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Music is an experience that can cross personal and professional domains alongside cultural, gender, age and generational boundaries; it can also enhance the learning process through emotional processing and connection. This paper focuses on the learning experience of qualified clinical psychologists (CPs) working in the United Kingdom. This group of CPs had experience of undertaking experiential learning and reflective writing during their professional training. It considers the potential to continue a learning process, 3 years post qualification, through long distance methods using vignette-based material.Empathising with, and understanding, the position of others from differing backgrounds is an important competency within the therapeutic work of CPs and this comes alongside acknowledging and understanding ones’ own experiences, both past and present. CPs work with difficult life experiences and complex issues; connecting constantly can be exhausting and, perhaps, unrealistic. Yet, to truly empathise one must connect with, and understand, the lived experiences of others. We will consider what helps and hinders this process, and how music and other creative mediums can be effectively used in learning even via long distance methods. We will further consider how CPs may be well placed to enhance the learning about, and processing of, difficult emotional experiences for themselves, other clinicians and the people they might work with.
Despite many Clinical Psychology training programmes utilizing reflective practice groups as the preferred method to develop reflective practice skills, there remains little research examining the experiences of such groups from a trainee perspective. Interpretative Phenomenological Analysis was used to explore the experiences of eight qualified Clinical Psychologists who attended reflective practice groups on one Clinical Psychology training programme in the United Kingdom. A purposive sample was recruited for a single, semistructured interview. Five superordinate themes were identified: 'The process: there were so many layers'; 'The impact: an ongoing process'; 'Commitment: I hated it, but I still went'; 'The facilitator: a presence who was not always present' and 'Getting through it: finding ways to cope'. The findings illustrate the varied and complex experiences of the participants. Whilst the experience was often difficult, participants appeared committed to attending and sought out ways to navigate the experience. The results are conceptualised in terms of existing psychological theory and literature. A critique of the research and suggestions for future studies are offered, including exploring the views of the facilitators of such groups and comparing how groups are utilized within different training programmes. Recommendations are made relating to the development of future reflective practice groups, which include consideration of the style of facilitation and the frequency and size of the group.
Eating disorders are becoming increasingly common in men and can affect men at any age. However, research in this area remains scarce. This article explores the experiences of this group of men and considers whether they have differing care needs to those of women, and the potential implications of this for practice. These include the role of shame and stigma, risk assessment and the treatment environment. The authors highlight the importance of undertaking ongoing research in this area to provide evidence for the most effective and appropriate treatment for men with eating disorders.
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