Purpose Extant literature exploring service user (SU) involvement in clinical psychology training has been limited by its sampling from singular training programmes and its restricted application of psychological theory. This research seeks to counter limitations by exploring SUs’ experiences across multiple clinical psychology training programmes in the UK and by deductively applying psychological theory relating to power, recovery, identity and group development. Design/methodology/approach Semi-structured interviews were conducted with 14 participants. A deductive thematic analysis was used to analyse qualitative data. Findings Five main themes were identified: environment determines sense of safety; meeting challenges; sense of purpose, worth and value; the person you see now is not the person I was; and wanting to break the glass ceiling. Research limitations/implications Carers are underrepresented and the sample does not contain SUs who were no longer involved in training. Practical implications It is important that the environment fosters psychological safety for SUs, via positive and supportive relationships with trainees and staff, with SUs being treated as equals and financially reimbursed as such. SUs and professionals need to explore managing and sharing power to enable SUs to feel valued and to reap benefits from involvement, including developing a positive sense of identity. Originality/value The research is part of the early literature exploring SUs’ experiences of involvement in clinical psychology training and is, to the best of the authors’ knowledge, the first to explore the personal effects of involvement across multiple programmes.
Background Transition between Child and Adolescent Mental Health Services (CAMHS) and Adult Mental Health Services (AMHS) can be stressful for the young person and family alike. Previous reviews have focused on specific aspects of transition or perspectives of young people, or have not used systematic approaches to data identification and analysis. The objective of this review was to develop the understanding of the transition between CAMHS and AMHS by systematically identifying and synthesising evidence regarding professionals’ and parents/carers’ perspectives. Method A systematic search in July 2018 was conducted on Medline, PsycINFO and CINAHL. Google Scholar and references of selected articles were also searched. Papers were included if they presented empirical qualitative research in peer‐reviewed journals with a primary focus on experiences of parents/carers and/or mental health professionals in relation to adolescents making the CAMHS‐AMHS transition. Data were extracted from each full‐text paper. The quality of included studies was appraised using an expanded Critical Appraisal Skills Programme (2018) tool, and studies’ results were synthesised using meta‐ethnography. Results Fourteen studies of variable quality were identified. Four main third‐order constructs were developed through synthesis: (a) Service cultures; (b) Service resources and gaps; (c) Working relationships between the services; and (d) Leaving secure relationships for new ones. Conclusions Professionals and parents experience adolescents’ transition from nurturing and comprehensive CAMHS to more individualistic AMHS as having many barriers. There is desire for better preparation for transition between services and relationships, more joint working and better CAMHS‐AMHS communication. AMHS service gaps exist, for example for those with neurodevelopmental conditions.
Purpose/Objectives To examine associations among oxidative stress, fine and visual motor abilities, and behavioral adjustment in children receiving chemotherapy for acute lymphoblastic leukemia (ALL). Design A prospective repeated measures design was used. Serial cerebrospinal fluid (CSF) samples were collected during scheduled lumbar punctures. Setting Two pediatric oncology settings in the southwestern United States. Sample Eighty-nine children with ALL were followed from diagnosis to end of chemotherapy. Methods CSF was analyzed for oxidative stress biomarkers. Children completed fine motor dexterity, visual processing speed and visual-motor integration measures at three time points. Parents completed child behavior ratings at the same times. Main Research Variables Main research variables were oxidative stress, fine motor dexterity, visual processing, visual motor integration, and behavioral adjustment. Findings Children with ALL had below average fine motor dexterity, visual processing speed, and visual-motor integration following the induction phase of ALL therapy. By end of therapy, visual processing speed normalized, while fine motor dexterity and visual-motor integration remained below average. Oxidative stress measures correlated with fine motor dexterity and visual-motor integration. Decreased motor functioning was associated with increased hyperactivity and anxiety. Conclusions Oxidative stress occurs following chemotherapy for childhood ALL and is related to impaired fine motor and visual symptoms. Implications for Nursing Early intervention should be considered to prevent fine motor and visual spatial deficits and behavioral problems. Knowledge Translation Basic science findings that chemotherapy induces oxidative stress were validated in a clinical study of children with ALL. Oxidative stress increases risk for fine motor and visual spatial problems.
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