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Autistic children: Bodily factors in the use of language
No full textThis paper addresses factors other than symbolic capacity that can influence the use of language by children on the autism spectrum. Chief among the issues considered are the influence of bodily experience on the articulation of words and the influence of fantasies concerning bodily relationships on the construction of words and sentences. It is suggested that such considerations may shed light on the behavior of those children on the autism spectrum whose symbolic capacity is greater than might be assumed from their use of language, and also on that of some children with selective mutism
Our asylum system is forcing vulnerable teenagers to relive their trauma
No full textTime and again, we witness unaccompanied refugees suffering mental health problems when they apply for asylum at 18. They need support, not uncertainty..
Dissociative identities in childhood: An exploration of how children with dissociative identities may present in psychotherapy. Are there implications for psychoanalytic technique?
No full textChildren who have experienced early
relational
trauma
in
the
realms
of
neglect
and
abuse
may
go
on
to
develop
a
range
of
dissociative
states
of
being
as
a
consequence
or
as
a
defence.
Child
psychotherapists
are
frequently
referred
children
struggling
with
such
a
legacy,
yet
for
historical
reasons
dissociation
is
notably
absent
from
the
psychoanalytic
literature
and
not
a
formal
part
of
our
professional
training.
This
thesis
aims
to
illuminate
how
dissociative
children
may
present
in
psychotherapy
session
s
and
to
assess
whether
there
are
indications
that
traditional
psychoanalytic
child
psychotherapy
technique
may
need
adjusting
if
treatment
is
to
be
most
effective.
Current
theory
regarding
the
aetiology
of
dissociative
pathology
is
presented
including
the
significant
contributions
from
attachment
and
neuroscience
research,
and
the
slender
view
offered
by
psychoanalytic
theory
is
elucidated.
Case
histories
of
two
of
the
three
participant
children
are
presented
with
specific
reference
to
attachment
and
trauma.
Process
recording
notes
from
the
psychotherapy
of
all
three
dissociative
children
are
subjected
to
thematic
analysis
to
arrive
at
two
sets
of
patient
and
therapist
related
themes
which
are
then
recursively
discussed
in
fine
detail
to
determine
what
evidence
the
material
provides.
The
conclusion
is
drawn
that
whilst
dissociative
children
present
with
so
me
distinct
difficulties,
these
do
not
dominate
the
therapeutic
endeavour
and
are
largely
similar
to
the
presentation
of
traumatised
and
attachment
disordered
patients
with
whom
child
psychotherapists
are
very
familiar.
Furthermore
it
is
suggested
that
whilst
child
psychotherapists
treating
dissociative
children
should
consider
psychoeducuative,
organising
and
validating
interventions,
their
core
psychoanalytic
skills
of
withstanding
and
analysing
hostile
and
perverse
transference
material,
together
with
their
experience
in
creatively
bringing
all
parts
of
the
self
to
the
child's
conscious
awareness
are
central to helping dissociative children recover
The impact of the global financial crisis on children and families as seen through infant observations in three European countries: The role of education professionals in containing anxiety and holding on to hope and hopefulness
No full textThis paper explores some aspects of the impact of the economic, social and political context on the experience of infant observers and seminar teachers. The paper suggests that these factors cannot be ignored but argues that in the face of high anxiety and social upheaval, the value of trainings in psychoanalytic observational skills is in no way diminished but has a potentially important role in promoting hope and hopefulness
What works? A grounded theory of effective peer mentoring in secondary schools
No full textThe current research was carried out by a Trainee Educational Psychologist (TEP) between September 2013 and May 2015 in a large County in South-East England as part of a Doctorate in Child, Community and Educational Psychology. Using critical realism as a guiding
epistemological position, the study sought to bring school based peer mentors and mentees voice to the forefront, by exploring their view of what works. The study aimed to offer a framework for understanding and developing peer mentoring relationships and
inform safe and effective peer mentoring practice in secondary schools.This study was conducted using grounded theory methodology as a strategy of inquiry.
Data was captured from semi structured interviews which were audio recorded, transcribed verbatim and analysed, assisted by MaxQDA. Purposive sampling was used to select nine participants from two secondary schools: of which 4 were peer mentors and 5 were mentees whom had participated in their schools peer mentoring programme during the academic year 2013/14. The BONDS model addresses the delivery of peer mentoring within the context of peer support interventions and secondary educational settings. The acronym ‘BONDS’ represents the data which emerged from grounded theory methodology as 5 integrated mechanisms which mediate effective peer mentoring. The model proposes that effective peer mentoring is synonymous with a nurturing experience characterised by ‘boundaries’ within peer mentoring, the ‘openness’ of the mentee to engage,
the mentors abilities to build a safe and supportive relationship, the peer mentor and mentees ‘dual experience’ of the school system and ‘staff contact’ with mentors. This study adds to the limited body of research which explores the views of peer mentors and mentees engaged in peer mentoring programmes in the UK. The implications of the findings are discussed and good practice recommendations are made to inform the work of school staff, Educational Psychology services and other professionals working to support young people through school based peer mentoring. The limitations of the study are also addressed and
suggestions are made for future research
Why do so many white working class boys underachieve? An exploration of underpinning factors and beliefs
No full textThe media and current literature portray white working class boys as educational failures with restricted life chances. To date, no mixed methods research has been conducted to explore these commonly held views. This study serves as a starting point, taking what we know about achievement and exploring this from the perspective of WWCBs. A two-phase sequential mixed methods exploratory design was used with purposive sampling. All participants were in key stage 3, recorded as white British, in receipt of free school meals and attending a comprehensive secondary school. Participants were categorised as low or high/average attaining, based on their current attainment levels. In phase 1, the School Attitude Assessment Survey-Revised (McCoach, 2002) was used to measure participants’ attitudes on five factors known to be associated with achievement. This data was then analysed using an independent samples T-test. Phase 2 included low attaining pupils only and, using semi-structured interviews, explored the boy’s views and beliefs about schooling. In phase 1, the low and high/average groups did not significantly differ in their academic self-perceptions, attitudes towards school, attitudes towards teachers, goal valuation or self-regulation and motivation. Phase 2 used thematic analysis to explore the interview data of six year 9 boys and identified four over-arching themes: feeling valued in the learning relationship, academic self-perceptions, choosing one’s own path and misalignment. The quantitative phase results indicated that the academic attainment of the participating white working class boys (WWCBs) was not significantly mediated by factors measured by the SAAS-R, and commonly believed to affect achievement. The findings from the qualitative phase supported these findings and generated alternative factors that highlighted the importance of considering the reciprocal nature of education and the effect of relationships on learning. The data suggests a unilateral within child view may not be sufficient in understanding why working class boys underachieve
