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A brief introduction to the history of the Portman Clinic
No full textThe article focuses on the history of the Portman Clinic, an outpatient psychotherapy clinic of the National Health Service (NHS) of Great Britain. Topics discussed include the application of psychoanalytic thinking in the field of criminality and delinquency, psychotherapeutic treatment of children and adults with child and adolescent psychotherapists, and its services offered in relation to youth offending and criminal justice
Introduction to the work of the child and adolescent psychotherapy team at the Portman Clinic
No full textThe article discusses the work of the team for small child and adolescent psychotherapy in the Portman Clinic in Great Britain. Among the work of the team in the clinic include assessments for psychotherapy, parent work, and contributing to continuing professional development (CPD) events. Also discussed are the referrals for younger patients factored by behaviour and anxiety
Promoting children’s emotional well-being in pre-school settings: A grounded theory study exploring the views of early years practitioners
No full textWorking to promote the emotional well-being of children is currently a key area of development for the UK government. The increasing responsibility that professionals have for supporting children and young people’s mental health needs has been reflected in recent policy and legislation with particular prominence in the new Special Educational Needs and Disability (SEND) Code of Practice (DfE & DoH, 2014). In the context of early years education, the new legislation makes specific reference to the importance of early identification and provision in improving long-term outcomes. In that respect pre-school settings can offer the ideal context where the early intervention and prevention of mental health difficulties can take place. However, at present there is limited research in the UK which focuses on the views of early years practitioners particularly on their role in supporting children’s emotional needs. Semi-structured interviews were used to gather the views of seven early years practitioners from 4 different pre-school settings across an inner London Borough. The study aimed to explore and explain the contexts and mechanisms which facilitate or hinder the promotion of children’s emotional well-being in pre-school settings. A grounded theory methodology was used to analyse the data. The emergent theory proposes that early years practitioners’ experience of promoting children’s emotional well-being can be best understood as an interactive relationship between internal and external influences summarized by the overarching category labelled “Balancing internal and external factors to promote well-being”.
The findings are discussed in relation to existing psychological theory and research and the implications for early years practitioners and Educational Psychologists considered
Constructing personal and couple narratives in late-stage cancer: can a typology illuminate the caring partner perspective?
No full textThere is a large body of work focusing on the well-being and relationships of couples facing late-stage cancer. The systemic study underpinning this paper explored a less researched topic: How do people caring for a partner with terminal cancer construct their experience and relationships through personal and couple narratives? This UK-based study drew upon dialogical approaches to narrative analysis to focus on six caring partners and their care relationships. Following individual case analysis, two methods of cross-narrative analysis were developed, and an analysis of narrative themes and a typology of archetypal narratives were drawn from the data. This paper focuses on the typology. The clinical implications of the study are considered, focusing on the contribution of a typology to this and future studies
Care Act for carers: One year on. Lessons learned, next steps
Get PDFHave carers noticed any difference since the Care Act (2014) came in? That is
the question this report tries to answer. The answer? Not yet.
Carers provide the bulk of care in our country. Three in five of us will become
carers at some point in our lives. Without carers our NHS and social services
would be overwhelmed. But many carers pay a heavy price for their caring role
in both their health and their wealth.
We were told by many of those who contributed to our work that the Care Act is
an important piece of social reform but its potential is far from being realised.
The Care Act puts carers on an equal footing with those who have care needs.
This parity in law is new, some even say revolutionary. Councils have a duty to
promote the wellbeing of carers and to prevent burn out and crisis.
What we found is a mixed picture. There are beacons of good practice, but
there is plenty of darkness too. For many of the carers who responded to
Carers Trust call for evidence the response was stark, no, the Act had made no
difference. Indeed, for many it was news to them that there were new rights.
Some told us that it was too early to review the impact of the Act. We disagree.
This was never going to be a full-blown evaluation but it is a first snapshot, a
baseline, that can be used to measure progress. It also offers the opportunity
to provide encouragement and warnings about the ongoing implementation of
the legislation.
We heard during the course of our evidence gathering that the 1948
National Assistance Act, which the Care Act replaced, took almost a decade to
become embedded and supplant the Poor Law mind-set of many charged with
its implementation.
The same can be said today about the Care Act. More work is needed to
impress upon those responsible for the day-to-day implementation of the
Act that business as usual is not good enough. The Care Act raises the bar.
It expects decision-makers to look at the wellbeing of the carer and where
necessary take a whole family approach.
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We found evidence that when it comes to assessment the law is either poorly
understood or ignored. Too often it appears that carers are fobbed off with a
one-off payment as if that discharges the obligation to promote their wellbeing.
We remain optimistic about the transformative potential of the Care Act.
This report should be essential reading for Directors of Adult and Children’s
Services, and Directors of Public Health. It has messages for the NHS too.
Above all it is about making improvements for carers themselves
De boca fechada: Comunicação além das palavras [Keeping the mouth shut: Communication beyond words]
Get PDFWe have worried about non-speaking children, and we have tried to put words in their mouths. However, the more we force them to speak, the more tightly closed their mouths may become. Sometimes we put ourselves in the position of teaching the child to speak. We finally realize a relationship is not a question of words; it is a one’s wish to reach out to the other, to offer oneself to another, and to find some meaning together in order to understand what are the barriers to forming a good rapport with others. The child’s words may be useful in the therapy (as well as talking to the child), but they may not be the essential ingredient. By focusing on communication beyond words, this paper will examine autistic defenses in children with feeding problems. [Temos nos preocupado com a criança que não fala tentando colocar palavras em sua boca. Mas quanto mais as forçamos, mais firmemente suas bocas podem se fechar. Às vezes, nos colocamos em posição de ensinar a criança a falar. Por fim, reconhecemos que uma relação não se refere a palavras; trata-se do desejo de alcançar o outro, oferecer-se ao outro, para encontrar algum sentido em conjunto, para compreender quais são os obstáculos à formação de um bom relacionamento com os outros. As palavras da criança podem ser úteis em uma terapia, mas elas não são o ingrediente essencial. Este texto vai examinar as defesas autísticas em crianças com dificuldades alimentares, mantendo o foco na comunicação além das palavras.
How do staff with a key role in social, emotional and mental health (SEMH) in secondary school organisations engage in thinking and talking about the issue? A grounded theory study
No full textAdolescent well-being is a national concern and government priority. It is increasingly recognised that schools have an important role to play in contributing to building resiliency. Indeed, the revised Special Educational Needs and Disability Code of Practice in the UK, has recently introduced the term ‘social emotional and mental health’ (SEMH) as a category of need which formalises school involvement in this area. As such, the present study, which provides an extended understanding of the way in which staff with a key role in SEMH in secondary school organisations engage in thinking and talking about the issue, is both timely and pertinent. This study sought to develop a conceptual understanding grounded in data for this purpose and to inform external agency involvement. The research was exploratory and employed a flexible design through a grounded theory methodology with ethnographic components. Individual interviews were conducted with members of staff holding key roles linked to SEMH across four secondary school organisations and ethnographic data was gathered from varied sources to understand cultural meanings. Analysis was carried out in line with grounded theory approaches and in consideration of levels of organisational culture. The research process and findings from the present study led to the development of the conceptual "Model of Integrated Role Identity for Capacity Building". This model, encompassing this study's two emergent conceptual categories of ‘integrating personal-professional identity for SEMH’ and ‘navigating supported agency for organisational growth’, offers an understanding of the social processes involved in secondary school organisations in relation to SEMH. The proposed model based on this understanding may guide school leadership, organisational development and external agency support in the future. Indicated implications for practice include support for staff, organisational capacity building, and inclusion policy and guidance. Implications are considered with reference to Educational Psychology Service involvement in particular
Young people with features of gender dysphoria: Demographics and associated difficulties.
No full textThis article presents the findings from a cross-sectional study on demographic variables and associated difficulties in 218 children and adolescents (Mean age = 14 years, SD = 3.08, range = 5–17 years), with features of gender dysphoria, referred to the Gender Identity Development Service (GIDS) in London during a 1-year period (1 January 2012–31 December 2012). Data were extracted from patient files (i.e. referral letters, clinical notes and clinician reports). The most commonly reported associated difficulties were bullying, low mood/depression and self-harming. There was a gender difference on some of the associated difficulties with reports of self-harm being significantly more common in the natal females and autism spectrum conditions being significantly more common in the natal males. The findings also showed that many of the difficulties increased with age. Findings regarding demographic variables, gender dysphoria, sexual orientation and family features are reported, and limitations and implications of the cross-sectional study are discussed. In conclusion, young people with gender dysphoria often present with a wide range of associated difficulties which clinicians need to take into account, and our article highlights the often complex presentations of these young people
'Graphic Medicine’ as a mental health information resource: Insights from comics producers [Interviews]
No full textInterviews were conducted as research for a dissertation project as part of an Information Science MSc at City University, and took place in November and December 2014. See individual files for details of methods used in recording interviews