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Attachment concepts are used in diverging ways, which has caused confusion in communication among researchers, among practitioners, and between researchers and practitioners, and hinders their potential for collaboration. In this essay we explore how attachment concepts may vary in meaning across six different domains: popular discourses, developmental science, social psychological science, psychiatric diagnosis, psychotherapy, and child welfare practice. We attempt to typify these forms of attachment discourse by highlighting points of convergence, divergence, and relay between the different domains. Our general conclusions are that diversity in the use of attachment concepts across different domains of application has been largely unrecognised, and that recognition of these differences would reduce confusion, help identify sites where infrastructure needs to be developed to support coordination, and strengthen opportunities for collaboration to mutual benefit. We suggest that academic attachment discourse would benefit from clarification of core terminology, including: “attachment”, “internal working model”, “trauma”, and “dysregulation”.

Attachment concepts are used in diverging ways, which has caused confusion in communication among researchers, among practitioners, and between researchers and practitioners, and hinders their potential for collaboration. In this essay we explore how attachment concepts may vary in meaning across six different domains: popular discourses, developmental science, social psychological science, psychiatric diagnosis, psychotherapy, and child welfare practice. We attempt to typify these forms of attachment discourse by highlighting points of convergence, divergence, and relay between the different domains. Our general conclusions are that diversity in the use of attachment concepts across different domains of application has been largely unrecognised, and that recognition of these differences would reduce confusion, help identify sites where infrastructure needs to be developed to support coordination, and strengthen opportunities for collaboration to mutual benefit. We suggest that academic attachment discourse would benefit from clarification of core terminology, including: “attachment”, “internal working model”, “trauma”, and “dysregulation”.

This study examines teachers' perspectives of inclusive practice for students with autism spectrum disorders in Irish post-primary schools. Semi-structured interviews were conducted with 15 teachers nationally. The data were thematically analysed according to Braun and Clarke's framework, employing a deductive, constructionist, analytical approach based on Ajzen's Theory of Planned Behavior. Conclusions drawn include: In principle, teachers espoused the value of inclusion however, their practice evidenced little in terms of agency to effect inclusion. They attributed barriers experienced to external factors. Authentic inclusion requires adequate resourcing and attitudinal change in order to effectively transcend rhetoric and positively influence practice.

Current national policy in the Republic of Ireland advocates for the inclusion of students with learning difficulties in mainstream schools. With Asperger’s syndrome (AS) specifically, it is essential that teachers understand the syndrome and are well versed in appropriate approaches to effectively create an inclusive environment for these students in the mainstream classroom. This paper explores teacher knowledge and understanding of AS while also exploring what affects their confidence in educating students diagnosed with the syndrome. Data collection pre-dated changes to the DSM-V and as such AS is used throughout this paper. A survey was distributed nationally to a random sample of qualified post-primary school teachers. The findings revealed that teachers did not appear to possess an adequate level of knowledge and understanding in relation to the syndrome. Continued professional development programmes in the area appeared to have minimal effect, with those completing programmes scoring only marginally better than those who did not (2.85%). These findings are of concern if these teachers are then expected to foster an inclusive environment, particularly when a high proportion of teachers have previously taught a student diagnosed with the syndrome and their knowledge remains limited.

Current national policy in the Republic of Ireland advocates for the inclusion of students with learning difficulties in mainstream schools. With Asperger’s syndrome (AS) specifically, it is essential that teachers understand the syndrome and are well versed in appropriate approaches to effectively create an inclusive environment for these students in the mainstream classroom. This paper explores teacher knowledge and understanding of AS while also exploring what affects their confidence in educating students diagnosed with the syndrome. Data collection pre-dated changes to the DSM-V and as such AS is used throughout this paper. A survey was distributed nationally to a random sample of qualified post-primary school teachers. The findings revealed that teachers did not appear to possess an adequate level of knowledge and understanding in relation to the syndrome. Continued professional development programmes in the area appeared to have minimal effect, with those completing programmes scoring only marginally better than those who did not (2.85%). These findings are of concern if these teachers are then expected to foster an inclusive environment, particularly when a high proportion of teachers have previously taught a student diagnosed with the syndrome and their knowledge remains limited.

This study examines teachers' perspectives of inclusive practice for students with autism spectrum disorders in Irish post-primary schools. Semi-structured interviews were conducted with 15 teachers nationally. The data were thematically analysed according to Braun and Clarke's framework, employing a deductive, constructionist, analytical approach based on Ajzen's Theory of Planned Behavior. Conclusions drawn include: In principle, teachers espoused the value of inclusion however, their practice evidenced little in terms of agency to effect inclusion. They attributed barriers experienced to external factors. Authentic inclusion requires adequate resourcing and attitudinal change in order to effectively transcend rhetoric and positively influence practice.

non-peer-reviewed, no abstract available, PUBLISHED, Not peer reviewed

peer-reviewed, Background: Since the deinstitutionalisation movement, many families have taken on the responsibility of caring for their family members with severe mental illness (SMI). Despite being recognised as a fundamental resource, family members frequently report that the support they are receiving from Mental Health Services is inadequate. Peer support has become an integral component of the mental health care system, which is evolving towards a recoveryoriented system. However, the existing literature on peer support for family caregivers, of individuals with SMI, is still very limited. Aim: To explore the lived experiences of receiving a Family Recovery Peer Support (FFRPS) pilot intervention for family caregivers of individuals with SMI. Method: The experiences of receiving FRIENDS Family Recovery Peer Support (FFRPS), 6- session pilot intervention, were explored through Twelve in-depth, semi-structured interviews were conducted with family caregivers who received FFRPS Findings: Using Interpretative Phenomenological Analysis, two superordinate themes were identified: 1) “You feel all their pain” and 2) “A vital experience of growth and healing through relationship”. Findings revealed that having a family member suffer with SMI was a traumatic experience, and one which caused strain within family relationships. Findings shed light on family caregivers’ unmet needs for emotional support. All 12 caregivers reported that receiving FFRPS was beneficial. The significance of genuine understanding in the context of experiential similarity was repeatedly identified as invaluable. Analyses also revealed a sequential journey of recovery, and post-traumatic growth, across family caregivers’ narratives. After receiving care within the FFRPS relationship, and having processed their own trauma, caregivers grew in strength and became more objective. This led caregivers to replace old strategies of providing care with mutually empowering ways of genuinely supporting their SMI family me

peer-reviewed, Background: My systematic review of studies addressing research recommendations of a clinical practice guideline completed within this study was used to define the most effective factors that constitute a successful intervention in current brain injury literature. Cognitive stimulation therapy (CST) was deemed to be a close fit to these intervention recommendations. Based on this, it was postulated that CST would be a useful intervention to evaluate based on a current need for more streamlined, effective interventions across ABI rehabilitation services in a national and international context. Method: This research utilised a mixed methods approach to evaluate change in neuropsychological functioning, mental health and adjustment in the intervention group compared to a treatment as usual (TAU) group (quantitative phase). The qualitative phase explored participants’ experience of the intervention through focus groups. Quantitative data (N = 65) were analysed using a 2x2 repeated measures ANCOVA. Thematic Analysis (TA) was used to examine the qualitative findings in greater depth (N = 16). Results: Quantitative analysis indicated there was no significant difference in outcomes between two groups receiving two different rehabilitation approaches (CST vs. TAU). There was a statistically significant change over time (pre/post) for the intervention group on RBANS Visuospatial and Delayed Memory indices. Clinically significant change was observed for the RBANS Attention index and Total Scale score for the intervention group. Three qualitative themes were extracted from the data. Theme One: Differences in Personal Learning; Theme Two: Benefits and Limitations of a Group Intervention and Theme Three: Thinking Ahead. Quantitative findings were mapped onto qualitative themes to synthesise findings. Conclusions: There was no statistically significant difference in outcomes between groups in receipt of two different rehabilitation approaches (CST vs TAU). However, this study prov

peer-reviewed, The current research project explored the research question: “How are Clinical Psychologists Affected by a Client’s Ability to Adapt to Adversity (Resilience)?” Little is known about the impact that clients have on clinical psychologists, and less is known regarding the positive impact that clients have on clinical psychologists. It has been suggested that a client’s resilience positively impacts clinicians. However, the area remains under explored. Thirteen clinical psychologists partook in this study. Semi-structured interviews explored their experiences with resilient clients. Grounded theory principles were applied to the collection and analysis of data. The results revealed four key themes: (1) Virtuous Action, (2) Psychologists’ Resilience, (3) Collaborative Crusade, and (4) Fortitude Spiral. Working with resilient clients resulted in outcomes that appear to help maintain a psychologist’s ability to continue with clinical work. These findings, the subthemes that comprise them, and recommendations for clinical practice and future research will be outlined in this paper.

peer-reviewed, Introduction: Self-stigma has many negative consequences for people with depression. However, there is a lack of research exploring how gender affects the self-stigma of depression. This study aimed to explore how men and women experience, manage, and possibly resist, the self-stigma of depression. Method: This study was a qualitative research design using semi-structured interviews Four men and six women were interviewed to explore their subjective experiences of self-stigma. Data from these interviews were transcribed and analysed using interpretative Phenomenological Analysis. Results: Two superordinate themes emerged from the data: 'Self-stigma: Depression as a threat to gender identity' and 'Resisting the threat to gender identity'. The first superordinate theme described the participants ' experience of self-stigma involved a loss of gender roles and a need to conceal their depression. The second superordinate theme described how participants resisted self-stigma by seeking help, disclosing to others, normalising, and viewing depression as an empowering experience. Although gender was mainly found to affect self-stigma experiences, occasionally, men and women were found to have similar experiences. Discussion: This study allowed for a unique insight into how gender affects how self-stigma is experienced by men and women with depression. The findings of this study are discussed in relation to previous literature. The limitations and strengths of the study are considered, along with implications for clinical practice, policy, and future research.

peer-reviewed, Introduction: Research has highlighted high levels of unmet need among people with severe mental illness experiencing homelessness. The current study aimed to explore the subjective lived experience of a sample of this population to explore their perspective on areas of unmet and met need, and to examine their perspective on engaging with mental health services in an effort to promote personal recovery. Method: A qualitative design was utilised involving the completion of semi-structured interviews with participants. The researcher interviewed ten individuals with experience of homelessness and a diagnosis of severe mental illness currently in receipt of mental health support from a specialist mental health service for homeless people. Interviews were audio recorded and transcribed verbatim for analysis. Results: Analysis using Interpretative Phenomenological Analysis (IPA) generated five stages among participant narratives. These were: Tough Beginnings – A Bumpy Start; Critical Events – Losing Control of the Wheel; Striving to Survive – Seeking Help to Share the Drive; Stabilising and Healing – Finding a Safe Road Together; and Growing – Retaking Control of the Wheel. Ongoing threats to recovery via ongoing trauma, and recovery facilitators in the form of resilience are also discussed. Discussion: This study provided a comprehensive novel account of the stages encountered on the recovery journey of individuals with severe mental illness experiencing homelessness in Ireland. The findings of the current study are discussed in the context of previous literature. Implications for policy, education, practice and future research are discussed with particular emphasis on trauma-informed and personal recovery-oriented approaches to service delivery.

peer-reviewed, Introduction: Trans individuals report experiencing pervasive discrimination, microaggressions, harassment and stigma across their lifespan. Transphobia has been identified as a key contributor to elevated rates of mental health problems and suicidal ideation among trans individuals. The aim of the current study is to gain a deeper understanding of transgender individuals’ experiences of transphobic discrimination and hate crime, and how they describe their coping following these experiences, in their own words. This research aims to explore how resilience manifests in trans people with regards to stigma and discrimination. Method: The researcher interviewed seven trans individuals. Semi-structured interviews were utilized to explore participants’ subjective experiences of transphobic discrimination and how they described their coping following these experiences. Interviews were transcribed verbatim. Findings: An Interpretative Phenomenological Analysis (IPA) approach was employed and revealed a number of superordinate, subordinate, and minor themes in the interview data. The superordinate themes included ‘Aftermath of Experiences’, ‘Coping’, and ‘Moving Forward’. Discussion: The research project succeeded in addressing a number of gaps in the transgender discrimination literature; providing greater insight into trans peoples’ experiences of discrimination and/or hate crime and how it impacts on their coping and resilience. The results of the study are discussed in relation to the literature, and a number of implications are discussed in the context of clinical practice, education, policy, and future research. Limitations and strengths of the study are also discussed, as well as a critical reflection on the research process

peer-reviewed, Introduction: Peer Support Workers (PSWrs) are employed in mental health services with the purpose of supporting service users by utilizing their own personal experience of mental health difficulties. The introduction of a new role into an existing team or to complement an existing care pathway constitutes a complex intervention, for which systematic feasibility and piloting work in both development and evaluation are a necessity. Objectives: The aim of the study was to explore and compare the views and experiences of PSWrs, Supervisors, and Mental Health Professionals (MHPs) in relation to the employment of PSWrs in 4 mental health services in Ireland. Methodology: The overall research design aimed to collect information and draw conclusions for the future employment of PSWrs within statutory mental health services. Each participant group took part in a semi-structured interview (PSWrs: 4; Supervisors: 2; MHPs: 6) yielding a total of 12 interviews. Thematic analysis was conducted and the data compared across the three participant types. Results: Across nine topics, a total of 53 themes emerged from qualitative data. Discussion: Diverging views across participant groups, methodological strengths and weaknesses and significant implications for future directions for research, implementation and policy were discussed. Conclusions: The results of this study suggest the importance of developing clear guidelines for the effective implementation of peer support working before the role is widely rolled out in mental health settings and further research into their effectiveness be considered.

peer-reviewed, Introduction: Research on supervision is a burgeoning area within clinical psychology. Existing literature has focused primarily on supervisees’ perspectives of supervision. There has been little research in clinical psychology focusing on supervisors’ perspectives, and in particular, how they facilitate trainees’ learning. The present study attempted to address the gap in the literature, and explore clinical psychologists’ experiences of supervision with trainees. Method: The researcher interviewed eight clinical psychologists from the West and Mid-West of Ireland. All supervisors had experience of supervising at least two clinical psychology trainees. Semi-structured interviews were used to explore clinicians’ subjective experiences of supervision, with a focus on facilitating trainees’ learning. Interviews were transcribed verbatim. Results: IPA was the chosen methodology for this research, and the analysis revealed a number of superordinate and subordinate themes in the interview data. The superordinate themes included “Feeling the Responsibility”, “Striking a Balance” and “Letting Go”. Discussion: This study succeeded in addressing a number of gaps in the supervision literature. It provided greater insight into the perspectives of supervisors of clinical psychology trainees, and their efforts to facilitate learning. The results of the study are discussed in relation to existing supervision literature, the study strengths and weaknesses are highlighted, and a number of implications for clinical practice, education, training, and future research are presented.

peer-reviewed, Introduction: The current study sought to add to existing Mental Health First Aid (MHFA) literature by investigating the post-training experiences and helping behaviour of MHFA trainees in Ireland. In particular, this study aimed to understand the long-term outcomes of MHFA and the nature and quality of MHFA helping behaviours. The present research adopted a critical lens through which to examine MHFA experiences, exploring the impact of discourses constructing mental health and in doing so addressing a gap in the existing research. Method: A qualitative design was used to address the current research questions. Adopting a critical realist approach, previous MHFA trainees (n=256) completed an online survey gathering demographic details and brief qualitative information about their experiences. Individual telephone interviews were then conducted with 30 self-selecting survey participants (12 male; 18 female). Survey answers were downloaded online through Qualtrics. Interviews were audio recorded and transcribed verbatim for analysis. Results: Separate thematic analysis (TA) was carried out with survey and interview data, focusing on in-depth analysis of the interview data. Survey data addressed each of the following: Reasons for doing MHFA, Previous training or professional experience in mental health, Changes experienced as a result of MHFA, and Challenges in attempting to use MHFA. Interview analysis produced 6 core themes: Helping for Mental Health Problems; MHFA Narratives & Experiences, Resources & Services for Mental health, Subjective Norms, Understandings of Mental Health, and Covid-19. Conclusions: Findings confirmed the utility of MHFA training for improving general knowledge, attitudes and behaviour towards mental health problems. MHFA was found to influence helping behaviour and trainees’ confidence to provide help. Factors such as stigma, social support, previous experience and resources to support MHFA were also found to impact these outcomes. The prese

peer-reviewed, Introduction: Research has shown that anxiety during the perinatal period is experienced by many women and indeed may even be more common than depression (Carroll, Begley, & Clarke, 2014). However, to-date there is a dearth of qualitative studies exploring this experience. The current study aimed to contribute to the understanding of women’s lived experiences of anxiety and providing care to their babies during pregnancy and the year after birth, defined in the current study as the perinatal period. Method: The present study utilised a qualitative design and used Interpretative Phenomenological Analysis (IPA) as the methodological approach. The researcher recruited nine women with past experiences of anxiety who had given birth to their youngest child within the previous 30 months. All of the women participated in a semi-structured interview. Results: The transcripts were analysed using Interpretative Phenomenological Analysis (IPA) and four Superordinate themes were generated: (1) Early Fears (2) Being the Caregiver (3) Needing Care and (4) Gaining Confidence. Discussion: The present study provided a rich account of women’s lived experiences of anxiety and caregiving during the perinatal period. The findings of the study are discussed with reference to previous literature, the strengths and limitations of the study, clinical implications and future research. Conclusion: The present study highlighted the need for healthcare professionals to provide more support to women who experience perinatal anxiety. It also highlighted the need for increased preparation and support for women in the transition to motherhood. Perinatal anxiety needs to receive greater attention in the area of perinatal care.

peer-reviewed, Empirical research has demonstrated a wide range of beneficial outcomes for cultivating self compassion in people with mental health difficulties (Gilbert et al. 2010a, Neff et al. 2003b). Emerging research also suggests people can experience a multitude of barriers when attempting to develop self compassion (Gilbert et al. 2014). This phenomenological study explored the lived experiences and barriers to cultivating self compassion in an Irish Primary Care mental health sample to expand on the predominately quantitative evidence base. The sample was derived from a GP Practice in a Southern region of Ireland. Eleven participants with a diagnosis of Depression, and/or an Anxiety disorder attended individual semistructured interviews. The audio recorded interviews were transcribed verbatim, and analyzed using Template analysis (Crabtree et al. 1992). The emerged themes are as follows; Diverging perceptions: 'self pity' versus 'self promotion', Socio-Cultural Effects, ‘Emptiness' and Mental Health difficulties, Distrust: 'It's not allowed', and ‘Seeing the Colours': Recovery. The superordinate and subordinate themes are contextualised within the current literature, and the clinical implications are discussed. The strengths and limitations of the research are explored with reference to recommendations for further research.

peer-reviewed, Introduction: Residential child care has a long and ignoble history both in Ireland and throughout many parts of the Western World. A small but established field of research exists within the sector. The qualitative studies in the area tend to highlight various phenomena within residential child care while providing little context for those phenomena. The qualitative studies tend to provide more context for the phenomena and reflect the multifaceted nature of residential child care and how the answers to the questions about residential child care tend to depend significantly on who is asked.. The Assessment Consultation and Therapeutic Service (ACTS) was established to provide clinical services to young people residing in special care residential centres and detention centres in Ireland. Method: The study aimed to capture the experiences of clinicians working within the ACTS service. Semi-structured interviews were carried out with 11 ACTS clinicians who are based in each of the three regional centres of ACTS and in each of the professional disciplines represented within the service. Results: An Interpretative Phenomenological Analysis approach was utilised and three superordinate themes entitled ‘The Journey’, ‘The Path’ and ‘The Passengers’ were identified under the heading of ‘Going the Extra Mile’. Discussion: The findings are discussed in the context of relevant therapeutic approaches and previous research within the field. The application of the findings of the current study to further research, clinical practice, education and policy are discussed. The strengths and limitations of the study as well as the reflections of the primary researcher are also discussed.

peer-reviewed, Introduction: Professionalization is said to be composed of knowledge, autonomy and responsibility. There is, however, a significant lack of research into professionalization and the field of clinical psychology specifically. The present study aimed to explore clinical psychologists' interpretation and experience of professionalization here in Ireland. Method: The researcher conducted ten semi-structured interviews with practising clinical psychologists from different teams and services across the country. The use of semistructured interviews ensured that the individual and unique experiences of each participant were explored. Interviews were transcribed verbatim and an Interpretive Phenomenological Analysis (IPA) was applied. Results: Two superordinate themes emerged from the data; 'standardisation' and 'Internal characteristics, alteration? Or acceptable?'. Each superordinate theme encompassed a range of subordinate themes. Relevant participant quotes were provided to support each theme. Discussion: The research project succeeded in highlighting clinical psychologists' need for standardisation in relation to a number of external characteristics of their profession. Continuing Professional Development (CPD), self-care and registration were included. While others are reported to reach a satisfactory level of standardisation, namely supervision and training. The problematic nature of autonomy, knowledge and responsibility was exposed, with only the latter two being interpreted as requiring change. The findings are discussed in relation to previous literature. The study's limitations and strengths were explored and possible future research directions named. A range of recommendations regarding policy and clinical practice were presented.

peer-reviewed, Introduction Despite global uptake of the ‘Circle of Security Parenting Programme’ (COS-P), limited research on its effectiveness has been carried out to date and implementation now exceeds its evidence-base. Dissemination of COS-P has been ongoing in Ireland since the autumn of 2016 and emerging evidence suggests it to be a potentially powerful intervention tool for enhancing parent-child relationships and addressing childhood emotional and behavioural difficulties. The primary focus of the current study was to elucidate the lived experience of parents who have participated in the COS-P and to explore potential mechanisms of change. Method The method of inquiry involved a qualitative design. Semi-structured interviews were conducted with nine parents (eight mothers and one father) within seven weeks of completing the COS-P. Interviews were audio recorded and transcribed for analysis. A subsidiary quantitative investigation, involving the completion of standardised psychometric questionnaires at baseline, post-intervention, and again, following a six-month interval, was included to explore the feasibility of future hypothesis testing studies. Results Interpretative Phenomenological Analysis (IPA) was applied and the interview data culminated in the uncovering of six themes including ‘Seeking Help and Engaging with the Programme’, ‘Learning to be Vulnerable’, ‘Learning to Manage Emotions’, ‘An Improved Parent-Child Relationship’, ‘A New Experience of Parenting’ and ‘Evaluating the Experience’. Participants appeared to have developed more sensitive and reflective parenting practices and greater emotion regulation capacities. Participants expressed their immense satisfaction with the programme as well as its potential utility for wider audiences. Conclusion In-depth examination of parental experiences revealed that COS-P appears successful in its key objectives. Parental practices and affective change following COS-P appeared to occur through several interactive proces

peer-reviewed, Introduction: Mindfulness-Based Stress Reduction (MBSR) has shown to be a promising intervention to support caregivers with several quantitative studies demonstrating clinically significant improvements in psychological outcomes. However there is a dearth of qualitative research exploring caregivers’ subjective lived experience of Mindfulness-Based Stress Reduction. The current study aimed to explore the uncharted areas of caregivers of stroke survivors’ lived experiences of this intervention and gain a richer understanding of their perspective on its meaning and value in supporting them to manage the psychological symptoms that impact them in their caregiving role. Method: A qualitative design was used involving the completion of semi-structured interviews with nine caregivers who had participated in Mindfulness-Based Stress Reduction in a community setting. Interviews were audio recorded and transcribed verbatim for analysis. The focus of the interview was on caregivers of stroke survivors’ lived experiences of the programme. Results: Using Interpretative Phenomenological Analysis, three superordinate themes emerged from the data, each with descriptive titles: Life after Stroke: ‘I am a stroke victim as well’, Growth through Mindfulness: ‘We were invigorated by it’ and A Shared Journey through Mindfulness: ‘You just felt you weren’t on your own’. Discussion: The findings demonstrate how Mindfulness-Based Stress Reduction has the potential to improve the psychological well-being of caregivers of stroke survivors and thus support them in their caregiving role. The findings also highlight the impact of group effects on caregivers of stroke survivors’ experiences of Mindfulness-Based Stress Reduction. This study advances the literature by providing narrative richness to studies demonstrating the effectiveness of Mindfulness-Based Stress Reduction for caregivers. The findings are discussed in the context of existing literature, and the limitations and strengths of the

peer-reviewed, Background: The importance of emotional regulation on our capacity to function in the world has been comprehensively addressed in the research literature. According to attachment theory and research, the quality of parent-child interactions has a significant influence on children’s development of emotion regulation. In fact, emotion regulation is now regarded as an essential component of effective parenting. Much of the evidence-based parent training programmes delivered universally are cognitive and behaviour based. Although these programmes do contain elements of emotion regulation and relationship skills training, the emphasis is on behavioural management. In Ireland relationship-based parent training programmes have yet to be established, and consequently the evidence base is difficult to find.

peer-reviewed, Introduction: Research has highlighted the different ways in which supervision can facilitate skill acquisition and development. It also demonstrates the impact of poor supervision processes. However, existing literature focuses primarily on experiences of trainee psychologists. The current study aimed to explore the subjective lived experience of clinical supervisors and assistant psychologists being supervised within the pilot assistant psychology scheme in Ireland. The present study attempted to address the gap in the literature, highlight lived experiences, identify what is working well, unmet needs and challenges. Method: A qualitative design was utilised involving the completion of semi-structured interviews with participants. The researcher interviewed eight individuals, four were clinical supervisors and four were assistant psychologists. Interviews were audio recorded and transcribed verbatim for analysis. Results: IPA was the chosen methodology for this research, and the analysis revealed a number of superordinate and subordinate themes for both groups. The superordinate themes for the clinical supervisor group included “Journey of Growth”, “Sense of Responsibility”, and “Challenges. The superordinate themes for the assistant psychology group included “Good Supervision” and “Negative Psychological Consequences”. Discussion: The study succeeded in addressing several gaps in the supervision literature. It provided greater insight into the experiences of clinical supervisors and assistant psychologists’ working within the pilot scheme. The results are discussed in relation to existing relevant literature, the study strengths and weaknesses are delineated, and several implications for clinical practice, education, training and future research are presented.

peer-reviewed, Background: Suicide is one of the most common causes of death worldwide. Research targeting an understanding of the phenomenon of suicide, however, is still in its infancy. Connectedness is a key construct of suicide that has not been previously researched in depth using qualitative methodologies. Aims: The current study aims to explore the role of connectedness in the paths to and from suicide with psychotherapists working in the applied field of suicide intervention. A goal of the research is to develop a theoretical framework for the role of connectedness in relation to suicidality. Method: Psychotherapists (N=12) from a suicide-specific intervention service in Ireland were interviewed in relation to their understandings of connectedness and suicide. The transcripts of these interviews were analysed using a Constructivist Grounded Theory approach. Results: A tentative theoretical model for the role of connectedness in an individual’s path to and from suicide was developed. The model incorporated two strands: 1) the role of connectedness on paths to suicide and (2) the role of connectedness on paths from suicide. The connection an individual has with themselves was posited as the foundation for all other connections. The quality of connections and family were seen central to one’s propensity for developing suicide intent. Furthermore, the therapeutic relationship was noted as the connectedness vehicle for recovering from suicide intent. In order to develop connectedness for recovery, elements of the therapy, the client and the service required were seen as crucial to the current theory. Conclusions: Connectedness and relationships play essential roles in the trajectory of suicide. The development of positive connections can be sustaining and protective against suicide whereas maladaptive connections or a lack of connection can contribute to one feeling suicidal. The therapeutic relationship can be crucial to one’s recovery from suicide intent.

peer-reviewed, Background:. Minimal research has been carried out investigating Helping Professionals (HPs) experiences of working with children and families that have experienced Child Sexual Abuse (CSA). Furthermore, there is a significant dearth of literature examining individual processes of making sense and meaning of these experiences. The current study aimed to address these gaps in the literature through an exploration of HPs lived experiences of working with CSA in a Specialist Service (SS). Method: Twelve HPs working across two SSs for the assessment and treatment of CSA volunteered to participate in this study. Semi-structured interviews were carried out to explore HPs perceptions and experiences of working in this area. An Interpretative Phenomenological Analysis (IPA) provided a framework for the analysis of this data. Results: Five Master Themes and several associated Sub-Themes emerged through analysis procedures. These themes included ‘Evoked and Embodied’, ‘Process’, ‘Collective Support’, ‘Contained Spaces’, and ‘Worth the Journey’. Discussion: This study provides a novel contribution to the literature in its exploration of HPs experiences working with CSA in a SS. The results of this study are discussed in the context of previous literature. Clinical and service-based implications of these findings are outlined. Limitations and strengths of this study are then presented, as well as avenues for future research.

peer-reviewed, Introduction: Existing research on Adverse Childhood Experiences (ACEs) confirms that ACEs are endemic in the lives of many of the people who attend and use mental health services. Although the trauma caused by ACEs is known to have enduring impacts on adult mental health, mental health services in Ireland have not taken a systematic approach to trauma-informed relational care and it is difficult for clinicians to obtain formal training in this topic. The current study therefore carried out research on clinicians’ experiences of a locally-devised, trauma-informed relational care training and how this experience impacted on their perception of self, client and clinical practice in the twelve months afterwards. Methods: A qualitative design using purposive sampling and semi-structured interview was used to explore participants’ experiences. Interpretative Phenomenological Analysis (IPA) was used as a method of analysis to give voice and meaning to eight clinicians’ experiences of training and how it impacted on their perception of self, client and clinical practice. Results: Four superordinate themes were identified using IPA. These themes were best conceptualised as a process of change or metamorphosis which included; Engagement of Self; Changing the Lens; Change in Self as Clinician; and Change in Clinical Practice. Conclusion: The study provided insight into the metamorphic process clinicians experienced through training. For clinicians to change the client lens, they had to subjectively and objectively connect with the client experience through reflection which developed empathy and mentalisation skills. This is the first known evaluation of trauma-informed relational care training in an Irish context. Implications and recommendations are discussed for clinical practice, education and future research with a particular emphasis on how the client lens impacts the relational aspect of care.

peer-reviewed, Guidance counselling is identified in policy discourse as an important supporting structure for adults who experience social injustice and barriers in their education and career progression (OECD 2004; SOLAS 2014). To date, social justice debates in the guidance counselling field have primarily focused on gender, socioeconomic class and ethnicity (Reid 2016). However, this current study broadens this discourse to include disabilities such as dyslexia, as adults with dyslexia often face disproportionate barriers and inequalities in relation to their personal/social, educational and career development (Mooney and O’Rourke 2017). Therefore, this study addresses an identified knowledge gap which relates to the contextualised experiences of adults with dyslexia within the Further Education and Training (FET) sector in Ireland. The aim of this study is to investigate the guidance counselling needs of adults with dyslexia within the Irish Adult Educational Guidance Service (AEGS) in order to inform future policy and practice. Critical pragmatism underpins this study, where the focus is on practical problems and human experience, and it has the advantages of allowing for a flexible and reflexive methodology (Dewey 1973; Morgan 2014). This qualitatively-led sequential mixed methods study was conducted in two phases. First, the perceptions and experiences of AEGS guidance counsellors were gathered through an online questionnaire and analysed using descriptive statistics. In Phase 2, semi-structured face-to-face interviews were conducted with 14 dyslexic adults about their experiences, which was subject to thematic analysis. The findings were then synthesised and a number of core issues emerged which relate to identity and recognition, barriers and facilitating factors to the educational and career development of adults with dyslexia and guidance counselling provision to this cohort. Based on these empirical findings, an Irish framework for practice is presented. This framewor

peer-reviewed, The focus of this study is on the Professional Identity Formation (PIF) of Social Care Workers. The timespan of the research coincided with the progression towards registration and regulation of Social Care as a profession in its own right in Ireland. The starting point of the study was with the lived professional experience of the workers themselves. Particular emphasis was placed on the written and verbal discursive practices encountered by, and engaged in, by the Social Care Worker. A core aim of the research was to gain a deeper understanding of how PIF occurs, and by doing so, to better understand the emerging profession at a critical time in its evolution. Under a broad Social Constructionist banner, a theoretical framework based on Rhetorical Genre Theory and Enactment Theory was constructed that informed an approach to data collection and analysis in which the voice of the worker was central. The twin-theory approach allowed deeper contextual analysis of the individual worker’s experiences. The Collective-Case Study approach facilitated a greater breadth of experiences to be included. The data-gathering instruments of ‘Conversational Interviewing’ and ‘e-Diaries’ ensured that the newly qualified workers were active participants in generating the data. The ‘within-case’ analysis emphasised the individual voice of the worker, and themes emerging there fed forward to the cross-case analysis that followed. Nvivo ™ qualitative analysis software was used to assist the analytical process. Three key themes emerged to frame the cross-case analysis: 1. Policy, power and ‘situated’ professional identity. 2. Worker Activity in context - professional identity as a socially constructed concept. 3. Workers Self Awareness - professional identity as an internalised construct. The conclusions of the research are expressed as five ‘meaningful points’ that look inward to the research data and outward towards implications for professional practice. These, in turn, find more crea

peer-reviewed, Introduction: Research suggests that people with an intellectual disability (PWID) have historically been suppressed in their expression of relationships and sexuality. Adult ID service structures, staff member’s attitudes and PWID’s family viewpoints have been reported to influence this suppression. In Ireland, three other factors are noteworthy; a restrictive legislative framework; a conservative culture influenced by religion; and the adaption towards the biopsychosocial model of care and advances in Special Needs Education. This current study aims to explore the current attitudes and views of Irish Adult ID service providers and their staff on PWID’s expression of relationships and sexuality. Method: A mixed methods design was employed. During the quantitative phase, staff (n=86) completed an online survey to assess their ‘attitudes to sexuality’ relating to PWID. Meanwhile, qualitative methods were utilised to analyse Adult ID service provider ‘Relationship and Sexuality’ policy documents (n=5). These methods were also used to analyse staff participants open-ended questionnaires (n=86). Findings: Thematic Analysis was applied to the ‘Relationship and Sexuality’ policy documents and staff open-ended questionnaires. Five themes were generated from the policy documents; ‘Rights of PWID’, ‘Values’, ‘Training and Educational Supports’, ‘Welfare and Protection’, and ‘Supportive Structures’. Policies were interpreted to contain mixed messages on these themes, while also providing a dominant reference towards the protection of PWID. Three themes generated from the questionnaire; ‘Unsupported and Frustration’, ‘Taboo Subject Matter’, and ‘Vulnerability and Access to Education’. Participants reported a lack of service supports, dominant conservative viewpoints and PWID vulnerability. Staff ‘attitudes to sexuality’ were reported to be affected by demographic factors of age, education, practising religion and reading of service policy. Discussion: This study provided a com

peer-reviewed, Introduction: The existing literature confirms time and again that parents of children with Autism Spectrum Disorder (ASD) experience higher levels of stress than other parents. The current study aimed to explore the subjective lived experience of mothers of children with Autism Spectrum Disorder and gain insight into their perspectives on sources of stress as well as strategies and supports they engage in or would like the opportunity to explore. Methods: A qualitative design was undertaken and semi-structured interviews were conducted with participants. Twelve mothers of children with a diagnosis of ASD were interviewed. Interviews were audio recorded and transcribed verbatim by the researcher for analysis. Results: Data analysed using Interpretative Phenomenological Analysis (IPA) led to the development of five super-ordinate themes: Experiences of ASD; Interacting with Services; Experiencing ASD in the Family; Recognising Mental Health; and Aspiring for Change. Discussion: This study provided an opportunity for mothers to speak openly and subjectively about their experiences of the stressors associated with raising a child with ASD. The study findings are discussed in relation to the existing literature. Implications for policy, education, clinical practice, and future research are discussed with particular emphasis on family-centred practice in service delivery.

peer-reviewed, The quality of teaching that occurs within academic institutions has begun to feature more frequently in recent academic discourse. However, the types of educative relationships created with students features less frequently in the discourse. Yet they are an important aspect of the learning process. How academics understand the nature of their teaching and their impact on the learning of their students is an important consideration for those who seek to champion the development of mindful and empowering teaching in higher education. This research sought to explore my lived experiences of teaching and learning in higher education. A self-study action research methodology was chosen in which I sought to examine how students understood the nature of the educative relationships they experienced in higher education. It also explored in depth the nature of the educative relationships that I created with my students and how this impacted on their learning. The research was characterised by deep reflection on my practice as an educator in a university setting. A qualitative approach was employed and data were collected from a variety of sources such as student interviews, student focus groups, student reflective journals, evaluations of my teaching, focus groups with a team of critical peers, and my own research diary. Self-study action research facilitated me to develop my own theory of my practice as a higher education teacher. It illuminated the importance of educative relationships and the role of empowerment in student learning. It also gave me insight into the potential of empowerment as a prevailing ethos in higher education which can be facilitated by encouraging teachers to be more pedagogically reflective. Supervision is an important pedagogical relationship and needs to be reconceptualised in a manner that does justice to its pedagogical dimensions. Universities need to find creative and engaging ways to really listen to the voices of their students and action re

peer-reviewed, Introduction: Research has found that respite care has a positive impact on the well-being of caregivers of children with disabilities and is associated with lower levels of stress, reduced levels of depression and anxiety, and more time for rest and rejuvenation. To date there has been limited research carried out with parents of children with autism spectrum disorder, so the aim of this study is to explore their experiences of accessing respite care for their child with ASD. Method: Semi-structured interviews were carried out with six parents of children with a diagnosis of ASD, who were all in receipt of respite care from a children’s disability service. Interviews were audio-recorded and transcribed verbatim, before being analysed. Results: Analysis of the interview data, using Interpretative Phenomenological Analysis (IPA), revealed five superordinate themes. These were: ‘Living with ASD’, ‘The Respite Worker’, ‘Role of Respite’, ‘Emotional Conflict’, and ‘Service Provision’. Discussion: This study provided an insight into the unique, lived experience of parents accessing respite care for their child with ASD in Ireland. The findings of the current study are discussed in relation to the existing literature. Implications for clinical practice, education, policy, and future research are also discussed.

peer-reviewed, Introduction: Research has highlighted the increasing need for prevention and early intervention approaches for children who experience adversity. There is growing support for attachment-focussed interventions targeting the parent-child relationship in supporting optimal child development. In 2017, an area-based initiative aimed at improving outcomes for children experiencing disadvantage commenced the delivery of the Circle of Security- Parenting intervention to parents in the community. The current study aimed to explore the subjective experience of parents’ engaging in the COS-P programme. Method: A qualitative design was utilised involving the completion of semi-structured interviews with participants. The researcher interviewed ten parents who participated in the COS-P intervention. Interviews were audio recorded and transcribed verbatim for analysis. Results: Analysis using Interpretative Phenomenological Analysis (IPA) generated three phases of a journey within participant narratives. These were: Group as safe base for selfdiscovery; Understanding my child in a new way; and New beginnings; reaching our potential together. Discussion: This study provided a comprehensive account of the phases of a journey that parents move through in their participation in the COS-P intervention. The findings are discussed in context of existing literature. Implications for policy, education, clinical practice and future research are discussed and outlined.

peer-reviewed, Primary aim of research: The study aims to evaluate the effectiveness of implementing a brief Transdiagnostic Cognitive Behaviour Therapy Group intervention for young people experiencing common mental health conditions. The “Mind and Mood Group” seeks to empower young people to manage and understand their symptoms and to make changes with positive effects. It is a six-session, skills-based group, which models a stepped care approach based on the Improving Access to Psychological Therapies (IAPT) initiative devised in the United Kingdom. The Health Service Executive (HSE) has demonstrated a commitment to developing services for young people, following A Vison for Change (2006). It is hoped that by modelling a stepped care, evidence-based approach, services will be better equipped to meet the demands of this growing population. Method: The study used a deployment focused, multi-site mixed-method approach to incorporate a pre- and post-intervention repeated measures experimental design. Seven intervention groups across individual Child and Adolescent Mental Health Services (CAMHS) were involved in the study. Data was collected from participants who gave signed informed consent to take part in the study and completed the programme, N=40. Results: The findings were analysed for statistical significance and clinically meaningful analysis such as crossing clinical thresholds and reliable change. Participants’ experience of the intervention was elicited to provide richer in-depth data as a means to determine whether the intervention is meaningful and valuable to this population. Discussion: This study provided a deployment focused approach to introduce an innovative transdiagnostic group intervention to adolescents to assist services meet the growing demands for this population. It succeeded in addressing the current gaps in the transdiagnostic group literature for adolescents. The findings of this study are therefore discussed with reference to relevant literature, and the

peer-reviewed, Background: In the context of ageing populations in the western world, people with lifelong disability are among the fastest growing groups of older people. The largest sub-group of these are older people with intellectual disability. Yet little is known about how men and women with lifelong intellectual disability experience their later years. The purpose of the study is to develop a better apprehension of what ageing implies for those with lifelong intellectual disability, through direct consultation about psychosocial aspects of their lives. Method: This is a cross-sectional study carried out in a community based service for adults with moderate to severe intellectual disability in South West Ireland. It utilised a qualitative approach with a non-experimental, exploratory design. Participants (n=46) ranged in age from 36 to 76, with a mean age of 52. There were 24 males and 22 females. Participants lived in community residential houses (54%), with family (39%), in supported living (4%) and in a community hospital (2%). Fifty five interviews were undertaken. Data analysis drew on the principles of the Constructivist Grounded Theory Method. Results: The findings point to a life course theory of ageing and show that outcomes in ageing with lifelong intellectual disability are a function of both the ageing process and how age-related changes interface with the lived environment. Ageing well is linked to the quality and timing of supports received across five areas (1) self-determination (2)safety and security (3) social participation (4) loss and spirituality (5)coping patterns. A planning tool is developed from the findings and is used to identify individualised supports required across these five areas (Wellness in Ageing Tool – Intellectual Disability – WiAT-ID). Conclusions: (1) ageing experience cannot be set apart from whole of life experience (2) a five area support model, grounded in the experiential reality of actual lives, facilitates psychological and soci

peer-reviewed, Background: In the context of ageing populations in the western world, people with lifelong disability are among the fastest growing groups of older people. The largest sub-group of these are older people with intellectual disability. Yet little is known about how men and women with lifelong intellectual disability experience their later years. The purpose of the study is to develop a better apprehension of what ageing implies for those with lifelong intellectual disability, through direct consultation about psychosocial aspects of their lives. Method: This is a cross-sectional study carried out in a community based service for adults with moderate to severe intellectual disability in South West Ireland. It utilised a qualitative approach with a non-experimental, exploratory design. Participants (n=46) ranged in age from 36 to 76, with a mean age of 52. There were 24 males and 22 females. Participants lived in community residential houses (54%), with family (39%), in supported living (4%) and in a community hospital (2%). Fifty five interviews were undertaken. Data analysis drew on the principles of the Constructivist Grounded Theory Method. Results: The findings point to a life course theory of ageing and show that outcomes in ageing with lifelong intellectual disability are a function of both the ageing process and how age-related changes interface with the lived environment. Ageing well is linked to the quality and timing of supports received across five areas (1) self-determination (2)safety and security (3) social participation (4) loss and spirituality (5)coping patterns. A planning tool is developed from the findings and is used to identify individualised supports required across these five areas (Wellness in Ageing Tool – Intellectual Disability – WiAT-ID). Conclusions: (1) ageing experience cannot be set apart from whole of life experience (2) a five area support model, grounded in the experiential reality of actual lives, facilitates psychological and soci

peer-reviewed, Background: To ensure the right of the child with an intellectual disability to grow up in the family home is maintained, this study explores mothers ability to overcome the many challenges to the provision of care so as to guarantee a good quality of life for their child. Aims: This study will explore mothers experiences of the disclosure process of a disability and the impact it had on their ability to cope with providing care for their child. It asked mothers to describe their relationships in the family and community since the disclosure of their child’s disability. It explores how mothers made decisions regarding care, and what impact, if any, disability policies had on their lives. Method: In this exploratory qualitative study, eleven interviews were carried out with the assistance of a bilingual interpreter with mothers of children with disabilities who live at home, in the South of Romania. Of these, eight mothers’ interviews fulfilled the criteria of the study resulting in the transcription and analysis of these interviews using Interpretative Phenomenological Analysis. Results: The analysis uncovered four master themes of uncertainty, disempowering bureaucracy, a lack of understanding and the desire of mothers in going forward. Due to various socio- cultural barriers and ambivalent attitudes, mothers struggled to navigate the bureaucratic processes of meeting specialists. These encounters contributed to a lack of understanding by themselves and others, of their child. However, all mothers spoke of the desire in going forward with their child and thus continuing to provide care for them at home. Conclusions: This unique study reveals the strength of these mothers through their ability to cope with caring for their children in the face of a dearth of formal supports. The research has the potential to form the basis for change in the areas of clinical practice, policy, future education and research and continued professional development.

peer-reviewed, THE LINK TO THE DATA SET FOR THIS ARTICLE IS: http://hdl.handle.net/10344/4132, Background: Psychological distress among higher education students is of global concern. Students on programmes with practicum components such as nursing and teacher education are exposed to additional stressors which may further increase their risk for psychological distress. The ways in which these students cope with distress has potential consequences for their health and academic performance. An in-depth understanding of how nursing/midwifery and teacher education students experience psychological distress and coping is necessary to enable higher education providers to adequately support these students. Methods: This mixed method study was employed to establish self-reported psychological distress (General Health Questionnaire), coping processes (Ways of Coping Questionnaire) and lifestyle behaviour (Lifestyle Behaviour Questionnaire) of a total sample (n51557) of undergraduate nursing/midwifery and teacher education students in one university in Ireland. Individual interviews (n559) provided an in-depth understanding of students experiences of psychological distress and coping. Results: A significant percentage (41.9%) of respondents was psychologically distressed. The factors which contributed to their distress, included study, financial, living and social pressures. Students used varied coping strategies including seeking social support, problem solving and escape avoidance. The positive relationship between elevated psychological distress and escape avoidance behaviours including substance use (alcohol, tobacco and cannabis) and unhealthy diet is of particular concern. Statistically significant relationships were identified between ‘‘escape-avoidance’’ and gender, age, marital status, place of residence programme/year of study and lifestyle behaviours such as diet, substance use and physical inactivity. Conclusion: The paper adds to existing research by illuminating the psychological distress experienced by undergraduate nursing/midwifery and teacher educati

peer-reviewed, Background: In the context of ageing populations in the western world, people with lifelong disability are among the fastest growing groups of older people. The largest sub-group of these are older people with intellectual disability. Yet little is known about how men and women with lifelong intellectual disability experience their later years. The purpose of the study is to develop a better apprehension of what ageing implies for those with lifelong intellectual disability, through direct consultation about psychosocial aspects of their lives. Method: This is a cross-sectional study carried out in a community based service for adults with moderate to severe intellectual disability in South West Ireland. It utilised a qualitative approach with a non-experimental, exploratory design. Participants (n=46) ranged in age from 36 to 76, with a mean age of 52. There were 24 males and 22 females. Participants lived in community residential houses (54%), with family (39%), in supported living (4%) and in a community hospital (2%). Fifty five interviews were undertaken. Data analysis drew on the principles of the Constructivist Grounded Theory Method. Results: The findings point to a life course theory of ageing and show that outcomes in ageing with lifelong intellectual disability are a function of both the ageing process and how age-related changes interface with the lived environment. Ageing well is linked to the quality and timing of supports received across five areas (1) self-determination (2)safety and security (3) social participation (4) loss and spirituality (5)coping patterns. A planning tool is developed from the findings and is used to identify individualised supports required across these five areas (Wellness in Ageing Tool – Intellectual Disability – WiAT-ID). Conclusions: (1) ageing experience cannot be set apart from whole of life experience (2) a five area support model, grounded in the experiential reality of actual lives, facilitates psychological and soci

peer-reviewed, Guidance counselling is identified in policy discourse as an important supporting structure for adults who experience social injustice and barriers in their education and career progression (OECD 2004; SOLAS 2014). To date, social justice debates in the guidance counselling field have primarily focused on gender, socioeconomic class and ethnicity (Reid 2016). However, this current study broadens this discourse to include disabilities such as dyslexia, as adults with dyslexia often face disproportionate barriers and inequalities in relation to their personal/social, educational and career development (Mooney and O’Rourke 2017). Therefore, this study addresses an identified knowledge gap which relates to the contextualised experiences of adults with dyslexia within the Further Education and Training (FET) sector in Ireland. The aim of this study is to investigate the guidance counselling needs of adults with dyslexia within the Irish Adult Educational Guidance Service (AEGS) in order to inform future policy and practice. Critical pragmatism underpins this study, where the focus is on practical problems and human experience, and it has the advantages of allowing for a flexible and reflexive methodology (Dewey 1973; Morgan 2014). This qualitatively-led sequential mixed methods study was conducted in two phases. First, the perceptions and experiences of AEGS guidance counsellors were gathered through an online questionnaire and analysed using descriptive statistics. In Phase 2, semi-structured face-to-face interviews were conducted with 14 dyslexic adults about their experiences, which was subject to thematic analysis. The findings were then synthesised and a number of core issues emerged which relate to identity and recognition, barriers and facilitating factors to the educational and career development of adults with dyslexia and guidance counselling provision to this cohort. Based on these empirical findings, an Irish framework for practice is presented. This framewor

peer-reviewed, The focus of this study is on the Professional Identity Formation (PIF) of Social Care Workers. The timespan of the research coincided with the progression towards registration and regulation of Social Care as a profession in its own right in Ireland. The starting point of the study was with the lived professional experience of the workers themselves. Particular emphasis was placed on the written and verbal discursive practices encountered by, and engaged in, by the Social Care Worker. A core aim of the research was to gain a deeper understanding of how PIF occurs, and by doing so, to better understand the emerging profession at a critical time in its evolution. Under a broad Social Constructionist banner, a theoretical framework based on Rhetorical Genre Theory and Enactment Theory was constructed that informed an approach to data collection and analysis in which the voice of the worker was central. The twin-theory approach allowed deeper contextual analysis of the individual worker’s experiences. The Collective-Case Study approach facilitated a greater breadth of experiences to be included. The data-gathering instruments of ‘Conversational Interviewing’ and ‘e-Diaries’ ensured that the newly qualified workers were active participants in generating the data. The ‘within-case’ analysis emphasised the individual voice of the worker, and themes emerging there fed forward to the cross-case analysis that followed. Nvivo ™ qualitative analysis software was used to assist the analytical process. Three key themes emerged to frame the cross-case analysis: 1. Policy, power and ‘situated’ professional identity. 2. Worker Activity in context - professional identity as a socially constructed concept. 3. Workers Self Awareness - professional identity as an internalised construct. The conclusions of the research are expressed as five ‘meaningful points’ that look inward to the research data and outward towards implications for professional practice. These, in turn, find more crea

THE LINK TO THE ARTICLE FOR THIS DATA SET IS: http://hdl.handle.net/10344/4205, This is the data set for the article titled “Psychological distress and coping amongst higher education students: A mixed method enquiry”. Published online in PLOS ONE. The data was collected in the 2010/2011 academic year. Two files are included, the raw data file and a file which contains the codes used for the data.

peer-reviewed, THE LINK TO THE DATA SET FOR THIS ARTICLE IS: http://hdl.handle.net/10344/4132, Background: Psychological distress among higher education students is of global concern. Students on programmes with practicum components such as nursing and teacher education are exposed to additional stressors which may further increase their risk for psychological distress. The ways in which these students cope with distress has potential consequences for their health and academic performance. An in-depth understanding of how nursing/midwifery and teacher education students experience psychological distress and coping is necessary to enable higher education providers to adequately support these students. Methods: This mixed method study was employed to establish self-reported psychological distress (General Health Questionnaire), coping processes (Ways of Coping Questionnaire) and lifestyle behaviour (Lifestyle Behaviour Questionnaire) of a total sample (n51557) of undergraduate nursing/midwifery and teacher education students in one university in Ireland. Individual interviews (n559) provided an in-depth understanding of students experiences of psychological distress and coping. Results: A significant percentage (41.9%) of respondents was psychologically distressed. The factors which contributed to their distress, included study, financial, living and social pressures. Students used varied coping strategies including seeking social support, problem solving and escape avoidance. The positive relationship between elevated psychological distress and escape avoidance behaviours including substance use (alcohol, tobacco and cannabis) and unhealthy diet is of particular concern. Statistically significant relationships were identified between ‘‘escape-avoidance’’ and gender, age, marital status, place of residence programme/year of study and lifestyle behaviours such as diet, substance use and physical inactivity. Conclusion: The paper adds to existing research by illuminating the psychological distress experienced by undergraduate nursing/midwifery and teacher educati

peer-reviewed, Background: To ensure the right of the child with an intellectual disability to grow up in the family home is maintained, this study explores mothers ability to overcome the many challenges to the provision of care so as to guarantee a good quality of life for their child. Aims: This study will explore mothers experiences of the disclosure process of a disability and the impact it had on their ability to cope with providing care for their child. It asked mothers to describe their relationships in the family and community since the disclosure of their child’s disability. It explores how mothers made decisions regarding care, and what impact, if any, disability policies had on their lives. Method: In this exploratory qualitative study, eleven interviews were carried out with the assistance of a bilingual interpreter with mothers of children with disabilities who live at home, in the South of Romania. Of these, eight mothers’ interviews fulfilled the criteria of the study resulting in the transcription and analysis of these interviews using Interpretative Phenomenological Analysis. Results: The analysis uncovered four master themes of uncertainty, disempowering bureaucracy, a lack of understanding and the desire of mothers in going forward. Due to various socio- cultural barriers and ambivalent attitudes, mothers struggled to navigate the bureaucratic processes of meeting specialists. These encounters contributed to a lack of understanding by themselves and others, of their child. However, all mothers spoke of the desire in going forward with their child and thus continuing to provide care for them at home. Conclusions: This unique study reveals the strength of these mothers through their ability to cope with caring for their children in the face of a dearth of formal supports. The research has the potential to form the basis for change in the areas of clinical practice, policy, future education and research and continued professional development.