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Title: Facilitating an enabling relationship in Active Support : evaluating the use of video informed reflective practice with staff
Author: Appleton, Philippa Jane
ISNI:       0000 0004 6422 082X
Awarding Body: University of Leicester
Current Institution: University of Leicester
Date of Award: 2017
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This portfolio contains three pieces of research, in the following areas: Research Report: this study evaluated a revised package of active support (AS), which modified standard AS training to include a video informed reflective practice. In addition to standard methods for evaluating AS, a new observational tool was piloted to code the presence of positive and negative interactions between staff and service users. Results showed moderate effect sizes for service user engagement, staff assistance, and both positive and negative interactions following the training. Systematic Literature Review: the aim of this review was to describe and synthesise the literature examining the outcome of mindfulness based therapies on the psychological functioning of people with Autistic Spectrum Disorder. Eight studies were identified for inclusion. Overall results showed reductions in a range of psychological symptoms. The quality of included studies was mostly weak, and methodological limitations are discussed. Service Evaluation: this project aimed to evaluate the effects of a mindfulness intervention on family caregivers of adults with learning disabilities or physical/mental health problems. Quantitative measures at pre, post, and two month follow-up, and qualitative analysis of a focus group were used to evaluate the programme. No significant change was found on quantitative measures of well-being or carer quality of life, however the qualitative evaluation revealed interesting themes about how participants experienced a mindfulness based intervention. This is followed by a critical appraisal of the research report.
Supervisor: Melluish, Stephen ; Morgan, Gareth Sponsor: Not available
Qualification Name: Thesis (Psy.D.) Qualification Level: Doctoral
EThOS ID:  DOI: Not available