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Objectives: Research indicates psychologists typically lack subjective understanding of voice hearing. Voice hearing simulation training has potential to improve understanding, empathy and confidence among clinicians, but psychologists have had limited input into its development. This study investigated psychologists' and a psychotherapist's clinical experience of working with people who hear voices and their views and recommendations for voice hearing simulation training. Design: This was a qualitative study. Methods: Clinical psychologists and one psychotherapist (N = 17) participated in semi‐structured interviews. Thematic analysis was used to analyse transcribed data. Results: The Clinical Experience theme comprised of subthemes Barriers to engagement, Diversity of voice hearing experiences, Lack of subjective understanding, Curiosity about voice hearing, Empathy for voice hearers, Using personal experiences to relate to voices, Clinical experience increases knowledge, Importance of supervision and colleague's support, Benefits of experiential training, Limited training in non‐psychosis settings and Clinical experience increases confidence. The Views on Voice Hearing Simulation Training theme comprised of subthemes Improves subjective understanding, Concern about distress, Discomfort as a strength of voice hearing simulations, Artificiality of simulation, Increases empathy and Over‐estimation of understanding. The Recommendations theme comprised of subthemes Discuss artificiality, Co‐production, Promote voice diversity, Support staff and Maximise inclusivity. Conclusions: Findings indicate that clinical experience improves psychologists' confidence and knowledge, yet participants reported a lack of subjective understanding of voice hearing. Co‐produced simulation training between individuals who hear voices and clinicians was anticipated to improve subjective understanding, empathy and therapeutic relationships, which could support a range of staff and improve quality of care delivered. [ABSTRACT FROM AUTHOR]

As trainees' development of multicultural counseling skills has become integral to graduate training in the mental health professions, so has the necessity of competent supervision for developing these skills. A critical component of supervision is evaluation, the process of observing, judging, and providing feedback to supervisees about their development. However, there is a paucity of guidance and resources available to assist supervisors in evaluating the multicultural skill development of supervisees. Such a vacuum opens the door for considerable bias as well as judgmental and inferential errors, resulting in the real possibility of unsound, unreliable, and invalid evaluations of supervisee development. This article presents the Multicultural Counseling Skills Evaluation Form (MCSEF), a 23-item instrument designed to fill the vacuum. The conceptual foundation of the form, development of items and revisions through expert review, potential utility in training and evaluation, and limitations are discussed. [ABSTRACT FROM AUTHOR]

Student-run and student-staffed behavioral health clinics increase service capacity and access to low-cost services and are usually created by medical schools and behavioral health graduate programs. There is little information about student-staffed programs developing independently of academic institutions. As the demand for mental health services continues to grow, it is essential that successful models of community-based service provision are shared so other agencies can replicate models and increase service capacity. This article outlines the elements of a student-staffed behavioral health program model run by a nonprofit. Details on staffing, student selection, supervision, evaluation methods, supplemental training, and funding are included. [ABSTRACT FROM AUTHOR]

The landscape regarding the public's use and mental health professionals' recommendation of emotional support animals has recently undergone significant changes. This study analyzes current practices for emotional support animal (ESA) recommendations among mental health professionals and aims to explore best practices for compliance with ethical and legal standards when using emotional support animals in treatment. The researchers surveyed 106 mental health professionals using a Likert-style questionnaire to determine their beliefs, practices, and attitudes regarding ESAs. Participants included LPCs/LMHCs, LMFTs, social workers, psychologists, and student interns. Results showed that most participants believed in the healing power of human-animal interactions and were well versed in legal requirements regarding ESAs. Results also indicated that many mental health professionals recommend ESAs without appropriate continuing education or coursework. Results also showed discrepancies between practitioners' purported knowledge about ESAs and actual procedures regarding ESA recommendations. These findings yield important information for clinicians, counselor educators, and clinical supervisors who are likely to face inquiries about ESAs. [ABSTRACT FROM AUTHOR]

Based on the ERG (Existence, Relatedness and Growth) theory, a scale was developed to evaluate the professional needs of psychological counsellors in China and its related factors were explored. A total of 209 counsellors participated in the study and completed two online questionnaires. The majority of participants were female (n = 163, 78%). The average age of participants is 41.00 (SD = 8.66). The results showed that the existence needs ($\bar{x}$ x ¯ = 4.49, SD = 0.60), relatedness needs ($\bar{x}$ x ¯ = 4.20, SD = 0.65) and growth needs ($\bar{x}$ x ¯ = 4.66, SD = 0.50) of counsellors were all at a high level. Work setting, marital status and regular supervision had a significant influence on the professional needs of counsellors. Counsellors working in private practice had more existence and growth needs compared to those working in institutions. Counsellors, who were married, had more existence and relatedness needs than those who were single. Counsellors without regular supervision had more existence, relatedness and growth needs. [ABSTRACT FROM AUTHOR]

Receiving a diagnosis of cancer and receiving treatment can be physically and psychologically onerous for cancer patients. Alongside their nursing skills, cancer clinical nurse specialists (CCNSs) are trained to provide psychological support, assessment and intervention following a cancer diagnosis. Mental health specialists, usually clinical psychologists, provide clinical supervision to CCNSs to support them with this. One of the regular themes that comes up in clinical supervision with CCNSs is how to maintain a supportive and therapeutic relationship with 'challenging' patients. These patients may be considered challenging because they are inconsistent, demanding or ambivalent about their care, which puts a strain on the relationship with their CCNS. By using the emotional seesaw model to reflect on and attend to the emotional boundaries of the relationship, within clinical supervision, these challenging relationships can be understood and managed, and better outcomes for the patient can be achieved. [ABSTRACT FROM AUTHOR]

The connections between climate change, the environment, and mental health have been well documented by psychological research. However, the extent to which health service psychologists who work in clinical settings address these issues with clients is not well understood. Health service psychology trainees participated in an exploratory investigation of the predictors of ecotherapeutic intervention use in their clinical work. The significant predictors were trainees' environmental justice beliefs and the degree to which environmentalism issues were discussed in their training programs and supervision. However, social justice attitudes, along with biospheric values and environmental identity, were significant predictors of environmental justice beliefs. Biospheric values and environmental identity were also significant predictors of personal conservation behaviors, but personal behaviors did not predict professional attention to environmental issues. Implications for training are discussed. [ABSTRACT FROM AUTHOR]

Registered mental health nurses working in acute, community and rehabilitation settings describe how overwhelming caseloads, lack of support and a working culture that treats them like children are all factors pushing them to leave the tough reality of the NHS behind. [ABSTRACT FROM AUTHOR]

The imposition of nation-wide lockdowns and sporadic transition to remote work produced unforeseen psychological challenges likely to impact the medium of care and workload of mental health professionals. The present study explored the lived occupational experiences of clinical psychologists, counsellors, and psychotherapists working in the National Health Service (NHS) and private practice in the UK during COVID-19 pandemic. Nineteen professionals (11 employed in the NHS and 8 working in independent settings) were interviewed about their professional experiences during first and second waves of the pandemic. Data were analysed using interpretative phenomenological analysis. Three main themes emerged from the analysis: (i) transition from face to face to online therapy; (ii) novel changes and wellbeing; and (iii) uncertain professional support in uncertain times. The findings suggest that lack of experience in providing online or telephonic psychotherapeutic services from home negatively impacted professionals' physical and psychological health and wellbeing. Thus, to cope with it, they availed psychological and structural support from colleagues, co-workers, clinical supervisors, managers, organisations, and professional bodies. This study adds to the existing body of research on the impact of the pandemic on UK-based mental health professionals and from an applied perspective, it highlights the need for skill-upgradation of professionals. [ABSTRACT FROM AUTHOR]

Psychology trainees operate in high stress environments and supervisees with multiple marginalized identities, such as multiethnic women, must also navigate and/or resist discrimination. Resistance as a tool against oppression (positive resistance) is an emerging concept in psychology. Consensual qualitative research method was used to explore the ways multiethnic women engage in resistance during the supervision process. The central research question was, "How do multiethnic women engage in resistance to gender- and ethnicity-based inequities during supervision?" Participants (N = 12) identified as multiethnic women who were in, or had recently graduated from, clinical or counseling psychology programs. Participants sat for a 60–90 minute interview. Analyses of the interview transcripts yielded the primary domain, Resistance, and three subdomains: Motivation for Resistance, Capability for Engagement, and Forms of Resistance. Implications for supervision with women are discussed, including ways that supervisors may encourage and respond to positive resistance in the training of diverse future psychologists. [ABSTRACT FROM AUTHOR]

Recovery-orientated practice is crucial to mental health care services—consistently identified in policy, service delivery guidelines and national mental health action plans. An essential component to systems reform and the adoption of recovery-orientated practice is the inclusion of peer support workers as practice leaders to support shifting culture in mental health service delivery. Designated peer support roles operate as healthcare professionals who utilise their lived and living experience of mental health difficulty to support those on their recovery journey through mutual understanding of shared experience. This research sought to explore the experiences of peer support workers integrating into mental health teams and identify organisational actions to facilitate successful recognition, integration and acceptance by colleagues; therefore, promoting sustainability of the peer support role. Qualitative interviews were undertaken with 18 peer support workers employed across four Australian states within 12 different government and non-government organisations. Study findings reveal three key areas for organisational change with seven main themes to assist organisations to better facilitate the successful integration of peer support workers into mental health service teams. These included robust induction, training for existing staff, clear referral pathways into the service, consistent supervision and debriefing, leadership support, professional development pathways and involving peer workers through change processes. These themes were grouped into three key areas for change including preparation, process and structural changes, and cultural change actions for sustainability. This article makes recommendations for organisations to consider when implementing peer support roles into mental health services. [ABSTRACT FROM AUTHOR]

Purpose: Providing effective support to parents of children with autism spectrum disorder (ASD) is an important part of clinical work. This study used outsider witnesses in group counselling for parents of children with ASD and explored the mechanism through which the therapeutic effects occurred. Method: Parents of children diagnosed with ASD participated in an eight-session group activity. Two outsider witnesses were introduced into some of the sessions. The participants were interviewed to collect their experiences of and reflections on the outsider-witness practice. Texts were analysed using the categorical content approach. Results: The intervention was effective because the participants shifted their subjective experiences to an objective position, leading them to reflect on their previous limited perspectives, thus resulting in self-redefinition. These therapeutic effects may arise due to physical displacement, experience resonance, and externalization of subjective experiences. The results of this study have important implications for parents and practitioners. [ABSTRACT FROM AUTHOR]

A systemic approach to child and adolescent psychiatry involves not only the immediate family but also the wider environment in which the subject lives. Despite growing evidence confirming the effectiveness of systemic family therapy in child and adolescent psychiatry, this approach is not well represented in inpatient services in Greece. We present systemic principles as practiced at a child and adolescent psychiatric inpatient clinic embedded in a general hospital. We consider the competencies and strengths achieved by the team within a systemic epistemology, the difficulties of functioning in a biomedical‐oriented environment, and the challenges faced during the 10‐year socioeconomic crisis and the COVID‐19 pandemic. [ABSTRACT FROM AUTHOR]

We estimated incremental costs of a competency-based Problem Management Plus (PM+) training of trainers (ToT) and training of helpers (TOH), guided by the World Health Organization (WHO)/United Nations International Children's Emergency Fund (UNICEF) Ensuring Quality in Psychological Support (EQUIP) platform compared to a standard PM+ training. Activity-based cost analysis was conducted in Kathmandu, Nepal from July to October 2021. Organisational perspectives were assessed on resources required to implement one PM+ ToT, one EQUIP training for trainers and six PM+ ToH. For PM+ trainers, a standard PM+ ToT costs NPR 63,800.06 (US$510.40), with additional training on EQUIP competency-based approaches and digital platform costing an incremental NPR 45,111.15 (US$360.89). A standard PM+ helper training costs an average of NPR 207,906.35 (US$1,663.25) compared to an EQUIP-based PM+ ToH costing NPR 211,122.71 (US$1,688.98), for an incremental NPR 3,216 (US$25.73) per ToH. An EQUIP competencybased approach requires initial investment through training of PM+ trainers; thenceforth, differences in time and costs are negligible for training PM+ helpers when using an EQUIP approach compared to a standard approach. Given minimal cost differences and potential benefits for improving provider competency and client safety and outcomes, we recommend greater use of EQUIP. Stakeholders may use this study as a guide for costing competency-based approaches. [ABSTRACT FROM AUTHOR]

Stress, emotional exhaustion and job dissatisfaction have been prevailing issues in social work for decades, with recent research by BASW demonstrating poor psychological outcomes for social workers, amidst inadequate levels of staff retention and high burn out rates. The Covid-19 pandemic added to these existing stresses, with social workers experiencing multiple losses, including bereavements and changes to working practices. As a response to the pandemic, many hospitals and health care settings established bespoke wobble spaces, dedicated to enhancing staff well-being. However, despite the reported success of these wobble spaces, results from a literature review show that they have not been established within social work. The pilot study discussed in this article explored and evaluated the impacts of a virtual wobble space provided for social workers over three months at fortnightly intervals. The research design was purposefully creative and aimed at focussing on positivity and fun as a counter to much of the existing literature on stress and burnout in social work. The study is limited by a small sample size but nevertheless the unanimously positive findings and wider interest, suggest there may be a broader role for wobble space provision in social work. [ABSTRACT FROM AUTHOR]

It is well documented parents of children who have a disability are at an increased risk of poor mental health and wellbeing. A capacity building program designed to build key worker self-efficacy to support the mental health of parents accessing early childhood intervention services (ECIS) for their child was trialled. A stepped-wedge cluster randomised trial design was utilised to deliver and evaluate a 12-month intervention program, comprising tailored professional development, resource development and sustainability measures. The repeated measurements on individuals in six clusters over three follow-up periods were analysed using linear mixed models. Comparison of the control and new program statistical means (adjusted for period effects) were assessed with an F test. Key workers reported increased confidence to talk to parents about their own wellbeing (d = 0.51, F(1, 51.8) = 4.28, p = 0.044) and knowledge of parental mental wellbeing improved (p = 0.006). A reduction in staff sick leave partially offset the cost of the intervention. A multi-pronged intervention targeted at key workers was found to be an effective way to ensure parental wellbeing is supported at an ECIS in Australia. ACTRN12617001530314 There are implications for the development of children whose parents are experiencing high stress and poor mental health, whereby parents of children with disability or developmental delays are at increased risk. Findings from this study support the recommendation that a key worker is provided to holistically support families who access Early Childhood Intervention Services to aid in reducing poor parental wellbeing and child outcomes. Improved confidence to support and initiate conversations regarding parental wellbeing by key workers, in combination with support from management and the organisation to undertake this as part of their role, is a positive finding from this intervention study. [ABSTRACT FROM AUTHOR]

Introduction: Distance methods of supervision rapidly increased in use during the coronavirus disease 2019 (COVID-19) pandemic, and it is important to consider if these methods meet the needs of supervisees when deciding whether to retain these practices moving forward. Methods: An interpretative phenomenological approach was used to gain insight into the lived experience of distance supervision. Semi-structured interviews were completed with six occupational therapists who had experience receiving distance supervision as a supervisee, all of whom work in inpatient mental health units within a private healthcare company. Results: Interpretative phenomenological analysis revealed four superordinate themes of an altered interaction; the importance of a protected space; factors within the supervisory relationship and maximising the best of both worlds. Conclusion: Distance supervision methods afford increased access for supervisees and a reduction in the practical demands when supervised by an off-site supervisor. There are, however, clear differences in the nature of the experience which need to be considered to ensure that supervisee needs are met. This study provides insight into how distance supervision methods impact on the experience for supervisees and suggests areas for further consideration in moving forward with such approaches. [ABSTRACT FROM AUTHOR]

Purpose: This paper aims to explore what is known in the literature about leadership and burnout within mental health clinicians (MHC). Design/methodology/approach: The Arksey and O'Malley (2005) framework was used to conduct a systematised scoping review of three databases: PsycInfo, PubMed and CINAHL. To ensure a broad scope of the literature, Google, Google Scholar and three sources of grey literature were also searched. Findings: In total 1,087 articles were identified and 36 were included in the final review, 23 of which were cross-sectional and correlational studies. There is a lack of experimental studies, longitudinal research and qualitative approaches. The literature repeatedly demonstrated an association between leadership and burnout; transformational-leadership style, good quality supervision, supportive relationships, positive communication and fostering autonomy are areas of interest. Research limitations/implications: Future research activity should aim to follow the recommendations made in the literature; more experimental and longitudinal approaches are needed to support practical application of the findings. Originality/value: To the best of the author's knowledge there is no other review which maps out the research pertaining to leadership and burnout among MHC. These findings can be used to guide future research to ensure that efforts are directed toward original, meaningful and practical ventures that will add to the evidence base and benefit clinical practice. [ABSTRACT FROM AUTHOR]

This quantitative study aimed to better understand the relationship between reflective supervision/consultation (RSC) and burnout among early childhood education (ECE) professionals. The study surveyed 379 ECE professionals in the Midwest. This study found that high-quality RSC is significantly linked to lower levels of burnout and predicts less emotional exhaustion. The findings suggest that consistent, relationship-based RSC has an important impact on the well-being of ECE professionals. The research provides recommendations to improve RSC engagement. [ABSTRACT FROM AUTHOR]

Massachusetts has a long history of public-private partnership in infant and early childhood mental health (IECMH) focused on interagency collaboration and investment to advance policy and practice across the commonwealth. One of the primary goals has been to strengthen, diversify, and expand the IECMH workforce across the promotion, prevention, and intervention continuum of care. The Department of Mental Health has made strategic investments to promote access to reflective consultation in partnership with Massachusetts Society for the Prevention of Cruelty to Children (MSPCC) and the Massachusetts Association for Infant Mental Health (MassAIMH). This investment in program leadership and staff has focused on building internal and state capacity in practices that are trauma-responsive, developmentally and relationship-based and culturally humble. [ABSTRACT FROM AUTHOR]

The COVID‐19 pandemic has rapidly changed the ways in which marriage and family therapists (MFTs)/couple and family therapists (CFTs) engage in clinical supervision. Traditional face‐to‐face supervisory relationships have transitioned to telesupervision, which refers to supervisors using the internet as a training medium for their supervisees. Supervisors and supervisees alike are necessarily adapting to telesupervision relationships in an evolving world. As emergency protocols begin to give way to more routine procedures, it is important for supervisors to engage in meaningful conversations around the benefits, the challenges, and the future of telesupervision. This article discusses the various facets of telesupervision, including ethical implications, supervision modalities, the virtual supervisory alliance, the impact of telesupervision upon self‐of‐the‐therapist work, and the potential benefits of telesupervision. Practitioner points: Establishing effective telesupervision requires increased intentionality on part of the supervisor. Authenticity and transparency become more critical in establishing connections and trust with supervisees in an online format.Supervisors should collaborate with supervisees to establish processes for the times technology‐related problems occur.Supervisors must also understand the unique ethical issues that are presented with providing supervision through an online format. [ABSTRACT FROM AUTHOR]

Clinical supervision plays an important role in competency development during psychology practitioner training. How the scientist-practitioner competency is operationalised, disseminated, and evaluated in supervision is unclear. This study aimed to explore supervisor and trainee attitudes, opinions, and perceptions of scientist-practitioner competence. It also sought to understand what supervisors are doing in supervision to develop and assess the scientist-practitioner competency, as well as how trainees demonstrate the competency in supervision. Three focus groups comprised 12 trainees and a total of 12 supervisor individual telephone interviews were conducted, where participants reflected on their supervision experiences, responding to questions about the scientist-practitioner competency. A thematic analysis resulted in the identification of core themes and subthemes. Core themes identified were 1) Scientist-Practitioner Model as a Foundation to Professional and Ethical Practice; 2) The Translation of Science into Real-World Practice; 3) Flexibility to Learn/Change within the Scientist-Practitioner Model; 4) Supervision as the Route to Developing Scientist Practitioner Skills and Knowledge; and 5) Barriers and Challenges to Bridging Science and Practice. Findings reveal specific ways supervisors and trainees can acquire and demonstrate scientist-practitioner competence in supervision during professional training. This may assist with self- and other evaluation of scientist-practitioner competence in supervision. Implications for training, education, and supervision are discussed. What is already known about this topic: The scientist-practitioner model underpins university postgraduate training programmes in clinical psychology. The supervision and competency literature has gained increased attention in recent decades, resulting in the identification and conceptualisation of the scientist-practitioner approach and mindset. Clinical supervision has an influential role in the development, assessment, and evaluation of the scientist-practitioner meta competency in psychology practitioner training. What this topic adds: This study is unique in that it provides an exploration of both supervisor and trainee perspectives of scientist-practitioner competence. Supervisor interviews and trainee focus groups revealed ways in which the scientist-practitioner competency is operationalised, disseminated, and evaluated in clinical supervision. Findings reveal specific and observable supervisor and trainee behaviours that demonstrate scientist-practitioner competence. This may assist supervisors in self-monitoring and evaluating scientist-practitioner competence and that of trainees during professional training. [ABSTRACT FROM AUTHOR]

Clinical supervision is an essential aspect of counselor training. Apart from traditional models of supervision, many new and creative ways of conducting supervision have emerged. The integration of the Kawa Model that employs a metaphorical river, with Bernard's Discrimination Model offers a culturally responsive and creative approach to clinical supervision. An overview of the Kawa Model, detailed description of the integration process, and case study are provided. [ABSTRACT FROM AUTHOR]

Purpose: Although it is recommended that reflective practice groups (RPGs) are used to support staff in inpatient intellectual disability (ID) services, there is to date no research on their effectiveness or how staff perceive RPGs in these settings. This paper aims to evaluate staff perceptions of the RPGs in an assessment and treatment unit for people with ID and to ascertain the nature of any barriers for staff in attending the group. Design/methodology/approach: Thirteen staff completed questionnaires ascertaining their views on the purpose, process and impact of the RPG run within the service. Questionnaires included a version of the clinical supervision evaluation questionnaire (CSEQ; Horton et al., 2008) adapted for this context and a questionnaire designed by the authors examining barriers to attending the group. Findings: Staff responses indicated that they valued the group and perceived it as improving their clinical practice and their self-awareness. Staff did not always perceive group sessions as having clear aims and did not perceive the group as enhancing their well-being or their awareness of gaps in their skills. RPGs may be most effective if they form part of a service-wide approach to staff support and development. Originality/value: To the best of the authors' knowledge, this is the first evaluation of RPGs in inpatient ID services. The adapted CSEQ was found to be an easily implemented method of evaluating RPGs in an inpatient ID setting. [ABSTRACT FROM AUTHOR]

Given best practices for serving nonbinary clients, how can supervisors and supervisees collaborate to provide equitable, affirming services? Building on the importance of affirming practice in working with nonbinary clients, it is fruitful to explore how a collaborative-affirmative approach in feminist supervision can foster a supportive, affirming therapist-client relationship. Using analytic autoethnography, supervisor and supervisee will articulate what it means to work through a feminist lens with nonbinary clients. Their reflexive collaborative narrative will discuss the importance of examining their own social identities in supervision while highlighting the value of a collaborative-affirmative approach to supervision for a developing clinician working with nonbinary clients. [ABSTRACT FROM AUTHOR]

Assistant Psychologist (AP) and Honorary Assistant Psychologist (HAP) roles provide an opportunity to gain the experience needed to progress onto the Clinical Psychology doctorate, making them very competitive to obtain. Nationally, there have been reports that people fulfilling these roles can face a number of challenges including poorly defined job descriptions, difficulty developing a voice within hierarchical organisation structures and balancing competing demands on time. This paper tells the story of a peer reflective group set up for APs and HAPs in the paediatric health psychology team, to provide a supportive space for aspiring psychologists to meet together. The evolution of the group and its impact are discussed, and recommendations for setting up similar groups in other services are made. [ABSTRACT FROM AUTHOR]

This article introduces a combined supervision model, the Integrative Developmental Model for Narrative Supervision (IDMNS), which incorporates the Integrative Developmental Model and Narrative Supervision Model. This model provides concrete guidelines for supervisors to incorporate narrative processes in clinical supervision while attending to supervisees' developmental needs. Specifically, the proposed tenets of the model include multicultural awareness, supervisory relationship, and narrative facilitation. The benefits and the limitations of the model are identified along with a case study of the IDMNS in practice. Implications for future research are discussed. [ABSTRACT FROM AUTHOR]

There is strong endorsement of competency-based frameworks for practitioner training and widespread use of group supervision in practitioner training. However, there has been little effort made to understand the components and anatomy of group supervision, or efforts made to evaluate its efficacy. The current study investigates the nature and extent to which abilities and skills within individual and group supervision are similar or distinct from each other. A total of 98 supervisees, across 21 groups, evaluated individual and group supervisor competence of their supervisors (N = 11) using the Supervision Evaluation and Supervisor Competence Scale. Hierarchical cluster analysis revealed that group supervision emerged as a distinct and independent cluster to individual supervision competencies. Additionally, supervisors were rated higher on individual than group supervision competencies. Group supervision should be considered a distinct competency requiring specific skills and therefore would likely benefit from specialised training to deliver competent group supervision. These preliminary results have implications for supervisor training, as well as clinical training programs in Australia and abroad who use group supervision as a form of clinical training. What is already known about this topic: Competency-based supervisory approaches are supported by regulatory authorities. The evaluation of competent group supervision has received inadequate research attention. There are no available measures of group supervision to evaluate supervisor competence. What this paper adds: First experimental exploration that establishes group supervision as a distinct competency in clinical supervision. Compared to individual supervision, supervisors were rated lower on group supervision competence and may require specialised training. A scale is included in the appendix for evaluation of both individual and group supervision competencies. [ABSTRACT FROM AUTHOR]

Objectives: Eye Movement Desensitisation and Reprocessing (EMDR) is an evidence‐based psychological therapy that targets distress associated with trauma and affective disturbance. Few studies have examined EMDR for autistic individuals who have co‐occurring mental health conditions, but there is preliminary evidence of effectiveness. The current study explored EMDR therapists' experiences of working with autistic individuals, and adaptations incorporated into clinical practice to make this more accessible and effective. Design: A qualitative interview design was used. Data were thematically analysed. Method: Twenty‐three UK‐based EMDR therapists attended one‐off semi‐structured qualitative interviews. Results: Four main themes emerged: (1) the experience of being autistic; (2) factors around accessing EMDR; (3) adapting EMDR; and (4) supervision and support for EMDR therapists. Participants described offering a nuanced and tailored approach; one that retained the integral components of the eight phases of EMDR, while also being flexible and responsive to each client. Conclusions: Findings reinforce the importance of offering formulation‐based psychological therapy that flexes in an evidence‐informed way, according to the preferences and needs of autistic individuals. Further research should establish factors influencing accessibility and effectiveness of EMDR for autistic individuals, and the impact of autism‐relevant training on the knowledge, skills and confidence of EMDR therapists and clinical supervisors working with this client group. [ABSTRACT FROM AUTHOR]

Objective: Previous surveys examining the routine practice of cognitive behavioural therapy (CBT) supervision have consistently found that methods utilised by supervisors often drift from expert recommendations. Harmful or ineffective supervision are two potential consequences of practices which overlook one or more of the normative, formative or restorative functions. Given that most of the research to date in this area has used quantitative methods, it is important to gain a deeper understanding of the reasons why everyday supervision differs so greatly. One way of achieving this is through exploring the "lived experience" of supervisors and supervisees. Method: Semi‐structured interviews were conducted with (N = 10) supervisors and supervisees, and data were analysed using interpretative phenomenological analysis. Results: Three superordinate themes were identified: "inconsistency of approaches," "autonomy" and "the relationship." The findings revealed that supervisors are practicing very differently from one another, despite awareness of expert guidance. There were some indications of supervisory drift, characterised by supervisor resistance to hierarchical structures and supervisee avoidance due to concerns about their safety within the relationship. Conclusion: Further research is needed to better understand how supervision dyads can identify and manage dysfunctional supervision practices. [ABSTRACT FROM AUTHOR]

Two forms of clinical peer supervision were provided to a sample of 30 practicum students (PS) from Jordan. The sample was divided into two treatment groups and one control group. Results revealed significant effects in the experimental groups compared with the control group, with increases in the means of counselling skills and professional self‐efficacy on the post‐test. Moreover, results revealed no differences in the means of self‐esteem between the three groups or in the two experimental groups on any of the scales. Participants' qualitative session evaluations also supported the helpfulness of clinical peer‐tutoring supervision for school practicum students. [ABSTRACT FROM AUTHOR]

Laws facilitating the involuntary civil commitment (ICC) of people with substance use disorders vary considerably internationally and across the United States. Puerto Rico, a colonial territory of the United States since 1898, currently harbors the most punitive ICC legislation in the country. It is the only place in the United States where self-sufficient adults who pose no grave danger to themselves or others can be involuntarily committed to restrictive residential facilities for over a year at a time without ever being assessed by a health care professional. The involuntary commitment of otherwise-able citizens--many of whom have never been diagnosed with a substance use disorder--continues to be ignored nationally and internationally. In this paper, we specify how Puerto Rican ICC law and procedures systematically violate rights and liberties that are supposed to be guaranteed by Puerto Rico's Mental Health Act, the US Federal Supreme Court, and the Universal Declaration of Human Rights. To ensure that Puerto Rico's ICC procedures conform to prevailing local, national, and international standards, we propose a series of legislative reforms. Finally, we highlight the importance of addressing the preponderance of poorly constructed ICC laws both within the United States and internationally. [ABSTRACT FROM AUTHOR]

An integrated approach to reduce intimate partner violence and improve mental health in humanitarian settings requires coordination across health and protection services. We developed and tested the Nguvu intervention, which combined evidence-based interventions for psychological distress and intimate partner violence among Congolese refugee women in Nyarugusu refugee camp (Tanzania). We conducted 29 semi-structured interviews with Nguvu participants and stakeholders to explore the relevance, acceptability, feasibility, and impact of this intervention. Participants reported that the intervention aligned with needs and filled a gap in programming, yet further adaptations may improve the fit of the intervention. The Nguvu intervention was acceptable to participants, including group discussion of sensitive topics. Confidentiality was highly regarded among staff and participants, which improved safety and acceptability. It was feasible to train non-specialist refugee workers to deliver the intervention with adequate supervision. Facilitators noted contextual challenges that made it difficult to implement the intervention: limited infrastructure, competing priorities, and population mobility. The intervention was perceived to improve awareness of the association between violence and mental health, reduce self-blame, and build skills to improve wellbeing. Recommended adaptations reveal promising, yet challenging future directions for addressing social determinants of mental health and implementing multi-sectoral programmes in complex humanitarian settings. [ABSTRACT FROM AUTHOR]

Cognitive behavioural therapy (CBT) is an effective treatment for depression. There are established education programmes which prepare specialist mental health workers to practice CBT. CBT is a complex treatment requiring intensive preparation and clinical skill to deliver. An alternative and simpler psychological treatment, behavioural activation (BA), may be as effective as CBT. An advantage of BA over CBT is that you do not need to be a specialist mental health worker nor require lots of training to deliver it. The relative simplicity of BA and the brief education required for workers to deliver it may increase access to psychological treatments for depression. In 2020, we developed an online educational programme in BA targeting non‐specialist healthcare workers. In this paper, we wanted to understand healthcare workers' perceptions and experiences of completing a professional certificate programme which prepares them to deliver BA for people living with depression. We report the feedback from seven non‐specialist mental health workers who completed the online education programme in BA. Twelve workers were invited to enrol on the programme, of which four declined. All but one of the eight participants lived and worked in rural South Australia. A thematic analysis of the interview data identified three themes: Course was simple to follow, Ease of integration into clinical practice and Ongoing support and supervision. The overall meta‐theme was 'Easy to train and easy to apply'. Participants reported that the online training prepared them to practice BA and they were able to apply the skills in their clinical practice. Future work needs to examine if online training for healthcare workers in BA translates to clinical outcomes for people living with depression. [ABSTRACT FROM AUTHOR]

This paper sets out to explore the use of a systemic reflexive exercise called "Collective Cut‐Outs", detailing its methodology and usefulness with "frontline" mental health practitioners within supervision and teaching contexts. We draw on the use of storytelling, image, creativity and the usefulness of the left hand (right brain) in clinical mental health contexts and focus on its value in reflexive supervisory groups. We also aim to give voice to the experiences of "frontline" Black Asian Minority Ethnic (BAME) clinicians in an inner‐city mental health team during the COVID‐19 pandemic. The Collective Cut‐Out exercise and its methodology provide a framework to help facilitate reflexive spaces that promote mindful group exercise and the subsequent expression of personal and professional resonance. The subjects of clinical challenge and collective resilience are also brought forth. We offer a case study in the second part of the paper, outlining the use of the exercise in a reflexive group supervisory context. The team in focus have kindly given us, the authors, permission to use their experiences and "cut‐outs". We have either adapted or removed identifiable information from the writing to protect and respect the identity of the team and individuals involved. [ABSTRACT FROM AUTHOR]

Aim: The study aimed to synthesize evidence comparing task‐shifting interventions led by general practice nurses and mental health specialists in improving mental health outcomes of adults in primary care. Design This study used a systematic review of randomized controlled trials. Data Sources: Articles from the databases CINAHL, MEDLINE, APA PsycInfo, PubMed, EMBASE, Cochrane EBM Reviews, Web of Science Core Collection, and ProQuest Dissertation and Thesis published between 2000 and 2020 were included. Review Methods: The review was arranged based on the Cochrane Collaboration guidelines and reported using the Preferred Reporting Items for Systematic Reviews and Meta‐Analyses (PRISMA). Results: Twelve articles met the eligibility criteria. Eight studies revealed that nurse‐led intervention was significantly superior to its comparator. The review identified three major themes: training and supervision, single and collaborative care and psychosocial treatments. Conclusion: Nurses could be temporarily employed to provide mental health services in the absence of mental health specialists as long as appropriate training and supervision was provided. This finding should be interpreted with caution due to the high risk of bias in the studies reviewed and the limited generalisability of their findings. Summary statement: What is already known about this topic? The shortage of psychiatrists and other mental health professionals has been causing treatment gaps in mental health care, not only in developing countries but also in developed countries.Task‐shifting or task‐sharing is one of the most promising strategies in addressing the treatment gap, but the involvement of nurses in this strategy is barely studied. What this paper adds? This paper explores the effect of task‐shifting and task‐sharing interventions led by general practice nurses for adults with mental disorders in primary care and found that nurses could deliver psychosocial interventions normally delivered by mental health specialists with at least the same quality provided they received proper training and supervision.This paper presented a theoretical framework of task‐shifting. The implications of this paper: In the absence of mental health services in primary care, general practice nurses could be temporarily employed to fill the vacancies.However, appropriate training and supervision are required before the programme is started to make sure that the nurses are adequately prepared to undertake the new roles in practice.The implementation of task‐shifting and task‐sharing requires a well‐planned and gradual implementation strategy to avoid burnout and workplace‐related distress in the target health workers. [ABSTRACT FROM AUTHOR]

The article discusses biomedical approach to illness and disorders, and risk assessment/management practices have long dominated the delivery of mental health services. While there are numerous and widely used psychotherapeutic approaches, pharmacological treatment either alone or simultaneous with psychological therapies, remain the basis of treatment.

Cultural humility, first introduced a quarter century ago, has increasingly emerged over the last decade as a concept of considerable importance: it has been touted as playing a crucial role in potentially enhancing the relationship in both psychotherapy and supervision, its practice being heartily embraced and roundly recommended. But are those recommendations and that hearty embrace justified? What do the empirical data say? We address those questions subsequently, taking a granular look at studies in which cultural humility vis‐à‐vis psychotherapy and supervision have been examined. Based on our review of 21 psychotherapy/cultural humility studies and seven supervision/cultural humility studies, we offer critique of the research work done thus far (e.g., it being decade delimited and landlocked) and propose recommendations for future treatment and supervision investigations (e.g., internationalising cultural humility research). Because cultural humility appears to be a durable and enduring concept, appears practically beneficial for both the therapy and supervision situations and is increasingly being pursued empirically, such a research report would seem particularly timely and potentially helpful in advancing research. [ABSTRACT FROM AUTHOR]

Copyright of Canadian Journal of Community Mental Health is the property of Canadian Periodical for Community Studies Inc. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Virtual platforms have been growing in use for marriage and family therapy (MFT). However, the unprecedented circumstances of the coronavirus disease 2019 (COVID‐19) pandemic required MFT supervisors and supervisees to shift to telehealth. It is necessary to explore the experience with MFT telehealth supervision to support the application of the existing supervision literature. A sample of American Association for Marriage and Family Therapy (AAMFT) Approved Supervisors and MFT supervisees (N = 48) completed a survey evaluating the transition to telehealth supervision. A mixed methods design was used to explore common themes and the association with adult attachment and supervision tasks. Results indicated there are benefits and limitations identified by supervisors and supervisees. Attachment style and supervision tasks were associated with telehealth preference, connection and engagement during supervision. Recommendations for conducting telehealth supervision and future research are discussed. Practitioner pointsFocus on building secure attachment between supervisor and supervisee to provide more conducive supervisory relationships;Understand potential limitations, benefits and ethical considerations for supervisors and supervisees utilising telehealth. [ABSTRACT FROM AUTHOR]

A slow match is a very slow-burning fuse presenting only a small glowing tip whereas a quick match is one, which once ignited, burns at top speed. In this paper, I will present a number of clinical vignettes to illustrate situations when the therapist realised there was a sudden unexpected rise in 'temperature' of a patient's mind and why this may have occurred. A fuse was lit but was it a slow or a quick one? I will relate this ignition to the possibility of premature interpretations, or a failure to notice how anxious the patient was in the presence of the terrifying object-therapist and also, patients' unexpected responses to external interferences during a session. Descriptions of how these situations unfolded during sessions are given, and how, upon reflection, these could have been diffused differently. The emphasis will be on how best to maintain a psychoanalytic stance but also how to clinically judge when a session must be terminated in order to protect patient and therapist from exploding 'bombs' inadvertently ignited by patient or therapist. The importance of supervision and consultation with colleagues will be stressed. [ABSTRACT FROM AUTHOR]

Copyright of Nordic Nursing Research / Nordisk Sygeplejeforskning is the property of H. Aschehoug & Co. (W. Nygaard) AS and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The COVID-19 pandemic has led many counselors and therapists to transition from in-person therapy to teletherapy services. Doctoral trainees in their first year of training, faculty, and staff at the Psychological Services Center (PSC), a training clinic at a large public university, successfully completed a rapid transition to teletherapy in March 2020. This brief report will provide insight into steps taken by the PSC to shift to remote training and practice while maintaining its educational and community mandates, prioritizing continuity of care and training during the onset of a global pandemic. We provide the trainee perspective on technological needs, remote supervision, and changes to clinical practice during the transition. Special considerations around self-disclosure and child treatment will be discussed. This brief report serves as an example of the multitude of considerations faculty, staff, and trainees may be faced with as therapeutic services continue remotely throughout the COVID-19 pandemic and beyond. [ABSTRACT FROM AUTHOR]

In early 2020, the world was thrust into a crisis with the advent of the COVID-19 pandemic. This resulted in the sudden expansion of telepractice in the mental health field for licensed mental health providers and trainees. Prior to the pandemic, few mental health training programs provided training opportunities in telehealth service delivery. The Texas A&M Telebehaviroal Care Program (TBC) is one of a few telemental health training programs in the world. The TBC has provided telehealth services to rural and underserved populations since 2009 with a hub and spoke model of care, but due to constraints related to the pandemic has recently transitioned to an all in-home model of telehealth service delivery. The present paper highlights recent policy changes to in-home telepractice and the TBC methodology for transitioning to in-home service delivery. Results include solutions to common pitfalls in areas such as communication and logistics, clinical supervision and consultation, and boundary setting. Recommendations are also provided for the development of training programs throughout the world to equip mental health trainees in telehealth service delivery. Mental health practitioners are poised to thrive in the face of adversity during the COVID-19 pandemic and trainees should not be left behind. [ABSTRACT FROM AUTHOR]

Telesupervision, or supervision at a distance, has become more widely used due to its many practical and economic benefits, with research suggesting it is as satisfactory as traditional, in-person supervision processes. Particularly as a result of the global pandemic COVID-19 limiting in-person contact, use of telesupervision has even become mandatory for some training sites. In the current article, two doctoral-level clinical psychology student trainees provided their perspectives on participating in telesupervision during practicum training at a telepsychology clinic prior to COVID-19 and briefly highlighted how it has applied to their work in the current environment. Their experiences are discussed in conjunction with relevant supervision literature, as well as the impact on the trainees' development. The trainees' perspectives support the notion that telepsychology can be a positive component of training, irrespective of public health concerns, and specific positive factors of using telesupervision are discussed. [ABSTRACT FROM AUTHOR]

The DC:0--5™: Diagnostic Classification of Mental Health and Developmental Disorders of Infancy and Early Childhood (DC:0--5) includes significant revisions, making it a substantially different diagnostic framework from its predecessor, DC:0--3R. The Nordic countries have a long history of using the DC system. The Nordic DC:0--5 collaboration was formalized in 2015 when a Nordic DC:0--5 working group was initiated by the Nordic affiliation of the World Association of Infant Mental Health (NAIMH) and the Finnish affiliation PIRPANA. This article describes efforts to explore applicability of the DC:0--5 during introduction training courses and supervision sessions. The revised DC:0--5 is overall considered an improvement over earlier experiences with DC:0--3R. In this article, the authors present reflections and experiences from clinicians, researchers, students, and trainers who have provided feedback about training and use of the DC:0--5 system from the first 5 years of implementation. [ABSTRACT FROM AUTHOR]