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Out of time: adolescents and those who wait for them
No full textThis paper draws on the scholarship of an inter-disciplinary project about time and waiting in healthcare to explore questions of urgency and risk in clinical work with depressed and suicidal young people, and how the feeling of being compelled to act can be meaningfully explored from a psychoanalytic perspective. The paper examines adolescence as both a time of inherent crisis and one in which self-harm and suicidal ideation represent particular challenges. It then considers Child and Adolescent Mental Health Service practice in relation to acute mental health crisis, and in the context of the chronic crisis affecting the UK National Health Service. Considering both formal psychoanalytic psychotherapy and the contribution of psychoanalytic thinking to multidisciplinary discussions and emergency work in CAMHS, the author then considers the anticipatory anxieties that affect such work, and the particular role of psychoanalytic thinking for young people burdened by suicidal ideation and the professionals caring for them
Providing support in a time of crisis: An investigation into how Educational Psychologists in the UK respond to a death by suicide within the school community
Get PDFA key part of the Educational Psychologists role is to respond to school community critical incidents, including death by suicides. The number of suicides in young people under 25 years old is steadily increasing across the United Kingdom and many of those bereaved by a suicide will be in education. It is therefore an important issue to research to gain an understanding of EPs work in this area. The aim of this research was to investigate how EPs are responding to a school community death by suicide and their experience of this. The research used a mixed methods design combining a national survey, to gather an understanding of the scope of practice and experience of EPs, with semi-structured interviews to gather a more in-depth understanding of EPs experience in responding to this kind of incident. The survey received 76 responses from EPs and the researcher interviewed 5 of these. The survey data was analysed using descriptive statistics and the interview data was analysed using a Grounded Theory approach. The findings showed that the most common form of support EPs provide to schools is face to face consultations and support around the correct language to use when discussing suicide. The most common form of support EPs receive included co-working with a colleague and individual debriefs. The Grounded Theory analysis produced 15 axial codes leading to the overarching theory of ‘Containment Across and Within the System’. This study shows that there are multiple systems involved in responding to a death by suicide that the EPs provide containment to and receive containment from. Implications for practice and directions for future research are considered and discussed
A mixed methods study exploring whether referral to the Internal Inclusion Unit results in change to pupil behaviour and exploring the student’s perceptions of the facility.
Get PDF‘Internal Inclusion Units (IIUs)’ are facilities within or associated with schools, with the predominantly espoused purpose of reducing school exclusions and managing pupil behaviour. IIUs have become a highly prevalent facility across English schools, research indicated they exist in over half of secondary schools (IFF Research Ltd et al., 2018), despite minimal research or guidance regarding their use existing. With the Government's Behaviour Tsar, advising the government to expand the number of IIUs (Bennett, 2017), the Department for Education backing this with an allocation of £10 million (DfE, 2019d), and the Covid-19 lockdowns believed to have amplified behavioural issues in schools (DfE, 2020c), their numbers are only set to increase. Consequently, this research explored the use of one London-based IIU: identifying whether referral to the IIU resulted in any statistical change in pupil behaviour and what IIU attendees perceived about IIU use. A mixed-methods study was conducted, with the quantitative phase analysing 20 attendees’ behaviour over a twelve-week period, whilst the qualitative phase explored 6 attendees' perceptions of IIU use through interviews. The quantitative findings indicated that IIU referral likely resulted in a decrease in attendees’ misbehaviour. However, the qualitative findings indicate there were also a series of negative and ethically questionable implications of IIU use on attendees. The findings suggest attendees engaged in considerable meaning making around IIU use, resulting in perceptions/fears of ‘rejection and neglect’ by school staff and ‘unfairness and injustice’ of the system; which in turn appeared to result in a considerable emotional toll from IIU use, which attendees employed a series of coping mechanisms to manage. Nonetheless, most attendees believed the IIU improved their behaviour, was a necessary facility in schools and highlighted several ways the IIU resulted in their behavioural improvement. Therefore, this research raises numerous implications for practice and areas for future study
Jeanne Magagna legacy interview
No full textDr Jeanne Magagna is a Child, Adolescent and Family Psychotherapist, who during a career spanning more than fifty years has contributed substantially to the field of child mental health.
Jeanne led the Psychotherapy Services at Great Ormond Street Hospital for Children in London for 24 years where she specialised in eating disorders. Her latest book Psychotherapeutic Understanding of Children and Young People with Eating Disorders has just been published. In this interview with Jane O’Rourke, her psychoanalytically informed perspectives on the factors that contribute to eating disorders, and how they are best treated, will offer you fresh insights. She also insists that with the right care, no young person should ever die of an eating disorder.
Jeanne explains why the art of observing babies, a technique based on the model taught by the Tavistock Clinic which she has taught all over the world, can transform our understanding of children and their families.
She describes what it was like to learn the craft from the originator of infant observation, Esther Bick. Being taught by Mrs. Bick, Jeanne says was an inspiring experience though also challenging as, “Mrs. Bick was in touch with the powerful anxieties of infancy as she faced the end of her life”.
Jeanne also describes how it is possible for parents to learn infant observation to deepen their understanding of their children. This led her to inspiring a very special nursery in Rome and she wrote a book with them, ‘Being Present for your Nursery Age Child’.
Somehow during a very busy clinical career, Jeanne has found time to write over 90 articles and books. She says her most important book is The Silent Child: Communication without Words, in which describes her work with children who aren’t speaking, walking or eating.
Of course, by their very nature, silent children are difficult to treat in talking therapies, but Jeanne’s skill in observation has made her a particularly insightful clinician and in doing so, she has helped children to have their voices heard and save their lives. Jeanne’s capacity for careful observation was honed at a very early age, which is why it felt appropriate to begin this interview by asking her about her childhood and its influence on her work
Developing a THRIVE-aligned Outcomes Framework
No full textRecording of the National i-THRIVE Community of Practice webinar: The THRIVE Framework for system change and Equality, Diversity and Inclusion. This webinar was held on Thursday 11th February. Please visit our website to find out more and to download the event slides (See Official URL).
Timings:
0:00 Welcome and Introduction;
6:13 Outcome measures for use at different levels across the system;
29:15 Developing a system-wide outcome framework in Greater Manchester;
50:53 Developing an arts and culture outcome framework;
1:12:15 Q&A;
1:19:38 Feedback and Close
Sleep: the neglected life factor in adults with intellectual disabilities
Get PDFSleep is vital for our physical and mental health. Studies have shown that there is a high prevalence of sleep disorders and sleep difficulties amongst adults with intellectual disabilities. Despite this, sleep is often overlooked or its disorders are considered to be difficult to treat in adults with intellectual disabilities. There is a significant amount of research and guidance on management of sleep disorders in the general population. However, the evidence base for sleep disorders in adults with intellectual disabilities is limited. In this review paper, we look at the current evidence base for sleep disorders in adults with an intellectual disability, discuss collaborative working between intellectual disabilities psychiatrists and sleep medicine specialists to manage sleep disorders, and provide recommendations for future directions
The lost summer
No full textIn the summer of 1914, Michael Davies, a young student, joins his friend Richard on a visit to the home of Richard's family friend, Madame de Vallespir, in Banyuls sur Mer in the shadow of the Pyrenees. During the idyllic weeks of the last summer of peace, Michael meets and falls in love with Lisette Le Clerc, a friend of the de Vallespirs. Their relationship is symbolised by a portrait of Michael which Lisette paints and gives him as a parting present.
As Europe moves inexorably to war, Michael is forced to return to England and joins up to fight for King and Country. Like so many of his generation, the horror of the trenches steals away for Michael the optimism and innocence of youth. Memories of the lost summer of 1914 turn to bleak winter
