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Feeling, thinking, being: A call to mindfulness in times of crisis
Get PDFIf the emotional landscape of social work practice wasn’t hard enough, the coronavirus (COVID-19) onset has certainly increased the probability of fear, anxiety, tears and frustration for practitioners in recent weeks. This has perhaps led to an even higher sense of ‘felt responsibility’ for busy practice supervisors, as they continue to navigate the world of risk and performance pressures and ultimately trying to maintain a clear line of sight on all the children and families they have oversight of. For many of you and your staff, this will be in parallel with taking care of your own families and adapting to a significant change of circumstances within your own homes..
Teaching assistants' experiences of supporting children's mental health: An IPA study
Get PDFThe prevalence of mental health disorders in children and young people has increased and Child, Adolescent and Mental Health Services (CAMHSs) are struggling to respond to the current need. Pressure is therefore being placed on schools to provide support for children’s mental health. Previous research has focussed on teachers’ experiences of supporting children’s mental health and little is known about other school staff’s experiences, such as teaching assistants (TAs). This thesis explored how seven primary school TAs experienced their role in supporting children’s mental health. Interviews were recorded, transcribed and analysed using Interpretative Phenomenological Analysis (IPA). Four main themes were generated to summarise the TAs’ experiences: (1) Perception and Knowledge of Children’s Mental Health; (2) How TAs Support Children’s Mental Health; (3) Working Within the School System; (4) The Emotional Experience. The participants believed that they supported children’s mental health and particularly referenced the close relationships that they formed with children. Throughout their experiences, the TAs referenced benefits (e.g. staff support) and challenges (e.g. a lack of time) within the school system; and their position in the school hierarchy also impacted their role. Supporting children’s mental health was an emotional experience for the TAs; they discussed the rewarding element, however, the topic also elicited fear in TAs. In the discussion of the findings, the TAs’ accounts are linked to various psychological theories to help explore their experiences. The findings provide several implications for EPs and schools as well as outlining directions for future research
Challenging thoughts for challenging tasks: Investigating the effectiveness of a cognitive behavioural intervention delivered by school staff for secondary pupils experiencing anxiety about their schoolwork
Get PDFThe wellbeing of children, adolescents and young people (CAYP) is a growing concern. Up
to 20% are affected by notable anxiety, of which approximately half require specialist
support. Flourishing research exploring school-based therapeutic approaches, such as
cognitive behavioural therapy (CBT), highlights the benefits of collaboration with school
staff, alongside the challenges posed by limited resources, training quality, facilitator
competence and programme fidelity.
A mixed methods design over two sequential phases was employed. Phase one
investigated the impact of a CBT-based intervention implementing ‘Behavioural
Experiments’ (BEs) – a cognitive restructuring tool – on general and schoolwork anxiety
reported by secondary-aged pupils from a mainstream school. Four Learning Support
Assistants (LSAs) delivered six BEs session to individual CAYP (aged 14-15), testing the
validity of negative cognitions experienced when undertaking challenging schoolwork. In
phase two, LSAs shared views about the BEs intervention via a questionnaire.
Statistical analyses measured changes (pre- and post-intervention) in: general anxiety,
perceptions of difficulties and engagement with motivated strategies for learning. Further
analyses on CAYP schoolwork anxiety and confidence; perceived helpfulness of the BEs;
and, likelihood of using BEs again were conducted. Thematic Analysis (TA) was employed
to analyse phase two data.
A modest reduction in general anxiety across the CAYP was found, except for one
individual who reported an increase. There was general agreement that the BEs were helpful
and would be considered for future use, highlighting BEs as a potential therapeutic resource
to be used by trained school staff for CAYP experiencing anxiety about schoolwork.
However, careful consideration of individual need and response to intervention was indicated. Participating LSAs reflected on the benefits and drawbacks of delivering an
individualised therapeutic intervention in a school context, highlighting how CAYP,
facilitator and systemic factors influence intervention delivery and impact. Implications for
EP involvement and future research are discussed
Why is Covid 19 causing trauma in frontline workers and what can help?
No full textJane O'Rourke talks with Dr Jo Stubley, who is a psychiatrist and psychotherapist and leads the Trauma Service at the Tavistock Clinic and to Consultant Child, Adolescent and Adult Psychotherapist Dr Graham Music about why Covid 19 is causing trauma in frontline workers and what they, and the organisations they work for, can do to help
Stephen Blumenthal on BBC Business Daily. Can we guarantee a job for everyone? 24 June 2020. BBC [Starts at approximately 2:47]
No full textOne of the long-run impacts of the coronavirus pandemic is dramatically worsened unemployment around the world, with millions of people suddenly unable to support themselves and their families. Aside from the obvious financial implications, Dr Stephen Blumenthal, a clinical psychologist in the UK tells Ed Butler about the tremendous impact this could have on mental health and human life. Meanwhile, some economists are discussing whether societies could, or indeed should, make sure everyone who wants a job can have one. Economist Pavlina Tcherneva lays out “The Case for a Job Guarantee.
Music therapy with couples and families in the United Kingdom: a review
No full textA review of UK sources relating to the use of music therapy in work with couples and families revealed reports on family work with pre-school children in the context of a child development centre, with vulnerable young children in a child and family psychiatric unit, and with adolescents and their carers in clinical settings. There are no reports of music therapy being used in helping couples struggling with relational difficulties, or with managing their special needs children. There is also no mention of therapeutic help being extended to strengthening co-parenting with behaviourally challenging children. Music therapists do not appear to regard couple work as being distinct from family work and this could explain the scarcity of literature relating specifically to couples. It may also be that by limiting the definition of music therapy to rehabilitative work following physical injury the British Association of Music Therapy (BAMT) has limited publications on couple and family work in the UK
A common procedure for using the Kinetic Family Drawing (KFD) in educational psychology practice: An exploratory study using the Delphi method
Get PDFWhile the Kinetic Family Drawing (KFD) is used in educational psychology (EP) practice, the research suggests there is no agreement about the procedure for administering and interpreting the tool. Current literature identifies the KFD may be informed by a range of psychological theories and for differing purposes in both clinical and educational settings. One such approach to its use as a projective assessment through application of psychoanalytic theory to develop hypotheses about unconscious processes that may be influencing a child or young person. However, psychoanalytic techniques appear less popular amongst UK EPs, and some of the challenges include a lack of training in this area and the provision of a best practice framework. In order to investigate further, this study used a multi-staged survey design to gain a consensus opinion amongst EPs. This exploratory piece of research sets out to address the following question: What are the features of an effective use of the kinetic family drawing (KFD) as a projective technique? Three rounds of the survey ran via email using the Delphi approach. Percentage of agreement was used to establish a consensus of opinion amongst eight participants about the key competencies needed for effective administration and interpretation of the KFD. Consensus was reached that 112 competencies of skills, knowledge and process are essential in all situations. Statements which were considered unique to the KFD from those that were general assessment skills were explored and separated and used to develop a KFD best practice framework
Establishing a psychoanalytically informed adoption service: The AdCAMHS model
No full textSection I: This chapter describes the process of establishing a local, integrated service model—AdCAMHS—for delivering therapeutic and social work interventions for adopted children, young people, and their families. The author sets out the treatment pathways available and a model for good practice in working in partnership for and with adoptive families in East Sussex. Working closely together goes some way to providing the much-needed containment for families in crisis and struggling professional networks.
Writing about the AdCAMHS model also builds on reflections from chapter 6. Most public sector services, even if they still have a functioning multidisciplinary team, often do not have all the resources required to meet these challenges and the multiple and complex needs of adoptive families. As a model, AdCAMHS has helped to facilitate a more integrated approach to adoption, providing an enabling environment where exhaustion or “blocked care” (described by Dan Hughes, 2011) can be addressed.
Section II: Robin Solomon, the author of the second section of this chapter, looks at how a specialist adoption service (AdCAMHS) was constructed between two agencies and how environmental and psychological pressures can be managed through coming together. Solomon explores ideas about the role and function of being a consultant to a professional couple at the heart of a service where pairing and partnerships are central. She explains how “dysfunctional professional couples are often dysfunctional because there is no containing process that encompasses all the levels of potential disturbance to their functioning.” She hopes that this understanding of the centrality of the professional couple in post-adoption work can support families with complex challenges, and strengthen those services that relate to them
Individual approach to mental health from a psychodynamic and cognitive behavioral perspective
No full textWorking with mentally ill individuals not only requires social workers to understand psychopathology and the etiology of mental illness, but it also requires them to have specific skills to counsel and manage service users suffering from various and often complex mental health conditions. This requires social workers to develop a range of skills to manage these clients. Central to this task is the social worker’s ability to build a solid therapeutic relationship. This would be regardless of any specific therapeutic approaches that underpin their work. This would enable social workers to be able to provide a tailored approach for the clients. This chapter adopts a reflective approach reviewing how social workers utilize a psychodynamic and cognitive behavioral approach in working with people with mental health conditions that includes case study vignettes
“So yes, you’ve battered me. Yes, you’ve hurt me. But you know what? I’m not giving up on you”: The experiences of Teaching Assistants supporting excluded children in alternative provisions
Get PDFAlternative Provisions (APs) are under increasing pressure, the result of rising exclusions,
increasing accountability measures and difficulties with recruitment and retention of
educational staff. Described as challenging and emotionally demanding environments, staff
within these settings are required to manage a range of diverse needs and complex
behaviours. Whilst the significance of their role is emphasised from the level of the
government to the Child and Young Person (CYP), a paucity of research exists exploring
the experiences of those working within APs, particularly in relation to Teaching Assistants
(TAs). Addressing a gap in the literature base, the current study aimed to explore the
experiences of TAs supporting excluded CYP within APs.
Semi-structured interviews were conducted with six TAs supporting excluded CYP within
APs. Using an idiographic and interpretative method to explore lived experiences, the study
adopted an Interpretative Phenomenological Analysis (IPA) approach, resulting in the
development of five overarching themes: ‘Relationships: a complex landscape’, ‘A
juggling act: behaviour, need and strength from the team’, ‘A rocky road: highs, lows and
a journey of development’, ‘Battles, clashes and superiority’ and ‘The journey towards a
future’. Relational connections and disconnections co-existed alongside the strains of
managing challenging behaviour and diversity of need, with TAs experiencing a range of
emotive responses and personal change. Adding further complexity, were battles with
mainstream schools and parents, with TAs striving to compensate, empower and promote
positive change. Findings are discussed in relation to previous literature and psychological
theory, with implications for AP settings, school staff and Educational Psychology practice