Involving Service-Users and Carers in Clinical Psychology Training

1. Involving Service-Users and Carers in Clinical Psychology Training Karen Smith Service-User and Carer Christine Blincoe Clinical Psychologist

2. What we hope to cover:- Setting the scene Details of involvement to date Evaluation Conclusions

3. Clinical Psychology Training CPs work to reduce psychological distress & to enhance & promote psychological wellbeing Training involves 3 year doctorate Academic teaching Clinical Experience Research Training involves working with clients across the lifespan & in a wide range of settings

4. The Shropshire & Staffordshire Clinical Psychology Doctorate New programme – 1st intake – September 2004 Based within Keele & Staffordshire universities Emphasis on understanding the impact of contextual factors on emotional well being Service users involved in planning through links with local NHS Trusts

5. Selection Procedures Since May 2004: - Interview question-setting Short listing of candidates Interviewing Setting up and marking research-based written exercises Feedback and discussion about future changes

6. Course and curriculum development Service-User/Carer Consultation Group Minutes of all group meetings Discussion on topics as they arise Personal and Professional Development Strategy

7. Contact with students Conferences and Workshops Presentation on ‘Compulsive Hoarding from a Carer’s Perspective’ Attendance at ‘What is a Clinical Psychologist’ Workshop on Solution-Focused Therapy Informal Contact

8. Reflections Education Empowerment Enjoyment Payment

9. As a result: - Involvement with NHS Trusts Interviewing etc. Psychology Advisory Group Meetings with Strategic Health Authority re Workforce Development Co-writing Primary Care Mental Health Strategy National Clinical Psychology Conference

10. Feedback on user involvement in selection Candidates(45) 5 positive comments re: service user involvement “Having a service user present was very encouraging – I talked more about my experience in the voluntary sector than perhaps I would have done if she wasn’t there” Clinicians(42% response) What is the potential contribution of service users to the selection process? Very important – 80% Very limited contribution – 20% “I have some reservation about service users participating unless they have/have been given a thorough understanding of the profession & the tasks, experience, knowledge & understanding required to be a good enough clinician” How well were service users/carers involved in selection? Extremely well – 40% Moderately well -60%

11. Feed back – Service Users & Carers 66% response – 3 cohorts (15 responses) 82% had opportunity to express views in planning of selection process 100% felt the process was adequately planned 100% felt included as a full member in the process 100% felt their views on the applicants carried sufficient weight 73% thought their inclusion in the process affected the final outcome “I was able to highlight prejudice & avoid including people with unsuitable attitudes” 100% felt comfortable as part of the process “When initially faced with applications I felt daunted by the language but my partner explained with simple language & I was able to mark the applicants fairly” Comments:- “Hopefully the selection process was improved & enhanced by the inclusion of service users and carers with their experience of having been on the receiving end of the mental health system” Various recommendations about ways to improve the process

12. Trainee Views – Survey – Parker & Ray - 2007 Trainees across 3 cohorts – 43% response rate Very positive regarding the involvement of service users in selection Less awareness of other service user involvement Results comparable to Khoo, McVicar & Brandon (2004) in terms of benefits

13. How else could service users be involved in clinical psychology training? Course as Product Content, validity, teaching, recruitment Individual Narratives and Collective Voices Influence on Trainees Teaching, co working, safe curiosity, joint working, assessment (both internally and externally) Society and Context Real life views, and experience, critique of profession, links with outside agencies,

14. Conclusions We probably just achieve a level 3 on the Ladder of Involvement (MHHE-2004) – Growing Involvement – need to invest to sustain & develop this Further work is needed on preparation & induction to enhance the contribution of service users & carers – local vs regional & national initiatives How to effectively achieve a wider range of user involvement?