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Recording consultations: Where do we stand?
No full textGabrielle Pendlebury, Medicolegal Consultant at Medical Protection, offers advice to the practice and GP on handling requests to record consultations, and what to do if you find out a consultation has been recorded overtly
Making meaning from experience: Collaborative assessment with young adults who have mental health needs and social communication differences
No full textAims: As the number of people aged 16-25 referred to mental health services rises, the increasing complexity of their presenting needs is apparent. For those with additional communication and interaction differences, psychological assessment may be especially challenging. They often have long-standing histories of interpersonal challenge, do not find making relationships with others easy and can find conventional information-gathering assessments difficult and at times, even unhelpful. Method/rationale: Educational psychologists (EPs) can make a distinctive contribution in this area because of: (i) their knowledge of adolescent and young adult development; (ii) their skills in relational connection in time-limited assessment contexts; and (iii) the value they place on person-centred approaches. This paper outlines one approach to psychological assessment that prioritises collaboration with clients aged 16-25 and emphasises understanding the meaning they make of their subjective experience of the world. Findings/implications: The use of projective techniques, where a free-flowing response to a stimulus was used as the basis of a dialogue with the client, is described in the broader context of collaborative assessment. Illustrative case studies that serve as the basis for reflection on experience are explored, with common themes identified. The benefits of the approach, especially in terms of supporting clients and for practitioner learning, are highlighted. Limitations: This approach, whilst facilitated by qualified and trainee EPs, has been developed in a specialist multidisciplinary clinical context. Challenges in using projective techniques as part of collaborative assessments, as well as capacity concerns as regards ongoing training and supervisory requirements, are examined. Conclusions: There are opportunities for the future development of EP practice in this area, as well as promising lines of practice-based research inquiry
'Doesn't matter what we think we are doing, it's how it is perceived': Exploring the usefulness of the Ideal Teacher Drawing technique with students and teachers in a Pupil Referral Unit
No full textPermanent school exclusions have seen an increase in numbers for several years. Driving factors for this type of exclusion are plenty, with poor teacher-pupil relationships one of the main identified factors. A review of the literature revealed that although papers have been written about school exclusions, relatively little research has explored teacher-pupil relationships. The current study was based in a Pupil Referral Unit (PRU) aiming to explore pupils' constructs of an ideal and non-ideal teacher through the application of the Personal Construct Psychology based Ideal Teaching Drawing (ITD) technique. The study aimed to understand how the collated information from the pupils is understood and used by school staff. In line with national and international policies and guidelines on pupil's voice, the ultimate aim of the study was to introduce the ITD technique as an approach to exploring and supporting pupil's voice to understand if it can inform or guide child-centred strategies. Through a two-phased qualitative design, pupil's constructs of teacher-pupil relationships were sought using semi-structured interviews and drawings. Information about the usefulness of this information was also collected from school staff, using semi-structured interviews. The child participants data were analysed using an inductive thematic analysis approach; eliciting a total of nine superordinate themes and 28 subordinate themes. The second inductive thematic analysis of the adult participants interviews identified four superordinate and nine subordinate themes. The findings of the study show that pupils are able to identify a range of positive and negative attributes about teacher-pupil relationships when using the ITD, with these views considered as valuable and useful by teaching professionals. The implication of the study indicates the ITD to be a useful technique for exploring contrasting poles of children's teacher-pupil relationships
Coronavirus and social claustrophobia: the new psychological frontier
No full textWe know the dangers of loneliness. But the drawbacks of living in small spaces with the same people has an impact on emotional self-regulation and this will affect us all in different ways. How will relationships be shaped by these unparalleled domestic arrangements and what will be the longer term outcome
The emotional experience of continuing professional development for social workers
Get PDFThis study seeks to understand why some social workers seem to connect and engage openly with opportunities for continuing professional development (CPD) while others seem to have a more conflicted relationship with their learning. Using psychoanalytically informed free association narrative interviews with eight social workers, the study explores the participant’s emotional experience of CPD. The data is analysed using an ‘Evolved approach’ (Cooper, 2014) in which it is examined for new ideas and organised into themes. The findings suggest a clear relational dimension to learning for social workers and the researcher offers The Learning Response model as a product of the study. This is a biographical narrative model of the pedagogy of CPD which offers a way of understanding how social worker’s approach to CPD is influenced by the experience of learning facilitation in early life. The model suggests that for some social workers, the script for future engagement with learning is set at this stage and they will repeat their early responses in their adult learning. But the study also identifies apparent compensatory factors and experiences and these seem to enable social workers to rescript their approach to CPD. For all however, the inner emotional voice created from initial experiences remains the same and it is this which replays and shapes social worker’s emotional experience of CPD
Pupils with SEMH needs' experiences of a successful transition To secondary school. A Grounded Theory study
Get PDFThe transition from primary to secondary school is recognised as a pivotal point in
children’s educational journey’s (West, Sweetling & Young, 2010). Children show an initial
decline in their general well-being and educational attainment rates following this
transition. However, the vast majority of children adapt to their new secondary school
contexts (Andersen, Jacobs, Schramm, Splittgerber, 2000). Some children are more
vulnerable to maladjustments during this pivotal stage than others. Amongst the
vulnerable groups are children with Social, Emotional and Mental Health needs (SEMH)
(Hughes, 2013, DFE, 2016). Studies which focus upon understanding the transition
experiences of pupils with SEMH needs, from the pupil’s perspective are lacking (Dolton,
Adam, & O’Reilly, 2019).
This research explores factors which contribute to facilitating a successful transition from
year 6 to year 7 for pupils with SEMH needs.
This grounded theory study adopts a symbolic interactionist and critical realist
epistemological and ontological position. Participants comprised of 6 year 8 pupils with
SEMH needs. Findings from this study resulted in the development of the conceptual
theory ‘The clockwork theory of secondary transition for children with SEMH needs’. This
theory comprises three core categories which are: the need for ‘early intervention which
promotes the development of trusting relationships’; ‘the need to distance current from
primary schooling experiences’ and the need to have a ‘sense of choice and agency’. The
clockwork theory is discussed in relation to psychological theory and the implications for
future Educational Psychology practice along with consideration of the possible
implications and limitations of the study are explored
Illusion, disillusion, and irony in psychoanalysis
No full textllusion, Disillusion, and Irony in Psychoanalysis explores and develops the role of illusion and daydream in everyday life, and in psychoanalysis. Using both clinical examples and literary works, idealised illusions and the inevitable disillusion that is met when reality makes an impact, are carefully explored.
Idealised phantasies which involve a timeless universe inevitably lead to disillusion in the face of reality which introduces an awareness of time, ageing, and eventually death. If the illusions are recognised as phantasy rather than treated as fact, the ideal can be internalised as a symbol and serve as a measure of excellence. Steiner shows that the cruelty of truth needs to be recognised, as well as the deceptive nature of illusion, and that relinquishing omnipotence is a critical and difficult developmental task that is relived in analysis.
Illusion, Disillusion, and Irony in Psychoanalysis will be of great use to the psychoanalyst or psychotherapist seeking to understand the patient’s withdrawal into a phantasy world, and the struggle to allow the impact of reality
Childhood and parenting: Psychoanalytic perspectives
No full textMargaret Rustin will describe initial encounters with children and adolescents of different ages, and very different life experiences, with whom a conversation could be initiated. This is what child psychotherapy aims to set in motion, a chance for a child to feel understood, to feel the relief that this gives, and to become interested in understanding him or herself. Understanding ourselves is a life-long task and there is a special privilege in being able to contribute to the development of the next generation in this way.
Andrew Balfour will then discuss his paper and explore the link between parenting difficulties and couple relationship issues in psychotherapeutic work with parental couples. The paper looks at the social policy context of couple psychotherapy and the resistances it can evoke, which has led to an emphasis on ‘parenting’ rather than ‘couple’ interventions in the historic development of family service provision in the UK
One school, two homes: How to co-parent when your child starts school
No full textGoing to school for the first time is a big event for children, whatever their previous experience of pre-school. Living in two homes adds another layer for a child and their parents to manage. So if you are able to work together, your child will really benefit from your joint support during the changes ahead
Educational Psychologists’ work with 19-25 year olds: Going from the known to the unknown
Get PDFThis research explores the views of three Educational Psychologists (EPs) who have worked with 19-25 year olds, three staff who have worked with EPs around 19-25 year olds, and three young people (YP) who worked with an EP when they were aged 19-25 years old, to consider how EPs currently work with this group, and how they can work effectively with this age group in the future. Individual, semi-structured interviews were used alongside the Grid Elaboration Method to elicit participants’ views on this topic. Interview transcripts were then analysed using Braun and Clarke’s six stages of thematic analysis to identify themes across the data. These themes were analysed and discussed within and across the participant groups. Six main themes were found: EP Input; Experiences/Views of EP/19-25 Input; Other Stakeholders/Partners; Challenges/Barriers; Journey to Adulthood; Personal Qualities/Reflections; and Areas for Expansion. Some subthemes were consistent across groups, whereas others varied. The findings suggest that there are several options for EPs looking to expand their work in this area, including with: YP directly; parents; courts and tribunals; residential, further and higher education provisions. EPs may wish to embark upon further training to build confidence in this area; governing bodies and doctoral courses may also wish to consider how they promote EPs working in this area. It appears that EPs, staff and YP would all value further EP input with this age group, which could be enacted through forming service level agreements with a range of provisions that work with 19-25 year olds, and having named link EPs. This could support EPs, provisions and YP to contract a broader range of work to best support YP to access learning and transition to adulthood