• The magic of the mundane: the vulnerable web of connections between urban nature and wellbeing

      Dobson, Julian; Brindley, Paul; Birch, Jo; Henneberry, John; McEwan, Kirsten; Mears, Meagan; Richardson, Miles; Sheffield Hallam University; University of Sheffield; University of Derby (Elsevier, 2020-10-23)
      Cities are sites of human, ecological and institutional stress. The elements that make up the city – its people, landscapes and processes – are engaged in constant assemblage and disassembly, joining and pulling apart. Reporting the findings of a three-year multi-disciplinary deep case study, this paper examines the role of urban nature in mediating the relationship between stressed humans and stressed places. It applies assemblage theory to show how such relationships can be understood in contexts of multiple pressures. From empirical findings it shows how urban nature contributes to mental wellbeing, but also how institutional stresses linked to austerity policies shape efforts to reconnect humans and nature. Across five strands of research, this article foregrounds the importance of multiple everyday experiences of urban nature and practices of care and maintenance. It calls on researchers, policymakers, planners and practitioners to pay closer attention to the ‘magic of the mundane’ in supporting human wellbeing; in caring for spaces and places; and in providing the services that link people and the natural environment.
    • 'Mixed white and Black Caribbean' millennials in Britain: An exploration of identity

      Clarke, Yasmine; University of Derby (Wiley, 2021-07-26)
      This study presents a qualitative exploration of individuals identifying as ‘mixed white and Black Caribbean’ (MWBC) in Britain. The focus of this research aimed to answer the question, 'how do mixed white and Black Caribbean millennials in Britain experience their identity?' Six participants, aged 22–31 years, were interviewed about their family, relationships and personal values. The results were analysed using interpretative phenomenological analysis and highlighted three main themes: ‘Public Perception’, ‘Caribbean Heritage’ and ‘Conversations’. Each theme was analysed from an integrative psychotherapeutic viewpoint, before concluding with suggestions for counsellors and psychotherapists working with this client group in clinical practice.
    • Mothers make art

      Hogan, Susan; University of Derby (University of Derby, 2016-10-27)
      In The Birth Project we are exploring women’s experience of childbirth and the transition to motherhood using the arts and then presenting the research findings in films and exhibitions. Our overarching questions are concerned to explore what role arts engagement might have to play in antenatal and postnatal provision, especially where post-birth trauma is being translated into bodily symptoms. The Birth Project is also interested in exploring to what extent clinically-related birth practices are implicated in iatrogenic outcomes and post-natal distress. Furthermore, we are also concerned to investigate what is distinctive about an arts-based approach in terms of expressing narratives about the transition to motherhood. Two sets of workshops have been run to-date for The Birth Project. A participatory arts group, 'Mothers Make Art', has been facilitated by the artist Lisa Watts. Watts has a distinctive art practice called Live Art, described by Gorman as ‘an art practice that presents the living body to encourage a self-reflective exploration of subjectivity, art and knowledge production’ (2014 p.6). One aspect of this way of working is that is ‘engages with how the audience experiences the performing body’s interaction with objects and materials’ (Watts 2010 p.2). Mothers Make Art, asks questions in two ways: what are the effects of participation in workshops for the makers of the art and then what are the effects on others who experience the art that is produced as viewers. The Mothers Make Art group comprised eight women who live in a city in the north of England. They self-selected to participate in a series of twelve workshops. Some of the women were trained in the arts, some not, but all had an interest in visual arts, and an openness to learn and to make. The brief was to use a participatory framework to enable the women to explore any topics they wished with respect to the birth experience and motherhood. In Mothers Make Art structured techniques were used to enable the participants to explore the nature of meaning making and to construct and deconstruct works (physically and metaphorically). An important method employed was the use of everyday objects, (ornaments, clothing, mothering paraphernalia, toys), to help to create stories. There was also an opportunity to be meditative with everyday objects (cling-film, tin-foil, kitchen paper). Rather than making a representation or literal object referring to their birth or mothering, the women focused on the formal aesthetic qualities of the materials. This way of working explores objects with a focus on their material capabilities, rather than having a predetermined vision of where the art making might lead. This not only provided a self-reflective space, but functioned to give the women the skills and confidence to manipulate materials to be able to create their own original art piece at the end of the series. The art works were varied; one women pegged up her boys clothes from the tiny newborn garments to the larger ones representing fads and crazes. She acknowledged the preciousness of each stage with an acute awareness of the fleeting nature of the experience, a heightened awareness of temporality, with poems and a monologue. Another of the installation pieces explored the maker’s sense of stability, with a series of finely balanced and delicately poised fragile mixed-media pieces, comprising living plant bulbs, glass and plastic containers, wire and wood and other materials. Rachel, a medical consultant, spoke of valuing the time and space to make art work. She said that the work was about seeking equilibrium between the domestic, professional and personal realms of her life, as well as exploring notions of what it is to be a good mother. She invited the group to say what her piece evoked: precariousness, balance, complexity, giving the bulbs space to grow, were a few of the reactions.
    • Mothers make art: using participatory art to explore the transition to motherhood

      Hogan, Susan; University of Derby; Health & Social Care Research Centre (Intellect and International Expressive Arts Therapy Association., 2015-06-01)
      This article explores the use of visual methods to explore women’s experience of pregnancy, childbirth and the adjustment to motherhood in a British context; it is particularly interested in thinking about whether visual methods can help deliver new insights into these experiences and what forms these might take. The work is not making universal claims about maternal experience, but rather is interested in the vibrancy, intensity and freshness that visual methods can bring to elucidate human experience.
    • Mothers' and grandmothers' perceptions relating to causality, treatment and support for families of a child with a diagnosis of attention deficit hyperactivity disorder: Applying Enosis, an alternative mixed methods approach..

      Fakis, Apostolos; Hilliam, Rachel; Townend, Michael; Stoneley, Helen; Robinson, Gary Joseph; University of Derby (Taylor and Francis, 2015-01-25)
      Background: A systemic research project was conducted to explore the views and experiences of parents and grandparents within families who have a child with a diagnosis of Attention Deficit Hyperactivity Disorder (ADHD). Secondary analysis was applied and is presented in this article based upon a novel mixed methods approach, termed 'Enosis.' Methods: Themes, which were developed through the original Interpretive Phenomenology Analysis of 11 matched interviews, were quantified using 'proportion' scoring system. Scores per family and per participant were analysed using structural equation modeling. Results: The number of children in household, the number of living grandparents, reported grandmothers' and mothers' Strengths and Difficulties scores were significantly related with families' perceptions about causality of ADHD. The grandmothers' views were significantly different to the mothers' regarding their experiences of professional treatment and support for ADHD. A child's age, number of grandchildren and participants' scores for affect of ADHD on a family's life together with a child's strengths and difficulties were significantly related to participants' and families' views about the grandmothers' support as well as reported pains and pleasures regarding their relationship with the child. Conclusion: Secondary analysis of qualitative data based on the 'Enosis' method added another dimension to interpretation of the original study results and aims. Hypotheses were supported, strengthened or challenged in relation to the original study results and further triangulation was enabled with regards to existing literature..
    • Muslim communities, crime, victimisation and criminal justice

      Spalek, Basia; Davanna, Tracey; University of Derby (University of Chicago Press, 2016-11)
    • Neuro-dramatic play and a hero's journey: a play-based approach in a UK junior school

      Holmwood, Clive; University of derby (Routledge, 2020-11-30)
      This chapter aims to consider the principles of neuro-dramatic play - NDP (Jennings 2011) as a form of pre-therapy/ structured interventional play. By running nine sessions with a group of 15 children (Years 3 to 6, 7-11 year olds), all of whom had been handpicked by school staff, due to their confidence and self-esteem issues; I will explore the notion of NDP as an effective form of low level play based intervention. By allowing the children to build bridges with each other through the play and going on a fantastical and dramatic hero’s journey, I will consider the appropriateness of NDP as a way of supporting the confidence and self-esteem of a small group of middle school age children in the UK.
    • New options for placement provision

      Partner, Alexandra; University of Derby (International Society for Radiographers and Radiological Technologists (ISRRT), 2014-06-12)
      Diagnostic Radiography is facing many challenges due to the current economic climate. According to NHS choices (2013) the National Health Service (NHS) has been undergoing major changes since April 2013 which has impacted on all vital services. There is an emphasis to become cost-efficient, more effective and more streamlined. The imaging department is one such service, the College of Radiographers (COR) (2007:17) state that there is a “pressure on clinical departments” and provide authoritative guidance, placing educators with the responsibility of design and development of practice based learning with an “increasing emphasis…placed on work-based learning” (COR, 2007:16).This is having an impact, not just on service delivery but on the quality of the learning experience for student radiographers.
    • Occupational therapists and assertive outreach

      Newberry, Karen; Terrington, Claire; University of Derby (M and K Publishing, 2016-11)
    • Older people, dementia and neuro-dramatic-play: A personal and theoretical drama therapy perspective

      Holmwood, Clive; University of Derby (Intellect, 2021-05-10)
      This conceptual article will consider Sue Jennings’ neuro-dramatic-play (NDP) as an overall theoretical framework for working with older people with dementia. NDP was developed over a number of years by pioneering UK drama therapist Sue Jennings. It is a culmination of attachment-based play, drama, movement and storytelling, and arts-based approaches that are used within drama therapy and other play and creative-based work with children. The author will consider from a personal and reflective perspective how NDP approaches can be adapted by drama therapists to work with older people with memory loss based on almost 30-years history of being involved in the field of drama therapy as a student and practioner, and his work with older people, at both the beginning of his career and his current reflections many years later.
    • On (not) listening for theory: the trainee’s use of theory as defence against the stress of beginning psychodynamic practice.

      Fang, Nini; University of Edinburgh; CPASS, University of Edinburgh, Edinburgh, UK (2017-06-20)
      This paper offers reflections on the trainee’s relationship with, and use of, theory in the early stages of psychodynamic practice. It addresses the issues of ‘listening for theory’ in the face of the unsettling, yet inevitable, stress and insecurity of beginning psychodynamic practice and the daunting awareness of the work being assessed by the training institution. While theory makes psychodynamic work possible and applying theory is explicitly welcomed in psychodynamic training, the paper argues that the unexamined use of theory is problematic as it, albeit unconsciously, is used by the trainee as a defensive retreat into a private mental sanctuary from the intimate, relational space of the consulting room and from the felt incompetence and inexperience aroused in the immediate encounter with the client. Exemplified through accounts of working with a particular client during my training, the paper examines the trainee’s evolving relationship with theory, in the light of what impedes and promotes therapeutic progress, as a significant marker of the trainee’s development to work psychodynamically.
    • On Being a Male Dramatherapist

      Holmwood, Clive; University of Derby (Routledge, 2019-07-11)
      This chapter seeks to consider from a phenomenological, systemic and attachment based perspective both training in a female dominated profession and the impact of being a male dramatherapist working with families and children for the last 20 years. It will consider from a philosophical and pragmatic perspective such questions as should male therapists work with young female survivors of sexual abuse? Can male therapists build a more positive therapeutic relationship with adolescent males who have sexually offended? To what extent can the male arts therapists represent a positive role model to adolescents with absent fathers? This chapter will attempt to lift the lid on taboos around what being a male arts therapist is really about and what they should or should not be doing in their work and why by revisiting assumptions about the role of the male therapist and maleness in the therapeutic space. It will begin to delve into areas that the male taboos around the subject areas has never ventured before.
    • An overview of the types and applications of simulation-based education within diagnostic radiography and ultrasound at two higher education institutions

      Shiner, Naomi; Pantic, V; University of Derby; University of Leeds (The Society of Radiographers: Deeson Publishing, 2019-06-02)
      The aim of this research was to explore the use of SBE across two HEIs delivering diagnostic radiography and ultrasound programmes; to inform, inspire and encourage educators across HEIs and in clinical practice to implement the use of SBE to support students in their learning.
    • A partnership approach to student mentoring

      Jinks, Gavin; University of Derby (International Forum for Peer Learning, 2019-06)
      In 2015 as Year 1 Tutor on the BA Applied Social Work I initiated a student mentoring project with the aim of increasing the support to Year 1 students. In that first year I recruited 5 student mentors from Years 2 and 3 to support incoming Year 1 students. Fast forward to 2018 and the project has grown very significantly. There are now 42 mentors, they are Year 2 and Year 3 students with a handful of graduates now in employment. Mentoring is now offered to students on all 3 years of the programme. The mentor support has a number of strands to it: A Facebook group for each of the 3 years of the programme. The Facebook group for each year has mentors from the year above so that students can raise questions and queries with peers who have the ‘been there, done that’ factor. The Facebook groups are not overseen by academic staff. This highlights a fundamental element of the project, that mentors are trusted to undertake the role. The Year 1 Facebook group is set up in the summer before their studies commence. Induction for Year 1 and Year 2 students is largely run by mentors. The mentors create activities and presentations for mentees on a range of topics. Again the mentors are trusted to prepare and present these presentations without academic interference. All Year 1 and Year 2 students have a named mentor who they can contact for guidance when they would like to talk to a peer rather than a tutor. Students who have been very successful in module assessments are invited to give guidance to students undertaking those modules the following year. All decision are made between myself and the mentors. The project won a Union of Students award in 2018.
    • Patient centred care and considerations

      Hyde, Emma; University of Derby (CRC Press/ Routledge, 2020-07-15)
      This chapter shares the findings of a large scale research project into patient centred care in diagnostic radiography.
    • Patient centred care in diagnostic radiography (Part 1): Perceptions of service users and service deliverers

      Hyde, Emma; Hardy, Maryann; University of Derby (Elsevier, 2020-06-13)
      There is growing awareness of the importance of patient centered care (PCC) in health care. Within Radiography in the UK, elements of PCC are embedded within professional body publications and guidance documents. However, there is limited research evidence exploring whether perceptions of PCC are equivalent between those delivering (radiographers) and those experiencing (patient) care. This study aimed to address this gap by determining compatibility in perceptions of PCC between those using and those delivering radiography services. This is the first step in developing measurable indicators of PCC in diagnostic radiography. A multi-method two stage approach was undertaken using survey and interview data collection techniques. Ethical approval was granted by University of Derby College of Health & Social Care Ethics committee. This paper reports Stage 1 of the study, the online, cross sectional survey. Participants were asked to indicate their level of agreement to a series of attitudinal statements using a 5-point Likert scale. Statements were paired, but not co-located to increase validity. Participants were invited to provide free text comments to supplement their responses. Stage 2 of the project is reported separately. Survey responses were received from all 3 participant subgroups. A minimum response rate of 30 participants per sub-group was set as a target. Response rates varied across subgroups, with only radiography managers failing to meet the expected response threshold. Wide disparity between perceptions of service users and those delivering radiography services on what constitutes high quality PCC was evident. It is evident that there is still work required to ensure parity between expectations of service users and deliverers on what constitutes high quality PCC. Further work is required to identify measurable service delivery outcomes that represent PCC within radiographic practice.
    • Patient centred care in diagnostic radiography (Part 3): Perceptions of student radiographers and radiography academics

      Hyde, Emma; Hardy, M; University of Derby; University of Bradford (Elsevier, 2021-01-27)
      Awareness is growing of the importance of patient centered care (PCC) in diagnostic radiography. PCC is embedded within professional body publications and guidance documents, but there is limited research evidence exploring the perceptions of student radiographers and radiography academics. This paper shares the findings of a research project seeking to define PCC in diagnostic radiography from the perspective of student radiographers and radiography academics. This paper reports Stage 1 and Stage 2 of the project from the perspective of radiography academic and student radiographer participants, and compare these to the perspective of service users, clinical radiographers and radiography managers, reported previously. Stage 1 used an online survey tool to gauge participant agreement with a series of attitudinal statements. Stage 2 used situational vignettes to promote discussion and debate about PCC approaches. Ethical approval was granted by the University of Derby College of Health & Social Care Ethics committee. Response rates to the Stage 1 survey were above the minimum threshold, with 50 responses from student radiographers and 38 responses from radiography academics. Stage 1 participants were asked to participate in Stage 2 on a voluntary basis. As with service users and service deliverers, care communication, event interactions and control over environment were the key influences on PCC. However, students highlighted differences between reported and observed levels of PCC. There is some way to go to embed PCC in diagnostic radiography practice. As impartial observers of radiography practice, student radiographers highlight the difference between service users and service deliverer’s perceptions of PCC. Whilst the focus of clinical radiographers remains on efficiency it is difficult for student radiographers to challenge the accepted norm. Role models are required to promote PCC behaviours and a holistic approach in radiography practice. A package of educational support and audit tools will be made available to support both service deliverers and student radiographers to deliver PCC.
    • Patient involvement in pressure ulcer prevention and adherence to prevention strategies: An integrative review

      Ledger, Lisa; Worsley, Peter; Hope, Jo; Schoonhoven, Lisette; University of Derby; University of Southampton; Utrecht University (Elsevier, 2019-10-14)
      Chronic wounds including pressure ulcers represent a significant burden to patients and healthcare providers. Increasingly patients are required to self-manage their care but patient adherence to prevention strategies is a significant clinical challenge. It is important to increase understanding of the factors affecting patients’ ability and willingness to follow pressure ulcer prevention interventions. To investigate from a patient perspective the factors affecting adherence to pressure ulcer prevention strategies. Integrative Literature Review Data Sources: A systematic search of electronic databases (Athens, Pub Med, Web of Science, Science Direct, AMED, CINAHL, Cochrane Library, PsychInfo, Google Scholar, Delphis) was initially conducted in May 2017 (repeated August 2018). The methodological quality was assessed using the Critical Appraisal Skills Programme (CASP) principles. The Noticing, Collecting, Thinking (NCT) model of qualitative data analysis was used to identify key themes. A total of twelve studies met the inclusion criteria and were included in the review. The majority of studies were qualitative and three key themes were identified: i) individual/daily lifestyle considerations, ii) patient involvement in the decision-making process, and iii) pain and/or discomfort. There is limited research that focuses on the patient view of factors affecting adherence to prevention measures, particularly in community settings. Individual and daily lifestyle considerations and involvement in decision-making around pressure ulcer care are important aspects from the patient perspective. Further research is necessary to explore which factors affect patient adherence in order to improve clinical practice and support patient involvement in preventative strategies.
    • Peer interactions and their benefits during occupational therapy practice placement education.

      Daniels, Nikki; University of Derby (Sage, 2010-01-01)
      Peer collaboration is believed to assist in the development of critical thinking and reflection skills. However, collaboration may be difficult to achieve in the practice placement environment because students often experience placements away from peers. This study aimed to establish the frequency and types of peer contact experienced by first year occupational therapy students during practice placement education, in order to identify any benefits from interactions during this time and to establish any unmet needs that may arise from restricted peer contact. The data from responses to a survey by 53 of a cohort of 121 students demonstrated the diversity and disparity in the opportunities available. Many interactions provided support and reassurance and made a positive contribution to learning. Return-to-university days during practice placements and regional support groups to facilitate collaboration were suggested. The analysis of an online discussion board made available to all 121 students showed that only 12 students contributed to the discussions. The perceived benefits included contact with peers and practical support from tutors. Improved education and increased input from tutors were suggested as methods to encourage more effective use of this tool, in order to meet the learning and social needs of students with limited opportunities for peer interaction during placement modules.
    • Perineal Trauma & Suturing

      Chapman, Vicky; Independent Researcher (Wiley Blackwell, 2018-01-18)