Psychological distress and disclosure in psychologist training environments: decision making about disclosure among clinical psychology doctorate programme trainers and distress and coping in clinical and counselling trainees.

Davies, Simone (2021) Psychological distress and disclosure in psychologist training environments: decision making about disclosure among clinical psychology doctorate programme trainers and distress and coping in clinical and counselling trainees. Doctoral thesis, University of East Anglia.

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Abstract

Background
Psychological distress is common and widespread among mental healthcare professionals, including psychologists. Promoting workplace wellbeing and creating open and supportive cultures within the psychology profession are of growing interest.

Method
A systematic review was conducted to explore the types and prevalence of distress within clinical and counselling psychology doctorate trainees and the factors which influence distress and coping. Studies reviewed were both qualitative and quantitative. A narrative synthesis approach, which offers a robust and transparent way to bring together data from heterogeneous studies and identify themes, was used. An empirical study explored the processes and factors involved in trainers on clinical psychology doctorates in the UK deciding whether or not to disclose personal experiences of distress to clinical psychology trainees. A constructivist grounded theory approach was used.

Results
Nineteen studies were included in the systematic review. Findings suggested that psychological distress may be common among clinical and counselling psychology doctorate trainees, many of whom experience training as a time of high stress and high demand. Personal and professional resources were found to be important influences on distress and coping. The empirical study suggested that the trainers on clinical psychology doctorate programmes may be predisposed to disclose, when they can do so safely and helpfully. Participants valued disclosure personally and professionally but were wary of the risks of disclosure. Participants applied six criteria to disclosure decisions, based around “being safe” and “considering helpfulness”. Outcomes, whether positive or negative, reinforced the value of disclosure and importance of making considered, conscious and personally meaningful decisions.

Conclusions
Psychological distress may be frequent and common among clinical and counselling doctorate trainees. To encourage cultures of openness and to support trainee disclosure and help-seeking, trainers on clinical psychological courses may wish to consider modelling openness around personal experiences of distress. Both the systematic review and the empirical research had notable limitations. Implications for practice and for future research were discussed.

Item Type:	Thesis (Doctoral)
Faculty \ School:	Faculty of Medicine and Health Sciences > Norwich Medical School
Depositing User:	Chris White
Date Deposited:	13 Nov 2024 15:16
Last Modified:	13 Nov 2024 15:16
URI:	https://ueaeprints.uea.ac.uk/id/eprint/97679
DOI:

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