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Social care green paper: It would be wrong to bail out business as usual
No full textFew would deny that social care in England is under huge financial pressure, but is more cash all that the sector needs? While it may be essential, it is not sufficient.
The Care Act raised the bar when it made the promotion of individual wellbeing the organising principle of adult social care. It requires a different approach, one that is based on the strengths and the gifts people have. Its goal is to prevent and postpone dependency. But, too often, proving dependency is still the currency of our system and social care seems like an exercise in border control, keeping people out.
Yet around the country, pioneers are introducing a new order of things. Starting with people’s strengths and relationships, they adopt a problem solving approach; they are about having conversations not making assessments.
An example of this way of working is the Rotherham Social Prescribing Service. Funded by Rotherham Better Care Fund and the town’s clinical commissioning group, a team of advisers provide a single gateway to voluntary and community support for GPs and people with complex long-term conditions who are the most intensive users of primary care
Denial of reality: An exploration of some of the unconscious forces at work in the financial services. In: Transforming culture in financial services
Get PDFAn investigation of the transference to determine the usefulness of crosscultural child psychotherapy in the development of the patient’s self
Get PDFThis thesis is a single case-study of a Child and Adolescent Psychotherapist working with a patient who is a teenage, female, adolescent from a Bangladeshi, Muslim background. The patient being categorised as a second generation immigrant by society is pertinent to this thesis. The thesis presents the completed four years intensive psychotherapy (three times a week) of the patient’s treatment. The patient commenced this treatment when she was 17 years of age. The patient’s struggles to negotiate her adolescence can be tracked back to her difficulty in separating from her primary object, her internalisation of religion in her early years, and her introjection of an ‘Islamophobic’ society in her adolescence.The patient withdrew psychically and physically from the demands of the external world in mid-adolescence and suffered with psychotic-type symptoms, depression and anxiety. The effectiveness of the patient’s treatment involved the Child and Adolescent Psychotherapist helping the patient negotiate her adolescent identity by bringing together the views that she had of their self with those held in the patient’s family and wider community. Issues of gender, race, ethnicity and culture were consistent themes in the patient’s treatment and the use of the Child and Adolescent’s countertransference to the patient was integral to understanding the patient’s relationship to them. The primary research method used to analyse processed clinical sessions notes was Grounded Theory Method
Psychoanalysis needs research and research needs psychoanalysis
No full textIs it fair to say that psychoanalysis and empirical research do not speak in different dialects, but speak different languages altogether? In fact, it has even been asserted that they descend from and belong to very different cultures. If so, then this begs the question of whether
their diverging heritage forecloses the possibility of any form of alliance. The gulf between the two is striking, with worrying consequences. What is needed is a middle way, where neither imposes its tongue on to the other, but where both can continue to hold on to their principles and values whilst gradually allowing the effects of the encounter to shape a novel way of conversing and hence gaining knowledge. As such, I argue that psychoanalysis needs research as much as research needs psychoanalysis
An exploration of reception class teachers’ experiences of supporting children with Autism Spectrum Disorder in the first year of mainstream school.
Get PDFIncreasing numbers of children with Autism Spectrum Disorder (ASD) are being educated in mainstream schools and literature reflects a need to address how best to support this process. Previous studies exploring perceptions of mainstream education for children with ASD have highlighted the importance of the teacher’s role. This research recognises the importance of the Early Years and addresses a lack of research around supporting children with ASD in the first year of school. Interviews were conducted with six reception class teachers with the aim of gathering an in-depth picture of their perspectives around including children with ASD in a mainstream class. The purpose of this was to gain an understanding of their experiences which can be used to guide future thinking around support for teachers in this position. Interpretative Phenomenological Analysis (IPA) was used to shape an exploration of the teachers’ accounts resulting in the identification of key themes across the group. Two overarching themes derived from the analysis: ‘The psychological and emotional process of striving to meet the needs of the child as part of the class’ and ‘Being a part of the system of support’. The associated themes are discussed wit h reference to the developing research base around supporting children with ASD in mainstream schools. Opportunities to support reception class teachers and the associated implications for EPs are presented
