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Inverness, United Kingdom

Bannon S.,United Road Services | McGlynn T.,Phoenix Center | McKenzie K.,Clinical and Health Psychology | Quayle E.,Clinical and Health Psychology
Computers in Human Behavior | Year: 2015

The aim of this study was to investigate the understanding of online risks by young people with Additional Support Needs and this group's ability to manage these risks. Six focus groups with 36 young people (13-18) were run in local schools. Discussions were recorded, transcribed and analysed using Framework Analysis. Two themes were identified 'Identity and Connectedness' and 'Issues relating to Risk'. The theme 'Issues relating to Risk' is presented in the current article. Results showed that young people with ASN are aware of a range of risks online and have developed some strategies to manage these. Issues including supervision and the diverse range of ability within the population are also shown to present barriers to ensuring online safety. The results were discussed in light of literature relating to online risk, safety and potential psychological impact indicating that the internet may also provide important opportunities for young people with ASN to improve psychological well-being. © 2015 Elsevier Ltd. Source


Simmons M.,Phoenix Center
Psychiatria Danubina | Year: 2013

Objective: This study aimed to evaluate the perceptions of UK psychiatry trainees (residents) towards workplace-based assessments (WPBAs) as formative learning tools. WPBAs are a new form of UK mandatory assessment. Methods: Two focus group interviews were held with psychiatry trainees at different stages of training in Cambridge, UK. Results: Trainees identified a number of opportunities and barriers of WPBAs as formative assessment tools, and gave suggestions for their further development. A key opportunity was the compulsion for supervisors to observe trainees in clinical practice, and to provide individually tailored feedback. Barriers to learning were ideological, such as the emphasis on grades rather than formative feedback; and practical, such as the time taken for assessments. Suggestions for development of WPBAs included redesigning the forms to incorporate more formative feedback, and improving training in WPBAs. Conclusion: The perceptions of psychiatry trainees towards WPBAs are mixed and would benefit from further exploration. © Medicinska naklada. Source


Simmons M.,Phoenix Center | Wilkinson P.,University of Cambridge
Psychiatrist | Year: 2012

Aims and method: To test whether medical students find case-based discussion of child psychiatry more educationally stimulating and more enjoyable, and whether this leads to greater knowledge acquisition than traditional didactic lectures. Four cohorts of Cambridge medical students (n = 54) were randomised to case-based discussion or traditional didactic lectures for two topics in their psychiatry placements. Enjoyment and stimulation were determined by feedback forms; knowledge acquisition was tested by an end-of-placement exam. Results: Students in case-based discussion groups scored significantly higher than students in the lecture groups in the extent to which they enjoyed the teaching session (P = 0.006); the extent to which they understood the principles of management of real-life patient problems (P = 0.044); and their interest in looking up further information (P = 0.003). There was no significant difference in exam performance (P = 0.9). Clinical implications: Medical students find case-based discussion more engaging and enjoyable than didactic lectures, with no reduction in exam performance. Source


Simmons M.,Phoenix Center | Barrett E.,Our Ladys Hospital | Wilkinson P.,University of Cambridge | Pacherova L.,Psychiatric Hospital
European Child and Adolescent Psychiatry | Year: 2012

The objective of this study was to investigate trainee experiences of Child and Adolescent Psychiatry (CAP) training across Europe in the following domains: (A) structure and organisation of training; (B) training quality and content; and (C) working conditions and recruitment. CAP trainee representatives were contacted via email across 34 countries in Europe using the European Federation of Psychiatric Trainees (EFPT) email list to complete a survey on CAP training in 2010-2011. The European Union of Medical Specialties CAP group and trainees at the 2011 EFPT forum validated the survey data. Full surveys were submitted by 28 of the 34 countries who have national CAP training schemes. These 28 countries are subject to the following further analysis. 7/28 countries (25 %) have a core common trunk in general psychiatry before trainees specialise in CAP. All countries bar one have national training standards for CAP. Training standards are implemented in practice to a variable extent. There is a CAP-specific theoretical education programme and national CAP conference in 25/28 countries (89 %). Supervision occurs at least weekly in 19/28 countries (68 %); emergency duty supervision is available in 18/28 (64 %) countries; educational supervision is available in 13/28 countries (46 %). Psychotherapy training is obligatory in 19/28 countries (68 %). Research training is obligatory in 8/28 countries (29 %). Sub-specialty experience is extremely variable. Recruitment into CAP is a problem in 19/28 countries (68 %). Training experiences in CAP varies widely across European countries. © 2012 Springer-Verlag. Source


Bannon S.,United Road Services | McGlynn T.,Phoenix Center | McKenzie K.,Clinical and Health Psychology | Quayle E.,Clinical and Health Psychology
Computers in Human Behavior | Year: 2015

This article documents findings, from one of the first studies in this field of research, considering young people with Additional Support Needs' use of the internet and how this might contribute to the development of identity and social connectedness. Six focus groups, including 36 young people with Additional Support Needs (aged 13-18) were completed. Transcribed group discussions were analysed using Framework Analysis. Two themes were developed: 'Identity and Connectedness' and 'Issues related to Risk'. The theme 'Identity and Connectedness' is detailed in the current article and encompassed three sub-themes (implicit belonging, explicit belonging and competence). The use of the internet by adolescents in the current study appears to allow the young people to engage in activities which support the development of identity, competence and a sense of connectedness and belonging within a social network, essential to healthy development and psychological well-being and areas that may present a challenge for this population in offline environments. Findings also indicate a need to consider how best to support this group, in relation to understanding the role of supervision, the range of cognitive ability within this population and additional social pressures, which may impact on safe and effective internet use and this populations' ability to take full advantage of what the internet has to offer. © 2015 Elsevier Ltd. Source

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