Effective training in clinical and counselling psychology: Not as simple as it sounds

O’Donovan, Analise; Dyck, Murray James

doi:10.1080/00050060108259640

Cited by 12 publications

(8 citation statements)

References 53 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Participants consisted of 14 postgraduate trainee psychologists, 2 males and 12 females, aged between 23 and 48 ( M = 30.43, SD = 7.15) from four universities in Queensland. Trainee psychologists referred to students studying a postgraduate (Masters or clinical PhD) program, involving coursework, thesis, and practicum components (O'Donovan & Dyck, ). If studying full‐time, the Masters is a 2‐year program emphasising coursework and practicums with a relatively small dissertation.…”

Section: Methodsmentioning

confidence: 99%

“…Psychological concepts are predominately conceptualised within the Western culture (O'Donovan & Dyck, ); however, the values underpinning Western psychology may not be consistent with the values of CALD trainees, such as collectivism, commonly held in non‐Western societies (Shah, Wood, Nolte, & Goodbody, ). CALD trainees were reported to experience conflicts and dilemmas about challenging the dominant ideologies underlying their training due to the fear of being misunderstood or labelled (Rajan & Shaw, ).…”

Section: Experiences Of Cald Trainee Psychologistsmentioning

confidence: 99%

See 1 more Smart Citation

An Exploration of the Experiences of Culturally and/or Linguistically Diverse Trainee Psychologists in Australian Postgraduate Programs

O’Donovan

2018

Australian Psychologist

Self Cite

View full text Add to dashboard Cite

Objective The study explored the experiences of trainee psychologists from a culturally and/or linguistically diverse (CALD) background in Australia. Although previous studies have documented the experiences of CALD trainees in the USA and UK, few studies have explored this issue in Australia. Findings from other countries may aid understanding, but could not be assumed to apply in Australia. The current study aimed to address this gap and explore what facilitated or hindered CALD trainee psychologists’ progress during their training and to provide recommendations. Method Fourteen CALD trainee psychologists, undertaking Clinical or Education and Developmental postgraduate training from four universities in southeast Queensland, attended an individual, semi‐structured interview. A thematic analysis approach was used to analyse the emerging themes across interviews. Results Nine themes were generated, including cultural challenges, lack of acknowledgment and support from the training staff, effective supervision, strengths of a CALD trainee psychologist, language and communication challenges, limited training/understanding of issues about CALD clients, uniform approach of training, peer interactions: pleasant or unpleasant, and coping strategies. Conclusions Findings provided not only an account of challenges CALD trainees encountered but also their strengths. CALD trainee psychologists faced extra difficulties and there is a need for increased awareness among trainers. Recommendations for trainers to increase facilitation and reduce hindrance to CALD trainees’ training were provided.

show abstract

Section: Methodsmentioning

confidence: 99%

Section: Experiences Of Cald Trainee Psychologistsmentioning

confidence: 99%

An Exploration of the Experiences of Culturally and/or Linguistically Diverse Trainee Psychologists in Australian Postgraduate Programs

O’Donovan

2018

Australian Psychologist

Self Cite

View full text Add to dashboard Cite

show abstract

“…Research has increased our understanding of characteristics essential in a competent psychotherapist (Lambert, 2004), but less is known about which aspects of training contribute to the acquisition of these characteristics (Bennett-Levy, 2006). An important question is whether some training models are more beneficial than others in developing therapist competency, and whether the amount and type of benefit varies among students (O'Donovan & Dyck, 2001;Schacht, 1984). Research of this nature is paramount to the development of clinical psychology training with the ultimate aim to optimise trainee competency, and consequently client treatment outcome.…”

Section: What This Paper Addsmentioning

confidence: 99%

Evaluation of a Combined Cognitive Behavioural Therapy and Interpersonal Process Group in the Psychotherapy Training of Clinical Psychologists

Schneider

Rees

2012

Australian Psychologist

View full text Add to dashboard Cite

It is now widely acknowledged that both content and process elements of psychotherapy play a part in client treatment outcomes. Despite this, there are pressures on Australian clinical psychology training programs to teach evidence-based approaches in a relatively short time frame. Producing clinical psychology graduates who have an adequate level of competence in evidence-based practice and meeting the demands of professional accreditation requirements can mean that less time is available to teach the process elements of psychotherapy.The aim of this study was to conduct a preliminary evaluation of a clinical psychology psychotherapy training program that combines an interpersonal process group with a cognitive behavioural therapy training model that incorporates self-reflection and self-practice. Eleven participants who participated in the training in 2008 completed the Counseling Self-Estimate Inventory at pre-and post-training. Significant improvements on the majority of the subscales of this inventory were found. A separate sample of nine trainees and clinical psychology registrars who also previously completed the program attended individual interviews in 2010 aimed at gaining their perspective regarding various aspects of the program. Self-practice of cognitive behavioural therapy techniques was found to be important in the identification and management of trainees' own core beliefs, and to their appreciation of how challenging this process may be for clients. The interpersonal process group was described by participants as enhancing their competency as psychotherapists. Common themes included the experience of anxiety and a high level of emotion, and understanding how this experience might be similar for clients; increased self-awareness; and increased competence in process issues. Many participants believed the process and content components of training were equally important to their development as psychotherapists.

show abstract

“…Psychotherapy therefore places greater emphasis on developing the personhood of the therapist, and on their knowledge and intentional use of self in the therapeutic endeavour. It could be argued that in view of research indicating the cardinal importance of the therapeutic alliance and the therapeutic relationship, there is a case for including the personal development of counselling professionals in training (Brown & Corne, 2004;O'Donovan & Dyck, 2001).…”

Section: Psychotherapy In Aotearoa New Zealandmentioning

confidence: 98%

Shifting landscapes of counselling identities in Aotearoa New Zealand

Rodgers

2012

British Journal of Guidance & Counselling

View full text Add to dashboard Cite

Effective training in clinical and counselling psychology: Not as simple as it sounds

Cited by 12 publications

References 53 publications

An Exploration of the Experiences of Culturally and/or Linguistically Diverse Trainee Psychologists in Australian Postgraduate Programs

An Exploration of the Experiences of Culturally and/or Linguistically Diverse Trainee Psychologists in Australian Postgraduate Programs

Evaluation of a Combined Cognitive Behavioural Therapy and Interpersonal Process Group in the Psychotherapy Training of Clinical Psychologists

Shifting landscapes of counselling identities in Aotearoa New Zealand

Contact Info

Product

Resources

About