Search

In this chapter we explore the complexities of training and teaching students and practitioners about children’s experiences of domestic violence. The research conducted on children’s experiences has tended to focus on negative outcomes, representing these children as damaged and vulnerable (Callaghan and Alexander, 2015; Øverlien, 2013). Such research outlines that children have elevated lifelong risk of mental health difficulties (Bogat et al., 2006; Lamers-Winkelman et al., 2012; Stover, 2005); interpersonal difficulties (Baldry, 2003; Holmes, 2013; Renner and Slack, 2006); educational difficulties and educational drop out (Byrne and Taylor, 2007), and physical health problems (Bair-Merritt et al., 2006). Despite this research representation of children as vulnerable and damaged, services for children who experience domestic violence are often underdeveloped and underfunded (Statham, 2004; Willis et al., 2010), typically additional to adult domestic abuse services, for instance as part of the services offered in family shelters. In contrast to the established narrative, which positions children as passive witnesses to domestic violence, and as inevitably pathologised, our research on domestic violence (in common with the work of Katz, 2015; Øverlien, 2014; Øverlien and Hydén, 2009) has focused on children as agents who experience domestic violence (Callaghan and Alexander, 2015). The “Understanding Agency and Resistance Strategies” project (UNARS) was a two phase research project, funded by the European Commission and developed in four European countries (Italy, Greece, the UK and Spain). The first phase of the project had two aims: to build an understanding of children’s experiences of domestic violence, with a particular focus on exploring their capacity for agency and resistance; and to develop an understanding of the service and policy landscape that provided a social context for young people’s experiences. In this phase, researchers spent time embedded in do

Clinical supervision is a multi-functional intervention within numerous psychotherapeutic professions, including clinical psychology. It often relies on supervisees' verbal disclosures of pertinent information. There is limited research on supervisee self-disclosure in the UK, and none using clinical psychology populations. This study aimed to address the limitations in the evidence base. It used a constructivist grounded theory methodology to investigate qualified UK clinical psychologists' use of self-disclosure in supervision in order to develop a theoretical understanding of their self-disclosure processes. Ten clinical psychologists from various time points across the career span were recruited to the study. Four core conceptual categories were identified in the analysis as being integral to participants' decision-making processes: 'Setting the Scene', 'Supervisory Relationship', 'Using Self-disclosure' and 'Reviewing Outcome of Self-disclosure'. These four categories are comprised of a number of subcategories. The study's findings are compared with the current literature base, and it is argued that there are tensions with the scientist-practitioner model as it could be interpreted to encourage an expert stance, which may limit the self-disclosure of qualified supervisees. The implications of this perspective are discussed. KEY PRACTITIONER MESSAGE: Supervision is a key process in supporting qualified clinical psychologists and the use of disclosure appears to be important in facilitating useful supervision. It appears that clinical psychologists go through a number of complex processes in deciding whether to self disclose.

Clinical supervision is a multi-functional intervention within numerous psychotherapeutic professions, including clinical psychology. It often relies on supervisees' verbal disclosures of pertinent information. There is limited research on supervisee self-disclosure in the UK, and none using clinical psychology populations. This study aimed to address the limitations in the evidence base. It used a constructivist grounded theory methodology to investigate qualified UK clinical psychologists' use of self-disclosure in supervision in order to develop a theoretical understanding of their self-disclosure processes. Ten clinical psychologists from various time points across the career span were recruited to the study. Four core conceptual categories were identified in the analysis as being integral to participants' decision-making processes: 'Setting the Scene', 'Supervisory Relationship', 'Using Self-disclosure' and 'Reviewing Outcome of Self-disclosure'. These four categories are comprised of a number of subcategories. The study's findings are compared with the current literature base, and it is argued that there are tensions with the scientist-practitioner model as it could be interpreted to encourage an expert stance, which may limit the self-disclosure of qualified supervisees. The implications of this perspective are discussed. KEY PRACTITIONER MESSAGE: Supervision is a key process in supporting qualified clinical psychologists and the use of disclosure appears to be important in facilitating useful supervision. It appears that clinical psychologists go through a number of complex processes in deciding whether to self disclose.

Attachment theory has been proposed as a suitable framework within which to understand and explore the therapeutic alliance. This review systematically explores research that has examined the relationship between clients' self reported attachment patterns and the therapeutic alliance. Methodological characteristics and study findings are reviewed and discussed with the aim of concluding whether assessing clients' attachment patterns would be beneficial to therapy. In spite of inconsistencies with regards to the measurement and conceptualisation of attachment and the alliance, the evidence suggests that clients who rate themselves as having a more secure attachment pattern are likely to rate the alliance as stronger. The implications of this for therapeutic practice are discussed.