Family violence education for post-graduate psychology trainees: a longitudinal mixed-method survey evaluating self-reported knowledge and confidence levels

Objective
To evaluate the impact of a 3-h interactive seminar on family violence clinical response on post-graduate psychology trainee knowledge and confidence levels.

Method
A longitudinal, mixed-methods survey evaluation. The Assisting Patients/Clients Experiencing Family Violence: Royal Melbourne Hospital Clinician Survey was completed at pre-training (n = 143), post-training (n = 94) and follow-up (9–12 months; n = 53). This tool collects both quantitative and qualitative data. The training intervention was an interactive seminar provided by experienced clinician/trainers on family violence identification and response skills. Quantitative Skillings-Mack analysis and qualitative inductive content analysis were used.

Results
Family violence clinical response knowledge and confidence significantly improved post-training, as well as knowledge of indicators, asking clients about family violence, and responding to disclosures. This was largely maintained over medium-term follow-up (9–12 months). Qualitative responses indicated the depth and breadth of participants’ knowledge increased over time, as well as their understanding of the clinical complexity and support required to assist clients effectively.

Conclusions
Providing education in family violence clinical response improved self-reported knowledge and confidence levels in post-graduate psychology trainees. Education provision during training is likely to improve readiness to respond and specific family violence skills in new psychologists entering the workforce.