Abstract
Main Project AbstractExploring the Prerequisite Skills for Cognitive Behavioural Therapy: Relationship to Emotion Awareness and Treatment Outcome for Young People with Autism Spectrum Disorders
Young people (YP) with Autism Spectrum Disorders (ASD) experience high levels of anxiety and depression. The NICE guidelines (2013) suggest adapted Cognitive Behaviour Therapy (CBT) for such difficulties. Research has identified prerequisites to engage in CBT, including the ability to understand thoughts, feelings and behaviours. In order to employ these skills, people need to have an awareness of their own emotions, and to be socialised to (or understand) the CBT model. However, there is no evidence to suggest whether prerequisite skills and emotion awareness are important factors in CBT outcome for YP with ASD. This study aimed to explore differences in emotion awareness between: 1) YP with ASD and controls; and 2) YP with ASD with and without prior experience of CBT; and 3) whether emotion awareness and cognitive competencies for CBT were related to treatment outcome. Three groups of YP (aged 11-20 years old) took part in the study; those without ASD who had not had CBT (n=50), those with ASD who had not participated in CBT (n=23), and those with ASD who had taken part in CBT (n=27). All participants completed the Emotion Awareness Questionnaire (EAQ-30). A novel CBT skills task was developed and piloted by 14 YP with a diagnosis of ASD who had taken part in CBT. They also completed an interview about CBT and psychoeducation, and clinicians rated socialisation and therapeutic outcome. On the EAQ-30, those with ASD scored significantly lower than the control group on four subscales. Those with ASD who had attended CBT scored significantly lower on Differentiating Emotions and higher on Attending to Others’ Emotions. On the CBT task, participants could identify a greater number of feelings than thoughts or behaviours, and could link them together. Performance on the CBT task was not significantly related to outcome, socialisation, or psychoeducation. However, 85.7% reported a positive experience of CBT. This is the first study to examine the prerequisite skills for CBT and recognition of own emotions in adolescents with ASD. It highlights the importance of tailoring CBT and ensuring YP are taught about understanding their own emotions.
Service Improvement Project Abstract
Promoting Positive Coping and Self-management in Patients UndertakingCardiac Catheterisation: Learning from Health Professionals
Pulmonary Arterial Hypertension (PAH) is a life limiting and debilitating condition associated with high levels of anxiety and depression. Cardiac catheterization (CATH) is a procedure used to diagnose PAH and to monitor treatment. Research suggests that the procedure can be anxiety provoking and stressful for patients, but no research to date has examined health professional’s perspectives and the key role they play in providing psychological support to patients. This study aimed to explore the way in which professionals understand and promote positive coping and self-management in patients undertaking CATH, their beliefs around the psychological impact of the procedure, and their confidence in providing such support. Based on this information, the study aimed to give recommendations for service improvement. Leventhal, Meyer and Narenz’s (1980) Self-Regulatory Model (SRM) of illness perceptions was used as a theoretical framework to design a semi-structured interview. Ten key health professionals from respiratory Pulmonary Hypertension and CATH teams were interviewed. This included Clinical Nurse Specialists and Consultant Physicians. Interviews were analysed qualitatively using thematic analysis (Braun & Clarke, 2006), resulting in four super-ordinate themes: (1) acknowledging individual differences; (2) a journey; (3) the patient/staff relationship; and (4) information and understanding. Professionals recognised the importance of gauging individuals’ previous experiences of illness and medical procedures, the practical and emotional journey experienced by both professionals and patients, the importance of developing a positive relationship with the patient, and ensuring openness and honesty about the procedure at each stage. Based on these findings specific recommendations were made to the service including the development of a patient leaflet, a patient ‘passport’, and a hospital based video. This research has important implications for increasing patient control, choice and positive coping for patients who find the CATH procedure more difficult to cope with.
Critical Review of the Literature Abstract
The experience of stigma for older adults with a diagnosis of HIV in the United Kingdom: a meta-synthesis
The number of older adults with a diagnosis of HIV has grown significantly in recent years. Research suggests that people living with HIV experience high levels of HIV-related stigma and discrimination (National Aids Trust, 2013). However, how ageing and HIV related stigma connect has only recently been examined. This review aimed to synthesise the stigma literature on the population of older adults with a diagnosis of HIV in the United Kingdom. Electronic databases were searched for published papers, resulting in five studies that met the inclusion criteria. Key data was extracted from these papers and synthesised using qualitative thematic analysis (Braun & Clarke, 2006). Five main themes were identified as important for older adults with a diagnosis of HIV: 1) the HIV community; 2) the impact of HIV; 3) discrimination, judgement and managing disclosure; 4) age; and 5) the future. These themes are similar to those identified for the younger population of people with HIV; however it is proposed that these themes could be more pertinent for older adults who may also experience ageism and generally have higher levels of isolation, loneliness and health concerns. A conceptual model of perceived stigma for older adults with HIV is developed, implications for clinicians working with older adults and people with HIV are discussed and key gaps in the literature are identified for future research.
| Date of Award | 19 Aug 2016 |
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| Original language | English |
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| Supervisor | Ailsa Russell (Supervisor), Maria Loades (Supervisor), Cathy Randle-Phillips (Supervisor) & Catherine Butler (Supervisor) |
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