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This paper builds upon the research of Arnold et al. (2024), further exploring factors which increase or decrease the likelihood of trainee psychologists choosing to work in the Intellectual Disability speciality on qualifying. This research was conducted in light of difficulties in the recruitment of psychologists in ID services despite the expansion of clinical psychology trainee cohorts. A qualitative design was used, whereby data was analysed via qualitative content analysis. Results demonstrate that support, interests, social inequalities, and career development (amongst other factors) are important in determining likeliness to work in ID services. These findings add to the quantitative findings of Arnold et al. (2024). On comparing results of these two studies, contradictions were noted, and thus further research is recommended to explore explicit and implicit attitudes. Recommendations are made for doctoral programmes, ID services and the BPS's Faculty for People with Intellectual Disabilities. [ABSTRACT FROM AUTHOR]

The coronavirus (Covid-19) pandemic has led health services to change the way they support people with intellectual disabilities and their carers. Therefore, this novel service evaluation aimed to find out what service users thought about telephone, video or in-person psychology appointments during and after the Covid-19 pandemic. Overall, 45 adults with intellectual disabilities and their carers completed our mixed-methods questionnaire. Service users reported that they found video sessions easy and helpful. Despite an overall positive experience of video and telephone psychology input, most service users reported a preference for in-person psychology sessions after the Covid-19 pandemic. However, 27 per cent of service users also reported that they would appreciate flexibility in the modality of therapy delivery, with a preference for both remote and in-person appointments. Therefore, it is recommended that clinicians take a person-centred approach to offering appointments, by ensuring service users are aware of the available options and asking what their preference is. The findings also suggest the importance of ongoing practice-based evidence using accessible measures, whereby service users are involved to gain a broader understanding of experiences of digital technologies in clinical practice. Further research should also ensure that there is a disability-inclusive response to all decisions regarding one’s care and that the best provision of digital mental healthcare is provided to people with intellectual disabilities and their carers. [ABSTRACT FROM AUTHOR]

This paper considers current workforce issues facing psychological professionals working in NHS services, examining the challenges, and identifying opportunities to better meet the needs of autistic people and people with an intellectual disability (PwID) across the lifespan. The aim of this paper is to identify and publicly articulate the need for a coherent approach to guide the practice of psychological professionals when helping autistic people and/or PwID. It should be noted that the scope of the paper is limited to autism and intellectual disability. In addressing these broad groups and their co-occurring conditions and needs, we anticipate that many principles could be applied to other neurodevelopmental conditions. We also note the significant potential challenges in linking intellectual disability and autistic populations, hence have attempted – in drawing together a working group to write this paper – to ensure representation from a range of psychological professionals including those in policy, leadership, and training roles, those working in specialist or generic mental health services and undertaking clinical research across the lifespan. Objectives: ■ To help define and support clear action so that all sectors welcome and adequately support people with neurodevelopmental differences, including autistic people and/or PwID. ■ To play a role in the development, planning and evaluation of new psychological professions roles such as the Clinical Associates in Psychology (CAPS) and Education Mental Health Practitioners (EMHPs). ■ To reflect on the obstacles to recruiting to autism and learning disability services and to propose approaches to developing a sustainable psychological workforce in these areas. ■ To recognise where good examples of education and training programmes exist to address training, confidence and competence for all psychological professionals working with those who may be autistic and/or have an ID, and consider how to establish a more consistent approach to education, training and CPD across the workforce. ■ To engage in policy discussions around the current gaps, such as the demand for diagnostic assessments and support which significantly outstrips capacity, whilst highlighting unrealised opportunities, through for example, a systematic approach to training. ■ To advocate for the need for the voice of autistic people and PwID and their families/carers which is often absent from the design and offer of help. [ABSTRACT FROM AUTHOR]

This article, titled "Guest Editors of this issue," discusses the impact of the recent NHS Long Term Workforce Plan on clinical psychologists and NHS services in the UK. The special edition of Clinical Psychology Forum focuses on the policy drivers for the psychological workforce, the challenges they face, and how clinical psychologists can contribute. The edition also includes papers on related topics such as retention of psychological professionals, diversity and inclusion, growing the workforce in physical health settings, and supporting specific populations. Unfortunately, a Northern Ireland perspective could not be included. The article is written by Adrian Whittington and Sarah Lack. [Extracted from the article]

Background: Within the Intellectual Disability (ID) population, the prevalence rate of dementia is higher than the general population (Chapman et al., 2018). This signifies a heightened demand on carers to support the transition from routine ID-based care to expert dementia care (Ryan et al., 2014). In line with the National Health Service's (NHS) long-term plan (2019), it is vital for carers to access regular training to meet individuals' dementia-related needs. Rationale: The local NHS Community Learning Disability Health Team developed two dementia training packages for paid carers working in residential and supported living facilities. Training package two (TP2) was developed in response to carer feedback obtained from training package one (TP1). This service evaluation aims to investigate the impact of TP2 on participants' knowledge of dementia and post-diagnostic interventions. Furthermore, this evaluation aims to explore whether the quality of training improved between TP1 and TP2. Methodology: Participants who attended TP2 completed a pre and post knowledge measure; data was analysed using a repeated measures t-test. Quality scores were also completed post TP1 and TP2; this data was analysed using an independent t-test. Results: Participants reported statistically significantly higher dementia knowledge and post-diagnostic support knowledge scores following TP2. Compared with TP1, TP2 had statistically higher post-training quality scores. Discussion: Results from TP2 suggest that this dementia training package is viable and useful. The implications of these findings and wider literature are discussed, in addition to a critical review of the evaluation's limitations, strengths and recommendations. [ABSTRACT FROM AUTHOR]

This paper explains the context for secondary accreditations for clinical psychologists, with a focus on the recognised multi-professional marker for competence in CBT, BABCP accreditation. It describes what CBT accreditation is and how clinical psychologists can achieve it at any stage of their career. The meaning of secondary accreditation within our profession is explored and the debate is outlined in the hope that readers will gain greater clarity about the value and benefits of dual accreditation in CBT for clinical psychologists. The views of clinical psychologists at all stages of their career from trainees to service leads are presented. Recent learning and developments from dual accredited clinical psychology doctorates in England are shared including the voices of a recent graduate of a Level 2 accredited doctorate, to provide insights and guidance for other doctorate programmes currently developing Level 2 BABCP accreditation, their supervisors and their trainees. [ABSTRACT FROM AUTHOR]

This invited article presents a brief account of recent key Welsh government mental health strategy in relation to the development of the psychological workforce. We will allude to historical major challenges that have existed that include the relatively low numbers of psychological practitioners being trained and limited access to therapies such as CBT. Much of the article will discuss positive recent developments that have assisted the implementation of mental health workforce plans. These include planned expansion in clinical psychology numbers, the development of a new country wide Adult Lifespan Clinical Associate in Applied Psychology (CAAPs) MSc, and expansion in the pathways available for health board staff to gain specific therapy competencies (particularly in relation to cognitive behavioural therapy). There will be some discussion of the continuing challenges, and the article will conclude with a call for further collaboration between stakeholders to ensure that our common goal of improving psychological services for people living in Wales is realised. [ABSTRACT FROM AUTHOR]

This article sets out some of the many ways in which systemic working can find a place in Learning Disability (LD) services. It covers ways in which systemic working can influence different aspects of work in an LD service, possibilities for embedding systemic approaches in Positive Behaviour Support (PBS) work in an Enhanced Support Service (ESS), systemic consultation in an LD team, systemic working in a forensic LD service and a specialist LD family therapy service. We hope the article offers a range of ideas which others can draw upon in thinking about their own context, practice and future possibilities. [ABSTRACT FROM AUTHOR]

In this article we reflect on the development of a workshop within a schools’ context that addresses children’s rights through a psychological lens, and considers how both upholding children’s rights supports their psychological needs and vice versa. This workshop was developed in Wales during the Covid pandemic, when the need to protect and promote children’s rights was even more in focus, with children being in and out of school for two years. We reflect on two general ideas in relation to children’s rights; how the interpretation of children’s rights can be influenced by views on childhood; and how uncoupling of rights and responsibilities is important if we consider rights as universal and unconditional. We then consider three rights through a psychological lens and in particular drawing on attachment theory; the right to be listened to; the right to have adults do what’s best for me; and the right to be safe (to be protected from harm). [ABSTRACT FROM AUTHOR]

Nikki Grice is a Clinical Psychologist who has worked in both a voluntary and clinical capacity with individuals experiencing financial hardship. The accompanying article is an abridged version of her doctoral research where she interviewed mothers to explore how they felt poverty had impacted their mental health. The aim of the article is to increase understanding and generate debate around a topic that has historically received scant attention in the field of Psychology. [ABSTRACT FROM AUTHOR]

This service evaluation aimed to explore ward staff’s experiences of attending a reflective practice (RP) group within an inpatient neuro-rehabilitation setting. Thirteen staff members completed a bespoke questionnaire and three staff members engaged in semi-structured interviews. Findings suggested that the group was a good use of participant’s time, felt a safe space, and was a good space to discuss team dynamics. There were mixed findings regarding whether the group improved staff’s confidence or their understanding of patient’s behaviour. Thematic analysis revealed four core themes, including ‘organisational pressures’ which impacted the RP group; ‘group practicalities’; ‘benefits and improvements’; and the ‘safe space’ of the group. Future evaluations would benefit from using a validated questionnaire and measures of burnout to explore the wider impact of RP. [ABSTRACT FROM AUTHOR]