No abstract

While there is a drive to promote openness in health care settings and an expectation that staff will raise concerns the reality is that the decision to do this can be very difficult. This is the case for some student nurses. Our results suggest ways in which educationalists might intervene to support students who witness poor practice to report.

This study provides information about how students account for their actions and omissions in relation to the reporting of poor care. Findings suggest ways educators might increase reporting of concerns.

Pre‐pandemic research has suggested that video counselling is as effective as face‐to‐face practice. However, the mass migration of therapy to the online video domain as a result of the COVID‐19 pandemic makes it essential to interrogate the evidence base. This paper provides a critical commentary on how video therapy is defined/labelled, the current evidence about whether video therapy is effective, and whether the working alliance and therapeutic relationship functions differently in video counselling. The paper concludes that while the evidence to date is promising, it is limited in quantity and applicability and hence generalisability. Lack of evidence is not evidence that video therapy is ineffective, but the large gaps in understanding highlight the importance, both ethically and empirically, of further research in this area.

The aim of this paper was to systematically review evidence about nursing and midwifery students' encounters with poor clinical care. We undertook a systematic review of English language empirical research using multiple databases from inception to April 2016. Hand searching was also undertaken. Included papers contained accounts of empirical research which reported on students' encounters with poor care. These were quality-assessed, information was extracted into tables, and study results were synthesized using thematic analysis. N = 14 papers met inclusion criteria; study quality was moderate to good. Study synthesis revealed four themes: i) encounters with poor practice: students encounter poor practice that is likely to be worthy of professional sanction; ii) while intention to report is high in hypothetical scenarios, this appears not always to translate to actual practice; iii) a range of influencing factors impact the likelihood of reporting; iv) the consequences of encountering and subsequently reporting poor practice appeared to have a lasting effect on students. Research is required to determine the frequency and nature of students' encounters with poor care, when and where they encounter it, how to increase the likelihood that they will report it, and how they can be supported in doing so.

The adoption of a pluralistic perspective on research design, processes of data collection and analysis and dissemination of findings, has the potential to enable psychotherapy research to make a more effective contribution to building a just society. A review of the key features of the concept of pluralism is followed by a historical analysis of the ways in which research in counselling, psychotherapy and related disciplines has moved in the direction of a pluralistic position around knowledge creation. Core principles of a pluralistic approach to research are identified and explored in the context of a critical case study of contemporary research into psychotherapy for depression, examples of pluralistically oriented research practices, and analysis of a pluralistic conceptualisation of the nature of evidence. Implications of a pluralistic perspective for research training and practice are discussed. Pluralistic inquiry that emphasises dialogue, collaboration, epistemic justice and the co-existence of multiple truths, creates opportunities for individuals, families and communities from a wide range of backgrounds to co-produce knowledge in ways that support their capacities for active citizenship and involvement in open democratic decision-making. To fulfil these possibilities, it is necessary for psychotherapy research to be oriented towards social goals that are sufficiently relevant to both researchers and co-participants to harness their passion and work together for a common good.

Background Research has shown that counselling skills training in undergraduate programmes is effective. However, there is potential that premature intimacy and disclosures during triad work may impact on relationships which must be maintained out‐with the counselling component of the course. Little research has examined individual pedagogical practices within training. Aim The aim of this research was to explore the experience of the practical skills training component of a counselling course for a cohort of undergraduate students, and the impact of this learning experience. The objective being an evaluation of the use of this approach for this group and of the impact of personal sharing within cohorts of undergraduates. Method Semi‐structured interviews focusing on the experience of skills training and self‐disclosure during training were carried out on 12 undergraduates taking counselling skills modules as part of their BSc Psychology and Counselling degree. Thematic analysis was carried out on the interview transcripts. Results As a result of engagement in skills training and acting as ‘clients’ for one another, individuals perceived the formation of a positive group identity with implicit ‘rules’, but also an impact of training on relationships within the group which relied on the ability to maintain boundaries and personal identities with peers, and this influenced the learning experience. The ability to manage their engagement on the programme was dependent on ongoing support and guidance from tutors. Discussion While this pedagogical approach appears appropriate for facilitating learning and potentially provides a rich learning journey for undergraduate students, tutors must act proactively to ensure a safe learning environment.

This paper presents a systematic case-study analysis of a client who experienced debilitating symptoms of health anxiety. A substantial level of recovery was reported following five sessions of person-centred psychotherapy. Data on the process and outcome of therapy were analyzed using systematic team-based case study methodology. The main process factors that contributed to outcome included emotion processing, meaning-making, collaborative use of metaphor, and the person of the therapist. Implications for theory and practice are discussed. Weitergehen: eine Fallstudie zu Prozess und Outcome bei Gesundheitsangst in einer Personzentrierten PsychotherapieDieser Artikel stellt eine systematische Analyse einer Fallstudie zu einer Klient-Person vor, die behindernde Symptome einer Gesundheitsangst erlebte. Ein substantielles Niveau von Gesundung wurde nach fünf Sitzungen mit Personzentrierter Psychotherapie berichtet. Daten zu Prozess und Outcome der Therapie wurden analysiert mit dem Einsatz systematischer, team-basierter Fallstudien-Methodologie. Die Hauptprozessfaktoren, die zum Outcome beitrugen, beinhalteten das Verarbeiten von Emotionen, das Schaffen von Bedeutungszusammenhängen, den gemeinsamen Gebrauch von Metaphern und die Person des Therapeuten. Implikationen für Theorie und Praxis werden diskutiert.Seguir adelante: análisis del proceso y los resultados de un caso en la psicoterapia centrada en la persona para la ansiedad Este trabajo presenta un análisis sistemático de el caso de un consultante que experiencia debilitantes síntomas de ansiedad. Se informo un sustancial nivel de recuperación luego de cinco sesiones de psicoterapia centrada en la persona. Se analizo información del proceso y resultado de la terapia utilizando metodología sistemática basada en equipo para el estudio de casos. Los principales factores que contribuyeron al resultado incluyeron procesamiento de la emoción, construcción de significado, utilización colaborativa de la metáfora, y la persona del terapeuta. Discutimos implicaciones para la teoría y la practica.