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Title: Exploring metacognition in the narratives of therapeutic ruptures with staff within forensic mental health
Author: Hunter, Stephanie Victoria Elizabeth
ISNI:       0000 0004 5365 2985
Awarding Body: University of Glasgow
Current Institution: University of Glasgow
Date of Award: 2015
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Introduction: It has been argued that a capacity for metacognition in relation to others could be a key underpinning quality required in a mental health worker to develop positive therapeutic relationships. It is likely that forensic mental health staff are exposed to difficult and potentially threatening situations as a result of their patients’ complex backgrounds and risk. Aims: The study aimed to pilot and develop a methodology to explore and code metacognition and causal attributions in the context of staff reflecting on their experiences of resolved and unresolved therapeutic ruptures. In addition the study sought to explore associations between metacognition and measures of ward atmosphere and staff burnout. Methods: Twenty members of staff working within a medium secure forensic mental health service volunteered to participate in the study. Participants were asked to recall two experiences where there had been a rupture in the therapeutic relationship, one where the situation had been resolved, and one where it was unresolved. Participants also completed the Ward Atmosphere Scale (WAS) and the Maslach Burnout Inventory (MBI). Interviews were transcribed and coded using the Metacognitive Assessment Scale (MAS) and the Leeds Attributional Coding System (LACS). Results: Analysis of the MAS found that participants had significantly lower levels of metacognition for the unresolved situation than the resolved situation. Positive correlations were found between overall MAS scores and three of the WAS subscales. The majority of attributions made were where the patient was the Agent/Cause and the staff-member/speaker was the Target. Discussion & Conclusion: We were able to identify changes in metacognition across different experiences of ruptures in the therapeutic relationship. These findings have implications regarding the suggestion of further research on a larger scale with improved methodology. These studies may prove useful in developing methods to enhance staff metacognition in response to therapeutic ruptures.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (D.Clin.Psy.) Qualification Level: Doctoral
EThOS ID:  DOI: Not available
Keywords: BF Psychology