Intensive Short Term Psychodynamic Therapy (ISTDP) has demonstrated promising evidence for the treatment of several Functional Neurological Disorders (FND) including dissociative seizures. However, its implementation in secondary mental health and specialist services within the English National Health Service (NHS) is scarce. The aim of this pilot study was to explore the estimates of the therapeutic effects of a 3-session course of this treatment as well as establish safety and acceptability for a complex patient group. Method: The study followed a mixed methods case series design and recruited 18 patients from secondary adult mental health care and specialist neurology services. Participants completed self-report outcome measures at the start, at the end and 1-month following the completion of therapy. Three open ended questions examined their therapy experiences qualitatively and these were analysed through thematic analysis. Results: All participants who started the treatment (N=17) completed the intervention and attendance rates were very high (95%). No serious adverse effects were observed, and the CORE-OM and BSI showed improvements both at the end of the treatment and at follow-up. Healthcare utilisation was also reduced including acute medications, A&E attendances, and crisis line usage. Conclusions: The results provide preliminary support for the safe use of ISTDP in this complex group of participants but further evidence from controlled and randomized studies is warranted.
Nurturing approaches (NA) derived from the need to support children’s social, emotional and behavioural development and their ability to build secure relationships with others (Boxall, 2002). This systematic review follows Hughes and Schlösser’s (2014) review of the effectiveness of nurture groups (NGs). The purpose was two-fold: To assess whether the issues highlighted by Hughes and Schlösser (2014) have been addressed; and to evaluate the quality of evidence supporting the implementation of NAs in primary schools across Scotland. Both NGs and whole-school nurture were included, reflecting current nurturing practices in Scotland. 647 articles were initially sourced from a range of databases. Following eligibility screening, eight peer-reviewed articles were identified for appraisal and synthesis using the Downs and Black (1998) research quality checklist and National Institute for Health and Care Excellence (2012) guidelines. A range of methodological approaches and findings were reported, such as: Improvements in relationships, social skills, emotional regulation, academic engagement and attitudes towards school. Overall, NAs have been shown to relate to positive outcomes for primary school-aged children. However, due to a number of methodological issues, the reliability and generalisability of these findings were questionable. The findings were discussed in relation to the current Scottish context. The rise of whole-school approaches; the importance of inclusive practice; considerations for the use of quantitative and qualitative research in education; and considerations around the impact of the current Covid-19 pandemic were included. Implications for educational psychology practice and future research were discussed, in addition to the limitations of the current review.
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