bluuebunny/crossref_metadata_2025_split huggingface dataset:
Diagnostic assessments during a pandemic
Authors: Rayner-Smith Kelly , Downs Claire M. , Blockley Hollie Claire 
Published: January 2023

Easy read summary■This paper is about how our team changed our service during Covid-19.■We explain how we were able to carry on with assessments for learning disability, autism, and dementia.■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 summaryThere 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 summaryThe 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 livesStaff 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

AimsMental 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).MethodThe 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.ResultsThe 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.ConclusionsThe 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

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

BackgroundRecruitment 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.MethodsData 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.FindingsOver 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.DiscussionProblems 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.
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 designMethod: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.
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.