Programs of Healing After Sexual Violence: Tackling the Double Violation

IMPACT. 1: To interview victims (initially students, later other groups) about their experiences of treatment in institutions in cases of rape or sexual assault, and make recommendations about how training or education could improve that treatment. -- 2. To develop a program of best practices in aiding victims for a variety of institutional settings - beginning with campus but later expanding - including directives on how to facilitate, not simply healing, but resilience. -- 3. To produce a set of materials to aid individuals in institutions dealing with victims of sexual violence, who, while being well-meaning, might inadvertently traumatise the victim for a second time (the double violation).PRIMARY CONTACT: Zoe Brigley Thompson ([email protected])This project seeks to rectify institutional and governmental problems in dealing with sexual violence, in a variety of international and domestic contexts, seeking to devise programs that promote victims' physical and mental wellbeing. The theme of wellbeing is one of the university's Discovery themes, and experiencing sexual violence can be a huge obstacle to physical and psychological health

Collaborative ‘science of science’ needed to ensure research and education make a difference to practice.

There has been much recent interest in ‘impact of research’, what it means, why we need it, and how we measure it. Much of this has focused on academic research, driven by the need to include impact case studies within submissions to the 2014 Research Excellence Framework (REF). However, the impact of education and practice is also of significant importance. In October 2014 the Centre of Postgraduate Medical Research and Education hosted a symposium exploring issues around impact. The event brought together academics, researchers, and clinicians working in healthcare to hear from a range of presenters. A combination of local and national speakers shared their views on impact in their professional and disciplinary areas

Critical community psychology: The perceptions of UK undergraduate psychology students

Psychology undergraduates represent the future workforce of the applied psychology professions. As such, this study explores UK psychology undergraduates’ views of critical community psychology and its relevance to applied psychology related to well-being and mental health as they understand it. In this mixed methods study, 239 participants rated 43 statements about critical community psychology. Participants also provided their qualitative views on: i. the statements, ii. on critical community psychology generally, and iii. on its relationship to well-being and mental health. Quantitatively, each of the four factors (i. Reflective practice, ii. Acknowledging and understanding, iii. Core socio-political ideas, and iv. Radical socio-political ideas), were significantly and positively related to each other. On average, all four factors were seen as relevant to the future of applied psychology related to well-being and mental health by participants. However, significant differences were found between the factors, some with medium and large effect sizes. Qualitatively, many provided a general positive endorsement of the relevance of critical community psychology and of broader systemic factors influencing applied work. Participants asked for more information on this area to be provided both within their degree and for the general public. Other comments suggested both: applied work should include both micro and macro elements, and that applied work should remain focused on the individual. Finally, a smaller number of comments suggested that the statements were not relevant to: i. individual mental health, ii. to psychology, and even iii. not relevant as ideas. The discussion brings together the quantitative and qualitative data relating it back to the literature. It highlights the wider challenges of bringing critical community psychology to bear on applied psychology work in the UK, beyond reflective practice.

Psychosocial Interventions and Wellbeing in Individuals with Diabetes Mellitus: A Systematic Review and Meta-Analysis

Purpose: A number of studies, including systematic reviews, show beneficial effects of psychosocial interventions for people with diabetes mellitus; however, they have not been assessed using meta-analysis. The purpose of this meta-analysis of randomized controlled trials is to investigate the effects of psychosocial interventions on depressive and anxiety symptoms, quality of life and self-efficacy in individuals with diabetes mellitus. Methods: The databases Pubmed, MEDLINE, CINAHL, PsycINFO, Scopus, Web of Science and SocINDEX were searched with no year restriction. Eligible studies were randomized controlled trials published in English that included individuals diagnosed with diabetes mellitus, aged 18 years or above, who engaged in a psychosocial intervention, with outcome measures addressing depressive or anxiety symptomology, quality of life or self-efficacy. Eligible studies needed to compare the intervention to usual care. Study selection was completed using Covidence and meta-analysis was undertaken using Comprehensive Meta-Analysis software. Results: Seven studies were included in the meta-analysis. Five studies investigated the effects of psychosocial interventions and showed a medium to large benefit for depressive symptoms (SMD: -0.70; CI: -1.27, -0.13) which persisted at follow up (SMD: -1.54, CI: -2.97, -0.12). Similar results were not seen immediately post-intervention in the three studies that assessed anxiety symptoms (SMD: -0.30; CI: -0.69, 0.10); however, a medium beneficial effect was seen at follow up (SMD = -0.61, CI = -0.92 to -0.31). Small benefits were seen in the three studies assessing quality of life outcomes (SMD: 0.30, CI: 0.06, 0.55). No benefit was seen in the two studies assessing self-efficacy (SMD: 0.23, CI: -0.11, 0.57). Conclusions: The results of the current study provide preliminary evidence that psychosocial interventions, compared to usual care, reduce depressive symptoms, and may improve quality of life in individuals with diabetes. However, only a few studies were included and the clinical significance of these findings is unknown

Consumer Perceptions of Blended Hydrogen in the Home: Learning from HyDeploy

This report presents the results of research into consumer perceptions and the subsequent degree of acceptance of blended hydrogen in domestic properties. Evidence from two trial sites of the HyDeploy programme: i) a private site trial at Keele University, North Staffordshire; ii) and a public site trial at Winlaton, Gateshead are discussed

Therapist educational and professional background and their relationship to efficacy in randomised controlled trials of trauma-focused CBT for children and young people: a systematic review and meta-analysis

Previous research suggests that the effect of therapist factors on patient outcomes is significant. Yet, to date, no reviews have explored the potential effects of therapist characteristics on treatment outcomes for children and youth with posttraumatic stress disorder (PTSD). This systematic review and meta-analysis aimed to summarize the professional characteristics of trial therapists delivering trauma-focused cognitive behavioral interventions (TF-CBT) for child PTSD in clinical trials and understand the association between treatment efficacy and therapist factors. Systematic searches for randomized controlled trials (RCTs) published through November 3, 2020, were conducted; 40 RCTs were included in the full review. PTSD treatment outcome data were extracted from each publication along with any available data regarding trial therapists. Subgroup analyses were conducted to compare the outcomes of interventions conducted by different types of therapists. All therapist groups yielded significant effects for TF-CBT relative to active and passive control conditions, with the largest effect size, Hedges’ g = −1.11, for RCTs that used clinical psychologists and psychiatrists. A significant moderating effect was found when comparing the treatment outcomes of clinical psychologists and psychiatrists versus other professionals, p =.044; however, this effect was no longer apparent when only studies with an active control arm were included. Further moderator analyses demonstrated no significant differences regarding therapists’ educational and professional backgrounds and PTSD treatment outcomes. The current RCT evidence for TF-CBT for children and youth with PTSD does not suggest that therapist educational or professional background influences treatment efficacy. Limitations and implications for future research are discussed