Developing a psychological wellbeing intervention for psychological professional trainees: a collaborative and theory-informed intervention development process

Abstract

There is recognition of the need to design wellbeing interventions in contextually sensitive ways, and report systematic, theory-driven approaches to intervention development. However, many intervention studies in the burgeoning literature on psychological professional trainee wellbeing do not include information on processes or theory surrounding the development of interventions tested. This theory- and stakeholder-informed intervention development study was guided by the MRC framework for developing and evaluating complex interventions and underpinned by the COM-B. Evidence and theory were used to support an initial intervention outline. Meetings were subsequently held to gather stakeholder perspectives, to address unknowns of intervention design, and to support development of a theory of change. Stakeholder (trainees and professional training staff) perspectives and relevant theory were used to inform the design of an acceptance and commitment therapy (ACT) based intervention, to address key stressors experienced by trainees. The intervention was delivered in a group setting, over the course of four sessions spaced 1–3 weeks apart. Collaboratively constructed COM-B analyses identified target behaviours and shaped intervention design. A comprehensive theory of change was developed, outlining key assumptions and setting out hypothesised pathways of change. An evidence-informed ACT-based intervention for psychological professional trainee wellbeing has been developed with key stakeholder collaboration. An acceptability and feasibility evaluation of this intervention is underway.

Key learning aims