Search results

Aims to examine the two main groupings of definitions of executive coaching: those which focus on learning and development leading to performance improvement and those which are located around change. From there it follows the proposition that psychological‐mindedness is the foundation of psychologically focused coaching.

Definitions of coaching are presented to set the context. Then the term psychological‐mindedness is described and the key aspects explored. These are: the capacity to reflect on one's own and others’ thoughts, feelings and behaviours, and derive meaning and learning from that reflection. It requires a level of self‐ and social awareness. The paper then looks at how psychological‐mindedness can be developed through a range of personal development processes and argues that these should be conducted both in one‐to‐one situations and in groups in order to derive the benefit of feedback. Finally, the training and development of executive coaches are explored.

The arguments presented here point to a need to shift the emphasis of coach training to incorporate an equal focus on the personal development of the coach.

There is little in the literature about executive coaching which addresses the importance of psychological‐mindedness; nor very much about how to develop it. This article also challenges the notion that advanced coach training should only focus on theory and practice development and advocates a more balanced approach.

The purpose of this paper is to outline and evaluate the development of a thinking skills programme for adults with learning disabilities at risk of offending.

The programme was evaluated over three years using self-report clinical measures related to treatment targets and feedback from participants.

Results showed a statistically significant improvement in general empathy (t=1.800, df=15, p=<0.05) and perspective taking (t=1.898, df=15, p=<0.05). Improvement in impulsivity and locus of control was not significant. Feedback from service users was positive.

Findings suggest that thinking skills programmes can be of benefit to adults with learning disabilities at risk of offending.

There is a need to provide opportunities for adults with learning disabilities to address generic deficits and factors supporting offending behaviour and to increase readiness for offence-specific treatment.

This paper seeks to identify and remedy a fundamental absence of psychological thinking in the current conceptual framework underpinning services for homeless people.

After describing the psychological limitations of current approaches to homelessness, an attempt is made to define what a psychologically‐minded service culture would look like and the concept of “re‐homing” is introduced. The concept of “psychologically informed environment” is explored as one important practical development in this direction. A brief case study is used to illustrate the power of re‐homing.

Findings and observations relating to the lack of psychologically‐informed practice within current approaches to homelessness and mental health are reported.

The originality of this paper lies in its identification of a clear psychological basis for limitations within the current service paradigm for homelessness people and its provision of a new and pragmatic concept of “re‐homing” based on the psychological‐mindedness that is already to be found in other aspects of human society and culture.

The research investigates the possibility that people in managerial positions in organisations in the former Soviet Union may not match western models of management, and may not be well suited to the new environment. The research finds many differences in psychological profile between FSU managers and western managers, and finds a common Soviet manager profile, which is a poor match to western models of management. The implications of this difference are discussed, and suggestions for coping with the difference, by management development, and by improved selection, are made.

The purpose of this paper is to summarise the development of a recovery-oriented and socially inclusive acute care clinical psychology service in one of the NHS Trusts based in East Anglia. It demonstrates the service's compliance with relevant national policies and guidelines, and addresses some of the criticisms directed at acute mental health care in recent years. Both achievements and difficulties are reflected on.

The paper employs an organisational development case example related to applicable clinical practice model, based on national guidelines and policies, in order to demonstrate that it is possible to develop and implement a recovery-oriented clinical psychology practice in acute inpatient mental health care. This is based on the authors, experiences as a public sector clinical psychologists specialising in complex, severe, and enduring mental health needs.

Clinical psychologists may effectively contribute to the development of psychosocially informed and recovery-based multidisciplinary attitudes towards emotional difficulties of individuals admitted to psychiatric wards.

Future service development project of similar nature ought to implement standardised measures (e.g. ward atmosphere scales) to increase validity of findings.

Despite limited, and continuously decreasing, resources in the NHS it appears possible to develop and establish a successful and objectively replicable provision of recovery-based psychological services across an entire acute care mental health pathway.

Recovery-enhancing clinical psychology interventions should not be limited to those receiving care from community-based services only. Building psychologically informed understanding of mental health needs should be employed on inpatient wards too, in order to counterbalance the dominating biomedical models of mental illness.

Dissemination of examples of effective psychosocial practice in acute mental health settings appears largely underrepresented.

The purpose of this paper is to examine the levels of job satisfaction (JS) and burnout among psychologists working in Irish community mental health teams (CMHTs), and the relationships between these factors and three relational predictors: teamwork, liaison with management/supervisor and relationships among co-workers. Associations with absenteeism and participants’ turnover potential were also explored.

Participants were 77 psychologists currently working in CMHTs nationwide or who had left a CMHT in the previous three years.

Liaison with management/supervisor and teamwork emerged as significant predictors of JS but not of burnout. Relationships among co-workers emerged as a significant predictor of two dimensions of burnout. JS and burnout levels had no overall significant association with absenteeism or turnover potential.

This study confirmed that well-known associations between relational aspects of one’s job and the levels of JS and burnout were also present in this sample of psychologists, highlighting the vulnerability of these professionals to the same risks that affect workers in positions requiring comparatively lower psychological-mindedness. Service providers need to consider this important factor in their efforts to enhance productivity and prevent turnover, and it can be addressed at no extra costs by optimising the use of existing resources.

This study is one of the first to focus on relational aspects of CMHTs considering a sample of psychologists. Furthermore, while the three relational factors considered have been examined before in their individual relationships to JS and burnout, this study investigates their interactions with each other.

The Improving Access to Psychological Therapies (IAPT) programme was established to treat people with mild to moderate depression and anxiety and bring them to recovery. Although the Positive Practice Guide for people with intellectual disabilities was published in 2009, no geographical areas are listed as having a special interest in specifically rolling out IAPT to people with intellectual disabilities. Issues related to whether current IAPT services can meet the needs of people with intellectual disabilities are considered, along with adaptations that would be needed to ensure the service is accessible and meets the needs of people with intellectual disabilities.

The purpose of this paper is to examine the psychometric characteristics of male offenders who joined a democratic therapeutic community and their relationship to attrition.

Residents who left therapy prematurely during the assessment phase (N = 46) and residents who left therapy prematurely during core therapy (N = 202) were compared to residents who completed therapy (N = 52) on two psychometric measures: Raven’s Standard Progressive Matrices and The Blame Attribution Inventory.

A multinomial logistic regression analysis showed higher levels of external blame can predict attrition during therapy; those with higher levels of external attribution are significantly more likely to leave therapy prematurely, including both during the assessment phase and during core therapy. Raven's Standard Progressive Matrices score did not significantly predict whether an individual left therapy prematurely.

Support was found for existing research within the academic evidence base. The findings have both empirical and clinical utility, suggesting during the assessment phase of therapy, practitioners can identify residents that may require additional support to maintain engagement, minimising the potential for premature departure. The implications of the findings are discussed, with suggestions made for future research.

Reviews empirical studies examining psychological characteristics of innovation. States that the literature was delved into to analyse characteristics which are relevant. Evaluates and discusses the various literature sources and suggests various advantages and disadvantages therein. Concludes that, though difficult, the need for the future is: more studies using the same psychological inventory across many products; more studies on the same product using many psychological inventories.