Tag Archives: Staffordshire Centre for Psychological Research

Doreen Fleet discusses using sand-trays in Counselling practice

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Doreen Fleet

Doreen Fleet (Senior Lecturer in Counselling and a member of the Staffordshire Centre for Psychological Research) is conducting a multiple case study using sand-tray with adults in short-term therapy from a pluralistic perspective and blogs about her recently published research:

Sand-tray therapy is a creative intervention and involves the use of a sand-tray and a collection of objects (see below for examples). The objects act as physical metaphors or symbols to represent a client’s inner–experience, personal history, personal relationships and their relationship to the wider world.

Doreen, in her article published in Private Practice in 2015, says:

“In my view sand-tray therapy has something to offer over and above talking therapy; it appears that the client shifts from being stuck and overwhelmed in their pain to being able to explore and express it” (p17).

Being able to express and externalize their pain involves the client becoming “observer and experiencer simultaneously” they are able to take one step out of their pain, without losing connection to thought and feeling” (p17). This process enables the client to go further in their exploration and often brings new insight and relief from working through previously unexpressed emotion.

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In the ongoing multiple case study using sand-tray, Doreen takes the dual role of counsellor-researcher. Doreen, along with her supervisors Dr. Amy Burton, Dr. Andrew Reeves and Dr. Mani Das Gupta have had a paper accepted by Qualitative Research in Psychology entitled ‘A case for the dual-role of counsellor-researcher in qualitative research’ which is now in press.

The article explores how the dual role of counsellor-researcher was managed in the study and a case example taken from the multiple case study is incorporated to illustrate how taking the dual role is a legitimate approach in qualitative research. Some researchers argue against taking a dual role in research, warning that the different roles have conflicting obligations and expectations which are not easily resolved (Kitchener, 1988).  Doreen, in her new paper (2016) challenges this and would echo Dallos and Vetere (2005) who state that practice-based data is convincing evidence for counselling research as “it captures the miracle of therapy in a way that statistics and randomized controls cannot” (p131).  Doreen and her supervisors argue that this research approach is highly relevant to counselling, as it closes the gap between research and counselling practice.

Are you interested in studying for a Counselling qualification?

Staffordshire University offers counselling courses ranging from Foundation Degrees with local partner colleges, undergraduate degrees (including a British Psychological Society accredited BSc Psychology and Counselling degree) and postgraduate counselling qualifications at our Stoke-on-Trent City Campus:

“Like being in a foreign country”: Communication Issues for People who have had Strokes

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Dr Rachel Povey

Trainee Health Psychologist Louise Clancy together with her supervisor Dr Rachel Povey (Senior Lecturer in Health Psychology) are conducting research into the experiences of stroke patients with communication difficulties. Louise, whose placement is at Bradford Hospitals NHS Trust, has already conducted a systematic review and an interview study to examine patients’ communication difficulties, and is now recruiting for a quantitative study which looks at the differences in people with and without communication difficulties after having a stroke.

Communication difficulties after having a stroke are very common with about a third of stroke patients having problems with communicating including speaking, reading and understanding what other people are saying (known as aphasia). The interest for this research came from Louise’s experiences of working in a stroke rehabilitation setting both in the UK and Australia.

Louise explains: “via working in stroke care settings and conducting research in this area I have observed the physical, emotional, cognitive and social challenges faced as a consequence of stroke and have become passionate about facilitating the voices of this group in being heard”.

The findings from all three studies will be used to inform future training programmes for healthcare professionals who work with people with post-stroke aphasia.

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The systematic review was completed, together with Dr Greg Norris, a Consultant Clinical Neuropsychologist, and looked at communication interventions developed for healthcare professionals working with patients with post stroke communication difficulties. The findings showed that these interventions were beneficial to staff and patients, although time and financial constraints are common issues which can be a key barrier to attending training. The interview study aimed to explore in depth the experiences of staff-patient communication within inpatient stroke care settings. Louise interviewed patients and carers as well as healthcare professionals in order to get an overall view of the issues.  The interviews gave an excellent insight into the issues faced by all three groups, with communication issues for people with stroke being likened to “being in a foreign country”. The final piece of research is being conducted using an online questionnaire and is aiming to look at the differences between people with and without communication difficulties after having a stroke.

Louise is conducting this research with the support of Dr Lyndsey Hall-Patch (Clinical Neuropsychologist) and her Academic Supervisor Dr Rachel Povey. If you have had a stroke, and would like to be a part of this interesting study, please go to: http://bit.ly/22gYrg0 to find out more details.

The Home of Health Psychology – Staffordshire University

Staffordshire University’s Centre for Health Psychology is a Psy1centre of excellence for teaching and research in Health Psychology, and is home to Staffordshire’s BPS Accredited Stage 1 MSc in Health Psychology and BPS Accredited Stage 2 Professional Doctorate in Health Psychology. The Centre for Health Psychology is part of the School of Psychology, Sport and Exercise, one of the leading research-active academic schools for Psychology and Sport degrees situated in the heart of England.

For further information about Health Psychology courses and research at Staffordshire University please visit the following webpages:

Drs Daniel Jolley & Nichola Street blog on the BPS Annual Conference

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Dr Daniel Jolley and Dr Nichola Street (Lecturers May 16 BPS Conference blog 1in Psychology) recently attended the British Psychological Society’s flagship event, the Annual Conference, in Nottingham in April 2016.

The conference encompassed a diverse array of presentations that spanned the whole of psychology, alongside Keynote presentations from scholars such as Professor Gail Kinman and Professor Jamie Hacker Hughes (now Vice President of the BPS).

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The conference also provided the opportunity for scholars to present their work in different innovated formats. One format was Haiku Desk style, where Dr Street presented a talk entitled ‘When Art and Psychology Collide’.  A Haiku Desk limits the text on each slide to only a few words, then “deals a desk” of appropriate images to marry up to the text.  The presenter then is given 3 minutes, followed by 2 minutes of questions. Dr Street said: “ I chose to submit into this category as my research is focused on the power of imagery. It was exciting having a different brief for a presentation focused on visual impact and I enjoyed the test of trying to compress my research background, aims and findings into 3 minutes. In practice it certainly was a difficult task to keep to time but I do enjoy the challenge of trying new methods to add novelty in scientific communication.”

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Dr Nichola Street at the BPS Conference

Dr Jolley presented a slightly more traditional poster, which showcased research that aimed to test interventions designed to address anti-vaccine conspiracy theories. Dr Jolley said: “Presenting the poster was a great way to discuss my research with many different people – I received some great feedback, and was able to have more one-to-one conversations.  As the poster was being showcased all day, I tweeted the poster-board number and a photograph using the conference hash tag (#bpsconf), which may have then inspired delegates to attend in person”.

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Dr Daniel Jolley and his poster presentation at the BPS Conference

Drs Jolley and Street also experienced the more typical oral presentations, with Powerpoint; however, one presenter also had the audience take part in a demonstration.  Anne-Marie Czajkowski (from the University of Leeds) talk was discussing ‘Mindfulness for Musicians’ where she asked people in the audience to take part in a short mindfulness activity.  Dr Jolley said: “Typically, talks do not include such an interactive component, so this was a new experience for us”.  Dr Street added: “It was certainly great to include such a demonstration during a more traditional talk, and definitely something I would love to consider using in my own presentations the future”.

You can see therefore that there are all manner of different styles to present your work – why don’t you give it a try?

Dr Daniel Jolley and Dr Nichola Street are both members of the Staffordshire Centre for Psychological Research (#StaffsPsyRes), a newly established research centre at Staffordshire University.

The Psychology Department at Staffordshire is a research-active group of academic psychologists with expertise in several key areas of psychology, including Health Psychology, Clinical Psychology, Social Psychology and creative methodologies. The University offers a range of Postgraduate courses which provide further training in research skills, including:

For more details about Postgraduate Study at Staffordshire University please visit  http://www.staffs.ac.uk/postgraduate/.

Interested in a Psychology degree? Find out more about our Undergraduate Psychology courses, and book yourself on an Open Day.

Health Psychologist, Dr Amy Burton, reports on her Change Exchange visit to Uganda

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Health Psychology in Action: Global Health

Our Health Psychologist, Dr Amy Burton, spent some time working in Africa at the beginning of April. Amy was selected by The Change Exchange to work as a Behaviour Change Consultant for the Royal College of Obstetrics and Gynaecology partnership with Kitovu Hospital, Uganda. The Change Exchange is funded by The Tropical Health and Education Trust (THET) in association with the Department for International Development (DFID) and The Global Health Exchange. The project places behavioural scientists into health partnerships to evaluate and seek to improve projects aimed at changing healthcare practice in low and middle income countries.

Amy blogs on her experiences:

I heard about The Change Exchange project in two ways: a recent issue of The Psychologist and a visit to Staffordshire University by Jo Hart, one of the project leads. As a recently qualified and HCPC registered Health Psychologist I was keen to put my skills into practice and was excited about the challenge of taking myself out of my comfort zone by working in a low income country (something I have never done before!). Over 45 psychologists applied for the project and I was one of the lucky few to be chosen to take part.

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The Change Exchange Team

My first encounter with the rest of the team was a group meeting on a rainy March day in Manchester. This was my first opportunity to hear about the project I would be working on and to meet my colleagues Nisha Sharma and Fiona Gillison. We were appointed to work with an RCOG project based in the Masaka region of Uganda. The Excellence in Obstetric Skills Course trains local health workers in essential skills with the aim of improving care for mothers and babies and reducing the incidence of obstetric fistula (the development of a hole between the vagina and rectum or bladder often caused by prolonged obstructed labour that results in women being incontinent).

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Kitovu Health Care Complex

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The Fistula Ward

As behavioural scientists, Nisha and I were keen to understand how behaviour change techniques were being employed within the course. We therefore spent some time observing the RCOG obstetric skills course and the “train the trainer” course (to teach Ugandan health care professionals how to teach their colleagues obstetric emergency skills) and coding them for known behaviour change techniques. We had the opportunity to be ‘practice’ patients and learnt a lot about obstetric care!

We were also interested in how the Ugandan health care professionals perceived the course and what barriers they felt they would experience when putting their new knowledge and skills into practice. To explore this we conducted four focus groups with the course delegates to learn about their experiences and ideas.

Amy and Nisha with the RCOG Faculty and 'Train-the-Trainer' Graduates

Amy and Nisha with the RCOG Faculty and ‘Train-the-Trainer’ Graduates

In addition, I travelled with Nisha and the RCOG clinical lead to visit several previous delegates in their health centres and witness how the behaviours learnt on the course were being put into practice. This was an eye opening experience and gave me the opportunity to see first-hand how health centres work in Uganda.

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A Health Centre in the Masaka District

I am currently working with my colleagues at The Change Exchange to produce an interim report for the RCOG based on the data we collected during our visit. Nisha and Fiona will be returning to Kitovu in June to conduct more work with the RCOG and hopefully put some of our report recommendations into practice. I am sad to not be returning to Kitovu but I will continue to be involved with the project from the UK.

Working on this project has been an exciting, enlightening and eye opening experience and I very much hope to have more opportunities to put my health psychology and behavioural science knowledge into practice in low income countries in the future.

Interested in Health Psychology?

Come along to one of our MSc in Health Psychology Open Afternoons (Click here for details) or visit one of our Undergraduate Open Days (Details & book your place here).

The Home of Health Psychology – Staffordshire University

Staffordshire University’s Centre for Health Psychology is a Psy1centre of excellence for teaching and research in Health Psychology, and is home to Staffordshire’s BPS Accredited Stage 1 MSc in Health Psychology and BPS Accredited Stage 2 Professional Doctorate in Health Psychology. The Centre for Health Psychology is part of the School of Psychology, Sport and Exercise, one of the leading research-active academic schools for Psychology and Sport degrees situated in the heart of England.

For further information about Health Psychology courses and research at Staffordshire University please visit the following webpages:

Follow the Psychology Department’s latest research news via @StaffsPsych and clicking on the #StaffsPsyRes hashtag.

Screen Free Week 2016 – Is too much screen time bad for children?

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Did you know that next week (2nd to 8th May 2016) is ‘Screen Free Week’?

The Campaign for a Commercial Free Childhood presents Screen Free Week 2016 and encourages children, their families and other individuals to turn off their screens* (*except for work and school, college and university assignments) and instead engage in creative and social activities. So prepare to forget about Facebook, turn off twitter, forego your Netflix fix and reduce your screen time.

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A quick Google search on the topic of ‘children and television’ highlights concerns that too much screen time is alleged to be damaging for children. The American Paediatrics Society, for example, recommends that screen time for children under 2 years be avoided and that for older children it should be limited. But what do we actually know about the impact of screen time on children’s development? Psychologists have been seeking an answer to this question for over 50 years! However, there are still many gaps in our understanding.

While research suggesting a relationship between more screen time in early childhood and negative consequences in later childhood may appear concerning we must treat these findings with caution. It is well known in psychology that causation cannot be assumed from a correlation as it is possible that both variables, the screen time and the later negative behaviour/experiences might be being influenced by something else. For example, eating ice cream and death by drowning are correlated but we do not conclude that eating ice cream is dangerous – instead we might assume that increases in both these events are due to nice weather. Therefore it can be argued that more screen time is not actually directly related to later negative experiences at all… Instead there might be something else which accounts for both, such as parents who are time poor, spend less time interacting with their child, families of lower SES, poor diet, etc.

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As a Developmental Psychologist I do have concerns about the consequences of excessive screen time in early childhood. Particularly as excessive screen time is likely to result in children spending less time engaged in other activities important for their development, e.g. physical exercise, play, sleep, and family time. However, I do not think that parents should be made to feel guilty for allowing their children some entertainment-based screen time.

Dr. Sarah Rose, Lecturer in Child Development at Staffordshire University, is continuing to investigate the impact of different types of screen media on children. She is particularly interested in how screen time may affect children’s developing creativity. To find out more about her research visit Staffordshire University’s Children’s Lab

Interested in Psychology? Come to an Open Day & find out more about Psychology courses at Staffordshire University.

Intrigued by Dr Sarah Rose’s research? Wonder whether screen time is actually having more negative than positive effects on child health and development? Thinking about taking a Psychology degree or a related course?

Come to one of Staffordshire University’s Open Days and find out more! Book your place via: www.staffs.ac.uk/openyourmind/

Find out about our Psychology degrees, including our BSc Psychology & Child Development degree which received 100% Student Satisfaction (2015 National Student Survey) and our other highly rated Undergraduate and Postgraduate courses.

The School of Psychology, Sport and Exercise at Staffordshire University is a leading School in the UK for Psychology degrees and is situated in the heart of England. We produce internationally recognized research which is driving knowledge in this area forward and we work with a variety of healthcare providers, charities, international sports teams and private sector organisations.

New research into Children’s Divergent thinking at Staffordshire’s Children’s Lab

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Jan 16 Sarah Rose

Dr Sarah Rose

Dr Sarah Rose (Lecturer in Psychology & Award Leader for the BSc Psychology & Child Development) updates on new research developments in the Children’s Lab at Staffordshire University:

Divergent thinking is the ability to come up with many different ideas. For example, how many uses can you think of for a paper clip? Psychologists are interested in the number of ideas that people come up with and also the novelty of these ideas.

Although divergent thinking has been studied extensively in adults and older children very little is known about the development of this skill in young children. A current challenge is that there are very limited methods of assessing divergent thinking which do not rely on linguistic skill. Torrance (1981) developed the test of Thinking Creatively in Action and Movement, and although this test can be used with children from as young as three years old it relies on their ability to follow verbal instructions such as ‘Now you do something different’ which more recent evidence suggests that 3-year-olds will struggle to understand (Goswami, 1992).

The only existing test of divergent thinking which does not rely on verbal understanding is the Unusual Box Test (Bijvoet-van den Berg & Hoicka, 2014). To assess divergent thinking the box is placed in front of the child by the experimenter. The child is then presented with novel objects and the actions they make with the box and objects recorded.

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An example of an “unusual box”

Dr. Sarah Rose has been successful in securing funding from the Staffordshire University REF2020 research scheme to develop a new Unusual Box for measuring divergent thinking in pre-schoolers and toddlers. Sarah is particularly excited to be developing this new measure as it will enable her to carry out further research into the effect that other activities may have on children’s developing creative skills. The new triangular wooden box is being developed with Dr Elena Hoicka from Sheffield University.

New Study seeking 2- and 3-year old children to test the “unusual box”

Sarah is currently looking for 2- and 3-year-old children and their parents to help test the new box. If you are interested in finding out more about the project please visit the Children’s Lab Webpage.

References:

Bijvoet-van den Berg, S., & Hoicka, E. (2014). Individual differences and age-related changes in divergent thinking in toddlers and preschoolers. Developmental Psychology, 50(6), 1629–39. doi:10.1037/a0036131

Goswami, U. (1992). Analogical reasoning in children. Hillsdale, NJ: Erlbaum

Torrance, E.P. (1981). Thinking creatively in action and movement. Benesville, IL: ScholasticTesting Service

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The Science Centre, home to the Psychology Department

The School of Psychology, Sport and Exercise at Staffordshire University is a leading School in the UK for Psychology degrees and is situated in the heart of England.

We produce internationally recognized research which is driving knowledge in this area forward and we work with a variety of healthcare providers, charities, international sports teams and private sector organisations.

For more information or details of the wide range of Psychology degrees on offer at Staffordshire University please visit our website and our courses page.

New research explores experiences of talking about suicidality from perspective of people with Bipolar Disorder diagnoses

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Dr Rob Dempsey

Dr Rob Dempsey, Lecturer in Psychology & Course Leader of Staffordshire University’s BSc (Hons) Psychology degree, blogs about a new study published with his PhD Student Rebecca Owen on understanding the experiences of discussing suicidality from the perspective of people with Bipolar Disorder diagnoses:

As part of Rebecca’s PhD research we have been exploring the experiences of suicidal thoughts, feelings and behaviours by people with a Bipolar Disorder diagnosis, with a particular focus on understanding the role of social factors and appraisals of social interactions in suicidality. We have already conducted a qualitative study where we interviewed 20 people with bipolar disorder to explore the sorts of social factors that might enhance or reduce their feelings of suicidality. We published the first part of this study last year on the relationship between social factors and suicidality (click here) and have previously blogged about our findings (click here and here).

As part of these interviews we also asked our participants about their experiences of discussing suicidality with us to help us to better understand if there were any negative or positive effects of discussing suicidality on our participants and to obtain feedback about our research. We identified six themes in our analysis:

(1) talking about suicide was not distressing for the majority of our participants.

(2) negative interview expectations: whilst most participants did not find taking part in the interview to be distressing, many had negative expectations before the interview about how they would cope with talking about personal experiences of suicidality.

(3) personal benefits: discussing suicidality for some participants helped them understand and reflect on their own experiences and, for some, helped with their own personal recovery process.

(4) value of suicide research: most participants felt that research into suicidality was worthwhile and many participants mentioned that they took part as part of a desire to help other people in similar circumstances.

(5) interview advice: for future studies, participants emphasised the importance of having stable moods before discussing suicide-related experiences, and positively commented on our approach  in the interviews to build towards discussing suicide in a gradual and careful manner, and ensuring regular breaks during the interview for the participant.

(6) talking about suicide was difficult: although most of our participants did not find the interview distressing, it is important to note that some did find talking about suicide and reflecting on past negative experiences to be difficult. A couple of our participants were also experiencing some ongoing difficult life circumstances at the time of the interview which appeared to explain why they felt talking about suicide was more difficult for themselves than other participants.

So what did we learn from these interviews? It was clear from conducting this study that many people with personal experience of bipolar disorder valued the opportunity to discuss their own experiences of suicidality, even though it was something difficult to discuss. Anecdotally, we were aware that many people with bipolar disorder experience significant periods of suicidality but may feel unable to discuss such experiences with friends, family or healthcare workers for a variety of reasons. We also found that a number of individuals with bipolar disorder, including those who didn’t end up taking part in our interviews, felt that suicidality in bipolar disorder was a poorly understood phenomenon – so there was a clear interest from individuals with lived experience bipolar disorder in better understanding suicidality. Whilst the majority of our participants did not find discussing suicidality to be distressing in our interviews, some participants did find reflecting on negative experiences to be difficult. The research team were careful to sample only those individuals whose moods were stable (based on a standardised screening interview) and only sampled those individuals who were willing to discuss their experiences with Rebecca.

Based on our analysis of the interviews, and our own experiences of conducting this study, we have made a number of recommendations for best practice when conducting similar interviews in the future. Examples include: (1) ensuring participants have a realistic overview of what the interview will involve during the pre-study consent process; (2) ensuring participants’ mood stability prior to the study and that the risk of suicidality is minimal; (3) providing extensive training in interviewing for the interviewer (including on-going support and training in discussing difficult topics during interviews); as well as appropriate after-study practices like liaising with the participant’s care team if the individual became distressed, follow-up phone-based support as well as post-interview brief mood-boosting techniques (see our paper via the link below for more details).

We are very grateful to our participants for their time and for their very valuable contributions to the study. We are in the process of completing a larger-scale project investigating which of the psychosocial factors identified in these interviews and a review of the past research literature are associated with increased suicidality over time or which help to buffer (reduce) feelings of suicidality. These quantitative studies will allow us to model the psychosocial pathways implicated in suicidality for people with bipolar disorder diagnoses, which may be crucial for developing theory-informed targeted psychological therapies.

Owen, R., Gooding, P., Dempsey, R., & Jones, S. (in press). The Experience of Participation in Suicide Research from the Perspective of Individuals with Bipolar Disorder. Journal of Nervous & Mental Disease.

Psy1

The Science Centre, home to the Psychology Department

The School of Psychology, Sport and Exercise at Staffordshire University is a leading School in the UK for Psychology degrees and is situated in the heart of England.  We produce internationally recognized research which is driving knowledge in this area forward and we work with a variety of healthcare providers, charities, international sports teams and private sector organisations.

 

For more information or details of the wide range of Psychology degrees on offer at Staffordshire University please visit our website and our courses page.

New paper exploring the effectiveness of mindfulness for reducing stress in health care professionals

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Dr Amy Burton and Dr Sarah Dean (Senior Lecturers in Health Psychology) have been working in collaboration with an MSc Health Psychology graduate, Catherine Burgess, and researchers at the University of Leeds to explore the effectiveness of mindfulness interventions for reducing stress in health care professionals.

With the proposal of a move to a 7 day Mar16 AB Mindfulness Review 1NHS service hitting the headlines there are growing concerns about the impacts this may have on the quality of patient care. Many health care professionals already feel overworked, stressed and at risk of burnout with a recent survey highlighting that 81% of doctors and specialists are considering early retirement due the impact of stress on their sleep, relationships and physical health (Hospital Consultants and Specialists Association, 2015). It is therefore vital that we identify successful ways to reduce stress levels in the caring professions.

Mindfulness is one approach to reducing stress and is a simple form of meditation that encourages the stressed person to focus on the present moment and acknowledge and accept their thoughts and feelings. For this research the team identified and reviewed nine published studies that have tested the value of using mindfulness interventions to reduce stress in health care professionals. The results of this review indicated that mindfulness interventions significantly reduced stress levels in this group.

Mar16 AB Mindfulness Review 2However, there were problems with the studies that indicate the need for more work in this area. Many of the interventions were very time intensive and drop out was common due to work, family and other pressures. This suggests that the mindfulness approach is not always possible within current health care environments without additional support. Furthermore, the quality of some of the reviewed studies was poor and very few explored whether the reduced stress levels reported were maintained long term. The team propose that more high quality research is needed before clear conclusions about the value of this type of intervention for reducing stress in health care professionals can be drawn.

Details of the full paper:

Burton, A. E., Burgess, C., Dean, S., Koutsopoulou, G., & Hugh-Jones, S. (2016). How effective are mindfulness-based interventions for reducing stress among healthcare professionals? A systematic review and meta-analysis. Stress and Health.

The Home of Health Psychology – Staffordshire University

Staffordshire University’s Centre for Health Psychology is a centre of excellence for teaching and research in Health Psychology, and is home to Staffordshire’s BPS Accredited Stage 1 MSc in Health Psychology and BPS Accredited Stage 2 Professional Doctorate in Health Psychology. The Centre for Health Psychology is part of the School of Psychology, Sport and Exercise, one of the leading research-active academic schools for Psychology and Sport degrees situated in the heart of England.

Follow the Psychology Department’s latest research news via @StaffsPsych and clicking on the #StaffsPsyRes hashtag.

For further information about Health Psychology courses and research at Staffordshire University please visit the following webpages: