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Screen time : An exploratory study of the experience of pupils in the final year of primary school using Interpretative Phenomenological Analysis (IPA)
Get PDFSince the middle of the 20th century digital technological developments have transformed human behaviour on an individual, group and societal level. The result of which is that screen time is now an integral part of people’s lives, including that of children. Given this, this research study aims to further extend the current research on the phenomenon of screen time by exploring the views and lived experiences of children. The concept of screen time is broad, therefore, for the purposes of this research screen time is defined as the use of a handheld smart electronic device that is generally connected to other devices or networks via different wireless protocols such as Wi-Fi, 3G, 4G that can operate interactively allowing users to both find and share information. In this research study five participants in the final year of primary school shared their experiences through semi-structured interviews. Transcripts from the interviews were analysed using Interpretative Phenomenological Analysis (IPA) in order to generate themes. Four superordinate themes emerged across all participants. These were: • Habitual • Sense of self • Impact on wellbeing and anxiety • Social relationships Possible implications of the study are discussed including further research and implications for educational psychology practice in supporting schools and families in relation to the phenomena of screen time
Melanie Klein: The Basics
No full textMelanie Klein: The Basics provides an accessible and concise introduction to the life and work of Melanie Klein, whose discoveries advanced those of Freud and other analysts, deepening our insight into the unconscious domain of psychology in human beings. Klein began her work by developing a method of psychoanalysis for children, who suffer from anxiety and other, often unrecognised, conflicts, which enabled understanding of those crucial early steps in the development of human mind and identity. Although she initiated one strand of clinical and theoretical developments, many of her discoveries are well-regarded by other schools of psychoanalysis.
The book contains four parts, as well as further reading suggestions and a helpful glossary of key terms. Part I introduces Melanie Klein in the context of her life, her early interest in psychoanalysis and her first discoveries; Part II takes up the development of her technique of child analysis and discusses the ways in which her insights and conclusions in this area influenced the technique of adult analysis and the more general understanding of the human mind; Part III focuses on further scientific and clinical developments in psychoanalytic technique – especially those referring to the understanding and treatment of serious emotional disturbance, e.g. psychosis or affective disorders; Part IV focuses on contemporary developments in Kleinian and post-Kleinian psychoanalysis, considering clinical, cultural, and socio-political applications. Each chapter poses a basic question at the outset, provides an account of how Klein faced this question and worked with it to develop her ideas, and ends by posing a follow up question to be addressed in the subsequent chapter.
This book will greatly appeal to readers from any field seeking a clear and concise introduction to Melanie Klein. It will also interest researchers and professionals working within the field of psychoanalysis seeking a succinct overview of Melanie Klein’s contribution
Psychological functioning in adolescents referred to specialist gender identity clinics across Europe: a clinical comparison study between four clinics.
No full textAdolescents seeking professional help with their gender identity development often present with psychological difficulties. Existing literature on psychological functioning of gender diverse young people is limited and mostly bound to national chart reviews. This study examined the prevalence of psychological functioning and peer relationship problems in adolescents across four European specialist gender services (The Netherlands, Belgium, the UK, and Switzerland), using the Child Behavioural Checklist (CBCL) and the Youth Self-Report (YSR). Differences in psychological functioning and peer relationships were found in gender diverse adolescents across Europe. Overall, emotional and behavioural problems and peer relationship problems were most prevalent in adolescents from the UK, followed by Switzerland and Belgium. The least behavioural and emotional problems and peer relationship problems were reported by adolescents from The Netherlands. Across the four clinics, a similar pattern of gender differences was found. Birth-assigned girls showed more behavioural problems and externalising problems in the clinical range, as reported by their parents. According to self-report, internalising problems in the clinical range were more prevalent in adolescent birth-assigned boys. More research is needed to gain a better understanding of the difference in clinical presentations in gender diverse adolescents and to investigate what contextual factors that may contribute to this
The mathematical biographies of primary school teachers and how this may affect their teaching: A grounded theory study
Get PDFImproving numeracy skills in the UK population has been the aim of many different government education strategies over many decades. This piece of research uses grounded theory to explore the conscious psychological processes of primary school teachers when they are teaching maths to the children in their class. The question which is pursued throughout the study is how primary school teachers’ own experience of learning mathematics are represented within those processes and how this may influence the way that they teach children in their class. The main form of data used in the study was the voices of ten different teachers in interview transcripts. In the first chapter, a review of past and current legislation and government strategy as well as research and analytic literature is provided where mathematics education is discussed from multiple perspectives including temporal/historic, socio-economic, sociocultural and from the point of view of an individual’s cognitive and emotional development. Chapter two deals with the methodology and the critical realist underpinnings. The main models of grounded theory are juxtaposed and considered in light of the author’s critical realist ontological stance which is also explained. The third chapter presents the key findings before the analysis in the fourth chapter where the emergent core theory is first linked back to the reading and research in the introductory chapter and then taken further into fresh conceptual fields whereby it is seen as a broader set of re-enactment processes which are thought to take place in parenting and psychotherapy. The study’s scope and limitations are dealt with before, finally, there is a short conclusion considering future research directions and the implications for education strategy, general education strategy, EPs, teachers and other stakeholders
Laverne Antrobus on Channel 5 News. How to talk to children about events such as the Manchester Arena bombing. 26 May 2017, [Starts at 0:35, Main interview at 2:24]
No full textNarrative therapies with children and their families: A practitioner's guide to concepts and approaches, 2nd Edition
No full textNarrative Therapies with Children and their Families introduces and develops the principles of narrative approaches to systemic therapeutic work, and shows how they can provide a powerful framework for engaging troubled children and their families. Written by eminent and leading clinicians, known nationally and internationally for their research and theory development in the field of child and family mental health, the book covers a broad range of difficult and sensitive topics, including trauma, abuse and youth offending. It illustrates the wide application of these principles in the context of the particular issues and challenges presented when working with children and families.
Since publication of the first edition, the importance of narrative therapy has continued to grow, and this new edition provides an updated and revised overview of the field, along with three new chapters to keep apace with developments in child mental health trauma work. This book remains a key text in the field of systemic narrative training and practice.
With clinical examples throughout, this practical book will be welcomed by family and systemic therapists and other professionals in the field of child, adolescent and family mental health
Implementing and assessing the value of nursing preceptorship
No full textPreceptorship was first promoted as part of the Project 2000 reforms, and evidence suggests it remains valuable to newly qualified nurses. Although there is a lack of research of its effect on patient care, what research there is highlights various positive aspects of preceptorship programmes for newly qualified nurses, preceptors, and organisations. This article summarises the results of a scoping review of the literature, published since 2009, on preceptorship. It also describes a preceptorship initiative in London led by Health Education England
