Training provision for body dysmorphic disorder among psychological therapists in the United Kingdom: findings from a national mapping study

Abstract Body dysmorphic disorder (BDD) is a common, often debilitating condition that frequently goes undiagnosed and untreated. Limited training for mental health clinicians may contribute to this gap, but no study to date has systematically mapped BDD teaching within professional training courses. The current study aimed to establish the extent of BDD training provided to psychological therapists in the UK, comparing it with obsessive-compulsive disorder (OCD), a related condition with a similar population prevalence and impact. A cross-sectional survey design was employed. Surveys were sent to all UK Doctorate in Clinical Psychology (DClinPsy, n =32) and Post-graduate Diploma in Cognitive Behaviour Therapy (PgDip, n =30) courses, initially as a general request and then under the Freedom of Information Act. All courses responded. Teaching on BDD and OCD in DClinPsy and PGDip courses was summarised descriptively, and differences were assessed using z-tests of proportions. Results indicated that BDD is taught less frequently than OCD (61.3% vs 96.8% of courses) and for shorter durations (7.9% vs 60.0% provide more than 1 day of training). DClinPsy courses offer BDD training less often than PgDip (40.6% vs 83.3%) and most BDD teaching occurs within the adult stream. The current findings highlight a significant gap in BDD training within UK psychological therapy programmes, particularly DClinPsy courses, potentially contributing to under-recognition and under-treatment of BDD. These findings call for better integration of BDD into core curricula for mental health professionals, alongside the development and evaluation of low-resource training solutions than can be rolled out among the existing workforce. Key learning aims (1) To consider the barriers that individuals with BDD experience in accessing care. (2) To recognise that BDD is under-represented in psychological therapy training courses. (3) To consider ways of increasing BDD training, through curricula reform and through scalable, online programmes. (4) To be aware of available BDD assessment measures and therapist CBT manuals, which clinicians can use to guide their practice.