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Article
Publication date: 12 June 2023

Hannah Richardson, Julian Ernst, Rebecca Drill, Annabel Gill, Patrick Hunnicutt, Zoe Silver, Mikaela Coger and Jack Beinashowitz

This study aims to examine what patients say is helpful in psychodynamic psychotherapy by analyzing responses to an open-ended question at two time points: three months into…

151

Abstract

Purpose

This study aims to examine what patients say is helpful in psychodynamic psychotherapy by analyzing responses to an open-ended question at two time points: three months into treatment and termination.

Design/methodology/approach

Participants in this naturalistic study were a diverse group of patients seeking treatment at a psychodynamic psychotherapy training clinic (within a public hospital system). The authors used thematic analysis to categorize patient responses to an open-ended question about what is helpful in their treatment.

Findings

The authors found that a majority of patients found their psychotherapy helpful, and patient responses broke down into 16 categories. Themes that emerged from categories were what patients experience or feel, what therapists/therapy provides and what patients do in therapy. The most frequently endorsed category at both three months and termination was embedded within other categories, “mention of an other,” which captured when patients specifically mentioned another person (i.e. the therapist) in their response. The next most frequently endorsed categories were “talking/someone to talk with,” “feeling better/experiencing well-being/improved functioning” and “having regularity/structure” (at three months) and “having attention directed at experience,” “having regularity/structure” and “experiencing the professional role of the therapist” (at termination).

Originality/value

Findings shed light on factors contributing to helpful psychotherapy from patients’ perspectives in their own words. While previous research has shown that the therapy relationship is an important factor in effective therapy, the findings of this study highlight this ingredient in a personal, spontaneous way.

Details

The Journal of Mental Health Training, Education and Practice, vol. 18 no. 4
Type: Research Article
ISSN: 1755-6228

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Article
Publication date: 5 May 2023

Hannah Richardson

Serious case reviews remind us that there is much to learn about inter-agency activity. Professional identity is a key phenomenon influencing work behaviour, especially during…

327

Abstract

Purpose

Serious case reviews remind us that there is much to learn about inter-agency activity. Professional identity is a key phenomenon influencing work behaviour, especially during inter-agency activity. Yet, this link is complex and not well understood within the context of UK children’s services. With an agenda of improving outcomes for children and their families, The purpose of this research paper is to conduct a systematic literature review on this topic to develop a conceptual model aimed at informing how practitioners mobilise their professional identity during inter-agency activity.

Design/methodology/approach

This paper used meta-ethnography to synthesise the available research. This method is suitable for researchers who are interested in conceptual or theoretical understandings of a particular phenomenon as opposed to describing individual accounts or experiences.

Findings

The findings support postmodern accounts of identity and show the construct as fluid, contingent and constituted within interaction. Professional identities are mobilised through the sharing of professional knowledge, which is underpinned by the performative nature of language. Mobilisations can lead to both positive and negative consequences, which can act as a barrier to and facilitator of inter-agency activity.

Originality/value

Inter-agency working is integral to the function of children’s services but remains an undertheorised concept, and this had led to a dearth of guiding theory on inter-agency practice. By drawing on relevant psychological theory, the proposed model provides a unique psycho-social perspective that articulates the important role of identity during inter-agency activity, which would be of interest to professionals working in children’s services.

Details

Journal of Children's Services, vol. 18 no. 2
Type: Research Article
ISSN: 1746-6660

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Book part
Publication date: 21 October 2019

Gail Vignola

A small private university in rural Indiana has connected itself irrevocably to the protracted Syrian conflict. Through the efforts of committed students, faculty, and community…

Abstract

A small private university in rural Indiana has connected itself irrevocably to the protracted Syrian conflict. Through the efforts of committed students, faculty, and community members – stupefied by the endless violence – this cohort of kindred souls has committed itself to creating solace and support for Syrian students, their families, and their countrymen everywhere. Inspired by a story of torture and displacement, a professor, along with her Syrian students and their American allies, have implemented outreach education programs, campus and community initiatives, local business partnerships, and social media support, creating agency for displaced Syrians, not as passive beneficiaries but as co-partners for change and solidarity.

Details

Conflict and Forced Migration
Type: Book
ISBN: 978-1-83867-394-9

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Article
Publication date: 1 November 2018

Laura Lea, Sue Holttum, Victoria Butters, Diana Byrne, Helen Cable, Di Morris, John Richardson, Linda Riley and Hannah Warren

The 2014/2015 UK requirement for involvement of service users and carers in training mental health professionals has prompted the authors to review the work of involvement in…

432

Abstract

Purpose

The 2014/2015 UK requirement for involvement of service users and carers in training mental health professionals has prompted the authors to review the work of involvement in clinical psychology training in the university programme. Have the voices of service users and carers been heard? The paper aims to discuss this issue.

Design/methodology/approach

The authors update the paper of 2011 in which the authors described the challenges of inclusion and the specific approaches the authors take to involvement. The authors do this in the context of the recent change to UK standards for service user and carer involvement, and recent developments in relation to partnership working and co-production in mental healthcare. The authors describe the work carried out by the authors – members of a service user involvement group at a UK university – to ensure the voices of people affected by mental health difficulties are included in all aspects of training.

Findings

Careful work and the need for dedicated time is required to enable inclusive, effective and comprehensive participation in a mental health training programme. It is apparent that there is a group of service users whose voice is less heard: those who are training to be mental health workers.

Social implications

For some people, involvement has increased. Trainee mental health professionals’ own experience of distress may need more recognition and valuing.

Originality/value

The authors are in a unique position to review a service-user-led project, which has run for 12 years, whose aim has been to embed involvement in training. The authors can identify both achievements and challenges.

Details

Mental Health and Social Inclusion, vol. 23 no. 1
Type: Research Article
ISSN: 2042-8308

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Article
Publication date: 24 April 2018

Hannah Prytherch, Laura Lea and Matthew Richardson

The purpose of this paper is to examine service-users’ experiences of mentoring trainee clinical psychologists as part of an involvement initiative on a doctoral training course.

214

Abstract

Purpose

The purpose of this paper is to examine service-users’ experiences of mentoring trainee clinical psychologists as part of an involvement initiative on a doctoral training course.

Design/methodology/approach

Seven service-users were paired with trainee clinical psychologists. Pairs met for one hour monthly over six months. Meetings were unstructured, lacked a formal agenda and were not evaluated academically. All seven mentors were interviewed. They were asked about positive and negative experiences, as well as about the support provided. Transcripts were subject to thematic analysis and themes were reviewed by mentors in a follow-up meeting.

Findings

Overall, the results demonstrate that service-users can be involved in training in a way that they find meaningful and contribute to their recovery. Seven themes were identified: giving hope and optimism; making a difference; personal and professional development; the process; practicalities/logistics; support (positives); and support (areas for improvement).

Practical implications

The importance of designing involvement initiatives in a way which implicitly supports service-user values was highlighted. Recommendations for designing effective support structures are given. The authors were also involved in the scheme which could have introduced bias.

Originality/value

The research exploring service-users’ experiences of involvement in training health professionals is limited. This was the first study to explore in depth service-users’ perspectives of involvement in a scheme such as the mentoring scheme. If initiatives are to seriously embrace the values of the service-user movement then seeking service-users’ perspectives is vital.

Details

The Journal of Mental Health Training, Education and Practice, vol. 13 no. 4
Type: Research Article
ISSN: 1755-6228

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Book part
Publication date: 15 December 2015

Sean T. Hannah and David A. Waldman

Behavioral ethics research in the field of management is burgeoning. While many advancements have been made, applying an organizational neuroscience approach to this area of…

Abstract

Behavioral ethics research in the field of management is burgeoning. While many advancements have been made, applying an organizational neuroscience approach to this area of research has the possibility of creating significant new theoretical, empirical, and practical contributions. We overview the major areas of behavioral ethics research concerning moral cognition and conation, and then we concentrate on existing neuroscience applications to moral cognition (moral awareness, moral judgment/reasoning, effects of moral emotions on moral reasoning, and ethical ideology). We also demonstrate the usefulness of neuroscience applications to organizational behavioral ethics research by summarizing a recent study on the neuroscience of ethical leadership. We close by recommending future research that applies neuroscience to topics such as moral development, group ethical judgments and group moral approbation, and moral conation (e.g., moral courage and moral identity). Our overall purpose is to encourage future neuroscience research on organizational behavioral ethics to supplement and/or complement existing psychological approaches.

Details

Organizational Neuroscience
Type: Book
ISBN: 978-1-78560-430-0

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Article
Publication date: 26 June 2019

Jonathan Glazzard

Supporting the mental health of children and young people is a global priority. The issue is not specific to England. However, evidence suggests that one in ten children and young…

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Abstract

Purpose

Supporting the mental health of children and young people is a global priority. The issue is not specific to England. However, evidence suggests that one in ten children and young people in England has a mental health need. This represents approximately three students in every classroom. The purpose of this paper is to highlight the role of schools in supporting children and young people’s mental health. Whilst the paper acknowledges that teachers are not trained health professionals, it is argued that a whole-school approach to mental health can support individuals in schools to remain mentally healthy. The elements of a whole-school approach are identified and discussed and some of the challenges in relation to implementation are considered. Critical to the development of a whole-school approach is the commitment from the school leadership team to promoting student and staff wellbeing.

Design/methodology/approach

This is a policy paper not an empirical study.

Findings

This paper has outlined the policy context in the UK in relation to children and young people’s mental health. It has addressed the risk and protective factors which can cause or mitigate against mental ill health and it has outlined the elements of a whole-school approach to mental health.

Originality/value

This paper explores the contribution that schools can make to supporting students’ mental health. There is limited research which addresses mental health in young people from a non-therapeutic angle.

Details

Journal of Public Mental Health, vol. 18 no. 4
Type: Research Article
ISSN: 1746-5729

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Article
Publication date: 21 July 2021

Jonathan Glazzard, Anthea Rose and Paul Ogilvie

A peer-mentoring scheme was implemented in a secondary school using a physical activity (PA) intervention to improve mental health outcomes of students who were at risk of…

775

Abstract

Purpose

A peer-mentoring scheme was implemented in a secondary school using a physical activity (PA) intervention to improve mental health outcomes of students who were at risk of developing mental ill health. These students are referred to as mentees. The evaluation was a qualitative design using focus groups and semi-structured interviews. The participants reported an increase in PA in both peer mentors and mentees. By the end of the project many of the mentees recognised that they had increased their levels of PA, they were more aware of the benefits of PA and the relationship between PA and their mental health. In addition, mentees reported feeling more confident and were more confident in forming social relationships. Peer mentors reported developing many leadership skills during the project. These included improved communication, confidence, empathy for others, relationship building and improved self-awareness. The paper aims to discuss these issues.

Design/methodology/approach

Qualitative data were primarily collected from nine case study schools. Each visit included interviews with peer mentors, mentees and the Wellbeing Champion.

Findings

Mentees developed improved social confidence and were generally more positive after completing the intervention. Mentors developed leadership skills and greater empathy for their peers.

Originality/value

There is limited research on school-based PA interventions using peer mentoring to improve students’ mental health.

Details

Journal of Public Mental Health, vol. 20 no. 2
Type: Research Article
ISSN: 1746-5729

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Book part
Publication date: 20 July 2017

Elizabeth P. Karam, William L. Gardner, Daniel P. Gullifor, Lori L. Tribble and Mingwei Li

Academic and practitioner attention to the constructs of authentic leadership and work engagement and their implications for organizations has grown dramatically over the past…

Abstract

Academic and practitioner attention to the constructs of authentic leadership and work engagement and their implications for organizations has grown dramatically over the past decade. Consideration of the implications of these constructs for high-performance human resource practices (HPHRP) is limited, however. In this monograph, we present a conceptual model that integrates authentic leadership/followership theory with theory and research on HPHRP. Then, we apply this model to systematically consider the implications of skill-enhancing, motivation-enhancing, and opportunity-enhancing HR practices in combination with authentic leadership for authentic followership, follower work engagement, and follower performance. We contend that authentic leadership, through various influences processes, promotes HPHRP, and vice versa, to help foster enhanced work engagement. By cultivating greater work engagement, individuals are motivated to bring their best, most authentic selves to the workplace and are more likely to achieve higher levels of both well-being and performance.

Details

Research in Personnel and Human Resources Management
Type: Book
ISBN: 978-1-78714-709-6

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Book part
Publication date: 15 December 2015

David A. Waldman and Pierre A. Balthazard

This chapter overviews how neuroscience can provide a new lens to understand leadership processes in organizations. We describe how neurological scanning can be applied to…

Abstract

This chapter overviews how neuroscience can provide a new lens to understand leadership processes in organizations. We describe how neurological scanning can be applied to leadership research, as well as its potential advantages over more traditional techniques, such as surveys. Research to date is summarized pertaining to how neuroscience can inform such conceptualizations as transformational, complex/adaptive, and ethical forms of leadership. Findings indicate that effective versus not-so-effective leaders can be distinguished neurologically, and such assessment can benefit the prediction of important leadership outcomes. We caution that context needs to be taken into account in that not only can neurological variables associated with leaders affect organizational behavior and outcomes, but it is equally important to understand how the context can affect neurological qualities of individuals. Finally, we describe how it may be possible to use neurofeedback techniques to help develop leadership qualities of people in industry and in education programs, such as those in business schools.

Details

Organizational Neuroscience
Type: Book
ISBN: 978-1-78560-430-0

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