• Building the capacity for psycho-oncology research: A survey of the research barriers and training needs within the International Psycho-Oncology Society (IPOS)

      Lambert, SD; Coumoundouros, C; Hulbert-Williams, NJ; Shaw, J; Schaffler, J; McGill University; University of Chester; University of Sydney (Wolters Kluwer, 2020-07-28)
      Background: The International Psycho-Oncology Society (IPOS) is a multidisciplinary professional network that aims to improve psychosocial care for individuals impacted by cancer. IPOS encourages research activity, recognising that a high-quality evidence-base is essential to provide best-practice, data-driven clinical care. This study aimed to determine the barriers to research involvement and the training needs and priorities of IPOS members, with the goal of facilitating the development of training resources tailored to the needs of IPOS members. Methods: A link to an online, cross-sectional survey was disseminated to all registered members of IPOS via email. The online survey platform SimpleSurvey was used, and questions included demographic characteristics and items related to research interests, involvement, and training needs. High priority research training needs were identified as research tasks respondents rated as highly important, yet possessed a low perceived skill level in. Results: 32% of IPOS members (n = 142) completed the survey. Participants represented 49 countries and were at a variety of career stages. Overall, participants reported spending an average of 17.3 hours per week on research (range = 0 to 80 hours per week), with 69% of respondents wanting to increase their research involvement. The main barriers to research participation included lack of research funding (80%) and lack of protected time (63%). IPOS members identified five high priority training needs: (1) preparing successful grant applications; (2) preparing research budgets; (3) community-based participatory research; (4) working with decision makers; and (5) finding collaborators or expert consultants. Participants suggested funding access, statistical advisors and networking and mentorship opportunities as ways to enhance research involvement. Members preferred online training modules (39%) and mentorship programs (19%) as methods by which IPOS could provide research support. IPOS was viewed as being able to contribute to many aspects of research capacity building such as networking, training, and dissemination of research findings. Conclusions: IPOS has an important role in encouraging research capacity building among members. This survey provides an agenda for workshops and training opportunities. Mainly, for respondents it was less about training in research methods and more about training in how to prepare successful grant applications, including budgets, and receiving mentorship on this as well as having opportunities to collaborate with other researchers.
    • Finding my voice: A qualitative exploration into the perceived impact of person-centred counsellor training upon counsellors who were adopted as a baby.

      Parkes, Charlotte Hannah; Mintz, Rita; University of Chester
      This small‐scale qualitative study explored how qualified person‐centred counsellors who were adopted as a baby perceived the impact of their person‐centred counselling training. The study focused on the adoptees’ experiences of adoption and how these influenced their experience of person‐centred counselling training. Data were analysed using interpretative phenomenological analysis to gain insight into how the participants made sense of their lived experience. The findings supported the difficulties associated with adoption, which not only are present in existing literature and research but also placed an emphasis on the particular vulnerabilities associated with being adopted as a baby. The findings further highlighted the positive impact of person‐centred counselling training on the participants’ personal development, which included the following: increased self‐awareness, self‐acceptance, identity development and ‘having a voice’. The findings confer implications for clinical practice in understanding the experience of adoptees who were adopted as a baby and for trainers in the planning and provision of person‐centred training. The research also identifies the healing aspects of person‐centred counselling training, which facilitated the participants’ positive self‐development. In addition, unique opportunities for counsellors who were also adopted as a baby are suggested and the need for the Adoption Support Fund to be extended to allow an adoptee of any age to access therapeutic support is also identified. The links made between adoption and person‐centred training are an original area of research and are worthy of further exploration.
    • One step forward and two steps back? The ‘20 Principles’ for questioning vulnerable witnesses and the lack of an evidence-based approach.

      Cooper, Penny; Dando, Coral J.; Ormerod, Thomas C.; Mattison, Michelle L. A.; Marchant, Ruth; Milne, Rebecca; Bull, Ray; Birkbeck University of London; University of Westminster; University of Sussex; University of Chester, Triangle, University of Portsmouth, University of Derby (SAGE Publications, 2018-08-19)
      It is a widely held belief that questioning vulnerable witnesses is a specialist skill. In England and Wales vulnerable witness advocacy training built around ‘20 Principles’ has been developed and is being delivered. The 20 Principles do not cite a tested theoretical framework(s) or empirical evidence in support. This paper considers whether the 20 Principles are underpinned by research evidence. It is submitted that advocacy training and the approach to questioning witnesses in the courtroom should take into account the already available research evidence. The authors make recommendations for revision of the training and for a wider review of the approach taken to the handling of witness evidence.
    • Utilising Reflective Practice Groups as pedagogy in ordination training and theological development

      Gubi, Peter M.; University of Chester (Taylor and Francis, 2019-05-03)
      With the Church of England's ([2014. Formation Criteria with Mapped Selection Criteria for Ordained Ministry in the Church of England. https://www.churchofengland.org/media/2139103/formationcriteriaforordainedministryapprovedhofbpsdec2014.docx]) recent formation criteria now requiring ordinands to have a greater degree of reflexive capability, this article considers the pedagogy of Reflective Practice Groups in ordination training and focuses on how reflexivity can be developed in a group context, towards fostering greater spiritual formation, theological reflection, self-awareness, relational practices for pastoral encounter, resilience and self-care practices for ministry. Some ‘foci for reflexivity’ are advocated for use within Reflective Practice Groups in ordination training.