TY - JOUR
T1 - Preparing Master of Clinical Psychology students for the workforce
T2 - a qualitative investigation of the benefits of a youth dialectic behavioural therapy placement
AU - Naylor, Annaleise
AU - Buckmaster, Dean
AU - Watsford, Clare
AU - McIntyre, Emily
AU - Rickwood, Debra
N1 - Funding Information:
This work was supported by the Capital Health Network under Grant [PAC050].
Publisher Copyright:
© 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
PY - 2023/7
Y1 - 2023/7
N2 - Objective: Clinical psychology master’s degree students require intern placements that support them to attain work-ready competencies. With the growing focus in Australia on addressing rising youth mental health issues, dealing with complexity, suicidality and self-harm are critical workforce skills. Yet, students are often not exposed to such presentations during their practicums. This study examined students’ experience of such exposure through a youth dialectic behaviour therapy placement. Methods: Participants were 11 clinical master’s degree students who completed a youth dialectic behaviour therapy practicum placement and participated in semi-structured interviews reflecting on their placement experiences. Interviews were transcribed and thematically analysed. Results: Five themes were identified: a community working as a community; beyond the training manual; confidence to work with complexity and risk; enhanced personal development; and acknowledging and overcoming stigma. The results clearly demonstrated that a highly supported, collaborative, learning experience with high-risk and complex clients, and their families, could provide clinical students with the skills and confidence to work with this client group. Conclusions: The five themes revealed key learning supports and opportunities that enabled clinical psychology students to gain experience and confidence working with high-risk young people, a much-needed mental health workforce capability. Other practicum experiences may benefit from considering these approaches to learning.
AB - Objective: Clinical psychology master’s degree students require intern placements that support them to attain work-ready competencies. With the growing focus in Australia on addressing rising youth mental health issues, dealing with complexity, suicidality and self-harm are critical workforce skills. Yet, students are often not exposed to such presentations during their practicums. This study examined students’ experience of such exposure through a youth dialectic behaviour therapy placement. Methods: Participants were 11 clinical master’s degree students who completed a youth dialectic behaviour therapy practicum placement and participated in semi-structured interviews reflecting on their placement experiences. Interviews were transcribed and thematically analysed. Results: Five themes were identified: a community working as a community; beyond the training manual; confidence to work with complexity and risk; enhanced personal development; and acknowledging and overcoming stigma. The results clearly demonstrated that a highly supported, collaborative, learning experience with high-risk and complex clients, and their families, could provide clinical students with the skills and confidence to work with this client group. Conclusions: The five themes revealed key learning supports and opportunities that enabled clinical psychology students to gain experience and confidence working with high-risk young people, a much-needed mental health workforce capability. Other practicum experiences may benefit from considering these approaches to learning.
KW - Clinical psychology practicum
KW - complex presentations
KW - confidence
KW - professional development
KW - supportive community
KW - youth mental health
UR - http://www.scopus.com/inward/record.url?scp=85164728390&partnerID=8YFLogxK
U2 - 10.1080/13284207.2023.2227768
DO - 10.1080/13284207.2023.2227768
M3 - Article
AN - SCOPUS:85164728390
SN - 1328-4207
VL - 27
SP - 352
EP - 362
JO - Clinical Psychologist
JF - Clinical Psychologist
IS - 3
ER -