• The schwartz center rounds: supporting mental health workers with the emotional impact of their work.

      Allen, Deborah; Spencer, Graham; McEwan, Kirsten; Catarino, Francisca; Evans, Rachael; Crooks, Sarah; Gilbert, Paul; University Hospitals Derby & Burton NHS; Derbyshire Healthcare NHS Foundation Trust; University of Derby (Wiley, 2020-05-15)
      In healthcare settings there is an emotional cost to caring which can result in compassion-fatigue, burnout, secondary trauma and compromised patient care. Innovative workplace interventions such as the Schwartz Rounds offer a group reflective practice forum for clinical and non-clinical professionals to reflect on the emotional aspects of working in healthcare. Whilst the Rounds are established in medical health practice, this study presents an evaluation of the Rounds offered to mental health services. The Rounds were piloted amongst 150 mental health professionals for 6 months and evaluated using a mixed-methods approach with standardised evaluation forms completed after each Round and a focus group (n=9) at one-month follow-up. This paper also offers a unique six-year follow-up of the evaluation of the Rounds. Rounds were rated as helpful, insightful, relevant and at six years follow-up Rounds were still rated as valuable and viewed as embedded. Focus groups indicated that Rounds were valued because of the opportunity to express emotions (in particular negative emotions towards patients that conflict with the professional care-role), share experiences, and feel validated and supported by colleagues. The findings indicate that Schwartz Rounds offer a positive application in mental healthcare settings. The study supports the use of interventions which provide an ongoing forum in which to discuss emotions, develop emotional literacy, provide peer-support and set an intention for becoming a more compassionate organisation in which to work.
    • Searching compassion in a crowd: Evaluation of a novel compassion visual search task to reduce self-criticism

      McEwan, Kirsten; Dandeneau, Stephane; Gilbert, Paul; Maratos, Frances; Andrew, Lucy; Chotai, Shivani; Elander, James; University of Derby (ECronicon Open Access, 2019-04-15)
      Background: The ability to appropriately process social stimuli such as facial expressions is crucial to emotion regulation and the maintenance of supportive interpersonal relationships. Cognitive Bias Modification Tasks (CBMTs) are being investigated as potential interventions for those who struggle to appropriately process social stimuli. Aims: Two studies aimed to assess the effectiveness of a novel computerised ‘Compassion Game’ CBMT compared with a validated ‘Self-Esteem Game’ (Study 1, n=66) and a Neutral Control Game (Study 2, n=59). Method: In each study, baseline, post-task, and one-month follow-up measures of 3 self-reported forms of self-criticism (inadequate self, hated self, and self-reassurance) were used to examine the benefits of two weeks’ attentional training. Results: Analyses show that the novel Compassion Game significantly reduced inadequate self-criticism at post and one-month follow-up (Studies 1 and 2) and increased self-reassurance (Study 1). Results also show that the Self-Esteem (Study 1) and the Neutral Control Game (Study 2), which also used social stimuli, produced reductions in inadequate self-criticism. Conclusions: Results suggest that training one’s attention toward social stimuli can improve inadequate self-criticism. Implications for the use of compassionate stimuli in such CBMTs are discussed.
    • Self-belief in education

      Jinks, Gavin; Harber, Denise; University of Derby (Human Givens Publishing, 2018-12)
    • Shifting identities: exploring occupational identity for those in recovery from an eating disorder

      Dark, Esther; Carter, Sarah; University of Derby (Emerald, 2019-11-23)
      The purpose of this paper is to explore the nature, transition and formation of occupational identity for those in recovery from eating disorders (EDs). Semi-structured “episodic” interviews were carried out with six women, self-identifying in recovery from an ED. Narrative-type-analysis produced a distilled narrative of participant’s accounts, before use of thematic analysis compared and extracted pertinent themes. During recovery from an ED, significant shifts occurred in occupational identities, moving from sole identification with the ED, to a greater understanding of self; facilitated by increased engagement in meaningful occupations, adapting occupational meaning, connecting with self and others and the importance of becoming and belonging. This is the first known piece of research exploring occupational identity in relation to EDs. The findings are applicable to occupational therapists and add to the growing body of qualitative research into ED's.
    • Shmapped: development of an app to record and promote the well-being benefits of noticing urban nature

      McEwan, Kirsten; Richardson, Miles; Brindley, Paul; Sheffield, David; Tait, Crawford; Johnson, Steve; Sutch, Hana; Ferguson, Fiona; University of Derby; University of Debry (Oxford Academic, 2019-03-05)
      The majority of research to date on the links between well-being and green spaces comes from cross-sectional studies. Shmapped is an app that allows for the collection of well-being and location data live in the field and acts as a novel dual data collection tool and well-being intervention, which prompts users to notice the good things about their surroundings. We describe the process of developing Shmapped from storyboarding, budgeting, and timescales; selecting a developer; drawing up data protection plans; and collaborating with developers and end-user testers to ultimately publishing Shmapped. The development process and end-user testing resulted in a highly functional app. Limitations and future uses of such novel dual data collection and intervention apps are discussed and recommendations are made for prospective developers and researchers.
    • A smartphone app for improving mental health through connecting with urban nature

      McEwan, Kirsten; Richardson, Miles; Sheffield, David; Ferguson, Fiona; Brindley, Paul; University of Sheffield; University of Derby (MDPI, 2019-09-12)
      In an increasingly urbanised world where mental health is currently in crisis, interventions to increase human engagement and connection with the natural environment are one of the fastest growing, most widely accessible, and cost-effective ways of improving human wellbeing. This study aimed to provide an evaluation of a smartphone app-based wellbeing intervention. In a randomised controlled trial study design, the app prompted 582 adults, including a subgroup of adults classified by baseline scores on the Recovering Quality of Life scale as having a common mental health problem (n = 148), to notice the good things about urban nature (intervention condition) or built spaces (active control). There were statistically significant and sustained improvements in wellbeing at one-month follow-up. Importantly, in the noticing urban nature condition, compared to a built space control, improvements in quality of life reached statistical significance for all adults and clinical significance for those classified as having a mental health difficulty. This improvement in wellbeing was partly explained by significant increases in nature connectedness and positive affect. This study provides the first controlled experimental evidence that noticing the good things about urban nature has strong clinical potential as a wellbeing intervention and social prescription.
    • A smoother ride: facilitating the transition between classroom and clinical placement

      Hyde, Emma; University of Derby (NET 2014 conference, 2014-09-02)
      The findings of my research around the transition first year student radiographers undergo when they start their first clinical placement.
    • Sonographic parameters for diagnosing fetal head engagement during labour.

      Wiafe, Yaw Amo; Whitehead, Bill; Venables, Heather; Odoi, Alexander T.; University of Derby; Kwame Nkrumah University of Science and Technolog; Department of Nursing, Radiography and Healthcare, University of Derby, Derby, UK; Department of Nursing, Radiography and Healthcare, University of Derby, Derby, UK; Department of Nursing, Radiography and Healthcare, University of Derby, Derby, UK; Department of Obstetrics and Gynaecology, School of Medical Sciences, Kwame Nkrumah University of Science and Technology and Komfo Anokye Teaching Hospital, Kumasi, Ghana (Sage, 2018-02-01)
      The purpose of this study was to investigate the diagnostic performance of the head–perineum distance, angle of progression, and the head–symphysis distance as intrapartum ultrasound parameters in the determination of an engaged fetal head. Two hundred and one women in labour underwent both ultrasound and digital vaginal examination in the estimation of fetal head station. The transperineal ultrasound measured head–perineum distance, angle of progression, and head–symphysis distance for values correlating with digital vaginal examination head station. Using station 0 as the minimum level of head engagement, correlating cutoff values for head–perineum distance, angle of progression, and head–symphysis distance were obtained. Receiver operating characteristics were used in determining the diagnostic performance of these cut-off values for the detection of fetal head engagement. With head–perineum distance of 3.6 cm the sensitivity and specificity of sonographic determination of engaged fetal head were 78.7 and 72.3%, respectively. A head–symphysis distance of 2.8 cm also had sensitivity and specificity of 74.5 and 70.8%, respectively, in determining engagement, whilst an angle of progression of 101 was consistent with engagement by digital vaginal examination with 68.1% sensitivity and 68.2% specificity. Ultrasound shows high diagnostic performance in determining engaged fetal head at a head–perineum distance of 3.6 cm, head–symphysis distance of 2.8 cm, and angle of progression of 101.
    • Student mentoring and peer learning.

      Jinks, Gavin; Maneely-Edmunds, Carl; University of Derby (2018-03-27)
      A presentation exploring the implementation of a student mentoring and peer learning project on the BA Social Work programme at the University of Derby
    • Student Mentoring and peer learning: a partnership approach.

      Jinks, Gavin; University of Derby (International Perspectives In Education Conference 2018, 2018-10)
      In 2015 I initiated a student mentoring and peer assisted learning project for year 1 students on the BA Applied Social Work at the University of Derby. Initially this was a small and low key idea. I recruited 5 students from the 2nd and 3rd years to run a short session during induction week and to be contactable so that the new year 1s could raise any questions and queries which they preferred not to raise with tutors. On review discussions with both mentors and mentees indicated that year 1 students wanted to have a significantly developed student mentoring scheme. The following year 19 further mentors were recruited from year 1 in order to develop the project. Mentors took responsibility for 2 full days of student induction. A number of mentor led presentations were delivered during Induction Week on a range of topics. They also took responsibility for setting up and managing a Facebook group for the new year 1 students. The Facebook group was set up in the summer before the new year 1s began the degree programme and allowed information to be given to new students as well as providing an opportunity for the new students to raise questions with their peers in years 2 and 3. Student mentors were also involved in providing assignment guidance to year 1 students for subjects in which those mentors had been very successful. Mentors were also involved in co-teaching module learning input for topics in which they had demonstrated significant knowledge or expertise. As we move into the 3rd year of the project the plan is to expand the remit so that year 2 students also receive mentoring from year 3 mentors. There is also a plan for the creation of mentor led study groups. A ‘mentor away day’ will take place in May 2018 to review the project so far and plan for the forthcoming academic year. A key feature of the approach taken is that decisions are based on a partnership between myself and the student mentors. Decision making is based on consensus and mentors have significant responsibility for their input. Another key finding thus far has been the enthusiasm with which those invited to take on the student mentor role have responded. The philosophy of partnership has undoubtedly resulted in mentors articulating a real sense of ownership regarding the project and its development. Equally striking has been the sense of being valued that mentors experience.
    • Student mentoring: An exploration of the benefits of student mentors for year 1 students on an undergraduate programme.

      Jinks, Gavin; University of Derby (International Academy of Technology, Education and Development (IATED), 2017-11)
      In 2015 I introduced the idea of student mentors for year 1 students on the BA Applied Social Work at the University of Derby. This was a small and low key idea. I recruited 5 students from the 2nd and 3rd years to run a short session during induction week and to be contactable so that new year 1s could raise questions and queries which they preferred not to raise with tutors. Discussions with all involved indicated that year 1 students wanted to have a significantly developed student mentoring scheme. So this year 19 further mentors have been recruited from current year 1 in order to develop the scheme. For 2017-18 the mentors are taking responsibility for 2 full days of student induction. They are taking responsibility for setting up and managing a Facebook group for the new year 1 students. This group will allow information to be given to new students as well as providing an opportunity for them to raise questions. Student mentors will also be involved in providing assignment guidance to year 1 students for subjects in which those mentors have been very successful. A key finding thus far has been the enthusiasm with which those invited to take on the student mentor role have responded. Keywords:
    • Student-generated video creation for assessment: can it transform assessment within Higher Education?

      Hawley, Ruth; Allen, Cate; University of Derby (De Gruyter, 2018-12-31)
      Student-generated video creation assessments are an innovative and emerging form of assessment in higher education. Academic staff may be understandably reluctant to transform assessment practices without robust evidence of the benefits and rationale for doing so and some guidance regarding how to do so successfully. A systematic approach to searching the literature was conducted to identify relevant resources, which generated key documents, authors and internet sources which were thematically analysed. This comprehensive critical synthesis of literature is presented here under the headings of findings from literature, relevance of digital capabilities, understanding the influence of local context and resources, and pedagogical considerations. Student-generated video creation for assessment is shown to have several benefits, notably in supporting development of digital and communication skills relevant to today’s world and in enhancing learning. As an emerging innovation within assessment, intentionally planning and supporting a change management process with both students and staff is required. The importance of alignment to learning outcomes, context and resources, choice of video format to desired skills development, and to relevance beyond graduation is emphasised for video creation in assessment to be used successfully. Video creation for assessment is likely to grow in popularity and it is hoped the evidence of benefits, rationale and guidance as to how to do this effectively presented here will support this transformation. Further research to consider video creation for assessment with individuals rather than collaborative group assessments, and to establish academic rigour and equivalence would be beneficial.
    • Then there were three - 'The show must go on'.

      Bird, Drew; University of Derby (British Association of Dramatherapists Annual Conference, 2010-09-11)
      This Theatrical show will develop ideas of Peter Brook's empty space and Lecoq's neutral space and how this utilizes the imagination. The content will be an exploration of loss, isolation and the struggle to adapt to change and the utilization of the imagination to explore somatic memory. The show will explore the memories of the body which conflict with the memories of the mind. The drama will present a show struggling to continue and how this impacts on the diminishing cast who are axed one by one as the play his financial crises. The show has been running many years and the attracted large audiences in the past and yet still continues to try and capture the glory days. The show explores the characters' struggle to reconcile the changes in the show and their difficulty responding to the changes, still replaying out the same scenes with an imaginary cast. The show develops the ideas of Psychiatrist and Hypnotherapist Milton Erikson who said there are no resistant clients just inflexible therapists. This is a development of the Buddhist idea of a fixed self and how such a narrative can impact on the ability to navigate the necessary challenges through the journey of life and as a therapist. Themes include existentialism, Jung's individuation process, rites of passage, improvisation and the development of the self and dramatherapists need to be flexible in order to attune to change and the needs of the clients. The show locates the importance of theater at the heart of the transformation process and how working with the physical body can access Stanislavsky's ideas of emotional memory and access the unconscious. The show will demonstrate the power of Brectian approaches to theater and the role the audience plays in the show as part of the shared transformation of change.
    • Towards a drama therapy pedagogy: An a/r/tographic study using dramatic improvisation

      Bird, Drew; Tozer, Katy; University of Derby (Intellect, 2016-10-01)
      This article explores the role of the art form in both research and teaching practice for the delivery of an MA drama therapy program in the United Kingdom. A/r/tography as the chosen research methodology makes central the artistic process to inform teaching and research through ongoing reflexivity using dramatic improvisation. Seven phases (renderings) illustrate the development towards formulating a drama therapy pedagogy. The authors explore disseminating the research through performance as another form of praxis.
    • The tyranny of expectations of post-natal delight: gendered happiness

      Hogan, Susan; University of Derby (Taylor and Francis, 2016-09-30)
      This article explores the contested nature of childbirth practices with a historical perspective. The article discusses the modern medical/interventionist model of birth now predominant in the UK and examines the consequences of prevailing norms for women. It includes some reflections on the regulation of pregnancy and the transition to motherhood and notes some counter-cultural movements such as ‘free-birthing’.
    • Unpacking gender in art therapy: The elephant at the art therapy easel

      Hogan, Susan; Cornish, Shelagh; University of Derby,; Health & Social Care Research Centre (2014-10-28)
      A national survey of registered art therapists in Britain was undertaken to create both quantitative and qualitative data about how ethnicity, gender and sexual orientation influence the therapeutic relationship. A tick-box scale was used alongside more open questions. This article presents the initial findings of the research and will focus on gender issues in the art therapy relationship; it will elucidate some of the ways in which art therapists conceptualise gender in the therapeutic alliance. The research indicates that the overwhelming majority of art therapists think that their own gender is very important to the therapeutic encounter. The personal preference of the client, personal history and presenting issues, which may be gender related, are highlighted by both male and female respondents. Art therapists seek to be aware and non-judgemental regarding gender. An interesting finding highlights that the transference gender might not correspond to the biological sex, suggesting that some art therapists have a ‘mobile’ understanding of gender, and are keen not to foreclose conceptual possibilities because of gender. This would also seem to indicate a permeation of postmodernist ideas into art therapy thinking.
    • The use of simulation and moulage in undergraduate diagnostic radiography education: A burns scenario

      Shiner, Naomi; University of Derby (Elsevier, 2019-01-08)
      There is a national drive to increase allied health professions simulation training. However, there is a paucity of literature within diagnostic radiography in relation to clinical simulation. No research could be found regarding the impact of simulation in radiography with complex clinical burns scenarios.This research aims to explore the perceptions of radiography undergraduate students regarding their preparedness for the complex care requirements in imaging examinations of clinical burns cases using a mixed methods approach. A small-scale simulation-based teaching session was developed in a Scottish HEI, using role play and moulage to create realism. Twenty-eight undergraduate student radiographers participated in the scenario. Students completed pre- and post-scenario questionnaires using Likert scale and free response data. Focus groups were undertaken three months after the simulation to obtain rich qualitative data. Common themes were identified via a process of initial coding and a 6-phase thematic analysis. Thematic analysis demonstrated a marked increased perception of preparedness post-scenario; students felt more prepared to undertake their role in the imaging of complex care patients (Likert scoring increased with both mode and median post-scenario). Common themes that were identified were patient centeredness, realism and learning. Within this limited pilot project, the use of simulation was an effective means of preparing students to understand their role within the complex care setting (with respect to the traumatic realism of burns) in preparedness for professional practice. Additionally, students related to the practical understanding of the complexity of human factors that exist within clinical practice.
    • Using social media to promote the radiography subject area

      Partner, Alexandra; Hyde, Emma; University of Derby (United Kingdom Radiological Congress, 2014-06-09)
      • Aims/Objectives - To share our experiences of using social media to raise the profile of the Radiography Subject Area . -To illustrate how social media can be used promote a team’s authority to teach, and support recruitment • Content of presentation The Radiography Subject Area Facebook page was launched in January 2013. It was designed to raise our profile with potential students, current students, and stakeholders such as clinical partners. The Facebook page is used by the team to showcase innovative teaching sessions, and key events that the subject area is involved in. Alongside the Facebook page, a number of staff created their own LinkedIn profiles. These profiles allow staff to showcase their skills & expertise, and create links to work they have done e.g. publications. • Relevance/Impact The reach of the Facebook page is proving substantial, with some posts (such as the heart dissection) being seen by over 400 people. The use of LinkedIn profiles has aided in networking by allowing staff to connect with both senior academics within our own institution, and key figures within the radiography profession. • Outcomes The careful use of social media has many potential benefits to HE programmes, in particular for communication and networking (Jadu, 2009). As such it was part of our strategy for 2012-13 to embed social media into our subject area. • Discussion There are plans to extend the use of Social Media to include a YouTube channel and to look at Twitter, Pinterest and Flickr. Promotion of our Facebook page is on-going.
    • The value of art therapy in antenatal and postnatal care: A brief literature review with recommendations for future research

      Hogan, Susan; Sheffield, David; Woodward, Amelia; University of Derby (Taylor & Francis, 2017-09-01)
      There is a very small body of literature addressing the use of the arts or art therapy in antenatal and post-natal care, and much of it is qualitative, including some rich and complex data which is worthy of discussion and consideration. Overall, it points to a promising use of supportive and therapeutic arts in this area. This article presents some background on the use of the arts specifically focusing on post-natal depression and birth trauma. It then moves on to present a brief survey of literature in the field, followed by some further reflections and discussion about further research needed to establish clinical utility and economic viability.
    • Values and ethics in CBT

      Kingdon, David; Maguire, Nick; Stalmeisters, Dzintra; Townend, Michael; University of Derby (Sage, 2017-03-17)
      This book covers the values and ethics in the field of CBT.