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Creating space to think and feel in child protection social work; A psychodynamic intervention
No full textProfessionals working with families in difficulty require a structured space to consider their work. As organisations and the systems within and across them become more sophisticated it seems that less attention is being paid to the emotional and psychological aspects of working with families than to the paperwork and processes that surround the work. Systems psychodynamic theory and the methodical reflective practices it underpins offers a suitable framework in which to consider practicing and researching in this emotionally complex field. This paper describes one aspect of a small doctoral study designed to provide a sustained reflective space (Work Discussion Group) to Irish child protection social workers in order to closely explore the reality of their practice experience. This paper explores one worker’s experience of bringing a written account of her work with a family to the WDG. Findings suggest that her work was undertaken in a climate concerned with efficiency, certainty and the reduction of risk. This climate evoked anxiety and reduced opportunities for reflective and considered practice. The work discussion group provided containment for this worker’s anxiety and allowed her to make sense of this anxiety and its accompanying defences and to move closer to working with this family
Separating from mother and saying goodbye to the infant observer
No full textThis paper explores ending an infant observation and considers how we should end two-year infant observations? The authors use extracts from a two-year observation and trace the baby's experiences of separations from birth until the final observation, situating them in the context of the internal and external resources available to help the baby manage the pain associated with loss. Observation material shows how the baby's capacity to play enabled her symbolically to communicate her feelings about the observer's departure and how an otherwise supportive and containing environment seemed to struggle to assist the baby in ‘saying goodbye' during the final observations. Studies on mothers' experiences of ending infant observations are considered in the context of the practice of psychoanalytic infant observation and the idea that the observer is often a positive and reliable figure for the baby and as part of the weekly routine. The paper suggests that planning how to end a two-year infant observation should relate to the child’s internal world and external containment, and that separation and ending the observation can be traumatic in some circumstances
Participatory arts interventions promote interpersonal and intergroup prosocial intentions in middle childhood
Get PDFWe report the results of two experiments which test the potential of arts engagement for promoting prosocial intentions. Experiment 1 (N = 216) tested the impact of a participatory arts intervention (vs. a control condition) on children's empathy and interpersonal prosocial intentions. Experiment 2 (N = 174) tested the impact of a participatory arts intervention (vs. a control condition) on children's prosocial intentions toward outgroup members under competitive and non-competitive conditions. Experiment 1 showed that the participatory arts intervention significantly increased children's interpersonal prosocial intentions, but not their empathy. Experiment 2 showed that, under competitive conditions, the participatory arts intervention significantly increased prosocial intentions toward outgroup members, an effect that persisted for six months beyond the intervention. Under non-competitive conditions, the participatory arts intervention consolidated improvements in prosocial intentions toward outgroup members. Overall, the results confirm the hypothesis that participatory arts engagement can promote prosocial intentions during middle childhood
Clinical research and practice with babies and young children
No full textThis chapter outlines stages in the research, and describes how it has been disseminated within and beyond the local authority. It illustrates a brief intervention model developed to address the particular needs of young children in temporary foster care. Names and identifying details in the clinical vignettes have been changed to protect confidentiality. Therapeutic observation is an intervention derived from the psychoanalytic model of infant observation introduced to training in child psychotherapy by Esther Bick. When the research findings from the observational study were disseminated through feedback meetings, workshops, and conversations with social workers, the service began to receive more referrals for babies and young children in care. The dialogue between clinical research and practice is a fruitful one that has helped to bring new ideas and approaches into work with a group of particularly vulnerable childre
A comparison of process notes and audio recordings in psychoanalytic psychotherapy
No full textThis chapter focuses on changes in how patients are represented in the process notes from how they appear in the recording. It explores the presence of an idealized parental transference relationship manifest in the sessions studied. The chapter suggests that this relationship between therapist and patient influences what is changed or forgotten in the process note and that by comparing the two forms of recording - process notes and audio recordings. The data for the study comprise nine recordings of psychoanalytic psychotherapy sessions and the accompanying process notes. The changes in the language in the process note indicate the pattern of minimizing violence and sexuality. The comparison between process note and recording for the patient and her male therapist identifies a parallel process in which the reduction of violence in the notes corresponds to an emphasis on the patient’s vulnerability and her capacity to evoke the wish to look after her
Psychoanalysis and other matters: Where are we now?
No full textCan we ‘stand inside’ new thoughts, rather than outside, looking at a closed box? This innovative and interdisciplinary collection aims to answer this question by broadening the way we look at and work with psychoanalytic ideas. By examining these ideas through the lenses of other disciplines, the contributors reveal what can be found when ‘boundaries’ are breached and bridges are built in psychoanalytical thought.
Judith Edwards here calls upon international analysts, psychotherapists and other professionals to explore the concepts of ‘inside’ and ‘outside’ in psychoanalysis, boldly challenging existing boundaries. In this unique and ground-breaking collection, chapters are written by a mathematics professor, a sculptor, film-makers, anthropologists from Australia and Canada, an Ofsted inspector, a neuroscientist and two Chinese psychotherapists. The book emphasises the importance of listening across disciplinary lines, and crossing frontiers within psychoanalysis itself, by integrating psychoanalytic elements with poetry, music, literature, quantum physics, cultural studies and education. Edwards presents this original and global research with authority, showing us how these fields intersect and produce new understandings in us all that allow us to grow and benefit from new perspectives.
This collection is unlike no other in its interdisciplinary and international approach. It will be an essential tool for all psychoanalysts, including those in training, as well as psychotherapists and psychotherapeutically-engaged scholars. It will also be of immense interest to academics and students of interdisciplinary studies, psychosocial studies, cultural studies and film studies
Reflections on emerging trends in clinical work with gender diverse children and adolescents
No full textGender is a fast-evolving and topical field which is often the centre of attention in the media and in public policy debates. The current cultural and social climate provides possibilities for young people to express themselves. Gender diverse young people are not only developing new ways of describing gender, but they are also shaping what is required of clinical interventions. Emerging cultural, social and clinical trends, such as increases in referrals, shifts in sex ratio and diversification in gender identification, illustrate that gender diverse individuals are not a homogeneous group. How do evolving concepts of gender impact the clinical care of gender diverse young people presenting to specialist gender clinics today
Emotional Literacy Support Assistant (ELSA) programme: Child-centred approach, building trust, listening and valuing children’s voices: A grounded theory analysis
Get PDFThe Emotional Literacy Support Assistant (ELSA) programme was developed in 2001 with the aim to increase schools' capacity to support children and young people (CYP) with social emotional mental health (SEMH) difficulties. The majority of the current research includes staff's views (Bravery & Harris, 2009; Burton, Traill, & Norgate, 2009; Cardiff Educational Psychology Service, 2012; Dodds & Brake, 2015; Dorset Targeted Mental Health Schools, 2010; Litten, 2012; Russell, 2011) and has major methodological limitations (Burton et al., 2010; Butcher et al., 2013; Hardman, 2011; Mann & Russell, 2011) which raise questions around the reliability and validity of their findings. Very little of the current research has been conducted from CYP's perspectives. Therefore, this study attempts to cover this gap. The purpose of this study is to understand the CYP's perspectives of the intervention following their participation in the programme. The aim of the research is to explore how and why the ELSA intervention may lead to change. In other words, the proposed research attempts to explain what works for children, in what context, with what outcomes. 8 children (key stage two) were interviewed using semi-structured interviews. Strauss and Corbin's 1998 Critical Realist Grounded Theory (GT) was applied to analyse the data. The emerging theory summarises 4 overarching themes including 1) the structure of the ELSA, 2) child-centred sessions 3) the impact of the ELSA on CYP's learning, and SEMH and 4) rationale why ELSA intervention helps. CYP identified activities that they found most helpful, gave views on how the ELSA could have been different and how and why the ELSA intervention led to positive changes for them. These findings informed the development of the suggested theory namely "The Uniqueness of the ELSA approach makes the difference in children's lives". Professional implications of these findings and future research, in light of methodological limitations, are discussed
“It’s the hardest conversation I’ve had to have” – A psychosocial exploration of teachers’ experiences of talking to children about terrorism
Get PDFThe UK government threat level, used to mark the likelihood of a terrorist attack, has fluctuated between ‘critical’ and ‘severe’ over recent years. As a result, increased consideration is being given to the impact of terrorism on schools. This study is a psychosocial exploration of the experiences primary school teachers in Central London have of talking to the children about terrorism. Existing research in this area is limited, with the majority of research pertaining to the unique context of the aftermath of the 9/11 attacks in New York. This study aimed to add to the literature teachers’ individual experiences of talking to children about terrorism, with a view of exploring the impact this responsibility on the teachers themselves. The psychosocial approach considers responses to a phenomenon by drawing attention to unconscious processes that may be contributing to a behaviour or language. By bringing attention to these underlying processes, this study aimed to help professionals be more informed in understanding and supporting teachers to talk to children about terrorism. The methodology for this study was psychoanalytically informed, using Free Association Narrative Interviewing (FANI) to interview seven participants. Two interviews were conducted per participant, with points of interest from the first interview being extended on in the second interview. Thematic Analysis was used to analyse interview data, supported by contextual information from participants and reflexive field notes. Five themes were identified; ‘Context’, ‘Content’, ‘Process’, ‘Role of the Teacher’ and ‘Impact on Children’, and a further, interpretive layer of analysis explored these themes on a deeper level. The findings are discussed in relation to existing literature and psychological theory. Strengths and limitations of the current study are proposed, with consideration to possible further research in this area. The implications of the findings to current Educational Psychology practice are explored
Psychoanalytic thinking on the unhoused mind
No full textPsychoanalytic thinking on the unhoused mind illuminates the psychological underpinnings of current societal problems: homelessness, mental distress, loneliness and states of societal breakdown and exclusion. Illustrated with a broad range of clinical work as well as thoughts on art and literature, the book brings to life complex tensions between the individual psyche, the group, and wider political and cultural structures.
‘Unhoused’ states of mind are explored in rough sleepers, ex-prisoners, survivors of institutional abuse and family trauma, and people living with personality disorder, addiction, psychosis and dementia. Chapters describe outreach, assessment and long-term psychotherapy, as well as reflective practice with staff teams and care systems, and learning from consultation, supervision and policy development. New therapeutic responses to chronic risk and to resilience are developed from psychoanalytic understandings of difficulties with containment and care.
The collection will be of value to psychotherapists and other mental health practitioners, as well as those working in therapeutic, residential and criminal justice settings and outreach services