• An a/r/tographic exploration of engagement in theatrical performance: What does this mean for the student/teacher relationship?

      Bird, Drew; Tozer, Katy; University of Derby; University of Derby, UK; University of Derby, UK (Sage, 2018-07-11)
      With an emphasis on self-study and the connections between the personal and the professional domain, the authors reflect upon their teaching practice on a postgraduate theatre-based course using the research methodology of a/r/tography. The aim was to develop understanding of teacher/student roles and how these can affect learning. Through researcher reflexivity, focus groups and questionnaires, data were captured from students/participants responding to a video of the researcher’s solo performance work. The research presents itself through three a/r/tographic renderings. First, the experience of seeing tutors in unfamiliar roles is considered. Second, the impact of witnessing tutors taking risks as a performer and being vulnerable is discussed and, lastly, the work illuminates new ways of opening up as teachers. The authors explore how the student’s/participant’s perception of them as tutors seemed to change after witnessing them as artists and how this impacted upon student’s learning for their own assessed performance pieces.
    • Addressing negative attitudes, developing knowledge: the design and evaluation of a bespoke substance misuse module.

      Harling, Martyn; Goddard, Zuzia; Higson, Rob; Humphrey, Emma; University of Nottingham; University of Derby; Derby City Council (Social Services Research Group, 2017-08-18)
      Recent calls for the inclusion of substance misuse into social work curricula appear to have been met with a piecemeal and rather sporadic approach from many Higher Education establishments. The research described in this article set out to determine if a bespoke module, delivered to a group of social work students (n=57), might influence their attitudes and values towards substance misuse and working with substance misusers. A mixed methods approach was used, employing an attitudinal Likert scale and a series of semi-structured interviews (n=10). Analysis of the quantitative data indicated that there was no significant change in the students’ established attitudes over the course of the module, but there was a substantial increase in the number of students (35%) who agreed with the Likert statement ‘working with drug users is a rewarding role’. The qualitative element of the research suggested that students felt more prepared for working with substance misusers and had increased their level of substance misuse knowledge since starting training. Whilst it is prudent to remain cautious when reporting the findings of a small scale research study, the results of the study support the effectiveness of the bespoke module in preparing the students to work with substance users/misusers.
    • “Age is just a number, init?”: Interrogating perceptions of age and women within social gerontology

      Hogan, Susan; University of Derby (Taylor and Francis, 2016-02-25)
      The article discusses social gerontology and mentions age and women. Topics discussed include social relations, self-identity and ageing. Other topics which includes women's bodies, menopause and feminism are also discussed. Ethnography, marginalization and sexual attraction towards women are also mentioned.
    • Approaching development of a new education programme in diagnostic radiography.

      Partner, Alexandra; University of Derby (International Society of Radiographers and Radiological Technologists (ISRRT), 2018-04)
      Introduction: Developing a new Diagnostic Radiography education programme is a large project, and is a multi-facetted complex process. Reviewing the most innovative ways to undertake learning, teaching and assessment and embed them into the University is crucial to enhance the quality of education. Preparing graduates adequately for practice is vital to meet the demands of the workforce. In the UK, removal of NHS Bursaries following the Comprehensive Spending Review (HM Treasury, 2015) has led to a more competitive environment where providers need to look for unique selling points. Methods: A review of current legislation, national guidance and policies was undertaken to check for relevant alterations. A thorough appraisal of all Professional Statutory and Regulatory Body (PSRB) documentation and national level organisations was completed. Project planning started between 2 years and 18 months prior to the planned delivery date. Stakeholders were invited to a number of on-site sessions to brain storm what employers need from graduates over the next 5 years. It’s important that views are sought from a variety of interested parties including; academics, placement providers, employers, service users, students and external examiners. After this the follow-up sessions were divided into placement, curriculum and assessment. Strengths and weaknesses were identified in the current programme and brain storming exercises looking at what new curricula needed implementing. Conclusion: The programme was approved by the University the PSRB’s. The programme was designed using innovative learning and teaching methods and a variety of assessment methods. Having themes which built on topics throughout the programme allowed these to be embedded more effectively. Looking at ways to offer placement in a more creative way and supporting this with simulation allows for increased capacity. Having the right programme impacts on recruitment, student experience, student attainment and employability. Once the programme has been delivered in its first year an evaluation of the individual modules and the year as an overview will be evaluated. It is necessary to keep up to date with new guidance and currency of practice and continually improve educational programmes to be able to produce competent graduates and compete as a business.
    • Art elicitation. Exploring the birth experience

      Hogan, Susan; University of Derby (University of Derby, 2016-10-27)
      In The Birth Project we are exploring women’s experience of childbirth and the transition to motherhood using the arts and then presenting the research findings in films and exhibitions. Our overarching research question wishes to explore what role arts engagement might have to play in antenatal and postnatal provision, especially where post-birth trauma is being translated into bodily symptoms. The Birth Project is also interested in investigating to what extent clinically-related birth practices are implicated in iatrogenic outcomes and post-natal distress. Furthermore, we are also concerned to investigate what is distinctive about an arts-based approach in terms of expressing narratives about birth and the transition to motherhood, so we are interested in thinking about different sorts of arts-based methods. This film is about the art elicitation group which comprised a group of mothers who had been traumatised by their birth experience. The group and was facilitated by a Health and Care Professions Council (HCPC, UK) registered art therapist and used a used a thematic approach, as this was felt to offer necessary containment for the strong feelings being expressed.
    • Art therapy theories: A critical introduction

      Hogan, Susan; University of Derby (Routledge, 2015)
      Art therapists work with a range of distinct philosophical and theoretical underpinnings, but as yet there has been no single book to offer an overview of these theories. Art Therapy Theories provides an introductory, non-partisan overview of art therapy theories outlining the following therapy approaches: Cognitive Behavioural Art Therapy Solution-Focused Brief Therapy Psychoanalytical (Freudian) Art Therapy Analytical (Jungian) Art Therapy Gestalt Art Therapy Person-Centred or ‘Rogerian’ Art Therapy Mindfulness Art Therapy Integrative Art Therapy (the Group-Interactive Model) Feminist Art Therapy Art Therapy as Social Action Art Therapy as a Research Tool Each chapter provides a non-judgemental, yet analytical, synopsis of each approach. No detailed knowledge is necessary to understand the different approaches, as the book explains them in clear and concise English. Difficult terms and concepts are explained as they arise, and a glossary of terms is also provided. Art Therapy Theories is aimed at trainee art therapists who need to demonstrate that they have a grasp of theory, as well as a sense of how the theory can translate into practice. It will also appeal to seasoned therapists, counsellors and to a wide range of professionals in the mental health field.
    • Artist-led, artist-used: experiences at Coventry's Summer Dancing 2009.

      Pollard, Niki; Coe, Katye; Collard-Stokes, Gemma; Le Quesne, Lizzy; Moran, Joe; University of Derby (Intellect, 2009-12-01)
      This multi-authored article arises from an artist-led festival of dance and probes what is entailed by the commitment to an artist-led structure. The festival, Summer Dancing 2009 in Coventry, is becoming significant in the United Kingdom as a gathering, both regionally and nationally, of practitioners whose expertise is grounded in what might be termed somatic dance practices. It is proposed that artist-led may indicate an aim to be led by artists for other artists; that is, for an event or organization to be artist-used and useful. With the question of artists' use at the fore, the article reports on a festival panel debate and on a project of practitioner-focused writing, examining how a dance practitioner may be stimulated, challenged or find connections to an existing practice.
    • Arts, health & wellbeing: reflections on a national seminar series and building a UK research network

      Stickley, Theo; Parr, Hester; Atkinson, Sarah; Daykin, Norma; Clift, Stephen; De Nora, Tia; Hacking, Sue; Camic, Paul M; Joss, Tim; White, Mike; et al. (Taylor and Francis, 2016-05-10)
      An account is provided of a UK national seminar series on Arts, Health and Wellbeing funded by the Economic and Social Research Council during 2012–13. Four seminars were organised addressing current issues and challenges facing the field. Details of the programme and its outputs are available online. A central concern of the seminar programme was to provide a foundation for creating a UK national network for researchers in the field to help promote evidence-based policy and practice. With funding from Lankelly Chase Foundation, and the support of the Royal Society for Public Health, a Special interest Group for Arts, Health and Wellbeing was launched in 2015.
    • Assessing the Arts, and student response, within the creative expressive therapies in higher education.

      Holmwood, Clive; University of Derby (Routledge, 2018-10-25)
      My original focus, through a small research project, was to examine the complexity of assessing the arts within dance, drama, art and music pathways on the BA (Hons) Creative Expressive Therapies programme (which will potentially change to BA (Hons) Arts Health and Wellbeing) at the University of Derby. However, my research focus shifted as I became increasingly more interested in how students responded emotionally to the assessment process and their individual feedback. So, the research came to be less about how the assessments are carried out by lecturers, and more about students’ personal emotional responses to them. This led to three areas of focus which appeared to be of key concern to students, assessing creativity, tutor bias and student understanding.
    • Assessment and formulation in cognitive behavioural psychotherapy (2nd Ed.)

      Corrie, Sarah; Townend, Michael; Cockx, Adrian; University of Derby (Sage Publications, 2015-12)
      Offering a unique philosophical, theoretical and process-focused introduction to one of the cornerstones of CBT: assessment and case formulation. Updated and expanded to take account of the vast developments in the field of CBT since its first publication, this second edition follows a clear two part structure: - Part One introduces trainees to the key theory, practice and processes of assessment and case formulation - Part Two provides practical illustrations of the theory through 12 extended case studies, considering both ‘simple’ and ‘complex’ presenting issues. Each of these chapters follows a set structure to enable easy comparison. Offering all they need to know about this crucial part of their training, this is essential reading for trainees on any CBT course.
    • Assessment by discussion

      Jinks, Gavin; University of Derby (2016-07-04)
    • Between drama education and drama therapy: international approaches to successful navigation

      Gaines, M.; Butler J. D.; Holmwood, Clive; International Drama Education Association (p-e-r-f-o-r-m-a-n-c-e, 2015-04)
      This article describes a workshop with approximately 30 drama educators, presented at the 2013 congress of the International Drama/Education Association (IDEA) that examined the overlap of drama education and drama therapy. Using the workshop experience as a backdrop, the authors discuss concepts within drama therapy that might serve to inform the use of emotion within the applied theatre space. The distinction between psychodrama and drama therapy is clarified and basic drama therapy concepts are explained. Contrary to the facilitators’ expectations, the workshop experience evoked several unifying questions and issues for participants: “How can we simultaneously address both ends of the emotional/expressive spectrum? How can I get my over-expressive students to settle down and participate so that I can attend to the less expressive students?” Questions of emotion regulation seemed to problematize classroom management concerns rather than galvanize discourse about boundaries between education and therapy. Through a dialogic exploration using forum theatre, the workshop participants engaged with their own relationship to the topics and explored potential solutions. The drama therapy concept of aesthetic distance was highlighted as a means to helping educational theatre practitioners navigate the potentially complex experiences when dealing with emotional involvement. This concept would allow for a clearer establishment of intrapersonal and interpersonal boundaries within the creation and exploration of theatre and drama. The article also calls for more substantial dialogues between applied drama/theatre professionals in order to more fully explore how to navigate the interstices between education and therapy.
    • Birth professionals make art. Using participatory arts to think about being a birthing professional

      Hogan, Susan; University of Derby (University of Derby, 2016-10-27)
      Midwifery and obstetric practices, within a stressful period of austerity for the NHS with litigation fears and pressure from the media, have an impact on the experience of all those involved: women giving birth and birthing professionals. In The Birth Project the arts are being used to interrogate this complex topic. Obstetricians, midwives, and new mothers have been given the opportunity to explore their experiences of compassion fatigue, stress, birth suffering and post-natal readjustments using the arts. These different groups have joined together in ‘mutual recovery’ events in which perspectives have been shared, primarily through elucidation of the art works produced, captured using documentary filmmaking. The raison d’etre of this project is to create dialogue between different communities of interest and experience, to use the arts to interrogate discourses, to challenge embedded assumptions, and in this process, to stimulate mutual recovery between all those who experience and are affected by birth. We situate this endeavour in the context of an emerging practice of health humanities (Crawford et al. 2014). A series of workshops with birth professionals, including professional doulas, who may have experienced vicarious trauma, whose traumatising experience is often overlooked, have used the arts to explore their experiences. This film narrates their concerns and reveals their artistic engagement.
    • The Birth Project: Using the Arts to explore birth. Interim report

      Hogan, Susan; University of Derby (University of Derby, 2016-10)
      The aim of this study was to use the arts to interrogate birth discourses, to challenge embedded assumptions, and in this process, to stimulate mutual recovery between all those who experience and are affected by birth. The research questions are: • What role might arts engagement have to play in ante-natal and post-natal care? • To what extent are hospital practices, that are iatrogenic in nature, implicated in post-natal distress? • To what extent is ‘mutual recovery’ possible through engagement with the arts, and if so, to establish what form this may take? • What, in particular, does an arts-based approach offer in exploring birth experiences and the transition to motherhood?
    • Birth shock: exploring pregnancy, birth and the transition to motherhood using participatory arts

      Hogan, Susan; Baker, C.; Cornish, Shelagh; McCloskey, Paula; Watts, Lisa; University of Derby,; College of Health & Social Care Research Centre (Demeter Press, 2015-09)
      Natal Signs: Cultural Representations of Pregnancy, Birth and Parenting explores some of the ways in which reproductive experiences are taken up in the rich arena of cultural production. The chapters in this collection pose questions, unsettle assumptions, and generate broad imaginative spaces for thinking about representation of pregnancy, birth, and parenting. They demonstrate the ways in which practices of consuming and using representations carry within them the productive forces of creation. Bringing together an eclectic and vibrant range of perspectives, this collection offers readers the possibility to rethink and reimagine the diverse meanings and practices of representations of these significant life events. Engaging theoretical reflection and creative image making, the contributors explore a broad range of cultural signs with a focus on challenging authoritative representations in a manner that seeks to reveal rather than conceal the insistently problematic and contestable nature of image culture. Natal Signs gathers an exciting set of critically engaged voices to reflect on some of life’s most meaningful moments in ways that affirm natality as the renewed promise of possibility.
    • Building capacity: an evaluation of the use of non-traditional placements in diagnostic radiography education

      Hyde, Emma; Errett, Sue; University of Derby (Society of Radiographers, 2017-12-01)
      This article shares the findings of a research project which evaluated student radiographers experiences of placements in a care setting, where there is no diagnostic imaging activity, and student radiographers experience of placements in private, voluntary and independent imaging settings.
    • Building capacity: an evaluation of the use of non-traditional placements in diagnostic radiography education.

      Hyde, Emma; Errett, Sue; University of Derby (UKRCO conference, 2017-06-12)
      Students studying to become a diagnostic radiographer are required to undertake clinical placements in order to gain the practical skills necessary to become a registered health care professional. This totals approximately 50% of their programme. Recent changes in technology (such as the move to digital radiography), changes to staffing levels and shift patterns, alongside increasing demand for placements, has made placement capacity a growing issue for Higher Education Institutions (HEIs)2,3,4. As part of a range of strategies designed to address capacity issues, a number of new placements in care settings, and with private, voluntary and independent providers (PVIs), were rolled out to students at one UK HEI. The care placements were expected to have the added advantage of embedding care & compassion, a key area of concern since the Francis enquiry
    • Challenges of teaching occupation: Introduction of an occupation focused teaching tool.

      Howarth, Joan T.; Morris, Karen; Cox, Diane L.; University of Derby; University of Cumbria; Department of Therapeutic Practice, University of Derby, United Kingdom; Department of Health, Psychology and Social Studies, University of Cumbria, Carlisle, United Kingdom; Research Office & Graduate School, University of Cumbria, Lancaster, United Kingdom (Taylor and Francis, 2017-11-12)
      Occupational science is of importance to multiple disciplines due to its potential to contribute to understandings of complex social issues. “Occupation”, as a key concept of occupational science, is recognised as being highly complex, making it challenging for students to develop a comprehensive understanding of the concept. Terminology of occupational science literature has been noted at times as using the terms occupation, purposeful activity and activity interchangeably, which further adds to the challenge of teaching the concept. This paper explores evolving definitions of occupation, challenges this evolution has created within education, and the potential use of occupation as a threshold concept. Consideration of a selection of pedagogic methods used in teaching the concept of occupation is briefly explored. The paper concludes with identification of a newly developed occupation-focused teaching tool as a proposed alternative approach to teaching the concept of occupation. The teaching tool was originally developed to teach occupation as a discrete concept, rather than the therapeutic use of occupation as taught in occupational therapy education. The tool is an analogy for occupation, and has utility in supporting the transformation of students’ understanding of the concept of occupation, commensurate to understandings of occupational science.
    • Cognitive behaviour therapy for psychosis in high secure services: An exploratory hermeneutic review of the international literature

      Slater, Jonathon; Townend, Michael; University of Derby (Cambridge University Press, 2016-05-02)
      Background: Mainstream psychological interventions may need adaptation in High Secure (HS) healthcare contexts to enable better recovery, safeguard the public and offer economic value. One specific psychological intervention, cognitive behavioural therapy for psychosis (CBTp), has an already proven efficacy in aiding recovery in non-forensic populations, yet its impact in HS settings has received considerably less research attention. Aims: This exploratory review catalogues CBTp approaches used in HS hospitals and appraises impact through the inclusion of both fugitive literature and peer reviewed research. Method: A pragmatic approach was utilized through an iterative literature search strategy and hermeneutic source analysis of the identified studies. Results: Fourteen studies were identified from HS contexts from within the UK and internationally. These included group, individual therapy and CBTp linked milieus. Conclusions: CBTp is an active component of treatment in HS contexts. Some modes of delivery seem to have greater levels of efficacy with more typical HS patients. The literature indicates key differences between HS and non-HS applied CBTp. Continued application and evaluation of CBTp in HS conditions is warranted.
    • Community clinicians’ views about patient adherence to osteoporosis medication

      Cook, Marie; University of Derby (RCNi, 2018-07-23)
      Anecdotal and research evidence suggests that poor adherence and persistence with oral bisphosphonates can result in patients being at increased risk of osteoporotic fractures. Several interventions have been researched for their effectiveness with adherence and persistence, but the most effective method of supporting patients with oral bisphosphonate medications is clinician reviews, generally identified as doctors and nurses. This service evaluation aimed to explore the knowledge and views of multidisciplinary community-based clinicians about adherence and persistence with oral bisphosphonates. The results indicated a positive attitude to a multidisciplinary approach supporting patients to take their medication as prescribed, with recommendations for future research.