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Parents' experience of a child psychotherapy outreach service: Isha and Sheikh [interview]
No full textIn this chapter, Isha and Sheikh, parents of Mohamed, describe their experience of using an in-school therapy service over two years. When 9-year-old Mohamed became increasingly angry, distressed and disruptive at home and school, they were are at a loss to know what the matter was and whether a therapy service would help, “worried about someone we didn’t know getting involved in our lives”. Looking back with their therapist, Marta Cioeta, they talk about Mohamed’s weekly therapeutic sessions and their fortnightly parent sessions and how, slowly, things began to get better. Originally from Sierra Leone, they describe how important it was to talk about cultural differences, how different it was to be parents in London and different approaches to helping children when they are struggling
Laverne Antrobus on Newsround. Coronavirus: Advice if you're worried about it. 19 May 2020, BBC
No full textThere's a lot in the news every day about the coronavirus.
Some of what you see or hear might sound confusing or scary, so it's normal to have some worries about a big story like this.
But if sometimes you feel like your worries are becoming too much, psychologist Laverne Antrobus has some tips
Preparing to go to a Coroner’s court
Get PDFFollowing a report of a death to the Coroner, it may be necessary to attend an inquest. In the first of two articles, Dr Gabrielle Pendlebury advises on what to expect and how to prepare for an inquest
New technology : How do child and adolescent psychotherapists understand it and is it illuminated by the concept of transitional objects?
Get PDFIn the last 30 years, new technology and the use of the internet has increasingly become part of people’s daily life and this is even more evident within the lives of young people. However, little research has investigated the impact of technology on young people and on psychotherapy practice. The research explored child and adolescent psychotherapists understanding of new technology in their therapeutic work with children and young people, and if their understanding of technology is illuminated by the concept of transitional objects. The research was conducted using the qualitative method approach, Interpretative Phenomenological Analysis (IPA) (Smith, Flowers and Larkin, 2009). Eight child and adolescent psychotherapists reflected on their therapeutic work with young people, during individual semi-structured interviews. The IPA method requires an in-depth analysis of interview data, as it focuses on participant’s experience of an individual phenomenon. The analysis of the interviews retrieved 4 recurrent super-ordinate themes; Therapeutic task, Relating, Shortcuts and Transitional Objects. The analysis of the interviews also found 4 sub-themes; Technology as defence, Exposure, Identity and Technology as positive. The results found that child and adolescent psychotherapists had wide ranging views on technology and whether it is illuminated by the concept of transitional objects. The majority of the participants viewed that for young people, their use of technology is intertwined with their identity, attachments and their attempts to manage stages of development and emotions. Technology is illuminated by the concept of transitional objects, based upon the commonly shared function of relieving anxious feelings and helping to manage feelings of aloneness. Some child and adolescent psychotherapists view that technology does not have the same qualities that fulfil the traditional concept of transitional objects. Irrespective of these differences, child and adolescent psychotherapists employ their psychoanalytic technique, to work with what a young person brings, technology or not
Q‐sort methodology: Bridging the divide between qualitative and quantitative. An introduction to an innovative method for psychotherapy research
No full textQ‐methodology offers unique opportunities for counselling and psychotherapy researchers and clinicians. It is an innovative technique capable of bridging the divide between clinical knowledge and the quantitative systematisation of it. It was initially developed by Stephenson as a data collection and data analytic method to empirically study human subjectivity. It was then extended by the British School to study shared viewpoints, thereby adopting a multi‐participant design and a highly unusual form of qualitative analysis. Finally, it was adapted by the Californian School for use as a standardised observer‐rated assessment tool. Its attractiveness stems from its aptitude to produce holistic data as it collects both quantitative and narrative data. This paper will provide an introduction to Q‐statistics and Q‐methodology (person‐centred) by contrasting it to R‐statistics and R‐methodology (variable‐centred). It will then provide an overview of the three schools of Q‐methodology and their various merits demonstrated with an example
