Staff Perspectives of Service User Involvement on Two Clinical Psychology Training Courses

Clarke, SP ORCID: https://orcid.org/0000-0002-6708-0194 and Holttum, S, 2013. Staff Perspectives of Service User Involvement on Two Clinical Psychology Training Courses. Psychology Learning & Teaching, 12 (1), p. 32. ISSN 1475-7257

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Abstract

This study investigated both negative and positive staff perspectives of service user involvement on two clinical psychology training courses as part of an ongoing process of service evaluation. Ten clinical psychology staff from two training courses were interviewed over the telephone by a current trainee clinical psychologist using a semi-structured interview method. Data were coded into textual units of meaning and then analysed using content analysis. The categories most cited by participants regarding the positives of service user involvement were that it 'develops trainees' learning' and 'challenges power differences'. For opportunities of service user involvement to provide benefits to the training courses, most participants cited 'meaningful versus tokenistic involvement', followed by 'strategic involvement'. Regarding negatives and barriers, those most cited were 'differences of opinion or agendas' and 'lack of resources'. Whilst the findings suggested that the service user involvement initiatives on both courses have been well received, research is needed into how service users also experience the process. Interventions that facilitate staff reflection and processing of multiple perspectives was also recommended, particularly with regards to negative experiences of service user involvement.

Item Type:	Journal article
Publication Title:	Psychology Learning & Teaching
Creators:	Clarke, S.P. and Holttum, S.
Date:	2013
Volume:	12
Number:	1
ISSN:	1475-7257
Identifiers:	Number Type 10.2304/plat.2013.12.1.32 DOI
Divisions:	Schools > School of Social Sciences
Record created by:	Richard Cross
Date Added:	02 Dec 2016 10:55
Last Modified:	09 Jun 2017 14:09
URI:	https://irep.ntu.ac.uk/id/eprint/29226

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