bluuebunny/crossref_metadata_2025 huggingface dataset:
What do you mean, I’m seeing a psychologist? A brief report on an accessible DVD explaining Psychology Services for People with Learning Disabilities in Birmingham
Authors: Ogi Laura , Boyden Paul , Cooner Tarsem Singh , Kalsy Sunny
Published: January 2023

This brief report describes the process of developing an accessible DVD resource for people with learning disabilities that would serve to explain psychological therapy provision for service users and referrers in Birmingham. We have signposted the main sources of influences for this piece of work as well as highlighting key issues in the development and ongoing evaluative process.
Biopsychosocial Formulation-Based Working in in-patient learning disabilities services: A survey evaluation
Authors: Ingham Barry , Selman Matt , Clarke Lesley
Published: January 2023

The application of biopsychosocial models to understanding distress experienced by people with learning disabilities and psychosocial problems represents a potentially beneficial development. A biopsychosocial approach was developed and introduced within an in-patient mental health in learning service. Central to this approach was a process for the multidisciplinary development of case formulations for clients.

This study evaluated perceived effectiveness and satisfaction with this Biopsychosocial Formulation-Based Working (FBW) process. A survey questionnaire was designed and administered to multidisciplinary professionals to examine perceived effectiveness and satisfaction with FBW.

The majority of participants reported that they would recommend it to colleagues, that it had improved multidisciplinary working and that it had increased their understanding of clients. However, there was some variability in responses.

Helpful aspects of the process were identified, including development of a shared understanding of clients across the multidisciplinary team. Future developments will include examining impact on client care and outcomes.
Working psychodynamically with a young woman with a learning disability
Authors: Baxter Laura
Published: January 2023

This paper describes a piece of work undertaken during my final year of clinical psychology training, whilst I was on placement in a specialist psychotherapy service for people with learning disabilities. This work was one of my first experiences of working psychodynamically, and through this paper I aim to reflect on this experience, and demonstrate the utility of this approach with a young woman with a learning disability. Throughout this report names and other significant identifying information have been changed to protect the client’s anonymity. Consent was obtained from the client for my work with them to be written up for publication.
Creative CBT: Inventiveness, imagery and interest
Authors: Liddiard Heather , Buck Claire
Published: January 2023

Accessible Summary

This article is about helping someone with a learning disability manage their feelings using Cognitive Behavioural Therapy (CBT).

CBT is one way psychologists use to help people manage their feelings.

CBT can be difficult for people with learning disabilities.

This article describes how CBT was changed to make it easier for someone with a learning disability to understand.

A case example of a man with a mild learning disability, anxiety and anger is presented to illustrate a range of practical and visual techniques that were used to adapt CBT concepts for people with learning disabilities. A number of techniques were employed in order to develop the client’s understanding of their formulation and intervene with the cognitive, behavioural and physical elements within it. Quantitative and qualitative feedback from the client and his family demonstrate that positive outcomes were achieved over eight sessions. This paper demonstrates some of the creative ways in which CBT can be used with people with learning disabilities in a meaningful and accessible manner.
Physical activity, psychological well-being and social deprivation in children with a learning disability
Authors: Willis Jon , Emerson Eric
Published: January 2023

There is a growing research base evaluating the psychological benefits of participating in physical activity. This study aimed to investigate the level of physical activity in children with a learning disability and the possible association between physical activity and dimensions of psychological well-being in this population. Twenty-nine children with a learning disability were recruited. The level of physical activity engaged in by the children was recorded. Comparative data was extracted from the Health Survey for England 1995–1997. There were few significant associations between physical activity and measures of psychological well-being. Although there are broad similarities in the overall activity levels of children with and without a learning disability, children with a learning disability were significantly less likely to participate in structured sport and exercise at the weekend. Children with a learning disability had markedly greater emotional and behavioural needs than non-learning disabled children. Risk for emotional and behavioural difficulties was significantly higher among children with learning disabilities living in disadvantaged areas.
A social skills for friendships group for people with learning disabilities: Considerations for facilitation and reflections on the process
Authors: Dawes Elizabeth A. , Laver Fiona , Newton Fleur
Published: January 2023

This paper describes a number of considerations made when facilitating a social skills for friendships group for people with learning disabilities (PwLD). It also presents a number of reflections on process of running the group.
What are we making? The Reflexive Self-Awareness Consultation Tool (RS-ACT)
Authors: Haydon-Laurelut Mark
Published: January 2023

Support staff are required to make, often complex, moment to moment judgements in their support practices. Guidelines and general principles may not always be enough to support good decision making in particular contexts. This paper presents the Reflexive Self-Awareness Consultation Tool (RS-ACT) designed for clinicians supporting staff to explore the situated actions they take; the stories they use to make sense of these actions; the evidence for these stories; the possibility of other stories and of conceptualising their work as consisting of the co-creation of new episodes, identities, relationships, organisations and cultures with those they support. Having an awareness of such communicative processes of social construction has been termed self reflexive awareness. The RS-ACT may be used in a variety of consultative, therapeutic and supervisory contexts where developing self reflexive abilities is important. The paper gives a detailed illustration of the tools use.
Who do we know in Buckinghamshire with Down’s syndrome or dementia?
Authors: Findlay Laura , Fillingham Kate
Published: January 2023

Dementia is a major health issue which can affect older people with learning disabilities, particularly those with Down’s syndrome. Within the Bucks Community Learning Disability Teams (CLDTs), we wanted to clarify how many people were known to us with dementia and/or Down’s syndrome. We surveyed the CLDT staff to gather this data and asked for views about what we offer post-diagnosis for people with dementia in order to think about how we could improve our service. We identified 15 people with a confirmed diagnosis of dementia and 109 people with Down’s syndrome. We hope this information will now form a database, which can be used to improve practice by targeting assessment/interventions to those identified.
An evaluation of a ‘Personal and Social Development’ group for adults with learning disabilities and autism in a community setting
Authors: Edlington Bethany
Published: January 2023

This article describes a group developed in response to the needs of a client base of a community adult learning disability team. Staff identified the need for individuals to develop their confidence and interpersonal skills, and to be able to interact with peers. A group was set up to address these needs called the Personal and Social Development group.
How to become a national assessor in the specialism of learning disabilities
Authors: Baum Sandra
Published: January 2023

Professor Nigel Beail and Dr Sandra Baum are lead national assessors for learning disabilities (LD). We take the lead in providing advice to employers on the recruitment and selection of consultant level appointments.
Samantha’s story
Authors: Nadia Majeed , Samantha Demby , Ken Courtenay
Published: January 2023

This article tells the story of a service user who was an inpatient for 25 years under the Transforming Care cohort and was successfully discharged into the community. She describes some of the abusive practices that she experienced in the different inpatient services that she was detained in. Alongside the support of an Intensive Support Team, Community Learning Disability Team and her support workers she has worked hard to create a meaningful and successful life in the community
The development and adaption of an acceptance and commitment based therapy group for people with learning disabilities
Authors: Ellen Boddington , Aishwarya Pethe-Kulkarni , Conan O’Brien , Gina Johnson
Published: January 2023

This paper describes how ACT can be used and evaluated within a specialist service for people with intellectual disabilities.
An exploratory evaluation of providing reflective supervision to support providers working in a learning disability setting
Authors: Hannah Gooding , Sophie Rea , Deanna Gallichan
Published: January 2023

This paper explores the experiences of care teams receiving reflective supervision by listening to their experiences of it. It examines if the supervision contract is followed in practice. The paper describes how a reflective tool can be developed from the process of this research.
Stepping stones for change – Conference proceedings from the Enfield Positive Behaviour Support Project, 31 October 2018
Authors: Cowasji Sam , Reilly Deirdre Emer
Published: January 2023

This article is based on presentations given to learning disability professionals based in North London boroughs on 31 October 2018. It gives an overview of the first year of the Enfield Positive Behaviour Project, how the project was implemented, outcomes, challenges faced, lessons learned and implications for future projects.
An exploration of London-based paid assistant psychologist roles in community learning disability teams
Authors: Dunira Ashley , Kliman Liz
Published: January 2023

A survey exploring the role and remits of assistant psychologists (APs) in community learning disability teams (CLDTs) across London. The survey explored which duties APs employed in CLDTs are typically involved in as stipulated by previous guidelines for the employment of assistant psychologists from the British Psychology Society (BPS) published in 2011. It also explored how the psychology teams perceived the wider multidisciplinary team (MDT) to understand this role. Results provided preliminary findings into the duties carried out by APs in CLDTs and suggested that other members of the MDT were perceived to have a limited understanding into the remit of the role of APs. There were some recommendations that could be adopted for service improvements.
A Service Evaluation of Cognitive Stimulation Therapy (CST) Group Intervention Adapted for People with Intellectual Disabilities and Dementia Using a Multi-disciplinary Approach
Authors: Jervis Nicola , Partridge Hannah , McClelland Nicola
Published: January 2023

People with an intellectual disability are more likely to have dementia and we wanted to see if there was a way of helping this group

We ran an eleven-week Cognitive Stimulation Therapy CST) group for people with an intellectual disability and their carers to see if this would help. This has helped other people without an intellectual disability with dementia.

We wanted to see if the group was helpful, so we asked people that went what they thought about it and we also did some assessments with them before and after.

All the information we collected showed us that people enjoyed the group and that this was helpful.

We need to collect some more information about CST groups for people with an intellectual disability and dementia to check they really are helpful
Diagnostic assessments during a pandemic
Authors: Rayner-Smith Kelly , Downs Claire M. , Blockley Hollie Claire
Published: January 2023

Easy read summary

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This paper is about how our team changed our service during Covid-19.

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We explain how we were able to carry on with assessments for learning disability, autism, and dementia.

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This is important because it makes sure people with learning disabilities get the best support.

From March 2020, many services had to make rapid changes to standard practice to accommodate new Covid-19 infection prevention control measures. Essential diagnostic assessment of intellectual disability, autism, and dementia continued only following adaptation to usual processes. While face-to-face contact was minimised as much as possible, where it was necessary, new protocols were developed to ensure social distancing, no sharing of resources, and quarantining of materials between assessments. Implications of this, particularly in balancing risk and needs and in the clinical interpretation of assessments, are discussed.
Ignorance is bliss? Are body image issues and eating disorders being ignored in intellectual disability populations?
Authors: Linnane Jake M. , Rayner-Smith Kelly
Published: January 2023

The topics of body image issues and eating disorders among people with intellectual disabilities are significantly understudied and underrepresented in psychological literature. This is despite eating disorders, with which body image issues go hand-in-hand, being among the most common, and the deadliest mental health disorders in neurotypical populations. This piece will look at possible reasons for this, including therapeutic and research disdain. On top of this, the possible consequences, such as death by indifference, will be discussed.

Easy read summary

There is very little research about how and if people with intellectual disabilities are affected by issues about their body image and eating disorders, despite these things being very common in people who do not have intellectual disabilities.

This paper suggests some reasons why this may be, such as it being assumed that people with intellectual disabilities are not able to have body image issues or be affected by eating disorders because of their disability.

Another reason suggested is that people doing research also are not looking at these things and because of this the guidelines for treating body image issues and eating disorders may not be suitable for people with intellectual disabilities.

This is important as serious mental health conditions may be missed and people with intellectual disabilities may not be receiving the care that they need or deserve.
Creating a trauma informed intellectual disability workforce in Ayrshire and Arran
Authors: Watt Vanessa , MacMahon Kenneth , Stevenson Karen , Gunning Michael , McKechnie Heather , Patterson Cassandra
Published: January 2023

The Scottish Government has pledged to make the entire Scottish Workforce ‘trauma informed’ and is working in collaboration with NHS Education Scotland (NES) to support the implementation of this vision.

With initial funding from NES and subsequent funding support from the Ayrshire & Arran Health and Social Care Partnerships’ Mental Health Innovation Fund, training has been developed and delivered at the trauma informed, trauma skilled and trauma enhanced practice levels (NES, 2019) across Ayrshire and Arran. The training has been created for staff working within services for people with intellectual disabilities.

This article describes the process, feedback, challenges and succession plans for creating a trauma informed intellectual disability workforce across Ayrshire and Arran.

Easy read summary

The Scottish Government wants to make sure that everyone knows how to help people who have experienced psychological trauma.

We know that people with an Intellectual Disability are more likely to have had traumatic experiences, such as physical, emotional or sexual abuse, during their lives.

NHS Ayrshire and Arran have created and delivered training packages about how best to support people with an Intellectual Disability who have experienced trauma in their lives

Staff in services for people with an Intellectual Disability have been given this training. Everyone who has attended has been very positive about it. We hope that more people working across Scotland will be trained in the same way as staff in Ayrshire.
Psychometric properties of the Warwick-Edinburgh Mental Wellbeing Scale-Intellectual Disability version (WEMWBS-ID)
Authors: Patel Maya , Scior Katrina
Published: January 2023

Aims

Mental wellbeing, encompassing dimensions of hedonia (feeling good) and eudaimonia (functioning well), is considered a valuable resource for individuals and communities. The Warwick-Edinburgh Mental Wellbeing Scale (WEMWBS; Tennant et al., 2007), a 14-item positively worded measure of mental wellbeing, has been extensively psychometrically validated within the UK and cross-culturally. However, it is yet to be validated for use with individuals with intellectual disabilities, a priority given the paucity of measures of mental wellbeing for this population. The aim of this study was to assess the psychometric properties of a newly adapted version of the WEMWBS and the Short 7-item WEMWBS (SWEMWBS) for individuals with mild to moderate intellectual disabilities (WEMWBS-ID/SWEMWBS-ID).

Method

The WEMWBS item wordings and response options were revised by clinicians and researchers expert in the field of intellectual disability, and a visual aid was added to the scale. The adapted version was reviewed by 10 individuals with intellectual disabilities. Individuals aged 16+ with mild to moderate intellectual disabilities were recruited using volunteer sampling. Data from three studies conducted in the UK were collated to evaluate the psychometric properties of the WEMWBS-ID (n=96) and additional data from a study conducted in Canada (n=27) was used in addition to the UK data to evaluate the SWEMWBS-ID (n=123). The WEMWBS-ID was administered by researchers via an online meeting using the screenshare function. A subsample (n=22) completed the scale twice for test-retest reliability. Furthermore, as a relationship between wellbeing and self-esteem has been demonstrated in previous research, 95 of the UK participants also completed an adapted 6-item version of the adapted Rosenberg Self-Esteem Scale (RSES) to assess convergent validity.

Results

The WEMWBS-ID demonstrated good internal consistency (α=0.86), excellent test-retest reliability (ICC=0.88) and good convergent validity (r=0.68) with the RSES. Confirmatory factor analysis supported the hypothesised one-factor structure and the measure demonstrated an adequate model fit. The SWEMWBS-ID showed poorer internal consistency (α=0.67), good test-retest reliability (ICC=0.67) and good convergent validity (r=0.61). The results from the confirmatory factor analysis indicated a good model fit.

Conclusions

The results from this initial evaluation of the WEMWBS-ID and SWEMWBS-ID suggest that the scales have promising psychometric properties, when administered by a researcher to individuals with mild to moderate intellectual disabilities. The generalisability of the findings is limited by the sample size and sampling strategy and a further exploration of the scales with larger samples is warranted. Suggestions for future research are discussed.
Clinical psychologists’ experiences of delivering trauma-focused therapy with individuals with intellectual disabilities
Authors: Stewart Georgia , Kroese Biza Stenfert , Willott Sara
Published: January 2023

Background

Individuals with intellectual disabilities are at increased risk of experiencing psychological trauma compared to the general population. Over the past decade, the availability and application of evidence-based models of trauma-therapy has increased. The delivery of such models is acknowledged to be a complex and demanding process for the therapist; however, currently little is known about the experience of therapists delivering these interventions. The current study therefore aimed to explore the lived experiences of Clinical Psychologists delivering trauma-focused therapies with individuals with intellectual disabilities.

Method

Six Clinical Psychologists were interviewed regarding their experiences of delivering trauma-focused therapies with people with intellectual disabilities. Interviews were analysed using Interpretative Phenomenological Analysis.

Results

Four superordinate themes were identified through the analysis: ‘Therapists’ confidence’, ‘Systemic challenges’, ‘Managing the emotional impact’, and ‘Accessible support’. Themes illustrated the challenges that Psychologists experience when delivering trauma-focused therapies and the emotional impact of these. A changing emotional impact was noted over time, with Psychologists adopting different approaches to managing emotional involvement. The importance of accessible external support was emphasised; however, difficulties in accessing this were highlighted.

Conclusion

The results of this study draw attention to the challenges Psychologists face in delivering trauma-focused therapies with individuals with intellectual disabilities. These findings prompt further consideration of how trauma-focused therapies fit within a wider context of clients’ unmet social needs and inaccessible support for Psychologists.
Continuing professional development: Lessons from a European Union twinning project
Authors: Bunton Jenny , Morphew Rachel
Published: January 2023

In April 2006 four UK prison and probation staff visited Bulgaria as part of the EU twinning project ‘Strengthening the penitentiary system of Bulgaria’. This paper outlines the context of the project, the project itself and the lessons the psychologists in the UK team learnt from the project.
The police station as a ‘place of safety’
Authors: Thomas Terry
Published: January 2023

Police stations are defined in law as ‘places of safety’ for the detention of people with mental health problems. The suitability of police stations for this role – rather than hospitals – has been continually questioned over the years. This article explores the new law and guidance that has now been implemented to facilitate the more rapid transfer of people from the police station to the health care setting.
‘Different strokes for different folks’: The development and evaluation of a staff training package for working with prisoners
Authors: Worthington Rachel , Cormack Emma
Published: January 2023

The purpose of this paper is to describe the development of a staff training to improve the working experiences of staff within a prison. The paper will begin by describing the process of designing training and the context in which the training was commissioned. The development of the training was based on the four principles from Eitington’s model of training The winning trainer (2002)’.Within this circular model, training may be identified under four labels known as the four Ds and are described as follows:

Determine Need.This is Stage 1 – Diagnose or determine need which involves exploring for difficulties (problems), deficiencies, or new developments that indicate that a training effort is in order.

Design Training.This is Stage 2 – Design or develop the programme based on the needs identified in stage 1. Plan and design a course or training to meet those needs.

Deliver Training.This is Stage 3 – Deliver or present the training in the most effective way possible. This stage focuses on the methods of training.

Discern Differences (Evaluation).This is Stage 4 – Discern differences which require the measurement of results of the training. With a specific focus on whether the training has made a difference in knowledge, skill (behaviour/performance) and attitudes.

This model upholds the process suggested within the handbook for the Diploma in Forensic Psychology. Therefore, the paper will conclude that by utilising this model and psychological principles it is possible to design a package of training. In this instance the training assisted participants to understand the different types of roles and relationships that they may develop with clients in a prison setting. Participants also demonstrated an increased knowledge of the importance of these varied roles. In addition, independent evaluation of the quality of staff prisoner relationships also improved.
Mentoring within a high secure forensic inpatient service: Service user perspectives on developing a mentor service
Authors: Boehm Bettina
Published: January 2023

Bettina was supervised by Dr Emily Glorney (University of Surrey), Dr Estelle Moore (Broadmoor Hospital), and James Tapp (Broadmoor Hospital).
An exploratory analysis of the relationship between women’s rape fantasies, rape myth acceptance, rape victim empathy and rape blame attribution
Authors: Grubb Amy , Tarn Terri-Anne
Published: January 2023

This paper explores the existence of rape fantasies within a sample of female university students and investigates whether there is a relationship between rape fantasies and the way individuals make attributions about the victims of rape. Participants completed a questionnaire which included measures of erotic and aversive rape fantasies, rape myth acceptance, rape victim empathy and specific attributions about a victim of rape presented in a vignette. The findings indicate that rape fantasies are more common than previously thought, with 53.4 per cent of participants reporting having experienced some form of sexually coercive fantasy at least once a year. The findings also indicate that there is positive correlational relationship between general rape fantasies and the way individuals make attributions about individual rape victims, with people who experience rape fantasies allocating a greater amount of blame to the victim in a specific rape scenario. Potential reasons and implications for these findings are discussed.
The effectiveness of the Addressing Substance Related Offending-Secure (ASRO-S) treatment programme in a secure forensic hospital setting: A service evaluation
Authors: Downsworth Katie , Jones Eric
Published: January 2023

The Addressing Substance Related Offending-Secure (ASRO-S) programme is a 20-session, cognitive-behavioural group treatment that aims to reduce offending behaviour by targeting the important factor of problematic substance misuse, adapted for the use in secure hospitals. The aim of the current study was to evaluate the effectiveness of a ASRO-S programme with 10 male participants, aged 25 to 49, within a secure forensic hospital. A review of the literature suggests this is the first service evaluation of the ASRO-S. Following the examination of Q-Q Plots, homogeneity of variance was assumed and a paired sample t-test was used to compare pre- and post-treatment scores on the four psychometric scales. The evaluation found only one significant difference showing an increase in non-planning impulsivity (lack of concern for the future) for group members post-programme, however, this increase remained within the normal range for a psychiatric inpatient population. Future research should explore the use of different psychometrics measures when delivering a substance use treatment programme in secure hospitals as this will allow for a substantive evaluation of the effectiveness of these programmes. Additional to this, it should be investigated whether substance use or offence specific treatment programmes are more effective at reducing risk than mixed participant programmes.
Am I free to practice? A training package concerning free will and forensic psychology
Authors: Jack Alexander H. , Wilson Stephanie , Egan Vincent
Published: January 2023

Lay beliefs in free will (FW) are widely held, and have been shown to impact significantly on behaviours and attitudes. However, no literature has focused on how such beliefs affect the approach of individuals in forensic practice. This is important, as the FW versus determinism debate is particularly relevant to forensic psychologists due to the centrality of questions of responsibility, punishment and rehabilitation to the discipline. Resultantly, this report details a training package concerning FW and determinism, delivered to 15 Forensic Psychologists in Training (Trainees) studying at the University of Nottingham. Evaluation of the training package revealed that FW beliefs were prominent within the cohort and it was notable that trainees did report an increased awareness of how philosophical concepts could impact on their practice after the session. The authors argue that such learning enhances contemplation, reflection, and thoughtful practice, and that provision for such training might be a meaningful addition to the BPS forensic syllabi.
Literature review on ‘what works’ with women who are in, or at risk of entering the Criminal Justice System
Authors: O’Connor Jessica H. , Miles Cerys , Hammonds Alyson C.
Published: January 2023

This paper looks to review the literature surrounding ‘What Works’ with women who are in, or at risk of entering the Criminal Justice System (CJS) and what approach practitioners should take to working with these women. The literature highlights the differing needs and complexities of women compared to their male counterparts. The importance of adopting a gender-responsive and trauma-informed approach to working with women is discussed. The literature surrounding effective interventions and the importance of promoting a positive self-identity are also reviewed along with the importance of staff wellbeing and resilience to effective practice. Recommendations for training of practitioners working with women who are in, or at risk of entering the CJS are made.
Surviving HCPC Audit: A conversation between an audited Health Psychologist and the DHP CPD sub-committee
Authors: Powell Rachael , Hollywood Amelia , Williamson Iain
Published: January 2023

An interview with Rachael Powell PhD CPsychol, a Lecturer at the University of Manchester, by Dr Amelia Hollywood and Dr Iain Williamson from the Division of Health Psychology CPD sub–committee.
Excuses, excuses, excuses: What are the barriers to participate in an antenatal physical activity intervention?
Authors: Currie Sinéad , Dunwoody Lynn , Sinclair Marlene , Liddle Dianne , Murphy Marie , Madden Elaine
Published: January 2023

Background

Recruitment into obesity and inactivity trials during pregnancy helps researchers to understand and improve health behaviour. Knowledge of reasons for non–participation could enhance recruitment into such interventions and is the main focus of this paper.

Methods

Data were generated from an antenatal physical activity (PA) RCT. During antenatal booking appointments, women who met the inclusion criteria were invited to a recruitment evening. Numbers invited, those expressing an interest in taking part and those attending were recorded. Reasons for non–interest or attendance were noted and analysed using content analysis.

Findings

Over 36 weeks, 659 primigravidae women attended booking appointments, 418 were deemed eligible for the RCT, 257 (62 per cent) registered interest, and 109 (26 per cent) attended. Reasons for not registering interest included: no interest; unable to attend; no time. Those who registered interest but did not attend gave reasons for non–participation as work commitments, sickness and time constraints.

Discussion

Problems associated with recruitment and participation into clinical trials involving PA are often not reported. The main barriers in this study were a lack of interest, time and sickness. Although sickness is unavoidable, time commitments, a common barrier to PA for sedentary individuals, needs to be addressed when recruiting to PA trials.
Conduct a trial using written emotional disclosure
Authors: Jones Christina J
Published: January 2023

Written emotional disclosure (WED) is a structured therapy which encourages people to write about highly emotive experiences for a pre–specified duration and number of sessions. The first studies of WED instructed undergraduate student participants to write for 20 minutes over four consecutive days about their most stressful or traumatic experiences. Since then, WED has been used in other healthy and clinical populations to varying degrees of effect. This article highlights some factors for consideration when designing a trial of WED. Specifically, the importance of intervention-related factors (e.g. number, spacing and duration of sessions, positive vs. negative disclosure, emotionally ‘neutral’ control tasks), potential moderators and analyses are discussed. The number of writing sessions (at least three are advised), duration of writing, time of day, privacy afforded to participants and appropriate control writing are highlighted as particularly important in the design of WED trials.
Health promotion in two community contexts with adults with learning disabilities: Key considerations for practice
Authors: Bains Kiran , Turnbull Triece
Published: January 2023

Adults with learning disabilities tend to lead unhealthier lifestyles than those in the general population. As their life expectancies improve with medical advances this leaves them vulnerable to conditions such as Type 2 Diabetes Mellitus, Cardiovascular Disease and certain cancers. However, adults with learning disabilities may struggle to access traditional health promotion efforts due to their cognitive and physical impairments, and thus rely on the support of carers to make health-related decisions in their daily lives. To meet this disparity, a theory-based health promotion intervention was piloted and delivered in two different community social care contexts providing services to this population. Whilst delivering these interventions in community contexts was important for uptake in this vulnerable cohort, key differences emerged in participation according to whether the interventions were delivered in drop-in versus residential contexts. These included differences in level of learning disability and associated salient health issues, participant motivation, teaching facilities and carer involvement in the intervention. These are important for health psychology practitioners to consider when working with adults with learning disabilities and facilitating their engagement in behaviour change interventions.
Taking stock: A survey of Coaching Psychologists’ practices and perspectives
Authors: Whybrow Alison , Palmer Stephen
Published: January 2023

Objectives:This paper presents the findings of two surveys exploring the practices and perspectives of the membership of the Coaching Psychology Forum (CPF), the precursor to the Special Group in Coaching Psychology.

Design:The study was cross-sectional in design

Method:The two surveys were conducted 12 months apart. The surveys focused on psychologists’ practice as coaches and their views on a number of relevant issues such as required training and experience to practise as a coaching psychologist.

Results:The membership of the CPF consists of psychologists with diverse applied psychological backgrounds, who practice coaching in a variety of settings from a range of psychological developmental perspectives. Issues around training and development for coaching psychologists emerged, highlighting the need for an understanding of the underpinning competencies of the domain and how these fit with existing applied psychological domains. Additionally, important research questions were raised.

Conclusions:The outcome of the surveys highlights the diversity in practice and perspectives of the membership of the CPF and the energy and enthusiasm for the development of the profession of coaching psychology.
Human resources professionals’ perceptions of executive coaching: Efficacy, benefits and return on investment
Authors: Dagley Gavin
Published: January 2023

Objectives:Human resources (HR) professionals represent a large and relatively untapped source of experiential knowledge about executive coaching. The purpose of the study was to record the perceptions of these HR professionals.

Design:The study was a survey design.

Methods:The practitioners completed structured interviews to elicit their perceptions of the overall efficacy of executive coaching, the specific benefits derived and drawbacks experienced from the programmes, their estimates of the cost/benefit of the programmes, and their interest in using executive coaching in the future.

Results:As a group, the 17 participants were responsible for more than 1000 individual executive coaching programmes and $15.4 million of expenditure on executive coaching in the preceding two years. The practitioners indicated strong support for the use of coaching in the future, and all rated their programmes as at least moderately successful. The practitioners also identified a large range of benefits for the individual executives and a smaller range for the organisations. The two most commonly expressed drawbacks were difficulty with executives making time for sessions and the expense of executive coaching. Although the practitioners indicated that benefits exceeded costs, only one practitioner indicated completing formal measurement of return on investment.

Conclusions:Discussion included consideration of the pressure for more structured and measurable intervention approaches, and the influence such approaches may have on the efficacy of the programmes themselves.
Positive intervention self-selection: Developing models of what works for whom
Authors: Silberman Jordan
Published: January 2023

Objective:To determine if self-selection is an effective way to match positive interventions to individuals.

Design:Each time a participant in the choice group selected one of four positive interventions, a depression-matched yoked control participant was assigned the same intervention.

Method:Positive interventions and surveys were administered online. Happiness and depression were assessed at baseline, one week, and two weeks.

Results:If participants could identify the positive intervention that was most suitable for them, then interventions should have been more effective for the choice group than for the yoked control group. This was not observed. Both groups experienced significantly increased happiness and decreased depression, but the magnitudes of these changes did not significantly differ between groups.

Conclusions:These data suggest that self-selection may not be a good way to identify well-suited positive interventions, and that other selection approaches should be investigated.
Addressing deficit performance through coaching – using motivational interviewing for performance improvement at work
Authors: Passmore Jonathan
Published: January 2023

Resistance from coachees is a problem met by executive coaches in all fields. The continued interest in executive coaching by organisations has seen coaching beginning to be used more widely. An increasing number of low and average performing managers are following theirhigh performing peers into the executive coaching room. One particular challenge facing the coaching psychologist is how to engage individuals where motivation for change is low.

This paper draws on a five-stage model for behaviour change and an approach developed in the clinical setting which can usefully be applied to executive coaching to help the coaching psychologist address some of these behavioural challenges and add to their core coachingtechniques through combining Motivational Interviewing (MI) techniques with their existing repertoire of skills.

The paper starts with a review of the development of motivational interviewing, before moving to explore the evidence for MI as an intervention, which is largely within the health sector. The paper builds on this evidence by exploring how MI may be applied within non-clinical settings, as a tool to address poor performance resulting from low motivation to change.The paper also suggests other potential uses for MI such as in health coaching around stop smoking campaigns or obesity.
Coaches’ experience of critical moments in the coaching
Authors: Day Andrew , De Haan Erik , Sills Charlotte , Bertie Colin , Blass Eddie
Published: January 2023

This paper presents the findings of a qualitative research study into Coaches’ experience ofcritical momentsin the coaching relationship. Interviews were completed with a total of 28 experienced coaches. The research highlighted that critical moments are unforeseen and characterised by intense emotions and anxiety within the coaching relationship. These moments were most often seen to be turning points in the work. Coaches reported that they resulted in either insight for their clients or a distancing, or even breakdown, in the coaching relationship. Their accounts indicate that the outcome of these moments is influenced by the coach’s containment of both their and their client’s emotions. This process of containment involved coaches being aware of their own emotions and the reactions of their client, making a link with what was taking place in the coaching relationship and reflecting on their experience with their client in a manner that led to heightened awareness for the client. In situations where a distancing occurred between coach and client, this was associated with either an aggressive response or an avoidant response by one or both parties. Coaches reported using supervision to help them to make sense of critical moments, to gain reassurance that they responded appropriately and to learn from these moments. These findings demonstrate the importance to the coaching process of personal insight on the part of the coach, reflexivity in the coaching relationship and emotional containment by both the coach and the coaching supervisor.
Coaching on the Dark Side
Authors: Nelson Eric , Hogan Robert
Published: January 2023

Dysfunctional personality characteristics can derail the career of an otherwise competent executive. Personality predicts both leadership effectiveness and derailment, and assessment of these characteristics is critical for effective coaching and leader development. This paper reviews the relationship between personality and leadership and offers a taxonomy of flawed interpersonal strategies that can degrade a leader’s capacity to build and maintain high-performing teams. Assessment of these dysfunctional dispositions facilitates the coach’s ability to build an effective coaching relationship, enhance the executive’s strategic self-awareness, and identify appropriate targets and strategies for intervention.
Is FeedForward the way forward? A comparison of the effects of FeedForward coaching and Feedback
Authors: McDowall Almuth , Freeman Katie , Marshall Suzanne
Published: January 2023

Objectives:

The FeedForward Interview (FFI) is a means of structuring conversations (Kluger & Nir, 2006), such as performance appraisals, or indeed coaching in organisations. Conceptually situated in a positive psychological paradigm, FFI techniques build on appreciative inquiry (Cooperrider & Srivastva, 1987), positive psychology (Seligman & Csikszentmihalyi, 2002) and Feedback Intervention Theory (Kluger & DeNisi, 1996). The objective of this research was to investigate how FFI affects individual outcomes compared to traditional feedback as part of a coaching session.

Design:

We conducted a quasi-experimental longitudinal study allocating 54 participants randomly to either a FFI or Feedback-based coaching intervention.

Methods:

We measured self-efficacy, mood and strengths-confidence as well goal attainment before and after each intervention.

Results:

Self-efficacy significantly increased following FFI compared to feedback; participants were more likely to obtain their goals in the FFI condition. There were no significant differences for mood; and no main effects for strengths-knowledge but a significant interaction by treatment condition.

Conclusions:

The results indicate that FFI appears a valid intervention to facilitate positive psychological change as part of a coaching session. We discuss the potential for further research including the evaluation of transfer of learning arising from FFI in experimental paradigms as well as behavioural observations.
Using Clean Language to explore the subjectivity of coachees’ experience and outcomes
Authors: Linder-Pelz Susie , Lawley James
Published: January 2023

Objectives:

This paper aims to contribute methodologically and substantively to understanding how coachees experience and evaluate coaching. First, we explore the use of ‘Clean Language’ as a phenomenological approach to coaching research, including the eliciting and analysing of data into findings and insights for coaches and coach trainers (Tosey et al., 2014, p.630). Second, we explore the nature of events, effects, evaluations and outcomes reported by coachees after a single coaching session.

Design:

Three coaches accredited in the same coaching methodology each delivered a single session to two randomly allocated coachees. The coachees were subsequently interviewed twice using Clean Language, in person two days after the coaching and by telephone two weeks later.

Methodology:

The transcribed follow-up interviews were analysed by an expert in Clean Language (the second author), using a form of thematic analysis within a realist/essentialist paradigm (Braun & Clarke, 2006, p.85).

Findings:

The interviews elicited detailed information on many aspects of coaching without the interviewer introducing any topics. Coachees’ events, effects and evaluations happened during the coaching session, between that session and the first interview, and during the two weeks between the first and second interviews. Coachees emphasised coaches’ style of repeating back, pacing, setting goals and questioning, maintaining the focus of the session, confronting and challenging, as well as their responsiveness (or lack of it). Increased self-awareness was mentioned by all coachees. Outcomes occurring after the session were maintained two weeks later, at which time new outcomes were also reported.

Conclusions:

Clean Language Interviewing supplements and extends existing methods of phenomenological interviewing and data coding. The study yielded nuanced findings on the coach behaviours that led coachees to give favourable versus unfavourable evaluations, with implications for coaching psychologists with regard in particular to coaches’ ability to calibrate and respond to coachees’ ongoing evaluation of the coaching, the pace of the session and how the timing of coachees’ feedback affects the findings.
Teachers’ experiences of an introductory coaching training workshop in Scotland: An interpretative phenomenological analysis
Authors: Barr Margaret , van Nieuwerburgh Christian
Published: January 2023

Objectives:

This study sought to explore teachers’ experiences of a coaching psychology intervention – an introductory coaching training workshop that included a positive psychology intervention and episodes of narrative-collaborative group coaching.

Design:

A qualitative design was applied to explore the participants’ experiences. Interpretative phenomenological analysis (IPA) was used to analyse the data.

Method:

The study took place in Scotland, where new professional update procedures require school leaders to use coaching skills. The participants were five teachers who had attended the workshop. Data collection was through semi-structured interviews.

Results:

Two main themes emerged from the analysis. The first theme, ‘Learning with others – the value of collaboration’, had two sub-themes: ‘Working with a partner made it real’ and ‘Feeling part of the group’. The second theme, ‘Reflection – the value of time to think’ had three sub-themes: ‘Myself as coach and coachee’, ‘Coaching and other people’, and ‘Making plans to start coaching and sharing’.

Conclusions:

The participants reported that collaborating with others and having time for reflection enhanced their learning. The limitations of the study are discussed and areas for future research are proposed.