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When Dr Google gets in the way
No full textProviding treatment you don’t believe is necessary could put you at risk of a complaint or clinical negligence claim. Dr Gabrielle Pendlebury looks at the medico-legal risks involved and how you can manage a patient’s expectations to make them satisfied
What is really going on in the group supervision of Emotional Literacy Support Assistants (ELSAs) - an exploratory study using thematic analysis.
Get PDFThis research explores the content of group supervision sessions for Emotional Literacy Support Assistants (ELSAs) to further understand ‘what is really going on’. There has recently been a re-emergence of interest in group supervision and Educational Psychologists are increasingly involved in this work (Dunsmuir, Lang and Leadbetter, 2015, p.9). There is currently a paucity of research in the UK that has directly explored the content of group supervision sessions; research to date has tended to survey supervisory practice or focus on eliciting the views of participants about supervision through the use of questionnaires and focus groups. This research addresses this gap and begins a process of exploration into what really happens within group supervision sessions. Within the local authority in which this research was carried out, group supervision is regularly provided to ELSAs by Educational Psychologists (EPs). The core aims are to support ELSAs with their professional development and to ensure that they practice safely and appropriately. This research involved the recording and subsequent transcription of three group supervision sessions. Themes within the data were then identified using an inductive approach to thematic analysis. This allowed for a rich and complex picture to emerge allowing an insight into what was actually happening within the group supervision sessions. Eleven main themes and forty-six sub-themes were identified whilst exploring the contributions of both the ELSAs and the EPs. The identified themes were found to be consistent with Hawkins and Shohet’s (2012) functions of supervision which is a commonly used framework for supervision within educational psychology in the UK (Dunsmuir et al., 2015, p.9). The findings were then considered in the light of experiential learning (Kolb, 1984) along with an approach to support this process – ORID (Marsick and Maltbia, 2009) and a psychodynamic understanding about group processes (Bion, 1961). The research suggested that within the group supervision sessions ELSAs were exploring their skills, knowledge and understanding of the casework in which they were involved along with experiencing a degree of emotional support. It was also evident that both the ELSAs and the EPs were exercising an element of ‘quality control’ within their work. The research also highlighted the need for a greater attention to group processes, particularly those of an unconscious nature, in order to develop the supervision that ELSAs receive. It is suggested that a psychodynamic perspective may be helpful in achieving this goal
Short-term psychoanalytic psychotherapy for adolescents with depression: A treatment manual
No full textShort-term Psychoanalytic Psychotherapy (STPP) is a manualised, time-limited model of psychoanalytic psychotherapy comprising twenty-eight weekly sessions for the adolescent patient and seven sessions for parents or carers, designed so that it can be delivered within a public mental health system, such as Child and Adolescent Mental Health Services in the UK.
It has its origins in psychoanalytic theoretical principles, clinical experience, and empirical research suggesting that psychoanalytic treatment of this duration can be effective for a range of disorders, including depression, in children and young people. The manual explicitly focuses on the treatment of moderate to severe depression, both by detailing the psychoanalytic understanding of depression in young people and through careful consideration of clinical work with this group. It is the first treatment manual to describe psychoanalytic psychotherapy for adolescents with depression.
The treatment approach described in this manual has been used in a multi-site randomised controlled trial in the UK, ‘Improving Mood with Psychoanalytic and Cognitive Therapies’ (IMPACT) and internationally. It is presented here as a treatment to be used in routine clinical practice and will be of interest to child psychotherapists, multi-disciplinary professionals in young people’s mental health, service providers, and researchers alike.
After describing theoretical models of depression and presenting an overview of STPP as a treatment model, the manual details the specific stages of the STPP process for the therapist and adolescent patient. It then describes the nature and scope of parallel work with parents and gives a detailed account of the function of supervision
Medical students’ perceptions of the use of feature films to teach the mental state examination
No full textExisting studies have explored the use of feature films to teach undergraduate medical students about psychiatric conditions.1–3 However, there are no existing studies examining medical students’ perceptions of the use of film to teach the mental state examination (MSE)—the clinical tool by which clinicians assess and report a patient's mental state separate from any purported diagnosis. Since students are most likely to undertake an MSE when meeting patients with mental illness for the first time, it seems practically more useful for film to be used to teach this.
The MSE is divided into several sections: appearance and behaviour, speech, mood, thoughts, perceptions, cognition and insight. Since portrayals of mental illness on film vary in the veracity of their depictions, focusing students’ observations on these specific areas may help prevent generalisation about how mental illness presents.
We explored students’ experience of teaching the MSE using film clips along with their perceptions of which aspects of the MSE such media are best suited to teach
A psychosocial exploration of bereaved children’s experiences of exclusion from school: What understanding can be gained from a psychoanalytic perspective?
No full textAccording to the Childhood Bereavement network, a parent dies every 22 minutes in the U.K. Despite this, there is little research into the impact of parental death on children and young people. This psychosocial study explores the experiences of children and young people who have been bereaved of a parent and who are subsequently excluded from school. Three participants of school age were interviewed about their experiences of these two events and the data obtained from the interviews was analysed using an individual, psychoanalytically informed case study approach, allowing for an in-depth exploration of the affect generated by the existence of dynamic, intersubjective, unconscious processes during the interviews. The data emerging from the transference and counter transference was explored and it was found that the ongoing presence of an attachment figure might mitigate some of the risk factors associated with the experience of parental death. It also seems possible that this population of children and young people are likely to be under identified in schools and when they are known to have experienced parental bereavement, school professionals struggle to understand and respond to their emotional needs. Consideration is given to the implications for the role of the Educational Psychologist in working with this vulnerable population of children and young people. The wider potential of psychoanalytically informed approaches to working with pupils and staff in schools is also considered
Inclusive educational practice in Europe: Psychological perspectives
No full textThe inclusion of all children in the educational system still poses challenges, and psychologists have long been researching and facilitating effective practice with children who don’t adjust readily to school. This book collates the findings and practice of psychologists working in schools and educational settings in 13 European states, and will be essential reading for school psychologists, teachers and school leaders.
The authors present enlightening first-hand and up-to-date accounts of the debates, tensions and successes that concern this four-decade-long international movement to keep children in education. Each chapter opens with a table of key facts relating to inclusion in that country, to enable comparison. All are by leading practitioners, who represent their countries in the European Federation of Psychological Associations (EFPA) through the Standing Committee of Psychologists in Education
Gender dysphoria: assessment and management for non-specialists
No full textAbout 0.6% of the population identifies as transgender according to healthcare records, although the actual number might be higher. In the 50 years since UK NHS services started, more than 130 000 people have changed social gender role. A variety of doctors, including non-specialists, might at some time in their career be approached for help by someone with gender dysphoria.
Various specialist clinicians are involved in the care of patients being assessed and treated at a gender identity clinic. Specialist clinics obviate the need for any psychiatric assessment in advance of referral. Gender dysphoria is not a mental health disorder. After treatment is complete, doctors from all specialties will encounter patients who earlier changed gender role. People with gender dysphoria have described their experience of interacting with healthcare services as variable to poor, according to the Women and Equalities Parliamentary Select Committee. In the UK, the General Medical Council has recently emphasised medical duties in this regard, advising that treatment for transgender patients should be as respectful as for any other group. Feelings of “inexperience” with the field can prompt learning by collaboration with a gender identity clinic, rather than act as a justification for non-involvement