Objective The appropriateness of quantitative surveys has been questioned with First Nations participants. Using audio-recorded interviews with First Nations mothers, this study aims to examine conversations occurring between interviewers and participants during survey administration, and to explore implications for the design, delivery and data quality of quantitative surveys.Method Hypothesis coding was used to determine the objectives of dialogue exchange within 27 audio recorded interviews.Results Dialogue between the researcher and the participant occurred (1) to ensure accurate data by "facilitating participant understanding of the item" and "specifying participant response to the item" and (2) for building connection and understanding through dialogue initiated by the interviewer to "explore participant context" and dialogue initiated by the participant in "spontaneous sharing of stories".Conclusions Dialogue during survey administration represented a process of meaning-making, to come to mutual understanding of items and responses, and embedded social exchange by giving space for stories and connections. Findings have implications for the inclusion of qualitative elements in survey design, the logistics of conducting survey-based data collection in remote First Nations communities and, importantly, the potential for improved quality of quantitative data gathered with First Nations participants.
Objective Assessment mapping is a targeted strategy for improving alignment between assessment tasks, learning outcomes, and accreditation requirements in higher education. This paper aims to distinguish assessment mapping from curriculum mapping and provide practical guidance for its implementation within psychology education.Method Drawing on principles of constructive alignment and backward design, as well as the authors' experiences of psychology programme (re)design within the Australian Psychology Accreditation Council (APAC) framework, the paper synthesises relevant literature and practice-based insights to develop five practical tips for implementing and sustaining assessment maps.Results The five tips address common challenges associated with assessment mapping, including defining scope and terminology, allocating workload responsibilities, visualising assessment data, and engaging students in assessment processes. Together, these strategies support more transparent, competency-based programme design and facilitate programme-level reflection.Conclusions Assessment mapping offers a practical and transferable approach to enhancing assessment quality, pedagogical coherence, and accreditation readiness. The framework presented may assist educators and programme leaders in implementing sustainable assessment mapping practices across higher education contexts.
ObjectiveMethods of sustaining Suicide Prevention peer workers in their uniquely demanding roles are poorly understood. The present study sought to explore the experiences and impact of a Community of Practice (CoP) established by the Illawarra Shoalhaven Suicide Prevention Collaborative for Suicide Prevention peer workers.MethodEight participants elected to participate; all were currently or previously employed as Suicide Prevention peer workers. This qualitative study incorporated both semi-structured interviews and a focus group to understand how CoP meetings were received, if they met the initial objectives of the initiative, and how the CoP could be improved. Interview transcripts were analysed using Reflexive Thematic Analysis and a Dialogical analysis.ResultsThree central themes were generated: (1) Celebrating the Humanistic Principle of Suicide Prevention Peer Work, (2) Appreciating the Inherent Expertise of Suicide Prevention Peer Work, and (3) Hopes and Imaginings for Future Communities of Practice. Overall, our participants found that the CoP helped them to navigate the emotional and professional challenges of Suicide Prevention peer work in a supportive learning environment.ConclusionThe findings indicated that an inter-organisational, peer-driven structure encouraged ongoing engagement with the CoP. This novel study contributes to the literature base by identifying what factors determine safe and sustainable participation in the Suicide Prevention peer workforce.
ObjectiveLittle is known about healthcare providers' (HCPs) experiences implementing digital self-guided mental health programs within their services for lesbian, gay, bisexual, trans, queer, asexual and other sexual, romantic and gender minority identities (LGBTQA+) people. This work aims to understand HCPs' perceptions of barriers, facilitators and recommendations for implementing digital self-guided mental health programs within LGBTQA+ contexts.MethodsAn online survey was disseminated to HCPs with experience providing care to LGBTQA+ people in Australia. Data were analysed descriptively and using inductive qualitative conventional content analysis of open-ended items.ResultsThe most common barrier to implementation revolved around client accessibility (47, 52.2%) - often described as the impact of technology access, living with a disability and having a safe place to complete programs. Facilitators of implementation often involved supporting integration into clinical care through training (49, 43.8%) and providing information on programs available (17, 15.2%).ConclusionOur results suggest that HCPs have few logistical barriers regarding the implementation of programs, but programs need to be carefully designed to be accessible and safe for LGBTQA+ end-users. These findings within an LGBTQA+ context mirror findings within other populations, highlighting the need for interdisciplinary collaboration to maximise implementation alongside community-led program design.
ObjectiveClinicians often rely on judgement rather than validated tools to assess symptom credibility. Understanding how clinical judgement compares to objective measures is crucial, as self-reported symptoms can significantly influence diagnosis and treatment.Method Eleven clinicians from a group private practice were asked to predict the IOP-29 False Disorder Probability Score (FDS) for n = 154 non-litigants seen for neuropsychological assessment, based on their judgement of the examinee's self-report credibility. These predictions were compared to actual IOP-29 FDS scores using different cut-offs. Test-operating characteristics of clinician-predicted versus actual IOP-29 FDS scores were calculated for the three cut-offs, and secondary analyses examined the effect of culturally and linguistically diverse (CALD) status on prediction accuracy.ResultsCohen's Kappa (.08, -.07 - .24) and intra-class correlation (ICC = .33, .18-.46) values showed poor agreement between clinician-predicted and actual IOP-29 FDS scores. Although the specificity was acceptable (90.7%, 83.6-95.5), sensitivity of the clinical judgement of symptom validity was low (19.6%, 9.4-33.9). CALD status had no bearing on FDS prediction accuracy.ConclusionsClinicians are unable to accurately judge the validity of symptom reporting relative to a validated symptom validity measure, highlighting the need to administer such measures routinely in clinical practice.
ObjectiveThe Australian psychology training landscape is changing, and simulation is increasingly being used. Therefore, it is essential for educators to accurately assess the quality of such training activities. This article outlines the development of the Quality in Psychology Simulation Instrument (QPSI), a measure for educators to evaluate the quality of Simulated Learning Activities (SLA) at all psychology training levels.MethodNine psychology academics with simulation expertise used an iterative cycle of item development, piloting, refinement, and redeployment to develop a consensus measure for assessing SLA, based on the postgraduate psychology SLA best-practice guidelines. Team members piloted the QPSI in their teaching areas. The revised measure was further piloted by two subject matter experts.ResultsThe final 45-item QPSI possesses good face and content validity for use across undergraduate and postgraduate psychology curricula, offering user-friendly means to assess SLA quality across educational contexts.ConclusionsThe upcoming changes to Australian psychology training pathways may require increased SLA use. By offering a standardised structure and approach, the QPSI could guide SLA design, enhance cross-institutional collaboration and benchmarking, improve transparency, rigour, and quality, and facilitate compliance with accreditation standards and best-practice guidelines. Further psychometric evaluation of the instrument is warranted.
Objective The integration of mentalisation principles into behaviour therapy has been minimally explored. This study investigated the application of these principles within a parent-assisted graded exposure intervention for childhood anxiety disorders, aimed at evaluating feasibility, acceptability, and preliminary outcomes. Method Twenty-one children aged 5-11 years and their parents participated in a seven-session integrated psychotherapy programme delivered via telehealth. The intervention combined graded exposure with attachment and mentalisation-informed psychoeducation delivered primarily to parents. Parent-reported measures of child anxiety, parental reflective functioning, parental self-efficacy, and symptom impact were administered at pre-intervention, post-intervention, and 4-6 week follow-up using a single-group design. Results Significant reductions in child anxiety symptoms and functional impairment were observed over time, alongside significant increases in parental self-efficacy. No significant changes were observed in parental reflective functioning. The intervention demonstrated a retention rate exceeding 70%, no reported adverse events, and was rated as helpful by participants. Conclusions These findings provide preliminary support for the feasibility and acceptability of integrating mentalisation-informed strategies within parent-assisted graded exposure therapy. Given the pilot design, results should be interpreted as hypothesis-generating, highlighting the need for randomised controlled trials to examine mechanisms of change and determine benefit beyond standard parent-led cognitive behavioural therapy.
We outline a rationale for a novel model of paediatric psychological assessment and postgraduate clinical psychology and neuropsychology training to improve psychological assessment services to the community. This is especially critical for children where untreated mental disorders can have a profound impact on a child's development. Currently, Australian postgraduate psychology training is predominantly discipline specific, for example clinical psychology and neuropsychology specialisations, however once in the workforce, there is increasing overlap in the competencies required. Children experiencing significant mental health challenges, sometimes as the result of some form of developmental difficulty or adversity, need comprehensive psychological assessments to ensure that appropriate supports are put in place to optimise their development. This requires expertise from both clinical psychology and neuropsychology disciplines, yet this rarely occurs. Our model aims to improve the development of competencies through the provision of paediatric placement training for clinical psychology and neuropsychology trainees. Board approved supervisors in both disciplines, support trainees to deliver comprehensive and family-focussed neurodevelopmental, cognitive, and mental health assessments of school-aged children experiencing complex challenges. Our model is presented with preliminary evaluation plans to assess: impact on competency development for postgraduate psychology trainees; and impact for clients and families of the service.
ObjectiveReflecting the shift towards a biopsychosocial understanding of autism, the professional training, Adapting Family Therapy for Autism (AFTA), emphasises systemic support for autistic individuals and their families and prioritises their unique strengths and perspectives. The present study is an evaluation of AFTA's impacts on participants' knowledge and attitudes.Materials and MethodsClinicians who had completed AFTA training were purposively sampled. Semi-structured interviews guided by the New World Kirkpatrick Model (NWKM) were conducted within 2 weeks of their training completion. Reflexive Thematic Analysis (RTA) used to analyse the data in the current study. This analytical approach explicitly recognises and incorporates the researchers' active role in knowledge production.ResultsThe results suggest AFTA has motivational influences on participants to implement learning content and re-evaluate their existing therapy approaches, and provide a warm space for learning and intentional engagement design. Participants became aware that family therapy can be adapted to support neurodiverse families. Furthermore, participants showed intention to transfer knowledge and skills gained during the training to their workplace by thinking through and addressing obstacles to implementation.ConclusionsThe AFTA training has motivated participants to re-evaluate their clinical practices and implement new systemic approaches. This positive impact is likely attributable to the neuro-affirming core beliefs, diverse learning activities, and a focus on practical application.
Objective Web-based, self-guided programs offer an avenue to help circumvent barriers to mental health support experienced by neurodivergent individuals. However, little is known about how healthcare providers perceive this care modality. This paper explores Australian healthcare providers' perspectives towards web-based, self-guided programs, including their professional recommendations for program design. Method Healthcare provider perspectives were collected through an online survey with both open and closed questions. Participants were primarily recruited through invitation-only social media sites for Australian healthcare providers. Data were analysed using reflexive thematic analysis and conventional content analysis. Results The sample of 73 Australian healthcare providers (mostly psychologists, 73.6%) indicated generally positive attitudes towards web-based, self-guided programs due to their potential to accommodate neurodivergent people's healthcare needs. Participants emphasised that these programs should provide client-centred care that supports, rather than supplants, face-to-face therapy. They also identified neuroaffirming content, psychoeducation, and customisability options that enable individualised care as important design features. Conclusions Web-based, self-guided programs need to accommodate the unique experiences of neurodivergent individuals and be nested within a broader system of care that provides neuroaffirming mental health support.
Objective This study explored the eating disorder (ED) help-seeking and treatment journey of Australians since the initiation of the ED Medicare Benefits Schedule (ED-MBS) items. Methods Five hundred and five people with lived experience of an ED (86.6% female, M-age = 28.9 [SDage = 10.3], 53.3% anorexia nervosa) and 178 people with lived experience of caring for someone with an ED (92.6% female, M-age = 48.9 [SDage = 9.6], 68.9% anorexia nervosa) were recruited and participated in a cross-sectional online survey. Data were analysed using t-tests or ANOVA for continuous variables and chi-square tests for categorical variables. Results There was a substantial delay between onset of symptoms and access to treatment. Despite delayed access, advantages were noted for receiving treatment under the ED-MBS versus other pathways, including less difficulty in the referral process, higher uptake of treatment following referral, receiving treatment in line with referral, and less difficulty in accessing treatment. Access to 20-session specialist progress reviews was difficult under the ED-MBS. Conclusions We found several barriers to help-seeking and accessing adequate treatment for people experiencing EDs. The ED-MBS appears to alleviate some of these difficulties through additional services and may present a model for healthcare systems in other countries.
Objective: Cognitive Behavioural Therapy (CBT) is the most evidence based psychological intervention for a wide range of mental disorders and is central to clinical psychology training. Although several methods support trainees in developing CBT skills, little research has explored their experiences of learning CBT. This study examines which CBT tools and concepts postgraduate clinical psychology students find challenging and which they view as essential to understanding CBT theory and practice. Materials and Methods: A qualitative, phenomenological approach was used to explore the learning experiences of 29 postgraduate trainees enrolled in a 2 year Master or 3 year Doctor of Psychology (Clinical) program at an Australian university. Five focus groups were conducted using semi structured questions to identify troublesome, integrative, and transformative CBT concepts, guided by the threshold concepts framework. Data were analysed using thematic template analysis. Results: Students identified core CBT tools and concepts across four domains: the CBT model, CBT characteristics, CBT techniques, and practising CBT. Conclusions: Findings provide insight into how trainees developmentally acquire CBT knowledge and skills. Experiential and reflective learning activities that promote authentic engagement with CBT are recommended. RET POINTS What is already known about this topic: (1) Training in CBT remains a prominent feature in clinical psychology education preparing students to deliver it competently and optimise client outcomes. (2) Few studies explore the views of clinical psychology trainees as to how they acquire CBT knowledge and skills. (3) Incorporating the views and experiences of students is a valuable means of improving the relevance and effectiveness of education and training. What this topic adds: (1) An understanding of the CBT skills and concepts that students describe as both challenging and transformative at different stages of their learning. (2) Support to clinical psychology educators to better attune to students stuck points and avoid their rote application of CBT. (3) Stronger emphasis on experiential CBT training methods that may help trainees grasp the practical importance of key CBT concepts for effective practice.
Misconduct by psychologists causes harm to clients, professionals and health care systems. Yet teaching ethics to mental health professionals can be challenging due to lower engagement and mixed evidence for its efficacy. We consider how experiential learning, or active learning, is as an effective way to teach ethics, as it promotes empathy, reflection and insight. We consider the theory and application of using experiential learning to teach ethics to mental health professionals. We consider how experience shapes virtue and character, which in turn influences all other aspects of ethical behaviour. We describe the importance of making ethics practical rather than theoretical or rules based. We ask students to develop their own ethical decision-making frameworks and apply these to realistic case studies. We describe the use of simulations, interactive multimedia and artificial intelligence to promote engagement. We consider the indirect influence of the "hidden curriculum" which shapes a student's professional behaviour. We argue that more than any other course, ethics training influences every part of a psychologist's practice. We argue experiential learning can shape professional behaviour and that it should be a cornerstone of ethics training.
ObjectiveInternet-delivered cognitive behaviour therapy (iCBT) has the potential to increase treatment accessibility for culturally and linguistically diverse (CALD) groups. In Australia, only one non-English iCBT program is offered in routine care. This study examined the use and outcomes of a Chinese-language iCBT depression program in the general Australian community.MethodRoutine data collected from users of the THIS WAY UP iCBT Chinese Depression program were analysed. Measures of depression symptom severity and psychological distress were administered at three timepoints and treatment effects were assessed via intention-to-treat linear mixed models.ResultsN = 297 adults registered to undertake the program, and 238 (80.1%) commenced treatment. Medium and large effect size reductions in depression symptom severity (Hedge's g = 0.72, 95%CI: 0.54-0.91) and psychological distress (g = 0.90, 95%CI: 0.71-1.09) were observed pre- to post-treatment. Program adherence was modest with approximately 36% of program commencers completing all six program lessons.ConclusionsThere was modest engagement with a Chinese-language iCBT depression program by Chinese Australians in the community through organic channels. This study supports the effectiveness of the Chinese iCBT depression program in a routine care setting and the demand for language- and culturally appropriate digital mental health interventions for CALD communities.
