Postgraduate clinical psychology students' perceptions of an Acceptance and Commitment Therapy stress management intervention and clinical training

Abstract

Background Research into stress management interventions for clinical psychology trainees (CPTs) is limited, despite evidence indicating that these individuals are at risk for elevated stress, which can negatively impact personal and professional functioning. This study explored: (1) CPTs' perceptions of a previously evaluated Acceptance and Commitment Therapy (ACT) stress management intervention; and (2) their satisfaction with clinical training and suggested programme changes. Methods Fifty‐six postgraduate clinical psychology students completed questionnaires. Qualitative and quantitative data concerning students' views of an ACT stress management intervention and clinical training were collected. Results Most CPTs reported that they would recommend the intervention to other CPTs and that they found it personally and professionally useful. The majority of participants also reported marked improvement on indicators of psychological flexibility. Qualitative data suggested three broad structural changes to clinical training (better preparation prior to commencing clinical work, reduced workload, and better organisation), some of which have implications for curriculum development. Conclusions Findings support the use of an ACT stress management intervention for addressing CPT stress and the integration of self‐care into the curriculum.

Training in acceptance and commitment therapy fosters self‐care in clinical psychology trainees

“…Findings support the interweaving of training in therapy competencies and self‐care skills via a self‐as‐laboratory approach within an ACT framework. The foundation for such training should be experiential learning and demonstration, which is consistent with published data on CPTs' suggested improvements for clinical psychology training (Pakenham & Stafford‐Brown, ; Scott, Pachana, & Sofronoff, ). The course described in this study provides a prototype for how training in ACT competencies and self‐care skills can be delivered.…”

“…ACT processes mediated the intervention effects on distress, self‐compassion, and counseling self‐efficacy. Further, qualitative data showed that most participants reported the application of ACT strategies personally and professionally, and an intention to continue using these in both areas (Pakenham & Stafford‐Brown, ).…”

Using the Repertory Grid Technique to Examine Trainee Clinical Psychologists' Construal of Their Personal and Professional Development

“…Groups based on ‘third‐wave’ cognitive–behavioural approaches, which aim not at removing stress but rather at fostering a different way of relating to it, have been found to be effective in managing trainee stress. These include mindfulness‐based stress reduction groups for trainee therapists (Shapiro et al ., ) and acceptance and commitment therapy groups for clinical psychology trainees (Pakenham & Stafford‐Brown, ; Stafford‐Brown & Pakenham, ). Groups based on compassionate mind theory (Gilbert, ) may be helpful for high achieving, perfectionist trainees whose drive and threat affect systems that may be overactive relative to their soothing affect system.…”

Pilot evaluation of the impacts of a personal practice informed undergraduate psychotherapy curriculum on student learning and wellbeing

“…Promoting self‐care during training provides career‐sustaining skills that can prevent burnout across all career phases. Preliminary data suggest that incorporating self‐care into a postgraduate psychotherapy curriculum using SP/SR promotes self‐care behaviours during training and confidence in maintaining them in later career (Pakenham, ; ; ; Pakenham & Stafford‐Brown, ). However, explicit instruction in self‐care is lacking in undergraduate psychology programs (Pakenham & Stafford‐Brown, ; Wise, Hersh, & Gibson, ).…”