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Talking or keeping silent about parental mental health problems: A grounded theory of parents' decision making and experiences with their children
No full textThis grounded theory study explored parents' experiences of responding to their children's need for understanding parental mental health concerns. Fifteen parents with severe and enduring mental health difficulties participated in the study. The findings suggest four main social processes that influence parents' talk with their children about parental mental health issues, namely “Protecting and being protected,” “Responding to children's search for understanding,” “Prioritizing family life,” and “Relating to others.” Implications of the findings for clinical practice and future research are considered. In particular, the need for more family-orientated services where parents experience parental mental health problems is highlighted
Making meaning around female genital mutilation (FGM): From contentious debate to ethical dialogue
No full text'They seem to have grown taller'. An exploratory and explanatory grounded theory of the impact of using person centred Annual Reviews in primary schools, derived from the views of the SENCos who led them
No full textExploratory and explanatory research was conducted into the impact of a model of person centred reviewing. In the existing literature, although children and young people who take part in person centred processes typically describe a positive experience, the overall evidence base for the effectiveness of the approach in education is not robust. Using a qualitative methodology, interview data from five SEN Coordinators working in local authority primary schools, which were part of a project piloting the use of a model of person centred reviews, was analysed using critical realist grounded theory. The primary aim of the study was to explore the impact that adopting a person centred review process had in schools that were part of the pilot project. This includes the potential impact on children, teachers, parents and the whole school. The secondary aim was to explore how any changes have come about. Two research questions were derived from these aims. The primary, exploratory research question was: “What changes have come about in primary schools that have been running person centred annual reviews as part of the local pilot project, according to SENCos who have been leading them?” The secondary, explanatory research question was: “How, according to SENCos who have been leading person centred reviews, have these changes come about?” The theory developed from the data proposes that the local model person centred reviews can have a transformative impact on SEN provision in primary schools with a supportive ethos. More specifically, the grounded theory identifies causal factors which give rise to particular effects. It suggests that in bringing people together, making them feel they are on the same side and enabling reciprocal listening in a structure which supports honesty, positivity and constructiveness, the model of person centred reviewing being studied has an impact on everyone who takes part. The theory proposes that, while the model is not without risks, children who take part develop their skills and their self-determination. Similarly, it proposes that relationships improve for children, parents and school staff, alongside developing teamwork and a feeling of being part of a “caring community”. It also proposes that SEN systems and practice can improve in a number of ways. The theory has implications for local practice around person centred reviews, as well as at the national level, given the priority given to the approach in recent government guidance
The best thing is the lunch! My friends! Being with other people in the same situation! Oh, and the slow walking! The Fostering, Adoption and Kinship Care Team chidren's group
No full textSecondary school pupils’ experiences of managed moves: An interpretative phenomenological analysis
No full textManaged moves were conceived of as a means of giving a pupil a ‘fresh start’ in another school, often when the pupil is deemed to be at risk of permanent exclusion. Little research on managed moves has been published to date in spite of their prevalence in English and Welsh schools over the past decade. Existing research has largely focused on the views of professionals involved and there has been no published research focusing solely on the perspectives of the pupils who have had managed moves. The aim of this study was to add to the body of psychological research on managed moves through an exploration of pupil experience. Semi-structured interviews were carried out with six Year 10 and 11 pupils who had recently undergone a managed move between mainstream comprehensive schools. Interview transcripts were analysed using interpretative phenomenological analysis (IPA). From the interview data, themes for each participant emerged. These led to the identification of four overarching themes occurring across the participant group: the self as vulnerable; the impact of support on the self; identity as a learner; and the need to belong. The findings were discussed in the context of existing literature. Implications for practice for educational psychology services and local authorities were considered, particularly to consider how schools can be supported in understanding factors that may impact on pupils experiencing managed moves and helped to support pupils throughout the process
‘Coming into being’: The process of developmental growth in a severely deprived child in intensive psychoanalytic psychotherapy
No full textThis thesis is a study of recovery, reparation and developmental progress in a severely deprived child in intensive psychoanalytic treatment. The methodology involved the detailed analysis of a single case study, using grounded theory. The study was designed to analyse the process of treatment and discover how the child made developmental progress. Implications for psychoanalytic technique in working with children who have endured severe deprivation is examined. Some of the key findings add to existing knowledge about psychotherapeutic theory and practice, particularly in relation to reverie, attunement and containment in the context of the child's experience of gaps and breaks in treatment
Angels and devils: Sadism and violence in children
No full textThis paper looks at violence and sadism in child and adolescent patients. Psychoanalytic and developmental ideas are brought together to make sense of these children’s presentations and the clinical challenges of therapeutic work with them. Differences are outlined between cold and hotter forms of aggression. The contribution of Glasser and his concept of the core complex is central to the paper, as is an understanding of addictive processes often seen in aggression, including sexual aggression
Too close for comfort: Attending to boundaries in associate relationships
No full textIn any relationship with an organization as an external consultant or ‘outsider’, I can at times find myself behaving as an ‘insider’. I might catch myself saying ‘we’ when I could have said ‘you’. I might make use of a kind of insider savvy – the ‘cutting to the chase’ that comes with relating to a client and its system over time, where I find myself attached, both contractually and emotionally, with an organization, its people, and the work that it does
Mentalization-based therapy for parents in entrenched conflict: A random allocation feasibility study
No full textTo explore the effectiveness of a mentalization-based therapeutic intervention specifically developed for parents in entrenched conflict over their children. To the best of our knowledge, this is the first randomized controlled intervention study in the United Kingdom to work with both parents postseparation, and the first to focus on mentalization in this situation. Using a mixed-methods study design, 30 parents were randomly allocated to either mentalization-based therapy for parental conflict—Parenting Together, or the Parents’ Group, a psycho-educational intervention for separated parents based on elements of the Separated Parents Information Program—part of the U.K. Family Justice System and approximating to treatment as usual. Given the challenges of recruiting parents in these difficult circumstances, the sample size was small and permitted only the detection of large differences between conditions. The data, involving repeated measures of related individuals, was explored statistically, using hierarchical linear modeling, and qualitatively. Significant findings were reported on the main predicted outcomes, with clinically important trends on other measures. Qualitative findings further contributed to the understanding of parents’ subjective experience, pre- and posttreatment. Findings indicate that a larger scale randomized controlled trial would be worthwhile. These encouraging findings shed light on the dynamics maintaining these high-conflict situations known to be damaging to children. We established that both forms of intervention were acceptable to most parents, and we were able to operate a random allocation design with extensive quantitative and qualitative assessments of the kind that would make a larger-scale trial feasible and productive
