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'The only way I was going to be lovable': A Grounded Theory of young people’s experiences of Body Dysmorphic Disorder
Get PDFBody dysmorphic disorder (BDD) is characterised by a distressing preoccupation with perceived defects or flaws in one’s appearance. BDD most typically emerges in adolescence (Gunstad & Phillips, 2003; Phillips, Menard & Fay, 2006) and is estimated to affect 2.2% of the UK adolescent population (Veale, Gledhill, Christodoulou, & Hodsoll 2016). There is a dearth of research into children’s and young people’s (CYP’s) lived experiences of BDD, particularly in relation to educational contexts (Mataix-Cols et al., 2015).
Using Constructivist Grounded Theory methodology (Charmaz, 2014), interview data from 10 young people (YP) between the ages of 16 and 25 were analysed.
The emergent theory that, Appearance-based identity becomes the focus of adolescent identity formation in young people’s experiences of BDD, informed by relational experiences of shame and low self-worth encompassed four key themes, namely: (1) Appearance-based identity is informed by and informs relationships in young people’s experiences of BDD; (2) Characteristics of BDD are expressions of shame and low self-worth; (3) Shame-based educational experiences trigger and perpetuate BDD; and (4) Lack of understanding of BDD deepens shame and leads to stagnation of identity formation. These findings informed the development of a psychological model of BDD in young people: The Shame-Identity Model of BDD in Young People.
Psychoanalytic conceptualisations, both of shame and of BDD, in addition to the literature on adolescent identity development, are drawn upon in the Discussion. Implications for Educational Psychology (EP) practice and the practice of other educational professionals are discussed
Introduction
No full textThere is currently much debate about the varied forms that gender and sexual expression can take. Are we in the grip of a media-induced hysteria that encourages perverse behaviour? Or are we finally facing a reality that has been hidden or ignored for years—that both gender and sexuality are far more fluid than we have cared to admit? Psychoanalysis is one of the sites where this debate is taking place—unsurprisingly, in view of the fact that Freud was one of the first to ignite it at the turn of the nineteenth and twentieth centuries. The book intends to make a contribution in this important area
Where are we now? How do we look and what do we see?
No full textJohn Berger, influential art critic, essayist and novelist died in January 2017. His friend the theatre director and actor Simon McBurney said, ‘Listener, grinder of lenses, poet, painter, seer. My Guide. Philosopher. Friend. John Berger left us this morning. Now you are everywhere.’ Berger insisted that observation was key to the project of ‘seeing’ truly. – Are we there now? Are these ideas indeed ‘everywhere’? In this final chapter this view is examined in the light of current developments in observation, in the psychoanalytic field, also reaching out to other disciplines to make closer links. Observations from students about the observation process are used, as well as a moving piece of observation of an old lady with dementia. John Berger prided himself on being a ‘listener’ as well as an observer, listening with an ear for everything in the other, not only what was spoken, and it is hoped that we may indeed listen to one another in the service of moving forward across disciplinary lines, in the spirit of this whole book, of which this is the final chapter
Family patters at work: How casting light and shadows of the past can enhance leadership in the present
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An in-depth exploration into secondary school pupils’ experiences of having Autism Spectrum Disorder
Get PDFThe experiences of young people (YP) with diagnoses of autism spectrum disorder (ASD) are under-represented, despite legislation placing greater emphasis on pupil voice. Whilst there is a large body of research into professional and parental experiences of children and young people (CYP) with ASD, there is a scarcity of research exploring what it means for YP to live with an ASD diagnosis. The research presented here is an in-depth exploration into YP’s experiences of having a diagnosis of ASD.
The Grid Elaboration Method (GEM) and semi-structured interviews were carried out with four participants (aged eleven to sixteen years old) across three mainstream secondary schools to elicit their lived experiences of having a diagnosis of ASD. All participants had diagnoses of ASD.
The data was then analysed using Interpretative Phenomenological Analysis (IPA) in an attempt to understand the participants’ experiences. The analysis revealed five overarching themes – ‘Impact of ASD on everyday life’, ‘Questioning identity’, ‘Relating to others’, ‘Emotional response’ and ‘Where from here?’ The implications of the findings are discussed in relation to the original research question, existing literature and theory, and Educational Psychology practice