Taplin, Susie; (2024) "We get each other, I suppose": The role of trust in communicated knowledge in the professional help networks of adolescents. Doctoral thesis (D.Clin.Psy), UCL (University College London).

Text Thesis_final_volume1_Taplin_sensitive.pdf - Accepted Version Access restricted to UCL open access staff until 1 November 2025. Download (2MB)

Abstract

This thesis explores key therapeutic processes - notably, mentalizing, epistemic trust, and the therapeutic alliance - within professional helping relationships. Part One comprises a systematic review of the literature to examine the relationship between mentalizing and therapeutic alliance in individuals involved in psychological interventions. Six studies were included in a narrative review. All six studies provided data for inclusion in a meta-analysis to explore the relationship between pre-treatment mentalizing and the alliance at the start of therapy, and five of the studies were included in a meta-analysis exploring pre-treatment mentalizing and the alliance at the end of therapy. Clients with stronger mentalizing skills may develop stronger alliances with their therapists by the later stages of therapy. Methodological limitations and avenues for future research are outlined. Part Two constitutes the empirical chapter, which qualitatively explored the role of trust in communicated knowledge in the professional help networks of twelve adolescents under mental health services. A reflexive thematic analysis indicated that trust in these relationships was multifaceted, involving both epistemic and social cues. Establishing a secure base was crucial for fostering trust, and adolescents valued connection and person-to-person interaction, characterised by genuine and transparent conversations. Building trust with adolescents requires a flexible and individualised approach. This was a joint project; the contributions of each researcher are detailed in Appendix D. Part Three is a critical appraisal detailing reflections on the research process, including the researcher role and identity, as well as key methodological considerations. Intertwined elements of the research topic and research processes are also discussed and contextualised within the wider public care setting.

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