Qualitative investigation into pre- and post-natal experience of parents of triplets

Although parents of triplets experience substantial mental distress, research about this increasing population has primarily focused on physical health risks of triplets and mothers, failing to capture the subjective wellbeing of parents. Accordingly, this study aimed to understand first-hand experience of parents of triplets, using thematic analysis of semi-structured interviews participated by eight parents (four couples: Age M = 48.63, SD = 10.61 years). Six themes were identified: (1) Negative and (2) Positive experiences of raising triplets prenatally and postnatally, (3) Social, psychological, and material support, (4) Experiences and challenges specific to mothers and (5) fathers, and (6) Advice for future parents. These themes suggest that being reassured and accepting support from others are particularly essential in reducing stress and anxiety. Self-compassion interventions were recommended to support the wellbeing of parents of triplets. Our findings will help parents of triplets, their social circles, and healthcare workers to develop effective approaches to reduce the mental health difficulties that this under-researched population experiences

Participatory Action Research on School Culture and Student Mental Health: A Study Protocol

Background: Young people spend a large proportion of their time in school, which presents both risk and protective factors for their mental health. A supportive school culture can promote and protect good mental health by creating experiences of safety and belonging amongst staff and students. In this qualitative study, we seek to explore whether a participatory action research (PAR) approach is an effective way to promote and improve student mental health. Methods: Participatory action research is an approach in which people collaboratively research their own experience: the researched communities become co-researchers of their own experiences in a specific context. We will work with four secondary schools in the UK to develop PAR projects. In each school, a group of 2–4 staff and 6–8 students will work together to develop a shared understanding of their school culture and to introduce activities or changes to make the culture more supportive of student mental health. We will evaluate the effectiveness of the PAR approach through i) a review of school documents pertaining to mental health (e.g., policies and Ofsted reports), ii) interviews with staff members ( n = 40), parents ( n = 8) and students ( n = 24–40) before and after the PAR intervention, iii) observations and reports of the PAR group meetings and iv) interviews with members of the PAR groups after the PAR intervention. Discussion: We anticipate that our research findings will advance knowledge on effective methods to develop a positive school culture that will contribute to the improvement of young people’s mental health and well-being. We will seek to identify the mechanisms through which school culture can have a positive impact on mental health and develop a logic model and a school culture toolkit that can be utilised as a resource to inform public health interventions to promote mental health in a range of educational settings.National Institute for Health Research (NIHR) School for Public Health Research (Grant Reference Number PD–SPH–2015)

A Qualitative Exploration of CBT and Psychodynamic Therapists’ Views, Experiences and Perceptions of Integrating Different Therapeutic Modalities into their Private Practice with Adult Clients: Study Protocol

Background CBT (Cognitive Behavioural Therapy) and psychodynamic psychotherapy are two most frequently used therapeutic modalities in private and public clinical practice. CBT is currently considered to be a ‘gold standard’ therapy, culminating in a wide scale training and dissemination of research. Psychodynamic psychotherapy has also amassed increasing systematic research, yielding significant longitudinal outcomes. However, the co-existence of the two therapeutic modalities is not without controversies. Although few authors in psychotherapy suggested that CBT and psychodynamic psychotherapy should be viewed as complementary rather than dichotomous paradigms, little is known about how concepts and techniques from these two different approaches are integrated (if at all) by therapists in private practice. Objective This study protocol paper presents a pilot study, which aims to qualitatively explore how CBT therapists experience and make sense of psychodynamic concepts and vice versa in private practice. Our study is particularly interested in how therapists conceptualise psychodynamic and CBT concepts, and whether they might integrate techniques from different therapeutic modalities in their practice formally or informally. We anticipate that the findings will be relevant for further theoretical and clinical recommendations on how CBT and psychodynamic psychotherapies can be integrated in a pragmatic manner to address individual patient treatment needs. Study Design A qualitative survey method will be used to explore how qualified BABCP accredited CBT therapists and BCP accredited psychodynamic practitioners understand, perceive and, potentially, integrate, psychodynamic and CBT principles in private practice. The data collected will be analysed using thematic analysis in order to construct themes and generate implications for therapeutic integration and practice. Ethical considerations and dissemination plans are discussed, with awareness of characteristics of our target sample

‘MEETING THE CLIENT WHERE THEY ARE RATHER THAN WHERE I'M AT’: A QUALITATIVE SURVEY EXPLORING CBT AND PSYCHODYNAMIC THERAPIST PERCEPTIONS OF PSYCHOTHERAPY INTEGRATION

This qualitative study explored therapists' attitudes towards psychotherapy integration. Twenty-nine psychoanalytic/psychodynamic and cognitive-behavioural therapy (CBT) therapists completed an open-ended survey that focused on their personal understanding of psychotherapy integration, examples from their own practice and reflections on improving integrative therapy. Participants were also encouraged to share attitudes and perceptions towards the other therapeutic paradigm (CBT towards psychoanalysis, and vice versa). Thematic analysis revealed three main themes: (1) Positive perceptions and benefits of psychotherapy integration, (2) Negative perceptions and challenges of psychotherapy integration and (3) Proposals for strengthening integration in clinical practice. While most participants had a strong allegiance to their modality, they recognised the need for flexibility and additional techniques from other paradigms to address individual client needs. However, participants raised concerns about the level of knowledge required for integrative work and the epistemological compatibility between CBT and psychoanalysis. Some responses reflected the ongoing ‘turf wars’ between the two paradigms, with some referring to ‘outdated’ psychoanalytic ideas and ‘dogmatic’ evidence-based hierarchies. Suggestions were made for further development of psychotherapy integration during the training and post-qualification. The study reflects a generally positive outlook towards integration while recognising the challenges as well as the continuing resistances between CBT and psychoanalytic paradigms