The experience of therapy trainees and therapists participating in research Mark Widdowson, University of Leicester

Research-Practice Gap

Participants and Method  Two focus groups held at two different institutes  16 participants (5 male, 11 female)- all post- foundation year trainee TA psychotherapists at UK based institutes, mostly with no previous research training.  Focus groups transcribed and analysed using Thematic Analysis (Braun and Clarke, 2006)

The focus group questions  What are your perceptions of psychotherapy research?  What experiences have you had with psychotherapy research?  What concerns would you have about getting involved in psychotherapy research?  What stops you or puts you off getting involved in psychotherapy research related to your practice?  What preparation and support would you need in order to get involved in psychotherapy research that would involve collection of data about you and your practice?

Results  Superordinate Themes:  Barriers to participation in research  Perception that research is important  What would be facilitative to encourage participation

Barriers to Research Engagement  Lack of knowledge  Negative perception of research

 Prototype Theme Statement- Lack of Knowledge:  I don’t know enough about research… I don’t know what has been done, or what existing research has found and I don’t know how to do research

 Prototype Theme Statement: Negative Perception of Research  My negative impression of research is that it… Isn’t for people like me, it is complex, boring and time consuming, it is not relevant to the practice of therapy and is an ethically dubious activity

Importance of Research  Understanding and improving how therapy works  Developing the profession

 Prototype Theme Statement: Importance of Research  I know research is important… to help us to understand how therapy works, to improve how we do therapy, to contribute to our profession and to promote wider acceptance of TA and psychotherapy

Facilitating engagement in research  Need for practical research training  Benefits of taking part  Clarity of expectations  Protection from negative impact  Contribution, acknowledgement and belonging  Enhanced professional development

 Prototype Theme Statement: What would be facilitative- preconditions  I will do research if… I am taught about practical research methods, It is practical, manageable and interesting, if I will benefit from doing it, if you are clear with me and my client about what will be expected of us, if my client or the therapy won’t be adversely affected, if I get a clear sense of what my contribution will be and if I am supported by my professional colleagues

 Prototype Theme Statement: What would be facilitative- meeting my needs  What I want from participating in research is… to feel protected and supported and for my belonging needs, recognition needs and my professional developmental needs to be met

 Address negative perceptions of research  Ensure expectations of therapist and client are clear  Clarity around how the therapist will benefit from participating