Seeing Babies in a New Light: The Life of Hanus Papousekpresents the first in-depth examination of the scientific contributions and life of Hanus Papousek (1922-2000), a leading figure in modern ...infancy research. The aim is to illuminate the research and ideas of this pediatrician and scholar who was one of the first to examine systematically the world of newborns, a relatively new area of developmental research in the mid-20th century.Papousek's pioneering studies of infants in the early 1950s in Prague are examined to show how his early conditioning studies, together with those of a handful of other researchers in the U.S., shattered prevailing views of infancy in both the East and West. The book also investigates how Papousek and his work, despite Cold War attitudes and restrictions, gradually gained international attention in the early 1960s. In 1970, he left Czechoslovakia to begin a new life in the West, first at Harvard University, and then at the Max-Planck Institute for Psychiatry in Munich. Until his retirement, Papousek published many innovative studies on parent-infant interactions and developed a theory of Intuitive Parenting with his wife, Mechthild. These theoretical and methodological contributions are discussed, as well as contemporary applications to interventions in the area of infant mental health.This book appeals to teachers and professionals working in the fields of developmental psychology, early childhood education, infancy studies, parenting, and the history of psychology--as well as students preparing for careers in these areas.
This thesis explores the perceptions of Residential Care Workers (RCWs) about how psychologically informed practice (PIP) supports change and promotes positive outcomes for children and young people ...(CYP). The four chapters are a systematic literature review, a methodological and ethical critique, an empirical research project and a reflective synthesis. A seven step meta-ethnography is used to analyse six papers and consider how PIP influences RCWs' daily practice. Findings suggest that three areas are influential in empowering and challenging staff. These are, changing thoughts and feelings, enhancing interactions and a supportive ethos. Chapter two provides a critical rationale for the chosen methodological approach. I consider the underpinning conceptual framework, including the philosophical assumptions made and the implications of my adopted researcher position. I explore ethical opportunities and challenges due to virtual adaptations. The empirical research project generates a rich picture, highlighting the experiences of RCWs and what they value about working with Educational Psychologists (EPs). I use Appreciative Inquiry as a strengths-based tool, with a virtual focus group of six RCWs. This enables a qualitative exploration based on dialogue and collaboration. A Grounded Theory analysis suggests that there are three core elements which are valued when working with EPs. Firstly, the way of being and relating, and the subsequent positioning of the EP, which is foundational. Secondly, the processes and approaches which are adopted to support readiness for informing change. Thirdly, the identified perceived needs to be targeted including staff wellbeing, and relationships with CYP. This focuses on considering language use, perception of CYP, understanding of needs and inclusive practice. The final chapter summarises the development of understanding and knowledge acquired throughout the research journey. I explore my reflections and the impact as both a researcher and practitioner. I consider potential implications for RCWs and next steps for my EP practice.
This article examines ethical considerations relevant to the formulation of psychological investigative interviewing techniques or methods. Psychology researchers are now devoting much attention to ...improving the efficacy of eliciting information in investigative interviews. Stakeholders agree that interviewing methods must be ethical. However, there is a less concerted effort at systematically delineating ethical considerations to guide the creation of interviewing methods derived from scientific psychological principles. The disclosures interviewees make may put them at considerable risk, and it is not always possible to determine beforehand whether placing interviewees under such risks is warranted. Thus, I argue that research psychologists aiming to contribute ethical methods in this context should ensure that those methods abide by a standard that actively protects interviewees against unjustified risks. Interviewing techniques should provide interviewees, particularly vulnerable ones, with enough agency to freely determine what to disclose. Researchers should explicitly indicate the boundary conditions of a method if it cannot achieve this standard. Journal editors and reviewers should request such discussions. The suggested standard tasks research psychologists to be circumspect about recommending psychological techniques without fully addressing the ethical boundaries of those methods in their publications. I explain the proposed ethical standard’s necessity and discuss how it can be applied.
This thesis is composed of three key parts, each part is divided into sections and further subsections as appropriate. The three parts are: a major literature review; an empirical study; and a ...critical appraisal. Part 1 includes a detailed summary of, and critical engagement with, existing relevant literature. This focuses on literature related to: children in care and the outcomes they experience; theoretical underpinnings of those outcomes; the voice of children in care; and the role of educational psychologists (EPs). This section concludes by outlining the rationale for the current study. Part 2 is an account of the current study. A brief summary of the theoretical rationale will be provided, followed by a detailed account of the methodology and resulting methods used within the study, including why they were chosen. Results of the study are presented and discussed, with conclusions drawn and relevance to future EP practice as well as implications for the wider knowledge base considered. Part 3 provides a critical appraisal of the research study undertaken, specifically engaging with strengths and weaknesses of the study, as well as reflections on the ontological and epistemological stances taken. This section will also consider dissemination of research findings to further inform future research and practice.
The body in psychotherapy has consistently made an appearance in theories of psychological development, psychopathology, and intervention. Less has been written about the therapist's body, however, ...there is an emerging evidence-base highlighting its potential role in the therapeutic process. Most of this research has focused on experienced practitioners, leaving the trainee body unexplored. This study seeks to address this gap by tuning into stories of the body as told by eight trainee counselling psychologists in the UK. Participants took part in semi-structured interviews, which were then transcribed and analysed using the rhizomatic-narrative approach. This combines Deleuze and Guattari's ontology of becoming with an established narrative method known as the Listening Guide. Three plots were identified, inluding 'becoming connected' (i.e. stories about developing of a sense of connection to the body), 'becoming relational' (i.e. stories about the body when entering the clinic), and 'becoming silent' (i.e. stories about sharing experiences of the body in spaces connected to the clinic). Each plot was dramatised by its own complex polyphony of voices providing a window into the beginnings of a clinical dialogue involving the body. The findings suggest that, from a narrative perspective, trainee bodily becoming was characterised by clusters of voices which were context-dependent. The body was a kind of polyvocality, open to being listened to as an evolving network of voices. The implications are that connection to the body could be fostered through an active listening process. This could both enhance bodily awareness and encourage self-reflective practice. This approach could be used in contexts of trainee learning such as supervision, reflective groups, or clinical practice, as a way of providing an additional dimension to trainees' use of self.
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