Kemp, Natalie;
Scior, Katrina;
Clements, Henry;
Mackenzie-White, Kathy;
(2020)
BPS/DCP Guidance: Supporting and valuing lived experience of mental health difficulties in clinical psychology training.
[Book].
British Psychological Society: London, UK.
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Abstract
This document has been produced as guidance for the clinical psychology training community in order to increase the likelihood that trainees who experience mental health difficulties will be well supported. Another central aim in producing this guidance was to recognise that mental health difficulties are just as common among mental health professionals and those in training as they are in the general population, and to challenge the silence, stigma and shame that often surrounds mental health difficulties. The guidance considers a range of complex issues that trainees, course staff and clinical supervisors may encounter and outlines what good practice may look like. It notes the importance of creating a culture of compassion and openness at course level, and within the training environment more generally, and how this might be achieved in practice. Guidance is provided on how to understand confidentiality and considerations to hold in mind when reaching decisions about sharing experiences of distress with others in the training environment and professional sphere. Detailed guidance is offered on how to support trainees who experience mental health difficulties, resources to draw on, and ways to manage instances when a trainee may need to take time out from training. It also seeks to demystify professional regulations and the rare instances when they may be drawn on, noting that a proactive approach as outlined in this guidance is always preferable to any regulatory actions. Keeping the needs of those who seek our support central to our work, while affording both them and our colleagues and trainees kindness and compassion should be at the core of our practice and values. Central to this guidance is a belief that where mental health professionals are concerned, knowing when to ask for help and doing so is a sign of professional competence in action and not of failure. We hope this guidance and the recommendations it contains will be received in this spirit.
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