Happy New Year everyone!
Our current first years have settled in to life on the Trent Programme and have now completed the initial teaching block. Here is a picture of them enjoying a Christmas fuddle to mark the end of the teaching block and the beginning of them starting their clinical placements. Well done everyone, we hope you enjoy your placement and have fun starting to put everything you have learnt so far into practice!
Merry Christmas everyone!
CONGRATULATIONS to Alice, Brad, Kate and Nicolle, all current third year trainees who have recently had their systematic literature reviews published! A huge achievement and some excellent examples of the high standard of work our trainees produce. Well done!
Conlin, A., & Braham, L. (2017). Comparison of outcomes of patients with personality disorder to patients with mental illness, following discharge from medium secure hospital: systematic review. The Journal of Forensic Psychiatry & Psychology, 1-22. http://dx.doi.org/10.1080/14789949.2017.1347804
English, B., das Nair, R., & Tickle, A. (2017). Views and experiences of people with intellectual disabilities regarding intimate relationships: a qualitative metasynthesis. Sexuality and Disability. http://eprints.nottingham.ac.uk/44785/
French, K., Moghaddam, N. G., & Schröder, T. (2017). What is the Evidence for the Efficacy of Self-Help Acceptance and Commitment Therapy? A Systematic Review and Meta-Analysis. Journal of Contextual Behavioral Science. https://doi.org/10.1016/j.jcbs.2017.08.002
Morris, N., Moghaddam, N., Tickle, A., & Biswas, S. (2017). The relationship between coping style and psychological distress in people with head and neck cancer: a systematic review. Psycho‐Oncology. https://doi.org/10.1002/pon.4509
The following article has recently been accepted for publication with the Mental Health Review Journal:
Walsh, F. & Tickle, A. (2017). Listen to me, I’m talking: involvement and recovery. Mental Health Review Journal, 22 (2), 111 – 123.
Purpose – The purpose of this paper is to explore how those engaged in service user involvement (SUI) initiatives perceive involvement and recovery; whether involvement is related to their recovery process and, if so, how.
Design/methodology/approach – An exploratory qualitative method, social constructionist grounded theory, was adopted throughout the research process. Nine semi-structured interviews were undertaken with participants who self-defined as having current or previous mental health problems and who were engaged in SUI initiatives.
Findings – Most participants identified explicit links between their own experiences of SUI and recovery. These links represented a connection between the characteristics they perceived to be inherent to involvement and their personal definitions of recovery. In contrast, experiences of consultation and involvement as patient service users was limited and identified as an area for improvement. The core of the tentative grounded theory constructed suggests that individuals found in involvement elements which were concordant with and supported their own definitions of recovery and which were not apparent in their experiences as patients.
Research limitations/implications – The small sample and narrow constituency of participants limit the nature of the claims made by the study.
Practical implications – This study highlights the value of involvement in promoting recovery and indicates the merit of promoting meaningful involvement across the spectrum of the service user experience.
Originality/value – This study offers a unique contribution to the current literature, highlighting the links made between involvement and personal recovery.
Our 2nd year trainees (2015 cohort) recently went on their annual camping trip, this time to the Peak District.
“11 of us went, it’s become an annual thing we do together. We went to the lakes last year. We did a couple of long walks out in the peaks and had some chill out time away from thesis stress. Had loads of bbqs and some fresh air to clear the head! I think as a cohort we really value spending time out of the course socialising and encouraging a work life balance where possible”