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ISRN Education
Volume 2012 (2012), Article ID 350713, 7 pages
http://dx.doi.org/10.5402/2012/350713
Research Article

Students' Beliefs about Willingness to Access Complementary and Alternative Therapies (CAT) Training for Future Integration into Psychology Practice

1School of Public Health, Queensland University of Technology, Victoria Park Road Kelvin Grove, Kelvin Grove, QLD 4059, Australia
2School of Applied Psychology, Griffith University, Messines Ridge Road, MT Gravatt, QLD 4122, Australia
3School of Psychology and Counselling, Queensland University of Technology, Victoria Park Road Kelvin Grove, Kelvin Grove, QLD 4059, Australia

Received 18 March 2012; Accepted 2 May 2012

Academic Editors: R. Mamlok-Naaman, M. Martin, and M. Platsidou

Copyright © 2012 Lee-Ann M. Wilson et al. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Abstract

It is suggested that all psychologists gain basic training in the types of complementary and alternative therapies (CAT) their clients may be using. As psychology students are the next cohort of health professionals who will inform future initiatives in the field, it is important to understand the factors which influence their decisions about CAT integration. Drawing on the theory of planned behavior, we investigated the beliefs that differentiate between psychology students who are high or low on willingness to access training in CAT for future practice use. Undergraduate psychology students ( 𝑁 = 1 0 6 ) completed a questionnaire assessing the likelihood of positive and negative consequences of accessing training and utilizing CAT within a psychological practice, important others’ approval, and barriers preventing them from this integration behavior. Those students higher on willingness were more likely to endorse positive outcomes (e.g., offering a more holistic approach to therapy) of accessing CAT training for future practice use and to believe that important others (e.g., clients) would support this behavior. A regression analysis examining the relative importance of these belief sets broadly supported the belief-based analyses. These beliefs of student psychologists can inform educators and policy makers about CAT training and integration in psychology practice.