Conference Agenda

Psychologists experience mental health difficulties at rates similar to the general population, including non-suicidal self-injury (NSSI). In this mixed-methods study (convergent parallel design), we explored the lived experiences of psychologists in Australia who have a history of NSSI, including how these experiences impact their work; decisions about disclosure to supervisors, colleagues, and clients; and choices concerning scar concealment. Ninety psychologists (65 provisional, 25 general) participated in an anonymous online survey that collected quantitative and qualitative data. Few psychologists had disclosed their NSSI history to supervisors (7.8%), colleagues (29.1%) or clients (2.2%). NSSI-related scar concealment (e.g. client work, supervision) was common in professional contexts. Four themes were generated using reflexive thematic analysis: 1) Just one part of me, 2) Stigma fuels fear, 3) A history of value that need not be told and 4) Walking the tightrope of disclosure. This study challenges assumptions that psychologists are immune to the conditions they treat, an assumption that needs to be disputed openly in training and research. Findings have implications for psychology and supervisory training, including how to cultivate safer, inclusive learning spaces that destigmatise lived experiences of mental health difficulties. These findings may inform future guidelines and combat stigma associated with NSSI.

This presentation focuses on how we can educate clinical psychology students to become reflexive practitioners by building on theories and concepts from rhetorical studies. Rhetorical studies of mental health (Reynolds, 2018; Melonçon et al., 2020) theorize and examine how language creates certain understandings of our mental health and how these understandings become persuasive and influence how we act upon our or others' ‘healthy’ or ‘ill’ bodies/minds. My contribution is based on a research project in which master students in clinical psychology rhetorically analysed cultural constructions of ‘mental health (problems)’ in Ellen Forney's autobiographical graphic novel 'Marbles: Mania, Depression, Michelangelo and me' (2012). A qualitative content analysis of students’ reflective reports reveals that some students take a position of rhetorical othering, where being rhetorical and subjective or situated is only attributed to the Other (here: the patient) and personal assumptions are left unquestioned. Nevertheless, most students take a position of rhetorical listening, using rhetorical concepts to reflect on their own assumptions and on the different cultural logics, and the ethical and political ramifications of these logics, in which psychological practice and knowledge on ‘mental health (problems)’ are inevitably embedded. I conclude with some recommendations to implement 'rhetorical reflexivity' in the classroom.

This research project explores the psychological dimensions of social spaces in acute inpatient wards, understanding and making sense of how inhabitants interact within both existing and newly developed environments. Acute wards are collective care spaces, monitored and supported by clinical staff, where individuals with diverse backgrounds and support needs coexist. These social spaces play a crucial role in fostering interaction and aiding recovery. However, despite their therapeutic importance, little research has focused on the lived experience of these spaces.

Drawing on mental health and cognitive neuroscience research, this project seeks to capture the emotions, thoughts, bodily sensations, and perceptions of inhabitants as they engage with traditional and contemporary environments. Two studies have been conducted: the first employs a visual qualitative approach using photo production in a current hospital setting, while the second utilises virtual reality to simulate a new environment. A multi-perspective interpretative phenomenological analysis is underway to understand how patients and staff experience existing social spaces and their perceptions of new (albeit virtual) ones.

By adopting an ecological approach, this research aims to deepen our understanding of these unique and complex spaces, highlighting their vital role in inpatient care.

Mixed-race identity remains under-researched in mental health and psychotherapy literature, despite mixed-race people being one of the largest and fastest-growing racialised groups in the world. Like all therapists, mixed-race therapists need to reflect on how their racial identity may come into their therapeutic practice, to help navigate dilemmas, yet without research and discussion there is no context or support for this. Using a qualitative semi-structured interview design, I generated and analysed 10 mixed-race therapists’ accounts, asking: How do mixed-race therapists experience their racial identity in the therapeutic professions? Reflexive thematic analysis yielded two main themes: How does my mixed-race identity fit into my therapeutic practice? and Entering the therapeutic profession compounds feelings of being alone, othered and confused as a mixed-race person. These themes highlight othering of mixed-race therapists in therapeutic professions, compounded by binary conceptualisations of racial identity which exacerbate practice-based dilemmas. This demonstrates the importance of intersectional approaches to conceptualising racial identity. As the presenter, I hope to make space for discussion of qualitative research methods and approaches to therapeutic training, development, and practice that value and welcome experiential differences in identity. The University Research Ethics Committee of the University of Manchester granted ethical approval for this research.

Neutral themes may develop into highly sensitive ones in a troubled world. New authoritarianism is a societal context in which the values of the helping professions become threatened, potentially leading to derailment and deprofessionalization. Academics in social work with diverse research backgrounds from different Hungarian universities have conducted a community autoethnography (CA) session to study their notions concerning the impact of emerging far right ideologies on social work and reach a deeper understanding of the problem. Practicing CA acknowledges the importance of researchers’ own experiences and requires systematic, detailed and honest observations, ongoing reflections and interpretations. Here, we have explored how our professional community construes this specific theme and proceed towards a common conceptualization to facilitate further research. The method has resulted in a rich material, also promoting trust and collaboration in a research team where not every member knew each other but were connected by their common professional values. In this study, the verbatim transcription of the discussion was analysed and then complemented by the participants’ subsequent reflections. The emerging conceptual network shows the unique strengths of the method. Ethical challenges inherent in CA are also raised in the presentation.