Informal Collaborative Engagement Supports Professional Preparedness in Clinical Child Psychologists: A Qualitative...

This study explored how prepared clinical child psychologists feel they are to support children with mental health issues, given the global increasing prevalence of these disorders and the need for skilled, empathetic and evidence-based care. Semi-structured interviews with ten clinical child psychologists were analysed using thematic analysis, following the DIPEx methodology, to explore their professional preparedness in working with children with mental health issues. Participants were recruited via social media and direct contact with organisations across the Czech Republic using email and phone. The following key themes were identified: school preparedness and lifelong learning, professional competencies and forming a professional identity, and supervision and collaboration. Participants reported that their university education was insufficient in preparing them for their work with children facing mental health challenges. They emphasised the value of informal practices, such as peer intervision, collegial consultations, and knowledge sharing, which were seen as complementary to formal supervision. These informal interactions played a crucial role in supporting professional development and fostering a collaborative work environment. The findings underscore the importance of enhancing training pathways for psychologists by incorporating more practical experience. Informal support systems, such as peer consultations and intervisions, are very important for professional development of clinical child psychologists. Addressing these areas may better support clinical child psychologists to meet the mental health needs of children.