Tavistock and Portman E-Prints Online
Not a member yet
2774 research outputs found
Sort by
The interpersonal dynamics consultation in physical health settings: a model for reflective practice
No full textThe interpersonal dynamics between patient and doctor remain a daily challenge for clinicians, and reflective practice is a tool that allows them better understanding of how patients engage with treatment. The interpersonal dynamics consultation is a form of group-based reflective practice for patients with difficult relational (interpersonal) styles. It includes the whole multidisciplinary team in a systematic consultation in order to arrive at new understanding and management plans for these patients. Interpersonal dynamics consultations have been used successfully for many years in mental healthcare, and this article has arisen from a project exploring their application in physical healthcare settings. The project works to promote effective working at the interface of physical and mental healthcare and facilitates the important translational work of making psychiatry and psychotherapeutic ideas applicable in a broader context. This article outlines the interpersonal dynamics consultation model and illustrates its use in three fictitious cases from different medical specialties
Teacher perceptions of inclusive education in the Cook Islands
No full textThe inclusion of all students with special educational needs in mainstream classes was formally enacted by the Cook Islands Ministry of Education in the Special Needs Education Policy of 2002 and updated in 2011 to reflect support for diversity among all learners. This paper investigates the current views about inclusive education (IE) by exploring the perceptions of 10 in-service teachers. Qualitative "korero" (conversations) were conducted, and transcripts were coded using a thematic analysis approach, which indicated teachers were concerned about a lack of formal diagnosis of children's disabilities. The results also highlighted the impact of individual teacher's attitudes on inclusion. Additionally, teachers perceived a need for regular and compulsory education and support in IE. The findings are discussed regarding developing strategies to further promote IE within Cook Islands schools
Learning from experience: School and psychological service responses to the London Grenfell fire
No full textBritain's naughtiest nursery. 09 Oct 2019, Channel 5
No full textDay-to-day life at a nursery for challenging three-to-five year olds, set up by psychologist Laverne Antrobus. Mum and dad get no rest as Louie is constantly on the go and lashes out when things don’t go his way. Kayson is often aggressive towards his mother and other children
A systematic review of qualitative studies of adults’ experiences of being assessed for psychological therapies
No full textObjective: To synthesize the qualitative literature on adults’ experiences of psychological therapy assessments. The review was led by people with experience of undergoing assessments, with high levels of client involvement throughout.
Search strategy: A comprehensive search of electronic databases was undertaken, with additional search strategies employed to locate further literature.
Inclusion criteria: Studies were included that qualitatively explored the experiences of people aged 16+ who had been assessed for psychological therapy services. Assessments could be structured or unstructured. Qualitative was defined as any analysed account of people's experiences, including qualitative survey data.
Data extraction and synthesis: Literature quality was appraised using the Critical Appraisal Skills Program checklist, modified to include client involvement and intersectionalities. Following data extraction, thematic synthesis was used to synthesize findings across studies.
Results: Of 12 743 titles were screened, with 13 studies relevant to the review. Themes and subthemes were identified at three stages of the assessment process: the journey to the assessment, at the assessment, and after the assessment. Findings highlighted the emotional impact of assessments, collaboration, intersectionalities, rights, pathologization, socioeconomic restrictions, and information and support needs. Implications and limitations were indicated.
Discussion and conclusions: Findings were situated within the trauma‐informed (TIA) literature. Trauma‐informed assessment principles, including collaborative assessments, may be fruitful means of improving people's experiences. Whilst the benefits of collaboration appear self‐evident, explicitly collaborative approaches were not the norm, nor were studies conducted independently. Further service user research is needed. A greater understanding of the experience of minority groups is also needed
‘How can anyone live like that?’ Exploring the conscious and unconscious implications for disabled people of any change in assisted suicide law
No full textThis paper explores the issue of assisted suicide in relation to disabled people from a psychosocial perspective. The implications, particularly the unconscious implications, for disabled people and for the psychosocial dynamics around disability if assisted suicide was made lawful in the UK are explored. Assisted suicide is the subject of persistent attempts at legal change and while not, in theory, specific to disabled people, the issue brings some of the psychosocial dynamics around impairment and disability into focus, illuminating the attitudes and emotions with which disabled people must try to live. Psychoanalytic ideas in relation to trauma, loss, mourning and containment are drawn upon with particular reference to the work of Freud, Klein, Bion and more contemporary thinkers such as Garland, Sinason and Rustin. The paper draws on three texts by disabled people in order to explore emotional responses to profound impairment. Attachment theory helps in considering varying narrative styles. Disability studies literature and legal, social and political contextual issues inform the psychosocial perspective applied in the paper
Laverne Antrobus on Sky News. Are UK school holidays too long? 09 Jul 2019, Sky [Starts at 2:34:00]
No full textThe attempt was my own! Suicide attempt survivors respond to a community-based suicide exposure survey
Get PDFThose who attempt suicide have often been overlooked in the suicide prevention literature. Where stories of lived experience have been included, it is often from the perspectives of healthcare professionals who treat the physical and/or psychological impacts following an attempt, rather than firsthand accounts. Yet, the most intimate insights of suicide are lost by not including the voices of those with lived experience of suicide attempt. Through an online, community-based, non-representative survey exploring the impact of exposure to suicide, a sub-sample of 88 participants responded who reported their exposure to suicide as being their own attempt. The survey covered demographic information, questions assessing exposure to suicide attempts and death, current global psychological distress via the Kessler Psychological Distress (K10) Scale, and short qualitative responses provided by 46 participants. The qualitative data was thematically analysed resulting in three themes; the way in which individuals experienced being suicidal; who they were able, or not, to disclose these intentions to—before and after their suicide attempt; and, how these people experienced the formal and informal health care supports available to them to assist with their suicidal crisis. This paper presents important findings from a sample of participants who are highly distressed, and have previously attempted to take their own lives. This adds depth to our understanding of lived experience of suicide attempt, issues associated with seeking appropriate support after suicide attempt, and also demonstrates a willingness of participants to share their stories, even in a study that did not explicitly target those with lived experience of suicide attempt. The need for consistent and compassionate mental health care after a suicide attempt is identified as a vital component of living well after a suicide attempt
Leading inclusion in complex systems: Experiences of relational supervision for headteachers
No full textIn the current context, effectively including children and young people with additional needs is a challenge for school staff. Conflicting demands placed on teachers, support staff and those who lead them often derail strategic planning for the successful inclusion of all learners. School leaders have to work with complexity and ‘mess’, whilst containing the often powerful and distressing feelings of children, parents/carers and the staff who care for them. Supporting head teachers to take up their role within complex systems, in ways that promote their on‐going learning and development, is vital. Critical are the ways in which their own experiences and feelings can be held to aid thinking. This article outlines some of the constraints currently experienced by head‐teachers in England, as well as one potential approach to containment: the provision of relational supervision. The experience of relational supervision, for both supervisee and supervisor, is explored through a case study and some suggestions for future developments offered