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What can be learned from comparing a child's psychotherapist's experience of children in a children's psychotherapy group with the narrative accounts of foster carers describing the same children in their care?
Get PDFThis research project explores a child psychotherapist’s experience of a
children’s psychotherapy group with five, infant school age, ‘looked after
children’ with early experiences of neglect, trauma and disruption. These
children have experiences of multiple placements either in their family of
origin or since coming into care. They are all in transition awaiting decisions
about future adoptive or long-term foster placements. The research
project considers the experiences of both the children and
their foster carers. It asks what can be learned from comparing a child
psychotherapist’s experience of the children in a children’s psychotherapy
group with the narrative accounts of foster carers describing the same
children in their care? With this question in mind, the research project uses a ten-week
children’s psychotherapy group and semi-structured interviews with the children’s foster
carers to examine the relationships these children form within the group and with their foster carers. The research project aims to capture the emotional experience of being with young ‘looked after children’, living in foster care and awaiting decisions regarding placement and the prospect of yet further placement moves. The study reflects on whether gathering information on the foster carer’s experience would be useful in planning future support for both the children and their foster carers. Do these comparisons provide valuable information that helps facilitate decision-making within the professional networks maintaining both the children and their foster carers
What factors support or hinder the educational progress of looked after children at key Stage 4: A grounded theory approach
No full textThe educational attainment of Looked After Children (LAC), particularly in relation to their non-looked after peers, remain poor. The present study sought to further understand the contextual factors and individual mechanisms which act to support or hinder the educational progress of LAC at Key Stage 4.
The study operated within a Critical Realist approach and sought the experiences of both LAC and professionals who work to support LAC. In total, eight participants took part in the study. Semi-structured interviews were completed with two LAC participants and six professionals. Both LAC participants were 17 years old and reflected on their experiences of Key Stage 4. Professionals included Virtual School Officers (VSO), a social worker and a Designated Teacher for LAC (DT).
The current study utilised Grounded Theory Methodology (Corbin & Strauss, 2008) which allowed the researcher to develop a conceptual understanding of the observed data resulting in an overarching theoretical scheme. The researcher labelled this scheme 'Availability to Engage in Learning' (AEL). The researcher further identified the facilitative and inhibitive contexts and mechanisms which influence AEL. These were then placed in Context Mechanism Outcome models (Pawson & Tilley, 1997) to visually represent the ways in which they impact the educational progress of LAC. Finally, the implications of the findings with regards to the field of Educational Psychology are considered
The revised SEND code of practice 0–25: Effective practice in engaging children and young people in decision‐making about interventions for social, emotional and mental health needs
No full textA key principle upon which the Revised Special Educational Needs and Disability ( SEND) Code of Practice 0-25 (2015) is based is children's involvement in decision-making that affects them, and a significant change is the removal of the term 'behaviour' and an emphasis on social, emotional and mental health ( SEMH) needs. To ensure that child involvement is a practical reality for children with SEMH needs, staff in schools benefit from a range of evidence-informed strategies for engagement and participation. This article describes an approach to the provision of learning mentor services for children with SEMH in a primary school based on partnerships between the children and staff in establishing and measuring change. Limitations are noted and suggestions for future developments are also made
Laverne Antrobus on Channel 5 News. How parents should talk to children who are fearful because of events such as the Paris terrorist attacks. 20 November 2015. [Starts at 9:24]
No full textPragmatic randomized controlled trial of long-term psychoanalytic psychotherapy for treatment-resistant depression: The Tavistock Adult Depression Study (TADS)
No full textThis pragmatic randomized controlled trial tested the effectiveness of long-term psychoanalytic psychotherapy (LTPP) as an adjunct to treatment-as-usual according to UK national guidelines (TAU), compared to TAU alone, in patients with long-standing major depression who had failed at least two different treatments and were considered to have treatment-resistant depression. Patients (N=129) were recruited from primary care and randomly allocated to the two treatment conditions. They were assessed at 6-monthly intervals during the 18 months of treatment and at 24, 30 and 42 months during follow-up. The primary outcome measure was the 17-item version of the Hamilton Depression Rating Scale (HDRS-17), with complete remission defined as a HDRS-17 score ≤8, and partial remission defined as a HDRS-17 score ≤12. Secondary outcome measures included self-reported depression as assessed by the Beck Depression Inventory - II, social functioning as evaluated by the Global Assessment of Functioning, subjective wellbeing as rated by the Clinical Outcomes in Routine Evaluation - Outcome Measure, and satisfaction with general activities as assessed by the Quality of Life Enjoyment and Satisfaction Questionnaire. Complete remission was infrequent in both groups at the end of treatment (9.4% in the LTPP group vs. 6.5% in the control group) as well as at 42-month follow-up (14.9% vs. 4.4%). Partial remission was not significantly more likely in the LTPP than in the control group at the end of treatment (32.1% vs. 23.9%, p=0.37), but significant differences emerged during follow-up (24 months: 38.8% vs. 19.2%, p=0.03; 30 months: 34.7% vs. 12.2%, p=0.008; 42 months: 30.0% vs. 4.4%, p=0.001). Both observer-based and self-reported depression scores showed steeper declines in the LTPP group, alongside greater improvements on measures of social adjustment. These data suggest that LTPP can be useful in improving the long-term outcome of treatment-resistant depression. End-of-treatment evaluations or short follow-ups may miss the emergence of delayed therapeutic benefit
Viewing the Disney movie Frozen through a psychodynamic lens
No full textThe Disney movie Frozen is the fifth highest grossing movie of all time. In order to better understand this phenomenon and to hypothesize as to why the movie resonated so strongly with audiences, we have interpreted the movie using psychodynamic theory. We pay particular attention to the themes of puberty, adolescence and sibling relationships and discuss examples of ego defenses that are employed by the lead character in relation to these concepts
Unconscious processes in multi-agency partnership working for protecting and safeguarding children. A psychoanalytic examination of the conception and development of a multi-agency safeguarding hub (MASH) project in an inner London local authority
No full textThis study was set within the context of child protection and safeguarding in an inner city
local authority. Its main aim was to explore the unconscious processes experienced by
organizational representatives when co-located to provide multi-agency partnership work in
children services. It acknowledged that a lot has been written about the rational challenges
to multi-agency work. It then took a different dimension which focussed on the ‘beneath the
surface’ issues in partnership work. The main research question was; whether an
understanding and consideration of the emotional and the unconscious processes in
organisations is the missing link in strengthening multi agency partnership working in
safeguarding and protecting vulnerable children and their families. Qualitative data from a two year ethnographic study is presented which was obtained using three research techniques; psychoanalytic informed participant observation, interviews and institutional documentary sources. The observations and narratives from the research participants provided a framework for exploring emotional experiences of being ‘an individual, a professional and an organizational being’ within an organization, interacting between and amongst others in a group and different subgroups. The research confirmed the presence of unconscious processes at work which centred on individual and organizational defences. It revealed that multi-agency partnerships are often the context for a range of complex interactions between and amongst individual, professional and organizational aspects of working together. It also confirmed that collaborative structures need to foster boundary negotiation capabilities in order to sustain the survival of the partnerships. Traditional organisational and professional roles and general government prescriptions also need to adapt to new and challenging social problems and come up with context specific solutions
Unindo-se à familia humana [Joining the human family]
No full textDiscutem-se os fenômenos de imitação neonatal e de imitação recíproca mãe e bebê para a promoção de sintonia em relação ao senso de self em desenvolvimento e à vivência de pertencimento do bebê. Formulam-se vínculos com o conceito psicanalítico de identificação primária, bem como com as teorias psicanalíticas de espelhamento, imitação e identificação introjetiva. Propõe-se que essa imitação evolutiva [developmental imitation] pressupõe o equilíbrio entre a posição do bebê real e a de suposto ocupante interno da mãe. Considera-se que esse equilíbrio forneça o alicerce para a identificação projetiva e a assimilação da experiência, conduzindo ao enriquecimento do senso de identidade. Em contraposição, pode ocorrer a identificação adesiva ou a identificação projetiva na imitação que envolve mimetização. Ilustram-se essas hipóteses com material proveniente de observações de bebê e do tratamento de duas crianças do espectro autístico