Exploring the impact of group work and mentoring for multiple heritage children's self-esteem, well-being and behaviour

Findings are reported from a study of an innovative Multiple Heritage Service in Sheffield (UK) which provides, inter alia, individual mentoring for young people and school-based group sessions on cultural heritage, dealing with racism and enhancing well-being. Groupwork, undertaken between November 2005 and December 2006, was evaluated by a before/after design with 43 children aged from eight to fifteen attending five different groups (response rate 77 per cent), using three well-established and validated measures. There were improvements on the Rosenberg Self-esteem Scale from 31.415 to 33.024 (p =0.005) with more improvement among younger children and boys (p=0.004 and p=0.001); and well-being as measured by the GHQ12 improved from 1.460 to 0.8378 (p=0.111) with more improvement among older children (p=0.026). On the third measure, of problem behaviour (the Strengths and Difficulties Questionnaire) there was an improvement from 12.4 to 12.1 (p=0.716) but there was no improvement at all for girls. Mentoring was evaluated by telephone interviews between June and October 2006 with 14 mothers whose children had just completed, or were nearing completion of, mentoring (response rate 70 per cent). Overall the mothers’ evaluations were highly positive: two-thirds commended the service on the positive impact on their children’s well-being and happiness (including all the mothers of daughters); a half reported positive impacts on identity; mothers commended the positive role model effect same-sex mentors had on their children’s behaviour; but only a third said mentoring had boosted their children’s self-esteem

On addressing ‘Whiteness’ during clinical psychology training

In discussing ‘Whiteness’, a context is provided as to current issues facing British clinical psychology, with an overview of the history of clinical psychology in the United Kingdom, and a particular focus on how issues of immigration, diversity, and racism have been addressed. Following this, the constantly changing training context of clinical psychologists within Britain is explored, with lacunae evident around confronting institutional racism and Black trainee experiences. The history of addressing this issue within the University of East London’s clinical psychology training programme is outlined, as well as the recent introduction of workshops to focus on ‘Whiteness’ and ‘decolonising’ the profession, in response to consistent trainee concerns. This is integrated with respect to focusing on the sorts of psychologists that might be needed to advance and transform the profession positively in the current global political climate

Social networks of adults with an intellectual disability from south Asian and white communities in the United Kingdom: a comparison

Background: Little research exists comparing the social networks of people with intellectual disability (ID) from south Asian and white backgrounds. This UK study reports on the barriers that south Asian people with ID face in relation to social inclusion compared to their white counterparts. Materials and Methods: A mixed-methods research design was adopted to explore the social lives of 27 men (15 white; 12 South Asian) and 20 women (10 white; 10 South Asian with ID). Descriptive and parametric tests were used to analyse the quantitative data. Results: The average network size of the whole group was 32 members. South Asian participants had more family members whilst white participants had more service users and staff in their networks; 96% network members from white ID group were also of white background, whilst the south Asian group had mixed ethnic network members. Conclusions: Social networks of individuals with ID in this study were found to be larger overall in comparison to previous studies, whilst network structure differed between the white and south Asian population. These differences have implications relating to future service planning and appropriateness of available facilities

Changes in understandings and perceptions of individuals, significant others and community supporters involved in a theatre company for adults with intellectual disabilities

Background: Theatre companies to show positive capabilities and identities of people with intellectual disabilities have been established. Existing research focuses upon sole theatre performances, and rarely includes the impacts on those in the immediate and wider contexts of people with intellectual disabilities.Methods: The impacts of a theatre company on understandings and perceptions of intellectual disabilities from multiple perspectives were explored. Interviews with members with intellectual disabilities (n=14), and focus groups with significant people in their lives (n=11) and community supporters (n=10) were conducted, and analysed using thematic analysis.Results: Four superordinate and nine subordinate themes were identified. The theatre company increased members’ connectivity, allowed them to experience parts of life they are often excluded from, and enabled growth for all participants, leading to a desire to extend the theatre company’s ethos elsewhere.Conclusions: The importance of such organisations to improve perceptions of people with intellectual disabilities is emphasised