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Paul Jenkins on Victoria Derbyshire programme. CAMHS and children in care. 28 April 2016, BBC News 24 [Starts at approximately 44:11]
No full textEthical conduct and competence – experiences of teaching and assessing ethical sensitivity and reasoning on an initial school psychology training programme
Get PDFThe ethical competence of school psychology trainees and graduates
is of key importance to students, training providers, regulatory bodies,
employers and most importantly the public for whom we provide
psychological services. In the UK, a broader national context of systemic
failures, and the tragic consequences of such failures, to adhere to ethical
standards across the private and public (e.g. residential care homes)
sector informs approaches to and judgements of ethical competence.
In this part of the symposium Dr. Emma-Kate Kennedy focuses on
the experiences of one initial training provider in England following
the implementation of new guidance from the British Psychological
Society [BPS] on the teaching and assessment of ethics. The learning
approaches highlighted in the guidance – becoming acculturated to the
ethics of psychology, meeting the developmental needs of trainees and
considering both the philosophical and the practical and experiential
– have been applied with the most recent cohort of first year trainees
across all aspects of their training (tutorial, supervision, placement,
teaching seminars and workshops). Institutional perspectives on taking
up the role of teachers and assessors of ethical competence are explored
further in the workshop, and a critical review of strengths and areas to
further enhance is provided
The Tavistock relational model of supervision for applied psychology practice: The significance of communication in the establishment and maintenance of the supervisory relationship
No full textINTRODUCTION:
Supervision of professional practice is a core aspect of developing
competence in school psychology, and in developing capability for
qualified practitioners. Communication – conscious and unconscious
– underpins the establishment, development and maintenance of
effective supervisory relationships.
MATERIAL & METHODS:
Drawing on the clinic’s psychoanalytic, systems and attachment
traditions, a model for the application of such approaches to supervisory
practice has been recently developed. Recent mixed methods research
into the supervisee’s experience of the relational aspects of the model is
presented during the workshop and a case study illustrating the model’s
practical application to clinical practice explored. Materials developed to
support the application of the model are also shared.
RESULTS:
Key themes regarding the communication aspects of the relationship,
especially in terms of provision of a ‘safe base’ and the dynamics of
containment are explored further. Facilitator reflections on styles
of relating and the potential for mirroring certain communication
dynamics (that exist in the supervisee:client relationship) in the
supervisee:supervisor relationship and vice versa are examined.
CONCLUSION:
Limitations, strengths and suggestions for future research and practice
development in this area are identified. Participants have the opportunity to bring their own case material to the session and experience aspects of
the relational model in practice
Maternal responsive–didactic caregiving in play interactions with 10-month-olds and cognitive development at 18 months
No full textMaternal responsive–didactic caregiving (RDC) and infant advanced object play were investigated in a sample of 400 mothers and their 10-month-old infants during video-recorded semi-structured play interactions. Three maternal behaviours: contingent response, cognitively stimulating language and autonomy-promoting speech were coded and infant object play. Factor analysis confirmed the three maternal behaviours loaded onto one underlying factor, labelled RDC. Based on ecological and transactional theories of development, associations between RDC and infant (advanced object play), maternal (age, education, ethnicity and first language) and family (size and home adversity) factors were investigated. Multiple regressions (1) explored the predictors of maternal RDC and (2) tested the possible role of maternal RDC in predicting infant intellectual development at 18 months. At 10 months, infants showing higher levels of play maturity experienced more maternal responsive and didactic feedback. All mother and family characteristics predicted variations in maternal RDC. Predicting 18-month cognitive development, RDC had significant effect over and above maternal education, home adversity and infant play. Mother's first language remained significant, reflecting that RDC, in this investigation, relies heavily on language input. The findings highlight the importance of both contingent response and didactic contributions in interactions to subsequent cognitive development as early as the first year
A radical synthesis: Child psychotherapy in the community and community in child psychotherapy
No full text
Children with learning disabilities and challenging behaviour: An IPA study exploring how key stakeholders construct meanings around challenging behaviour and how this affects people’s relationships and experiences of giving and receiving help
No full textThis multi-perspectival Interpretive Phenomenological Analysis (IPA) study
explored how people in the ‘networks of concern’ talked about how they tried to
make sense of the challenging behaviours of four children with severe learning
disabilities. The study also aimed to explore what affected relationships
between people.
The study focussed on 4 children through interviewing their mothers, their
teachers and the Camhs Learning Disability team members who were working
with them. Two fathers also joined part of the interviews. All interviews were
conducted separately using a semi-structured approach. IPA allowed both a
consideration of the participant’s lived experiences and ‘objects of concern’ and
a deconstruction of the multiple contexts of people’s lives, with a particular
focus on disability. The analysis rendered five themes: the importance of love
and affection, the difficulties, and the differences of living with a challenging
child, the importance of being able to make sense of the challenges and the
value of good relationships between people. Findings were interpreted through
the lens of CMM (Coordinated Management of Meaning), which facilitated a
systemic deconstruction and reconstruction of the findings. The research found
that making sense of the challenges was a key concern for parents. Sharing
meanings were important for people’s relationships with each other, including
employing diagnostic and behavioural narratives. The importance of context is
also highlighted including a consideration of how societal views of disability
have an influence on people in the ‘network of concern’ around the child.
A range of systemic approaches, methods and techniques are suggested as
one way of improving services to these children and their families. It is
suggested that adopting a ‘both/and’ position is important in such work - both
applying evidence based approaches and being alert to and exploring the
different ways people try and make sense of the children’s challenges.
Implications for practice included helping professionals be alert to their
constructions and professional narratives, slowing the pace with families,
staying close to the concerns of families and addressing network issues
Consultation training in the UK: An exploratory qualitative analysis of current pre-service teaching and learning for trainee educational & child psychologists (ECPs)
Get PDFINTRODUCTION:
Competent consultation practice is critical to taking up the professional
role of applied psychology practitioner in diverse contexts. This first
paper reports a qualitative survey of 10 university staff delivering
consultation training to doctoral students in the UK.
MATERIAL & METHODS:
Telephone interviews were conducted to explore i) theoretical models,
course content and teaching practices ii) structure of consultation
training iii) supervision of consultation (including tutor observation
and use of resources e.g. video) and (iv) assessment approaches used
v) evaluation in terms of student, consultee and client outcomes. All
interviews were audio-recorded and transcribed and thematic analysis
used to analyse findings.
RESULTS:
Emerging themes relating to consultation process skills, content in the
context of theoretical models, challenges and opportunities in relation
to assessment and evaluation are presented. The place of supervision,
ethics and equities are critically appraised.
CONCLUSION:
The role of professional associations in promoting frameworks to
support best practice are discussed
