The role of emotions in training and clinical supervision of professionals working in community mental health services: an exploration of the Lazarus model

Abstract

Many mental health professionals trained in psychosocial interventions (PSI) do not implement their newly acquired skills with clients. One reason for this may be the role that emotions play in training and its transfer. Therefore, the Lazarus (1991) model of emotions provided the theoretical background for this study. Objectives The objectives of the research were to:1) Describe the experience of emotions in training and transfer 2) Operationalise the Lazarus model, so as to measure emotions in training 3) Test the model, through an investigation of the possible interactions between stress, coping and emotions experienced by mental health professionals in the transfer of their learning into clinical practice. Hypotheses I. Emotions play an important role in both the acquisition and the transfer of new skills in a professional setting. II. The use of coping mechanisms facilitates the process of learning new clinical skills and their transfer Methods To achieve these objectives and to test the hypotheses, different methods were used. A semi-structured interview was constructed and administered to twenty-one mental health professionals. Data were analysed using an inductive content analysis a questionnaire was then constructed and administered to 102 trainees receiving PSI training. Links between emotions, training and transfer were assessed through bivariate correlations. Lastly, a multiple baseline design was implemented; data were collected through a daily diary from 4 supervisees. The implemented intervention consisted of "revitalised clinical supervision". Data were analysed using visual inspection of graphs, and autoregression analysis.