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During childhood and adolescence, it is crucial for individuals to develop appropriate emotional literacy, coping, and social skills. Programmes targeting youth well-being are increasingly being implemented in schools around the world. This study aims to describe the opinions of schoolchildren with low levels of subjective well-being in relation to "A Lust for Life Schools Programme," a universal well-being and resilience programme for primary school students in Ireland. The study also aims to illustrate participants' descriptions of emotions, coping skills, relationships, and well-being-related concepts, both before and after engaging in the programme through pre- and post-programme interviews. The journey of 20 primary school students (ages 10-13) who engaged in "A Lust for Life Schools Programme" was captured through semi-structured interviews conducted at three timepoints; pre-programme (n = 20), immediately post-programme (n = 8), and 12-16 weeks post-programme (n = 12). Thematic analysis was conducted on the interview data. Five primary themes were constructed: 1) programme feedback; 2) understanding feelings; 3) coping skills; 4) connection; and 5) illustrations of change. Findings suggest that "A Lust for Life Schools Programme" is an enjoyable and beneficial way for schoolchildren with low levels of subjective well-being to learn emotional literacy and coping skills in a social, interactive way.

Integration of intrapersonal, interpersonal and environmental factors has been proposed to enhance understanding of psychological quality of life (QOL) in adults with severe and enduring mental illness (SMI). This study examined the contribution of factors such as self-stigma, coping style and personal recovery orientation to psychological QOL in SMI; compared QOL outcomes to norms from the general population; and examined the association between personal recovery orientation and overall QOL. 70 participants with SMI completed measures of QOL (including psychological QOL), personal recovery orientation, coping, perceived stigma, psychological distress and demographic variables. Regression analysis found that only adaptive coping and psychological distress contributed significantly to psychological QOL. Personal recovery orientation was significantly associated with overall subjective QOL. Participants had lower QOL in the psychological and social relationships domains compared to the general population. Findings support the positive contribution of adaptive coping to psychological QOL, and the positive association between personal recovery orientation and overall QOL., Author(s): Orlagh Murphy [sup.1] , Kathy Looney [sup.1] , Muireann McNulty [sup.2] , Gary O'Reilly [sup.1] Author Affiliations: (1) grid.7886.1, 0000 0001 0768 2743, School of Psychology, University College Dublin [...]

Background: This paper evaluates the user experience of a newly developed mindfulness and relaxation game designed to teach mindfulness skills to people with intellectual disabilities. Computer-assisted mindfulness programs have gained considerable attention among researchers in both adult and child populations. However, less is known about the experiences of people with intellectual disabilities who engage in computerised mindfulness programs. The present study aimed to explore the experiences of adults with intellectual disabilities and clinicians in using a computerised mindfulness and relaxation game. Method: Twelve adults (with a mild or moderate intellectual disability) and sixteen clinicians were individually interviewed. Thematic analysis was used to analyse and generate themes within the data. Findings: Three main themes with a number of subthemes were generated for people with intellectual disabilities including the following: (1) The Process of Mindful Island; (2) Fostering Relationships Through the Computer; and (3) The Impact of the Game. Three themes from clinician interviews were also generated including the following: (1) A Good Concept but More to Do; (2) Uncertainties Around Players' Understanding of Mindfulness; and (3) The Computer as a Tool to Build Relationships. The findings indicated that participants found the game an enjoyable experience and saw a number of benefits to engaging in it including perceived improved confidence and perceived reduction of worries. Conclusions: Mindfulness can be adapted to computer-assisted technology for use among people with intellectual disabilities and may foster a number of benefits.

This paper concerns the early-phase development of a group self-development and personality exploration programme (DEEPdown) grounded in the Five Factor Model. A university pilot study wherein students completed the first iteration of the DEEPdown programme (n = 29), and a clinician survey (n = 36) were undertaken in parallel. University students completed feedback forms and focus groups; clinicians viewed a video summary. Data were analysed using quantitative and thematic analysis. Students consistently reported various positive experiences (e.g. space to reflect) and helpful in-session events (e.g. normative personality education). Their mean satisfaction level was 4.5 out of 5 (SD = 0.51), and in response to 'I would recommend DEEPdown to friends and/or family', 50% strongly agreed and 50% agreed. 27 of 29 students completed the 7-week programme. Clinician feedback was mostly favourable (e.g. 78% indicated that they would consider DEEPdown training), yet caution was also indicated (e.g. only 61% would recommend DEEPdown to a client). Key identified outcomes across both studies included greater self-awareness, self-acceptance, and self-compassion. Concerns surrounding insufficient session duration and content complexity arose in both studies. DEEPdown (iteration 1) was broadly acceptable to both students and clinicians. While further refinement and empirical evaluations in different settings are needed, DEEPdown has the potential to positively impact upon important aspects of well-being. To encourage collaboration from the scientific community, we have released DEEPdown as an open source intervention that is freely usable, modifiable, and empirically testable without author permission; all programme content is available on an open source platform (https://osf.io/9eysm/)., Author(s): Conal Twomey [sup.1] [sup.2] , Gary O'Reilly [sup.1] Author Affiliations: (1) grid.7886.1, 0000 0001 0768 2743, School of Psychology, University College Dublin, , Belfield, 4, Dublin, Ireland (2) grid.424617.2, [...]

The political drive for inclusion means there are increasing numbers of children with autism spectrum disorder (ASD) being educated alongside their neurotypical peers. Pervasive victimisation has prompted the development of peer interventions targeting stigma. This study evaluated the 'Understanding Our Peers with Pablo' programme for effects on knowledge, attitudes and behavioural intentions of infant schoolchildren (N=222) towards autistic peers. Classes were randomly assigned to an intervention or waitlist control condition. Change over time in knowledge of autism and attitudes and behavioural intentions towards familiar and unfamiliar peers was analysed using mixed analyses of variance. The intervention condition showed gains in knowledge and increased positive attitudes towards unfamiliar autistic peers (maintained over three-months). There were significant improvements in attitudes towards familiar autistic peers, and time-limited decreases in behavioural intentions across both conditions. Overall, results support the use of this programme in early-years education.

Since its release the Power Threat Meaning Framework (PTMF) has received considerable interest and uptake. However, there have not yet been any attempts to review the scope of this emergent literature. This scoping review aimed to identify and synthesize: (1) all empirical research which utilized the PTMF in their methodologies, (2) the characteristics of these studies, (3) the different ways in which these studies utilized the PTMF, and (4) the key findings of these studies. This review was conducted in line with the Preferred Reporting Items for Systematic Reviews and Meta‐Analyses (PRISMA) scoping review extension (PRISMA‐ScR). Following systematic searches of academic databases and grey literature, 17 studies meeting eligibility criteria were included. These papers were subject to critical appraisal, data charting, and narrative synthesis. This review identified four uses of the PTMF: (1) PTMF‐informed data collection, (2) PTMF‐informed data analysis, (3) Experiences of/views on the PTMF, and (4) PTMF‐informed psychological practices. This evidence‐base demonstrated the merits of utilizing the PTMF across a range of disciplines, settings, and populations. This heterogeneity also presents challenges for evidence synthesis. Implications for research (e.g. importance of the coherent and consistent approach to research) and practice/policy (e.g. professional training, collaboration, service‐level barriers) are considered. [ABSTRACT FROM AUTHOR]

Anxiety and depression are among the most common mental health concerns in youth, with rates of these internalizing problems continuing to rise. Universal school-based interventions have shown promising results in improving poor mental health outcomes; however, more research is needed across different cultural contexts. This study is part of an ongoing evaluation of A Lust for Life Schools Programme, a universal process-based cognitive behavioral therapy intervention for Irish primary school children. This study investigated the efficacy of the program through a cluster randomized controlled trial. Nine schools were randomly allocated to the intervention or control groups. Four hundred and seventy participants completed measures at three timepoints (baseline, post-intervention, and 6-week follow-up) assessing internalizing problems, anxiety, and depressive symptoms (primary outcomes) and avoidance, problem-solving, seeking social support, academic self-efficacy, social self-efficacy, and emotional self-efficacy (secondary outcomes). Although participants reported that they were mostly satisfied with the intervention, results revealed that the intervention did not have a significant effect on the outcome variables compared to the control group. Implications of the findings and recommendations for future research are discussed. [ABSTRACT FROM AUTHOR]

Background: Despite its evidence base in the general population, computerized cognitive behavioural therapy (cCBT) has not yet been adapted for use with people with intellectual disability. This study aimed to explore the experiences of adults with an intellectual disability who played a cCBT program. Method: Twenty-four adults (with a mild or moderate intellectual disability and clinically significant anxiety or depression) who were in the treatment arm of a pilot randomized controlled trial evaluating the cCBT program were individually interviewed. Thematic analysis was used to analyse and report themes within the data. Results: Participants found playing the program to be an enjoyable and novel experience and that it was challenging and helpful. It allowed them to develop and reflect on relationships and increased their awareness of thoughts, feelings and behaviours. Conclusions: Combining technology with CBT is an effective way to reduce barriers to accessing mental health interventions and technology for this population.

In the Irish Prison Service, prisoners repeatedly engaged in serious violence are managed under the Violently Disruptive Prisoner (VDP) policy. With the development of the National Violence Reduction Unit (NVRU), practice has shifted from being operationally-driven to the integration of a psychological perspective in the management of these prisoners. Part of an ongoing evaluation of this changing practice, this study explored the experiences of VDP policy prisoners (n = 4) and the prison officers (n = 13) working with them before practice changed. Descriptive thematic analysis of semi-structured interviews identified nine themes: (1) describing VDP policy prisoners, (2) staff characteristics and approaches, (3) describing the VDP policy regime, (4) the social environment, (5) the occupational environment, (6) function of the VDP policy, (7) impact of the VDP policy, (8) factors influencing violence, and (9) responding to violence. Results are interpreted in light of comparable research and the Power Threat Meaning Framework. Implications for policy, practice and research in the NVRU are considered. [ABSTRACT FROM AUTHOR]

The political drive for inclusion means there are increasing numbers of children with autism spectrum disorder (ASD) being educated alongside their neurotypical peers. Pervasive victimisation has prompted the development of peer interventions targeting stigma. This study evaluated the 'Understanding Our Peers with Pablo' programme for effects on knowledge, attitudes and behavioural intentions of infant schoolchildren (N = 222) towards autistic peers. Classes were randomly assigned to an intervention or waitlist control condition. Change over time in knowledge of autism and attitudes and behavioural intentions towards familiar and unfamiliar peers was analysed using mixed analyses of variance. The intervention condition showed gains in knowledge and increased positive attitudes towards unfamiliar autistic peers (maintained over three-months). There were significant improvements in attitudes towards familiar autistic peers, and time-limited decreases in behavioural intentions across both conditions. Overall, results support the use of this programme in early-years education., Author(s): Sonia Morris [sup.1] , Gary O'Reilly [sup.1] , Mitchell K. Byrne [sup.2] Author Affiliations: (1) grid.7886.1, 0000 0001 0768 2743, School of Psychology, University College Dublin, , D04 V1W8, [...]

Background: Cognitive behavioural therapy (CBT) is being increasingly adapted for use with people who have an intellectual disability. However, it remains unclear whether inherent cognitive deficits that are present in adults who have an intellectual disability preclude the use of cognitive-based therapies. This review aims to systematically examine "cognitive therapy skills" in adults who have an intellectual disability that assist engagement in CBT. Method: Two authors independently reviewed titles and abstracts of articles located through electronic database searching. Results: Outcomes of the 18 studies selected for full-text review are mixed and limited by a moderately high risk of bias. Conclusions: The authors suggest eleven findings from research areas of emotion recognition, cognitive mediation, discriminating between thoughts, feelings and behaviours, linking events and emotions that have implications for the design of CBT programmes and future research for this population.

The article investigates the phenomenon of unilateral termination (UT) in psychological treatment, where clients decide to end therapy without completing the initially intended goals. The study, conducted in an Irish outpatient adult mental health psychology service, employs a multi-perspective approach, gathering data from clients who unilaterally terminated, clients who engaged with planned endings, and practicing adult mental health psychologists.

Mindful Gnats is a computer game and App that introduces mindfulness and relaxation skills to young people aged nine years and older. In this paper the authors describe their model for using technology to support children with the development of psychological skills. This model combines a computer game to introduce and practice psychological skills played in the presence of an adult, with an App that assists young people as they practise and transfer those skills into their everyday life at home, at school and in the community. The Mindful Gnats computer game comprises a six level 3-D game world and is available on iOS and Windows. The Mindful Gnats App is available for both iOS and Android operating systems. This paper describes the background research that informed the design of Mindful Gnats as well as the specific mindfulness and relaxation contents of the programme. The authors' on-going research to evaluate the effectiveness of Mindful Gnats with regular children and those with clinical difficulties is described, along with the key lessons the authors have learnt from their experience in the design of mental health promoting technology.

During childhood and adolescence, it is crucial for individuals to develop appropriate emotional literacy, coping, and social skills. Programmes targeting youth well-being are increasingly being implemented in schools around the world. This study aims to describe the opinions of schoolchildren with low levels of subjective well-being in relation to A Lust for Life Schools Programme, a universal well-being and resilience programme for primary school students in Ireland. The study also aims to illustrate participants' descriptions of emotions, coping skills, relationships, and well-being-related concepts, both before and after engaging in the programme through pre- and post-programme interviews. The journey of 20 primary school students (ages 10–13) who engaged in A Lust for Life Schools Programme was captured through semi-structured interviews conducted at three timepoints; pre-programme (n = 20), immediately post-programme (n = 8), and 12–16 weeks post-programme (n = 12). Thematic analysis was conducted on the interview data. Five primary themes were constructed: 1) programme feedback, 2) understanding feelings, 3) coping skills, 4) connection, and 5) illustrations of change. Findings suggest that A Lust for Life Schools Programme is an enjoyable and beneficial way for schoolchildren with low levels of subjective well-being to learn emotional literacy and coping skills in a social, interactive way. [ABSTRACT FROM AUTHOR]

When 29 child sex offenders, 30 violent offenders, 30 nonviolent offenders, and 30 community controls were compared, a secure adult attachment style was 4 times less common in the child sex offender group than in any of the other three groups. Ninety-three percent of sex offenders had an insecure adult attachment style. Compared with community controls, the child sex offender group reported significantly lower levels of maternal and paternal care and significantly higher levels of maternal and paternal overprotection during their childhood. Compared with all three comparison groups, the child sexual offenders reported significantly more emotional loneliness and a more external locus of control. With respect to anger management, the child sexual offenders' profile more closely approximated those of nonviolent offenders and community controls than that of violent offenders.

A study compared psychological characteristics of 27 Irish adolescents who had sexually abused other youngsters (SA group), 20 controls who had significant behavioral problems but no history of sexually offending (CC group), and 29 normal controls. The psychological adjustment of the SA group was less problematic than the CC group. (Contains references.) (Author/CR)

Accessible Summary: Sometimes people find it hard to notice what is going on in their mind, body and feelings. Mindfulness can help us with this. Some studies show that mindfulness might help people with intellectual disabilities.We asked people to play a mindfulness computer game to see whether it helped them to notice their mind, bodies and feelings more easily. People who work with people with intellectual disabilities helped to play the game too.We asked people what they thought about the game.People seem to enjoy playing the game and said it helped them be more mindful.We think that learning mindfulness in a computer game might be helpful for people with intellectual disabilities. Background: This paper evaluates the user experience of a newly developed mindfulness and relaxation game designed to teach mindfulness skills to people with intellectual disabilities. Computer‐assisted mindfulness programs have gained considerable attention among researchers in both adult and child populations. However, less is known about the experiences of people with intellectual disabilities who engage in computerised mindfulness programs. The present study aimed to explore the experiences of adults with intellectual disabilities and clinicians in using a computerised mindfulness and relaxation game. Method: Twelve adults (with a mild or moderate intellectual disability) and sixteen clinicians were individually interviewed. Thematic analysis was used to analyse and generate themes within the data. Findings: Three main themes with a number of subthemes were generated for people with intellectual disabilities including the following: (1) The Process of Mindful Island; (2) Fostering Relationships Through the Computer; and (3) The Impact of the Game. Three themes from clinician interviews were also generated including the following: (1) A Good Concept but More to Do; (2) Uncertainties Around Players' Understanding of Mindfulness; and (3) The Computer as a Tool to Build Relationships. The findings indicated that participants found the game an enjoyable experience and saw a number of benefits to engaging in it including perceived improved confidence and perceived reduction of worries. Conclusions: Mindfulness can be adapted to computer‐assisted technology for use among people with intellectual disabilities and may foster a number of benefits. [ABSTRACT FROM AUTHOR]

When 29 child sex offenders, 30 violent offenders, 30 nonviolent offenders, and 30 community controls were compared, a secure adult attachment style was 4 times less common in the child sex offender group than in any of the other three groups. Ninety-three percent of sex offenders had an insecure adult attachment style. Compared with community controls, the child sex offender group reported significantly lower levels of maternal and paternal care and significantly higher levels of maternal and paternal overprotection during their childhood. Compared with all three comparison groups, the child sexual offenders reported significantly more emotional loneliness and a more external locus of control. With respect to anger management, the child sexual offenders' profile more closely approximated those of nonviolent offenders and community controls than that of violent offenders. Keywords: child sexual abuse: perpetrators: attachment; bonding; loneliness; locus of control: anger

Objective: This study aimed to profile the psychological and psychosocial characteristics of a group of Irish adolescents who had sexually abused other youngsters. Method: Levels of behavior problems, personal adjustment, anger management, and psychosocial adjustment were compared in 27 Irish adolescents with a history of sexually abusing another youngster (SA group), 20 clinical controls who had significant behavioral problems but no history of sexual offending (CC group), and 29 normal controls who were without significant psychological problems (NC group). Measures used included the Child Behavior Checklist (CBCL), the Youth Self-Report Form (YSR), selected scales from Beckett (1997) Adolescent Sex Offender Assessment Pack (ASOAP), and the Family Environment Scale (FES). Results: Compared with the CC group, the SA group displayed fewer problems overall on the CBCL and the YSR. The SA group showed problems with self-esteem, emotional loneliness, and perspective-taking similar to those of the CC group, but their impulsivity scores were similar to those of the NC group. The locus of control scores of the SA group fell between those of the CC and NC groups. The SA group showed an anger management profile that fell at an intermediate position between those of the NC and CC groups. The SA group showed problematic family functioning in the areas of expressiveness, behavior control, and social support, similar to those of the CC group. Their difficulties with family cohesion were less severe than those of the CC group but worse than those of the NC group. Conclusions: Overall, the psychological adjustment of adolescents with a history of sexually abusing others was more problematic than that of normal controls but less problematic than that of youngsters who had significant behavioral problems but no history of sexual offending. Keywords: Child sexual abuse; Perpetrators; Adolescents; CBCL; YSR; ASOAP