Joseph Rowntree Foundation, June 2015
This report summarises a review of psychological research into the causes and consequences of poverty. The report covers four main subject areas: social processes, mental health, genetic and environmental factors, and neurological and cognitive effects. It evaluates the scientific methodology and theory developed by poverty researchers, and highlights the potential relevance for those involved in social policy.
Click here for further information and to view the report.
Behavioural and Cognitive Psychotherapy, February 2015
Graheme Reid, Consultant Clinical Psychologist at LCFT, and his colleagues have published a new paper in the journal Behavioural and Cognitive Psychotherapy.
Exploring the Role of Mental Imagery in the Experience of Self-injury: An Interpretative Phenomenological Analysis. Peter Dargan, Graheme Reid and Suzanne Hodge
Background: Research has implicated causal, mediating and meaningful roles for mental imagery in the experience of psychological distress, including self-injury. Aims: The present study aimed to further the understanding of this relationship through exploring the lived experiences of mental imagery from the perspective of those who self-injure. Method: This study employed an inductive qualitative design using semi-structured interviews and Interpretative Phenomenological Analysis (IPA). Ten participants were recruited from universities in North West England. Results: Three main themes were identified from the analysis: (i) The origins and precipitants of self-injurious imagery; (ii) What it is like to experience self-injurious imagery; and (iii) The meaning and interpretation of self-injurious imagery. Conclusions: The study findings indicate that mental imagery is an important experience for those who self-injure. Clinical and research implications of the findings are discussed.
Please contact the Library if you would like to see this paper in full text.
Foundation for People with Learning Disabilities, October 2014
This study explores the relationships between the Improving Access to Psychological Therapies (IAPT) programme in England and people with learning disabilities and the people and services that support these service users. The study sets out to answer the following questions:
1. What are the barriers and facilitators facing people with learning disabilities in
accessing IAPT? How do these relate to the views, practices and service delivery
models described by IAPT and specialist learning disability staff in England?
2. What are the strategies and practices that staff employ to support people with
learning disabilities to make good use of IAPT services?
3. What advances are needed at the level of individual staff capabilities, service
delivery models, management, commissioning and policy development to
ensure equitable access to IAPT for people with learning disabilities?
Click here to download the report.