
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This thesis reports on a discursive and conversation analytic investigation of some of the work practices of clinical psychologists as they conduct psychological therapy. The data comprises transcribed talk-in-interaction from meetings between clinical psychologists and their patients. Specifically, the thesis provides a socio-historical review of the development of British clinical psychology and psychotherapy process research. The thesis then focuses on the contribution of discursive psychology to examining the conduct of psychological therapy. It puts in place an analysis based on the discursive, situated and constructed nature of the features of psychological therapies and how the participants make these relevant.
45
Garrett, Tanya. "An exploration of sexual contact between clinical psychologists and patients". Thesis, University of Warwick, 1996. http://wrap.warwick.ac.uk/110866/.
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This thesis describes the first British empirical study in relation to therapist-patient sexual contact. North American research has suggested that a substantial minority of mental health professionals engage in such contact with their patients, and that both situational and characterological variables contribute to the sexualisation of the therapeutic relationship. A number of theoretical models are relevant to developing an understanding of this problem, including reversal theory, psychodynamic theory, and Finkelhor’s (1984) four precondition model of sexual abuse. A national random survey of clinical psychologists produced 581 usable responses. Under 4% reported sexual contact with patients in therapy or who were discharged. A substantial minority reported that they had treated patients who had been sexually involved with previous therapists, or that they knew through other sources of clinical psychologists who had engaged in sexual activity with their patients. Logistic regression analysis revealed that homosexuality, sexual involvement with educators during postgraduate training, and longer postqualification professional experience predicted sexual involvement with patients. Responses to a small number of open-ended questions suggested that whilst the majority of respondents did not view sexual attraction to patients as inappropriate, a minority actively avoided it for ethical reasons. The majority of respondents who had not engaged in sexual contact with patients refrained from such behaviour for ethical reasons, but the responses of a minority suggested that were the opportunity to arise, or were negative consequences removed, they might engage in such behaviour. A minority of respondents were unaware of their duty to report colleagues engaging in such behaviour. It is concluded that efforts to prevent therapist-patient sexual contact should focus on education, particularly in respect of codes of conduct, and that further research is required to enhance our knowledge of predisposing factors.
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Cunial, Trotta Elisa. "Initiation and becoming a therapist : investigating female experience towards a grounded theory". Thesis, Regent's University, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.646079.
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Initiation as a rite of passage is strongly linked to the history and practice of psychotherapy and counselling psychology. The absence of recent studies on this topic encourages research in this area. This research investigates the initiation experiences of seven female participants as they became qualified as psychotherapists and counselling psychologists, i.e. in their ‘becoming a therapist’. Data were collected through open-ended interviews, and narratives analysed using the interpretive-constructivist version of grounded theory developed by Charmaz. The emerged grounded theory (considered a preliminary theory due to the limited number of participants) highlights the interplay between two fundamental agencies of the self: Being and Doing. Their interaction allows female therapists to engage in several inner and outer tasks affecting the shaping of their sense of self. The theory highlights a dynamic and non-linear process of identity transformation and shows how female therapists relate to transitions and changes on a personal and professional level. The emerged theory is relevant and informative for the current practice of counselling psychology, as it emphasises the importance of female therapists' personal and professional development. By considering the psychological impact and influence of initiation, it highlights how the process of female therapists' becoming unfolds and shows how this can serve their clinical practice.
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Venter, Hendrik Petrus. "Dying children and their families : a therapeutic approach for clinical psychologists". Master's thesis, University of Cape Town, 1985. http://hdl.handle.net/11427/15871.
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Bibliography: pages 203-221.The aim of this thesis is to describe the clinical psychologist's potential role as a member of the interdisciplinary team dealing with dying children and their families. For this purpose, it includes a theoretical review of the experience of the child who suffers from terminal illness, and the expected reactions of the family. The psychologist's contribution is described; the existing literature is reviewed and suggestions for possible further therapeutic intervention with the child and his family are made. It is concluded that the psychologist is a potentially valuable source of support for both the child and his family, someone who can improve the quality of the child's life and eventual death, and assist the family in their adjustment to the loss of a child and a sibling.
48
Mokutu, Molefi Peter. "Black clinical psychologists in the Western Cape : their perspectives on their work". Master's thesis, University of Cape Town, 1998. http://hdl.handle.net/11427/14647.
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Bibliography: leaves 78-84.Being a Black, African language-speaking trainee clinical psychologist and fluent in different languages can have both its advantages and challenges. Challenges include, among others, working in one's own mother tongue after having been trained in other languages; ethnic and/or cultural differences from trainers and clients; and the burden of what may at times be a misperception that there are similarities between the client and clinician who apparently come from the same background. There are also other difficulties that come with working in a multi-cultural society. This study examines how four Black clinicians (two interns and two qualified psychologists) in the Western Cape, trained in English, deal or dealt with some of the challenges posed by working with Black, African language-speaking patients and/or clients. Results are based on semi-structured interviews with these clinicians about their experiences mainly with Black clients, and about their experiences of training.
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Zozula, Leanna J. "The assessment process of psychologists as a function of clinical experience /". Thesis, McGill University, 2001. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=38098.
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The purpose of this research was to examine the assessment process in clinical psychology using an ecologically valid design. By capitalizing on the methodologies of cognitive science and adapting data analytic techniques borrowed from the medical decision-making literature, the clinical assessment behaviours of psychology undergraduate students, clinical psychology graduate students, and professional psychologists were compared.The results demonstrate that professional psychologists took longest to develop their diagnostic formulations, divide their questioning evenly between close and open-ended questions, provide more information to the patient, provide diagnoses that are fully consistent with the clinical data, and demonstrate an increase in diagnostic accuracy using the MultiAxial Form (APA, 1994). Finally, extensive clinical experience affords clinicians with a greater degree of case comprehension that may impact the quality of treatment.
Graduate students in clinical psychology demonstrate the same degree of test familiarity as the psychologists, adhere to empirical recommendations by conducting comprehensive clinical interviews and asking about DSM-IV criteria during the clinical interview, evidence a reliance on open-ended questions during the clinical interview, and also show an increase in diagnostic accuracy using the MultiAxial Form (APA, 1994). There were no significant differences in accuracy rates between professional psychologists and graduate students; however, some graduate students included diagnoses that were inconsistent with the clinical data.
The undergraduate students tended to cover many of the same topics in the interview as the other groups; however, they did so by posing significantly more close-ended questions. Further, none of the undergraduate students provided an accurate diagnosis of the case. There were no differences in confidence ratings across levels of experience. A model of clinical assessment behaviour is proposed that can function as a framework for future studies.
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Keeley, Jared Wayne Blashfield Roger K. "Analysis of the hierarchical nature of clinicians' organization of mental disorders". Auburn, Ala., 2005. http://repo.lib.auburn.edu/2005%20Summer/master's/KEELEY_JARED_29.pdf.
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