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Consultancy on deregistration to a care home for the long-stay mentally ill: You can take Stig out of the Dump, but Can you take the Dump out of Stig?
No full textTrauma and survival anxieties. 1920/2020. Freud and Pandemic Video: The inner life and the world in turmoil. [Starts at 2:56]
No full textOne hundred years ago, Sigmund Freud lived through a global pandemic. The Freud Museum’s topical new exhibition explores the similarities between Freud’s experience of the Spanish Flu and 2020’s COVID-19 pandemic, its impact on mental health and the response by psychoanalysts. 1920/2020: Freud and Pandemic is on display at the Freud Museum London from 19 May 2021 to 12 September 2021.
This short video was created during the darkest weeks of the second wave of the COVID-19 pandemic. Unusually for us, but reflective of the circumstances, all contributions were recorded remotely via Zoom
Animals as intervention: How schools are making use of animals as part of their educational provision
Get PDFBackground: The benefits of the human-animal bond have been documented across time and disciplines. More recently, international scientific research has provided promising results showing benefits to children and young people (CYP) of a range of ages, across a range of areas of impact; with no known study demonstrating a detrimental impact. However, no research to date has investigated current practice of including animals within educational settings in the UK. Aims: The aims of the current project were: 1) to explore whether, and how, animals are being included in UK based educational settings, 2) to consider what works and why to establish and incorporate animals in a school-based setting, 3) to consider what barriers exist in including animals in school-based settings and how have school staff/systems overcome them. Design: The research used a mixed methods design. Electronic surveys were sent to each statutory-aged school setting within a UK based Local Authority. From the survey respondents, 4 participants who were including animals in their setting completed semi-structured interviews. Analysis: Survey data was analysed using descriptive statistics. Interview data was analysed using thematic analysis. Findings: Results showed that approximately half of educational settings are including animals; mostly to support CYP’s general development and emotional wellbeing and mental health. All participants currently including animals intended to continue, and would recommend the practice to other settings. 5 broad themes and 10 broad subthemes were present across participants’ qualitative data. Further specific subthemes were identified for some participants; and each participant’s data was reported individually. Conclusions: The study shows UK school settings are including animals and supports previous research studies highlighting the perceived benefits of this practice. It also highlights the need and considerations required for schools to engage safely and effectively with the practice; from the perspective and experience of those currently including animals
A qualitative exploration of who the infant is in the mother's mind
Get PDFObjective: This study is the first qualitative research analysing mothers’ thoughts and feelings of themselves, their infant and their developing parent-infant relationship prior to receiving a brief psychoanalytically informed under-fives treatment. It explores maternal representations from mothers’ narratives asking the question: Who is the infant in the mothers’ mind? Method: Semi-structured interviews were carried out with six mothers whose infant had been referred to an under-fives service. Interviews were transcribed verbatim and the transcripts were analysed using thematic analysis. Results: The qualitative analysis of these narrative accounts generated eleven super-ordinate themes. These clustered into four areas: mother’s descriptions of their infant, descriptions of problems in themselves as a mother, problems in their infant and problems in the developing parent-infant relationship. Conclusions: There were coherent, rich, balanced representations involving mental representations of emotions and intentions in all six mothers. They all conveyed viewing their infant as a unique, growing person with a separate mind and at times separate feelings. They each showed a marked capacity for maternal reflectiveness incorporating mentalization. There were high levels of worry in all six narratives
Video-linked professional development event in Argentina, discussing infant observation in the style of Esther Bick: A discussion of two online observations of a baby in her family, during the COVID-19 lockdown, 13 August 2020
No full textIn May 2020, an online video event for about 200 participants, took place during the global Covid 19 lockdown, organised by Monica Cardenal, supported by the International Psychoanalytic Association (IPA) Child and Adolescent Psychoanalysis Committee and the Buenos Aires, Argentina, Italian Hospital Paediatric Mental Health Service and its University Institute. The aim was to discuss two detailed online infant observations and the effects of the pandemic–induced social isolation on the baby and family. The observer was part of an observation seminar led by Cardenal. Jeanne Magagna was invited to lead the discussion with Monica Cardenal and the large group. Magagna had been able to present observations of a baby, each week over three years, to with Esther Bick. Other participants attended but were not observers themselves at the time. Bick encouraged the group to pause during the reading of an observation in order to discuss that part in detail and Magagna wanted, as far as possible, to follow Bick's method
Community CAMHS Covid-19 webinar
No full textQNCC Advisory Group member Dr. Eduardo Szaniecki (Consultant Child and Adolescent Psychiatrist, Tavistock and Portman NHS Foundation Trust) will be joined by his colleague, Dr. Yoko Totsuka (Consultant Family and Systemic Psychotherapist, Counselling Psychologist & Clinical Service Manager, North Camden Community CAMHS Team, Tavistock and Portman NHS Foundation Trust) sharing their experiences of managing the COVID-19 crisis at their community setting, with the opportunity to ask questions during a Q&A session
Tavistock Policy Seminar: Whiteness – A problem for our time
No full textAn examination of white privilege and white fragility from a psychoanalytic perspective.
This presentation is rooted in the assumption that the problem of racism is a problem of whiteness and that an examination of this construct of whiteness needs to be central to seeking a solution to this destructive dynamic. A key and urgent question then for those of us who are regarded as white is, how do we interrogate our whiteness to bring about the radical change that is required