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How reflective practice can support GP teams in times of crisis
No full textClinical psychologist and author Bev Thomas explains how group meetings after a traumatic event can help all members come to terms with their experiences
Characteristics of enrolment in an intensive home-visiting programme among eligible first-time adolescent mothers in England: a linked administrative data cohort study
No full textBackground Intensive home visiting for adolescent mothers may help reduce health disparities. Given limited resources, such interventions need to be effectively targeted. We evaluated which mothers were enrolled in the Family Nurse Partnership (FNP), an intensive home-visiting service for first-time young mothers commissioned in >130 local authorities in England since 2007.
Methods We created a population-based cohort of first-time mothers aged 13–19 years giving birth in English National Health Service hospitals between 1 April 2010 and 31 March 2017, using administrative hospital data linked with FNP programme, educational and social care data. Mothers living in a local authority with an active FNP site were eligible. We described variation in enrolment rates across sites, and identified maternal and FNP site characteristics associated with enrolment.
Results Of 110 520 eligible mothers, 25 680 (23.2% (95% CI: 23.0% to 23.5%)) were enrolled. Enrolment rates varied substantially across 122 sites (range: 11%–68%), and areas with greater numbers of first-time adolescent mothers achieved lower enrolment rates. Mothers aged 13–15 years were most likely to be enrolled (52%). However, only 26% of adolescent mothers with markers of vulnerability (including living in the most deprived areas and ever having been looked after as a child) were enrolled.
Conclusion A substantial proportion of first-time adolescent mothers with vulnerability markers were not enrolled in FNP. Variation in enrolment across sites indicates insufficient commissioning of places that is not proportional to level of need, with mothers in areas with large numbers of other adolescent mothers least likely to receive support
A trans-diagnostic cognitive behavioural conceptualisation of the positive and negative roles of social media use in adolescents’ mental health and wellbeing
No full textWhilst research into the association between social media and mental health is growing, clinical interest in the field has been dominated by a lack of theoretical integration and a focus on pathological patterns of use. Here we present a trans-diagnostic cognitive behavioural conceptualisation of the positive and negative roles of social media use in adolescence, with a focus on how it interacts with common mental health difficulties. Drawing on clinical experience and an integration of relevant theory/literature, the model proposes that particular patterns of social media use be judged as helpful/unhelpful to the extent that they help/hinder the adolescent from satisfying core needs, particularly those relating to acceptance and belonging. Furthermore, it introduces several key interacting processes, including purposeful/habitual modes of engagement, approach/avoidance behaviours, as well as the potential for social media to exacerbate/ameliorate cognitive biases. The purpose of the model is to act as an aide for therapists to collaboratively formulate the role of social media in young people’s lives, with a view to informing treatment, and ultimately, supporting the development of interventions to help young people use social media in the service of their needs and values.
Key learning aims
(1) To gain an understanding of a trans-diagnostic conceptualisation of social media use and its interaction with common mental health difficulties in adolescence.
(2) To gain an understanding of relevant research and theory underpinning the conceptualisation.
(3) To gain an understanding of core processes and dimensions of social media use, and their interaction with common mental health difficulties in this age group, for the purpose of assessment and formulation.
(4) To stimulate ideas about how to include adolescent service users’ online world(s) in treatment (where indicated), both with respect to potential risks to ameliorate and benefits to capitalise upon.
(5) To stimulate and provide a framework for clinically relevant research in the field and the development of interventions to support young people to flourish online
Changing the game: An intervention addressing the impact of former gang members on the therapeutic process
No full textStories from family life: Living with problematic substance use and recovery in Norway
Get PDFThe research project is a small-scale, narrative study aiming to gain insight into problematic substance use (PSU) and PSU recovery processes from a family perspective. Exemplified with ethnographic participant observation and qualitative interviews, the research project shows how family members talk about their lives with PSU at different times and from the perspective of different family positions and roles. Such knowledge is essential for understanding the needs of families and supporting family participation in long-term recovery processes. The overarching research question is: How do people living in families with problematic substance use construct their family life through their stories? The following sub-questions elaborate on the main research question. 1. How do family members talk about their past, present, and future roles while living with problematic substance use? 2. How do family members assemble meaning about the impact of problematic substance use in their roles and relationships in the family? 2. How do family members voice their concerns and fears related to problematic substance use through their stories? The narrative approach was chosen as the main methodology. The findings, presented as stories, demonstrate how complex and multifaceted family members' stories are. "A story of love" and" A story of family ties" are about the importance of family life and relations. In contrast, "A story of fear and preparedness", and "A story of protecting other family members from PSU" are about experienced dangers and efforts to protect the family members. "A story about the unforgivable", "A story of doubt", and "A story about tough choices" provide insight into intolerable dilemmas related to life in families. "Stories difficult to tell", "Directing the stories", and "Stories with chaos" show how stories are told. This research project suggests that researchers and professionals need more awareness of acute tensions and paradoxes in families
“I've never been in a job where you've had to work so hard to work out where you fit” A multi-perspectival IPA exploration of Educational Psychologists’ professional identities when working in or alongside CAMHS
Get PDFMulti-agency collaborations between Educational Psychologists (EPs) and Children and Adolescent Mental Health Services (CAMHS) are sought within national legislations around supporting mental health for children and young people. Unclarity around professional roles and identities was recognised as a barrier to this way of practising. Professional identity is identified as a highly individual construct, continuously developing based on personal and professional factors. Whilst the role of the EP is broadly recognised as unclear and difficult to identify, research around how EPs and CAMHS can collaborate is also scarce. This study seeks to address this gap in research by exploring EPs’ experiences of professional identities when working in or alongside CAMHS. A multiperspectival interpretative phenomenological analysis (IPA) is employed to explore how six EPs experience and make sense of their professional identities. Two directly related groups are purposively sampled for this study. Semi-structured interviews are conducted with N= 3 EPs working in an Outer London Local Authority, and N= 3 EPs working in a CAMHS team to explore how they experience their professional identities. A phenomenological, interpretative, and idiographic stance is employed to analyse the interviews. Data emerging from the analysis suggest three broad themes (Boundaries, Making Sense of Role, and Individual Journey), which are described as either: a) a shared experience b) a reciprocal experience, or c) a path of meaning (experiences that are similar but lived in different ways). The findings are discussed in relation to current national educational psychology practices, effective collaborations with CAMHS, and future directions for the profession. Limitations of the research and the researcher’s position within this study are also appraised
An exploration of the role of nursing in the inpatient treatment of anorexic adolescents: Reworking the infantile feeding relationship as a template for recovery
Get PDFThe aim of this study is to explore how nursing professionals, working in a specialist adolescent inpatient eating disorder setting, experience their role in emotionally supporting the young people in their care and managing the demands of their working role. Data was gathered using semi-structured interviews of two nurses and five nursing assistants and this was analysed using IPA (Interpretative Phenomenological Analysis). Six emergent themes will be considered: Regulating appetite for life; Active waiting; Digesting experiences; Cleaning up; Connecting as a team; Preparing for an ending and letting go Comparison will then be made to the infantile feeding relationship and how, through reworking this, the nursing staff facilitate the patients to develop a healthier approach to relationships, experience and life. Recommendations are made regarding how nurses can be supported in their work and the importance of recognising and valuing the difficulty of the emotional aspects of the work
Ana Draper on Channel 5 News. Support for neurodivergent children. 08 February 2022. Channel 5. [Starts at 2:04 with interview at 32:40]
No full textConsultant Psychotherapist Dr Ana Draper spoke on Channel 5 News this week on the importance of support for neurodivergent children in schools.
In her segment she speaks on the importance of meeting the individual needs of diverse children and how society is not set up for these children
Dr. Graham Music on his book RESPARK: Igniting hope and joy after trauma and depression
No full textBio:
I have worked at the Tavistock Clinic in London for over 20 years, an internationally renowned NHS Foundation Trust which provides clinical services and trains therapists and other professionals. I teach on the child psychotherapy and other psychological therapy courses at the Tavistock, and supervises therapists there. I also lead on training in child development, neuroscience and attachment theory, and have a particular interest in linking cutting-edge developmental findings with therapeutic practice. My clinical work in the NHS is primarily with issues of trauma and the effect of maltreatment on children as well as on the families and other adults in the lives of such children.
After having done a variety of jobs and activities in my early adulthood, including buying and selling antiques, working in housing advice, community support services and various adventures, in the late 1980s I trained as a humanistic and integrative adult psychotherapist, a year with IPSS and 4 years with the Minster centre in London. I then went on to train in psychoanalytic observational studies for a further 3 years at the Tavistock before undertaking the four year Tavistock training in psychoanalytic psychotherapy with children, young people and parents.
In addition, I have trained in a variety of other ways of delivering therapeutic work, most recently in Mindfulness. I have worked as a psychotherapist in private practice for over 25 years, and also in a variety of voluntary and statutory sector settings. These include Open Door, a psychotherapy service for young people in North London, GP Practices including Stamford Hill Group Practice, and for NHS Child mental health services in Enfield and also in Redbridge and Waltham Forest. A passion of mine has been developing new services for children and young people, for example in over 35 schools in Camden and East London and setting up Hear and Now, a counselling service for young people in Redbridge working in community locations as part of the local NHS Mental Health Trust. Until recently, I was an Associate Clinical Director at the Tavistock, responsible for a range of clinical services.
I also teach on a range of other courses and psychotherapy trainings in Britain and abroad, for example in Bologna, Istanbul and for 12 years, in Palermo, Sicily