Psychological wellbeing practitioners experiences and perspectives of complexity in talking therapies for anxiety and depression

Wynne, J., Kunorubwe, T. and O'Leary, C. (2026) Psychological wellbeing practitioners experiences and perspectives of complexity in talking therapies for anxiety and depression. The Cognitive Behaviour Therapist. ISSN 1754-470X (In Press)

Abstract/Summary

Background: Psychological Wellbeing Practitioners (PWPs) deliver high-volume, low intensity psychological interventions for mild to moderate mental health problems within NHS Talking Therapies (formerly IAPT). However, anecdotal reports suggest they are working with clients presenting with more complex needs, including moderate to severe mental health difficulties, severe and enduring mental health problems, high risk levels, and facing co-occurring social or systemic challenges. Objective: This qualitative study examines the experiences and perspectives of PWPs on working with complexity in clinical practice. Method: An online questionnaire was completed by 104 PWPs working within NHS Talking Therapies services. Data analysis utilised qualitative content analysis. Results: Seven themes were identified, highlighting a range of factors contributing to complexity, including psychological, social, physical, and systemic issues. PWPs also described the emotional toll of managing complex cases and emphasised the need for improved supervision, training, and leadership. Conclusion: The findings underscore a growing disconnect between the intended role of PWPs and the realities of clinical practice. PWPs are routinely expected to manage complexity, high level of risk, and co-occurring social problems. While some practitioners find ways to navigate these demands with adequate support, the overall picture points to significant strain on individuals and services alike. Future research should refine the conceptualisation of complexity, evaluate the proposed decision-making tools, and explore the perspectives of PWPs and clients to inform service development.

Item Type	Article
URI	https://centaur.reading.ac.uk/id/eprint/129319
Refereed	Yes
Divisions	Life Sciences > School of Psychology and Clinical Language Sciences > Department of Psychology Life Sciences > School of Psychology and Clinical Language Sciences > Department of Clinical Language Sciences
Publisher	Cambridge University Press
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