Psychology Educators' Perspectives on Partnering with People with Lived Experience in Psychology Training
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| Title: | Psychology Educators' Perspectives on Partnering with People with Lived Experience in Psychology Training |
|---|---|
| Language: | English |
| Authors: | Rebecca Greenwood, Sarah E. Gordon (ORCID |
| Source: | Higher Education Research and Development. 2026 45(2):418-432. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 15 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Psychology, Masters Programs, Clinical Experience, Foreign Countries, College Faculty, Experience, Mental Health, Nursing Education, Partnerships in Education, Teacher Attitudes, Universities |
| Geographic Terms: | Australia, New Zealand |
| DOI: | 10.1080/07294360.2026.2617306 |
| ISSN: | 0729-4360 1469-8366 |
| Abstract: | Policy requires that mental health consumers be involved in all aspects of mental health service and delivery, including training. The extent to which consumer involvement has been part of psychology training varies across and within programmes but has generally been limited. The overarching aim of the present study was to extend understandings of psychology educators' willingness and attitudes to partnering with consumers to deliver psychology training. Interviews were conducted with 10 clinical psychology teaching staff from universities in Australia and Aotearoa New Zealand and thematically analysed, using social exchange theory to inform development of themes. Findings suggest that consumers bring benefits to the partnership, including reducing stigmatising attitudes of staff and students alike, and a reduction in 'us and them' barriers between health professionals and consumers. Findings further suggested that to receive these benefits, universities would need to see this partnership as important, to reduce stigmatising attitudes that impede equal partnerships, and to provide further opportunities for consumers to influence future mental health professionals. Implications for university systems were identified including proposing changes to accreditation standards to require consumer involvement, and calling on allies to raise awareness among psychology educators about the value of lived experience-led education. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1503667 |
| Database: | ERIC |
| Abstract: | Policy requires that mental health consumers be involved in all aspects of mental health service and delivery, including training. The extent to which consumer involvement has been part of psychology training varies across and within programmes but has generally been limited. The overarching aim of the present study was to extend understandings of psychology educators' willingness and attitudes to partnering with consumers to deliver psychology training. Interviews were conducted with 10 clinical psychology teaching staff from universities in Australia and Aotearoa New Zealand and thematically analysed, using social exchange theory to inform development of themes. Findings suggest that consumers bring benefits to the partnership, including reducing stigmatising attitudes of staff and students alike, and a reduction in 'us and them' barriers between health professionals and consumers. Findings further suggested that to receive these benefits, universities would need to see this partnership as important, to reduce stigmatising attitudes that impede equal partnerships, and to provide further opportunities for consumers to influence future mental health professionals. Implications for university systems were identified including proposing changes to accreditation standards to require consumer involvement, and calling on allies to raise awareness among psychology educators about the value of lived experience-led education. |
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| ISSN: | 0729-4360 1469-8366 |
| DOI: | 10.1080/07294360.2026.2617306 |
