bluuebunny/crossref_metadata_2025 huggingface dataset:
Research Paper Retirement Therapy? Older people's experiences of existential therapy relating to their transition to retirement
Authors: Edwards Will , Milton Martin
Published: January 2023

Background/Aims/Objectives: This study focused on older people’s experiences of existential therapy relating to their retirement transition.

Methodology/Methods: Transcripts were analysed using Interpretative Phenomenological Analysis.

Results/Findings: Analysis of the transcripts revealed aspects of life that were the focus for therapy and influential factors in their therapeutic experience. Life phase transition and self-constructs were aspects of the retirees’ lives to which they considered their existential therapy had made a particular contribution. Factors that particularly influenced how participants related to their therapists included therapist authenticity in relationship depth, and freedom and opennes.

Discussion/Conclusions: The experiences of these retirees suggest that there are distinctive aspects of existential therapy that make it well suited to the issues they faced and that existential therapy may be well suited to the transition to retirement.
A life worth living
Authors: Longhurst Lucy
Published: January 2023

Context & Focus

This article explores the therapeutic journey between a Counselling Psychologist in Training and a suicidal client over the period of a year An integrative model (drawing on Existential therapy, CBT and ACT) was employed to address multi-faceted and complex issues including the loss of identity, hearing voices, the meaninglessness of life and the explicit wish to die. While this article is based on real clinical work, it draws upon material from several cases and has been fictionalised to preserve anonymity. Further, both the article and the related clinical work complied with the British Psychological Society’s ethical guidelines and those of City University London.
Research Paper An investigation into counselling psychologists' research activity: Motives, facilitators and barriers -a contextual perspective
Authors: Apostolopoulou Angelika , Skourteli Marina C
Published: January 2023

Background/Aims

The ‘scientist-practitioner’ and the ‘reflective-practitioner’ are the preferred models of training and practice within the discipline of counselling psychology. However, chartered counselling psychologists seem to exhibit a diminished interest for research engagement and remarkably low research productivity. The present study aims to identify and investigate factors that may motivate, facilitate or hinder counselling psychologists’ engagement with research, whilst taking into account the context within which research activity takes place.

Methodology

The present paper presents the first, quantitative part of a larger mixed-methods research project investigating the relationship of chartered counselling psychologists with research. Data was collected from 94 chartered counselling psychologists (living and practicing either in Greece or the UK), who completed online two self-report questionnaires (CP-RAS and SAS). Multiple Linear Regression was subsequently conducted in order to predict and explain the relationship between motivational, facilitating, hindering and contextual factors with chartered counselling psychologists’ scholarly activity.

Results

Analysis revealed that motivation, but not facilitating, hindering or contextual factors, was a significant predictor of counselling psychologists’ research activity, even after controlling for key demographic variables. Participants’ gender, years of professional experience and professional post were also significant predictors of research activity, with males, practitioners with more years of professional experience and academics reporting higher scholarly activity.

Discussion

The present study offers useful insight into the factors enhancing or thwarting counselling psychologists’ engagement with research. The results are examined in relation to existing literature, and the implications for the training, research and practice of counselling psychology are discussed.
Research Paper What is known about the post-traumatic growth experiences among people diagnosed with HIV/AIDS? A systematic review and thematic synthesis of the qualitative literature
Authors: Amos India
Published: January 2023

Background

Much of the literature suggests that a diagnosis of HIV, or any other chronic illness, heralds a major transformation that is frequently characterised by negative psychological outcomes. However, there has been increasing recognition of the profound positive changes that can follow the diagnosis of a lifethreatening illness such as HIV, causing researchers to examine experiences of post-traumatic growth among people living with HIV/AIDS.

Data sources

From the 95 studies retrieved from PsycINFO, MEDLINE and CINAHL, and additional incorporated search strategies, eight studies were included in the review.

Data synthesis

A thematic synthesis was selected with the aim to ‘go beyond’ the findings of the primary studies included in the review in order to generate new concepts related to the experience of PTG among people living with HIV/AIDS.

Results

The findings of this systematic review suggest that experiences of post-traumatic growth do exist among people living with HIV and manifest themselves across the following four areas: (i) reconsideration of the self; (ii) reordering of values; (iii) redefinition of purpose; and (iv) reconstruction of time.

Conclusion

Therapeutic practitioners may want to take advantage of increasing their awareness of working effectively with presentations of post-traumatic growth, where the facilitation of growth may be considered as a clinical intervention different from interventions designed to alleviate distress.
Dialogues and Debates Response to Steffen, Vossler and Joseph -From shared roots to fruitful collaboration: How counselling psychology can benefit from reconnecting with positive psychology
Authors: Van Deurzen Emmy
Published: January 2023

This paper was pleasing to read because of its down to earth style and topical subject, and also because it provided me with a welcome review of the history of counselling psychology in the UK and some food for thought about where we should be aiming for in future.
Theoretical Paper Rivals or roommates? The relationship between evidence-based practice and practice-based evidence in studies of Anorexia Nervosa
Authors: Foster Emma
Published: January 2023

Context & Focus

The current environment in which mental health services are provided is dynamic and ever-changing and service delivery managers face difficult business decisions regarding the allocation of resources. These decisions may often fall in the favour of evidence-based treatments but these may be seen to conflict with the humanistic and phenomenological values underpinning counselling psychology. This paper seeks to critically discuss research and measurement issues in evidence-based practice and practice-based evidence within the context of counselling psychology focusing on a current clinical disorder, anorexia nervosa.

Conclusion

The paper proposes that evidence-based practice and practice-based evidence are both highly relevant to counselling psychologists aiming to help individuals with anorexia and that neither approach is more valid than the other. It favours the model proposed by Barkham et al. (2010) which illustrates the dynamic and cyclical relationship between evidence-based practice and practice-based evidence where each approach informs and responds to the other.
Guest Editorial
Authors: Ade-Serrano Yetunde , Nkansa-Dwamena Ohemaa
Published: January 2023

Content & Focus

In this editorial, we voice the unspoken and illuminate the subtle expressions of ‘race’ discrimination, in an effort to amend and repair our relationship with ‘race’ within a profession we are immensely proud of and that which forms a part of our identities. As individual practitioners, we desire a shift in our continued professional development and a true recognition of the visible but hidden phenomenon of ‘race’. We long for legitimacy and a lifelong ideal where, although issues may exist, we are able to experience, dissect, learn, and disseminate knowledge. We want counselling psychology to actively partake in the dialogue around race; and be a driving force to carry through advocacy for our clients and for ourselves.
How do trauma therapists experience the effects of their trauma work, and are there common factors leading to post-traumatic growth?
Authors: Bartoskova Lucie
Published: January 2023

Background

Recent studies on the effects of trauma work among trauma therapists have shown that the outcome is not exclusively negative, as trauma therapists also report positive experiences known as post-traumatic growth. Some preliminary understandings have emerged from limited research of individuals’ experience of post-traumatic growth in trauma therapists. This study has therefore been designed to gain insights into trauma therapists’ experiences of their trauma work and to understand the potential factors enabling post-traumatic growth.

Method

To gain an understanding of the trauma work individualistic experience, qualitative approach has been adapted. A total of 10 self-identified trauma therapists who met the inclusion criteria completed a short demographic information sheet and participated in a semi-structured interview. The data was analysed in accordance with the Interpretative Phenomenological Analysis (IPA) and Smith (1996) method.

Findings

Participants’ perceptions about their experience of working with trauma clients indicated four superordinate themes: ‘responding to a client’, ‘noticing growth in self’, ‘making a difference’, and ‘finding their own ways to process the trauma work’.

Conclusion

The emerging themes indicate that therapists experience a wave in terms of the trauma work’s impact, rather than simply being a negative or positive type of work. The data indicates that trauma therapists also experience growth from their work, contradicting most prior studies on the impact of trauma work on therapists. The findings are further discussed in relation to the implications for therapists and importance of self-care.
How do daughters experience having a mother with dementia?
Authors: Finill Caroline , Tribe Rachel
Published: January 2023

Background/Objectives

There is a paucity of research on the experience of daughters of mothers with dementia, who do not live together. This research explores how daughters experience having a mother with dementia.

Method

Seven semi-structured interviews with daughters of mothers with dementia, were conducted. Interview accounts were analysed using thematic analysis.

Results

The main themes of Bewilderment and Fear, and Transformed Relationships were identified. The analysis indicated that the experiences described were, at times, distressing for the daughters and there was a perceived lack of professional help to support both mothers and daughters through the changes. However, the analysis also indicated that some daughters experienced transformative ways to make thoughtful new connections and aspects of the relationship with their mothers were described as having improved.

Conclusions

It is proposed that it could be helpful if professional services recognised that having a mother with dementia can be a challenging experience, even if mothers and daughters do not live together. It is also proposed that services need to continue to be improved for both mothers and daughters.
Transformative practice
Authors: Simms Jane
Published: January 2023

Content & Focus

Counselling psychology is a hugely rewarding career, as it focuses on facilitating the positive wellbeing and growth of those in distress. Therapeutic practice thus provides a privileged position within which to bear witness to positive change and growth, but it can often come at a cost to the therapist. There exists an extensive amount of research documenting the negative effects of therapy on the therapist such as compassion fatigue, vicarious trauma, and burnout. These occupational hazards have historically been neglected during practitioner training rendering trainees and qualified counselling psychologists mentally and emotionally vulnerable to the distressing stories they hear. Recently, research has shifted its focus towards identifying and understanding the positive effects of therapy upon the therapist. This is termed vicarious growth. The idea that therapists can grow in ways that are life enriching as a result of the stories they hear accords with counselling psychology and positive psychology, as both promote human flourishing, are strengths focused, and promote and support individual autonomy. An exploration of the positive and negative effects of therapeutic practice on the therapist is the focus of this paper. Further, therapist self-care plays a crucial role in not only preventing and helping to manage the potentially damaging impact of practice but can also facilitate the therapist’s personal and professional growth. The methods by which this is achieved will be examined, differentiating between self-care strategies that foster resilience and those that can facilitate vicarious growth. A framework for self-care that integrates both approaches will be outlined.
A qualitative exploration of the experience of community mental health clinicians working with people with borderline personality disorder in the context of high risk of suicide or self-harm
Authors: Hughes Mary E. , Bass Malcolm , Bradley Mark , Hirst-Winthrop Sarah
Published: January 2023

Background

Working with people with Borderline Personality Disorder (BPD) is often viewed as challenging, especially when there is a high risk of suicide or self-harm. This study aimed to provide insight into the lived experience of clinicians working with these service users within community mental health teams.

Method

Unstructured interviews were conducted with four participants from two multidisciplinary teams within the same NHS trust. Transcripts were analysed using Interpretative Phenomenological Analysis.

Findings

Three superordinate themes were identified. (1) All participants emphasised the stressful nature of their role, describing its emotional impact and contributory factors, including organisational and relational issues. (2) Coping strategies were evident, which may not always have been within the participants’ awareness. (3) The task of balancing seemingly opposing possibilities was identified, paralleling the need for people with BPD to resolve dichotomous thinking.

Conclusions

There is a role for counselling psychologists in helping clinicians working within multidisciplinary teams to develop a deeper understanding of their responses through training and supervision. This could in turn enhance the care provided.
The Recovery Focused Care Transfer (ReFleCT) pathway: Fostering optimism and hope with clients prior to their discharge from secondary care
Authors: Mercer-Quinn Coleen , Wright Hayley
Published: January 2023

Content and Focus

Recovery focused care in mental health services is now part of NHS England’s plan to personalise care that empowers service users to sustain a meaningful life. This service evaluation validates how service users with systemic dependency and enduring mental health problems (N = 10) experience the shift from clinical recovery to personal recovery on completion of a Recovery Focused Care Transfer pathway (ReFleCT) which was led by a senior counselling psychologist and a member of the multidisciplinary team (MDT). A mixed model design was adopted and quantitative results using a Paired t-test demonstrated significantly higher post-discharge QPR (process of recovery questionnaire) scores (t (6) = –2.931, p=. 026) for all service users attending the ReFleCT programme indicative of recovery, where 87 per cent of items showed improvements. Staff questionnaire responses also validated the benefit of the programme in terms of service user involvement, compassion, risk to resilience and support of others. Qualitative feedback from staff, service users, their families, carers and external agencies did confirm that post attendance on the programme offered sustained improvements.

Conclusion

This pathway proved a valuable resource in the current economic climate with promising results which highlight its strengths prior to/at the point of and post-discharge. Participants with a mean average of ten years in secondary care became empowered in their shift from dependent to independent care in a client led timely, responsive and informed manner.
Writing successful assignments for the Qualification in Counselling Psychology – A guide for candidates
Authors: Hogan Nicola
Published: January 2023

In 2018 an updated version of the Qualification in Counselling Psychology was launched. This paper provides information for candidates on how to prepare for the written assignments within the portfolios. It is based on the assessment team’s experience of candidate submissions over the last ten years and offers advice on how to avoid common pitfalls and maximise opportunities to be successful in written assignments. In particular it focuses on the need to write at a doctoral level and to be aware of the competency driven nature of the assessment regime. Although the paper is specifically written for QCoP candidates the advice would apply across all society qualifications.
‘Man up’: A qualitative exploration of Scottish masculinities and their impact within therapy
Authors: Reid Andrew , Burns Lindsey
Published: January 2023

Background/aims/objectives

There is a need to update understanding of masculine identity and mental health to better tailor therapeutic services for masculine client preferences.

Methodology/methods

This exploratory study gathered qualitative information on how four White Scottish male clients who had completed psychological therapy or counselling conceptualised and experienced their own masculinity, in relation to Scottish sociocultural norms, and experiences of therapy.

Results/findings

An IPA analysis identified four superordinate themes: 1) Scottish masculinity as competence, control, and achievement; 2) Scottish masculinity as role in society; 3) Fear of showing weakness or incompetence; and 4) Experiences of therapy.

Discussion/Conclusions

Perceptions of competence and strength were central to participants’ accounts of Scottish masculine identity, and produced anxiety when threatened. However, participants distanced themselves from stereotypes, and successful therapy defused masculine tensions. Implications for practice and research are discussed.
Investigating sense of community in primary schools
Authors: Sayer Ed , Beaven Alexandra , Stringer Phil , Hermena Ehab
Published: January 2023

The desire to be a part of a wider social network is a basic human need and research has found that possessing a strong ‘sense of community’ is associated with a range of positive outcomes, both in terms of physical and mental health. In adults and adolescents alike, it has been argued that four factors contribute to an individual’s sense of community, namely; membership, influence, shared emotional connection, and reinforcement of need (McMillan & Chavis, 1986). Given that pupils’ sense of community in primary school has been relatively neglected by the literature, a new measure of the construct was developed for this age group. The impact of pupils’ gender and year group on sense of community was also explored. A focus group with Year 5 and 6 pupils was used to develop the Sense of Community Index-Primary (SCI-P) and following piloting, 452 Year 5 and Year 6 pupils completed the measure in school. Exploratory factor analysis revealed a two-factor model of sense of community, which represents a departure from McMillan and Chavis’s (1986) framework. A significant main effect of gender was found, while a year group hypothesis was only partially supported. Practical applications and limitations of this research are also discussed.
EPs becomingignorant: Questioning the assumption of listening and empowerment in young children
Authors: Mercieca Daniela , Mercieca Duncan P.
Published: January 2023

This paper argues that a shift needs to take place in adults so that listening to young children can occur. In the context of educational psychologists (EPs), this is perhaps more crucial, as EPs are positioned in a way that makes listening an integral part of their role. Yet, EP work forms part of this ‘runaway world’ and this sometimes necessitates that practitioners become doubly aware of the need to resist pressures of speed and work load, if any listening is to happen at all. Rancière’s writing is used to question assumptions about the young child’s voice and our listening. The shift that Rancière suggests starts with the assumption that adults and even very young children are equal, so that the listening which we are advocating is one which does not silence. The paper then moves on to reflect on the Mosaic approach, as a methodological tool and process for listening to young children. Rather than being another method, the Mosaic approach espouses uncertainty and allows for unexpectedness – young children are seen as giving adults the possibility to listen to them. In the conclusion we consider the implications of Rancière and the Mosaic approach for the work of EPs.
Understanding the emotional impact of domestic violence on young children
Authors: Thornton Victoria
Published: January 2023

Young children who live with domestic violence represent a significantly disempowered group. Developmentally, young children have relatively limited verbal skills and emotional literacy. In addition, the context created by domestic violence frequently involves an atmosphere of secrecy and intimidation, as well as reduced emotional availability from children’s main caregivers. Taken together, these factors severely restrict these young children’s capacity and opportunities to make their voices and needs heard. This qualitative study gave children who had lived with domestic violence, the opportunity to share their emotional worlds through projective play and drawing assessments. Eight children aged between 5 and 9-years-old, took part together with their mothers. Transcripts of semi-structured interviews with the mothers and projective play assessments with the children were analysed using abbreviated, social constructionist grounded theory. Interpretations from the children’s drawings served to elaborate and validate themes found in the transcript data. Themes were then linked and mapped into an initial theoretical model of how domestic violence impacts emotionally on young children. The data gathered shows that domestic violence generates a range of negative and overwhelming emotions for young children. There is also a concurrent disrupting impact on the dynamics in the family which undermines the security and containment young children need to manage and process their emotions. The presence of an attuned adult and age-appropriate means to communicate is argued to be important in supporting young and traumatised children to share their emotions. Implications for service planning, clinical practice and educational professionals are discussed.
Educational psychologists’ conceptualisation of domestic violence
Authors: Gallagher Caroline
Published: January 2023

There is an increasing awareness of the impact of domestic violence (DV) on children’s psychological wellbeing. Children witnessing DV are defined as at risk of harm in the Adoption and Children Act (2002). The British Psychological Society state children exposed to DV have suffered psychological abuse. It can have a long lasting impact on their lives. Supporting such children has not traditionally received a high priority within the education and schools sector although there has been recent interest in the role of schools in addressing DV. However, the contribution educational psychologists can make to this debate has been neglected. A small-scale study was conducted to explore how educational psychologists conceptualised DV and the role they could have in working with schools and children and families. Five psychologists from services in two local authorities were interviewed using a semi-structured interview and a thematic analysis was conducted. The role of the psychologist and facilitators and barriers to practice were considered. It is concluded that educational psychologists face challenges in working with DV. Issues of professional sensitivities around DV, invisibility and secrecy of DV and lack of role clarity are identified. It is argued that some of the inherent difficulties occur because of the hidden nature of children within DV as they have been marginalised and minimised within the dominant discourse of DV as an adult problem.
The effectiveness of a Learning Disability specific group parenting programme for parents of preschool and school-age children
Authors: George Catriona , Kolodziej Natalia , Rendall Michael , Coiffait Fleur-Michelle
Published: January 2023

Objectives:This study aimed to investigate whether a group parenting programme designed specifically for parents of children with a learning disability affected parental stress, confidence and understanding of children’s diagnosis and behaviour. It also aimed to identify any differences between parents of preschool children and parents of school-aged children, and to explore possible relationships between the variables measured.

Method:Parents of children with a learning disability (or global developmental delay if <5-years-old) were offered the intervention as part of routine practice and ‘opted in’ to take part in the evaluation. Parents of 34 children attended the ‘Confident Parenting’ group intervention and completed the Questionnaire on Resources and Stress – Short Form, and the Sheffield Learning Disability Outcome Measure.

Results:Results relating to the overall sample indicated a statistically significant decrease in parental stress and a statistically significant increase in parental confidence and understanding of their child’s behaviour following the programme. Within-group comparisons revealed statistically significant differences between preschool and school-age groups in terms of parental stress levels and changes in understanding of child’s diagnosis. Statistically significant relationships between variables emerged and are reported.

Conclusions:The study revealed that Confident Parenting can be an effective intervention for parents of both preschool and school-aged children. Differences in initial stress levels and impact on understanding of diagnosis were highlighted between the two age groups, thus Confident Parenting may be most effective as an early intervention.
Parents’ experiences of living with an adolescent diagnosed with an autism spectrum disorder
Authors: Mount Nicola , Dillon Gayle
Published: January 2023

Aims:Parents of children with autism are reported to experience greater parenting stress than parents of neurotypical children. This qualitative study examined parents’ experiences of living with their adolescent with autism to ascertain their perceptions of psychological impact. In addition, parental coping strategies and the contribution of the child’s attendance at mainstream secondary school were considered.

Method:Nine parents of adolescents with autism were recruited from their child’s school in the East Midlands. Individual semi-structured interviews were recorded, transcribed, analysed and coded using thematic and content analysis to gain insight into the stressors faced.

Findings:Main themes were: difficulties parents faced; effects on relationships; impact upon self; diagnosis and support; coping strategies; school issues; and the future. Challenges faced by the parents were pervasive. The need to maintain predictability in the children’s lives created a sense of burden and restricted spontaneity in the parents’ lives. Communication and social difficulties could lead to outbursts of physical or verbal abuse towards parents. Intense mother-child relationships added to family tensions. Mainstream secondary school was perceived by some as a challenge. Parents reported being mentally and physically tired. All participants used a range of problem-focused coping strategies and humour. Social support, positive reframing and avoidant strategies were used variably. Having a diagnosis of autism helped both parents to work together and accept the child’s difficulties. Additional support was often dependent on family circumstances.

Conclusions:To assist the best outcomes for young people with autism, collaborative working and clear communication within the family unit and between family, schools and support services is imperative.
Working with parents: Using narrative therapy to work towards genuine partnership
Authors: McQueen Catherine , Hobbs Charmian
Published: January 2023

Background:There is convincing research evidence of the value of working in partnership with parents to support the well-being and development of children and young people. Much of this research has looked at outcomes for children. At the same time research has demonstrated that partnership is not easy to achieve in relationships between parents and professionals, with many examples of the disempowerment of parents.

Aim:This paper explores a way of working that might address the differential power relationship between professionals and parents, using activity theory to illustrate the process.

Rationale/Approach:Drawing on a social constructionist perspective and the practice of narrative therapy, the paper analyses the authors’ experience of a series of narrative conversations with parents who volunteered to work with them around a concern. The conversations took place over several weeks and were further developed through outsider witness practice.

Findings:This form of a narrative conversation provided an opportunity for the parents to examine, reflect and give recognition to their own resources and skills as a couple and as individuals.

Conclusion:This is one example of practitioner research undertaken to explore a different way of working with parents and as such it is a contribution to the ongoing dialogue about how to achieve genuine partnership with parents.
Becoming an agent of change for school and student well-being
Authors: Roffey Sue
Published: January 2023

There is evidence to suggest that whole school approaches to student well-being enhance not only mental health and resilience but also promote prosocial behaviour, pupil engagement and academic learning. ‘Positive education’ is gaining traction in both the US and Australia, often with more privileged schools. Interventions are primarily based in positive psychology but also have elements of community psychology where they aim to give teachers and students an authentic voice. When schools focus on the well-being of the whole child, this not only benefits individuals, but the communities in which they participate. Educational psychologists are in a unique position, especially in state schools. They have opportunities for conversations on well-being at all levels, to support teachers and offer in-service training. There is also an ethical issue about whether the profession acts in a pro-active way to advocate for the needs of vulnerable young people at a systemic level or is primarily reactive to demands. This paper is based in research on school change and student well-being. It summarises what it is possible to influence and which practices and processes are effective. It takes an ecological and optimistic position on change that entails sowing seeds for growth, building a team and promoting good practice.
Compassion-based initiatives in educational settings
Authors: Welford Mary , Langmead Kasim
Published: January 2023

Compassion-focused therapy was developed by Paul Gilbert as a means of addressing psychological difficulties underpinned by shame and self-criticism. The model draws on social, neurophysiological and evolutionary theory (especially attachment theory) to seek to understand emotional regulation and our basic social motivational systems. It postulates the benefit of mindfully developing compassion, thus activating our ‘affiliative/soothing system’, to balance our affect regulating systems, particularly in response to threat. In recent years there has been a growing evidence base for the approach, and the application of compassion-based initiatives has been used with NHS staff teams, the armed forces, business settings and within education. Compassion-based approaches within education settings offer a potential means of generating greater psychological well-being for students, staff, parents and the wider community whilst also protecting and enhancing the priorities of the settings in which they are applied. Thus they represent an intervention which is systemic and universal. This paper provides an overview of compassion-focused therapy together with examples of how compassion-based initiatives are carried out in contexts of relevance to the work of educational psychologists.
Using action research to develop quality 16+ further education provision for young people with complex needs
Authors: Geiger Sarah , Freedman Rosie , Johnston Lexi
Published: January 2023

Many young people with complex needs choose further education (FE) to support their hopes for independence, employment and friendships. However, provision often falls short of what is needed to make a successful transition to adult life. This FE Project was initiated by educational psychologists to support a systemic approach to develop the quality of the educational offer for young people with complex needs at age 16+. An action research model was used to support a cyclical process of planning, action and reflection. This brought key stakeholders together to develop joint understanding of good practice, increase communication and cross provision working, and to improve provision. Issues with the current system were identified with the key stakeholders and were addressed using the action planning approach.

The project delivered a number of key outcomes:

Data were analysed to predict the needs of the future 16+ population in the geographical area.

A literature review was conducted to highlight national good practice in the further education of pupils with complex needs and this was used to develop practical guidance for local implementation.

School and college curriculum and assessments used to track student progress were compared and mapped across provisions to demonstrate how skill levels in schools translate to the adult curriculum.

Transition processes and timings were evaluated to identify changes that would facilitate successful transition from schools to local further education.

Written guidance was developed to support local colleges in assessing and planning provision for individual pupils using evidence based strategies and interventions.

The outcomes of the project were evaluated and discussed.
Containing the containers: Work Discussion Group supervision for teachers – a psychodynamic approach
Authors: Hulusi Halit M. , Maggs Peter
Published: January 2023

Aims:Unlike many other professionals working with children and adolescents, teachers are not routinely provided with a safe space in which to reflect on the experiences and emotions they are left with in their day-to-day work. This paper explores how Work Discussion Groups (WDGs) based on psychodynamic theory might be used with teachers as a method of professional supervision.

Rationale:The paper introduces some of the psychodynamic principles that underpin WDGs, in particular, Klein’s theory of Projective Identification and Bion’s concepts of Basic Assumption Mentality and Containment. We illustrate these theoretical principles with clinical examples from WDGs we have run in schools.

Findings:WDGs are suggested as an emotionally containing space in which teachers might be supported in thinking about the paranoid and persecutory feelings resulting from their work in complex human organisations and their experiences of challenging interactions with colleagues and the children and young people they teach.

Limitations:The paper considers some of the practical and theoretical challenges in the application of psychodynamic theory in educational psychology practice.

Conclusions:Psychodynamic WDGs are proposed as a useful framework for supporting teachers to reflect on the emotional aspects of teaching and learning.
A case study on the use of group supervision with learning mentors
Authors: Soni Anita
Published: January 2023

Aim:This research examined the views of learning mentors on the outcomes of group supervision, the enablers and barriers to attending and the key characteristics of groups who might benefit from group supervision.

Methods:The group has been running for approximately three years. Case study methodology was employed to evaluate the group supervision, using the following methods: a focus group, review of the written records of attendance and content of the sessions, and questionnaires evaluating the sessions after a year.

Findings:The study identified the educative function (Hawkins & Shohet, 2006) as dominant within the group supervision sessions and the managerial function least evident. It highlighted that the content related most frequently to children, the learning mentors’ own role and the sharing of materials. The findings illustrate the importance of managers being supportive of group supervision in order to enable attendance. The relatively isolated role of learning mentors in schools is a key characteristic as to why this professional group benefits from group supervision.

Limitations:The research examined a single case study based on a small sample, and would have been strengthened through use of individual interviews, and including the views of those who commissioned the sessions.

Conclusions:This study identified the dominance of the educative function in the group supervision of learning mentors, the importance of management support and the content most frequently discussed in the sessions.
Current trends in educational psychology supervision in the UK
Authors: Dunsmuir Sandra , Lang Jane , Leadbetter Jane
Published: January 2023

Aim:To investigate developments in supervision for qualified educational psychologists, trainee educational psychologists and other professionals.

Rationale/Method:A semi-structured online questionnaire containing a mix of multiple-choice options and open questions was developed to explore views regarding both giving and receiving supervision. A total of 246 practising EPs (84 per cent female and 16 per cent male) returned completed surveys.

Findings:Questionnaire returns were subject to content analysis. The data reported provides a detailed snapshot of current EP practices with regard to aspects of supervision such as: the setting in which supervision occurs; from whom or to whom supervision is delivered; the relationship between supervisor and supervisee; the purpose of supervision; models and psychological approaches underpinning supervisory arrangements; and practical details such the use of contracts and the frequency, format and arrangements for payment for supervision.

Limitations:Data reported were derived from a self-selecting sample using self-report methods which contain all the attendant biases and limitations inherent in such approaches and limit the extent to which generalisations can be drawn.

Conclusions:This paper highlights the high proportions of EPs that are both receiving and providing supervision within changing patterns of service delivery. It is argued that there is a continued need for professionals to access high quality supervision to maintain individual professional development and well-being and ensure delivery of safe and effective services.
How do gender-diverse young people experience high school? A systematic literature review
Authors: Allen-Biddell Dean , Bond Caroline
Published: January 2023

Aims

The current review provides an overview of the international research relating to the lived high school (ages 11–16) experiences of gender-diverse young people.

Method

Web and database searches were conducted between October 2019 and January 2020 to identify 12 studies which included direct, first-hand testimonial experiences relating to high school. Data were analysed using thematic synthesis.

Findings

The findings indicate that gender-diverse youth experience a range of both negative and affirming experiences throughout high school linked to key themes including cisnormativity, language, identity, relationships and transphobia.

Limitations

Not all database searches proved productive, therefore hand searches, reference harvesting and grey literature searches were also conducted. However, given the variability in terminology within this field, there is the possibility that not all relevant literature may have been captured through this process.

Conclusions

Findings are discussed in relation to inclusive practices which schools may adopt to support their gender-diverse students. Strategies include: the avoidance of accommodating approaches to inclusion; adopting rights respecting principles; embedding safe and supportive spaces for self-determination; and providing further training for educators. The paper also discusses implications for professional practice.
An exploratory study of the retrospective educational experiences of young intersex adults
Authors: Connor Julie , Atkinson Cathy
Published: January 2023

Aim

While there is increasing awareness of best practice in LGBT-inclusive education, little is known about the specific educational issues facing intersex individuals, and how the education system could be improved for this marginalised group.

Method

This paper reports an empirical study involving semi-structured interviews with two young intersex adults, to understand their retrospective, lived educational experiences and ascertain their views on improving educational practice around intersex issues.

Findings

Relevant themes identified were knowledge and understanding, impact of diagnosis, information sharing, journey of identity acceptance, protective factors, and wellbeing.

Implications

Recommendations are made regarding how schools and professionals might support intersex children and young people during their education.
Perceived barriers and facilitating factors to positive mental health and engagement with support services for young offenders – A systematic literature review
Authors: Robertson Holly
Published: January 2023

Aim(s):This systematic review aims to provide an overview of evidence regarding the link between offending and mental health difficulties, before focusing upon young people’s (YP’s), parents’ and professionals’ experiences of mental health provision.

Method/Rationale:Within the literature there is a wealth of quantitative research focused upon the needs of young offenders (YOs); however, less weighting is given to individuals’ perspectives. Consequently, this paper aims to explore how mental health provision is experienced by those in the system. Four databases were included in the systematic search (PsychINFO (1806 to present), EBSCO, ERIC, and ProQuest) and seven papers were selected, published between 2004 and 2016.

Findings:Findings indicate that barriers to help-seeking include: stigma, self-reliance, lack of trust, poor relationships, perceived lack of control and poor emotional literacy. Accessibility of social support was identified as a facilitating factor, alongside non-judgemental, trustworthy professionals with sound knowledge of YP’s developmental and mental health needs.

Limitations:This paper outlines a small-scale systematic literature review including seven qualitative papers; therefore, findings cannot be generalised to the wider population of YOs.

Conclusions:Results support a contextualised understanding of YOs’ experience of mental health provision. Findings are expected to support the development of effective mental health strategies for young offenders in the future. Implications for professional practice are considered alongside recommendations for the role of Educational Psychologists (EPs).
Some implications of different methods of neuroimaging for clinical (neuro)psychological practice
Authors: Hiskey Syd
Published: January 2023

This paper considers some of the implications of different methods of neuroimaging for the practising clinical (neuro)psychologist. It focuses on the most commonly used approaches to exploring brain structure (Computerised Tomography and Magnetic Resonance Imaging methods), before briefly considering potential developments in the role of psychology in terms of the newer ‘functional’ technologies (e.g. Positron Emission Tomography, Functional Magnetic Resonance Imaging, Single Photon Emission Computed Tomography). It concludes that a working knowledge of neuroimaging remains important for (neuro)psychologists in health services and that we should strive to keep abreast of differences in these technologies.
First steps towards a solution-focused older people’s mental health service
Authors: Oliver Nick
Published: January 2023

This article describes an ongoing piece of solution-focused (SF) development work located within an NHS mental health service for older people. This initiative was prompted by an invitation to a colleague and myself to provide SF training to all staff in the Trust. In a departure from previous training and development approaches within the Trust, the local manager wished that all of the staff within the clinical teams in the service should receive training in order that all would share an awareness of, and ability to use, the SF model in their work with older people. An opportunistic evaluation was undertaken of the impact of the training intervention – an SF training workshop – and service development, both in terms of immediate changes at the individual level, and longer term changes at the team and organisational level. This article is a summary of a dissertation I submitted as part of the MA in Solution-Focused Brief Therapy at the University of Birmingham.
Valuing older people: Positive Psychology of later life
Authors: Stirling Elspeth
Published: January 2023

This paper will briefly define Positive Psychology, examine the ecological context of later life, and identify three core concepts from positive psychology that are particularly pertinent to later life.
Identifying and addressing the sexual needs of older people in residential care
Authors: Meader Laura
Published: January 2023

This article explores the literature on sexual need in older people and looks at barriers preventing expression of these needs in the residential care setting. Barriers include staff attitudes, residents’ physical health, and the environment. I include clinical examples to illustrate this, and discuss approaches to supporting care home staff in addressing this often difficult issue.