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Beyond the timescales: Do we really have time to address parental trauma within the family court?
No full textWorking with Trauma and Dissociation in the NHS
No full textUsing a composite clinical case, this paper describes working with complex trauma, non-recent child sexual abuse and dissociative identity disorder within an NHS setting. The clinical work of an NHS trauma service is described in both historical and current terms. The case history elucidates the use of specialist group work for non-recent child sexual abuse and then individual work within a trauma team setting as the diagnosis of dissociative identity disorder comes to light. The recognition of the role of shame in both non-recent sexual abuse and dissociative identity disorder presentations serves to highlight the countertransference experiences of disbelief or inauthenticity. This is linked to the history in psychoanalysis of the shift away from external realities of abuse and to its exploration of the concept of dissociation. The question of acknowledging and attending to the reality of abuse continues to be an issue within many aspects of British psychotherapy and psychoanalysis and has perhaps added to the disbelief that the diagnosis of dissociative identity disorder often seems to engender. The consideration of setting in relation to the NHS and limitations on lengths of treatment is also addressed for these complex patients
Expanding possibilities for inclusive learning
No full textWhile many teachers articulate a strong commitment to the values of equity and excellence underpinning inclusive education, they are often anxious about teaching increasingly diverse classes of children. This book, co-authored by researchers and practitioners, offers a strong foundation in the key principles, theories and debates that underpin current understandings of inclusive education and their implications for the development of inclusive learning for all members of a school’s community.
Drawing on a wide range of recent research and practice, Expanding Possibilities for Inclusive Learning offers perspectives on inclusion from teachers, school leaders, other practitioners, children and parents. Readers are encouraged to reflect on their own beliefs, knowledge and practices as they plan to expand possibilities for inclusive learning in their own context. Each chapter provides reflective and practical activities to support practitioners to try out ideas in classrooms and schools.
As part of the Unlocking Research series, the book draws on recent research to enrich the professional development of student and practising teachers, teaching assistants and school leaders. The examples of practice and reflective activities that run throughout offer authentic opportunities to challenge existing practices and policies and bring about meaningful change
Ever-emerging meaning: An exploration into the way in which families and therapists position themselves in stories of drug misuse
Get PDFThis research study aims to explore the historical, social, political, economic and
cultural origins of the drug misuse meaning through the way that Greek families and
clinicians position themselves within their discourses about drug misuse.
The research question under which this research study has been conducted is the
following:
"What are the stories constructed by family members and therapists around the drug
misuse story within the family therapy context; how do family members and
therapists position themselves, and how they are positioned within family stories of
drug misuse?"
Data were collected through four semi-structured interviews with families with a drug
misusing member that had already completed the drug misuse treatment, a focus
group discussion meeting with five clinicians, and three semi-structured interviews
with clinicians. The method of Foucauldian Discourse Analysis has been deployed for
the analysis of my collected data. The analysis led to the identification of six
discourses: (1) Family as an idealized transgenerational place of belonging (2) Family
as a political and economic institution (3) Gender differences and familial leadership
positions (4) 'Magkas' positioning as a choice of subversion (5) Drug misuse
positioning (6) Drug misuse treatment and Greek ‘ethos'.
The findings of this study depict the significance of the Greek family institution either
as an idealized or as an economic and political unit in which the power and the rivalry
embedded in the gender differences revives the boldness of the political figure of
'Magkas' and the 'cunningness' of the traditional patriarchal Greek family's oppressed
woman. These re-emerging Greek political and social identities seem to be embraced
by the drug misuse positioning that embodies a denial of submission and a cunning
way of avoiding life's difficulties and oppressions. Although the drug misuse
treatment is presented to offer a drug misuse resolution, it does not seem to address
the addictive mentality of 'magkia' and 'cunningness' which appears to remain
unaffected within the ex-drug misusing family. Additionally, the mindset of 'magkia'
and 'cunningness' is seen to be fueled by the historical, political, economic and social
mechanisms that have also enabled the transgenerational Greek family with a drug
misuse member to survive throughout the years
Autistic teenage girls’ lived experiences of masking
Get PDFThis research sought to learn about the lived experiences of autistic teenage girls who mask in social interactions and in their daily lives. The aim of the research was to increase understanding of the perspectives and experiences of autistic girls. It is hoped this will help bring additional awareness of the experiences and perspectives of autistic girls and inform Educational Psychologists who are involved in supporting autistic girls in the diagnostic process, in school environments, in interventions, and through therapeutic support. Two research questions were identified during the Literature Review, namely, “What are the experiences of autistic teenage girls who mask?” and “What sense do autistic teenage girls make of their masking?”. The use of Interpretative Phenomenological Analysis was selected to as an approach in response to these questions. Semi-structured interviews were completed with four autistic teenage girls who reported, through a screening questionnaire, that they use masking extensively. All participants were teenage girls who are in 5th or 6th year of second level school in Ireland. Participant and parental consent was obtained for all participants. The use of visual supports was offered but not selected by participants. Following analysis of the interviews, four overarching themes were identified, namely, ‘The Work of Masking’, ‘The Aftermath of Masking’, ‘Masking as Essential’, and ‘Moving Away from Masking’. Nine superordinate themes were identified from the subordinate themes of each participant; these themes addressed the preparation required for masking, how girls developed and employed strategies, the experience of masking, the recovery and review processes, reasons girls mask, situations where masking was considered essential, friendships, and participants’ plans to move away from using masking. The findings were discussed within the context of current research. Conclusions and suggestions for future research are presented
Supervision as a secure base: the role of attachment theory within the emotional and psycho-social landscape of social work supervision
Get PDFIn recognition of the importance of relationship and working alliance for effective social work supervision, psycho-social factors serve to influence the relational dynamics, impacting on functions such as case discussions and decisions and practitioner welfare and learning. Attachment theory provides an insightful lens for understanding these pivotal aspects of social work supervision and how supervisors may adapt their approach. This paper synthesises the literature linking attachment theory to supervision in social work and the allied discipline of psychotherapy, which is relevant to this lens. Consideration is given to the implications of the different adult attachment patterns of supervisors and supervisees, for their working alliance, the supervision process and social work practice more generally. Further thought is given to the notion of supervision within organisations as a secure base and the impact this may have for supervision practice and future research
Archive fevers
No full textArchive Fevers offers a new generation of psychologically-engaged readers a playful queer/feminist interpretation of Jaques Derrida’s Archive Fever (1995). Through its creative critical form, the book demonstrates the unconscious life of research while interrogating the often misunderstood, overlooked or misrepresented landscape of individual gender-queer experiences of therapy.
Utilising the framework of experimental narrative fiction, Blake elucidates Derrida’s concept of archive fever, Freud’s seminal concept of the death drive and Avita Ronell’s concept of haunted writing.
The relationship between anthropology, psychoanalysis and surrealism during the early 20th century is examined throughout. Surrealism, though shunned by anthropology and psychotherapy, asserts an urgent contemporary usefulness.
The role of technology in psychotherapy comes under necessary scrutiny, the ever-chainging backdrop of a global pandemic adding yet another layer of relevance to current psychotherapy practice.
The resulting narrative brings to the fore the bizarre, messy, disturbing, sometimes gruesome aspects of archival and ethnographic research that are usually left out of formal accounts
The Ideal School: Exploring the perceptions of autistic students experiencing Emotionally Based School Non-Attendance (EBSNA)
Get PDFPersistent absence from school is associated with poor academic outcomes, increased risk of mental health difficulties and limited employment opportunities in adult life (Department for Education, [DfE] 2020; West Sussex County Council, [WSCC] 2018). Statistics indicate that school absence is increasing, and young people with Special Educational Needs, including autistic students, are at increased risk of experiencing attendance difficulties (DfE, 2019). Currently there is a lack of research eliciting the views of autistic students who face barriers to attendance. This research therefore aims to explore the perceptions of 10 autistic students experiencing Emotionally Based School Non-Attendance (EBSNA) and to identify factors that might support their attendance. Participants engaged in the Drawing the Ideal School activity (Williams & Hanke, 2007), underpinned by Personal Construct Psychology (Kelly, 1955) and a semi-structured interview in which they described an ideal and non-ideal school and completed a solution-focused scaling activity. Reflexive Thematic Analysis indicated that participants perceived adults to control all decisions at school and expressed a desire for increased choice and autonomy. Additional factors identified in an ideal school that might support attendance were positive relationships with staff and students, increased flexibility within the school day, personalised learning tailored to their interests and a calm, comfortable and well-resourced environment that was adjusted to meet their sensory needs. Despite describing challenging school experiences, all participants were motivated to attend a school that met their needs, however this was deemed unrealistic by participants who perceived themselves as having little impact on the running of schools. The research provides a unique insight into how school is perceived by autistic students experiencing EBSNA and provides recommendations for realistic and reasonable adjustments that might promote their attendance
Educational Psychologists’ participation in online social networking websites: A mixed methods study exploring use and perspectives
Get PDFSocial networking websites (SNWs) provide Educational Psychologists (EPs) with an opportunity to collaborate, reflect, and share knowledge. Examples of SNWs in use by (EPs) include Twitter and Facebook. SNWs provide EPs with opportunities for ongoing dialogue with colleagues outside their service who have different specialisms and approaches to practice. While there appears to be a growing number of EPs using accounts professionally, there is currently no research documenting what this use is and how it may impact EP’s professional practice. This research has two aims. Firstly, to document how EPs are using SNWs professionally, and secondly, to explore EP’s perspectives around EPs’ use of SNWs. This was explored using a mixed-method study with two phases. 112 participants completed an online questionnaire, and 7 of these participants continued to a second semi-structured interview phase. Both quantitative and qualitative data were collected. Descriptive statistics were used to quantify the types and frequency of SNW use. The findings of this analysis included that the most regular use of SNWs was to read other EP’s posts and find out about new ways of working. Reflexive thematic analysis was also used to support a description and understanding of EP SNW use. Reflexive Thematic analysis was used to gather a picture of EP’s meaning-making and perspective of using SNWs professionally. The seven main implications of the study were identified and discussed, such as the importance of EPs, employers and professional bodies having a shared understanding of what constitutes safe and ethical SNW use. This study’s strengths and weaknesses are presented, together with future directions for research