What works for psychological interventions designed to increase wellbeing in psychological therapy trainees? A systematic review

Owen, Joel, Biggart, Laura ORCID: https://orcid.org/0000-0002-1233-9787, Fisher, Paul, Figueredo, Analtina, Al-Rousi, Sharif, Colvin-Jarvis, James, Williamson, Euan and Sanderson, Kristy ORCID: https://orcid.org/0000-0002-3132-2745 (2024) What works for psychological interventions designed to increase wellbeing in psychological therapy trainees? A systematic review. Journal of Mental Health Training, Education and Practice. ISSN 1755-6228

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Abstract

Purpose: This systematic review sought to identify what works for psychological interventions or teaching strategies designed to improve wellbeing in Psychological Therapy Trainees (PTTs). Design: A Systematic Review was conducted in keeping with best-practice guidelines. The protocol for the review was registered prospectively on PROSPERO. Findings: 70 studies were included in the review. The balance of evidence across quantitative, qualitative and mixed-methods studies cautiously suggests that interventions designed to improve PTT wellbeing may be of value. Novel findings regarding barriers and facilitators of successful intervention were identified. Particularly notable in this regard was the finding that providing trainees with a degree of choice or control over elements of the intervention appeared to be an important facilitator of success. Importantly however, the review identified a number of methodological weaknesses in the literature, undermining the certainty of findings. More high-quality research is needed in order to answer the questions of the review decisively. Originality: This is the first review to systematically identify and synthesise findings on this important topic. Practical implications: Evidence tentatively suggests that interventions to support trainee wellbeing are often received well by trainees and are frequently perceived by trainees as beneficial. Providing trainees with some degree of choice or control regarding how to engage with wellbeing interventions during training may be important.

Item Type:	Article
Additional Information:	Accepted/in press. This is the accepted, peer-reviewed version, before going through journal editorial formatting. Acknowledgements: This study is supported by the National Institute for Health and Care Research (NIHR) Applied Research Collaboration East of England (NIHR ARC EoE) at Cambridgeshire and Peterborough NHS Foundation Trust. The views expressed are those of the author(s) and not necessarily those of the NIHR or the Department of Health and Social Care.
Faculty \ School:	Faculty of Medicine and Health Sciences > Norwich Medical School Faculty of Medicine and Health Sciences > School of Health Sciences Faculty of Social Sciences > School of Psychology
UEA Research Groups:	Faculty of Social Sciences > Research Groups > Social Cognition Research Group Faculty of Social Sciences > Research Centres > Centre for Research on Children and Families Faculty of Medicine and Health Sciences > Research Centres > Norwich Institute for Healthy Aging Faculty of Medicine and Health Sciences > Research Groups > Health Promotion Faculty of Medicine and Health Sciences > Research Centres > Lifespan Health
Depositing User:	LivePure Connector
Date Deposited:	11 Nov 2024 14:30
Last Modified:	18 Dec 2024 01:39
URI:	https://ueaeprints.uea.ac.uk/id/eprint/97608
DOI:	10.1108/JMHTEP-01-2024-0009

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