Dr Maria Castro Romero (DClinPsy) has a Narrative and Liberation Psychology approach to her therapeutic, supervision, teaching and research work. She has many years of experience in mental health in the NHS (and some in the private and charitable sectors), mostly working with minorities and marginalised groups. For 14 years, she was Senior Lecturer and Academic Tutor of the UEL Professional Doctorate in Clinical Psychology Programme.
A brief chapter on a collective narrative practice and research based on the metaphor of the Ball... more A brief chapter on a collective narrative practice and research based on the metaphor of the Balloon Journey Through Life (akin to the Tree of Life).
In the book: Terapia narrativa en la práctica: ampliando historias de resistencia (Narrative therapy in practice: amplifying resistance stories)
In this conversaiton with Martinican Sociologist Juliette Smeralda, the concept of 'decolonisaito... more In this conversaiton with Martinican Sociologist Juliette Smeralda, the concept of 'decolonisaiton' is unpacked
The number of people in exile is rising. Sexual and ethnic minority refugee and asylum-seeking pe... more The number of people in exile is rising. Sexual and ethnic minority refugee and asylum-seeking people present with special needs. This study utilised a collective narrative participatory design to explore how storying collective ways of resisting the effects of trauma, amongst gay and lesbian forced migrant people of Black African and Asian backgrounds in an urban context (London, UK) can be constitutive of healing. To do this, purposeful sampling procedures were pursued. Data collection was through individual and group format story telling sessions. Both sessions were structured around a co-constructed metaphor ‘Passport of Life’. Narrative analysis was employed to examine the data, co-shaped with participants. Findings indicate that participants’ (collective) storytelling is crafted as a site for resistances to emerge and be re-affirmed. Resistance pathways are inextricably linked to participants’ diverse subjectivities. Healing is constituted as a dynamic process, bound by narrated and physical configurations of spaces of togetherness, which have re-definitional, hope-inducing, and social justice properties. The results support the use of participatory and narrative means for expanding (untold) stories of overcoming and supporting opportunities for healing and redress amongst this population. Implications for policy making, research, and psychological practice are considered.
As demanded by Argentinian cartoonist Quino’s (2014) character Libertad (meaning freedom), the La... more As demanded by Argentinian cartoonist Quino’s (2014) character Libertad (meaning freedom), the Latin American tradition of Liberation Psychology has explicitly called for a decolonising praxis since the 1970s. Such call has implications for training courses in psychology and other fields related to health and wellbeing, such as psychiatrists or social workers. However, there are various challenges in translating a decolonial rhetoric into concrete practice within the classroom, research and practice placements. This paper presents an account of experience and dialogues between two liberatory and critical community psychology educators in universities from the UK and Ecuador. Based on an international participatory roundtable on decolonisation and a pedagogical exchange between their students, the authors discuss the limitations and possibilities of engaging in a ‘new praxis’ that is both decolonial and liberatory.
This is the editorial setting the context to a "special issue conceived as a contribution to shif... more This is the editorial setting the context to a "special issue conceived as a contribution to shifting the gravitational centre of globalised hegemonic knowledge about ‘mental health’ to perspectives from Abya Yala (Latin America) about ‘wellbeing’."
We have known each other personally for over a decade and although we were developing our praxis ... more We have known each other personally for over a decade and although we were developing our praxis in similar directions, we connected professionally at the Eighth European Congress of Community Psychology. Maria was leading a roundtable discussion with Mark Burton, Raquel Guzzo, Steve Melluish and clinical psychology trainees, on what European community psychology can learn from Latin America, where Taiwo was participating. This was the starting point of conversations and Maria inviting Taiwo to teach liberation psychology together. This chapter is based on our experience of joint teaching on a London-based Professional Doctorate in Clinical Psychology course since 2011 (brief excerpts from the tapes of our teaching session in October 2013 appear in quotation marks and italics), and recorded dialogues between us taking place over meetings between November 2013 and February 2014. This chapter has offered us the opportunity to reflect and build on this shared teaching journey and to sh...
Handbook of Professional and Ethical Practice for Psychologists, Counsellors and Psychotherapists, 2004
A professional discipline's ethical code is meant to reflect the profession's val... more A professional discipline's ethical code is meant to reflect the profession's values and purposes, and it is each individual's responsibility to know, understand and professionally abide to the particular standards for the professional group of which they are a member. However, teaching ethics cannot be a mere translation of teaching professional codes. Since ethics are not universal, the chapter will begin by briefly commenting on ethics codes in the UK and those of several other countries, to demonstrate how professional ethic codes are borne out of particular contexts, followed by: the link between the personal and the professional some ways in which we can harness trainees' development as ethical professionals how we can measure teaching and practice/placement outcomes Different aspects of this chapter will be relevant to the diverse professional training courses available for psychologists, counsellors and psychotherapists, with this chapter particularly focusing on the teaching of ethics. Whilst the aim of this chapter is to be of use to trainers and trainees in any of the wide range of available courses, specific examples from personal experience teaching on the Professional Doctorate in Clinical Psychology at the University of East London (UEL) will be utilised to ground the discussion.
Purpose – The purpose of this paper is to develop an approach within the guidance of the Mental C... more Purpose – The purpose of this paper is to develop an approach within the guidance of the Mental Capacity Act (2005) to meaningfully include people diagnosed with dementia (PDwD) in research endeavours. Design/methodology/approach – As part of a broader study of self-authored narratives of care experiences, PDwD were involved in the development and implementation of a process method of consent, in which consent conversations were contextual, responsive and ongoing, and were audited with the use of field diaries. Findings – Working within people’s relational contexts (i.e. care staff and family), eight participants with a range of dementia diagnoses and care needs made and verbally communicated research-related decisions. A desire to participate was consistently conveyed across research encounters, regardless of the extent of memory problems. Participants also demonstrated keen awareness of the links between memory problems, rights and inclusion, alongside a sense of personal identity...
The purpose of this paper is to develop an approach within the guidance of the Mental Capacity Ac... more The purpose of this paper is to develop an approach within the guidance of the Mental Capacity Act (2005) to meaningfully include people diagnosed with dementia (PDwD) in research endeavours. As part of a broader study of self-authored narratives of care experiences, PDwD were involved in the development and implementation of a process method of consent, in which consent conversations were contextual, responsive and ongoing, and were audited with the use of field diaries. Working within people's relational contexts (i.e. care staff and family), eight participants with a range of dementia diagnoses and care needs made and verbally communicated research-related decisions. A desire to participate was consistently conveyed across research encounters, regardless of the extent of memory problems. Participants also demonstrated keen awareness of the links between memory problems, rights and inclusion, alongside a sense of personal identity and the capacities to clearly communicate this. A process model of consent encouraged formal reflection upon ethical and pragmatic complexities, and is relevant to persons diagnosed with dementia making both care-and research-related decisions. Further work is needed to include people with a broader range of communication support needs. This research demonstrates substantial possibilities for eliciting and responding to the views of people with dementia diagnoses (previously excluded from research). Results open opportunities for genuine long-term research and care partnerships with PDwD for practice, service and policy development.
Liberatory praxis is often associated with high levels of activity or activism, in turn associate... more Liberatory praxis is often associated with high levels of activity or activism, in turn associated with younger generations; the underlying (and mistaken) assumption being that ‘older people’ do not have the energy or level of activity necessary to make social changes. In the UK, liberatory praxis has not focused specifically on older generations. This chapter will provide an overview and include stories of liberatory praxis alongside elders.
A professional discipline's ethical code is meant to reflect the profession's values and purposes... more A professional discipline's ethical code is meant to reflect the profession's values and purposes, and it is each individual's responsibility to know, understand and professionally abide to the particular standards for the professional group of which they are a member. However, teaching ethics cannot be a mere translation of teaching professional codes. Since ethics are not universal, the chapter will begin by briefly commenting on ethics codes in the UK and those of several other countries, to demonstrate how professional ethic codes are borne out of particular contexts, followed by: the link between the personal and the professional some ways in which we can harness trainees' development as ethical professionals how we can measure teaching and practice/placement outcomes Different aspects of this chapter will be relevant to the diverse professional training courses available for psychologists, counsellors and psychotherapists, with this chapter particularly focusing on the teaching of ethics. Whilst the aim of this chapter is to be of use to trainers and trainees in any of the wide range of available courses, specific examples from personal experience teaching on the Professional Doctorate in Clinical Psychology at the University of East London (UEL) will be utilised to ground the discussion.
In the UK, low-intensity cognitive-behavioural therapy (LICBT) is offered as costeffective
interv... more In the UK, low-intensity cognitive-behavioural therapy (LICBT) is offered as costeffective intervention for anxiety and depression in primary care. Whilst research with Latino migrants in the USA highlights the suitability of CBT interventions with this group, these findings may not be generalisable to the UK, due to different sociopolitical circumstances. This mixed-method study explores the effectiveness and meaning of an LICBT group-intervention for Latino migrants in London. Eight participants attended a four-week workshop on anxiety management in Spanish, and pre- and post-intervention scores in CORE-OM, PHQ-9 and GAD-7 were compared. Additionally, focus groups about the intervention were thematically analysed. Although not statistically significant, a trend towards decreasing anxiety levels was identified (p = 0.06). Three of the four themes generated from participants’ analysis of their experience are summarised and discussed. These include positive aspects of the intervention and its limitations. Whilst valuing LICBT interventions, participants considered further input necessary. Potential clinical implications as well as recommendations for further research are discussed.
This chapter provides an overview of the structure and content of clinical psychology training, t... more This chapter provides an overview of the structure and content of clinical psychology training, the main settings in which clinical psychologists work and types of work they do. It also describes some of the major issues relevant to training and practice in light of some current debates. These include the challenges arising out of likely changes to the structure of the NHS and developments in the provision of some areas of service; key contributions of clinical psychology to national health and social priorities; important aspects such as appropriate models for training and the relationship between the personal and professio nal; and the uncertainty for training courses at times of financial and political upheaval. In the context of recent government policies (such as National Institute for Clinical Excellence guidelines, New Ways of Working for Applied Psychologists, and the Improv ing Access to Psychological Therapies initiative) and changes in statutory registration, clinical psychology is at a crucial stage in its development as a key profession in the NHS in the area of healthcare.
Narrative-based research in dementia is limited. Theorists emphasise certain aspects as core feat... more Narrative-based research in dementia is limited. Theorists emphasise certain aspects as core features of 'analysable' narratives, such as temporality, that are not reliably present in the narratives of people diagnosed with dementia. Through narrative analysis, this study presents evidence that attending to the narratives of people with dementia provides valuable understandings. This study is underpinned by social constructionist epistemology, which points to the socially constructed character of our worlds (including our experience and identity), in that we both co-create and are co-created by our social realities. A range of themes were named. Some narratives evidenced the speakers' lack of control or agency over their own experiences, appearing to coincide with constructions of low self-esteem and hopelessness. Some narratives showed instances in which others positioned speakers into identities that were contradictory to their Self-constructs. Yet other narratives demonstrated that, through acknowledgement and support of their 'personhood', speakers retained a sense of control and purpose in their social worlds.
This paper explores the experiences of women who ‘hear voices’ (auditory verbal hallucinations). ... more This paper explores the experiences of women who ‘hear voices’ (auditory verbal hallucinations). We begin by examining historical understandings of women hearing voices, showing these have been driven by androcentric theories of how women’s bodies functioned, leading to women being viewed as requiring their voices be interpreted by men. We show the twentiethcentury was associated with recognition that the mental violation of women’s minds (represented by some voice-hearing) was often a consequence of the physical violation of women’s bodies. We next report the results of a qualitative study into voicehearing women’s experiences (N=8). This found similarities between women’s relationships with their voices and their relationships with others and the wider social context. Finally, we present results from a quantitative study comparing voicehearing in women (n=65) and men (n=132) in a psychiatric setting. Women were more likely than men to have certain forms of voice-hearing (voices conversing) and to have antecedent events of trauma, physical illness, and relationship problems. Voices identified as female may have a more positive affective tone than male ones. We conclude that women voice-hearers have and continue to face specific challenges worthy of research and activism, and hope this paper will act as a stimulus to such work.
A brief chapter on a collective narrative practice and research based on the metaphor of the Ball... more A brief chapter on a collective narrative practice and research based on the metaphor of the Balloon Journey Through Life (akin to the Tree of Life).
In the book: Terapia narrativa en la práctica: ampliando historias de resistencia (Narrative therapy in practice: amplifying resistance stories)
In this conversaiton with Martinican Sociologist Juliette Smeralda, the concept of 'decolonisaito... more In this conversaiton with Martinican Sociologist Juliette Smeralda, the concept of 'decolonisaiton' is unpacked
The number of people in exile is rising. Sexual and ethnic minority refugee and asylum-seeking pe... more The number of people in exile is rising. Sexual and ethnic minority refugee and asylum-seeking people present with special needs. This study utilised a collective narrative participatory design to explore how storying collective ways of resisting the effects of trauma, amongst gay and lesbian forced migrant people of Black African and Asian backgrounds in an urban context (London, UK) can be constitutive of healing. To do this, purposeful sampling procedures were pursued. Data collection was through individual and group format story telling sessions. Both sessions were structured around a co-constructed metaphor ‘Passport of Life’. Narrative analysis was employed to examine the data, co-shaped with participants. Findings indicate that participants’ (collective) storytelling is crafted as a site for resistances to emerge and be re-affirmed. Resistance pathways are inextricably linked to participants’ diverse subjectivities. Healing is constituted as a dynamic process, bound by narrated and physical configurations of spaces of togetherness, which have re-definitional, hope-inducing, and social justice properties. The results support the use of participatory and narrative means for expanding (untold) stories of overcoming and supporting opportunities for healing and redress amongst this population. Implications for policy making, research, and psychological practice are considered.
As demanded by Argentinian cartoonist Quino’s (2014) character Libertad (meaning freedom), the La... more As demanded by Argentinian cartoonist Quino’s (2014) character Libertad (meaning freedom), the Latin American tradition of Liberation Psychology has explicitly called for a decolonising praxis since the 1970s. Such call has implications for training courses in psychology and other fields related to health and wellbeing, such as psychiatrists or social workers. However, there are various challenges in translating a decolonial rhetoric into concrete practice within the classroom, research and practice placements. This paper presents an account of experience and dialogues between two liberatory and critical community psychology educators in universities from the UK and Ecuador. Based on an international participatory roundtable on decolonisation and a pedagogical exchange between their students, the authors discuss the limitations and possibilities of engaging in a ‘new praxis’ that is both decolonial and liberatory.
This is the editorial setting the context to a "special issue conceived as a contribution to shif... more This is the editorial setting the context to a "special issue conceived as a contribution to shifting the gravitational centre of globalised hegemonic knowledge about ‘mental health’ to perspectives from Abya Yala (Latin America) about ‘wellbeing’."
We have known each other personally for over a decade and although we were developing our praxis ... more We have known each other personally for over a decade and although we were developing our praxis in similar directions, we connected professionally at the Eighth European Congress of Community Psychology. Maria was leading a roundtable discussion with Mark Burton, Raquel Guzzo, Steve Melluish and clinical psychology trainees, on what European community psychology can learn from Latin America, where Taiwo was participating. This was the starting point of conversations and Maria inviting Taiwo to teach liberation psychology together. This chapter is based on our experience of joint teaching on a London-based Professional Doctorate in Clinical Psychology course since 2011 (brief excerpts from the tapes of our teaching session in October 2013 appear in quotation marks and italics), and recorded dialogues between us taking place over meetings between November 2013 and February 2014. This chapter has offered us the opportunity to reflect and build on this shared teaching journey and to sh...
Handbook of Professional and Ethical Practice for Psychologists, Counsellors and Psychotherapists, 2004
A professional discipline's ethical code is meant to reflect the profession's val... more A professional discipline's ethical code is meant to reflect the profession's values and purposes, and it is each individual's responsibility to know, understand and professionally abide to the particular standards for the professional group of which they are a member. However, teaching ethics cannot be a mere translation of teaching professional codes. Since ethics are not universal, the chapter will begin by briefly commenting on ethics codes in the UK and those of several other countries, to demonstrate how professional ethic codes are borne out of particular contexts, followed by: the link between the personal and the professional some ways in which we can harness trainees' development as ethical professionals how we can measure teaching and practice/placement outcomes Different aspects of this chapter will be relevant to the diverse professional training courses available for psychologists, counsellors and psychotherapists, with this chapter particularly focusing on the teaching of ethics. Whilst the aim of this chapter is to be of use to trainers and trainees in any of the wide range of available courses, specific examples from personal experience teaching on the Professional Doctorate in Clinical Psychology at the University of East London (UEL) will be utilised to ground the discussion.
Purpose – The purpose of this paper is to develop an approach within the guidance of the Mental C... more Purpose – The purpose of this paper is to develop an approach within the guidance of the Mental Capacity Act (2005) to meaningfully include people diagnosed with dementia (PDwD) in research endeavours. Design/methodology/approach – As part of a broader study of self-authored narratives of care experiences, PDwD were involved in the development and implementation of a process method of consent, in which consent conversations were contextual, responsive and ongoing, and were audited with the use of field diaries. Findings – Working within people’s relational contexts (i.e. care staff and family), eight participants with a range of dementia diagnoses and care needs made and verbally communicated research-related decisions. A desire to participate was consistently conveyed across research encounters, regardless of the extent of memory problems. Participants also demonstrated keen awareness of the links between memory problems, rights and inclusion, alongside a sense of personal identity...
The purpose of this paper is to develop an approach within the guidance of the Mental Capacity Ac... more The purpose of this paper is to develop an approach within the guidance of the Mental Capacity Act (2005) to meaningfully include people diagnosed with dementia (PDwD) in research endeavours. As part of a broader study of self-authored narratives of care experiences, PDwD were involved in the development and implementation of a process method of consent, in which consent conversations were contextual, responsive and ongoing, and were audited with the use of field diaries. Working within people's relational contexts (i.e. care staff and family), eight participants with a range of dementia diagnoses and care needs made and verbally communicated research-related decisions. A desire to participate was consistently conveyed across research encounters, regardless of the extent of memory problems. Participants also demonstrated keen awareness of the links between memory problems, rights and inclusion, alongside a sense of personal identity and the capacities to clearly communicate this. A process model of consent encouraged formal reflection upon ethical and pragmatic complexities, and is relevant to persons diagnosed with dementia making both care-and research-related decisions. Further work is needed to include people with a broader range of communication support needs. This research demonstrates substantial possibilities for eliciting and responding to the views of people with dementia diagnoses (previously excluded from research). Results open opportunities for genuine long-term research and care partnerships with PDwD for practice, service and policy development.
Liberatory praxis is often associated with high levels of activity or activism, in turn associate... more Liberatory praxis is often associated with high levels of activity or activism, in turn associated with younger generations; the underlying (and mistaken) assumption being that ‘older people’ do not have the energy or level of activity necessary to make social changes. In the UK, liberatory praxis has not focused specifically on older generations. This chapter will provide an overview and include stories of liberatory praxis alongside elders.
A professional discipline's ethical code is meant to reflect the profession's values and purposes... more A professional discipline's ethical code is meant to reflect the profession's values and purposes, and it is each individual's responsibility to know, understand and professionally abide to the particular standards for the professional group of which they are a member. However, teaching ethics cannot be a mere translation of teaching professional codes. Since ethics are not universal, the chapter will begin by briefly commenting on ethics codes in the UK and those of several other countries, to demonstrate how professional ethic codes are borne out of particular contexts, followed by: the link between the personal and the professional some ways in which we can harness trainees' development as ethical professionals how we can measure teaching and practice/placement outcomes Different aspects of this chapter will be relevant to the diverse professional training courses available for psychologists, counsellors and psychotherapists, with this chapter particularly focusing on the teaching of ethics. Whilst the aim of this chapter is to be of use to trainers and trainees in any of the wide range of available courses, specific examples from personal experience teaching on the Professional Doctorate in Clinical Psychology at the University of East London (UEL) will be utilised to ground the discussion.
In the UK, low-intensity cognitive-behavioural therapy (LICBT) is offered as costeffective
interv... more In the UK, low-intensity cognitive-behavioural therapy (LICBT) is offered as costeffective intervention for anxiety and depression in primary care. Whilst research with Latino migrants in the USA highlights the suitability of CBT interventions with this group, these findings may not be generalisable to the UK, due to different sociopolitical circumstances. This mixed-method study explores the effectiveness and meaning of an LICBT group-intervention for Latino migrants in London. Eight participants attended a four-week workshop on anxiety management in Spanish, and pre- and post-intervention scores in CORE-OM, PHQ-9 and GAD-7 were compared. Additionally, focus groups about the intervention were thematically analysed. Although not statistically significant, a trend towards decreasing anxiety levels was identified (p = 0.06). Three of the four themes generated from participants’ analysis of their experience are summarised and discussed. These include positive aspects of the intervention and its limitations. Whilst valuing LICBT interventions, participants considered further input necessary. Potential clinical implications as well as recommendations for further research are discussed.
This chapter provides an overview of the structure and content of clinical psychology training, t... more This chapter provides an overview of the structure and content of clinical psychology training, the main settings in which clinical psychologists work and types of work they do. It also describes some of the major issues relevant to training and practice in light of some current debates. These include the challenges arising out of likely changes to the structure of the NHS and developments in the provision of some areas of service; key contributions of clinical psychology to national health and social priorities; important aspects such as appropriate models for training and the relationship between the personal and professio nal; and the uncertainty for training courses at times of financial and political upheaval. In the context of recent government policies (such as National Institute for Clinical Excellence guidelines, New Ways of Working for Applied Psychologists, and the Improv ing Access to Psychological Therapies initiative) and changes in statutory registration, clinical psychology is at a crucial stage in its development as a key profession in the NHS in the area of healthcare.
Narrative-based research in dementia is limited. Theorists emphasise certain aspects as core feat... more Narrative-based research in dementia is limited. Theorists emphasise certain aspects as core features of 'analysable' narratives, such as temporality, that are not reliably present in the narratives of people diagnosed with dementia. Through narrative analysis, this study presents evidence that attending to the narratives of people with dementia provides valuable understandings. This study is underpinned by social constructionist epistemology, which points to the socially constructed character of our worlds (including our experience and identity), in that we both co-create and are co-created by our social realities. A range of themes were named. Some narratives evidenced the speakers' lack of control or agency over their own experiences, appearing to coincide with constructions of low self-esteem and hopelessness. Some narratives showed instances in which others positioned speakers into identities that were contradictory to their Self-constructs. Yet other narratives demonstrated that, through acknowledgement and support of their 'personhood', speakers retained a sense of control and purpose in their social worlds.
This paper explores the experiences of women who ‘hear voices’ (auditory verbal hallucinations). ... more This paper explores the experiences of women who ‘hear voices’ (auditory verbal hallucinations). We begin by examining historical understandings of women hearing voices, showing these have been driven by androcentric theories of how women’s bodies functioned, leading to women being viewed as requiring their voices be interpreted by men. We show the twentiethcentury was associated with recognition that the mental violation of women’s minds (represented by some voice-hearing) was often a consequence of the physical violation of women’s bodies. We next report the results of a qualitative study into voicehearing women’s experiences (N=8). This found similarities between women’s relationships with their voices and their relationships with others and the wider social context. Finally, we present results from a quantitative study comparing voicehearing in women (n=65) and men (n=132) in a psychiatric setting. Women were more likely than men to have certain forms of voice-hearing (voices conversing) and to have antecedent events of trauma, physical illness, and relationship problems. Voices identified as female may have a more positive affective tone than male ones. We conclude that women voice-hearers have and continue to face specific challenges worthy of research and activism, and hope this paper will act as a stimulus to such work.
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In the book: Terapia narrativa en la práctica: ampliando historias de resistencia (Narrative therapy in practice: amplifying resistance stories)
knowledge about ‘mental health’ to perspectives from
Abya Yala (Latin America) about ‘wellbeing’."
As part of a broader study of self-authored narratives of care experiences, PDwD were involved in the development and implementation of a process method of consent, in which consent conversations were contextual, responsive and ongoing, and were audited with the use of field diaries.
Working within people's relational contexts (i.e. care staff and family), eight participants with a range of dementia diagnoses and care needs made and verbally communicated research-related decisions. A desire to participate was consistently conveyed across research encounters, regardless of the extent of memory problems. Participants also demonstrated keen awareness of the links between memory problems, rights and inclusion, alongside a sense of personal identity and the capacities to clearly communicate this. A process model of consent encouraged formal reflection upon ethical and pragmatic complexities, and is relevant to persons diagnosed with dementia making both care-and research-related decisions. Further work is needed to include people with a broader range of communication support needs.
This research demonstrates substantial possibilities for eliciting and responding to the views of people with dementia diagnoses (previously excluded from research). Results open opportunities for genuine long-term research and care partnerships with PDwD for practice, service and policy development.
intervention for anxiety and depression in primary care. Whilst research with
Latino migrants in the USA highlights the suitability of CBT interventions with this
group, these findings may not be generalisable to the UK, due to different
sociopolitical circumstances. This mixed-method study explores the effectiveness
and meaning of an LICBT group-intervention for Latino migrants in London. Eight
participants attended a four-week workshop on anxiety management in Spanish, and
pre- and post-intervention scores in CORE-OM, PHQ-9 and GAD-7 were compared.
Additionally, focus groups about the intervention were thematically analysed.
Although not statistically significant, a trend towards decreasing anxiety levels was
identified (p = 0.06). Three of the four themes generated from participants’ analysis of
their experience are summarised and discussed. These include positive aspects of the
intervention and its limitations. Whilst valuing LICBT interventions, participants
considered further input necessary. Potential clinical implications as well as
recommendations for further research are discussed.
historical understandings of women hearing voices, showing these have been driven by androcentric theories of how women’s
bodies functioned, leading to women being viewed as requiring their voices be interpreted by men. We show the twentiethcentury
was associated with recognition that the mental violation of women’s minds (represented by some voice-hearing) was
often a consequence of the physical violation of women’s bodies. We next report the results of a qualitative study into voicehearing
women’s experiences (N=8). This found similarities between women’s relationships with their voices and their
relationships with others and the wider social context. Finally, we present results from a quantitative study comparing voicehearing
in women (n=65) and men (n=132) in a psychiatric setting. Women were more likely than men to have certain forms of
voice-hearing (voices conversing) and to have antecedent events of trauma, physical illness, and relationship problems. Voices
identified as female may have a more positive affective tone than male ones. We conclude that women voice-hearers have and
continue to face specific challenges worthy of research and activism, and hope this paper will act as a stimulus to such work.
In the book: Terapia narrativa en la práctica: ampliando historias de resistencia (Narrative therapy in practice: amplifying resistance stories)
knowledge about ‘mental health’ to perspectives from
Abya Yala (Latin America) about ‘wellbeing’."
As part of a broader study of self-authored narratives of care experiences, PDwD were involved in the development and implementation of a process method of consent, in which consent conversations were contextual, responsive and ongoing, and were audited with the use of field diaries.
Working within people's relational contexts (i.e. care staff and family), eight participants with a range of dementia diagnoses and care needs made and verbally communicated research-related decisions. A desire to participate was consistently conveyed across research encounters, regardless of the extent of memory problems. Participants also demonstrated keen awareness of the links between memory problems, rights and inclusion, alongside a sense of personal identity and the capacities to clearly communicate this. A process model of consent encouraged formal reflection upon ethical and pragmatic complexities, and is relevant to persons diagnosed with dementia making both care-and research-related decisions. Further work is needed to include people with a broader range of communication support needs.
This research demonstrates substantial possibilities for eliciting and responding to the views of people with dementia diagnoses (previously excluded from research). Results open opportunities for genuine long-term research and care partnerships with PDwD for practice, service and policy development.
intervention for anxiety and depression in primary care. Whilst research with
Latino migrants in the USA highlights the suitability of CBT interventions with this
group, these findings may not be generalisable to the UK, due to different
sociopolitical circumstances. This mixed-method study explores the effectiveness
and meaning of an LICBT group-intervention for Latino migrants in London. Eight
participants attended a four-week workshop on anxiety management in Spanish, and
pre- and post-intervention scores in CORE-OM, PHQ-9 and GAD-7 were compared.
Additionally, focus groups about the intervention were thematically analysed.
Although not statistically significant, a trend towards decreasing anxiety levels was
identified (p = 0.06). Three of the four themes generated from participants’ analysis of
their experience are summarised and discussed. These include positive aspects of the
intervention and its limitations. Whilst valuing LICBT interventions, participants
considered further input necessary. Potential clinical implications as well as
recommendations for further research are discussed.
historical understandings of women hearing voices, showing these have been driven by androcentric theories of how women’s
bodies functioned, leading to women being viewed as requiring their voices be interpreted by men. We show the twentiethcentury
was associated with recognition that the mental violation of women’s minds (represented by some voice-hearing) was
often a consequence of the physical violation of women’s bodies. We next report the results of a qualitative study into voicehearing
women’s experiences (N=8). This found similarities between women’s relationships with their voices and their
relationships with others and the wider social context. Finally, we present results from a quantitative study comparing voicehearing
in women (n=65) and men (n=132) in a psychiatric setting. Women were more likely than men to have certain forms of
voice-hearing (voices conversing) and to have antecedent events of trauma, physical illness, and relationship problems. Voices
identified as female may have a more positive affective tone than male ones. We conclude that women voice-hearers have and
continue to face specific challenges worthy of research and activism, and hope this paper will act as a stimulus to such work.