Disentangling dynamics: group sensitivity and supervision

In order to contextualize Altschul's interest in group dynamics we present a brief history of staff group work approaches in the UK and USA. Using case examples, the work of staff group sensitivity and group supervision is described. The difficulties of working in staff groups are highlighted and the antipathy towards group practice is discussed. It is argued that learning about conflict resolution in staff groups prepares nurses for dealing with conflicts in clinical practice. The case for re-invigorating interest in group theory and practice is presented. In presenting our reflections on staff group work, we hope not only to re-kindle the type of interest in groups that inspired Altschul but also to re- present the case that it is ill conceived to attempt the work of mental health nursing without recourse to the supervisory resources of group theory, practice and support. It is through group feedback that mental health nurses and other health professionals can extend their learning about interpersonal relations, achieve quality standardization through peer feedback and reflect on practice in truly collaborative ways (Schon 1983)

A meta-recovery framework: positioning the ‘New Recovery’ movement and other recovery approaches

This paper argues for a delineated explanation of the range of recovery approaches currently informing mental health interventions today. Four organizing domains of recovery are proposed: (1) Traditional Recovery; (2) Addictions Recovery; (3) New Recovery; and (4) Mutual Recovery. One of the challenges of providing mental health services efficiently is to consider which method of recovery is most suited to the needs of different service users. By comparing and organizing different recovery modalities, it is possible to consider the best fit between client and modality. For example, there is a necessary demarcation between clients who are amenable to recovery, and those who are harder to engage. We need to think about recovery in terms of the difference between ‘tender’ and ‘tough’ recovery approaches. A meta-recovery framework is proposed here as a basis for continuing discussions about the different types of recovery operational in the field of mental health today

Creative practice in a group setting

Purpose – Involvement in creative practice is commonly regarded as “therapeutic” but what is actually meant by this and how does this work promote social inclusion and mental well-being, particularly when performed in a group setting? Drawing on the findings of a research project called Clay Transformations (AHRC), the purpose of this paper is to consider these questions. The project involved running a series of clay workshops aimed at people with experience of mental health service use and those who work with them. Design/methodology/approach – In order to explore the significance of art involvement to people who use mental health services, qualitative research findings are presented. These are then linked to relevant literature in order to consider the way in which workshop participation helped to promote social inclusion and mental well-being. Findings – Many benefits were gained from workshop attendance deriving from involvement in the process and the outcome of art creation. These benefits were enhanced by the group context in which the work took place and the mutual support and interaction arising from this group membership. Originality/value – The recognition of the therapeutic value of creative practice has been accompanied by the emergence of the notion of “mutual recovery” which extends the concept of recovery beyond an individualised focus. The positive findings of this project uphold these developments and suggest that mental health practice should address the wider social contexts that can facilitate the promotion of mental well-being

The primary school as a therapeutic community

Purpose – The purpose of this paper is to consider the changes underway in the delivery of services to children and young people in schools, not least that OFTSED will soon be routinely carrying out an assessment of mental health provision in schools. This paper considers the policy context to these changes and the recent initiatives that are informing the evolution of initial teacher training. Alongside the changes in Child and Adolescent Mental Health Services there are an increasing number of schools developing counselling and psychotherapy services. How can the School counsellor look to develop a who school as therapeutic community. Design/methodology/approach – A case narrative is presented of a seven-year-old child who was referred to the school counselling service. The narrative draws attention to the array of dynamic interactions, from peers to teachers to parents which the school counselling manager encountered. Findings – It is argued that it is necessary for the school counsellor to have a framework for understanding how all parts of the school work together and it is proposed that we might usefully consider the primary school as a therapeutic community. Originality/value – There are a raft of policy changes and practices in recent years that have altered the landscape of early intervention and the mental health agenda in primary schools. This paper captures this debates and consider how therapeutic community ideology is positioned as an opportunity to think more expansively about mental health in primary school

Creative practice with clay: a mutual route to recovery?

This article summarises the findings of a project called ‘Clay Transformations’ and was part of the Creative Practice as Mutual Recovery Programme funded by the Arts and Humanities Research Council. Using a mixed methods approach, the project aimed to assess the extent to which involvement in clay workshops promoted the well-being of a group of 42 participants, including mental health service users, artists and practitioners. A particular focus in this respect was placed on the incidence of ‘mutual recovery’ which extends the concept of recovery beyond the individual to incorporate the wider group and its context. It was subsequently found that workshop involvement helped to promote, not only the well-being and mutual recovery of participants, it also enhanced the supportive capacities and social capital of the settings in which these activities took place, both within the workshops and beyond

The cry for professional intimacy: A UK study of changes in the working lives of expert practitioners in health and education during the early 21st century

This paper reports on factors affecting the working lives of practitioners in health and education in the UK. The context is the increasing evidence of low recruitment, low retention rates and a high incidence of stress amongst expert practitioners in these two public institutions. Similar patterns of practitioner response indicate the systemic nature of the problems besetting these two public institutions. What emerges from the data is a cross-sector phenomenon identified here as a “cry for professional intimacy”, formed as these practitioners give voice to a strong desire to be allowed to refocus on the relational aspects of their work

Jury deliberation: An observation study.

In this article, the way that the jury works is considered from a group-analytic perspective. Observational fieldwork of simulated jury deliberations is presented. The data was gathered from a joint funded Home Office and Law Commission project at the Socio- Legal Studies Centre, Oxford in 1995. Inferences are drawn from the observations and the unconscious group processes are considered. The efficacy of the jury process is discussed

The essentials of counselling and psychotherapy in primary schools

The book is targeted at all practitioners in the helping and enabling professions working with children and young people, and is essential reading for anyone undertaking training where elements of psychotherapy and counselling are requisite to practice. As well as a guide for trainees in the helping professions, the book also speaks to advancing practitioners insofar as essential elements of the therapeutic relationship, such as containment, trust and transference, are re-cast in light of the modern challenges of working with children, especially young children. There are an increasing number of courses in the UK (and abroad) which focus on developing practitioners who are delivering early interventions for mental health issues and so The Essentials of Counselling and Psychotherapy in Primary Schools offers a strong underpinning with a particular focus that offers a marker for the development of the special interest section of the UKCP. Psychotherapy with children and young people has traditionally rooted practitioners in psychoanalytic theory. The Essentials of Counselling and Psychotherapy in Primary Schools pays heed to this lineage with a fresh perspectives on what are the ingredients in practice which will tackle the impediment to flourishing in children