Search results for ‘Subject term:"mental health problems"’ Sort:
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Influence of animal-assisted therapy (AAT) on the attachment representations of youth in residential care
- Authors:
- BALLUERKA Nekane, et al
- Journal article citation:
- Children and Youth Services Review, 42, 2014, pp.103-109.
- Publisher:
- Elsevier
This study evaluates the influence of animal-assisted therapy (AAT) on the attachment representations of a group of adolescents in residential care who suffered traumatic childhood experiences and exhibited mental health problems. The participants of this study were 46 teenagers (mean age = 15.41, SD = 1.65) divided into two groups: the intervention group of 21 youths (8 females and 13 males) (mean age = 15.19, SD = 1.69) and the control group of 25 (6 females and 19 males) (mean age = 15.60, SD = 1.63). The results of this research showed that the teenagers displayed a more secure attachment after undergoing AAT. Furthermore, in comparison with the control group, the intervention group showed higher scores in the secure attachment dimension and lower scores in the parental interference dimension, which is associated with preoccupied attachment. There were no differences in the other dimensions of attachment assessed. These results help to empirically validate AAT as an effective therapy for teenagers who have suffered childhood trauma and have mental health problems. (Publisher abstract)
The emotional lives of people with learning disability
- Author:
- ARTHUR Andrew R.
- Journal article citation:
- British Journal of Learning Disabilities, 31(1), 2003, pp.25-30.
- Publisher:
- Wiley
This paper reviews accounts of research and therapy and makes an assessment of the current state of knowledge. Very little research actually exists when compared to the non-learning disabled, and so, studies of psychotherapy, child development, parent-infant bonding, psychological assessment and emotional disturbance in people with learning disability are examined. The review finds that there is evidence to suggest the presence of a significantly higher level of emotional developmental problems and disturbance in people with learning disability. This problem requires multidisciplinary attention if progress in improving quality of life is to be maintained.
The link between childhood trauma and later violent offending: the application of attachment theory in a probation setting
- Author:
- RENN Paul
- Journal article citation:
- Attachment and Human Development, 4(3), December 2002, pp.294-317.
- Publisher:
- Taylor and Francis
This article identifies the links between an insecure-avoidant pattern of attachment organization, unresolved childhood trauma, emotional detachment, substance misuse and violent offending behaviour in adulthood. It demonstrates the way in which attachment theory may be used to explicate offending behaviour and to assess risk in a forensic setting. Further, the model illustrates that the clinical application of attachment theory in brief, time-limited work may enhance the offender's capacity for narrative intelligibility leading to an integration of dissociated thoughts and emotional affect, and to a concomitant cessation of violent behaviour. The process is intersubjective and involves the modification and updating of maladaptive, perceptually distorted cognitive-affective internal working models. This is accomplished by strengthening the offender's capacity for reflective thought, which, in turn, facilitates the organization and integration of error-correcting information.
Current attachment representations of incarcerated offenders varying in degree of psychopathy
- Authors:
- FRODI Ann, et al
- Journal article citation:
- Attachment and Human Development, 3(3), December 2001, pp.269-283.
- Publisher:
- Taylor and Francis
This Swedish study examines the current mental representations of early attachment relationships in 24 psychopathic criminal offenders, incarcerated in a forensic psychiatric hospital or a medium-security prison. The results pointed to an extensive over-representation of individuals who were dismissing of attachment and attachment-related experiences no secure individuals, and with the remainder being either unclassifiable or unresolved with regard to severe early abuse/ truama. Discusses the unique discourse of the dismissing individuals and on clinical implications.
Attachment representations in adolescence: further evidence from psychiatric residential settings
- Authors:
- WALLIS Paul, STEELE Howard
- Journal article citation:
- Attachment and Human Development, 3(3), December 2001, pp.259-268.
- Publisher:
- Taylor and Francis
The Adult Attachment Interview (AAI) profiles the various ways in which people make sense of early experience. This study investigates 39 adolescents resident on five regional adolescent units in the south-east of England. The number of adolescents presenting as securely attached was low whilst the incidence of insecure attachment patterns in the sample was high. When interviews were rated additionally in terms of lack of resolution, over half of the sample were unresolved with respect to experiences of trauma or loss. Discusses the possible uses of the AAI in therapeutic interventions for severely disturbed adolescents, which are centrally based on the formation of a secure, safe relationship with a non-threatening adult.
Attachment theory and post-traumatic stress disorder
- Author:
- SABLE Pat
- Journal article citation:
- Journal of Analytic Social Work, 2(4), 1995, pp.89-109.
Attachment theory is applied to understanding and treatment of the anxiety condition of post-traumatic stress disorder in adults. The secure base of a therapeutic relationship provides an opportunity to review experiences relevant to current distress in order to affirm emotional reactions and come to terms with distressing events. Implications for prevention are discussed.
Mental health in schools: what about the staff?
- Author:
- JACKSON Emil
- Journal article citation:
- Journal of Child Psychotherapy, 28(2), August 2002, pp.129-146.
- Publisher:
- Routledge
This article describes how work discussion groups offered to staff on-site as part of a mental health in schools outreach project can have a significant impact on the thinking, attitudes and culture within a school. Through the use of some detailed examples of these work discussion groups in action, it is shown how these groups can enable staff to enhance their observational skills, develop a deeper understanding of the factors that impact on learning, behaviour and teaching, and reduce staff stress. Such groups not only extend staff skills in engaging with pupils at risk of emotional breakdown and school exclusion, but can also promote a learning environment for all, in which development and growth is promoted at a personal, professional and whole-school level.