Background: Suicidality, suicidal ideation and suicidal behaviour, is a significant health concern for adolescents with Autism Spectrum Disorders (ASD). Depression and Irritability have been identified as risk factors for suicidality in autistic adolescents. Autistic youth may have higher vulnerability to these factors than typically developing adolescents. No study has compared the relationship between suicidality and different depressive phenotypes, nor used a UK clinical sample. This study aimed depression, irritability, and specific depressive phenotypes as risk factors for suicidality in adolescents with ASD within a UK clinical population. Method: This clinical cohort study used archival data extracted from an electronic mental health records database. The sample consisted of 1314 adolescents (13+ years) who received an ICD-10 ASD diagnosis between 2008 and 2013. Outcome measure was suicidality, with exposure variables of depression, irritability, and phenotypes (depression with comorbid irritability (DWI), depression without comorbid irritability (DNI), irritability without comorbid depression (IND)). Results: Cross-sectional analysis found depression to be associated with higher likelihood of suicidality. Irritability was found to be associated with higher likelihood of suicidality, even after controlling for depression. DWI was a more significant predictor of suicidality than IND, but no different from DNI. Psychosis, being female, antidepressant use, and caregiver mental health difficulties were also positively associated with suicidality, but significantly less likely in individuals diagnosed with ID. Conclusions: Results indicate multiple characteristics of adolescents with ASD at high-risk of suicidality. Early identification of high-risk individuals could help deliver timely intervention, potentially reducing both incidence and progression of suicidality.

Objectives: This study aimed to test the impact of an internet-delivered Mindfulness-Based Flourishing program (MBF) on subjective wellbeing in a sample of adults with chronic pain. Materials and methods: Fifty-seven adults who experienced chronic pain were randomly assigned to either the MBF or to a waitlist control condition. Outcomes measures were taken via an online survey before and after the four-week intervention, and after a further four weeks. A complete case analysis approach was used, which included 30 of the original sample. Results: The MBF led to increases in subjective wellbeing and mindfulness that reached significance by follow-up, and increased health quality of life at both time points compared to controls. Effect sizes were medium to large. A reduction in pain catastrophising was also seen in the MBF group over time. Widespread pain and symptom severity did not change significantly compared to controls. Significant correlations were observed between subjective wellbeing, health quality of life and all other variables at baseline. Discussion: Despite being underpowered, the study showed promise for the MBF to be used as an intervention for improving wellbeing in chronic pain. Replication is necessary to strengthen the evidence, and future studies could investigate the mechanisms of change.

Thesis(MSc (Clinical Psychology)) -- University of Limpopo, 2012. / Teddy Bear Therapy is a specialised type of intervention which calls for effective training oftherapists interested in conducting Teddy Bear Therapy. However, no structured training programme for psychotherapists in this child therapy exists to this date. The current study therefore developed a training programme for psychotherapists in Teddy Bear Therapy. The investigation was done by using a qualitative, descriptive research design. This allowed for a systematic description of the nature of child psychotherapy training programmes by means of a narrative literature review. From the literature review, questions were derived to be used in semi-structured interviews with three clinical psychologists. The data obtained from the interviews were analysed and common themes identified. These findings were combined with the data obtained from the literature review. This integration resulted ina training programme in Teddy Bear Therapy. The training programme incorporates theoretical as well as experiential learning. The programme outline provides the facilitator with clear instructions as to what each session's objectives and tasks are. The trainee is provided with a manual that firstly provides background information necessary to understand the application of Teddy Bear Therapy. Secondly, the manual provides specific information on the development and process of Teddy Bear Therapy. The trainee must work through the manual, do exercises, take part in discussions or prepare readings whenever indicated to do so by the facilitator. In spite of the contribution which the training programme and its manual can make to the South African context, it is limited to the theoretical framework of a dissertation and has not yet been implemented or empirically tested.

Thesis (MSc (Clinical Psychology) ) -- University of Limpopo, 2012. / The Clinical Psychology training programme at the University of Limpopo (Medunsa Campus) is contextualized within the theoretical paradigm of the General Systems Theory. The main focus during the first block of training is on equipping trainees with a person-centered stance and the necessary skills that go with it such as empathy, unconditional positive regard and congruence and also to develop a frame of reference in the trainees which is suitable to form a basis as a therapist. Thus training within this context is experiential. The aim of this study was to explore the subjective emotional experiences of the Msc1-Clinical Psychology trainees at the University of Limpopo (Medunsa Campus) during their first block of training. The research was conducted through qualitative interviews with the trainees shortly after being exposed to the first block of training. The sample size consisted of five trainees of the 2011 Masters in Clinical Psychology training programme at Medunsa Campus. Interviews were analysed in accordance with qualitative methodology through thematic analysis. Finally, an attempt was made to discuss and integrate the research findings into which the strengths and limitations of the study and future recommendations were made. Results from this study indicated that trainees during their first block of training experienced different challenges which are not only emotional but mental as well as academic in nature. Moreover, it became evident that trainees further experienced challenges in their social contexts such as families and relationships outside the training context.

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Art Therapy is a psychotherapeutic process involving the use of art materials. The art therapy case studies of three paraphilic clients is reviewed. Based on a model of art therapy that considers the process, the artwork and the triangular (client, therapist and the artwork) relationship, the case study reviews and explores the treatment of a voyeuristic, an exhibitionistic and a transvestic client. In their artwork, important material emerged. In this thesis, the material is initially viewed as a secret, as it emerged not in words but in the artwork. The study offers insights about three paraphilias based on the casework material. The study also contributes to an understanding of how art therapists may work with clients who have sexual troubles. / Master of Arts (Hons.) (Art therapy)

Guided Imagery and Music(GIM) is a method of psychotherapy using specifically prepared programs of classical music to facilitate altered states of consciousness and imagery. Whilst researchers and clinicians agree that music in GIM acts as a catalyst to the imagery response, little is known about the temporal effects of entire GIM programs. This study explores the premise that a continuous assessment of autonomic arousal may increase an understanding of time-varying relationships between the musical structure of GIM programs and the listener's imagery. In the final conclusion the author postulates that, although specific attributes of music may underpin specific imagery responses, it is the unique temporal structure of the entire GIM program that facilitates the continuous flow of the imagery. Recommendations are made for future research into the continuous response to music and imagery. / Doctor of Philosophy (PhD)

Guided Imagery and Music(GIM) is a method of psychotherapy using specifically prepared programs of classical music to facilitate altered states of consciousness and imagery. Whilst researchers and clinicians agree that music in GIM acts as a catalyst to the imagery response, little is known about the temporal effects of entire GIM programs. This study explores the premise that a continuous assessment of autonomic arousal may increase an understanding of time-varying relationships between the musical structure of GIM programs and the listener's imagery. In the final conclusion the author postulates that, although specific attributes of music may underpin specific imagery responses, it is the unique temporal structure of the entire GIM program that facilitates the continuous flow of the imagery. Recommendations are made for future research into the continuous response to music and imagery. / Doctor of Philosophy (PhD)

Guided Imagery and Music(GIM) is a method of psychotherapy using specifically prepared programs of classical music to facilitate altered states of consciousness and imagery. Whilst researchers and clinicians agree that music in GIM acts as a catalyst to the imagery response, little is known about the temporal effects of entire GIM programs. This study explores the premise that a continuous assessment of autonomic arousal may increase an understanding of time-varying relationships between the musical structure of GIM programs and the listener's imagery. In the final conclusion the author postulates that, although specific attributes of music may underpin specific imagery responses, it is the unique temporal structure of the entire GIM program that facilitates the continuous flow of the imagery. Recommendations are made for future research into the continuous response to music and imagery. / Doctor of Philosophy (PhD)