Service users’ experiences of participation in clinical psychology training
| Published date | 06 November 2017 |
| DOI | https://doi.org/10.1108/JMHTEP-03-2017-0018 |
| Pages | 337-349 |
| Date | 06 November 2017 |
| Author | Meadhbh Campbell,Charlotte Wilson |
| Subject Matter | Health & social care,Mental health,Mental health education |
Service users’experiences of participation
in clinical psychology training
Meadhbh Campbell and Charlotte Wilson
Abstract
Purpose –The purpose of this paper is to explore mental health service users’experiences of involvement in
a clinical psychology course.
Design/methodology/approach –Five participants were recruited from a service user and carer group
aligned to a university professional clinical psychology course. Data were collected using semi-structured
interviews and data were analysed using an interpretative phenomenological analysis (IPA).
Findings –Four superordinate themes, group processes, advocating, transforming and power, were drawn
from the data, with ten subthemes emerging capturing experiences on the personal, professional and
group levels.
Research limitations/implications –The study is not generalisable and has a small number of
participants. However, many of the themes have resonance with existing literature.
Practical implications –Service user initiatives need to consider the personal and contextual issues that
service users may have experienced prior to their involvement. The needs of service user initiatives
may change over time. Such initiatives must evolve in conjunction with the personal and political journeys
of participants.
Originality/value –Few studies have explored the experiences of mental health service users in clinical
psychology training using a robust methodology. The current study suggests that eliciting these experiences
highlights factors that facilitate involvement as well as the barriers.
Keywords Service users, Participation, Interpretative phenomenological analysis, Clinical psychology training
Paper type Research paper
Involving service users in the education of mental health professionals has developed from both
ideological and pragmatic premises (Crepaz-Keay et al., 1998). Ideologically, involving service
users in training of mental health professionals acknowledges and values their expertise in mental
health issues and mental health services and recognises their rights to determine what services
should look like. This includes determining the shape of future services. Pragmatically, the
literature suggests a number of reasons for involving of service users in educational courses.
These include challenging of inaccurate stereotypes of service users as incompetent or unreliable
(Basset et al., 2006) and facilitating more collaborative styles of working between stakeholders
(Tew et al., 2012). Service user involvement may positively enhance the training of professional
skills such as empathy or communication skills (Clarke and Holttum, 2013) and facilitate an
environment whereby professionals feel supported in disclosing their own mental health
difficulties. The participation of service users in education can also challenge existing models or
aspects of curriculum or teaching (Dogra et al., 2008; Forrest et al., 2000).
The involvement of service users in education and training has occurred in the context of an
international change in recent years towards a recovery-oriented approach to mental health.
Recovery is regarded as a subjective process whereby an individual with mental health difficulties
experiences a renewed sense of self and social role (O’Connor and Delaney, 2007). It also
incorporates regaining control over one’s life, developing a meaningful life with or despite
difficulties ( Jaeger and Hoff, 2012). The move towards a recovery-oriented approach to mental
health has been reflected in a number of policies nationally and internationally. For example,
“A Vision for Change”; an Irish policy document (Government of Ireland, 2006) promoted
recovery and collaboration between service users, carers and mental health professionals at
Received 10 March 2017
Revised 31 May 2017
7 August 2017
Accepted 7 August 2017
Meadhbh Campbell is based
at the School of Psychology,
Trinity College Dublin,
Dublin, Ireland.
Charlotte Wilson is a Lecturer
in Clinical Psychology at the
School of Psychology, Trinity
College Dublin, Dublin, Ireland.
DOI 10.1108/JMHTEP-03-2017-0018 VOL. 12 NO. 6 2017, pp. 337-349, © Emerald Publishing Limited, ISSN 1755-6228
j
THE JOURNAL OF MENTALHEALTH TRAINING, EDUCATION AND PRACTICE
j
PAGE337
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