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Getting beneath the surface: Scapegoating and the systems approach in a post-Munro world
No full textThe publication of the Munro Review of Child Protection: Final Report (2011b, Department for Education, London) was the culmination of an extensive and expansive consultation process into the current state of child protection practice across the UK. Despite the concern about ‘blame’ within the report, there is, surprisingly, at no point an explicit reference to the dynamics and practices of ‘scapegoating’ that are so closely associated with organisational blame cultures. This paper examines this gap in understanding of the recurrence of shortcomings in child care social work practice and suggests that unless the dynamics of scapegoating are more fully understood, new developments, such as the systems approach advocated by Munro, will fall short of their potential impact. A critical review of existing understanding of scapegoating is presented and the paper concludes by outlining initiatives to counter the detrimental effect of scapegoating of everyday practice
Cultural differences stand to universalities as practice stands to theory: Comments on Rober and De Haene.
No full textComments on the original article by Peter Rober & Lucia De Haene (see record 2014-13242-002). Rober and De Haene note the limits, even regressive effects, of using the framework of cultural competence and the importance of recognising universalities in human nature. In their article, Rober and De Haene propose a view of intercultural family therapy in which the unresolvable dialectical tension between differences and universalities is central. Rober and De Haene remind us of the complexity of the issues. But, note the current author, with complexity also comes a requirement to be clear about how we talk about it. Rober and De Haene use the terms ‘shared humanity’, ‘human being’, ‘universality’ and ‘the universal’. The present author thinks that this calls for clarification
Music, humanity, and psychoanalysis: Three books on human development, music psychology, and psychoanalysis
No full text7th Tavistock International Conference for infant observation teachers, Tavistock Clinic, 28–30 August 2014
No full text
A mixed methods exploration of the sense of self among people diagnosed with Asperger syndrome in adulthood
No full textAsperger syndrome is a relatively recent diagnostic classification. Several factors, including a high prevalence of mental illness, mean receiving a diagnosis in adulthood is a very unique experience but remarkably there is little literature about the impact on individuals. Instead the dominance of the medical/psychiatric paradigm pervades and limits understanding and possibilities. The main implication is a lack of clarity about what support services are needed and effective, and as such the needs of this population are often overlooked. This is the first study to explore the sense of self among a sample of males and females diagnosed with Asperger syndrome in adulthood using social constructionist and constructivist ideas. It was interested in whether personal construal of the self before diagnosis and self after diagnosis were differentiated. Given the importance in the development of self-concept of discriminations between the self and others, the research also sought to explore how people diagnosed with Asperger syndrome in adulthood construe other people with and without Asperger syndrome. Using the repertory grid and other techniques from Personal Construct Psychology (Kelly, 1955) in combination with a semi-structured interview, this study presents a novel exploration of idiosyncrasies and commonalities across a demographically diverse sample of eight participants. An extended analysis of a unique subsample of women diagnosed aged 50 years and over was undertaken. Both cognitively complex and simple construct systems were found across the sample. Findings indicated the self before diagnosis was construed critically and was more elaborated than the self after diagnosis. Several participants had a reduced sense of self following diagnosis. The diagnosis offered an explanation of symptoms but for some participants these symptoms were a way of life and accommodating the new label with the existing view of self posed challenges. An overarching and striking theme was the sense of difference felt by participants before and after diagnosis. This study offers a fresh insight into a virtually unexplored population which, through dissemination, may influence the way clinical psychologists and other practitioners work to support adults diagnosed with Asperger syndrome. Recommendations for clinical practice included approaches that target the need for individuality, commonality and sociality, and should be gender-specific where possible. Such approaches might elaborate multiple aspects of self, the diagnosis and related dilemmas. They should support people to widen their perceptual field to alternative ways of construing and explore change. The mixed method approach was assessed to be a strength of the study and a number of recommendations for future research are presented
Fostering professionalism in the workplace: The role of workplace discussion groups
No full textBackground: The professionalism of doctors has come in for increasing scrutiny and discussion, within the profession and in society. Professionalism has also become of central interest in undergraduate and postgraduate medical education. There is a great deal of debate about the nature of medical professionalism, how to promote it and what approaches to learning are most effective.
Objective This study aims to identify the role of workplace-based discussion groups in encouraging and supporting the development of professionalism among doctors.
Methods: Workplace-based discussion groups including doctors from all non-consultant grades and specialties were established in five hospitals over a 6 month period in 2010–2011. A mixed-methods approach was used to identify the perceived impact of these groups on participants, which included interviewing the group facilitators and education leaders at participating hospitals.
Results: Understanding of professionalism at an individual level was improved along with an increased awareness of the collective nature of professionalism in everyday clinical practice. Key to the success of the groups was the creation of a legitimate space to explore professionalism and professional challenges and the use of experienced facilitators who could build trust in the groups.
Conclusions: A purely individualistic approach to professionalism does not resonate with contemporary, team-based healthcare. Work-based groups can provide a focus for an approach to professionalism that is mindful of self, the team, the culture and the organisation. This evaluation provides guidance to a range of stakeholders on how to develop educational interventions that foster professionalism, personal and collective, and offers some pointers towards the range of factors that may impact on the outcomes of such activities
'We don't need no education?' The voices of young people attending alternative education provision
No full textCreative positions in adult mental health: Outside in-inside out
No full textThis book presents cutting edge developments in adult mental health through the presentation of creative and innovative applications of systemic theory to practice. The first section deconstructs the medical model with some of the current beliefs and practices shaping services whilst placing adult mental health in a wider social and political context. The second half of the book showcases good practice from the field. At either end of the volume “bookends” invite current clients and staff to write about their experiences with the aim of bringing a powerful personal context into the work. We intend to create a shift from third person objectivity to a first person experience as a political act which flows through the book
