Gallego-Martin, Ana (2024) Exploring relationships: facilitators’ views on delivering Interpersonal Psychotherapy – Adolescent Skills Training in secondary schools as a preventative group intervention for adolescent mental health. Professional Doctorate thesis, Tavistock and Portman NHS Foundation Trust / University of Essex. Full text available

Preview

PDF (Gallego-Martin(exploring)) Gallego-Martin - Exploring relationships.pdf Download (2MB) | Preview

Abstract

IPT-AST groups are specialised, community-based interventions designed to support Young People (YP) who are identified as experiencing or being at a higher risk of mental health (MH) challenges. The intervention groups are facilitated by two trained professionals and offer a secure, manualised, and highly structured setting that aims to support the social and emotional development of YP. Previous research has mainly focused on the outcomes for YP participating in IPT-AST groups. This study seeks to explore and describe the facilitator-YP relationship in a group intervention setting. IPT-AST group facilitators were interviewed on their perceptions and understanding of their relationships with the YP in their groups. The aim was to discover the elements that constitute a therapeutic relationship and to identify the challenges that may hinder the relationship and the YP’s progress. The study was conducted from a symbolic interactionist and critical realist perspective, employing a grounded theory methodology. Interviews were conducted with six IPT-AST group facilitators from seven groups. The findings describe a model that depicts how relationships develop between the facilitator and the YP. As the facilitator and YP develop a greater understanding of each other, the facilitator becomes more responsive to the YP’s needs and feelings, thus providing a supportive backdrop for imparting the IPT-AST strategies. This journey is not without its challenges, which can affect the emotional response of the facilitator, who is also supported in supervision and by a network of facilitators. These challenges, however, are crucial in the evolution of the relationship, fostering trust and a stronger connection.The discussion delves into these findings with reference to psychodynamic and interpersonal theories, and considers the implications for IPT-AST facilitators, stakeholders, services, and Child and Educational Psychologists (EPs).

Item Type:	Thesis (Professional Doctorate)
Additional Information:	Thesis submitted in partial fulfilment of the Professional Doctorate in Child, Community and Educational Psychology awarded by the Tavistock and Portman NHS Foundation Trust in association with the University of Essex
Uncontrolled Keywords:	IPT-AST, CYP, Interventions, MHST, CAMHS, Schools, Therapeutic Alliance Professional Doctorate in Child, Community and Educational Psychology Edpsych Updates
Subjects:	Children, Young People and Developmental Pyschology > Adolescents - Psychotherapy Disabilities & Disorders (mental & physical) > Mental Disorders Learning & Education > Educational Psychology Research, Tests, Assessments > Assessment/Interviews Research, Tests, Assessments > Grounded Theory
Department/People:	Children, Young Adult and Family Services Research
URI:	https://repository.tavistockandportman.ac.uk/id/eprint/3038

Actions (Library Staff login required)

View Item