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The psychological effects of racism
No full textIn this highly personal presentation, Ivan Ward uses his own experience and that of others to show how psychoanalytic theories can help us understand the significant psychological effects of 'low-level' everyday racism in white-majority societies. This talk will be chaired by Dr Tosin Bowen-Wright.
Speaker biography:
Ivan Ward is Deputy Director and Head of Learning at the Freud Museum London and former manager of the museum’s conference programme. He is a mixed-race father of two girls and author of a number of books and papers on psychoanalytic theory and on the applications of psychoanalysis to social and cultural issues, including race and racism.
Chairperson biography:
Dr Tosin Bowen-Wright is a Consultant Clinical Psychologist at the Tavistock and Portman NHS trust. She has specialised in the field of child and adolescent mental health services as a clinician, supervisor, manager and strategic lead in the development and improvement of services to support children, young people and their families mental health. She is also a well sought after expert witness in the area of family law, particularly in relation to cultural issues and young people vulnerable to exploitation. As a leader and senior member of staff at the Tavistock and Portman NHS Foundation trust, Tosin has been an important part of the Trust’s journey to realising the work that needs to take place to commit to being an anti-racist organisation that promotes equity, diversity and inclusion in all aspects of its organisational function
Synchronous digital couple and family psychotherapy: a meta‐narrative review
No full textObjective: Our objective was to identify, review and synthesise the findings of articles regarding the practice of synchronous digital couple and family psychotherapy over the past three decades.
Methods: A meta‐narrative approach was adopted.
Results: Thirty‐one papers were identified for inclusion in the review, including nine descriptions of practice and 22 empirical studies.
Conclusions: Findings show that practitioners have used synchronous digital technologies in their work over decades. Psychoeducative and cognitive‐behaviourally oriented hybrid, self‐directed synchronous family and couple psychotherapeutic interventions have been found to be feasible, effective with diverse populations, are associated with good user satisfaction, and are found to have similar clinical outcomes to in‐person psychotherapy. Further research is required.
Practitioner points: Over the past 30 years there has been increasing interest in utilising new technologies in couple and family psychotherapeutic interventions to improve access to services and to help with a variety of presenting problems.
For families and couples, interventions involving web‐based psychoeducative material combined with ‐ often minimal ‐ synchronous therapeutic or coaching input seem feasible, acceptable and effective.
More quantitative and qualitative research into digitally mediated couple, family and systemic psychotherapy is required to determine what works, with whom and how it works in practice
Working with mental hackers and backroom thinkers
No full textAlthough voyeurism is present in every backroom constellation, some backrooms are mostly voyeuristic; Patients come across as peeking from behind their eyes and fantasizing without much active real manipulation of others. Some patients focus on the omnipotent idea of possessing ‘special backroom powers’ and often use cartoon superhero metaphors to describe their experiences. In the superhero position, the patient presents as a conflicted character that manages his past trauma and his attraction to darkness by using his powers for the greater good. In the villain position the patient denies all conflict and fragility by a callous and sadistic excited use of his secret strength. The antisocial tendency according to Winnicott implies hope. Unlike other actions which might go unnoticed, an antisocial act induces an environmental-social reaction to it. As a result, some attention is called to the child and with it a hope that the child’s unmet needs would be noticed and attended to
The anti-racist Social Worker: Stories of activism in social care and allied health professionals
No full textThis is the story of an anti-racist campaign staged by social workers and allied health professionals which encourages readers to consider their own possibilities for anti-racist action. The murder of George Floyd in May 2020 and subsequent expression of anger, frustration and grief at the continued existence of racism led to more sophisticated and honest conversations about racism and its impact. Social work also started to recognise its own problem with racist systems and its failure as a profession that strives for social justice to have addressed this in any meaningful way. The Anti-Racist Social Worker describe a successful campaign of anti-racist direct action that was staged by a small group of social workers and occupational therapists. The opening chapter tells the story of the campaign from the coming together of the campaign group to the concluding day of action. Subsequent chapters are written by campaign members at different stages of their career, from student social worker to Chief Social Worker for England. Each describes journeys to and stories of anti-racist activism. These stories are about either the writers'experiences of racism and how this translated into action or their growing understanding of the impact of racism and subsequent decision to take personal action. Importantly, each chapter offers a personal case study and therefore a suggestion of individual anti-racist action that can be taken by social workers. The Anti-Racist Social Worker is a call for action told through individual stories. It shows how those in social care and allied health professions can contribute in a meaningful way to the creation of the change we need and encourages everyone to consider their own roles in dismantling racism
Introduction
No full textThis introduction presents an overview of the key concepts discussed in the subsequent chapters of this book. The book offers teachers and school staff, clinicians, and primary education and child mental health providers and commissioners an understanding of the scope and limitations of locating highly specialist clinicians in primary educational settings. It concentrates on work with those children and their families about whom parents and carers, schools, GPs, and social workers are most worried. The book shows how child psychoanalytic psychotherapists work with fundamental anxieties and emotional conflicts that children and their families and schools may not be aware of, as well as with more identifiable problems, family and social/economic circumstances, developmental difficulties, and life events. It describes a developmental child psychotherapy approach with excluded children in a PPRU
Using child psychoanalytic psychotherapy in primary schools
No full textThis chapter looks at what child psychoanalytic psychotherapy is, how it works, and who it is particularly useful for. It considers why it is offered in primary schools and some aspects of the relationship between education and psychotherapy cultures
How can Educational Psychologists develop culturally responsive practice? A Delphi Study
Get PDFThe United Kingdom’s response to growing multiculturalism is subject to debate over how to respond, accommodate and promote cultural diversity. This impacts the role of educational psychologists (EPs) who work with children and young people, their families, and professionals from a variety of cultural backgrounds. EPs are responsible for engaging in, and developing, Culturally Responsive Practice (CRP), an ongoing process which is both intrapersonal and interpersonal; this will ensure the best possible outcomes for their culturally diverse clients. This thesis is an exploratory study which aimed to address the lack of research regarding how EPs take culture into account in their work, and more specifically, develop a framework that can be used by EPs to evaluate the extent to which they are culturally responsive in their practice. This research used a two-round Delphi method to reach consensus regarding what features of CRP are important for EP practice. Round one consisted of an extensive review of the literature pertaining to culture, mainly focusing on School Psychology practice in the United States, and more broadly within the psychological professions. Through this, a deductive thematic analysis was used to identify statements associated with CRP. These statements were presented to EPs (n=23) with relevant experience responding to cultural difference, asking them to rate their perceived importance for their practice, as well as inviting EPs to provide their own features of CRP. In round two, EPs (n=18) evaluated their response to statements which had not met consensus after round one considering the group opinion, and rated additional features of CRP collated from participants. At the end of round two, out of a possible 103 statements, 82 statements were deemed as key features of CRP for EPs, which is presented as a guiding framework for practice. Statements which did/did not meet consensus are considered, and implications for EP practice will be discussed
Working outside the therapy room in a therapeutic school
No full textThis chapter considers the work child psychotherapists can do within a therapeutic school, outside individual child psychotherapy. Using an observational style, it gives the reader an insight into what life in this school with troubled and often violent children can look like. It focuses on two children with traumatic histories, who are aggressive and hard to care for. It shows the detailed thinking of child psychotherapists in day-to-day interactions, and how psychoanalytic observational skills are used to help those working on the front line to understand what children are communicating. This can enable children and staff to maintain hope, develop new ways of relating, and interrupt cycles of rejection and exclusion that are so common for such children
How is group-as-a-whole behaviour experienced by the individual in working groups in organisational contexts?
Get PDFThe research on which this dissertation is based was conducted in two steps. In an in-depth literature review, various approaches to group-as-a-whole phenomena from psychoanalytical and non-psychoanalytical perspectives were identified and described. The second step comprised interviews with six participants in working groups in organisations. Interpretation of their reported experiences revealed group-as-a-whole behaviour patterns, which can be made visible with a model that differentiates between task-oriented and non-task-oriented behaviour and between active and passive behaviour. Use of the psycho-social perspective showed that it is not only the researcher who is in contact with a number of anxieties around groups; this phenomenon affects other group participants as well. The usual defence mechanisms are keeping one’s distance and trying to control the group