Exposure and response prevention (ERP) is the first-line psychological treatment for obsessive compulsive disorder (OCD). Recent research shows that the Bergen 4-day Treatment (B4DT), which is a concentrated ERP program, can be very effective. However, this intensive format has not been widely implemented, and it is unclear whether positive outcomes are unique to B4DT, or whether a similar intensive ERP program (not based on B4DT) is equally effective. We examined short- and long-term outcomes of the Melbourne Intensive Treatment-OCD (MIT-O) program, an out-patient intensive ERP program for OCD involving an intensive phase of four full-day sessions conducted over two weeks, and a supportive 21-day phase involving self-directed tasks and twice-a-week check-in calls with the therapy team. Participants were 21 individuals with OCD. The severity of OCD, depression, anxiety, stress, obsessive beliefs, and emotion regulation difficulties were assessed at four time points (pre-treatment, post-treatment, 6-month, and 12-month follow-up). Results showed a large and significant decrease in OCD and obsessive beliefs at post-treatment. These improvements were maintained at 12-month follow-up. Using international consensus criteria for treatment response, almost all participants (90.5%) showed at least partial treatment response and one-third were in remission at the final assessment. These results showed that the MIT-O program was effective, but post-treatment and 12-month remission rates were somewhat less favourable than previously published results from the B4DT program. Nevertheless, the MIT-O post-treatment outcomes were comparable to other CBT programs for OCD and should be considered when other longer term treatment formats such as in-patient treatments are not feasible.

1. (1) To evaluate the effectiveness of an intensive exposure and response prevention program in reducing obsessive compulsive disorder (OCD) symptoms.

2. (2) To examine the long-term maintenance of treatment gains at 6-month and 12-month follow-up assessments.

3. (3) To report the treatment response rate and remission outcomes achieved through the intensive format.

4. (4) To consider the broader implementation of intensive exposure and response prevention programs as an alternative format for OCD treatment.

Young adults with a psychotic disorder often experience difficulties in social functioning. We developed a modular virtual reality treatment to improve social activities and participation by targeting common causes of social functioning difficulties in patients with a psychotic disorder (VR-SOAP). This paper details the development of this intervention, encompassing a piloting phase.

Using an iterative Scrum method with software engineers, clinicians, researchers, and individuals with lived experience of psychosis, we developed a treatment protocol along with a software prototype. Subsequently five patients with a psychotic disorder, aged 18–40, and three therapists, piloted VR-SOAP. Feasibility was assessed by means of interviews and session forms. Acceptability was evaluated along the seven domains of the Theoretical Framework of Acceptability (i.e. affective attitude, burden, ethicality, intervention coherence, opportunity costs, self-efficacy, and perceived effectiveness).

The final protocol consisted of the following modules and targets: 1. Motivation and Pleasure (negative symptoms); 2. Understanding Others (social cognition); 3. Safety and Trust (paranoid ideations and social anxiety); 4. Self-Image (self-esteem and self-stigma); 5. Communication (communication and interaction skills). Modules were piloted by the participating patients and therapists. The modules proved feasible and showed a high degree of acceptability on all seven domains of the acceptability framework.

The modular VR-SOAP treatment protocol and prototype was acceptable and feasible for therapists and patients. The primary recommendation for enhancement underscores the need for flexibility regarding the number of sessions and the content.

1. (1) Understanding the development and structure of a novel modular CBT treatment in VR.

2. (2) Learning to use specific VR modules to target negative symptoms, social cognition, paranoid ideations, social anxiety, self-esteem, and communication skills.

3. (3) Gaining insights into the feasibility and acceptability assessments of a novel modular CBT treatment in VR.

Video-recordings are considered crucial for effective supervision, but empirical evidence is limited. We thus conducted a naturalistic study to assess supervisees’ evaluations of a structured video-supervision technique (‘Give Me 3’ [GM3]) compared with video-supervision as usual (VSAU) and supervision based on self-report (SAU). Twenty-four participants in postgraduate training in cognitive behavioural therapy conducted each supervision method and provided quantitative ratings of supervision satisfaction. A subsample of nine trainees participated in semi-structured qualitative interviews. Repeated-measure ANOVAs revealed no difference in post-session ratings of supervisees’ satisfaction with supervision. Retrospective comparisons of the three supervision methods resulted in significant differences in perceived effort and comfort but not in usefulness. The qualitative interviews suggested that the supervisees generally appreciated the benefits of video-supported supervision, while evaluations of GM3 and VSAU were mixed. VSAU and GM3 both appeared to have distinct advantages which might enrich supervision if aligned with the therapeutic context and supervisees’ goals.

1. (1) How does trainees’ supervision satisfaction differ between supervision with or without the review of video-recorded therapy sessions?

2. (2) Is structured video-supervision perceived by trainee supervisees as being more satisfactory than unstructured video-supervision?

3. (3) How do supervisees perceive the differences between structured versus unstructured (video)supervision? When is each method deemed most useful?

Why, What, Who, When are a set of questions, sometimes referred to as the ‘WH calibration questions’ that help interrogate a concept in terms of its application and utility. In this article these questions are used to evaluate decisions made by footballers around their mental health (MH) and wellbeing. They allow us to examine the help-seeking behaviours of footballers, such as: Why seek help? What help is available? Who to go to? When’s the right time? The article examines the psychotherapies, mainly CBT, suitable for football players and offers practical examples of how clubs have supported their players. The roles of multi-disciplinary team members involved in promoting the wellbeing of players are discussed. The content of this paper is based on a review of the literature and personal knowledge of the authors’ experiences as MH clinicians in professional football clubs.

1. (1) To show the extent to which professional footballers experience mental health difficulties, and the nature of these problems.

2. (2) To highlight the thought processes of footballers during their management of their mental health.

3. (3) To provide a description of the therapies available to footballers, and highlighting the forms of CBT in common use.

4. (4) To emphasise the need for a holistic approach to MH provision, and clarify the roles of people within football clubs who provide MH support.

5. (5) To reflect on the need for ‘in-house’ specialist mental health input within professional football clubs.

Research on the acquisition of psychotherapeutic competencies attributes an important role to procedural knowledge. We developed and evaluated a brief video-based measure of procedural knowledge in clinical psychology (the Pro CliPs Task).

The Pro CliPs Task consists of seven distinct case vignettes, each presented in four brief videos, and eight open-ended questions pertaining to each case vignette. The instrument was developed and validated in a multi-stage process, which included conceptual development, a feasibility study and an evaluation study. In the feasibility study (n=66 psychology students), the item characteristics and reliability of the coding method for the open-ended answers, authenticity of the case vignettes and general applicability of the measure were assessed. The following evaluation study (n=68 psychology students, n=65 postgraduate psychotherapy trainees) was conducted to investigate the validity of the instrument.

The item characteristics of the Pro CliPs Task were largely found to be within the expected range and inter-rater reliability was excellent. The case vignettes used were perceived as highly authentic, and the Pro CliPs Task was generally evaluated positively by participants. In the evaluation study, the Pro CliPs Task was strongly associated with declarative knowledge and therapeutic self-efficacy. Postgraduate psychotherapy trainees outperformed psychology students in the Pro CliPs Task.

The Pro CliPs Task holds promise as a valid and brief measure of procedural knowledge in clinical psychology with potential for use in research, training and teaching contexts.

1. (1) To gain insight into the role of procedural knowledge in clinical psychology and the limitations regarding its assessment.

2. (2) To learn about the theoretical basis and conceptual development of the Pro CliPs Task, a recently developed measure to assess procedural knowledge in clinical psychology.

3. (3) To evaluate the Pro CliPs Task regarding its item characteristics, inter-rater reliability, applicability, authenticity and validity.

1. (1) To explore the experiences of TTad staff in interpreter-mediated therapy, examining the practical barriers and interpersonal challenges they face in delivering effective care.

2. (2) To identify and understand the distinct yet inter-related barriers to interpreter-mediated therapy, highlighting how these contribute to the overall challenges in delivering therapy.

3. (3) To recognise the gap between existing guidelines for interpreter-mediated therapy and their implementation in clinical practice, emphasising the need for consistent application and better adherence.

4. (4) To advocate for a strategic and comprehensive approach to addressing barriers that involve shared responsibility across all staff and levels of TTad.

5. (5) To underscore the necessity of continued research and regular monitoring to improve interpreter-mediated therapy, ensuring that clients with limited English proficiency receive equitable access to mental health services in the long term.

1. (1) Following reading this paper, readers will better understand the diagnostic and practice-based complexities involved in assessing traumatic events as a Psychological Wellbeing Practitioner (PWP) in an NHS Talking Therapies service.

2. (2) Readers will also be aware of the emotional challenges PWPs in this service have reported experiencing as a result of assessing service users that report having experienced traumatic events.

3. (3) The reader will also learn about PWPs’ perspectives on what could improve this NHS Talking Therapies service’s processes involved in assessing traumatic events and reflect on whether this might be generalisable across other, similar services.