An investigation into the inclusion of group-based reflective spaces as part of a doctorate in clinical psychology training programme.

Abstract

Part A.
Within the Clinical Psychology doctoral training programmes, the use of RPGs to develop skills in reflective practice is a popular method of implementation (Gillmer & Marckus, 2003; Hughes & Youngson, 2009). This review aimed to explore the existing literature about the inclusion of RPGs within Clinical Psychology training within the UK and internationally. A systematic review of 10 papers was conducted to investigate the current literature about the impact and experience of including RPGs as part of Clinical Psychology training. Mixed Methods Appraisal Tool (MMAT; 2018) critical appraisal tool for systematic reviews was used for quality appraisal. The results of the review were presented using narrative synthesis. The finding that pertained to the impact of attending RPGs discussed the development of reflective practice skills, understanding of group processes, impact on clinical practice as well as personal and professional development. The findings that pertained to the experience of attending RPGs showed that the experience is complex and nuanced. While they could be highly distressing, they were also greatly valued. Strengths of this review included generalisability and high ecological validity. The findings also seem to support existing theories on group process and development. A limitation to this review is that the currently literature predominantly focused on perceived impact. It would be worthwhile for future research to focus on comparative studies.

Part B.
Racism can cause lasting mental health impacts. Reflective practice can help clinical psychologists address biases. Reflective practice groups (RPGs) are often used by doctorate in Clinical Psychology training courses to develop reflective practice skills however racial factors are often overlooked in these spaces. Intentional group-based spaces for reflecting on ‘race’ and racism have been introduced by some training courses. Through primarily research to assess validity, a total of 16 doctoral in Clinical Psychology training courses were thought to be delivering space that could be eligible for this study in the UK. The primary aim of this research was to investigate if there is sufficient consensus about these spaces that recommendations can be made. A modified three round Delphi method was employed, and 32 experts were surveyed on their opinions. Data collection was anonymous and administered online over eight months between October 2023 and May 2024. 20 participants completed round 1 (55.6% response rate). 32 participants completed round 2 (55.2% response rate) and 16 participants (50% response rate) completed round 3. The demographic profiles of participants across the three rounds were roughly similar. Most of the expert panel were females and current trainees. The mean age of the expert panel was 32.5 to 33.1 years old across the three rounds. A total 56 statements across three main domains (importance and impact; aims and agreements; organisation and facilitation) achieved high (>83.3%) consensus to be included in a list of recommendation. A total of 96.9% of experts agreed that the topic of ‘race’ and racism is significant and relevant to mental health and well-being. 93.8% of experts agreed that talking about ‘race’ and racism is part of the role of a clinical psychologist. This is a significant finding of this research. The author is not aware of any study that has previously demonstrated consensus of this topic in this way. The implication to training courses are discussed and areas for future research included.

Date of Award	2024
Original language	English
Awarding Institution	Canterbury Christ Church University