Increasing emphasis in recent years has been placed on how faculty, staff and students in higher education can be drawn into more collaborative learning relationships through partnership working. The significant challenges in terms of negotiating shifting roles and responsibilities have been well documented. Less attention has been paid to the affective challenges, and particularly the emotional labour involved. This paper focuses on the adoption of a partnership approach to first year peer mentoring and orientation in a large Social Science programme. Peer mentors played a critical role as designers of the programme, as partners delivering the programme, and as co-researchers, offering a unique understanding and insight into aspects of the peer mentor experience that often remain hidden. Our findings draw attention to the need to consider and manage more carefully the impact of students on each other in mentoring relationships but also suggest an opportunity to harness the mentoring experience to embed a partnership culture more fully.
Heron's six category intervention framework, delineating key intervention styles within helping relationships, was developed to guide therapeutic work but has also been applied to supervisory work. Some previous research has investigated this framework's relevance for practice but there has been no previous research analyzing its application to supervision. Following a longitudinal, naturalistic, observational case study design, this study aimed to analyze and illustrate the usefulness of the six category intervention framework as a guide for supervisory practice. Individual meetings of five supervisory dyads in an Irish transdisciplinary, brief-intervention, public youth mental health service were recorded for 6 months. A codebook applying Heron's intervention framework to supervision was developed inductively and deductively, good interrater reliability was established, and transcripts of 20 of the dyads' supervision meetings were coded and analyzed. Informative interventions were found to be most dominant, followed by supportive and prescriptive interventions. Catalytic interventions were seldom used, and confronting and cathartic interventions were rare. It is concluded that the high use of informative interventions fitted the needs of early-career supervisees and the high pace of a brief-intervention service. However, a greater balance of interventions is recommended in supervisory practice, particularly more catalytic, cathartic, and confronting interventions, in order to foster supervisee autonomy and capability. Detailed illustrations of seldom-used interventions are presented and analyzed, and opportunities for their greater use are considered. It is concluded that the six category intervention framework offers a useful guide for supervisor training and ongoing development of supervisory practice in workplace settings. Impact StatementHeron's (2001) six category intervention framework was found to be valuable for evaluating and illustrating supervisory interventions in a transdisciplinary, youth mental health service. Informative, supportive, and prescriptive interventions were predominant in the supervision of early-career practitioners within a fast-paced, brief-intervention service. This study's illustrations and analyses can help supervisors to identify opportunities for greater engagement in catalytic, cathartic, and confronting interventions, which are important in fostering supervisee autonomy and capability.
Background Limited quantitative data suggests that patients who have chronic kidney disease without kidney replacement therapy (CKD without KRT) may present with psychosocial needs just as patients who have acute kidney injury and are treated by dialysis (AKI stage 3D) do. This systematic review aims to synthesise qualitative research on patients’ experiences of CKD without KRT to provide further insight into patients’ experience of the healthcare they receive and simultaneously, their psychosocial needs, to inform the development of appropriate psychological interventions. Methods The review followed ENTREQ guidelines. PubMed/MEDLINE, PsycINFO, EMBASE and CINAHL were searched in July and August 2021. Qualitative studies in English on the experiences of CKD without KRT care were included in the review. Thematic synthesis was conducted on the findings of the included studies. Results The search identified 231 articles for screening. Eight studies met the inclusion criteria, and one was excluded at the quality assessment stage. The final seven articles [n = 130 patients] were analysed. Five themes on psychosocial needs were developed: addressing patients’ CKD-related educational needs, supporting the patient’s relationships, honouring the patient’s need for control, adjusting to change, and recognising fear of disease and treatment. Discussion This review highlights the range of psychosocial needs of patients who have CKD without KRT. There are numerous intervention options that clinicians may develop that could benefit patients and address multiple needs, such as group educational programmes. Graphical abstract
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