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What do young people who self-harm find helpful? A comparative study of young people with and without experience of being looked after in care
- Authors:
- HOLLAND Josephine, et al
- Journal article citation:
- Child and Adolescent Mental Health, 25(3), 2020, pp.157-164.
- Publisher:
- Wiley-Blackwell
Background: Self-harm amongst young people is an increasing problem, with looked-after young people at higher risk. Despite this, little research exists on what young people who self-harm find helpful. Method: One hundred and twenty-six 11–21 year olds (53 who had experience of the care system and 73 who did not) were recruited from the community and NHS. All participants had self-harmed in the past 6 months. Participants completed an Audio Computer-Assisted Self-interview (ACASI) regarding their views about the support they had received, how helpful it was, and what further help they felt they needed. Results: Looked-after young people reported the three most helpful sources of support were Child and Adolescent Mental Health Services (CAMHS), friends and pets and the least helpful were CAMHS, Accident and Emergency (A&E) and Social services. For non-looked-after young people, CAMHS, counselling and Harmless (user-led support service for self-harm) were most helpful and CAMHS, cognitive behavioural therapy (CBT) and general practitioner (GP) were the least. Compared with the other group, more looked-after young people had received help from A&E and CAMHS, whereas more non-looked-after young people had accessed GPs, parents, psychological therapies, self-help books and websites. More looked-after young people found support groups helpful, and more non-looked-after young people reported that distraction techniques, medication and their siblings were helpful. Conclusion: Young people who self-harm have mixed views about CAMHS. Differences in the pattern of access and preferences for support between looked-after and non-looked-after young people should be reflected in service availability and commissioning. (Edited publisher abstract)
Legal aspects of mental capacity: a practical guide for health and social care professionals
- Author:
- DIMOND Bridgit C.
- Publisher:
- Wiley-Blackwell
- Publication year:
- 2016
- Pagination:
- 376
- Place of publication:
- Chichester
A practical guide to the Mental Capacity Act and its provisions since its conception in 2005 aimed at practitioners and students who need to work within the Act, and understand how it applies to their professional responsibilities. The Mental Capacity Act (2005) regulates decision making processes on behalf of adults who are unable to give informed consent, due to a loss in mental capacity (be that from birth, or due to an illness or injury at some point in their lives). Since the Act’s original conception the new Court of Protection is now firmly established, and there have been significant Supreme Court cases, as well as further guidance on the 2005 Act and major developments in the use and assessment for Deprivation of Liberty Safeguards. The book covers all key aspects of the Act, including: making decisions in the best interests of others; lasting powers of attorney; Court of Protection, court-appointed deputies, the Office of the Public Guardian, and visitors; independent mental capacity advocates; advance decisions; protection of vulnerable adults and accountability; children and young persons; mental capacity and mental disorder; deprivation of liberty safeguards; organ and tissue removal, storage, and use; and the informal carer. The book includes a range of learning features, including scenarios, questions and answers, key summary points, and applications for practice. (Edited publisher abstract)
Practice based learning in nursing, health and social care: mentorship, facilitation and supervision
- Authors:
- SCOTT Ian, SPOUSE Jenny
- Publisher:
- Wiley-Blackwell
- Publication year:
- 2013
- Pagination:
- 240
- Place of publication:
- Chichester
Work-based learning facilitation, mentoring and coaching are all integral to the healthcare professions. This book is aimed at the health and social care practitioner who is involved in facilitating learning, teaching and assessing learners in practice. Among the themes explored are: the nature of facilitating (coaching, supervision, mentoring) within professional contexts; personal and professional aspects of supervising others; learning in communities of practice; becoming an effective facilitator or mentor; understanding and supporting work-based learning; managing the unusual, such as failing learners or those with special needs; giving feedback and documenting progress; managing workloads in busy environments; and professional practice and development issues. The book provides case studies throughout, showing or illustrating common issues and how to engage in formal theories of professional practice. (Edited publisher abstract)
Review: a systematic review of the impact of physical activity programmes on social and emotional well-being in at-risk youth
- Authors:
- LUBANS David R, PLOTNIKOFF Ron C., LUBANS Nicole J.
- Journal article citation:
- Child and Adolescent Mental Health, 17(1), February 2012, pp.2-13.
- Publisher:
- Wiley-Blackwell
The effectiveness of fifteen studies of three broad categories of physical activity programmes was assessed. Although the review suggests that physical activity programmes can improve social and emotional well-being, the results must be viewed with caution due to the poor quality of the studies included. There were also problems with a lack of long-term follow up, the variability of populations studied, and the nature of the interventions delivered.
Qualitative research methods in mental health and psychotherapy: a guide for students and practitioners
- Authors:
- HARPER David, THOMPSON Andrew R., (eds.)
- Publisher:
- Wiley-Blackwell
- Publication year:
- 2011
- Pagination:
- 272p.
- Place of publication:
- Oxford
This book provides an introduction to the qualitative methods most commonly used in mental health and psychotherapy contexts. It is aimed at those wanting to better understand the papers they read as well as those looking for specific guidance for their own research. The editors and writers draw on their own experience as qualitative researchers, clinical trainers, and mental health practitioners. The book provides: guidance on conducting a qualitative study from across a range of approaches; guidance on how to review and appraise existing qualitative literature; how to choose the most appropriate method; and how to consider ethical issues. The authors explain how specific methods have been applied to questions in mental health research and include examples drawn from recent research, including research with service users, in mental health practice and in psychotherapy. The book is in three main parts. The first introduces the basic tenets, the second includes chapters on each of a range of approaches, and the third addresses research quality and future directions. Methods discussed include: interpretative phenomenological analysis; existentialist-informed hermeneutic phenomenology; grounded theory methods; discourse analysis; narrative psychology; ethnomethodology/conversation analysis; Q methodological research; and thematic analysis.
Domestic violence and family safety: a systematic approach to working with violence in families
- Authors:
- COOPER Janette, VETERE Arlene
- Publisher:
- Wiley-Blackwell
- Publication year:
- 2005
- Pagination:
- 238p.
- Place of publication:
- Chichester
The main focus of this the book is the application of systemic thinking to safety and the complexity of domestic violence on family relationships over time. The authors explore the opportunities offered by this approach for mental health professionals and psychotherapists when working with families and other systems where domestic violence in intimate relationships is of concern. They draw on their eight years of joint experience in the Reading Safer Families project; incorporating the broad field of family psychology and systemic psychotherapy to distil the theories, methods and techniques most helpful to practitioners working in both public and voluntary agencies. They believe their systemic approach to issues of risk, responsibility and collaboration provides a coherent framework within which to integrate practice. The book also provides a practice orientated and detailed approach to risk assessment, risk management and family reunification. Among the subjects discussed are: family violence and the systemic approach to interventions; family safety and the therapeutic process; the culture of language and violence; reflection and collaboration in the therapeutic process; children as victims, witnesses and survivors; adults as victims and witnesses; therapeutic Interventions and the legal process; professional issues, supervision and working in the territory; and contraindications for therapeutic work.
Learning disabilities and mental health: a nursing perspective
- Authors:
- RAGHAVAN Raghu, PATEL Pradip R.
- Publisher:
- Wiley-Blackwell
- Publication year:
- 2005
- Pagination:
- 248p.
- Place of publication:
- Chichester
This book provides an evidence–based perspective on the care of individuals with learning disabilities and mental health problems. Around 30-40% of people with learning disabilities will experience mental health disorders during their lives. Many learning disability nurses and a significant number of mental health nurses are in daily contact with this group, and their complex needs are not often well understood. The book: examines current theory and practice in supporting people with learning disabilities and additional mental health needs; evaluates the learning disability nursing contribution to care; identifies the key knowledge and skills required by learning disability and mental health nurses and other health care professionals; addresses key issues in contemporary practice; and explores assessment of needs in order to provide needs–led services. It is likely to be of value for both mental health professionals wanting to gain a greater understanding of the application of their discipline to people with learning disabilities, and for those who care for people with a learning disability seeking more understanding of identifying and responding to mental health disorders.
Clinical psychology and people with intellectual disabilities
- Authors:
- EMERSON Eric, et al
- Publisher:
- Wiley-Blackwell
- Publication year:
- 2012
- Pagination:
- 408p.
- Place of publication:
- Chichester
- Edition:
- 2nd ed
The editors’ aim when compiling this book was to provide a resource that will support the training of clinical psychologists and other professionals in their work with people with intellectual disabilities. It is pitched to cover the “middle ground” between a "how to" manual and an academic review of the literature. In depth coverage is provided on all aspects of clinical practice, from key basic concepts and assessment to evidence–based intervention techniques. The book is in three main sections: the first sets the scene looking at issues that underpin services for people with intellectual disabilities. The second part addresses a wide range of clinical issues, while the third focuses more specifically on issues related to clinical practice with specific client groups such as people with challenging behaviour, older people and parents with learning disabilities themselves. All chapters in this new edition have been fully updated with the latest evidence. New chapters cover working professionally, working with people with autism and addressing aspects of the wider social context within which people with learning disabilities live.
Children behaving badly: peer violence between children and young people
- Authors:
- BARTER Christine, BERRIDGE David, (eds.)
- Publisher:
- Wiley-Blackwell
- Publication year:
- 2011
- Place of publication:
- Chichester
This book comprises a collection of contributions from different authors which together address the complexity of peer violence from a range of disciplines and perspectives. The book spans the childhood spectrum of peer violence from early childhood to late adolescence. It is divided into 4 parts: peer violence in different contexts; different forms of peer violence; understanding peer violence; and responding to peer violence. The 4 parts together provide a progression though divergent topics including nurseries, racist murders, knife crime, teenage partner violence, children in care, and gangs, and address different issues of diversity, including racism, gender, and homophobia. The concluding chapter brings together the views expressed throughout the book. The book recognises that the problems of peer violence are likely to have been distorted, not least by the media, and stresses the importance of seeing peer violence as related to a wider set of problems. It aims to challenge many populist and damaging representations of youth violence and the associated narratives of modern youth as essentially 'evil'.
Children's testimony: a handbook of psychological research and forensic practice
- Editors:
- LAMB Michael E., et al, (eds.)
- Publisher:
- Wiley-Blackwell
- Publication year:
- 2011
- Pagination:
- 480p.
- Place of publication:
- Chichester
- Edition:
- 2nd ed.
The second edition of Children's Testimony is a fully up-to-date resource for practitioners and researchers working in forensic contexts and concerned with children's ability to provide reliable testimony about abuse. It reflects the substantial progress made in the field of child psychology over the past decade and includes the results of ongoing international research. The book is written for both practitioners and researchers working in forensic contexts, including investigative interviewers, police officers, lawyers, judges, expert witnesses, and social workers. The book explores a range of issues involved with children's testimony and their ability to provide reliable testimony about experienced or witnessed events, including abuse. It avoids jargon and highly technical language and includes a comprehensive range of contributions from an international group of practitioners and researchers to ensure topicality and relevance. This second edition of the book is designed to be a resource for lawyers, judges, interviewers and investigators, expert witnesses, social workers, academics and researchers working in forensic contexts with the testimony of children.