• Behaving professionally in an age of political and corporate nonsense

      Jinks, Gavin; University of Derby (Human Givens Publishing, 2020-07-03)
      This article explores how a professional might practice in an ethical and value informed manner whilst also being able to subject to scrutiny practices that might be of questionable value. The background to this discussion is the exponential rise in digital communication and the rising power of large corporate organisations.
    • Between drama education and drama therapy: international approaches to successful navigation

      Gaines, M.; Butler J. D.; Holmwood, Clive; International Drama Education Association (p-e-r-f-o-r-m-a-n-c-e, 2015-04)
      This article describes a workshop with approximately 30 drama educators, presented at the 2013 congress of the International Drama/Education Association (IDEA) that examined the overlap of drama education and drama therapy. Using the workshop experience as a backdrop, the authors discuss concepts within drama therapy that might serve to inform the use of emotion within the applied theatre space. The distinction between psychodrama and drama therapy is clarified and basic drama therapy concepts are explained. Contrary to the facilitators’ expectations, the workshop experience evoked several unifying questions and issues for participants: “How can we simultaneously address both ends of the emotional/expressive spectrum? How can I get my over-expressive students to settle down and participate so that I can attend to the less expressive students?” Questions of emotion regulation seemed to problematize classroom management concerns rather than galvanize discourse about boundaries between education and therapy. Through a dialogic exploration using forum theatre, the workshop participants engaged with their own relationship to the topics and explored potential solutions. The drama therapy concept of aesthetic distance was highlighted as a means to helping educational theatre practitioners navigate the potentially complex experiences when dealing with emotional involvement. This concept would allow for a clearer establishment of intrapersonal and interpersonal boundaries within the creation and exploration of theatre and drama. The article also calls for more substantial dialogues between applied drama/theatre professionals in order to more fully explore how to navigate the interstices between education and therapy.
    • Birth professionals make art. Using participatory arts to think about being a birthing professional

      Hogan, Susan; University of Derby (University of Derby, 2016-10-27)
      Midwifery and obstetric practices, within a stressful period of austerity for the NHS with litigation fears and pressure from the media, have an impact on the experience of all those involved: women giving birth and birthing professionals. In The Birth Project the arts are being used to interrogate this complex topic. Obstetricians, midwives, and new mothers have been given the opportunity to explore their experiences of compassion fatigue, stress, birth suffering and post-natal readjustments using the arts. These different groups have joined together in ‘mutual recovery’ events in which perspectives have been shared, primarily through elucidation of the art works produced, captured using documentary filmmaking. The raison d’etre of this project is to create dialogue between different communities of interest and experience, to use the arts to interrogate discourses, to challenge embedded assumptions, and in this process, to stimulate mutual recovery between all those who experience and are affected by birth. We situate this endeavour in the context of an emerging practice of health humanities (Crawford et al. 2014). A series of workshops with birth professionals, including professional doulas, who may have experienced vicarious trauma, whose traumatising experience is often overlooked, have used the arts to explore their experiences. This film narrates their concerns and reveals their artistic engagement.
    • The Birth Project: Using the Arts to explore birth. Interim report

      Hogan, Susan; University of Derby (University of Derby, 2016-10)
      The aim of this study was to use the arts to interrogate birth discourses, to challenge embedded assumptions, and in this process, to stimulate mutual recovery between all those who experience and are affected by birth. The research questions are: • What role might arts engagement have to play in ante-natal and post-natal care? • To what extent are hospital practices, that are iatrogenic in nature, implicated in post-natal distress? • To what extent is ‘mutual recovery’ possible through engagement with the arts, and if so, to establish what form this may take? • What, in particular, does an arts-based approach offer in exploring birth experiences and the transition to motherhood?
    • Birth shock! What role might arts engagement have to play in antenatal and postnatal care?

      Hogan, Susan; University of Derby (Intellect, 2020-06-17)
      This article shares research findings for an Arts and Humanities Research Council project called The Birth Project (grant ref. AH/K003364/1). The Birth Project has been particularly interested to explore women’s personal experience of birth and the transition to motherhood using the arts, within a participatory arts framework. It ran experiential art-based groups for mothers and a further group for birthing professionals, each over a twelve-week period to solicit in-depth qualitative data. An innovative aspect of this endeavour has been the use of film as research data, as a means of answering the research questions (through selective editing) and as the primary mode of dissemination of the research results. Results elaborated and summarized here explore the ways women and birthing professionals found the intervention useful. The project analyses the distinctive contribution of the arts and concludes that arts engagement can play a vital role in both antenatal and postnatal care.
    • Building capacity: an evaluation of the use of non-traditional placements in diagnostic radiography education

      Hyde, Emma; Errett, Sue; University of Derby (Society of Radiographers, 2017-12-01)
      This article shares the findings of a research project which evaluated student radiographers experiences of placements in a care setting, where there is no diagnostic imaging activity, and student radiographers experience of placements in private, voluntary and independent imaging settings.
    • Building capacity: an evaluation of the use of non-traditional placements in diagnostic radiography education.

      Hyde, Emma; Errett, Sue; University of Derby (UKRCO conference, 2017-06-12)
      Students studying to become a diagnostic radiographer are required to undertake clinical placements in order to gain the practical skills necessary to become a registered health care professional. This totals approximately 50% of their programme. Recent changes in technology (such as the move to digital radiography), changes to staffing levels and shift patterns, alongside increasing demand for placements, has made placement capacity a growing issue for Higher Education Institutions (HEIs)2,3,4. As part of a range of strategies designed to address capacity issues, a number of new placements in care settings, and with private, voluntary and independent providers (PVIs), were rolled out to students at one UK HEI. The care placements were expected to have the added advantage of embedding care & compassion, a key area of concern since the Francis enquiry
    • Can compassion-focused imagery be used as an attention bias modification treatment?

      Leboeuf, Isabelle; McEwan, Kirsten; Rusinek, Stéphane; Andreotti, Eva; Antoine, Pascal; Université Lille Nord de France; University of Derby (Springer, 2021-01-06)
      Compassion focused-imagery (CFI), one of the psychological interventions of compassion-focused therapy, is receiving increasing attention. It is a therapeutic tool that targets the process of self-criticism by prompting individuals to imagine themselves as compassionate or to imagine receiving compassion from an ideal compassionate other. This research examines the role of self-criticism in the attentional processing of emotional stimuli, namely, critical and compassionate facial expressions. It is hypothesized that the activation of positive social emotions through CFI plays a role in broadening attention in the processing of emotional stimuli. The McEwan Faces stimulus set, which includes critical, neutral and compassionate faces, was used to create an attentional bias task called the dot probe task. The processing of emotional faces was assessed before and after exposure to either CFI or neutral imagery, controlling for the process of sensory integration (n = 80). A between-subject analysis was used to test the hypothesis. Before the imagery task, participants tended to look away from critical faces, and their level of self-criticism played a role. Both types of imagery significantly reduced the bias away from critical faces when the stimuli were presented for 1200 ms. This effect was reversed in the neutral condition for participants with high levels of self-criticism but not in the CFI condition. Interestingly, self-criticism impacts the attentional treatment of critical faces and the effect of imagery entailing sensory integration on this treatment. CFI seems to preserve this effect for participants with high levels of self-criticism, possibly due to the activation of positive social emotions.
    • Can simulation impact on first year diagnostic radiography students' emotional preparedness to encounter open wounds on their first clinical placement: A pilot study

      Shiner, Naomi; University of Derby (Elsevier, 2019-05-11)
      This study reports on the use of moulage within a simulation to introduce first year diagnostic radiography students to open wounds in preparation for clinical practice. A mixed-method quasi-experimental design was used. Visual Analogue Scales were used to capture state feelings at the point of seeing open wounds. Interpretative Phenomenological Analysis was used to draw themes from focus groups and an interview following clinical placement. The simulation reduced negative feelings whilst emotional preparedness, distraction and excitement increased. Five major themes were identified including emotional engagement, engagement with wound, building relationships, developing professional self and simulation impact. The use of moulage and a simulation provides an opportunity to explore initial reactions. Students actively reflect on this experience during clinical practice changing practice. The impact of open wounds can be long lasting and support from radiographers should allow these new experiences to be processed reducing the risk of burnout.
    • Challenges of teaching occupation: Introduction of an occupation focused teaching tool.

      Howarth, Joan T.; Morris, Karen; Cox, Diane L.; University of Derby; University of Cumbria; Department of Therapeutic Practice, University of Derby, United Kingdom; Department of Health, Psychology and Social Studies, University of Cumbria, Carlisle, United Kingdom; Research Office & Graduate School, University of Cumbria, Lancaster, United Kingdom (Taylor and Francis, 2017-11-12)
      Occupational science is of importance to multiple disciplines due to its potential to contribute to understandings of complex social issues. “Occupation”, as a key concept of occupational science, is recognised as being highly complex, making it challenging for students to develop a comprehensive understanding of the concept. Terminology of occupational science literature has been noted at times as using the terms occupation, purposeful activity and activity interchangeably, which further adds to the challenge of teaching the concept. This paper explores evolving definitions of occupation, challenges this evolution has created within education, and the potential use of occupation as a threshold concept. Consideration of a selection of pedagogic methods used in teaching the concept of occupation is briefly explored. The paper concludes with identification of a newly developed occupation-focused teaching tool as a proposed alternative approach to teaching the concept of occupation. The teaching tool was originally developed to teach occupation as a discrete concept, rather than the therapeutic use of occupation as taught in occupational therapy education. The tool is an analogy for occupation, and has utility in supporting the transformation of students’ understanding of the concept of occupation, commensurate to understandings of occupational science.
    • Cognitive behaviour therapy for psychosis in high secure services: An exploratory hermeneutic review of the international literature

      Slater, Jonathon; Townend, Michael; University of Derby (Cambridge University Press, 2016-05-02)
      Background: Mainstream psychological interventions may need adaptation in High Secure (HS) healthcare contexts to enable better recovery, safeguard the public and offer economic value. One specific psychological intervention, cognitive behavioural therapy for psychosis (CBTp), has an already proven efficacy in aiding recovery in non-forensic populations, yet its impact in HS settings has received considerably less research attention. Aims: This exploratory review catalogues CBTp approaches used in HS hospitals and appraises impact through the inclusion of both fugitive literature and peer reviewed research. Method: A pragmatic approach was utilized through an iterative literature search strategy and hermeneutic source analysis of the identified studies. Results: Fourteen studies were identified from HS contexts from within the UK and internationally. These included group, individual therapy and CBTp linked milieus. Conclusions: CBTp is an active component of treatment in HS contexts. Some modes of delivery seem to have greater levels of efficacy with more typical HS patients. The literature indicates key differences between HS and non-HS applied CBTp. Continued application and evaluation of CBTp in HS conditions is warranted.
    • Community clinicians’ views about patient adherence to osteoporosis medication

      Cook, Marie; University of Derby (RCNi, 2018-07-23)
      Anecdotal and research evidence suggests that poor adherence and persistence with oral bisphosphonates can result in patients being at increased risk of osteoporotic fractures. Several interventions have been researched for their effectiveness with adherence and persistence, but the most effective method of supporting patients with oral bisphosphonate medications is clinician reviews, generally identified as doctors and nurses. This service evaluation aimed to explore the knowledge and views of multidisciplinary community-based clinicians about adherence and persistence with oral bisphosphonates. The results indicated a positive attitude to a multidisciplinary approach supporting patients to take their medication as prescribed, with recommendations for future research.
    • Community-based Arts and health in Britain

      Hogan, Susan; University of Derby (Cambridge Scholars Publishing, 01-08-2017)
    • Creative critical representation of the choreographer’s creation process

      Collard-Stokes, Gemma; University of Derby (Taylor & Francis, 2020-11-30)
      This review examines Jonathan Burrows: Towards a Minor Dance, a monography by Daniela Perazzo Domm published within the Palgrave Macmillan’s New World Choreographies series. Perazzo Domm’s first monograph introduces British choreographer Jonathan Burrows, whose work is considered an important contribution to contemporary performance practices’ effort to rethink what constitutes choreography. The review focuses of the books main themes of socio-political creativity and collaboration at the intersection(s) of artist, body and composition. The review observes this through the endeavour to question relational aspects between the writer and the choreographer’s creative process.
    • Crime victims: theory, policy and practice

      Spalek, Basia; University of Derby (Palgrave Macmillan, 2005-12)
      From white-collar to environmental crime, and hate crime to sexual violence, the study of victims and of the processes of victimisation is indispensable to understanding the full scale of the effects of crime in society. In this book, Basia Spalek offers a theoretically detailed and empirically rich account of how victimology has developed into a field that transcends academic disciplines and brings together researchers, practitioners, activists and community members. This second edition of Crime Victims continues to be a comprehensive and up-to-date overview of the historical, social, political and cultural issues and trends in approaches to victims and victimisation. It introduces victimological theory, explores the impacts of crime on victims, and the challenges involved in developing victim support services. In addition, acknowledging the increasing recognition of trauma as central to understanding victimisation, it includes a therapeutic toolkit for victims, offenders and practitioners working in and with the criminal justice system. With Cutting Edge Research and Case Study sections added at the end of each chapter to highlight victimology as a vibrant and continuously developing field, Crime Victims is an essential resource to a broad audience, ranging from students of victimology, criminology and sociology to practitioners and professionals.
    • Crisis management for people with dementia at home: Mixed‐methods case study research to identify critical factors for successful home treatment

      Hopkinson, Jane; King, Amanda; Young, Lucy; McEwan, Kirsten; Elliot, Fiona; Hydon, Kate; Muthukrishnan, Sabarigirivasan; Tope, Rosie; Veitch, Anne; Howells, Cristie; et al. (Wiley, 2020-08-27)
      Best practice in dementia care is support in the home. Yet, crisis is common and can often result in hospital admission with adverse consequences. The objective of this mixed‐methods case study research was to identify the critical factors for resolving crisis for a person with dementia living at home. The research was an in‐depth investigation of what happens during crisis for people with dementia and how it is managed by a Home Treatment Crisis Team to resolution and outcome at 6 weeks and 6 months. The methods were; observation of crisis management for 15 patients with dementia (max three observations per patient, total 41), interviews with patients with dementia (n = 5), carers (n = 13) and professionals (n = 14, range one to six interviews per person, total 29), focus group (nine professionals), and extraction of demographics and medical history from medical records. Analysis focused on the identification of factors important for crisis resolution and avoidance of hospital admission. Critical factors for the Home Treatment Crisis Team to enable successful crisis resolution were: immediate action to reduce risk of harm, expertise in dementia care and carer education, communication skills to establish trust and promote benefits of home treatment, shared decision‐making, medication management, addressing the needs of carers independently of the person with dementia and, local availability of respite and other community services. The Home Treatment Crisis Team integrated the seven factors to deploy a biopsychosocial systems approach with embedded respect for personhood. This approach enabled crisis resolution for a person with dementia by creating a system of services, treatments, resources and relationships, ‘Safe Dementia Space’, in the community with avoidance of hospital admission in more than 80% of referrals. The identified critical factors for crisis resolution are important considerations in the design and delivery of home treatment services for people with dementia.
    • A critical evaluation of student radiographers' experience of the transition from the classroom to their first clinical placement.

      Hyde, Emma; University of Derby (Elsevier, 2014-12-29)
      Students studying for qualifications which enable them to apply for registration as health care professionals are expected to undertake a large amount of clinical placement to support their learning. The BSc Hons Diagnostic Radiography at one post-1992 UK University is no exception. It was identified in a previous study by this researcher that a relatively large number of first year student radiographers were unsure, or nervous, about some aspects of the transition to their first clinical placement. It was felt that further investigation into the student experience of the transition to the first clinical placement was warranted.
    • Cultivating learner aspirations and self-belief

      Jinks, Gavin; Harber, Denise; University of Derby (2020-07-13)
      The research team believes that to be a successful learner, the individual has to commit to the desired outcome in two ways: s/he has to want it, so it has to be relevant and important to her/him, and s/he has to believe that s/he can be successful. The team believe that both aspirations and self-belief are affected by personal influences, cultural/community influences and structural and societal influences. The team wishes to find reasons why significant numbers of school students don’t succeed in school, why many university students "drop out" of courses or don’t achieve the standard of which they are capable, and why adults fail to engage with the community activities. The team acknowledges that the influences on prospective learners of their families, their social and cultural groups, their local communities, and wider society in general are significant, but seek to establish whether low aspirations and poor self-belief are fixed or can be changed if leaders of learning and teachers create a culture of success in their settings, and develop a growth mindset in learners. This session explores the characteristics required for a positive learning culture, and the behaviours "teachers" might utilise in order to develop aspirations and self-belief in leaners.
    • Cultivating self-belief

      Jinks, Gavin; Harber, Denise; University of Derby (International conference on education and new developments, 2019-06)
      The two presenters have very different backgrounds. Gavin Jinks is a senior lecturer in social work. Denise Harber has been a teacher, head-teacher and school adviser. Both have concluded that the ability to create self-belief in a student group, be they primary school pupils or students in higher education, is fundamental to their achievements. Gavin has been the project leader for an award winning student mentoring project on the BA Applied Social Work at the University of Derby. Denise Harber was an adviser on a team that designated a primary school in the south of England as a 'cause for concern'. She then took on the role of Head-teacher and led the school to be designated as good in a subsequent Ofsted inspection. Underpinning both of these pieces of work was a commitment to develop the self-belief of the students. This was seen as being a fundamental building block in bringing about real change in the achievements of both the students and the pupils concerned. This workshop will explore how Gavin and Denise went about these pieces of work. They will explore the transferability of these ideas to other educational settings and situations, particularly settings with traditionally low academic engagement. They will also be encouraging participants to consider how it might be possible for them to cultivate a culture of self-belief in their own students/pupils.