Resource restrictions and changes to the ways in which psychiatrists are managed threaten professional autonomy and motivation. With examples from English National Health Service practice, maintaining knowledge and expertise, involvement in education and training, supporting research delivery and developing active followership skills represent transferable and realistic strategies that can improve psychiatrists’ autonomy wherever they work.

Self-reflection is central to the development of psychotherapeutic competence. Given the positive reports of video analysis use in psychotherapy training, we suggest that self-reflection based on video analysis may be particularly effective. The aim of this study was to test whether video-based structured self-reflection (VSR) is superior to memory-based structured self-reflection (MSR) in terms of its effect on students’ psychotherapeutic competence and the therapeutic alliance. As part of a university seminar within a Master’s program, N=34 psychology students (M=25 years; n=32 identifying as female) were randomly assigned to 4 weeks of practice with either VSR (n=16) or MSR (n=18). Independent raters assessed students’ psychotherapeutic competence and the alliance before and after the practice phase (pre- and post-assessment). Students additionally rated their own competence during the practice phase. The written self-reflections were analysed using qualitative content analysis and frequency analysis. A repeated measures MANOVA revealed no significant differences between the study groups in the development of externally rated psychotherapeutic competencies from pre- to post-assessment. An analysis of students’ self-reported competencies during the practice phase revealed a significant time effect (η2G=0.12). Analysis of the written self-reflections showed that students focused mainly on the positive aspects of their behavior. The assumption that VSR is particularly beneficial was not confirmed. It seems that self-reflection requires additional guidance, feedback, and a sufficient time frame to effectively improve trainee skills.

Key learning aims

1. (1) To find out whether video-based structured self-reflection is an effective means of developing students’ psychotherapeutic skills and the therapeutic alliance.

2. (2) To identify the main characteristics of students’ self-reflections and the benefits and challenges they perceive during the self-reflection process.

3. (3) To draw methodologically valid conclusions for the implementation of self-reflection in the university context.

CBT for psychosis is an established and evolving psychological therapy. Historical controversies about the nature of psychosis persist, and more recent debates about the outcome literature lack precision, muddying the waters further. Based on our experience as clinicians, teachers and supervisors, and following NHS and national lead roles, we describe ten common misconceptions about CBT for psychosis. These include misconceptions about the evidence, the focus of therapy, ‘thinking positively’, and the nature of collaboration and the therapeutic relationship. We refute these misconceptions based on current theory, research, and best practice guidelines. We highlight the need to get out of the clinic room, measure the impact of therapy on personal recovery and autonomy, and meet training and governance requirements. It is essential that clinicians, service leads, and our professional bodies uphold core standards of care if people with psychosis are to have access to high quality CBT of the standard we would be happy to see offered to our own family and friends.

Key learning aims

1. (1) To recognise common misconceptions about CBT for psychosis.

2. (2) To counter these misconceptions theoretically and empirically – to inform ourselves, colleagues and service leads committed to ensuring high quality CBT for psychosis.

3. (3) To highlight statutory and professional body responsibilities to ensure parity of esteem for people with psychosis, who deserve high quality, ‘full dose’ treatments delivered by appropriately trained clinicians, and supported by robust governance systems, just as we would expect for people with physical health conditions.

Drawing on extensive experience in training and supervising clinicians in enhanced cognitive behaviour therapy (CBT-E), we have identified ten prevalent misconceptions and communication gaps. These misunderstandings can impact the implementation of CBT-E and may potentially reduce its effectiveness. They include misconceptions regarding CBT-E’s flexibility, suitability for certain patient groups, real-world applicability, and alignment with anti-weight stigma principles. Such misunderstandings may make clinicians hesitant to recommend or deliver CBT-E appropriately. In the present paper, we address these misconceptions and gaps in communication and provide evidence-based guidance on CBT-E practice. We aim to enhance clinicians’ confidence in using CBT-E flexibly and appropriately, with the hope that this will improve its effectiveness.

Key learning aims

1. (1) Recognise common misconceptions and communication gaps about enhanced cognitive behaviour therapy (CBT-E) for eating disorders.

2. (2) Develop an understanding of how CBT-E can be implemented across diverse clinical settings and patient populations.

3. (3) Strengthen therapists’ confidence in delivering CBT-E flexibly while maintaining fidelity to its evidence-based framework.

Psychiatry education at both undergraduate and postgraduate level plays a critical role in shaping the future of psychiatry services. South Asia varies in the training offered and this article captures this aspect.

Background: The risk of respiratory infection varies on the degree of the fit of N95 masks, so education and training of appropriate wearing methods are required. This study was conducted to investigate whether there are differences in the fit of N95 masks among healthcare workers(HCWs) with education and experience in N95 mask-wearing and to assess the effectiveness of N95 mask-wearing training through fit tests. Methods: From October 2023 to February 2024, training on the wearing of N95 masks was conducted through fit tests for 195 high-risk department HCWs and new HCWs at a tertiary hospital. Fit tests was conducted before and after the training. Previous experiences of N95 mask-wearing education were investigated using questionnaires. The fit test was measured using QNFT (Quantitative Fit Test). Data was analyzed using percentages and a chi-square test. Result: Out of the 195 participants, 44 HCWs had experience by group or rote learning. The fit test pass rate in the group with education experience was 45.5%, which was higher than the 32.9% in the group without education experience; however, there was no statistically significant difference (P=0.293). The fit test pass rate for N95 mask-wearing training increased significantly from 35.8% (70 HCWs) before training to 98.5% (192 HCWs) after training (p=0.000). The three HCWs who failed the first test all passed the fit test after retraining using N95 masks of different shapes and sizes. Discussion: It was confirmed that N95 mask-wearing training through fit tests was effective in increasing fit, whereas group or rote learning was not effective. N95 mask-wearing training through fit tests is an effective method to enhance N95 mask fitting. It is essential to explore diverse approaches to sustain the training impact.

Current transitions, such as digital and ecological ones, bring new challenges for organizations, characterized as unknowns. Addressing them requires new management paradigms for which design-based methods show promise. Yet their organizational implementation remains limited, what this paper investigates. Based on a two-year collaboration with a French healthcare company, the study involved developing, delivering and evaluating a four-day training program. Based on interviews and evaluations from 65 participants, results indicate high satisfaction, significant habit disruption and intent to adopt design-based tools. Due to the development of a common language in the organization and the emphasis on learnings’ co-creation, this training had a transformative power. Thus, highlighting its practical value and opening pathways for exploring its long-term impact on organizational practices.

The policy shifts the United States is facing as of late are creating a changing landscape for workers and organizations. These policy shifts are also impacting how industrial-organizational (I-O) psychology professors engage with pedagogy and politics in the classroom and training. Our policy brief emphasizes using policy shifts to support skill building around critical thinking and evidence-based decision making, thereby promoting classroom and training environments that empower the next generation. In this article, we discuss these implications and recommendations for I-O professors (including instructors, faculty, and others responsible for teaching and training the next generation of workers and I-O professionals). We call on I-O professors to intentionally engage with policy shifts in the classroom, emphasize evidence-based practice and provide opportunities to develop these skills, and support I-O advocacy. We recognize that these efforts are not without challenge, and we provide recommendations to reduce the burden on I-O professors and students when critically engaging with this content. Finally, we highlight several sources, including Society for Industrial and Organizational Psychology (SIOP), that provide information on navigating and understanding the ongoing policy shifts.

This paper describes the evaluation of a simple service adaptation and associated brief training for NHS Talking Therapies for Anxiety and Depression (NHS TTad) staff on working with autistic people. A simple question regarding whether clients identified themselves as autistic and an associated data system flag was introduced to an NHS TTad service. A brief training regarding the use of the flag, a brief overview of autism and a consideration of general adaptations that might help autistic people was developed. Core outcomes of confidence and therapy self-efficacy were reported for pre-training, immediately post-training and at three months post-training. At three-month follow-up, six therapists were interviewed to explore changes in practice following the training. There were significant changes in confidence and therapeutic self-efficacy post-training that were maintained at three-month follow-up. Therapists report several changes to practice that they related to the training. This is the first paper to describe and evaluate training for therapists in NHS TTad on working with autistic people.

Key learning aims

1. (1) To describe some of the challenges to NHS TTad services in working with autistic people.

2. (2) To describe the system adaptation and therapist training introduced to this service and the approach to evaluation.

3. (3) To report outcomes from the evaluation of the training for NHS TTad therapists in working with autistic adults.

4. (4) To consider further research and practice in the processes to make NHS TTad services more accessible and effective for autistic adults.