bluuebunny/crossref_metadata_2025_split huggingface dataset:
‘We have to carry on’. A participatory research project with young people enrolled on a supported internship programme during the Covid-19 pandemic
Authors: Edwards Penelope , Bunn Helena 
Published: January 2023

Aim(s)This participatory research project gathered the views of young people (YP) with an education, health and care plan (EHCP), enrolled in a supported internship programme (SIP) at a further education (FE) college.RationaleThere is little published researched exploring the experience of FE for YP with special educational needs and disabilities (SEND). Furthermore, this group have had minimal opportunities to shape the research agenda through participatory involvement.MethodsA participatory design involved four YP with SEND enrolled in a SIP, who acted as co-researchers and participants. Data gathering, chosen by co-researchers, comprised of photo-voice and interview techniques. The primary researcher assisted the co-researchers via facilitating sessions and analysing data using inductive thematic analysis.FindingsDeveloping friendships, independence, work skills and travel skills were valued by co-researchers, although opportunities were limited by the Covid-19 lockdown. Co-researchers indicated specific inequalities and were critical of national policy.ImplicationsSIPs are a positive experience for YP with SEND, widening opportunities for independence and social connections. Lockdown had a negative impact by limiting such opportunities.LimitationsThis project draws on the views of a small sample of YP. Conducting the project remotely posed limitations on supporting YP with communication difficulties. Time limitations hampered opportunities to support co-researchers to develop their ideas for projects and to collaborate extensively in data analysis or discussion of the findings.ConclusionsInvolving YP with SEND in the design of research enhances opportunities for YP to share views on what really matters to them and shape regular and policy planning.
The Analysis of Additional Needs (AANT): Online educational psychology analysis and consultation process
Authors: Darwin Claire , Howarth Imogen , Booker Roger 
Published: January 2023

Aim(s)This exploratory research aimed toexplorethe views of education setting staff who have undertaken an Analysis of Additional Needs Screening Tool (AANT) online assessment and consultation with an Educational Psychologist (EP). Initially, education staff complete the online AANT form, comprising a range of solution-oriented questions about the child or young person’s strengths and difficulties. This is followed by a consultation with an EP. Whilst the EP service now utilises video conferencing applications, at the time of this research the consultation was undertaken either face-to-face (F2F) or using the telephone. The research questions centred around the importance of hearing the experiences of education staff as consultees within the AANT process, and how their views might inform further development of the AANT consultation process.Method/RationaleThis exploratory study involved two phases. The first involved three F2F semi-structured interviews with staff who had taken part in both F2F and telephone EP consultation, after having completed the AANT online assessment. This led to phase two which asked specific questions of 46 education staff via a semi-structured telephone conversation with a member of the Local Authority (LA) Psychology & Therapeutic Services (P&TS). The EP Service sits within the P&TS.FindingsThe findings in phase one identified predominant themes relating to the EP Service, how education setting staff engage with and feel about the AANT, the AANT process and AANT outcomes. Broad indicators from this exploratory research are that staff found the AANT process useful and both EP consultation models acceptable and effective. The findings informed further development work in the EP Service.LimitationsThis work was undertaken within one LA and therefore represents a small, but encouraging, geographical sample.ConclusionsAnalysis of the findings helped the LA EP Service to develop the AANT online digital platform which enables effective remote consultation with education setting staff alongside a traditional F2F service delivery model. The level of enthusiastic uptake and positive feedback from educational settings for all ages has exceeded all expectation. The findings extend the evidence base around the use of digital assessment methods and telephone consultation.
Why does doll therapy improve the well-being of some older adults with dementia?
Authors: Fraser Faye , James Ian 
Published: January 2023

Background:Several studies have examined the therapeutic use of dolls with people with dementia. These studies have been favourable, although caveats have been noted, resulting in the publication of guidelines. Despite positive findings, an understanding of ‘why’ the approach is effective for some residents has yet to be established.Aims:The aim is to develop an understanding of why doll therapy improves the well-being of older adults with dementia, in order to direct appropriate, safe, and successful doll usage.Method:Eight participants were interviewed twice using grounded theory qualitative methodology.Results:A diagrammatic representation modelling the impact of the dolls was developed. The content of the model is illustrated via quotes from the participants.Conclusion:The model indicated that the impact of the doll is complex, being influenced by systemic processes between the doll and the resident, as well as the wider networks within the home environment. The central category emerging from this research was that the doll met residents’ individual psychological needs.
Working with care homes to increase the use of non-pharmacological interventions in managing challenging behaviour in people with dementia
Authors: Thwaites Susannah 
Published: January 2023

A two-year project worked with care homes in the Hartlepool and Easington localities. The project aimed to decrease the use of anti-psychotic medication and increase the use of non-pharmacological interventions to manage challenging behaviour in dementia.A range of standardised outcome measures were taken before the project commenced input, at the end of the 10-week input period and at a six-months follow-up to measure sustainability. Input was agreed with the care home to ensure that a bespoke approach was taken.Skills to implement person-centred dementia care and environments that support people with dementia improved in most of the care homes but sustainability is limited. A decreasing trend of anti-psychotic use was observed, particularly at the six-month follow-up.
The NECVN PIN-T study: A time-limited service development programme in stroke
Authors: Grant Fiona 
Published: January 2023

The North East Cardiovascular Network (NECVN) Psychological Intervention by Nurse/Therapist (PIN-T) study was conducted over a 12-month period. The primary aim was to improve the assessment of psychological problems post-stroke, for patients in the Gateshead locality. In line with the NICE guidelines for stroke, the aim was to conduct standardised assessments for both mood and cognition for all patients within six weeks post-stroke. Additional aims were to improve the psychological knowledge of the inpatient team and to improve the appropriateness of referrals to the Clinical Psychology service.A high proportion of patients were inappropriate for assessment within the time-frame (49 per cent) due to factors such as severity of physical health problems. Of those who were deemed appropriate to assess, the number of stroke admissions who received a standardised cognitive assessment within six-weeks post-stroke was 75 per cent, with 71 per cent for standardised mood assessments. Subsequently, there was a 300 per cent increase in referrals to the Older Person’s Psychology department.
An evaluation of a CBT-based psychoeducation group for anxiety disorders delivered in routine practice in an Older Adult Community Mental Health Team
Authors: Bettney Laura 
Published: January 2023

Aim:To determine the effectiveness and acceptability of a brief Cognitive Behavioural Therapy (CBT) based psychoeducation group for anxiety disorders delivered in a National Health Service (NHS) Older Adult Community Mental Health Team (CMHT) setting.Method:Clients referred from the caseload of a local NHS Older Adult CMHT, who were found suitable for CBT, and who had an anxiety disorder, were invited to a psychoeducation group delivered in an outpatient mental health clinic by an Occupational Therapist (OT) and a Clinical Psychologist. Outcomes were measured using the Depression/Anxiety/Stress Scale (DASS-21; Lovibond & Lovibond, 1995), which was administered at the first and final sessions of the five-week group. Participants also filled in an Anxiety Psychoeducation Group Feedback Form at the final session.Results:16 people took part in the group intervention overall. The participants had a mean age of 74.7 years (6.94), they were all White British and four participants (25 per cent) were male. There were statistically significant differences between the pre- and post-intervention means for all DASS-21 subscales, with post-intervention scores for Depression, Anxiety and Stress being significantly lower than pre-intervention scores. Data collected from the Feedback Form at the final session of the group suggests good levels of participant satisfaction with the intervention.Conclusion:The intervention appeared to be effective at reducing scores on measures of Anxiety, Depression and Stress and was also acceptable to all participants who attended. The results are supportive of further evaluation and refinement of alternative systems of delivery, such as group interventions, with this client group.
‘Living Together with Dementia’ A multi-family group for people recently diagnosed with dementia and their family – our experience of providing large group interventions
Authors: Field Elizabeth , Culverwell Alison , Oliver Ian 
Published: January 2023

‘In the month or so after Trevor’s assessment I felt a sense of isolation – we had decided to face the new challenge and told our friends but realised that some seemed not to be able to cope with it. When meeting us they wouldn’t mention it, even avoiding conversation indicating a sense of embarrassment. Then we were both invited to participate in the Living Together with Dementia course…’Julia Seath, Participant.‘I feel I can now face the future with a far more optimistic approach to as “normal” a life as possible. He feels less frightened about the future. Met lovely people and realised life is for living.’Participant.
Emotions without Psychology
Authors: Zielinska Anna 
Published: January 2023

Psychological (or further, neurological, etc.) examination of emotional states in order to understand what they really stand for is not the most interesting way for a philosopher to take them into account from his/her specific point of view. This is not how the expressions denoting those states become valuable for us.In ethics, i.e. the discipline which, among others, analyses what is said, thought or felt about something from an evaluative point of view (meta-ethics), or suggests what should be said, thought or felt about it (practical ethics), emotions may play various roles. I shall propose a project of the grammar of emotions, which aims at preserving a specific normativity of philosophical, or moral, discourse. This very notion of grammar must get a further analysis, since even if it has a double normative and descriptive dimension proper to its linguistic equivalent, it does not have (or should not have) systematic ambitions.
The Question of Free Will, Determinism and Responsibility in the Social Sciences
Authors: Thoma Niki 
Published: January 2023

Starting with the definition of free will within the compatibility notion, and with the experiential/everyday meaning of the concept, we can examine what we really mean by “free will”, which is a necessary precondition for responsibility. Free will is the feeling and the possibility that having personal needs on the one hand and morality or “my principles” on the other, one can choose between the two.In this paper, historical notions of free will and determinism are examined, including the atomic/materialistic theory of Democritus, the empiricism of D. Hume, the practical reason of Kant, the Existentialism of J.P. Sartre, and the panoptic eye of M. Foucault. An analysis is attempted, proposing that there is a misunderstanding of the term free will, as various concepts from different levels of analysis are confused in the literature. A brief analysis of responsibility is also attempted, in which I focus on the difference between responsibility as possible choice and lack of responsibility when heavy influences and pressures are applied to the individual by social/psychological factors.The term (lack of) responsibility can be viewed as responsible for some of the hopelessness in individuals (and students!), whom we influence on the side of morality and healthy citizenship, putting forward the need for moral choice, cultivating healthy choice in citizenship curricula or infusing social responsibility in the latent curriculum for behaviour.
Karl Jaspers (1883–1969): Was he a psychologist?
Authors: Wetherick Norman 
Published: January 2023

In 2006 the Royal Institution (London) sponsored a meeting to determine who was the ‘greatest mind to have changed our minds’. Four candidates were proposed and a vote taken. Freud (49 votes) and Eysenck (58) seem plausible candidates. I had not heard of Beck (62) but he turns out to be the founding father of cognitive behaviourism – a currently fashionable method of psycho-therapy. Naturally Beck won. The fourth candidate was Karl Jaspers (12), which surprised me as I had not thought of him as a psychologist.In 1910 Jaspers was commissioned by a publisher to write a new textbook for use in German medical schools.Allgemeine Psychopathologie(General Psychopathology) appeared in 1913 and Jaspers was responsible for several revised editions up to the fourth (1942), which he was not allowed to publish but which almost certainly appeared as the seventh in 1959, which was translated into English in 1962. Jaspers had appalling health and was never able to accept a full-time post in psychiatry. His (1913) work was accepted as Habilitationschrift for a post in the Heidelberg philosophy faculty, where he remained until 1948.This paper asks whether, though still highly regarded as a philosopher and public moralist, he can be regarded as a psychologist as the term is now understood.
“It Can’t Be Me!” Fear and Anxiety in the Light of R. G. Collingwood’s Theory
Authors: Choostiakow Wodzimierz Tomasz 
Published: January 2023

R. G. Collingwood’s concept of fear was aroused by opposition to Hobbes’s idea that fear is aversion with the opinion of ‘hurt’ from the object. Such a definition, says Collingwood, has nothing to do with fear because, as can be seen, children are afraid of the dark and women fear mice, and none of these objects presents a real threat or danger. Hence Collingwood says that what causes fear is the idea of the contrast between ‘self’ and ‘not-self’ formed in the mind of the subject.Taking this into consideration I would like to answer the following questions: 1) why, when we feel fear, we are not always able to accurately indicate its object; and 2) the fact that the idea of contrast does not mean that the more an object differs from the subject the greater the feeling of fear is (in fact often it’s the opposite).
Coaching as a reflective space in a society of growing diversity – towards a narrative, postmodern paradigm
Authors: Stelter Reinhard 
Published: January 2023

We live in a hypercomplex society where the individual faces growing diversity in all areas of life. The idea of a stable identity has become an illusion, and self-reflexivity has become the central basis when dealing with the post-traditional order of our society. We feel obliged to constantly develop – at work and in our private and social lives.A brief analysis of societal changes will be presented as the basis for justifying the use of coaching and coaching psychology in general. The main question is: How can we best help clients to navigate in a social world characterised by growing restlessness, diverse lifestyles, social disorientation, multitudes of ‘local truths’ and, therefore, a loss of commonly accepted values and meanings?The purpose of this article is to formulate some key societal pre-requisites for coaching psychology, pre-requisites that can also serve as an argument for: (1) the growing importance of values as a central dimension in a reflective coaching process; (2) focusing on meaning-making as a central dimension in the coaching dialogue; and (3) a relational and narrative foundation of coaching psychology.A practical consequence can be concluded: It is not always beneficial to define a goal at the beginning of the coaching session, but to allow narratives to unfold and to reflect on our values and those of others as the basis for our thinking and conduct.
The experience of using coaching as a learning technique in learner driver development: An IPA study of adult learning
Authors: Passmore Jonathan , Mortimer Lance 
Published: January 2023

Objectives:This preliminary study sought to explore the experiences of UK Approved Driving Instructors (ADIs) in using coaching as a method for novice driver learning, as part of a wider research agenda into the use of coaching in driver instruction.Design:The qualitative method of Interpretative Phenomenological Analysis was used to explore the experiences of ADIs when employing a new learning technique with learner drivers.Methods:The study took place in the UK with 15 ADIs who had attended a five-day coaching skills course at the University of East London designed specifically for driving instructors and based on the University’s postgraduate programme for coaching psychology.Results:The study found seven main themes emerged with respect to the use of coaching. These were: understanding the nature of coaching; building an integrated approach; developing new skills; the learner’s acceptance of responsibility for their learning; helping learners’ change their attitude; performance; and achieving wider adoption within the industry.Conclusions:The study suggests that coaching has a role to play in driver learning. The perception of ADI participants was that, when combined with instruction, it is experienced by ADIs as a useful pedagogy. Further research is required to assess the impact of coaching on learning effectiveness and its post-test accident rates of learners.
The strengths of the strengthspotter: Individual characteristics associated with the identification of strengths in others
Authors: Linley P. Alex , Minhas Gurpal 
Published: January 2023

Objectives:The identification of a client’s personal strengths within the coaching environment is becoming a growing focus for coaching psychologists, driven in part by the continued growth of the positive psychology movement and in part by the evidence for the benefits of strengths use. This study set out to examine the strengths that may be found in more effective strengthspotters, that is, people who are skilled in the identification and development of strengths in others.Design:An online survey was used to collect data on the Strengthspotting Scale, together with an assessment of 60 different strengths using the Realise2 model (www.realise2.com).Method:Data were collected from 528 respondents. Analyses used included correlation analysis with the 60 strengths of Realise2 and the five subscales of the Strengthspotting Scale. Multiple regression analyses were used to identify the unique contribution of significantly correlated strengths on the five strengthspotting domains.Results:The four strengths of Connector, Enabler, Esteem Builder and Feedback were found across all five subscales of the Strengthspotting Scale, through the correlation analyses. Using multiple regression, the strengths of Connector, Enabler and Feedback were significant predictors for each strengthspotting domain, suggesting that these may be the essence of the personal characteristics of an effective strengthspotter.Conclusions:These data are the first to identify the potential key strengths of the strengthspotter. The data provide insights for coaching psychologists and other practitioners who wish to focus on developing their own ability to coach strengths in others, through indicating which may be the key strengths that enable the capability of effective strengthspotting.
A model of executive coaching: A qualitative study
Authors: Augustijnen Marie-Therese , Schnitzer Gila , Van Esbroeck Raoul 
Published: January 2023

Objective:This paper targets the development of an experimental based model of executive coaching using a qualitative analysis of interview data with coachees.Design:In this study data on the process of executive coaching were collected ex post facto with 10 persons who had gone through executive coaching during 2008–2009.Methods:The data were collected through semi-structured interviews and analysed following the grounded theory method.Results:The analysis of the interview data results in a coaching model constructed around six essential interconnected central themes. The six themes are divided into four phases related to the development of the coaching process and two central variables directing the development.Conclusions:The model of executive coaching developed in this study presents a coherent set of phases and variables and gives an insight into the development of a coaching process based on the experience of the coachee. The importance of the model lies in the indication of how the coaching process evolves, under which circumstances an executive coaching process can start and which variables play a role in continuing and completing a coaching process. Study limitations are discussed.
The quantitative assessment of Motivational Interviewing using Co-active Life Coaching Skills as an intervention for adults struggling with obesity
Authors: Newnham-Kanas Courtney , Irwin Jennifer D. , Morrow Don , Battram Danielle 
Published: January 2023

Objectives:The purpose of this study was to explore Motivational Interviewing (MI) applied through Co-Active Life Coaching (CALC) skills on obese adults’ (ages 35 to 55) weight, waist circumference, self-esteem, functional health status, quality of life, self-efficacy, physical activity, and nutrition.Design:A single-subject multiple-baseline method research design was utilised.Method:One volunteer Certified Professional Co-Active (CPCC) coach provided 18 35-minute weekly coaching sessions with eight women residing in London, Ontario whose BMI was ≥30. Measures included weight, waist circumference, the Rosenberg Self-Esteem Scale, Short-Form 36 (SF-36) Health Survey, the World Health Organization Quality of Life Questionnaire, self-efficacy questionnaires, The International Physical Activity Questionnaire, and two three-day dietary intakes. Participants returned six months after their final coaching session for a follow-up weigh-in and waist circumference measurement. Visual inspection was used to analyse weight and waist circumference to determine whether changes were observed. Statistical interpretations were used to analyse the remaining measures to determine whether a clinically significant change was made.Results:Visual inspection indicated a change in weight and waist circumference. Clinically significant changes were observed in participants’ self-esteem, functional health status, quality of life, self-efficacy, physical activity, and nutrition. At the six-month follow-up, three participants had gained weight (although two participants were still below their baseline weight), one participant continued to lose weight and four participants maintained the weight lost during the intervention phase.Conclusions:MI using CALC skills is a behavioural intervention that is an effective tool in aiding individuals to conquer their battle with weight.