The Psychologist October 2009 PDF

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the
psychologist
vol 22 no 10
october 2009
The teller, the tale

and the told
Steven Killick and Neil Frude on
oral storytelling; and Richard
Gottliebs analysis of the childrens
classic Where the Wild Things Are
Incorporating Psychologist Appointments

5 or free to members of
The British Psychological Society
forum 818
news 826
book reviews 856
looking back 902
the restless brain 836

making up the mind 842
the path to prose 854
careers: psychotherapy and other stories 882
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The
British
Psychological
Society
Contact
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Fax 0116 227 1314
Welcome to The Psychologist, the official monthly publication of The British

Psychological Society. It provides a forum for communication, discussion and controversy
among all members of the Society, and aims to fulfil the main object of the Royal Charter,
to promote the advancement and diffusion of a knowledge of psychology pure and applied.
It is supported by a website, www.thepsychologist.org.uk, where you can view this
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Your publication needs you!

You can shape the content in all parts of the
publication we rely on your submissions.
In return we help you to get your message
across to a large and diverse audience.
It's important for psychologists to develop ways
of writing that really communicate: not just
journal intricacy and not just glossy-magazine
chat. The Psychologist offers a fine opportunity
for this development. The editors are excellent,
in their work with authors and in their production
of this wonderful publication.
Keith Oatley, University of Toronto
What are we looking for?

Topics which will inform our wide audience,
written in a style which will engage them. We
aim to publish quality, accessible overviews of
research and practice (but not journal style
reports of unpublished studies), along with a
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the editor to discuss, on jon.sutton@bps.org.uk
or via the Leicester office.
We are also keen to receive news, letters,
conference reports, pieces about careers,
methods, teaching and learning, the history of
psychology and more. Again, contact the editor.
How do I go about writing my piece?

You may find it helps to contact the editor for
advice on the approach you should take and
Editor Jon Sutton

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Whitty, Barry Winter
how long the piece should be. You can also

see www.thepsychologist.org.uk for guidance,
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archive of past issues.
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Send your work as an attachment to
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After an initial assessment of suitability by the
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these policies and procedures have not been
followed, contact the editor on
jon.sutton@bps.org.uk, or the Chair of the
Psychologist Policy Committee, Dr Paul
Redford, on paul2.redford@uwe.ac.uk
Conferences
Sandie Cleland
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International
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Interviews
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History of Psychology
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The Psychologist
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Associate Editors
vol 22 no 10
october 2009
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the
psychologist
vol 22 no 10
forum
818
the narrowing focus of UK psychology; US healthcare reform; bias in testing;
clinical terminology; proposal for a Community Psychology Section; and more
news
826
heart attack survivors; online CBT; climate change; publication of Rorschach
images; a special feature on the next big questions in psychology; and more
media
the benefits and ethics of involvement in the media, with Kairen Cullen
836
JAMES MENDELSSOHN, WWW.BEYONDTHEBORDER.COM
854
834
The restless brain

Christian Jarrett enters the strange and
controversial world of the default mode
network
836
Making up the mind

Chris Frith, winner of the Societys 2008
Book Award, on how his ideas have
developed, and the surprising
implications
842
Teach and learn: The path to prose

Paul McCarthy offers some reflections
on supervising writing in a PhD
854
october 2009
THE ISSUE
Given that I am a psychologist
turned wordsmith of sorts, it is a
particular pleasure to introduce a
collection of articles in this issue
related to writing and storytelling.
We have the Book Award article, a
Teach and learn on writing in a
PhD, a Careers piece with a clinical
psychologist and novelist, and
Steven Killick and Neil Frude
examining the oral tradition.
Finally, Richard Gottliebs Eye on
fiction tackles my favourite ever
childrens book, Maurice Sendaks
Where the Wild Things Are (which has
been adapted for a new feature film,
out this month). It has been
described as one of the very few
picture books to make an entirely
deliberate, and beautiful, use of the
psychoanalytic story of anger. It was
an honour to contribute a box to
Richards piece, and it reminded me
why psychology and storytelling go
so well together.
Dr Jon Sutton (Managing Editor)
book reviews
856
saving our children from nature deficit disorder; memory; study skills; dementia;
and a lifetime of intelligence
society
862
Presidents column; ethical code changes; going green with the DOP; and more
careers
life as a clinical psychologist and novelist, with Frank Tallis; the benefits of
internships; building roads to success in mental health; the latest jobs, and
how to advertise
882
looking back
902
Barbara Tizard on John Bowlby: the origins of his ideas, their impact, and his
often underestimated willingness to revise them
one on one
with Jay Belsky
904
see www.thepsychologist.org.uk
for exclusive content this month
read discuss contribute at www.thepsychologist.org.uk

and the told
Richard Gottlieb analyses the
childrens classic Where the
Wild Things Are 846
Steven Killick and Neil Frude
on oral storytelling 850
817
FORUM
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The narrowing focus of UK psychology?

There is something insidious happening
to British psychology that may be directly
attributed to the RAE. The panel
identified cognitive psychology and
neuropsychology as most worthy of merit
with the top 10 institutions publishing in
these subject journals. Applied and
professional psychological areas fared less
well. How might we interpret this?
We could argue about who was rating
papers and by what criteria and we might
want to challenge the privileging of these
areas of psychology, but we should
certainly discuss the consequences. Given
the present economic down turn and the
redirecting of money following the RAE,
the panels judgement gave a steer to my
department at the University of Surrey in
identifying where to retrench following a
requirement to
save money as
well as fulfilling
an aspiration for
the university to
be amongst the
top 10 HE
institutions
nationally and
the top 100
internationally.
Notwithstanding
a 30-year history
of pioneering
forensic
psychology, two out of the current four
posts have been lost, and I fear Surreys
contribution to this field is seriously
depleted. I am aware of at least two other
universities that will

be losing some forensic
psychology capability.
I have just returned
from an international
conference where colleagues
were amazed at these losses
and the implications for the
research and knowledge
base of not only forensic
but other applied and
professional areas of
activity. Clinical courses
have limited scope to be
research productive given the
heavy demands to support trainees and
the interface with the NHS. Will these
too be at risk?
There is in my view a serious danger
US healthcare reform your support needed
contribute
Many readers will be aware of the debate

currently raging in the United States
concerning the proposed implementation
of a government-backed health insurance
scheme to provide coverage to the
estimated 49 million uninsured
Americans, and to provide choice for the
under-insured. I, and many colleagues,
have been surprised at the vehement
resistance with which a proposal of
nationalised health care has been met by
some in the United States. For example,
anti-reform protesters have taken such
measures as bringing semi-automatic
weapons to rallies, and have
misrepresented the NHS by suggesting
that we employ death panels to judge
the viability of life for elderly people. It is
little wonder that in this fraught context,
with the stakes so geographically distant
and misrepresentations running rampant,
British psychologists have thus far been
reticent to comment on American
healthcare reform.
Yet as psychologists, we are placed to
provide great insight to those in America
818
These pages are central to The

Psychologists role as a forum
for discussion and debate, and
we welcome your contributions.
currently wrestling with healthcare

reform, whatever our area of practice
clinical, forensic, research, and so on.
Many of us work or have worked in the
NHS; nearly all of us use it; and, crucially,
we all enjoy the right to high-quality care
free at the point of access, including the
care of psychologists and psychological
therapists. Even as we continue to address
issues in our own service provision, we
cannot but recognise that high-quality
psychological support in Britain is much
more freely available. The American
debate has thus far neglected the immense
benefit to society wrought from accessible
psychological services; here, British
psychologists can have a powerful voice.
We are able to comment on some of those
barriers with which millions of Americans
struggle every day:
I insurance coverage linked to
employment: clearly a barrier for
those with long-term illnesses and
other vulnerable people;
I expensive costs for prescription
medication;
Send e-mails marked

Letter for publication to
psychologist@bps.org.uk; or
write to the Leicester office.
I
I
expensive co-payments for

appointments;
appeals concerning care being handled
within an insurance company focusing
on economic costbenefit analyses
rather than individual well-being;
psychological issues caused or
exacerbated by stressors and other
factors emanating from undertreatment of medical conditions;
failure to include comprehensive
psychological services within many
basic insurance plans.
The president of the American

Psychological Association, James H. Bray,
writes that every American should have
access to quality health care that includes
mental and behavioral health promotion,
screening and referral, prevention, early
intervention, treatment and wellness
services across the lifespan. The APA
is focusing upon the integration of
psychological services into primary care,
and has offered limited support for the socalled public option. However, given the
Letters over 500 words are less likely to

be published. The editor reserves the
right to edit or publish extracts from
letters. Letters to the editor are not
normally acknowledged, and space does
not permit the publication of every letter

received.
However, see www.thepsychologist.org.uk
to contribute to our discussion forum
(members only).
vol 22 no 10
october 2009
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Page 819
forum
in narrowing the focus of British

psychology and relegating non
experimental paradigms to the margins
and in doing so minimise psychologys
contribution to our national life. Not
every student wishes to pursue an
academic postgraduate route, rather
many wish to develop professional
credentials and/or apply their
psychological knowledge in areas other
than psychology.
Do other colleagues share my
concerns? I invite members of the
Society to engage in a debate through
The Psychologist to discuss these
important questions so that we do not
sleepwalk into a diminishing of our
discipline.
Jennifer Brown
(until December) Professor of Forensic
Psychology
University of Surrey
inequitable nature of services under

the current system, driven by private
insurance companies with government
support on offer only to the over-65s and
the very poor, it is difficult to foresee how
the aim of universal access to
psychological services can be
implemented without adopting a public
option.
As an American resident in the UK,
I am keenly aware both of the great
advantages bestowed by the British
system and of the struggles which my
friends, family and fellow citizens fight
every day back home. As we all know,
access to psychological care is a matter of
core well-being, and sometimes a matter
of life and death. I invite colleagues who
share my concern about the availability
of psychological services to all peoples,
to participate in the drafting of an open
letter in support of a public option along
the lines of the NHS, to be submitted to
the Obama administration and major
American media outlets. Anyone
interested should please contact me at
rebeccagraber@gmail.com for further
information.
Rebecca Graber
Institute of Psychological Sciences
University of Leeds
Reducing bias in testing

I was interested to read the article by
Jacob Hirsh, Choosing the right tools to
find the right people, in the September
issue it is a very welcome change to
have an article on occupational
psychology in The Psychologist. While
I congratulate Hirsh on the balance of his
article and strongly endorse his emphasis
on the importance of
using the right tools in
selection, I would take
issue with his implied
claim to have
discovered the use
of forced-choice item
formats for controlling
the response biases
associated with Likert
response formats in
high stakes assessment.
He states that [b]iasresistant questionnaires
such as this may prove very useful for
assessing personality in competitive
environments.
It is perhaps symptomatic of the
Atlantic divide that those working in
North America are just now discovering
the use of forced-choice as an alternative
to Likert scales, when this approach was
pioneered in the UK by my predecessors
in SHL over 25 years ago (the OPQ
Concept model was published in 1984).
Not only did SHL develop parallel forcedchoice and single-stimulus versions of
OPQ but they took the radical step at
the time of recommending forced-choice
for use in high stakes settings, such as
selection testing, and single-stimulus
ratings for use in low stakes settings,
Jacob Hirsh stated
that non-verbal tests of
cognitive ability do not
discriminate against
respondents from different
cultural backgrounds.
Although this was the
intention of such tests,
empirical scrutiny has
proven such assertion
unjustified. IQ scores have
been increasing with each
generation and the effect
is most profound on
performance measures.
Flynn (1987) has
estimated that non-verbal
IQ scores augment as
much as 20 points within
30 years. This
such as personal development or career

guidance. This was the complete reverse
of conventional wisdom at the time.
Subsequent research has proved this to be
the right approach. Over the past three or
four years we are beginning to see papers
emerging at SIOP (the main US
occupational psychology conference) on
the potential merits of using
forced-choice methods.
However, one issue
with the use of forced-choice
formats, which Hirsh does not
raise in his article, is the fact
that the scale scores produced
are ipsative in nature if
conventional scoring methods
are used. This is not a
practical issue for instruments
like OPQ32, where the
number of scales is sufficient
to offset the effects of constraints
on overall scale scores, but would be a
serious issue for an instrument designed
just to measure the Big Five.
Anna Brown and I have been leading
developments in the application of
multidimensional item response theory
(IRT) models to the scoring of forcedchoice instruments. We are now able to
use IRT to get normative trait scores from
forced-choice item data that in the past
could only yield ipsative scale scores. This
means that we are now able to get all the
benefits of control over response bias that
forced-choice formats provide without
having the consequent disadvantages of
ipsative scale scores.
Dave Bartram
Research Director, SHL Group Ltd
phenomenon is
undoubtedly due to an
environmental cause.
Although efforts to address
specific environmental
factors remain
predominantly speculative,
it is likely that ones
culture is a strong
determinant. Progressive
generations experience
societal changes that
increment non-verbal
IQ scores in particular.
Since non-verbal IQ
scores have consistently
been shown to be
susceptible to
environmental factors,
their position as a
culturally indifferent test

of mental ability must be
disputed. It is therefore
surprising that the Society
still provides space for
declarations of the
culture-free nature of
non-verbal IQ testing, as
well as the assumption
that such a psychometric
tool will aid equality in
selection procedures.
Alan William Gray
Durham University
Reference
Flynn, J. (1987) Massive IQ gains in
14 nations: What IQ tests really
measure. Psychological Bulletin,
101, 171191.
819
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forum
Reality TV the problem of informed consent

Mire Messenger Davies
(Forum, May 2009), followed
by Helen Hughes and Rose
Challenger (Forum, August
2009) have identified a
problem which must concern
psychologists. Broadcasts (over
mass access channels and now,
increasingly, via the internet)
explore some human dramas
that have occurred
autonomously, and others that
have been contrived by
producers. The broadcast
display of stress and distress,

conflict and anxiety (which
the press play a part in
underlining, by publicising it
as stories) is believed to draw
in viewers. Before the 2003
Broadcasting Act, ushering
in Ofcoms apparent role of
regulator of content quality,
the BBC and the Independent
Television Commission
oversaw a market swelling
with underfunded
competitors; these were
FORUM THE REAL WORLD

Forget Afghanistan, the recession, the release of the Lockerbie
bomber. The big news over the last month was, of course, the final
demise of Big Brother.
Now Big Brother aroused strong emotions both for and
(particularly amongst discerning folks like ourselves) against. But
who, interested in the understanding of human conduct, could fail
to be fascinated by the systematic and comprehensive observation
of people over an extended period?
And Big Brother threw up many fascinating and profound issues:
the collapse of the private and public spheres; the dilemmas of trying
to satisfy multiple audiences all at once, the tensions between
individual and group processes. Notably, in one series the
housemates were divided into two groups. In an almost perfect
replication of Sherifs findings in the classic Boys Camp studies, past
personal friendships and enmities dissolved. As measured by eviction
choices, loyalty was almost exclusively reserved for the ingroup and
hostility directed almost exclusively to the outgroup. A textbook
illustration.
But the experts chose to ignore this. Indeed one actually claimed
that now, in the group, their true selves will come out. And theres
the rub. The behaviours may have been fascinating, but they were
relentlessly trivialised by the commentary. Big Brother was presented
as a soap opera with different stock characters, and this
individualistic narrative left no place for analysing how people reacted
to the total institution of the Big Brother House.
Most interesting, perhaps, was the way in which contestants
could never act as contestants because they could never escape the
lure of collectivity. They would speak endlessly about game playing
and winning the prize, but they ultimately seemed more concerned
with the acceptance and approbation of their fellows. They would gain
little pleasure from trying to eliminate fellow contestants and would
usually seem highly distressed at having to nominate them. The very
notion of betrayal presupposed some group bond and some norm of
loyalty. So hard as Big Brother tried to set up a dog-eat-dog world,
and hard as the producers strived to portray people as competitive
individuals, it ultimately demonstrated the opposite.
The impulse to sociality and collectivity runs deep in the human
condition. It can even survive Big Brother.
Steve Reicher is at the University of St Andrews. Alex Haslam is at
the University of Exeter. Share your views on this and other real
world psychological issues e-mail psychologist@bps.org.uk.
820
encouraged within an
increasingly light touch
attitude to regulation;
after 2003 the position
is now even more lax,
so any sensibility and
restraint with regard to
treating those who
appear in broadcasts,
humanely, remains to be
identified and if possible
safeguarded by those
with special interests,
qualifications and
competence.
Professor Messenger
Davies hopes that
informed consent is
a crucial safeguard for
proper treatment of
Alison Lapper could there be a
those who appear in
jeopardy to third parties from her
what are mistakenly
informed consent?
labelled as reality
programmes. However,
we presented a case based
on evidence going back over
which Messenger Davies
two decades (McVey et al.,
referred, Boys and Girls Alone;
2001) that there are two limits
but for the two reasons
to this notion; one lies in the
referred to above it is unlikely
phenomenon of retrospective
that such consent validly
falsification of informed
absolves the consciences of
consent (which is where
the broadcasters.
participants sometimes realise
To improve the plight of
after the item has been shown, participants and of their third
that they would not have
parties, there is scope for
consented to display, had they
psychologists, at least, to
known its consequences); the
influence the myriad media
other is the jeopardy to third
studies courses so that future
parties of those who have
broadcasters become more
agreed to publication of their
careful of those whom they
own, private lives and feelings might (mis)use. This issue has
(consider the husband and
been brought to the attention
children of Jade Goody, or the
of the society quite long ago
small son of Alison Lapper
(Wober, 1978) and on a
whose nude statue stood for
grander stage more recently
over a year on the Fourth
(McVey et al., 2001)
J.M. Wober
Plinth in Trafalgar Square,
London NW3
for examples). A very recent
example of the problem for
References
the third party is that of the
McVey, C., McKechnie, J. & Wober, J.M.
footballer George Bests sister;
(2001, March). Informed consent: The
a televised play, well received
effect of the media on documentaryby critics as a sensitive display
soap participants, friends and
of a human drama, was said
families. Paper given at the
(items in the Guardian, and
Centenary Conference of the British
Financial Times) to have
Psychological Society, Glasgow.
particularly hurt her by the
characterisation of her mother. Wober, J.M. (1978). Psychologists and
the intrusion of broadcast
There may have been
prygrammes on personal privacy.
informed consent by parents
Bulletin of the British Psychological
and guardians of the children
Society, 31, 12.
in the Channel 4 series, to
vol 22 no 10
october 2009
15/9/09
15:20
Page 821
forum
Policy on clinical terminology

Since most of the letters published in
Septembers Psychologist were supportive
of David Pilgrims position, I felt it was
important to redress the balance.
Pilgrim states: A diagnosis is a social
negotiation with unequal power
relationships determining the outcome
[which] contributes to the stigmatisation
of people labelled (Forum, August
2009); while Anne Cooke refers to
phenomena traditionally seen as
biological defectsrendering those
affected somehow less than human
(Forum, September 2009). I wonder if
they would say the same about clearly
medical diagnoses, such as diabetes or
multiple sclerosis? The fact that medical
conditions have a biological origin does
not in itself confer any stigma on the
sufferer: if people suffering from a chronic
physical illness or disability do feel
stigmatised, they do not blame their
diagnosis for this, but attitudes to the
condition itself. Yet for some reason
psychological conditions are viewed
differently.
The question of whether, or to what
extent, psychoses have a biological origin
is surely an empirical one, and despite
what many psychologists claim, the issue
is far from settled: interestingly the

BPS document referred to by Cooke
(www.bps.org.uk/3ndn) recognises the
likely contribution of biological factors,
stating that [p]eople may have greater or
lesser levels of vulnerability to this type
of experience and that [s]ocial, biological
and psychological causes of psychotic
experiences are all important, and interact
with one another. Similarly, the question
of whether or not schizophrenia is a useful
term is a theoretical one, vigorously
debated within and outside psychiatry. But
these issues should not be confused with
political matters such as public attitudes
towards those who suffer from psychoses.
Theoretical conceptualisations of
conditions are either helpful or unhelpful
in understanding the condition, but not
in themselves oppressive or stigmatising:
if it does turn out that some people have
a greater biological predisposition to
develop specific psychological problems
when faced with stressful life events (a
conclusion that personally I find hard to
avoid), why should this imply any more
stigma than if their problems are entirely
due to their life experiences?
With regard to the policy that The
Psychologist should adopt in relation to
terminology, while we can accept that

psychiatric terminology is problematic,
could I suggest that as a profession we are
in danger of isolating ourselves from other
mental health professionals if we refuse to
use terms that are in common usage? It is
healthy to debate these issues with our
non-psychologist colleagues, many of
whom would share our doubts; it is not
healthy, in my opinion, to ban certain
terms, which merely closes down debate.
Interestingly, distinguished clinical
psychologists who work in the field are
happy to continue using the term
schizophrenia without quotation marks
or qualifiers such as people diagnosed
with (e.g. Kuipers et al., 2006), which
implies that Pilgrims views by no means
represent a consensus within the
profession.
Stephen Bamford
Sheffield
Reference
Kuipers, E., Garety, P., Fowler, D. et al. (2006): Cognitive,
emotional, and social processes in psychosis:
Refining cognitive behavioral therapy for persistent
positive symptoms. Schizophrenia Bulletin,
32(Supplement 1), S24S31.
Where is the dignity?

I read with some concern the
second headline on the front
page of the Daily Mail (20
August), Did a man win the
womens 800m?, accompanied
by a photo of the womens
800m gold medal winner
Caster Semenya. My
immediate thought was of
the psychological impact on
Caster. An announcement was
made a few hours before she
ran, at the world
championships in Berlin, by
the International Association
of Athletics Federations
(IAAF) that they had
requested a gender test. The
distress that must have been
felt when a very public
suggestion was made that you
might not be who you think
you are, can only be imagined;
and not only that it was just
before the most significant
race of her life,
The catalyst for the gender

test was the phenomenal time
Caster ran in the African
junior championships and the
physical changes the South
African had experienced. It
is without any surprise that
certain elements of the media
felt that this item of news was
so significant that it should
warrant a headline on the
front page, and be covered in
further detail inside. On a
refreshing note, a more
balanced reporting style was
taken by the Evening Standard
(20 August), which covered
this as a small article deep
inside its sport section.
There are two key issues
here; the first, when, if at all
has the IAAF considered the
emotional well-being of
Caster? Surely the tests should
have been conducted and the
results obtained before making
an announcement? What of
the ethical issues of publicly
making a statement that
Semenya may have both male
and female chromosomes?
The psychological impact
of waiting for these results on
anybody would be intense,
let alone in the glare of the
worlds media. The IAAF
offered little consolation by the
way of stating that their main
priority is to see the athlete
treated with the respect and
sensitivity she deserves and
uphold the standards of the
sport. There appears to be an
amazing lack of insight into
the emotional well-being of
Caster. This is not a doping
investigation but a question
that some in the sport have
that examines who Caster is.
Her self-identity is being
publicly challenged. If the
IAAF wanted to treat her with
dignity they claim, they

would have been well advised
to ask for advice from any
psychologist about the
emotional distress the
situation would present.
The only mention of health
professionals is with regard to
the three doctors who will be
examining her internally and
externally.
The second key issue is
discrimination. Is Caster being
discriminated against as a
woman, on the basis that a
womans body does not have
the physical capacity to allow
her to run such exceptional
times? The ethical,
discriminatory and
psychological implications are
very real and I am intrigued to
see what fellow members of
our profession think.
Phil Woods
University of East London
821
15/9/09
15:20
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forum
Support wanted for proposed

Community Psychology Section
Community psychologists are
found throughout Europe,
North America, Central
America, South America and
Australasia, and community
psychology is formally
recognised by many national
psychology professional
organisations, including the
American Psychological
Association, the Australian Psychological
Society and the New Zealand
Psychological Society. In Europe the
European Community Psychology
Association is formally recognised by the
European Federation of Psychologists
Associations. Until now community
psychology has
not been formally
recognised in the
UK, and the purpose
of this letter is to
seek support from
BPS members for the
establishment of a
Community
Psychology Section.
Community psychologists: are
concerned with the consequences for
individuals, groups and communities of
our social, organisational, cultural, sociostructural and politico-discursive
arrangements; try to understand the
interconnections between those
obituary
David McCarrell Campbell (19432009)

David Campbell, an inspiring clinical psychologist and one of the most respected and
influential family therapists in the UK, has died, aged 65, of cancer. David was esteemed
as a clinician of particular warmth and humanity, and as an exceptionally gifted trainer and
supervisor. While he became best know for his writing and editing in the family therapy field,
he remained strongly identified with the clinical psychology profession and taught a
succession of clinical psychology trainees at the Tavistock in his 36 years working there.
Born in Chicago, the younger of two brothers, David came to Britain after qualifying as
a clinical psychologist in Boston in the early 1970s. Initially trained in child psychotherapy,
he quickly became aware of the need to address the contexts and relationships within which
children live when they present with psychological difficulties. With colleagues he began to
develop the family therapy service and trainings offered at the Tavistock Clinic in London,
and, with his colleague Ros Draper, became the main proponent in the UK of what became
known as the Milan approach.
Wearing lightly his great knowledge and breadth of experience, he brought a distinctive
kind of grace and wisdom to all his activities. As a systemic thinker, he believed passionately
in the generative potential of constructing ideas with others and he came to represent,
personally and professionally, a commitment to helping people to see the ways in which
they were connected to each other across apparent difference. Always calmly thoughtful
and quietly spoken, he had a genuine and tenacious curiosity about, and respect for, other
peoples perspectives, and this underpinned his striking modesty about his achievements
and influence.
He constantly questioned and revised his own ideas, bringing new influences to bear.
His latest work drew on positioning theory, developed by Rom Harr, as a way of exploring
conflict in both consultancy and clinical settings.
He was a workaholic, but also a devoted family man. He loved travel, especially to
Scandinavian countries where the style of life and humour suited him, and water sports,
which he pursued at his family house on a lake in northern Michigan.
Throughout the 20 months with which David lived and struggled with his cancer, he
demonstrated an impressive openness to talking and writing about his illness. This was the
last way in which he was able to touch, unforgettably, the lives of the very many people to
whom he is irreplaceable.
Bernadette Wren
Tavistock and Portman NHS Foundation Trust
822
arrangements and how people understand

themselves and their social world; and
use that understanding to promote wellbeing, health and social justice through
non-individual intervention. Some UK
psychologists work like this without
recognising their work as encompassing
community psychology approaches, and
others may wish to extend their
knowledge and skills to work in this way.
A proposal to form a Community
Psychology Section of the British
Psychological Society has been made
to the Society. The requisite number of
Fellows, Associate Fellows and Chartered
Psychologists has written in support of
the proposal, and the proposal has been
approved by the Board of Trustees. For
a Community Psychology Section of the
Society to be established, it is a
requirement that 1 per cent of the
Societys membership express a desire
to become a Member of the proposed
Section. If this happens, the proposal to
form the Section will be put to a vote at
a General Meeting of the Society. The
aims of a BPS community psychology
section would include:
I promoting the study and
understanding of community
psychology at public, undergraduate
and postgraduate levels;
I raising awareness of issues, including
government policies and global
developments, affecting the
psychological health, education,
and development of UK society;
I fostering exchange of ideas through
educational events such as
workshops, conferences, symposia
and training;
I communicating the impact of
inequalities on psychosocial
functioning and challenging the
dominance of individually focused
models of psychosocial adjustment
and intervention; and
I facilitating community engagement,
lobbying, advocacy and policy
engagement.
Please contact the Society (e-mail:
CommPsych@bps.org.uk) expressing an
interest in becoming a Member of the
proposed Community Psychology
Section.
David Fryer
University of Stirling
vol 22 no 10
october 2009
15/9/09
15:20
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forum
Am I OK?
I was pleased to see the note about the
Am I Normal? website briefly described
in your August issue (p.660). In the light
of this I would like to introduce you to
our www.am-i-ok.co.uk site.
The site has been up and running
since March 2007 and has been drawing
up to 16,000 hits per month. It took
several years to be developed and has
been vetted by solicitors, and the
prototype content by the NHS Litigation
Authority.
It is a signpost site that provides
young people with a description of
psychological risk resulting from critical
incidents in their lives, plus a checklist

of early warning signs. It effectively gives
them tools and guidance to self-refer,
directing them to their GPs and to our
service.
Apart from the above core functions
of the site, it also contains Others
stories, a list of useful websites, a list of
whom else the person can talk to and how
to contact their GP (in the UK). It also
has an e-mail feedback option to help us
to keep the design and the process within
the thinking of the age group.
Keith Butler
Buckinghamshire Early Intervention Service
Take your PIC

Having read Benjamin Gardners article
(Incentivised snowballing, September
2009) it was interesting to see that in line
with general population trends,
psychology appears to becoming gradually
more technologically
proficient. Acutely, this
could be attributed to the
continued dissemination of
technology into our
everyday lives. Chronically,
such trends may continue
due to cohort effects. It is
my view that such effects,
alongside the continued
assimilation of information
and communications
technologies (ICT) into our
everyday lives, should
encourage reflections about
how ICT can be integrated
into different stages of the
research process.
This reflection was
something reinforced to me by during my
doctoral research. This research sought to
encourage vulnerable adolescents to
record a series of vlogs (a form of video
dairies) in their own homes.
Understandably, ethical and safeguarding
issues were a clear priority for all
stakeholders, with each adding their own
requirements in terms of what
information needed to be communicated
to this vulnerable population.
Following a pilot meeting with a
group demographically similar to that of
the target population, it became clear that
despite my best efforts to synthesise this
into accessible information, the young
people were not able to fully understand
what they would be needed to do. For

this reason Participant Information Clips
(PIC) were created. These short movie
clips (for examples, see www.simonhammond.co.uk/contact.php) were shown
to participants,
outlining the wide
variety of
information deemed
vital in an
accessible way.
Conversing with
the participants in
this manner
provided inherent
flexibility and a
non-authoritarian
medium of
information
delivery.
Of course the
effectiveness of PIC
does need to be
explored. However,
beyond this process, future applications
could see PIC being used to supplement
or replace standardised instructions and
debriefing in some internet-mediated
research or face-to-face environments as
appropriate. Alternatively, as in my own
research, PIC could be used to
communicate information to young
people in an accessible and participant
friendly manner. The use of PIC could not
only improve participant experience but
also promote the dissemination of the
aims and implications of the studies to
participants in an accessible and
informative manner.
Simon P. Hammond
University of East Anglia
COMMUNITY
NOTICEBOARD
I I have the following sets of journals that I
would be happy to give away to anyone prepared
to come and collect them.
Journal of Occupational Psychology/Journal of
Occupational and Organizational Psychology (1985
to June 2007, Vol. 58 No. 1 Vol. 80 Part 2);
Personnel Psychology (1995 to Winter 2007, Vol.
48 No. 1 Vol. 60 No. 4);
Journal of Applied Psychology (1987 to November
2007, Vol. 72 No. 1 Vol. 92 No. 6);
Journal of Personality and Social Psychology (1986
to January 2007, Vol. 50 No. 1 Vol. 92 No. 1).
They are all in good condition, although some
articles have been highlighted. They can be
collected from Central London or West
Hampstead.
Charles Woodruffe
charles.woodruffe@humanassets.co.uk,
020 7434 2122
I Have you considered the possibility of
giving a little of your time to help beleaguered
Palestinians?
We are a small Palestinian NGO which
runs programmes for families and children
with psychological and psychiatric problems.
Almost all Palestinian therapists have had no
training in CBT. Consequently we wish to set
up a workshop to provide good CBT training
for our therapists and to others working in this
district.
We are based in Bethlehem in the West
Bank, some eight miles from Jerusalem, and
can offer you travel expenses and
accommodation. If you have experience in CBT
training can you offer a week of your time?
John Gleisner
gleisner@paradise.net.nz
I We are a group of psychological therapists
with a shared interest in how psychodynamic
approaches may contribute to the treatment
of psychosis and who are planning a research
study in the UK looking at the effects of
supportive psychodynamic therapy (SPT)
developed in Denmark as part of the Danish
National Schizophrenia Project.
To this end we are looking for additional
therapists who may be interested to contribute
to this study. You have to have had a minimum
of two years of supervised experience of
psychodynamic practice and access to clients
with psychosis. Supervision will be provided.
Further information is available from
Alison.summers@lancashirecare.nhs.uk.
Rowena Mattan
Airedale General Hospital
823
15/9/09
16:28
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forum
Recovery Research Network

There is an opportunity to join a network
of recovery-focused mental health
researchers in England. The NHS National
Institute for Health Research (NIHR) has
funded a five-year (2009 to 2014)
programme of research around recovery
in adult mental health service, called
REFOCUS.
This provides an infrastructure to
create a new informal network to support
recovery-focused research relevant to
mental health services. The agreed aims
of the network are:
To create new robust research around
recovery. This will involve conceptual and
empirical work, importing critical tools
from other disciplines (e.g.
anthropological, historical, philosophical,
sociological) and perspectives. Preliminary
topics include conceptual understandings
of recovery, methodological approaches,
empirical studies, and approaches to
changing organisation culture and
professional practice. Specific tasks may
include collaborations to produce new
Advertising with
grant applications, holding

events with international
speakers, providing a
meeting-point for researchers
from different scientific areas
(e.g. health services, research,
well-being, social inclusion,
identity) to develop
collaborative links, or cosupervising PhD students.
A particular, but not
exclusive, focus will be on
developing evidence through
randomised control trials and
systematic reviews about key
recovery domains (e.g. hope,
empowerment, identity, personal,
responsibility, meaning, etc.), with the
goal of informing clinical guidelines and
changing the policy and practice culture.
To increase access to existing research
around recovery. This may involve the
development of a web-based resource of
academic studies and internet resources,
holding conferences or workshops to
disseminate
findings, or creating
accessible syntheses
of research.
At present the
network has 64
members, and it
first met in April
2009. The level of
involvement will be
entirely up to each
member, with no
ongoing
commitment. We
recognise the central
significance of values to a recovery
orientation and will aim to develop the
activity of this research network on those
same values.
If you are interested in joining then
please contact Kelly Davies by e-mail at:
Kelly.davies@iop.kcl.ac.uk.
Ed OMeara
Institute of Psychiatry
Kings College London
Prices frozen for 2010 New online options

Largest ever circulation Effective and easy

2010
MEDIA
PACK
Available to download now from

www.bps.org.uk/media10
824
vol 22 no 10
october 2009
15/9/09
15:20
Page 825
forum
Media responsibility to get it right

Although rape appears to
occur relatively infrequently
compared with other violent
crimes, accounting for less
than 1 per cent of all police
recorded crime, offences
towards women during
2008/09 still stood at a
staggering 12,165 (Walker
et al., 2009). Furthermore, in
a review of the investigation
and prosecution of 573 rape
offences, the victim knew the
perpetrator in 85.7 per cent of
the cases (HMCPS & HMIC,
2007). In view of these
statistics, I conducted a study
for my MSc to identify factors
specific to males that may
increase their likelihood of
committing acquaintance
rape.
The study found that
individual differences played
a large part in whether men
engaged in sexually aggressive
behaviour. Factors specific to
women, such as their dress,
alcohol intake, and sexual

history, however, had little
to no effect on whether male
participants engaged in
sexually coercive behaviour.
Rather, mens personality and
their own sexual history were
the strongest predictors of
sexual aggression.
These are important
findings, particularly given
that a survey conducted by
Amnesty International found
that about a third of all people
surveyed believed a woman
was to blame for being raped
if she was drunk, was dressed
provocatively, was flirtatious
or had an extensive sexual
history (AIUK, 2005). The
present study redresses the
balance of responsibility and
indicates that women should
not be blamed for being
raped.
However, the findings my
MSc study were erroneously
reported by the Daily
Telegraph (see Media page,

September 2009). The report
clearly placed the blame with
women and fuelled the
general belief that women are
indeed responsible for being
raped. The effect of this socalled information could be
devastating, causing even
more people to believe that
a victim is to blame if s/he is
raped. Moreover, victims may
be less willing to report rape.
They might blame themselves
for the attack or think that
nobody will believe them.
It is essential that
reporters take into
consideration the effects that
their articles might have on
public opinion. Additionally,
given the medias power to
influence the public, the
media should strive to
accurately portray research
results.
Editors note: You can read

a full, online-only article on
this topic from Sophia Shaw
and colleagues with this
months issue at
www.thepsychologist.org.uk.
References
AIUK (2005). Sexual assault research
summary report. Retrieved
(27/07/09) from tinyurl.com/kl7way
HM Crown Prosecution Service
Inspectorate (HMCPS) and HM
Inspectorate of Constabulary
(HMIC) (2007). Without consent: A
report on the joint review of the
investigation and prosecution of
rape offences. Retrieved (27/07/09)
from tinyurl.com/nbpngl
Walker, A., Flatley, J., Kershaw, C. &
Moon, D. (2009). Crime in England
and Wales 2008/09. Volume 1:
Findings from the British Crime
Survey and police recorded crime.
London: Home Office.
Sophia Shaw
University of Leicester
HPC any business case?

I recently wrote to the Health Professionals
Council (HPC), having been asked for
membership payment. My simple question
was What can the HPC do for business
psychologists and why does it need 120
from me over the next 18 months?.
The answer from the HPC Customer
Services Manager was as follows:
We are a UK-wide health regulator,
created by a piece of legislation called
the Health Professions Order. We
are a statutory organisation, run by a
Council that is made up of registered
health professionals and members of
the public. We were set up to protect
the public and we do this by:
I Setting standards for 14 health
professions;
I Approving courses which run here in
the United Kingdom (UK);
I Keeping an approved Register of
health professionals who meet our
standards; and
I Taking action against registered
health professionals who do not
meet our standards
It is our job to make sure that
whenever a member of the public

is treated by a health professional,
anywhere in the UK, they can be sure
that the health professional meets
our standards and that we can take
action if things go wrong. Being
registered with us means that
registrants can use a protected title.
Each profession has one or more
protected titles which can only be
used by people on our Register.
Should you be required to use
the protected title of Occupational
Psychologist in the future you would
need to be registered with the HPC.
The terms Business Psychologist
and Chartered Psychologist are not
protected titles and you do not need
to be registered to use them.
I
This response fails to answer either part
of my original question.
To give you some idea of my
professional practice, here are some
upcoming entries in my diary.
I
Working with a group of ownermanagers in Morocco on issues to do

with leadership, partnership and
ownership, helping them to shape

their strategic and cultural
imperatives and to surface some of
the personal agendas that need to be
explored more openly.
Supporting a leadership programme
in Rome (as an associate), providing
individual and group feedback on
observed behaviours, linking them to
business goals and existing planning
activities, and helping individuals to
develop personal development plans
for the forthcoming year.
Running an Executive Circle for nine
European leaders from a multinational
IT company, the third in a series of
four meetings to explore leadership in
action, networking and remote
management.
A one-to-one coaching session in
London with the Marketing Director
of a FTSE100 company.
I would be interested to hear anyones

view on what the HPC can do for me and
why it is worth 120 to join (even though
I note I am already registered!).
Hugo Pound
Managing Director, r.d.i direct ltd
825
NEWS
psy 10_09 p826_835 news:Layout 1
15/9/09
15:25
Page 826
What becomes of the broken-hearted?

The British Heart Foundation (BHF) has
called for better funding of rehabilitation
for heart attack survivors following
publication of research in the British
Journal of Health Psychology (BJHP) that
documented rates of post-traumatic stress
disorder (PTSD) symptoms in patients
recovering from a heart attack
(http://bit.ly/YSUtR).
Dr Susan Ayers at the University of
Sussex and her colleagues surveyed 74
patients whod had a heart attack in
the previous 12 weeks and found that
16 per cent of them met formal
diagnostic criteria for acute PTSD,
whilst 18 per cent reported moderate
to severe PTSD-related symptoms.
Patients who believed that their
heart attack would have a permanent,
negative effect on their lives and who
resorted to ineffective coping strategies
based on avoidance, tended to have
more PTSD symptoms. Other factors,
less strongly associated with PTSD
symptomatology, included the
perceived severity and danger of the
heart attack and a prior history of
psychological problems or trauma.
The research was cross-sectional, so its
possible, for example, that PTSD symptom
severity influences coping styles and
perceptions about the long-term
consequences of the heart attack, rather
than the other way around.
In the UK the normal channel for
receiving psychological care after

a heart attack is via so-called cardiac
rehabilitation. Government targets
outlined in 2000 were for 85 per cent
of patients to be referred to rehab
programmes. However, in
August the British Heart Foundation

released the results of an audit showing
that just 34 per cent of 83,540 heart
attack sufferers in England, Wales and
Northern Ireland had taken part in a
cardiac rehabilitation programme.
Moreover, just 9 per cent of these

programmes met the minimal
requirements for psychological support.
Dr Mike Knapton, Associate Medical
Director at the BHF, said: Recovery from
a heart attack isnt over when a
patient leaves hospital, and heart
patients should be receiving the
ongoing support they need. Referral
to cardiac rehabilitation should be
a routine part of treating heart
patients, and until this happens they
will continue to miss out.
This [BJHP] study adds to the
substantial evidence that
psychological factors are important
in recovery and mortality following
myocardial infarctions, Dr Ayers told
The Psychologist. Our study is one of
a few that suggest anxiety symptoms
may be as prevalent among heart
attack survivors as symptoms of
depression. The impact of these
symptoms on recovery therefore
warrants further investigation.
Screening programmes should
consider screening for anxiety
symptoms, such as PTSD, as well as
depression, after myocardial infarction.
Ayers added: Rehabilitation
programmes that include some aspect
of psychological intervention appear to
be effective at reducing anxiety and
depression, and possibly non-fatal
reinfarctions but not mortality. CJ
Facebook and jealousy

Theres an awful lot
written about the potential
psychological dangers of
websites like Twitter and
Facebook, most of it based
on conjecture rather than
research. But now an actual
study has been published
providing tentative evidence
that time spent on Facebook
is associated with increased
romantic jealousy
(Cyberpsychology and
Behaviour: http://bit.ly/4ovLcE).
Amy Muise and colleagues
at the University of Guelph in
Canada surveyed 308
826
undergraduates (231 female;

aged 17 to 24) and found that
even after controlling for
pertinent personality variables
such as trait jealousy and low
self-esteem, and relationship
variables such as commitment,
time spent on Facebook still
independently accounted for
2 per cent of the variance in
the amount of Facebookrelated jealousy. This finding
is notable considering the
predictive power of trait
jealousy, the researchers said.
The researchers surmised that
the more time students spent
on the site, the more jealousy

they experienced, thus
triggering another bout of
Facebook time.
Open-ended questioning of
the students appeared to back
up the quantitative data. I was
already a bit jealous and
insecure, but I think that
Facebook has definitely made
me much much worse, one
student said.
Muises team said it would
be interesting to investigate
whether similar findings
would apply with an older
sample outside of a university
context. One thing is sure,

they said Facebook provides
a superb forum for the study
of relational jealousy, and our
study only serves as a starting
point. CJ
vol 22 no 10
october 2009
15/9/09
15:25
Page 827
news
Working memory
predicts learning
outcomes
Online CBT
Despite having the weight of science and government behind it,
cognitive behavioural therapy (CBT) remains difficult for many
to access. Information technology has the potential to ease this
problem, as CBT does not need to be delivered face-to-face and
is adaptable to self-help materials. Computerised CBT
programmes, although effective, can be difficult to tailor to
individual patient needs, and are associated with low rates of
adherence. Another option is to conduct CBT in real time online
a method that a new randomised control trial published in
The Lancet (see tinyurl.com/mzh3da) has shown to be effective.
David Kessler (University of Bristol) and his team recruited
297 individuals with a confirmed diagnosis of depression from
general practices in Bristol, London and Warwickshire. They
found that 38 per cent of people assigned to an online
intervention condition recovered from depression at four-month
follow-up, compared with 24 per cent of those on the waiting list
receiving usual GP care. These gains were maintained at eight
months, and quality of life and measures of functional health
status showed improvement at both follow-up points.
The number of patients for whom online CBT is feasible and
attractive will grow, the authors wrote. It could be useful in
areas where access to psychological treatment is scarce, and for
patients whose first language is not English. It could make access
to psychotherapies more equitable by providing a service to
patients in areas or even countries where psychological treatment
is not readily available. Real-time online CBT offers the flexibility
and responsiveness of face-to-face CBT and is appropriate for
people with severe symptoms. It affords an opportunity for
reflection and review as part of the therapeutic process, which
could enhance its effectiveness.
Participants in the treatment condition received up to 10
sessions of CBT, delivered by psychologists working for the
organisation PsychologyOnline. The company was set up in
2001 by British Psychological Society members Sue Wright
and Nadine Field. They welcomed the findings, telling The
Psychologist: We have persevered with PsychologyOnline
because we believed that the method was effective, although
we knew that the research was needed to prove this as it was
so radical. We are hoping that, because we have seen it help so
many people so far, it can be recognised by NICE in order to be
implemented more widely within the NHS. JS
Working memory is a better

predictor of childrens later
academic success than IQ,
according to a paper thats
currently under review at the
Journal of Experimental Child
Psychology.
In 2001 Tracy Alloway,
now at the University of
Stirling, and Ross Alloway
at Edinburgh University
measured the working
memory and IQ of 200
children aged approximately
five years. Verbal working
memory was measured using
the Automated Working
Memory Assessment (AWMA),
which involves verifying the
truthfulness of between one
and seven sentences (e.g.
bananas live in water), whilst
also remembering the last
word in each of the sentences.
Six years later, the researchers
again measured the childrens
working memory ability and
IQ and also observed their
reading, spelling and maths
performance. Of all the
measures taken, verbal
working memory at age five
was the strongest predictor of
learning outcomes at age 11,
accounting for between 10 and
20 per cent of variation in
performance.
The new results are
consistent with recent research
by Alloway involving students
with learning difficulties who
were tested at two-years
follow-up; children with
dyspraxia; and children with
reading difficulties.
Alloway told us she
believes testing working
memory has this predictive
power because it measures
peoples potential to learn,
not what they have already
learned. If a student struggles
on a working memory task, it
is not because they dont know
the answer, it is because their
working memory space is

not big enough to hold all the
information in, she explained.
On a related note, she
said, there is evidence to
suggest that working memory
may be a culture-fair measure
of cognitive ability. For
example, its relatively
impervious to environmental
influence such as the quality
of social and intellectual
stimulation in the home, the
number of years spent in preschool education and financial
background.
Indeed, the
new results
showed that
whereas IQ
was
associated
with social
background
(as measured
by a mothers
years in
education),
working
memory was independent of
this factor.
Alloway told The
Psychologist that her findings
have clear implications for
education. At present,
working memory problems
tend to be misdiagnosed, with
teachers labelling students as
unmotivated or lazy, she
said. However, with the
availability of standardised
tools for educators for
example, the AWMA it is
now much easier for teachers
to quickly identify working
memory problems.
She added: There has also
been exciting evidence of the
efficacy of training working
memory to see transfer gains
in IQ and academic
attainment. This offers real
hope to students who might
otherwise have been dismissed
as not bright. CJ
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RESEARCH FUNDING NEWS

The ESRC has now launched its new Postgraduate Training and
Development Guidelines. Part of the new Postgraduate Training
Framework is the creation of Doctoral Training Centres (DTC) and
Doctoral Training Units (DTU) that will provide all future postgraduate
training for subjects within the ESRCs remit, including psychology.
The application process for institutions to apply to be a DTC or a DTU
is now open. The closing date for applications is 11 March 2010.
I tinyurl.com/rc74v7
The National Institutes of Health (US) have a call out for research
into the Role of HumanAnimal Interaction in Child Health and
Development (R01). This seeks to develop the research base on how
children perceive, relate to and think about animals; how pets in the
home impact on childrens social and emotional development and
health; and whether and under what conditions therapeutic uses of
animals are safe and effective. UK researchers are eligible to apply.
The deadline for Letters of Intent is 19 October 2009 and for full
applications, 19 November 2009.
I tinyurl.com/mb9vr3
Grants are available to support Starting Independent Researchers
from the European Research Council. The grant scheme aims to
support up-and-coming research leaders who are about to establish
or consolidate a research team. Grants are available for life science
research (application deadline 18 November 2009) and social science
and humanities (application deadline 9 December 2009).
I tinyurl.com/5yuh5b
The British Academy has a variety of funding opportunities:
Overseas Conference Grants. Up to 900 towards travel expenses for
scholars delivering a paper at an international conference. Deadline
for submissions 16 November 2009.
International Visits and Joint Projects. Funding to either visit or
undertake joint projects in many European, Commonwealth or other
nations. Deadline 18 November 2009.
Small Research Grants. Funding of between 500 and 7500 for
individual or collaborative projects. Deadline 23 November 2009.
Postdoctoral Fellowships. Fellowships to allow outstanding early
career researchers to strengthen their experience of research and
teaching in a university environment. Deadline 26 November 2009.
Visiting Scholars Grants. Grants to allow early-career scholars from
overseas to undertake research visits to the UK. Deadline for
submissions 3 December 2009.
Conference Support Grants. Grants to support key speaker expenses
and other conference related expenses. Deadline 1 December 2009.
I For further details of all the schemes see the British Academy
website www.britac.ac.uk/funding/index.cfm
info
The Parkinsons Disease Society provides Training Fellowships for

health and social care professionals to undertake research training
relevant to Parkinsons disease. Applicants should be aiming to gain
a high degree like a PhD or MPhil and must be linked with a research
unit or department with a proven track record in Parkinsons
research. The closing date for applications is 4 December 2009. For
further details see the website.
I tinyurl.com/lhqhh5
828
For more, see www.bps.org.uk/funds

Funding bodies should e-mail news to Elizabeth Beech on
elibee@bps.org.uk for possible inclusion
Blots to consider
Fall-out from the online publication of the Rorschach ink-blots
on Wikipedia has continued late into the summer. Recent reports
claim the Canadian doctor, James Heilman, who posted the
Rorschach images online, is to be investigated by his local
authorities, after formal complaints by psychologists. The saga
first drew media attention when Heilman posted all 10 inkblots
on Wikipedia in July, together with common responses to them.
His controversial posting followed months of online debate over
whether or not a single Rorschach inkblot should be published.
The Rorschach continues to command a far larger following
among psychologists in the United States than in the UK, and
advocates there were outraged, with many complaining that the
publication of the inkblots and common answers would render
the test useless, thus undermining years of research building up
normative data on peoples responses to the images. However,
research-oriented psychologists were largely unmoved.
Professor James Wood of the University of Texas at El Paso
is co-author of an authoritative meta-analysis of projective tests
(http://bit.ly/g8BGH), including the Rorschach, published in
2000, and continues to publish widely on the topic. He told The
Psychologist: Its hard to see how the exposure of this generally
useless test on the web is likely to cause much harm to anyone.
The current situation has arisen because the original
Rorschach inkblots are nearly 90 years old and no longer
protected by copyright. The obvious solution, Wood said,
would be to update the test and create a new set of copyrightprotected stimuli, as happens routinely with other major
psychological instruments. However, devoted Rorschach users
have long resisted this solution.
Modern scoring of the inkblots accords to John Exners
Comprehensive System developed in the 1970s. An updated
review of the scientific evidence supporting use of this system
was published by Wood and colleagues in 2006, showing that
whilst the Rorschach displays validity for 20 scoring categories,
including schizophrenia and bipolar disorder, a further 160
scoring categories lack validity (http://bit.ly/2g6ZPQ).
Perhaps most importantly, Wood told us, findings from
more than 70 studies have now confirmed that the child and
adult norms for Exners Comprehensive System for the
Rorschach are seriously in error and tend to mistakenly identify
most individuals as psychologically disturbed.
However, the President of the British Rorschach Society, Dr
Justine McCarthy Woods, said: I would question whether it is
appropriate for lay editors without any expertise in psychology
to decide unilaterally the validity or utility of a professional
instrument, she said. It could set a precedent for information
from other psychological tests being posted on Wikipedia.
She challenged Professor Woods claim that the test was useless:
The overwhelming consensus of scientists and practitioners is
that the Rorschach is an important tool in the psychological
assessment armamentarium, and that it possesses validity
comparable to otherpsychological tests and even to many
commonly used medical instruments [see http://bit.ly/6FnRt].
Dr McCarthy Woods also disagreed with Woods assertion
that the Rorschach mistakenly identifies most individuals as
psychologically disturbed. This has been previously refuted in
The Psychologist, in March 2008, and new norms have been
developed [see http://bit.ly/M08uE], she said. In fact, the
Rorschach is a psychological tool which serves a vital function
in mitigating human suffering and helping people identify the
sources of their mental confusion and emotional pain. CJ
vol 22 no 10
october 2009
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news
Opposition to state regulation

The Alliance for Counselling
and Psychotherapy an
organisation established earlier
this year to oppose the
planned statutory regulation of
counselling and psychotherapy
claims that over 2000
psychotherapists and
counsellors have now signed
their petition opposing state
regulation. Counselling and

psychotherapy are due to be
regulated by the Health
Professions Council (HPC),
the same body that recently
assumed the statutory
regulation of psychologists.
The news comes as a letter
with over 30 signatories was
published in the July issue of
Climate change
The American Psychological Association has published an
authoritative task force report on climate change: Psychology and
Global Climate Change: Addressing a Multi-faceted Phenomenon
and Set of Challenges. Task force chair, Janet Swim of
Pennsylvania State University, said: What is unique about
current global climate change is the role of human behaviour.
We must look
at the reasons
people are not
acting in order
to understand
how to get
people to act.
The report
is partly a
summary of
the existing
psychological
research into
human
behaviour and
climate change
and partly a call
to arms, including
the provision of advice on how psychologists can make their
input more influential.
Psychologists can be dramatically more effective if they
connect psychological work to concepts developed in the
broader climate research community and collaborate with
scientists from other fields, the report says. Although
psychologists have been doing work on climate change and
related subjects for decades... the relevance of psychological
contributions is not yet established or widely accepted.
Among the specific recommendations made to psychologists
working in this field, the report suggests using the language of
the wider climate research community. For example, whereas
psychologists typically report their findings in terms of statistical
significance or effect size, the report says that what matters for
the climate change field is the strength of effects or causes in
environmental terms. For example, it advises, a good indicator
of the importance of psychological variables for understanding
human contributions to climate change is the amount of GHG
[greenhouse gas] emissions they can explain. CJ
Therapy Today, the monthly

publication of the British
Association for Counselling
and Psychotherapy (BACP),
seeking clarification from the
organisation that it will
continue to support members
who opt not to join the HPC.
[W]e are not against
regulation per se but are
opposed to the model imposed
by the Government the
correspondents said. We do
not believe HPC regulation
will add anything of significant
value to the work of therapists
nor to the experience of
clients, certainly nothing
sufficient to outweigh the
damage it is likely to inflict,
damage already being done in
three closely related
government initiatives in the
psy-domain: NICE guidelines,
the IAPT scheme and Skills for
Healths competences in
development for the
psychological therapies.
To be clear, the letter
continues, some of us are
considering refusing to register
with HPC a conscientious
objection of sorts supported
in our stance by principle,
evidence and reasoned
argument.
BACP Chair, Dr Lynne
Gabriel of York St John
University, told The
Psychologist that her
organisation wants the best

possible model for regulation,
but that the model proposed
via the Professional Liaison
Group acting on behalf of the
HPC is not right for us or for
the profession a view she
has shared in a letter to BACP
members.
Gabriel said: The proposed
Standards of Proficiency
present unexamined
differentiation between
counsellors and
psychotherapists
differentiation that enhances
myths and assumptions that
abound in relation to the
statutory regulation of
counselling and
psychotherapy. One unhelpful
impact of the differentiation is
that it is likely to confuse the
public and current or future
clients/patients, as well as
employers of counsellors and
psychotherapists.
She added: In support of
our circa 32,300 practitioner
members, as well as our circa
1150 organisational members,
we see it as crucial that we
offer evidence and reasoned
argument in response to the
HPC consultation and aim to
dispel the many unexamined
myths that undermine
individuals capacity to make
informed choices about
statutory regulation. CJ
A-LEVEL RESULTS
Psychology overtook General Studies this year to become the fourth
most popular A-level subject in the UK, taken by 52,872 students, up
from 52,706 in 2008. Only English, Maths and Biology were taken by
more students 91,815, 72,475 and 55,485, respectively. Unlike
many other subjects, there was actually a small reduction in the
proportion of Psychology A-level students obtaining an A grade: 19.2
per cent this year compared with 19.3 per cent last year. However, in
line with most other subjects, there was an increase in the number
of psychology students who achieved a C grade or above: 68.8 per
cent this year compared with 67.7 per cent in 2008. Among the other
science and maths subjects, Chemistry, Physics, Maths and Further
Maths all showed increases in student numbers. CJ
I The full results are at www.jcq.org.uk
I www.apa.org/releases/climate-change.pdf
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The next big questions

in psychology
Christian Jarrett and Jon Sutton report on a recent special issue of the journal
Perspectives on Psychological Science
he same American journal that

earlier this year asked psychologists
how their discipline could be
improved (see www.bps.org.uk/persp)
Perspectives on Psychological Science
has since published another round of
brainstorming contributions, this time
on The next big questions in
psychology. With a few nips and tucks,
weve summarised the majority of the
contributions into four themes: how we
can improve ourselves; why people vary;
social interaction; and approaches to
psychology. See what you think, then
send your ideas to
psychologist@bps.org.uk
Improving humankind
Perhaps the boldest of the contributions
was offered by Scott Lilienfeld and
colleagues at Emory University in relation
to reducing cognitive biases. Their
argument is that extremism is fuelled by
mental flaws, such as the confirmation
bias, in which we disproportionately
attend to information that supports our
current view. At the risk of sounding
hopelessly idealistic, they write, one
might... be so bold to suggest that if
researchers found debiasing to be
efficacious and implemented it on a grand
scale, it could prove to be psychologys
most important contribution to reducing
ideological extremism and both inter- and
intragroup conflict.
On a near identical note, Katherine
Milkman at the University of
Pennsylvania and her colleagues argue
that after years of successful research
exposing the flaws in our thinking, much
of it by Nobel Laureate Daniel Kahneman,
the time has come to focus on how
decision making can be improved. The
modest amount of prior research on this
topic has formed two types, they say:
interventions, such as taking an outsiders
perspective and considering the opposite
view, which are designed to switch a
person from an automatic, impulsive way
of thinking to a more conscious,
considered style of thought; and
830
environmental changes, as espoused by

books like Nudge, which create a choice
architecture whereby peoples inherent
decision-making biases lead to desired
outcomes (for example, making organ
donor schemes opt-out rather than
opt-in).
Also on the topic of judgement and
decision making, Martin Seligman and
Michael Kahana at the University of
Pennsylvania say there is promise in the
idea of using virtual simulations to teach
expert intuition that would normally
emerge only from years of experience.
Daniel Bernstein and Elizabeth Loftus
propose that the next big question in
their field is how to tell whether a
memory is true or false. Prior research has
revealed neural correlates of true and false
memories, but has tended to involve
pallid material (rather than juicy real-life
memories) and has depended on
averaging over hundreds of trials. Theres
been modest success with identifying false
memories in the form of deliberate lies,
they explain, but less with untruths told

by a liar who believes what theyre
uttering. A final approach has been to
look at ways that true and false
statements differ in content, with the
former tending to contain more sensory
detail. Crucially, none of these methods
are reliable enough to be used without
independent corroboration. Being
reconstructed and pieced together, in
essence, all memory is false to some
degree, Bernstein and Loftus write. Our
job as memory researchers and as human
beings is to determine the portion of
memory that reflects reality and the
portion that reflects interference and bias.
Meanwhile, Timothy Wilson at the
University of Virginia says he hopes
psychology will finally get over its
Freudophobia and start getting to grips
with self-knowledge. To date, efforts in
this field are disjointed and there are big
gaps, he argues. I am unaware of any
research on how well people can predict
how their personalities will change as
they age, Wilson gives as one example.
Research that helps people understand
themselves better would be beneficial,
he says, given that people with larger
discrepancies in their implicit and explicit
self-concepts tend to be more anxious and
less happy.
This theme of improving the way we
live is encapsulated by Nansook Park and
Christopher Peterson at the University of
Michigan in their clarion call for more
positive psychology. Besides studying
distress and pathology, [w]e still need
to know much more about the rest of the
Can psychology reduce ideological extremism and both inter- and intragroup conflict
vol 22 no 10
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news
human condition and those parts that

make life most worth living, they write.
The good life is not the troubled life
avoided or undone, they argue, adding
that in uncovering what it means to live
well, psychology needs more longitudinal
studies, more collaboration between
specialisms and more focus on behaviours
rather than processes.
Why people vary

Untangling the relative contribution of
nature and nurture to human
development has occupied the careers of
countless psychologists. Based on several
of the contributions to the special issue,
its a project that remains as pertinent and
daunting as ever.
Jay Belsky and Michael Pluess at
Birkbeck University of London highlight
the fascinating issue of individual
differences in childrens sensitivity to their
environment. Normally this is discussed
in terms of some children being more
vulnerable than others to adverse
circumstances, but Belsky and Pluess
review a range of behavioural and genetic
research showing that the same children
who are affected by negative
circumstances also tend to thrive in
quality conditions. In other words,
children vary in their responsiveness
to the environment, be it positive or
negative. Whats more, other research
shows that this tendency is influenced by
conditions in the womb, which, in turn,
are affected by maternal experiences,
including stress. In one final twist,
whether or not a fetus responds to these
influences in utero, potentially becoming
more sensitive to the environment in early
childhood, could depend on their genetic
make-up, thus bringing the role of nature
back into play.
On a related note, Kenneth Dodge
says one of the most important questions
facing psychology is to elucidate the
mechanisms underlying the way that the
MAOA gene interacts with exposure to
maltreatment in childhood, thus leading
to increased risk for the development of
conduct disorder. Dodge highlights
possible mechanisms in the brain, in
social cognition and autonomic arousal,
leading him to predict that the greatest
possible contributions to science in the
coming decade will be made by scientific
teams that are able to combine multiple
disciplinary perspectives and methods to
understand how psychopathology
develops.
This view was echoed by Janice
Kiecolt-Glaser in her contribution about
psychoneuroimmunology. We already
know that stress and depression affect
health just consider the finding that

wounds take longer to heal when people
are stressed but there are many
unanswered questions about how stress
and psychopathology interact with
environmental factors like diet and
pollution to affect our immune systems
and ageing processes, Kiecolt-Glaser says.
We need to put greater emphasis on
cross-discipline training for our students,
she argues, underscoring the importance
of getting a strong foundation in basic
biological science.
Gregory Smith at the University of
Kentucky provided a clinical
psychologists perspective on this theme
of how nature and nurture interact to
influence a person. One fundamental task
for clinical psychological science, he says,
is understanding why different
individuals progress along different life
trajectories. Smith adds that progress in
genetics has opened up exciting new
possibilities but that psychology needs to
catch up by providing sound theories and
precise measures of coherent,
homogenous, elemental psychological
constructs. In particular, Smith says there
is a need to abandon psychiatric
diagnostic categories as the basis for
clinical science research because, he
argues, many of them consist of sets of
moderately or weakly related symptoms
that often appear to have different
aetiologies from each other.
Social interaction
Others believe psychology should turn
the spotlight outwards, to our interactions
with others. Sheldon Cohen and Denise
Janicki-Deverts at Carnegie Mellon
University point out that we have known
about the importance of social integration
(engaging in diverse types of
relationships) for health and longevity for
30 years. Yet, we still do not know why
having a more diverse social network
would have a positive influence on our
health, and we have yet to design effective
interventions that influence key
components of the network and in turn
physical health. The authors say that the
size, consistency and range of reported
relationships lead us to talk about them as
if they were causal. However, the truth is,
we do not know this, they write. There
are surprisingly few experimental studies
testing the possibility that network
interventions increasing the diversity
and extent of our social networks, or
decreasing conflict and loneliness would
be beneficial to our health. Those that do
exist seldom draw inspiration from the
evidence reported in the correlational
literature, by using natural social
networks: instead, they tend to facilitate

interactions with strangers facing the
same or similar threats (such as cancer
patients). The authors say that
psychologists should be designing and
testing social experiments and developing
theory and empirical tests of how our
social networks get under the skin to
influence disease and mortality.
In years to come, such social networks
could well include the occasional android
friend. A psychologist (Neal J. Roese) and
artificial intelligence researcher (Eyal
Amir) from the University of Illinois at
Urbana-Champaign write that in 50 years
we suspect androids of substantial
sophistication to populate our world and
participate in everyday social interactions.
The science of psychology will, they say,
face a remarkable new set of challenges in
grappling with humanandroid
interaction. How would we cope with not
knowing whether we were talking to an
android or a real person? The AI needed
to grasp the complexity of human
emotion is perhaps the highest of all AI
hurdles, so perhaps we would resolve this
sentience ambiguity with an angry attack.
The authors warn that culture filled with
advanced androids might well be an angry
one. But dont rush to the bunkers just
yet: Roese and Amir see the threshold of
indistinguishability the moment at
which technology can create an android
that is indistinguishable from human
beings as more than 100 years away
from current technology (maybe much
further), with roadblocks centering most
pivotally on the material science
underlying artificial skin and the
computational challenges of computer
vision and natural language AI.
Approaches to psychology
It doesnt really matter what the topic of
study is if you go about it the wrong way,
and several contributors to the special
issue focus on this bigger picture. For
example, Lisa Oakes (University of
California) looks at the humpty dumpty
problem: after years of studying infant
cognitive abilities in isolation, how do we
put the developing cognitive system back
together again? For example, infants
remember the items they have attended to
and perceived, and their emotional state
will influence their perception and
representation of the events they
encounter. So how do psychologists
develop tasks and experimental designs
that will uncover the co-development of
these different abilities? Oakes points to
studies that alter an infants motor
experience in order to assess the impact in
other areas, and the difficulty of doing this
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15/9/09
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news
in a cognitive sense: We can put sticky

honour, by Nisbett and Cohen. He advises
mittens on prereaching infants and we
that we should not see research
can put prewalking infants in walkers,
contributions as flawless monuments that
but how do we give infants a
we can be proud of
boost in remembering,
20 years later. An
perceiving, or controlling
experiment is just
attention? That is, how do we
a sampling from an
create cognitive sticky mittens?
enormous set of
Another contributor
possible
suggesting psychology has gone
parameters. In
too far down a route of isolating
retrospect, the
variables, methodological
great experiments
sophistication and faultless
capture a truth
experiments is Paul Rozin, from
about the world,
the University of Pennsylvania.
but it is the
These accomplishments are a
problem selection,
critical part of psychology, Rozin
not the elegance,
argues, and they are well and
that primarily
appropriately taught by
determines the
psychologists. However, they are Sticky mittens can we
greatness. We
only a part of science and should create similar boosts for
should just ask
memory
not comprise the almost
one simple
exclusive criteria for evaluating
question about any
research. In particular, discovery of
paper, a grant, or a psychologist: To what
fundamental phenomena, such as
degree is our enterprise advanced by the
functional relations that apply to the real
work in question?
world and have generality, should have a
In a similar vein, David Funder
higher priority in psychology. Rozin gives
(University of California, Riverside)
the example of research on the culture of
proposes a simple research agenda
focusing on important questions that may

seem naive or obvious. He believes that
we have an extremely uneven empirical
map of the behavioral terrain, in which
a few areas are represented in exquisite
detail (e.g. self description, reaction time,
memory recall) and many others are left
almost completely blank. Funder cites
Roy Baumeisters list of behaviours lying
within the relatively unexplored territory:
helping, hurting, playing, working,
taking, eating, risking, waiting, flirting,
goofing off, showing off, giving up,
screwing up, compromising, selling,
persevering, pleading, tricking,
outhustling, sandbagging, refusing, and
the rest. To allow the map to be redrawn,
Funder says that journal reviewers and
granting agencies will need to give higher
priority to descriptive and mostly
correlational research that measures
interesting and consequential behaviours
across a realistic range of situational
variables. Careful methodology and
appropriate data analysis remain essential,
but perhaps the requirement that every
study must test a tightly specified theory
can be relaxed for while. Why not give it
a shot?
BPSShop
BPS Shop is now open for business.
The online BPS Shop is an exciting new development that will make
life a lot easier for you. Its a one-stop shop where you
can book your place on Society conferences
and BPS Learning Centre courses, and
download Society publications.
www.bpsshop.org.uk
832
vol 22 no 10
october 2009
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Blogging on
brain and
behaviour
The British Psychological Societys free Research Digest service:
blog, email, Twitter and Facebook
An amazingly useful and interesting resource
Ben Goldacre, The Guardian
www.researchdigest.org.uk/blog
833
MEDIA
15/9/09
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Page 834
If they come for you

in the morning
Kairen Cullen on the benefits and ethics of involvement
with the media
t is 4.30am and I am in a taxi,
Icentral
travelling at speed through a deserted
London, towards Television
contribute
Centre on the South Bank. I drowsily

go over the ideas I have prepared for
appearing on GMTV, on a piece about
holidays and arguments of all things!
How did this happen?
In my work as an educational
psychologist, whose speciality for a long
time was somewhat naively and
reductively labelled behaviour, a key
idea upon which I based my practice
was encapsulated in Kurt Lewins
familiar equation, B = f(P, S), i.e.
behaviour is a function of the person
and their situation. I was never in much
doubt that if I was to understand and
work with childrens, young peoples and
adults behaviour, then it was never
going to be possible to contribute to any
change without being cognisant of their
worlds, in which media played such an
important part. This interest led to me
taking on the role of press officer for the
Division of Educational and Child
Psychology and to volunteering to
become one of about a thousand
chartered psychologists listed on the
Societys media database who are willing
to speak to the media.
In my view the benefits of
involvement with the media are huge.
Bringing psychology to society and
increasing public understanding of and
increasing access to psychology are
central aims for the Society. On a
personal basis, I find the work
intellectually stimulating, topical, varied
and meaningful. The media employ
many psychology graduates, mainly as
researchers at this time, who are
generally bright young people using
their well-honed research skills to create
some interesting questions and
834
This is the page of the Societys

Press Committee, which aims to
promote and discuss psychology
in the media.
perspectives. When asked to contribute

an applied psychologists perspective,
depending on the timescale for the
request, I use a variety of methods for
responding. I research the question
presented, using a blend of
ethnographic-style questions and
conversations with whomever I can
engage at this point, trawling my
memory banks of practice materials
from past projects and multiple case
studies, and I spend some time doing
some literature research.
Yesterday, when the GMTV
researcher rang and asked if I could
contribute to their breakfast news item
on holidays and arguments complete
with Keith Chegwin
from a Butlins camp,
I was confident I could
bring a bit of
psychologically informed
thinking to the table.
I was also confident that
I would offer some angles
that the programme
makers had not thought
of, more than likely
reflecting some of the
human complexities and
paradoxes a nonpsychologist would be
likely to miss. Many of
the points I had
discussed with the researcher the day
before were there in the programme
presenters questions and comments.
It is very common, in my
experience, for editorial control to
overlook the need to acknowledge
where programme material comes from.
It is also common for comments and
views to be distorted or not represented
accurately. However, I have rarely found
it be the case that this arises from
If you would like to comment on

a recent newspaper article,
TV or radio programme involving
psychology, if you have tips for
anything other than just not

understanding, or, less kindly, ignorance.
It is therefore all the more reason for
appropriately qualified and supervised
professional psychologists to be involved.
I know from discussion with
colleagues and from reading recent
correspondence in The Psychologist that
some disquiet exists in the profession
about media practices involving
psychology. The Society makes available
some excellent advice and training for
work with the media (see
www.bps.org.uk/media-info). However,
there is still a long way to go in ensuring
that the big issues of manipulation of
participants, exposure of vulnerable
participants, representation and inclusion,
confidentiality, libel and slander,
competency, and professional control and
boundaries are addressed in the interface
between the media and psychologists
work. The BPS Ethics Committee and the
Media and Press Committee are currently
collaborating in a new project in which it
is proposed that a media ethics reference
group be formed. This would be proactive
in giving support and guidance to
members and also in ensuring a wider
message to the public,
including those directly
involved in the media of the
need for professional
psychology bound by a clear
code of ethics and conduct.
The three of four minutes
allocated to holidays and
arguments slide away. Andrew,
the presenter is making a joke
and thanking me for my
comments. I can barely recall
what I actually said and am
fairly sure none of my lot at
home asleep in bed will be
able to tell me. I know I got
some of my favourite points in
the importance of good
communication, preparation, dealing with
different expectations and wishes,
keeping a positive focus, i.e. making the
most of having a good time, being
together, doing something different and
having a change. I could have mentioned
the Societys key principles: respect,
competence, responsibility, integrity and
competence but perhaps it was preferable
to model and live them out.
others based on experiences, or

if you know of a forthcoming
programme or broadcast,
please contact the Media page
coordinating editor, Fiona Jones

(Chair of the Societys Press
Committee), on
f.a.jones@leeds.ac.uk
vol 22 no 10
october 2009
15/9/09
15:26
Page 835
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835
FEATURE
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The restless brain

Christian Jarrett enters the strange and controversial world of the
default mode network
unctional brain imaging promised

to lift the lid on the black box.
Psychologists responded in earnest,
prodding the brain and watching which
areas light up and which stay dark. But
what if the brains most important
functions are intrinsic, only occurring
when were at rest? The recent discovery
of an energy-guzzling default mode
network (DMN) that ramps up several
gears when we disengage from the
outside world has rendered such a
scenario plausible, perhaps probable.
Physics had to come to terms with the
fact that most of what the universe is
reading
836
Christoff, K., Gordon, A.M., Smallwood, J.

et al. (2009). Experience sampling
during fMRI reveals default network
and executive system contributions to
mind wandering. PNAS, 106, 8719-8724.
Damasio, D. & Van Hoesen, G. (1983).
Emotional disturbances associated
with focal lesions of the frontal lobe.
In K. Heilman & P. Satz (Eds.)
Neuropsychology of human emotion
(pp.85110). New York: Guilford Press.
made of is as yet virtually unstudied and

unknown. Perhaps resting brain activity,
and the mind-wandering it gives rise to,
is psychologys very own dark matter.
The question looks set to divide the brain
sciences. Neuroscientists are heralding the
dawn of a paradigm shift while leading
psychologists remain sceptical.
The network
The DMN describes a swathe of brain
regions, including parts of the prefrontal
cortex, the midline and the parietal and
medial temporal cortices, which
paradoxically are more active when
were at rest compared with when were
engaged in a taxing, externally focused
task. The network was first named and
documented formally in a 2001 paper
by Marcus Raichle, at Washington
University in St Louis, and colleagues.
What began to trouble people like me,
says Raichle, was that even if you just
had somebody lying in the scanner
with their eyes open or closed and they
werent doing anything other than
being awake and then you asked them
to do something demanding, not only
did the areas that you might expect
light up, but areas went down that
was the opening for us.
Evidence that the brain remains
active when we disengage from the
outside world can be traced back at
least as far as the 1950s to a paper by
Louis Sokoloff and Seymour Kety. The
pair used a classic technique involving
Gilbert, S.J., Dumontheil, I., Simons, J.S.

et al. (2007). Comment on Wandering
minds. Science, 317, 43b.
Gilbert, S.J., Williamson, I.D.M.,
Dumontheil, I. et al. (2007). Distinct
regions of medial rostral prefrontal
cortex supporting social and
nonsocial functions. Social Cognitive
and Affective Neuroscience, 2, 217226.
Greicius, M.D., Flores, B.H., Menon, V. et
al. (2007). Resting-state functional
nitrous oxide to show that, metabolically

speaking, students brains were just as
active when at rest as during a mental
arithmetic task.
We now know that the brain uses
20 per cent of the bodys energy
consumption even though it only
accounts for 2 per cent of the bodys
mass, and that this barely changes
regardless of whether were engaged in
a demanding mental task or were resting.
When youre lying quietly and then we
ask you to do something move your
hand, talk, read, whatever and we
measure the total cost of running your
brain, we cant see much of a difference,
says Raichle. So whats emerging here is
this notion that a large part of the
functional activity of the brain neurons
talking to each other is ongoing all of
the time, and the input/output of the
system is only a small addition to that.
The further discovery that there might
be a specific network, active at rest and
suppressed when were outwardly
engaged, emerged more recently. Gordon
Shulman a former student of
psychologist and attention pioneer Mike
Posner had the idea in the late 90s of
combining imaging results from nine
different studies, involving 134 people,
in an attempt to find a system that was
present whenever attention was engaged.
It was the biggest collection of PET data
put altogether thats ever been done, says
Raichle, a long-time colleague of
Shulmans. To Posners disappointment,
that attention system didnt emerge out
of these brain scans. But what did emerge
was a very consistent set of areas, now
known as the DMN, that became less
active during any demanding task, such
as reading or moving your hand.
Raichle says the implication that there
was this brain system that flickered to life
when we disengage from external tasks
met with immediate resistance from the
psychological community. He believes this
is in part because of the dominant view in
the 80s and 90s, and to some extent today
also, that to study brain function you
present a stimulus or you ask subjects to
connectivity in major depression.

Biological Psychiatry, 62, 429437.
Greicius, M.D., Srivastava, G., Reiss, A.L.
& Menon, V. (2004). DMN activity
distinguishes Alzheimers from
healthy aging. PNAS, 101, 46374642.
Hagmann, P., Cammoun, L., Gigandet, X.
et al. (2008). Mapping the structural
core of human cerebral cortex. PLoS
Biology, 6, e159.
Kennedy, D.P., Redcay, E. & Courchesne,
E. (2006). Failing to deactivate. PNAS,

103, 82758280.
Mason, M.F., Norton, M.I., Van Horn, J.D.
et al. (2007). Wandering minds.
Science, 315, 393395.
McKiernan, K.A., Kaufman, J.N., KuceraThompson, J. & Binde, J.R. (2003). A
parametric manipulation of factors
affecting task-induced deactivation in
functional neuroimaging. Journal of
Cognitive Neuroscience, 15, 394408.
vol 22 no 10
october 2009
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feature
do something. There was this mindset

that youre turning the brain on, he says.
A common criticism was that the
resting activity of what we now know as
the default network, rather than being
truly intrinsic, must instead reflect some
uncontrolled activation. Raichle
considered this and came up with a way
that he thinks shows default brain activity
is more than unconstrained activation.
His argument is based on the levels of
oxygen supply and demand in the brain,
and specifically his observation that this
supply and demand is in near total
balance when were at rest, disengaged
from the outside world. It was these ideas
that were published in his now classic
2001 paper. The paper basically said the
DMN, in the conventional way of looking
at things, is not activated in this resting
state, Raichle explains, therefore it must
represent something about the intrinsic
activity of the brain that its organised in
that state.
(see Watching the

mind wander,
overleaf). What Ive
noticed in the last five
Many psychologists and neuroscientists now routinely scan the
to six years, Smallwood
brain at rest. Heres a sample of recent default-mode-related
says, is that when I
findings from disparate fields.
used to talk about this
model people would say
Autism: In 2006 Daniel Kennedy (University of California) and
its interesting but
colleagues reported that children with autism failed to show
essentially an
deactivation in the DMN when engaged in a Stroop-like task
epiphenomenon. The
compared with rest, whereas the deactivation was seen as
concept of the DMN
usual in control participants. The researchers said the result
has changed that. Its
was likely to be due to the children with autism having reduced
brought to everybodys
DMN activity at rest an anomaly they argued might play a
attention that an awful
causal role in the childrens social impairment.
lot of what the brain is
doing is to do with
Depression: Could resting-state brain activity help identify
imaginative processing
patients with depression who are unlikely to respond to
that we cant necessarily
treatment? A brain-imaging study by Michael Greicius (Stanford
observe, and there are
University) and colleagues revealed abnormal patterns within
some aspects which you
the DMN of patients with major depression exaggerated
cant study without
connectivity between a region called the subgenual cingulate,
accepting that they
known to be involved in emotion processing, and the rest of the
occur spontaneously.
DMN. This was especially the case among those patients whod
Raichle himself has
been depressed for longer.
proposed that one of
The influence
the key functions
Alzheimers disease: In another study, Greicius and colleagues
The paper A default mode of brain
subserved by the default
found reduced resting-state activity in the hippocampus and
function, published in the Proceedings of
mode network may well
posterior cingulate of Alzheimers patients compared with
the National Academy of Sciences, dropped
be mind-wandering,
controls. They argued that scanning resting-state brain activity
like a bomb and its reverberations have
and especially thinking
could prove to be a sensitive way of detecting the disease.
been felt ever since. A casual PubMed
about the future. He
search with the term default mode
refers to a case study,
Comparative studies: Chimpanzees show greater activity in the
network reveals 31 studies have been
first documented by
DMN during rest compared with during externally focused
published on the topic in the first three
Antonio Damasio, in
cognitive tasks, in a similar way to humans. James Rilling and
months of 2009 alone. Today the idea of
which a stroke patient,
colleagues made the observation in a 2007 study after
a default system inspires new approaches
with damage to a part
comparing the resting brain activity of eight humans and five
to research on depression, Alzheimers
of the DMN, recovered
chimps. Species differences were also apparent. For example,
disease, mental time travel, autism,
and described her
the chimps showed less left-side activity, probably because they
comparative research and many other
experience as being
lack language.
topics (see Findings). One area of
unable to have any
psychology thats probably felt the
thoughts almost as
influence more keenly than most is in
if her ability to mindthe study of mind-wandering.
wander had been lost.
more practised tasks. Next Masons team
Jonathan Smallwood, a Scottish
The possibility that the DMN may
scanned the same participants under
psychologist currently working at the
support mind-wandering was tested
similar conditions, as they performed
University of California, has been
explicitly in 2007. Malia Mason and
either novel or practised tasks. They
studying mind-wandering for most of
colleagues first asked participants to
found that the DMN was more active
his academic career. In particular, he and
report how often their minds wandered
during the highly practised tasks and that
his colleagues have been interested in the
during either highly practised or novel
this was particularly the case among those
idea that attention flips back and forth
tasks. As you might expect, mindparticipants who claimed to mind-wander
between an internal and external focus
wandering was more prevalent during
more.
Since Raichle made his claims in
2001, people had been floating around
the idea that off-task thoughts and dayal. (1997). Common blood flow
Morcom, A.M. & Fletcher, P.C. (2007). Does
dreams are subserved by the DMN, says
changes across visual tasks. Journal of
the brain have a baseline?
Smallwood. But the Mason paper, and
Cognitive Neuroscience, 9, 648663.
Neuroimage, 37, 10731082.
to some extent a 2003 study by Kristen
Smallwood, J. & Schooler, J.W. (2006). The
Raichle, M.E., Macleod, A.M., Snyder, A.Z.
McKiernan (which showed increased
restless mind. Psychological Bulletin,
et al. (2001). A default mode of brain
132, 946958.
function. PNAS, 98, 676682.
DMN activity during easier tasks) made
Sokoloff, L., Mangold, R., Wechsler, R. et
Rilling, J.K., Barks, S.K., Parr, L.A. et al.
a leap, in the sense they made this the
al. (1955). The effect of mental
(2007). A comparison of resting-state
focus of their investigation; before then
arithmetic on cerebral circulation and
brain activity in humans and
it was just speculation.
metabolism. Journal of Clinical
chimpanzees. PNAS, 104, 17146-17151.
All of sudden, it seems, mindInvestigation, 34, 11011108.
Shulman, G.L., Fiez, J.A., Corbetta, M. et
wandering, day-dreaming, mental time
Findings
837
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feature
rest is discovered; psychologists respond

theyll only be engaged in internal
by showing renewed interest in intrinsic
processes just doesnt accord with my
mental activity. But the reality is a little
subjective experience when Ive been in
more complicated. When Malia Masons
a scanner, says Gilbert. If youre given
2007 paper linking the DMN with mindnothing to do, especially if its your first
wandering was published, it was
time, youre suddenly a bit anxious,
accompanied by a critical commentary by
youre wondering whats going on, there
psychologist Sam Gilbert at UCL and his
are also these beeps and strange noises,
colleagues, including cognitive
and you may be waiting for something
neuroscience luminary Chris Frith.
to come up on the screen. So its just as
Gilbert and his colleagues argued
plausible that youre actually in a state
that what Masons group had inferred
where youre really looking out for
was mind-wandering activity could just
something in the environment.
as plausibly be
What the discussions
construed as enhanced
about Mason and
watchfulness in
colleagues paper betray
what the mind is doing
other words, an
is a growing unease
when it is turned in on
exaggerated focus on
among large quarters
itself is a vitally important
the outside world.
of the psychological
topic for investigation
Supporting this
community that it can
alternative view,
ever be a good thing to
Gilberts team pointed
focus on scanning peoples
to research theyd conducted showing
brains when they are at rest. After all, if
that in a simple reaction-time task, medial
theres room for multiple and contrasting
prefrontal cortex activity (a key part of
interpretations about the mental processes
the DMN) was actually higher when
involved during a practised task (as in the
performance was better, consistent with
Mason study) then the scope for
the idea that this brain activity reflected
disagreement about the possible mental
The sceptics
increased watchfulness.
activities involved at rest must surely be
In a simple world, the story could end
This idea that if you put people in
even greater.
here: Brain network thats more active at
the scanner and give them nothing to do,
The growth in the DMN literature
has provoked good questions and good
experiments, says Gilbert, but I dont
think that studying rest itself is a
particularly useful thing to do. If youre
interested in self-initiated behaviour, then
Instruct a participant to mind-wander: if they obey, then paradoxically, theyre not really
you can study that experimentally you
mind-wandering. Whats more, give a participant a boring task and ask them to indicate when
just have to come up with good tasks for
theyre mind-wandering and by definition the moment you get a signal means theyre not
how to do it in a careful and controlled
mind-wandering any longer. So just how do psychologists study such an intractable form of
way. The DMN literature reflects, in a
mental behaviour? Weve looked at this issue with the view that attention isnt static but can
way, a decognitivisation of cognitive
ebb and flow, says Jonathan Smallwood. So weve attempted to come up with tools to find
neuroscience.
out how and when people switch to an offline mode.
These methodological concerns were
One such tool used by Smallwood is called the SART (sustained attention to response
expressed most explicitly and forcefully
task), originally developed by Ian Robertson at Trinity College Dublin and Tom Manly at the
in a 2007 paper Does the brain have
University of Cambridge as a way to study cognitive deficits arising from head injuries. One
a baseline? Why we should be resisting
of the clever things about the SART, Smallwood says, is that it turns the attentional process
a rest by Alexa Morcom, now at the
backwards so people have to withhold a response to a target, and this allows us to identify
University of Edinburgh, and Paul
those moments when a person has failed to attend.
Fletcher at the University of Cambridge.
A typical SART task will require participants to respond to the numbers 0 to 9, but
Morcom, a psychologist, investigates
excluding the number 3. An inappropriate response to 3 acts as a marker for an attentional
memory decline and ageing, and the
lapse and the period preceding an error is a strong candidate for a mind-wandering episode.
DMN first came to her attention when
Another approach is to use thought probes, which involves unexpectedly asking a
other researchers started talking about the
participant to report what they were just thinking about whether they were on task or if
DMN changing with ageing. It sounded
their minds had wandered. An obvious disadvantage with this approach is that participants
like some kind of theory about brain
will soon cotton on to the purpose of the research, which is likely to have an effect on their
ageing but when I looked closely I
tendency to mind-wander.
realised that it wasnt really telling me
Earlier this year, Smallwood and colleagues combined brain imaging with use of thought
anything, Morcom says. The DMN
probes and measures of attentional lapses to show that default mode network regions are
theory is very unpsychological. I didnt
activated during mind-wandering episodes. In other studies theyve looked at the links
feel Id learned anything about what these
between mind-wandering and creativity and comprehension. Together with Jonathan
regions are doing and how they might
Schooler, Smallwood is currently developing a model to explain why we sometimes catch
actually be underpinning memory
ourselves in the act of mind-wandering and sometimes dont. One idea is that the brain
decline.
needs to periodically take stock of what its doing, he says.
Morcom and Fletchers paper
acknowledged the potential diagnostic
utility of scanning the brain at rest. But
travel, prospective thinking, call it what
you will, have become the focus of heated
research in psychology. Theres a whole
new field opening up, says Smallwood.
Theres all these different buzz words,
different approaches, but whats
underlying all of them is the
understanding that were beginning to
get the tools and concepts to look at
imaginative and introspective thought
thats really been ignored for various
reasons.
In Marcus Raichles view, the
discovery of the DMN has indeed led
to something of a paradigm shift as
psychology wakes up to the fact that, far
from being a passive input/output device,
the brain is constantly anticipating the
future and bringing a rich context to its
interactions with the world. Only eight
per cent of the terminals in the visual
cortex come from the outside world, he
observes. This should make people pause
for a moment how come everything is
so clear? Its because of what the brain
brings to the table.
Watching the mind wander
838
vol 22 no 10
october 2009
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Page 839
feature
beyond that, the pair argued in detail that

raised the profile of these so-called
studying the resting brain has no use to
intrinsic processes, then that can only
cognitive neuroscience whatsoever. In
be a good thing. The points of contention,
their view there is nothing inherently
the state of play, revolves around whether
special or mysterious about the resting
scanning people at rest is the way to study
state of the brain. They also rejected
these intrinsic processes, and whether the
Raichles claims that the DMN being
DMN, as it was originally conceived, really
active, but not activated, in the resting
exists at all.
state means that it therefore reflects a
I think there are lots of important
baseline, intrinsic mode of operation.
mental functions that we perform every
When Raichle says these [DMN]
day that havent been studied enough,
regions are not activated at rest,
Morcom says. But I dont think the idea
although they are active, hes making a
of the default mode or the idea of doing
technical point about the balance between
research using a resting state follows from
the oxygen supply and demand in these
these functions being really interesting.
areas and indeed the whole brain,
Sam Gilbert agrees: It would be great
Morcom explains. But while theres this
to figure out whats going on in these
balance, the level of neural activity
varies widely in the DMN and
across the brain. So although the
blood flow balance may be special
at rest, theres no reason to think
that the same is true of the neural
function. If Morcom and Fletcher
are right, this would suggest that
there isnt anything special about
the brain activity observed at rest
it doesnt deserved to be placed
in a category all of its own. In fact,
by this account, the most
important distinguishing feature of
neural activity at rest is that no one
really knows what participants are
doing with their minds during this
time.
Alexa Morcom says the DMN theory is very
What about the tip of the
unpsychological
iceberg observation the idea that
DMN brain regions. But Im not sure that
the majority of brain metabolism fuels
it is constructive to do study after study
intrinsic activity, and that externally
where we just ask people to rest. At the
focused tasks make little difference?
moment its very poorly understood what
Morcom agrees that we need to find out
cognitive processes contribute to what
more about the bulk of the iceberg, but
aspects of DMN activity. In all likelihood,
she points out that that bulk is present
when were at rest were engaged in both
during evoked or extrinsic tasks too. To
internally oriented and externally
my knowledge weve got nothing to say
oriented processes. The way to
that this meaningful metabolic activity
understand these processes is to have
that is substantial is special to rest. she
better experimental controls.
says, It follows logically that the bulk of
Gilberts own approach has been to
this iceberg is present across many
use carefully controlled tasks to carve up
different cognitive states, of which rest is
the DMN into its functional subregions.
only one, and therefore I dont see why
Hes focused on a medial prefrontal region
they link it specifically to rest. I think the
thats associated with theory of mind
question of what all this activity represents
that is, thinking about other peoples
is extremely interesting and there needs
mental states. He and his colleagues had
to be more research into neural activity
participants manipulate information that
that might not be the result or the
was either visible on a screen or held
substrate of information processing, but
purely in their heads, and they were
might somehow support it.
further led to believe that they were either
working alone or collaborating with
The state of play
another. Gilbert found that the brain area
Technical issues aside, what everyone
activated when looking at a screen versus
appears to agree on is that what the mind
processing your own thoughts was as
is doing when its turned in on itself is
little as five millimetres away from the
a vitally important topic for investigation.
area that was activated when thinking
If the discovery of a postulated DMN has
about other peoples thoughts. The
regions were almost on top of each other

but it was still possible to separate them
out according to their functionality. So
when you dig into this network you can
start seeing amazing functional
specialisations, Gilbert says, and I think
we should be spending more time carving
up this network rather than considering
it as a homogeneous whole.
However, Marcus Raichle and other
DMN advocates, remain undeterred.
They continue to believe that studying
the brain at rest holds the key to many
secrets. In fact, there is an entirely new
field now in which investigators look for
correlations in resting state activity
between brain regions so as to create a
functional map of the brain. Raichle
points me to a noteworthy paper
published last year in PLoS Biology,
which is just the latest to take this
approach.
Patric Hagmann and colleagues
used diffusion tensor imaging (DSI)
to create beautifully intricate maps
of the dense cortical pathways within
the cerebral cortex of five
participants, and crucially, they
then used fMRI to scan the same
participants at rest. We found a close
correspondence between the
strengths of structural connections
derived from DSI and functional
connections derived from resting state
fMRI in the same participants,
Hagmanns team concluded. In other
words, neuroscientists like Hagmann are
using the resting state as a functional
template with which to inform their
structural findings exactly what
psychologists like Morcom and Gilbert
say they shouldnt be doing.
The onward march of the DMN
doesnt end there. A further development
has been to look at the resting state
correlations between brain regions over
longer periods than are usually studied in
conventional brain-imaging tasks. These
studies are revealing coordinated resting
activity pulsing between disparate brain
regions about once every 10 seconds.
The sense I have about this is that there
is a paradigm shift going on here, says
Raichle. Were beginning to recognise
that there are actually slow cortical
potentials which have been largely
ignored. Theres this coherent activity
in the brain which has begun to define in
an elegant way not only the relationships
within systems like the DMN or the
visual system, but the relationships
between these systems. Its like the
groundswell of the ocean.
I Dr Christian Jarrett is The Psychologists
staff journalist. chrber@bps.org.uk
839
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Charlie Waller Institute

2009/2010 programme
1-day workshop 125; 2-day workshop 240; conferences 60/100
For more information please contact: cwi@reading.ac.uk
or call 0118 378 6668 www.reading.ac.uk/charliewaller
5 & 6 October 2009
Cardiff 335
Motivational interviewing:
introduction and integration
CWI in association with Professor Stephen Rollnick
16 October 2009
Treatment of generalized anxiety disorder:

an evidence-based approach
Professor Michel Dugas, Concordia University, Canada
3 & 4 November 2009
Transdiagnostic CBT for eating disorders
Professor Christopher Fairburn, University of Oxford
1 December 2009
Cool Kids: treating childhood anxiety effectively
Professor Ron Rapee, Macquarie University, NSW
7 December 2009
Evidence-based cognitive therapy of depression:

recent developments and best practices
Professor Keith Dobson, University of Calgary, Canada
7 January 2010
Achieving excellence in the treatment of

health anxiety
Professor Paul Salkovskis, Institute of Psychiatry
11 January 2010
Single session treatment of specific phobia

in the real world
Professor Lars-Gran st
Stockholm University, Sweden
19 January 2010
Treating PTSD the evidence-based way
Professor Anke Ehlers, Institute of Psychiatry
9 February 2010
Effective long-term interventions

for sexual offenders
Professor Mark Olver, Saskatchewan University, Canada
10 February 2010
CONFERENCE
Understanding and treatment of offenders:
a research and clinical update
see www.reading.ac.uk/charliewaller
for updated speaker list
2 March 2010
Treating BDD the NICE way
Dr David Veale, Institute of Psychiatry
16 March
Supercharging CBT; A transdiagnostic protocol

for common anxiety conditions of later life
Professor Jan Mohlman, Rutgers, New Jersey
17 March
CONFERENCE
The aging mind and the aging brain:
a research and clinical update
22 & 23 March 2010
Interpersonal psychotherapy for depression:

how to apply the protocol
Professor Scott Stuart, University of Iowa, USA
29 April 2010
Mindfulness in the prevention of relapse

of depression
Professor Mark Williams, University of Oxford
10 May 2010
State-of-the-art treatment of ADHD in children
Professor Peter Jensen, The Reach Institute, New York
11 May 2010
CONFERENCE
State-of-the-art treatment for childrens
mental health problems
8 June 2010
CONFERENCE
No health without mental health
28 June 2010
How to treat OCD
Professor Randy Frost, Smith College, Massachusett
Berkshire Healthcare
NHS Foundation Trust
840
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october 2009
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History & Philosophy

of Psychology Section
Annual Conference 2010
30th March1st April
University of Edinburgh
CALL FOR PAPERS

The British Psychological Societys History &
Philosophy of Psychology Section invites
submissions for its 2010 annual conference to be
held in the Psychology Building in the School of
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841
ARTICLE
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newly developed brain-imaging technique

of positron emission tomography (PET).
Using this technique, to which our group
added functional magnetic resonance
imaging (fMRI), after moving to the
Wellcome Trust Imaging Centre at UCL, I
was able to look directly at the neural basis
of cognitive processes. (What we measure
Chris Frith, winner of the Societys 2008 Book Award with Making Up the Mind,
with PET and fMRI is not neural activity,
on how his ideas have developed, and the surprising implications
but changes in blood flow that occur as a
result of changes in neural activity.)
These were wonderful new techniques,
My book Making Up the Mind is
lthough I originally trained as a
but to use them properly required
partly a scientific autobiography,
clinical psychologist, in the days
considerably more thought than was
describing a career that seems to
when this was a 13-month course
applied initially. So it became obvious very
have taken a satisfyingly circular
leading to a diploma, my subsequent
soon that applying these new imaging
course. This has progressed from
career has been devoted to research,
techniques to the study of schizophrenia
an interest in the newest
although always in a medical setting.
would be fruitless since we knew so little
mathematical approaches to human
I have been particularly fortunate in
about the relationship between brain
behaviour, to the study of
that I have worked in multidisciplinary
function and mental activity. Ironically,
schizophrenia via behaviourism and
groups. Tea-time conversations, in those
considering we are measuring objective,
clinical psychology, to cognitive
days when there was still tea-time,
physical activity, the restrictions on what
neuropsychology and new
covered everything from
you can do while lying
techniques of brain imaging. Now
synapses and
in a brain scanner make
I find myself almost back where
neurotransmitters to
it easier to study
it is the study of
I began, as I embark on a project to
consciousness and
subjective experiences
consciousness that will
model human social interactions in
expressed emotion.
rather than objective
help us to understand
terms of Bayesian learning
My work on
behaviour. In many
schizophrenia
algorithms, and watch in
schizophrenia began
of the early studies
admiration as colleagues achieve
almost by chance when
volunteers lay in the
so much with this approach.
Hans Eysenck assigned
scanner and imagined
me this topic for the new addition of his
making movements (Stephan et al., 1995)
Handbook of Abnormal Psychology. My
or imagined seeing faces (OCraven &
research aimed to understand the typical
Kanwisher, 2000).
symptoms associated with this diagnosis in
terms of neuropsychology. It took a while
Experimental psychology has revealed
How do we know about the
to dawn on me that, even as a psychologist
much about the cognitive processes that
world?
interested in behaviour and introspection,
underlie faculties such as perception
Another unexpected advantage of
I was actually studying how the brain
and decision making. Can we
scanning is the ability to look at brain
works. Whatever the ultimate causes of
understand group perception and group
activity that occurs without awareness.
schizophrenia, there is a neural basis to
decision making, starting with groups of
Of course, there are elegant behavioural
symptoms such as hallucinations and
two, in terms of these same processes?
paradigms for looking at effects of
delusions. In my book The Cognitive
unconscious processing, but once you
Neuropsychology of Schizophrenia (Frith,
have asked your volunteers whether they
1992) I developed some ideas about the
www.fil.ion.ucl.ac.uk/Frith/Booksite/
noticed some stimulus that was irrelevant
cognitive basis of hallucinations and
index.html
to the task they were performing, their
delusions and speculated on their neural
Fletcher, P.C. & Frith, C.D. (2009).
focus of attention is irrevocably altered.
correlates.
Perceiving is believing: A Bayesian
With the scanner you can measure
At this time I was incredibly fortunate
approach to explaining the positive
whether stimuli outside awareness elicit
to be given the chance to move to the
symptoms of schizophrenia. Nature
Reviews Neuroscience, 10, 4858.
brain activity without ever mentioning
MRC Cyclotron Unit. At that time this was
these stimuli to the volunteers. Such
the only place in the UK with access to the
Making up the mind
references
resources
question
842
Bayes, T. (1958). Studies in the history of

probability and statistics: IX. Thomas
Bayes essay Towards Solving a
Problem in the Doctrine of Chances.
Biometrika, 45, 296315. (Original
work published 1763)
Behne, T., Carpenter, M., Call, J. &
Tomasello, M. (2005). Unwilling
versus unable: Infants
understanding of intentional action.
Developmental Psychology, 41,
328337.
Blakemore, S.J., Bristow, D., Bird, G. et
al. (2005). Somatosensory activations
during the observation of touch and a
case of vision-touch synaesthesia.
Brain, 128, 15711583.
Chartrand, T.L. & Bargh, J.A. (1999). The
chameleon effect: The perception
behavior link and social interaction.
Journal of Personality and Social
Psychology, 76, 893910.
Dimberg, U., Thunberg, M. & Elmehed,

K. (2000). Unconscious facial
reactions to emotional facial
expressions. Psychological Science,
11, 8689.
Fehr, E. & Gchter, S. (2002). Altruistic
punishment in humans. Nature, 415,
137140.
Fletcher, P.C. & Frith, C.D. (2009).
Perceiving is believing: A Bayesian
approach to explaining the positive
symptoms of schizophrenia. Nature

Reviews Neuroscience, 10, 4858.
Frith, C.D. (1992). The cognitive
neuropsychology of schizophrenia.
Hove: Lawrence Erlbaum.
Frith, C.D., Perry, R. & Lumer, E. (1999).
The neural correlates of conscious
experience: An experimental
framework. Trends in Cognitive
Science, 3, 105114.
Gurerk, O., Irlenbusch, B. & Rockenbach,
vol 22 no 10
october 2009
15/9/09
15:49
Page 843
book award
studies confirmed, in a
during the rise of
particularly striking manner,
cognitive psychology
how much brain processing
in the latter part of the
goes on without awareness
20th century when the
(Rees et al., 2002). This
process of perceptual
observation is critical for
inference was referred
research aimed at uncovering
to as analysis by
the neural correlates of
synthesis. Today the
consciousness (NCC). A key
same idea dominates
question that still remains to
theories of perception
be answered is, what is the
and is referred to as
difference between the neural
predictive coding
activity associated with
(Yuille & Kersten,
consciousness and the neural
2006).
activity that is not (Frith et
In addition to
al., 1999)?
Helmholtz, a key
I thought that studying
precursor of these
schizophrenia would provide
theories of perception
answers to understanding
was the Revd Th. Bayes
consciousness, but, instead,
(1763/1958). Bayes
I realised that it is the study of
theorem is concerned
consciousness that will help us
with the relationship
to understand schizophrenia.
between evidence and
False perceptions such as
beliefs. In a Bayesian
These were wonderful new techniques, but to use them properly
hallucinations are disorders of
framework, beliefs are
required considerably more thought than was applied initially
consciousness. However, these
expressed as probabilities. If
false perceptions are, at first
I have a strong belief about
and it was this realisation that led to the
sight, difficult to understand in terms of
the state of the world, then I consider the
main ideas in Making Up the Mind.
brain function. All the evidence we have
probability of that being the true state of
Some of this brain activity is involved
about the state of the world comes through
the world to be high. Perception is a belief
in creating our perceptions. This idea was
our senses via our brain. It is easy to
about the state of the world, or, in other
originally proposed by Helmholtz (1866)
understand how damage to the brain can
words, an estimate of the state of the
who talked about our brains unconscious
impair our perception. For example,
world. We can never know the true state
inferences. Helmholtz had made two
damage to the colour area (V4) of the
of the world, but we can test and improve
important observations. First, that there
visual brain means that colour is no longer
our estimates by acting on the world and
was a long time, in terms of neural
available for perception. As a result the
collecting new evidence from our senses.
transmission (200ms), between a signal
patient has a visual world without colour
Bayes theorem tells how much we should
striking the senses and emergence of a
(Zeki, 1990). However, hallucinations are
change our beliefs about the world given
conscious percept. Second, that sensory
experiences in the absence of any signals
this new evidence.
signals are essentially crude and
coming from the senses. Why should our
This Helmholtz/Bayes framework had
ambiguous. He concluded that perception
brain create such experiences and how
a number of interesting implications, and
depends upon the brain making
does it do this?
I suspected that many people might be
unconscious inferences and that these
quite shocked by them.
I Our experience of having a direct
inferences take time. The perception of
The Helmholtz/Bayes
perception of the world is an illusion.
depth is an obvious case where inferences
framework
This illusion is created by our lack of
have to be made. Just from its size on the
I have already mentioned one clue to
awareness of the inferences being made
retina, we cant tell whether we are looking
the answer to this question the large
by our brain.
at a small object nearby or a large object
I There is no qualitative difference
amount of brain activity that goes on
far away. We need to use other cues like
between perceptions and beliefs. A
without any associated conscious
motion parallax.
perception is a belief about the world
experience. It took me a long time to
Helmholtzs idea was strongly
that we hold to have extremely high
realise the significance of this clue myself,
promoted by Richard Gregory and others
B. (2006). The competitive advantage

of sanctioning institutions. Science,
312, 108111.
Hampton, A.N., Bossaerts, P. &
ODoherty, J.P. (2008). Neural
correlates of mentalizing-related
computations during strategic
interactions in humans. Proceedings
of the National Academy of Science
USA, 105, 67416746.
Harrington, L., Siegert, R.J. & McClure,
J. (2005). Theory of mind in

schizophrenia: A critical review.
Cognitive Neuropsychiatry, 10,
249286.
Helmholtz, H. von (1866). Handbuch
der Physiologischen Optik. Leipzig:
Voss.
Lakin, J.L. & Chartrand, T.L. (2003).
Using nonconscious behavioral
mimicry to create affiliation and
rapport. Psychological Science, 14,
334339.
Libet, B., Gleason, C.A., Wright, E.W. &
Pearl, D.K. (1983). Time of conscious
intention to act in relation to onset of
cerebral activity (readinesspotential): The unconscious initiation
of a freely voluntary act. Brain, 106(3),
623642.
O'Craven, K.M. & Kanwisher, N. (2000).
Mental imagery of faces and places
activates corresponding stiimulus-
specific brain regions. Journal of

Cognitive Neuroscience, 12,
10131023.
Pickering, M.J. & Garrod, S. (2004).
Toward a mechanistic psychology of
dialogue. Behaviour and Brain
Sciences, 27, 169190 (discussion
190226).
Rees, G., Kreiman, G. & Koch, C. (2002).
Neural correlates of consciousness
in humans. Nature Reviews
843
15/9/09
15:49
Page 844
book award
I
I
probability.
Perceptions are created by combining
bottom-up, sensory signals with topdown, prior beliefs.
Our perceptions are an estimate of the
state of the world and never the true
state of the world. However, we can
constantly improve our estimate by
making and testing predictions. For
survival it is more important to be able
to predict the state of the world than to
have a very good estimate of what it
was in the past. Furthermore, for
survival all that matters is that our
model of the world makes useful
predictions.
In this framework, hallucinations are no

longer such strange phenomena. All our
perceptions are hallucinations, in the
sense that they are created by our brain.
However, our perceptions are
hallucinations that are strongly
constrained by reality. These constraints
derive from the evidence provided by
our senses, but also from our prior
beliefs. Furthermore, in this framework,
there is no essential difference between
hallucinations and delusions. Both result
from the assessment of evidence
constrained by prior expectations.
And here might lie the critical defect in
schizophrenia that leads to hallucinations
and delusions. The constraints of prior
expectations seem no longer to apply
(Fletcher & Frith, 2009).
The problem with psychology

But are these rather complex ideas a
suitable topic for a popular book about
psychology? Psychology is different from
other sciences in many ways, but the
most important difference is that
everyone has their own intuitions about
psychology. This includes psychologists:
we all use folk psychology all the time.
With disciplines like physics or molecular
genetics we accept that we know little or
nothing about the subject and respect the
experts who do. The psychologist who
makes some exciting new discovery is
Neuroscience, 3, 261270.
Rizzolatti, G. & Craighero, L. (2004). The
mirror-neuron system. Annual Review
of Neuroscience, 27, 169192.
Singer, T., Kiebel, S.J., Winston, J.S. et al.
(2004). Brain responses to the
acquired moral status of faces.
Neuron, 41, 653662.
Singer, T., Seymour, B., O'Doherty, J.P. et
al. (2006). Empathic neural
responses are modulated by the
844
told either that everybody knew that

After all, this is what makes
already or else that it must be nonsense.
neuropsychology the most exciting and
To persuade people of the importance of
difficult of the sciences. This is the
psychology we need to choose some
discipline where the mind and the brain
strong belief in folk psychology and
come together.
provide sufficient evidence to convince
people that they are wrong in holding this
We are all connected
belief. It seemed to me that my work on
There is a second popular illusion that I
perceptions and hallucinations could
wanted to confront in Making Up the
provide the basis for a persuasive book
Mind. This is an illusion about our social
about psychology. Furthermore, my work
world. A striking feature of the symptoms
with brain imaging could provide
associated with schizophrenia is the
evidence that people find especially
extent to which they are about other
compelling. For some reason brainpeople. If you have hallucinations they
imaging studies do seem to capture the
are likely to consist of voices talking to
imagination of the public, or at least, of
the press.
Experimental
psychologists are,
quite rightly,
annoyed when
phenomena that they
have been working
on for years, are
picked up by the
press as having been
recently discovered
through a brain
imaging study. In
Making Up the Mind
I try to show by
examples how
behavioural
experiments are just
Being imitated makes us like the person we are interacting with
as important as
brain-imaging studies
in telling us about
you or about you. If you have delusions
relationships between brain and mind.
they are likely to be about people
We all have the strong belief that we
communicating with you or maligning
have a direct perception of the world. This
you or controlling your actions. In The
is because we have no awareness of all the
Cognitive Neuropsychology of
inferences being made by our brain. In
Schizophrenia I suggested that people with
writing Making Up the Mind I aimed to
a diagnosis of schizophrenia would have
show people that this belief is wrong.
problems with social cognition and, in
I wanted to show how psychologists
particular, with theory of mind or
have arrived at this conclusion and how,
mentalising tasks in which people have
through experiments, they create the
to infer the intentions and beliefs of
evidence that supports this conclusion.
others. This prediction has been largely
At the same time I wanted to combat the
confirmed (Harrington et al., 2005).
persistent dualist denial that there is any
However, since that time there has been
relation between the physical world of the
a dramatic increase of interest in and
brain and the mental world of the mind.
perceived fairness of others. Nature,

439, 466469.
Soon, C.S., Brass, M., Heinze, H.J. &
Haynes, J.D. (2008). Unconscious
determinants of free decisions in the
human brain. Nature Neuroscience,
11, 543545.
Stephan, K.M., Fink, G.R., Passingham,
R.E. et al. (1995). Functional anatomy
of the mental representation of
upper extremity movements in
healthy subjects. Journal of

Neurophysiology, 73, 373386.
van Baaren, R.B., Holland, R.W.,
Kawakami, K. & van Knippenberg, A.
(2004). Mimicry and prosocial
behavior. Psychological Science, 15,
7174.
Wegner, D.M. (2003). The illusion of
conscious will. Cambridge, MA: MIT
Press.
Wicker, B., Keysers, C., Plailly, J. et al.
(2003). Both of us disgusted in my

insula: The common neural basis of
seeing and feeling disgust. Neuron,
40, 655664.
Yuille, A. & Kersten, D. (2006). Vision as
Bayesian inference: Analysis by
synthesis? Trends in Cognitive
Science, 10, 301308.
Zeki, S. (1990). A century of cerebral
achromatopsia. Brain, 113(6),
17211777.
vol 22 no 10
october 2009
15/9/09
15:49
Page 845
book award
studies of the social brain. This upsurge

seconds before could predict what action
of interest has been driven, in part, by the
a person was going to perform. The
discovery of mirror neurons, first noticed
discovery of social mirroring and its
in monkeys (Rizzolatti & Craighero,
effects also suggests that our actions are
2004). These neurons became more active
much more constrained than we realise.
when a monkey performed a particular
However, whether or not we have free
action and also when the monkey saw the
will, we have a strongly felt experience
experimenter performing the same action.
of being free agents. We feel that our
A number of different mirror systems
intentions cause our actions and that we
have now been identified in humans also.
could have chosen to do something
We all tend to imitate (Dimberg et al.,
different if we had wanted to. This feeling
2000) and share the emotional
of being an agent, whether or not it is
expressions of others (Wicker et al.,
illusory, has a very important role in our
2003). If we see someone else being
social interactions. From an early age we
touched, brain activity occurs in the area
make a distinction between deliberate acts
of somatosensory cortex that would be
and accidents (e.g. Behne et al., 2005),
activated if we ourselves were touched
and this distinction is associated with the
in the same way (Blakemore et al., 2005).
idea of responsibility.
Of particular interest is the tendency we
The importance of responsibility can
have to covertly imitate each others
be observed even in simple laboratory
movements and gestures, known as the
games involving trust and reciprocity
chameleon effect (Chartrand & Bargh,
(Fehr & Gchter, 2002). In these games
1999). In some experiments, one
the players can invest money in the group
participant in the interaction is instructed
or keep it for themselves. Money invested
to covertly imitate the other. The results
in the group gains interest (this game was
show that being imitated makes us like
developed before the credit crunch!) and is
the person we are interacting with and
then shared among all the members of the
makes us more likely to give money to
group. Thus investing increases the
charity afterwards (van Baaren et al.,
amount owned by the group as a whole,
2004).
but slightly reduces the amount held by
This social mirroring has important
the investor. As long as many people invest
functions. It makes us less selfish and
then everyone gains. However, there are
more cooperative. It also increases
always a few individuals (free riders) who
alignment between people, which
realise they can gain even more by
enhances communication
benefiting from the
(Pickering & Garrod,
investments of others
2004). For me, however,
and not investing
we psychologists are
the key observation from
themselves. With
lucky to be living in such
these experiments is that
repeated rounds of
exciting times
this mirroring mostly
such a game, overall
happens without our being
investments decrease as
aware of it. Except in rare
members stop investing
cases of synaesthesia, we are not aware
since they dont see why they should
of the activity in our own sensory cortex
support the free riders. As a result the
when we see someone else being touched.
group as a whole loses out. Fehr and
Also, the prosocial effects of being imitated
Gchter (2002) showed that this problem
would almost certainly disappear if we
could be resolved by allowing the players
become aware that we were being imitated
to punish the free riders. A player can pay
(Lakin & Chartrand, 2003). As a result of
a small amount of money to have another
this lack of awareness we feel much more
player fined. This is known as altruistic
independent of others than we really are.
punishment since it has a cost. When this
Because all this activity is hidden from us,
sanction is introduced into the game the
we do not realise how embedded we are in
amount of free riding declines and the
the social world. We feel that we are
amount of investment increases. As a
independent agents.
result the group as a whole benefits (see
also Gurerk et al., 2006).
What has all this to do with
Freedom and responsibility
responsibility? Tania Singer and her
Since Libets classic experiment (Libet
colleagues (2006) found that punishment
et al., 1983) showing that brain activity
in these economic games is only applied
precedes the conscious decision to act
to people who we believe are acting freely
there have been ever-more frequent
and deliberately. Punishment was not
claims that neuroscience has shown that
applied when players were told that other
free will is an illusion (Wegner, 2003).
players were not choosing their responses,
Most recently, Soon et al. (2008) reported
but simply following a sheet of
that brain activity measured up to 10
instructions. In addition the emotional
Reacting quickly
The problem with writing about science is
that the most exciting results always appear
just after your manuscript has gone to press.
This was certainly the case with Making Up
the Mind
In a recent study by Roman Liepelt and
colleagues, participants were asked to lift
their first or second finger as quickly as
possible in response to a visual cue. If the
participants could see a picture of a hand
in which these same fingers were held down
in clamps, their responses were slower even
though their own fingers were completely
free of restraint.
It seems that even reaction time, the
mainstay of experimental psychology, has
a strong social component.
Liepelt, R. et al. (2009). Contextual movement
constraints of others modulate motor preparation in
the observer. Neuropsychologia, 47, 268275.
response, measured by fMRI, was greater

to the faces of players who persistently
cooperated or defected than it was to those
who simply followed instructions (Singer
et al., 2004).
I believe that these data show that our
sense that we are each of us responsible for
our actions has a vital role in developing
the sanctions that enable the good of the
group to take priority over individual
advantages.
We live in exciting times

The discipline of social cognitive
neuroscience has flourished dramatically
in the last few years. Nearly every week
a new experiment is reported revealing
novel cognitive mechanisms
underpinning social interactions and
group behaviour (for example see box).
We are even beginning to get clues to
the kinds of computational mechanisms
that might enable us to read each others
intentions (Hampton et al., 2008). In
comparison to other sciences, we
psychologists are lucky to be living in
such exciting times.
I Chris Frith
is at the Wellcome Trust

Centre for NeuroImaging
at UCL and the Interacting
Minds Project, University
of Aarhus
c.frith@ucl.ac.uk
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Where the wild things are

Richard Gottlieb analyses Maurice Sendaks fascinating 1963 picture book, on the
eve of its cinematic release
I only have one subject. The question

I am obsessed with is How do children
survive? Maurice Sendak (Marcus,
2002, pp.170171).
ccording to the writer Francis

Spufford, Where the Wild Things Are
is one of the very few picture books
to make an entirely deliberate, and
beautiful, use of the psychoanalytic story
of anger (Spufford, 2003, p.60). For me,
this book and Maurice Sendaks other
works are fascinating studies of intense
emotions disappointment, fury, even
cannibalistic rage and their
transformation through creative activity.
The book
references
Maurice Sendaks works have enormous

popular appeal and have been purchased
and read by tens of millions of adults to
their children over the years. Published in
1963, Where the Wild Things Are is the
first and best-known part of what Sendak
described as a trilogy. Although just 10
sentences long, it has become
acknowledged as a masterpiece of
childrens literature, inspiring operas,
ballets, songs and film adaptations (the
most recent of which is released this
month). Barack Obama recently told a
White House crowd that Where the Wild
Things Are is one of his favourite books. It
inspired some to suggest that it is perhaps
time to separate [Sendak] from the word
childrens and deal with his work as an
explorative art, purely and only seemingly
simple (Braun, 1970, p.52).
846
Braun, S. (1970, 7 June). Sendak raises

the shade on childhood. The New
York Times Magazine.
Gottlieb, R.M. (2008). Maurice Sendaks
trilogy: Disappointment, fury, and
their transformation through Art.
Psychoanalytic Study of the Child, 63,
186217.
Frassinetti, F., Magnani, B. & Oliveri, M.
(2009). Prismatic lenses shift time
perception. Psychological Science,
romp in which he joins them. He

commands them to stop the wild
rumpus, sends them off to bed without
their supper, and begins to feel lonely,
wanting to be where someone loved him
best of all. He smells good things to eat
from far away across the world, and
journeys home, leaving the wild things,
into the night of his very own room,
where he found his supper waiting for
him, and it was still hot.
Unspeakable concerns
Sendaks art addresses our deepest,

As the lavishly illustrated book
frequently repressed, often unspeakable
opens, we meet the main protagonist,
concerns about ourselves and our loved
Max, a young boy armed with a very large
ones. Often it speaks to children and to
hammer. He is wearing his wolf-suit and
the adults who read to them from a place
making mischief about the house. This
of anguished inner struggle, struggle that
includes chasing the dog about with a
had rarely been directly addressed in
fork. His mother, never seen in the story,
childrens literature prior to Sendak.
is unsympathetic and shouts at Max that
In straightforward, undisguised fashion,
he is a WILD THING! Max responds by
Sendaks work has addressed problems
shouting back, ILL EAT YOU UP!
as monumental for children as being in
Because of this, he is sent to bed without
a rage at mother, relating to a depressed
eating anything. In his bedroom, Maxs
or emotionally unavailable mother, or
rage continues, but soon trees begin to
coming to terms with a mother who
grow from the floor and the walls begin
to disappear. His
room becomes one
with a surrounding
forest. Max walks
through the forest,
coming soon upon
a private boat that
he takes across the
ocean to where the
wild things are.
Wild things appear
from the jungle,
bearing sharp,
pointed teeth and
menacing claws.
Maxs Wild Things
are threatening,
too, but he
confronts and
dominates them
and becomes their
king, commanding
Sendaks art addresses our deepest, frequently repressed, often
them to commence
unspeakable concerns
a wild, orgiastic
20(8), 949954.
Hauser, D., Carter, M. & Meier, B.
(2009). Mellow Monday and furious
Friday: The approach-related link
between anger and time
representation. Cognition and
Emotion, 23, 11661180.
Lanes, S.G. (1980). The art of Maurice
Sendak. New York: Abrams.
Lewin, B.D. (1952). Phobic symptoms
and dream interpretation.
Psychoanalytic Quarterly, 21,

295322.
Lewin, B.D. (1953). Reconsideration of
the dream screen. Psychoanalytic
Quarterly, 22, 174199.
Lewin, B.D. (1954). Sleep, narcissistic
neurosis, and the analytic situation.
Psychoanalytic Quarterly, 23,
487510.
Marcus, L.S. (2002). Ways of telling:
Conversations on the art of the
picture book. New York: Dutton

Childrens Books.
Moyers, B. (2004). Interview with
Maurice Sendak. Public
Broadcasting System. Retrieved 27
July 2009, from tinyurl.com/ljusfc
Sendak, M. (1970). Fantasy sketches.
Philadelphia: Rosenbach
Foundation.
Spufford, F. (2003). The child that books
built. London: Faber and Faber.
vol 22 no 10
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eye on fiction
cannot or will not recognise her childs

screamed at Max instead of responding
Mother, who is present only as a voice in
concerns or state of mind. He manages
to his shenanigans empathically. In a
the published volume, is here in the flesh.
nonetheless to maintain the optimistic
better mood, Sendak suggests, she might
She is undressed to the waist, her
view that all of these troubles can be
instead have said, Darling, youre
generous and large-nippled breasts
tamed, even if not fully overcome,
hilarious. Come give Mamma a hug.
gloriously and deliciously drawn exposed.
through imagination. The ultimate magic
It is mothers emotional unavailability,
For Sendak, surely this sketch must have
of his work resides in his presentations
a recurrent Sendak theme, that triggers
been an act of whimsy, never intended for
of imagination, dream, fantasy and
Maxs rage and sets the narrative in
publication. But it makes clear as nothing
ultimately art itself as sources of
motion. We also cannot fail to observe
else could the bodily fantasy that informs
resilience, of the strength to soldier on.
that Max is clothed as a predator, a wolf,
the story of what Max lost, became
Sendaks work in Where the Wild
a familiar cannibalistic image, and that he
concerned he would destroy with his
Things Are is of particular interest to
chases his dog about with a fork. The idea
teeth, and in the end regained.
psychologists due to his strikingly
of intimates treating one another as food
unusual abilities to gain
organises much of
The child and the man
access to, and to represent in
the story. When
Art was Sendaks means of recovery from
words and pictures, fantasies
mother calls Max
Sendaks art addresses
his own childhood; his published works
that accompany childish rage
Wild Thing!, he
our deepest, frequently
represent his gift to all children. By his
states. It is this capacity,
responds that he
repressed, often
own accounts, Maurice Sendaks
I believe, that contributes
will eat her up. To
unspeakable concerns
childhood was filled with misery. Born
to the appeal of his work to
this cannibal threat
in Brooklyn in 1928, he was the youngest
children who are unable or
she retaliates by
of three children. His parents, Phillip and
unwilling to articulate these
depriving him of both
Sadie, had emigrated from shtetls in
states, and to adults who have forgotten
mother and his supper. In his bedroom,
Poland before the First World War. The
them or do not wish to know about them.
Max enters an altered state. Whether it is
families they left behind, although never
The other two books in the set show
a dream, daydream, or fantasy cannot be
known firsthand by young Maurice, had
similar insights.
determined with certainty, but what is
a great influence on the emotional tone of
In a pair of interviews with Leonard
clear is that he imagines a world of
his childhood. My fathers entire family
Marcus (Marcus, 2002; the interviews
devouring monsters replete with fleshwas destroyed in the Holocaust. I grew up
were in 1988 and 1993), Sendak said,
tearing terrible claws and sharp,
in a house that was in a constant state of
I call those three books Wild Things,
gnashing teeth. These wild things are
mourning, he said in an interview with
In the Night Kitchen (1970), and Outside
transparent representations of Maxs
Leonard Marcus (Marcus, 2002, p.172).
Over There a trilogy. Theyre all about
enraged intention to eat up his mother.
He has described his mother as disturbed
one minutes worth of distraction. One
Max then masters his inner demons, in
and depressed and has alluded frequently
noise in the kitchen had Mickey doing
what Joseph Campbell has called one
to her lack of emotional availability, her
a weird thing. One temper tantrum, one
of the greatest moments in literature.
wrong word, causes all of the wild things
As Moyers (2004) remarks,
to happen; one minutes dreamy
[t]hat is a great moment
distraction allows the kidnapping in
because its only when a man
Outside Over There to occur
tames his own demons that
(pp.170171).
he becomes the king of
But there is much more that binds
himself if not of the world.
these three works. Each begins with a
Having done so, Max is
child in a rage (in two of the books it is
drawn by the smell of food
clear the rage is at his mother); the rage is
representing maternal bounty
characterised in part by destructive, orally
to return home. There he
configured fantasies; the childs rage
finds that his mother still
triggers a poetic function in the child,
loves him, having left his
resulting in an altered state of
dinner in his room. The final
consciousness in which occurs a dream,
demonstration of her love is
fantasy, or act of artistic creation; the
that his dinner was still hot.
poetic process serves to modify and
I doubt that there are
transform the initial rage and conflict
many readers of this story
over it, bringing about a reconciliation
who would question that
Preliminary drawing for Where the Wild Things Are. Pencil on
within the enraging person and restoring
Maxs struggle is about losing
tracing paper. 1963 Maurice Sendak. All rights reserved.
the childs capacity to continue the
and winning his mothers
Rosenbach Museum and Library, Philadelphia.
relationship. Ultimately, all three books
love, cast in the imagery, feel,
are about the transformative power of
and smells of food in other
poetic function in children and adults,
words, a story of breast lost
preoccupation, and her chronic sadness.
including, apparently, Sendak himself.
and breast found again. But, to set to
Death was a constant presence, if not as
So lets run through Where the Wild
rest any lingering doubts about these
a fact then as a fantasy, worry, or deep
Things Are, stressing the oral imagery, the
propositions and about the authors
concern. Maurice himself was a sickly
rage that initiates Maxs creative process,
intentions, I present as the clincher a
child. He suffered from scarlet fever, and
and his reconciliation again expressed
preliminary drawing for the books final
his parents worried about his dying from
as warm food with his mother. Sendak
scene that I found in the Rosenbach
that disease or another. Their sense that
has explained that Maxs mother was not
Library (see above). In this preliminary
he was physically fragile, alive by the
in a good mood. That is why she
drawing, Sendak clearly let himself go!
847
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Page 848
eye on fiction
grace of God but endangered, was an

enduring influence on his development.
The year Maurice was born, his father
suffered a severe financial reversal and
lost every cent he had (Braun, 1970,
p.42). The morning of Maurices bar
mitzvah, his father received news that his
family had been wiped out by the Nazis.
Phillip collapsed in grief and had to be
propped up by Maurices mother and
brother during the ceremony. Maurice
recalls having been enraged by these dead
Jews who constantly infiltrated our lives
and made us miserable (Marcus, 2002,
pp.172173). Sendak has said that his
models for drawing the Wild Things were
his Jewish relatives who used to visit his
family weekly when he was a child. They
terrified him, and he dreaded their visits,
because it always seemed to him that they
might eat everything the family had. They
also threatened him directly, he recalled,
when they would pinch his cheek and tell
him they would eat him up.
Sendak and psychoanalysis
For our purposes, it is especially

noteworthy that Sendak was in
psychoanalysis for a period during his
early adulthood. He certainly

counted psychoanalysts
among his closest friends. His
partner of 50 years, who died
in 2007, was a psychoanalyst.
Rumour has it that the wolf
suit that Max wears in Where
the Wild Things Are, was
modelled on a pair of pyjamas
that belonged to the young
son of a close psychoanalyst
friend.
Lanes (1980) reported
that, when he was 27, Sendak
was undergoing
psychoanalysis. I would
speculate that he sought this
treatment because of a
depressed mood; possibly he
felt isolated, as well, and his
Maurice Sendak
sexual orientation may have
been problematic at the time.
But one must remain
uncertain about all these matters, as they
and pictures. Kennys Window, entirely
never come up in published accounts of
his own work, was produced after he had
his life or in any of his myriad interviews.
begun therapy and was partly dedicated
I also discern some suggestion that he
to his analyst.
was aware of an inhibition that at the
Sendaks interest in psychoanalytic
time prevented him from producing a
techniques also allows us an additional
work entirely his own both the words
insight into the mind that created Where
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vol 22 no 10
october 2009
15/9/09
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Page 849
eye on fiction
the Wild Things Are. Beginning around

1952 (he was 24-years-old), Sendak
created what he called, variously, fantasy
sketches, stream-of-consciousness
doodles, and dream pictures while
listening to classical music. His aim
was not unlike that of a patient in
psychoanalysis, consisting, he wrote,
of letting whatever came into my mind
come out on the paper, and my only
conscious intention was to complete a
whole story on one page beginning
and ending, if possible, with the music
itself. He said that some of these were
purely fantastic meanderings that seem to
roam carelessly through the unconscious
(Sendak, 1970, Introduction). Clearly he
viewed these sketches as free associations,
and they provide a kind of raw access to
aspects of Sendaks fantasy life that is
present but less readily apparent in his
finished work. To the psychoanalyst, a
patients free associations are the silt from
which we laboriously pan for our gold,
that gold being knowledge of our subjects
unconscious imaginings and the
configurations of their minds.
Examining these sketches, as I did in
Gottlieb (2008), we again find reflections
of Bertram Lewins ideas about oral
psychology (Lewin, 1952, 1953, 1954)
the wishes to eat, to be eaten, and to
sleep. Cannibalistic fantasies again feature
prominently, with themes of devouring
and regurgitation. We also find
pleasurable and painful moods, the former
expressed by ideas of floating and flight.
How do children survive?
There is a remarkable thematic coherence

to much of Sendaks work, and this
coherence links creative efforts that are
decades apart and, additionally, links these
works to what is known about his early
life and formative years. Sendak himself
has commented on his single-minded
focus, saying, I only have one subject.
The question I am obsessed with is How
do children survive? But it is more than
mere survival that Sendak aspires to, for
his children and for himself. He asks the
question of resilience: How do children
surmount and transform in order to
prosper and create? It is tempting to
imagine that Sendak conceives of the
trajectory of his own life and art as a
model for the way he has handled these
questions in his works.
In each of the three books of the
trilogy, Sendak explores the childs
problem of an unavailable or inaccessible
parent. The most traumatic circumstances
according to Sendak are the rages
children feel toward the very persons
whom they love and depend upon, rages
that threaten to disorganise themselves

and disrupt vital sustaining relationships.
In two of the books, this happens because
that parent is possessed by a mood state,
and in the third it happens because she
(and he) are otherwise engaged most
likely with each other. Parent and child
(and the relationship between them) are
threatened with destruction, in two books
by clearly cannibalistic means, in the third
by becoming frozen, lifeless, inanimate.
Sendak has a remarkable close and
conscious acquaintanceship with a wide
variety of oral-cannibalistic fantasies,
including modes of devouring and being
devoured that are not available to most
of us.
These disappointments, losses and,
most important, destructive rages are
some of what children need to survive.
In Sendaks books, survival results
uniformly from fantasy, imagination and
creative activity carried on in such altered
states of consciousness as dream and
daydream. The stories have happy

endings, at least for now, in which it is
clear that positively toned relationships
can continue. How wonderful it must feel
to a child once alienated from a parent to
return home to find that his dinner is
waiting for him and it is still hot!
So, How do children survive? It
would seem that Sendaks answer must
include the power of art (including
fantasy, dream and daydream). The child
transforms otherwise crippling traumatic
circumstances into his (or her) very
means of survival, growth, and positive
maturation. They go to where the wild
things are. They conquer them, and then
they return.
I Richard Gottlieb is Associate Editor of the
Journal of the American Psychoanalytic
Association. He practices psychoanalysis in
New York City.
rmgottlieb@aol.com
On space, time and wild things

and an ocean tumbled by with a private
boat for Max
and he sailed off through night and day
and in and out of weeks
and almost over a year
to where the wild things are.
In and out of weeks and almost over a year.
On the hundreds of occasions I have read
Where the Wild Things Are, that turn of
phrase has got me every time. It seems so
strange, suitably dreamlike yet so apt: as if
Sendak has truly nailed a human universal
that we are somehow relatively unaware of.
Recent psychological research gives us some
insight into what this might be.
On an intuitive level, it makes sense that
our mental representations of space and
time are linked. We see time mapped out
in front of and behind us; we talk about
rearranged events being moved from one
day to another, as if through space. And
psychological research seems to confirm
that the two models are heavily linked, to the
point where modifying one has a knock-on
effect on the other. For example, Frassinetti
et al. (2009) found that people wearing prism
glasses that shift everything to the right
overestimate the passage of time, while
people wearing left-shift glasses
underestimate it.
Sendak makes these links more explicit,
with Max sailing through, in and out of and
over time. But even more intriguingly,
Sendak appears to have chanced on an even

more specific relationship. When Max gets in
his boat, he is angry. New research from
David Hauser and colleagues (2009) has
showed that people with an angrier
temperament are more likely to think of
themselves as moving through time, than to
think of time as moving towards them! You
can test this on yourself by considering
which day of the week a meeting has
changed to, if it was originally planned for
Wednesday but has been moved forward two
days. If you think its now changed to Friday,
then youre someone who thinks of
themselves as moving through time, whilst
if you think the meeting is now on Monday,
then youre more passive, and you think
about time passing you by.
Hauser et al. (2009) also found that
provoking anger makes people more likely
to see themselves as moving through time.
Conversely, thinking about moving through
time can induce anger. Perhaps it is not
surprising that by the time Max reached the
end of his journey, he was face to face with
his wild things!
Now of course it is unlikely that Sendak
was consciously aware of these types of
psychological relationship when he penned
those words. But it is another indication that
Sendaks mind is well-tuned to such
matters, and that his work is of particular
interest and relevance to psychologists.
Jon Sutton (Editor, The Psychologist)
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and the told
Steven Killick and Neil Frude talk about the psychology of oral storytelling
It is easy to forget how

mysterious and mighty stories
are. They do their work in silence,
invisibly. They work with all the
internal materials of the mind
and self. They become part of you
while changing you. Beware the
stories you read or tell: subtly, at
night, beneath the waters of
consciousness, they are altering
your world.
Ben Okri, Birds of Heaven (1996)
eople tell all manner of stories, in
many different social contexts, for
different purposes and to different
effect. Sometimes such stories are meant
to inspire or motivate, persuade or
deceive. Sometimes they have the
function of warning or educating, and
often they are told merely to amuse or
entertain. Storytelling is frequently
spontaneous and informal, but it may
also happen regularly and by
appointment, whether this is the nightly
routine of a childs bedtime story or an
event by a professional storyteller in a
school or theatre.
In this article, we will explore
psychological aspects of oral or live
storytelling. It is our belief that stories
can have profound effects on how people
think and feel and that these effects may
be particularly powerful when the story
is delivered live by a skilled storyteller.
Storytelling is sometimes seen as an
innocent activity best suited to young
children, but there has been a strong
references
850
Bettelheim, B. (1976). The uses of

enchantment: The meaning and
importance of fairy tales. New York:
Knopf.
Blake, J. & Maiese, N. (2008). No
fairytale The benefits of a bedtime
story. The Psychologist, 21, 5, 386388.
Engel, S. (1999) The stories children tell:
Making sense of the narratives of
childhood. New York: W.H. Freeman.
Fisher, R. (1996). Stories for thinking.
resurgence of interest in the oral

tradition, the telling of stories that have
been passed through several generations
by word of mouth. This is now being
recognised as a rediscovered art form,
a form of entertainment, and as a social
activity with many actual and potential
applications in education, healthcare
and in the workplace. Storytellers can
now be found working in schools,
libraries, arts centres, and in the
increasing number of festivals held
worldwide that celebrate the
storytelling revival. Psychologists, both
in academia and in applied settings,
may find an increasing interest in the
use of narrative and story in a number
of fields that draw upon this oral
tradition to a greater or lesser extent.
Storytelling has been the subject of
multidisciplinary study through the
disciplines of theatre, anthropology
and folklore. Although not currently
the focus of much psychological
research, it may be a fruitful area for
investigation.
Stories, novels and poems clearly
have the power to move people
emotionally, to inspire them, to amuse
them, to uplift them and sometimes to
anger them. The process of storytelling
is a highly complex human interaction,
a powerful form of communication
that has a high emotional, motivational
and social impact. When a story is
told, as opposed to read off the page
or witnessed in a dramatic portrayal, it
enters the interpersonal and interactive
Oxford: Nash Pollock.

Fox, C. (1993). At the very edge of the
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Cassell.
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Jessica Kingsley.
Haven, K. (2007). Story proof: The science
sphere and this may heighten its

emotional impact. For most of human
history storytelling has been a major form
of entertainment, education and a means
of passing on values often conveying
folk wisdom about how to survive or
succeed or behave correctly.
However, relatively little has
been written about the impact of live
storytelling on children and adults.
Our conceptualisation of live or oral
storytelling is of a triadic interaction
between a teller, the story being told
and the audience, whether it be one
listener or many (Killick & Wilson,
1999). We will consider each in turn,
particularly in relation to formal
storytelling.
The art of the storyteller

The storyteller does not learn a story
word for word, as an actor learns a script,
but reinvents the story afresh each time.
behind the startling power of story.

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Hughes, D. (2004). An attachment based
treatment of maltreated children and
young people. Attachment & Human
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Kabat-Zinn, J. (1994). Wherever you go,
there you are: Mindfulness mediation
for everyday life. New York: Hyperion.
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Therapeutic stories. Warrington: AFT
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Research. Retrieved 10 July 2009
from www.i-c-r.org.uk/publications/
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eye on fiction
on through word of mouth (although

through interplay between language and
they may have become texts at various
image (Thomas & Killick, 2007). The
points as well). Traditional stories include
teller may call upon the rhythm of the
myths and legends, historical tales and
words as well as some specific phrases
fairytales (also known as wonder tales).
that are remembered exactly, and they
A small proportion of wonder tales such
may create strong visual images
as Snow White or Cinderella are very
associated with the story storytelling is
familiar today, partly because they have
not only about listening but also about
been transferred to other media and
seeing. The teller may be said to inhabit
transmitted to wide audiences in novel
the story and to take listeners on a
forms. Riddles and
journey. Such
proverbs are fragments
processes have much
of the oral tradition still
in common with
A story is a treasure
commonly used today.
well-known memory
chest of sign, symbol,
It is possible to trace
techniques. Indeed,
image and metaphor
many of these stories back
the writer Doris
through the generations,
Lessing has claimed
during which time the tales
that literacy may have
have evolved considerably while still
had a negative impact upon our ability
retaining a significant core identity.
to remember. Without easy access to
The fact that the same stories retain
information provided by literacy there
a widespread popularity and an appeal
was more effort and success in
across generations, and often across
committing tales to memory (Lessing,
cultures, has suggested to many that
1999).
there is something archetypal about
The storyteller role involves a number
these enduring tales and that they must
of aspects; the teller is part teacher, part
resonate with something deep in the
preacher and part entertainer with
human psyche.
different storytellers emphasising these
Many writers, such as Sigmund
elements to different degrees. The fact
Freud, Bruno Bettelheim, Joseph
that a storyteller can select or change the
Campbell, Ernest Bloch and Clarissa
story to suit the needs of the audience
Pinkola Estes have speculated about how
adds to the storytellers power to engage.
such stories may reflect aspects of the
The expression to spin a yarn reflects the
psyche and may facilitate the resolution
fact that storytelling was often used to
of internal conflicts or provide an arena
help time to pass more quickly when
for wish fulfilment. Although it has been
people were engaged in laborious,
alleged that he took his ideas, largely
repetitive and boring activities. However
unattributed, from the work of Julius
a tellers function is not only to distract
Heuscher (Pollak, 1997), Bettelheim has
and to entertain. In many cases it is clear
been particularly influential. He suggested
that there is an intention to instruct (or in
that these stories provide a means of
some cases mislead), inform or influence
transmitting unconscious role models
through the meaning inherent in the tale
to children and thus helping children
and transmitted in the telling.
through the various stages of
psychosexual development. His idea was
Telling tales what are stories
that, by identifying with the heroes and
really saying?
heroines they encounter in these stories,
A story is a treasure chest of sign, symbol,
children rehearse strategies for dealing
image and metaphor. A staple component
with such delicate issues as separation
of many storytellers repertoires are
from their parents, failing to meet with
traditional or folk tales. These stories
their parents expectations and rivalries
come from a mainly oral tradition, passed
with peers. Stories allow difficult issues
to be examined in fantasy without
provoking too much anxiety (Bettelheim,
1976). In a contemporary analysis, Jon
Kabat-Zinn (1994) wrote of such stories
Simmons, J. (2004). Dark angels. London:
as wise, ancient, surprisingly
Cyan.
sophisticated blueprints for our full
Sunderland, M. (2000). Using story telling
development as human beings.
as a therapeutic tool with children.
These tales are often elaborate
Bicester: Speechmark.
Thomas, T. & Killick, S. (2007). Telling
metaphors of transformation and
tales: Storytelling as emotional literacy.
frequently have an identifiable
Blackburn: Educational Prining
hermeneutic function. The message that
Services.
they convey is often deeply implicit but
Zipes, J. (2006). Why fairy tales stick. New
sometimes, as in Aesops fables, laid bare.
York: Routledge.
The Brothers Grimm collected many
The essential ingredients may remain

the same, but every telling of a story is
a unique creation that will reflect the
storytellers mood and their response
to the physical environment and the
audience. The story is conveyed not just
verbally but also non-verbally, and the
amount of eye contact, the tone of voice
and use of gesture will be modulated and
adapted in response to the reactions of
the listeners. The style in which the story
is told will reflect the content of the story
and the personal style of the storyteller.
Some storytellers are typically quiet and
intimate in their style whereas others
make expansive and animated gestures
and use a wide vocal range.
Thus storytelling is largely improvised
and interactive. In order to make the
experience intense and the story vivid
to listeners, the teller may provide the
sensory detail and information about how
the characters are thinking and feeling.
Stories are remembered by the teller
monographarchive/Monograph36.pdf
McClellend, D. (1961). The achieving
society. Princeton, NJ: Van Nostrand.
Oatley, K. (1998). Emotion. The
Psychologist, 11, 285288.
Oatley, K. (2008). The minds flight
simulator. The Psychologist, 21,
10301032.
Pollak, R. (1997). The creation of Dr B: A
biography of Bruno Bettelheim.
London: Simon & Schuster.
851
15/9/09
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Page 852
eye on fiction
traditional stories and, as they became

popular with the newly emerging
commercial market for children,
amplified the moral undertones of the
stories they collected. Zipes (2006)
suggests that such stories are effective
transmitters of memes, being
storehouses of cultural beliefs, symbols
and practices. Typical themes of such
stories are the overcoming of
seemingly impossible obstacles
through the application of such virtues
as persistence or kindness.
One remarkable theory suggests
that the content of popular childrens
stories affects the level of economic
growth in the culture. McClelland
(1961) suggested that the level of
personal motivation within a culture is
an important determinant of economic
productivity and that the stories told
to children affect their achievement
motivation and, decades later, the
economic productivity of the culture.
He studied the stories typically read to
children in various cultures, analysing
the story content to see whether the
themes expressed high or low
achievement motivation and then
correlated the achievement emphasis
in these stories with the economic
growth (assessed by gross national
product) 25 or 50 years later. Remarkably,
truth of the matter is revealed. However,
given all of the other factors that affect
whatever meaning may be inherent in the
economic outcome, he was able to
story and emphasised by the storyteller or
demonstrate a highly significant
context, it is the listener who is most
correlation between economic growth and
active in constructing the meaning found
the content of childrens stories decades
in the story.
before. He then engaged in various
projects designed to raise the achievement
The impact of storytelling
motivation of children in underdeveloped
Listening is an active process that
countries, and an important element of
involves both the imagination and the
this was to select specific stories to be
making of meaning. The positive
included in childrens readers.
educational effects
A more contemporary
of reading stories to
analysis might suggest that
young children have
the heroes and heroines of
been well
folk tales often display the
In healthcare, storytelling
demonstrated,
character strengths that
and drama have been used
particularly with
have been recently
to build confidence and
regard to the effects
identified within positive
communication skills
on childrens language
psychology as key factors
and cognitive
in the achievement of
development (Blake &
authentic happiness and
Maiese, 2008; Fox, 1993) suggesting
the good life. Stories can help to
storytelling could be a foundation for
celebrate these strengths (Fox-Eades,
literacy. However, additional benefits of
2006).
storytelling have also been postulated.
The key messages within folk tales do
For example, it has been argued that oral
not always relate to moral imperatives. In
storytelling has a considerable role to play
some cases a twist in the tale reframes the
in fostering emotional and social
situation portrayed within story so that
development or emotional literacy (Foxour eyes are opened to a different way of
Eades, 2006; Thomas & Killick, 2007).
seeing things. Such stories sometimes
Listening to stories can impact on the five
mislead the listener into one way of
pathways of emotional intelligence;
seeing things and then produce a sudden
awareness, self-regulation, motivation,
shock, surprise or amusement when the
852
empathy and social competence.

Engagement with stories, in all their
many forms, can provide an emotional
work-out for the mind that helps both
children and adults to attune with their
feelings (Oatley, 1998). Indeed, stories
might be the natural language of feelings
for children (Sunderland, 2000). Stories
educate people about the emotions,
providing insight into human responses
and providing a vocabulary for emotions.
Stories also portray different ways of
coping with emotional situations and of
coping with our own and other peoples
emotions. Stories can also directly
provoke emotions in the audience, thus
providing, in some cases, an emotion
laboratory in the room. For young
children to hear a scary story from a
trusted adult gives experience of intense
feelings of anxiety and excitement, with
a happy ending enabling resolution that
produces relief and a return to safety.
Other stories stimulate the audience to
anger, frustration or sadness. Traumatic
experiences can be portrayed directly or
indirectly and metaphor and fantasy can
be powerfully used. Emotions can be
experienced safely within the storytelling
context, and the safety of the experience
may be ensured by the presence of a
trusted attachment figure. Research is
needed to ascertain if these benefits exist.
Hearing of the emotional responses of
vol 22 no 10
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15:57
characters in the story can have profound

effects in helping children to develop an
appreciation of other minds and
empathic skills. Oatley (2008) suggests
that written stories are simulations that
can increase the audiences understanding
of the feelings and intentions of others,
adding considerably to the sophistication
of the listeners theory of mind. This
effect may be amplified in the process
of live telling.
Another benefit is that repeated
exposure to hearing stories will help to
develop the listeners understanding of
and use of narrative form (Haven, 2007).
Appreciation of structure can lead to the
ability to recreate such structure. Thus by
hearing stories children learn how to tell
stories. This may be far more important
than it may at first sound. Even if a child
never engages in formal storytelling, the
ability to produce a narrative is an
essential social skill, because from an
early age people are expected to be able
to give well-structured and coherent
accounts of their experiences. Reporting
on what happened to me is a basic social
requirement, and the expectation is that
such reports will include the basic
elements of a story (context, characters
and action) and will be presented as a
narrative following a chronological
sequence.
Furthermore, it may be that some of
Page 853
the most important stories we ever

tell are those that we tell about
ourselves to ourselves. We need to
develop the capacity to relate self
or autobiographical narratives. Thus
we may organise our understanding
largely in the form of narratives, and
the capacity that we develop to
construct and manage narratives may
reflect our exposure to formal and
informal storytelling. The process
of being able to tell our story, to
develop a narrative perhaps around
a traumatic or other significant
event, enables us to organise our
own experience and communicate it
to others. Experience of storytelling,
particularly personal narratives, may
help develop this skill.
Storytelling may also be a critical
attachment building behaviour
utilising the building blocks of
intersubjectivity; joint attention,
turn-taking and affect attunement
(Engel, 1999). Therapists interested
in building attachments between
children and carers increasingly
call upon storytelling in their work.
Dan Hughes (2004) describes how
a therapist uses the skills of the
storyteller to develop affect
attunement. Lacher et al. (2005)
describe how creating and telling stories
helps build narratives of attachment in
adopted children.
But there are many ways of calling
upon this ancient art. Storytelling is
being used more and more as an
educational methodology. Scientist turned
storyteller Kendall Haven uses storytelling
as a way of engaging and interesting
learners in a wide variety of subjects,
especially science (Haven, 2007). He sees
not only the potential of stories to help
students engagement and motivation but
also benefits in terms of memory and
attention. Another use for stories is as a
stimulus for inquiry to develop thinking
skills. This approach is an integral part
of the Philosophy for Children project
(Fisher, 1996), which is also a vehicle for
developing emotional literacy skills in
school settings and the use of stories
especially to help develop an emotional
vocabulary and social skills.
In healthcare, storytelling and drama
have been used to build confidence and
communication skills in people with
acquired brain injury or to help value
and recognition to peoples experience of
recovery from severe mental illness and
cancer care. Storytelling is also being
combined with technology. Digital
storytelling uses digital technology to
help people tell their own stories. In the
NHS patient stories can be used to help
eye on fiction
people gain a sense of the journey they

will experience or to help staff empathise
and pay more attention to the experience
of service users. The 1000 Lives
campaign (tinyurl.com/1000lives) uses
storytelling as a service improvement tool
to prevent unnecessary deaths. Patients
use storytelling skills to record their
experiences of healthcare. These digital
stories are used as a tool to help
healthcare staff be more aware of patients
as people rather than just conditions,
also to inspire and remind them of good
work and simple changes they can make
that have great benefits for patient care.
The stories can also be used to inform the
media and through them, the public, of
service changes that are under way.
Storytelling is also being used in other
organisational settings to develop brand
identity and to foster both staff and
customer loyalty (Simmons, 2004).
Stories may be an alternative, or an
antidote, to presentations of quantitative
data. They can make such information
much more meaningful to people.
More than a sideshow

Much of what is speculated about the
benefits of exposure to storytelling is
based on the study of story-reading.
However, it might be that the gains of this
ancient and technology-free method of
communication may enhance and amplify
the benefits of reading and be worth
psychological investigation. It has been
said that the art of oral storytelling has
been lost to modern society through the
rise of literacy and the electric light. Now,
the experience of hearing a story well told
is an unfamiliar one for many. However,
the art of formal storytelling is currently
enjoying something of a renaissance and
is providing more and more adults and
children with a rich and joyful
experience. And, apart from the world
of the virtuoso storyteller, there is the
everyday storytelling in which we all
participate because it is, quite simply, part
of the way in which we all function in
our daily interactions with other people.
Ultimately, storytelling may be much
more than a sideshow in the fairground
of human interaction. Stories remind us
of what it means to be human in all our
complexity, differences and diversity.
I Steven Killick is a Consultant Clinical
Psychologist in Cwm Taf NHS Trust, South
Wales
stevekillick@hotmail.com
I Neil Frude is a Consultant Clinical
Psychologist in Cardiff and Vale NHS Trust
neil.frude@ntlworld.com
853
TEACH & LEARN
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The path to prose

Paul McCarthy offers some reflections on supervising writing in a PhD
If Id had more time, I would have

written a shorter letter.
his well-known witticism, apparently

uttered by Blaise Pascal, Mark Twain,
Victor Meldrew and many others,
reflects a counterintuitive thought
writing in a clear and concise fashion
can be surprisingly tricky. Poor prose
persecuted me during my PhD, intruding
in every page I wrote, and it reared its
ugly head again recently while supervising
my first PhD.
I was entrusted to supervise a PhD
student, especially her writing. I set three
goals: to learn the guide to good writing,
advance my writing skills, and light the
path of credible prose for the student.
Though English was her second language,
she was able in both written and spoken
English. Two experienced senior
supervisors supported us and we met each
week or fortnight during the first year of
the students PhD. What follows are my
reflections on teaching and learning about
writing a PhD, which is after all an
attempt to tell an interesting story on
paper. Acknowledging my frailties as a
writer, I weave an argument that writing
with purpose, clarity and style is an art
crafted through practice and dedication.
I had not reflected on writing and its
value until I realised that to gain a PhD
one has to contribute originally and
substantially to knowledge. How could
I contribute to knowledge without writing
well? After all, in Australia, a written
thesis is often the only method to
examine a PhD with an optional viva voce
references
854
Bradford, C.B. (1965). Yeats at work.

Carbondale: Southern Illinois
University Press.
Elbow, P. (1998). Writing without teachers
(2nd edn). Oxford: Oxford University
Press.
Mullins, G. & Kiley, M. (2002). Its a PhD,
not a Nobel Prize: How experienced
examiners assess the research
theses. Studies in Higher Education, 27,
369386.
sought by some examiners (Mullins &

Kiley, 2002). In the UK, however, a PhD
in psychology generally comprises two
assessments, a large piece of writing
(40,00080,000 words) and a viva voce.
However, some postgraduates struggle to
write well (Torrance et al., 1992). Perhaps
they assume wrongly that speaking
English creates good prose and do not
use reflective practice as an anvil on
which to hammer out their ideas. In
short, to contribute to knowledge, we
should reflect on what we write, consider
it thoughtfully and honestly answer
whether it is the best we could have done.
Reflective practice, a concept
introduced by Donald Schn (1983),
is a conscious process, to thoughtfully
consider experiences and recognise
similarities and differences between a
novice and skilled equal. In other words,
the skills of the novice are assessed
relative to the expert in this learning
system to enhance the novices critical and
reflective abilities. During the supervision
process, supervisors help students to
engage in reflective practice, though they
may not be conscious of the process. For
example, when the supervisor discusses
research issues with a student during faceto-face meetings, the student is challenged
to think on her feet and respond to
questions orally. Afterwards, while the
student is writing up her work, she might
consider why she said or wrote what she
did to develop new ideas and questions
about her work. Good writing thrives on
these two procedures because reflection
forces people to interrogate either
Murray, D.M. (2004). The craft of

revision. Canada: Thompson
Wadsworth.
Schn, D. (1983). The reflective practitioner:
How professionals think in action.
London: Temple Smith.
Torrance, M., Thomas, G.V. & Robinson,
E.J. (1992). The writing experiences of
social science research students.
Studies in Higher Education, 17,
155167.
themselves or to create a dialogue

between supervisors (i.e. actors),
questioning and peeling a persons
concept of the world and challenging
beliefs in a subject. By questioning and
challenging what a person assumes, new
paths for learning and greater
understanding emerges.
During the supervision process, I
consciously and unconsciously examined
the practices, values and beliefs of the
supervisors to develop my supervisory
practice in this instance, for the practice
of writing. The other supervisors and
I spoke about the process of writing and
explained its value during face-to-face
meetings with the student. The student
grappled with her first task to explain the
aims of her research proposal. Although
challenged at first, via comments from the
supervisors and advice in annotated
scripts as well as her own reflection, she
produced a succinct and defined research
proposal for the reader. New sections
were clearer, more concise and elegant,
taking the reader by the hand through the
central thread of the proposal. Although
she would add the pearls later to show
the context, she had the thread holding
the beads on the necklace together
(Murray, 2004). I was intrigued to know
whether a mix of pedagogical strategies
or reflective practice alone developed her
writing style.
After discussing the research proposal
and literature review with the main
supervisor, we agreed that the students
work usually needed structural changes
to improve the flow and argument. We
talked about the structure and meaning of
the students research during face-to-face
meetings. The initial draft of the students
literature review lacked certain
components of an argument for which we
were looking. First, the argument should
define and clarify the key issue(s).
Second, it should make the writers
position clear. Third, it should expect and
respond to the oppositions arguments.
Fourth, the writers arguments should be
put in increasing order of importance.
Fifth, it should document each argument,
and the source of each piece of
documentation should be available to the
reader (Murray, 2004). Although the
student had succeeded in some of these
requirements, we felt a better story had
yet to emerge, a story that would
entertain the reader and explain the value
of her research.
That story often only emerges
through several revisions. Experienced
writers often reflect and reorganise their
work, persistently changing its content,
striking out what needs removing and
revising arguments that do not flow.
vol 22 no 10
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teach and learn
Research undertaken among

undergraduates and postgraduates
in social science demonstrates that
postgraduates typically produce more
drafts of an assignment before hand-in
than do undergraduates (Torrance et al.,
1992). However, these drafts mainly
contain stylistic but not structural
changes: these postgraduates could
correct grammatical mistakes, but they
did not change the content of the
manuscript when it needed changing.
That postgraduates differ from both
undergraduates and experienced writers
in this writing technique implies a
developmental change from novice to
expert in the writing process. Helping
undergraduates and postgraduates to
reflect on their writing might develop
this skill.
After supervising for five months, we
considered reflective
practice essential for
the student. We
analysed her text in
face-to-face meetings
and prompted her to
answer our
questions orally.
Over time, our
questioning gave
greater
understanding to the
student. Greater
reading of her
subject filled the
well from which she
could draw her
story, but only
through writing
could that story
emerge (Elbow, 1998). The student
found the writing process difficult, often
dampening her confidence as a budding
researcher and writer. She appeared
unsure of the readers needs. Looking
through the camera lens, she saw what
was important to her and what the topic
explored, but not the elements of a
structured manuscript for the reader.
By exposing examples, we helped the
student reach parity in her understanding
of the needs of the reader and her writing.
We developed two principles for the
student to improve her writing. The first
principle was to find a voice, and in that
voice, clearly explain the topic for the
reader. Guided by her written work in
face-to-face meetings, the main supervisor
would ask, What is it you would like to
say here? The student would respond
orally, and we would encourage her to
write that answer. She could explain what
she wanted to write, but her writing time
distorted her story. The second strategy
involved taking her work to court. In
court, she answered critical questions,

supporting her work with research. Using
this strategy, she examined the flow of
arguments, the support for, and balance
to these arguments and her final position
that a layperson could understand. Both
procedures imbued her writing with
confidence, helping her to think critically
about each word, its value and weight
within her argument.
On reflection, I was aware that I did
not have an overall strategy for helping
a student to write well, but the building
blocks of good prose emerged eventually
in the students writing and for that I was
proud. Learning how to write well is a
frustrating but fulfilling craft. Only by
writing can we truly understand what we
want to say. As H.G. Wells said, The toil
of writing may help to clear and fix many
things that remain a little uncertain in my
thoughts because they
have never been fully
stated and I want to
discover any lurking
inconsistencies and
unsuspected gaps.
But what advice
would I give to
someone who wanted
to write well or write
a lot? I began by
collecting books on
good writing
comprising grammar,
style and strategy. To
write well, as Donald
Murrays (Pulitzer Prize
winner, 1954) cardinal
rule shows, is to apply
your behind to a chair.
Most productive writers use a schedule.
For example, a prolific English novelist
in the Victorian era, Anthony Trollope,
began writing before work each morning
at 5.30 and did not indulge himself to
sleep any longer. He considered three
hours of writing in one day enough for
any writer. Many other skilled writers had
jobs alongside their writing commitment.
Agatha Christie worked in a pharmacy
during World War I, which influenced
much of her writing career; T.S. Eliot
worked in banking. Despite our hectic
lives, we can find time to write and
perhaps time to write well. You need to be
prepared to write when the time to write
arrives. And like Ernest Hemingway, you
need to leave some water in the well. He
finished his work mid-sentence so that
when he returned to his work he caught
the thread of his thoughts when he last
wrote. Peter Elbow (1998) advises to
write without focusing on what is written
for sets of 15 minutes. This strategy gets
something down on paper.
I learned the rules of good writing

using my books on grammar and style,
and I try in vain to remember these rules
when I revise. These books help me write
well-constructed sentences and explain
how and why these sentences work best.
Active verbs replace passive verbs;
redundant words cluttering the prose are
removed; shorter sentences help
paragraphs to flow. I am moving on from
the cat sat on a mat, trying to remove
nominalisations (i.e. nouns derived from
verbs or adjectives) from my writing and
to show pace, excitement, poise and flair
in prose. I encourage you to split the
infinitive and to boldly go where some
people have gone before. Think about
what you want to write and keep your
arguments rigorous. Longer words do
not mean better writer. Lots of small
words mean big things like tax, love and
life longer words discombobulate the
reader. Now, I start rather than
commence; I try rather than endeavour
and I buy rather than purchase.
Learning to write well and supervise
anothers writing has taught me how to
write better and teach better. I want to
inspire students to write and, like Picasso,
I dont know if inspiration exists, but
when it comes, it usually finds me
working. In my brief experience
supervising a PhD, I have learned the
value of reflective practice and developed
my editing skills and those of the student.
I have taken down my antenna for
criticism and erected one that welcomes
new ideas, clarity, and advice for my
writing. To reflect is to be a better writer,
and without reflecting on my writing I
would have struggled to understand how
I could learn from others and, perhaps,
them from me.
More than anything else, I am trying
to live by a Latin creed, Nulla dies sine
linea Never a day without a line.
I hope my lines have told my story as
I understand it and I leave you with an
enduring lesson about good writing
drawn from the life of Nobel Prize
winning Irish poet and dramatist W.B.
Yeats:
he never allowed his equipment
to rust unused. Early and late, he
worked at his art strenuously. It is this
continued faith in works that in part
distinguished him from lesser poets,
that and an unusual ability to stay at
a poem until it came right. (Bradford,
1965)
I Paul McCarthy is a lecturer in psychology at
Glasgow Caledonian University
Paul.McCarthy@gcal.ac.uk
855
BOOK REVIEWS
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Growing up naturally
Nature is good for you: recent research shows this to be a fact. And modern life is increasingly
keeping our children away from it. Or, at best, nature programmes on TV focus the experience of
it on the disappearing rainforests and endangered species, rather than encouraging the young to
experience nature directly, climbing trees, hunting and fishing.
So, in brief, runs the argument of this passionate American bestseller, now in an updated and
internationalised second edition.
The book is an excellent example of how an author with
journalistic skills can weave published academic research into their
story without breaking up the flow or losing the popular readers
attention. I thoroughly commend it to colleagues in any area of
science wondering how to give away their findings whilst retaining
their essential message. All areas could do with their equivalent of
Louv.
Before moving to the substance of the book, let us briefly
consider its technique. The author captures the immediate interest
(an intriguing title, cover flash: an absolute must-read for
parents); introductory story (authors son aged 10 saying: Dad,
how come it was more fun when you were a kid?); the modern
challenges (I like to play indoors better, cause thats where all the
electrical outlets are).
Recent research (much of it from key developmental and
environmental psychologists) is cited as it supports the flow of
the argument, but without the off-putting apparatus of a scientific
article: all journal titles and page references are tidied away into a
final section of notes and further reading.
The coverage is good; theories and evidence are effectively and
responsibly encapsulated.
In the past few years, nature is good for you has moved from
Last Child in the Woods: Saving
a warm, general feeling to an evidenced statement. We can now call
Our Children from Nature Deficit
on the research of Frances Kuo on the positive effects of exposure
Disorder
to nature on ADHD children, and disaffected youth; Robin Moore on
Richard Louv
the benefits of nature-playgrounds; Louise Chawla on those
cityscapes which involve children; the whole Child Friendly Cities
initiative across Europe; the wide-ranging work of Gary Evans on
nature and well-being; and many others.
Theories as to why nature can have these benign effects range from E.O. Wilsons Biophilia
hypothesis (that we can look to our species origins), through the William James-inspired
attention-restoration theory of Stephen and Rachel Kaplan, to Howard Gardners recent addition
of a naturalist intelligence to his list of multiple intelligences.
And Louv is good at introducing his readers to many concepts familiar to environmental
psychologists, including: place attachment and place identity; childrens special places; the
origins of environmental activism; fascination as involuntary attention; and transcendental nature
experiences.
Working against these are the forces of commercialisation, the privatisation of open spaces,
the commodification of play, the fear of parents about stranger-danger and of traffic hazards. GPS
bracelets on our children have replaced the eyes-on-the-street that were our reassurance of their
safety. Horror-movies use nature as a scary setting. News stories about eco-disasters may breed,
says Louv, ecophobic children. In schools, natural history has given way to a more clinical biology.
All of this is a world away from Louvs fondly remembered tree-climbing boyhood. (And Edith
Cobbs analysis of the autobiographies of famous Americans often shows their early formative
experiences in nature)
So how can parents (and policy-makers) react to this reported loss of connection with nature,
armed now with the research evidence presented here? How can they put their own fears into
proper perspective? What social, political and spiritual initiatives are called for? The final chapters
of the book offer examples, including interestingly cases of well-planned and aware European
cities.
I Atlantic Books; 2009; Pb 12.99
Reviewed by Christopher Spencer
who is Emeritus Professor of Environmental Psychology, University of Sheffield
856
Thanks for the

Memory
Alan Baddeley, Michael W.
Eysenck & Michael C.
Anderson
What is on the cover of the
magazine you are holding? What
caused you to remember, or to
forget? The psychology of
memory is the focus of this
undergraduate-level textbook.
The first part is largely
Baddeleys work and introduces
the short-term, working and
episodic memory systems. Upon
this framework Eysenck adds
five chapters examining
semantic memory, developmental
perspectives and applied topics,
such as memory training and
eyewitness behaviour. Anderson
provides three chapters, covering
retrieval as well as incidental
and motivated forgetting.
The style is accessible, with
anecdotes and notable case
histories much in evidence, and
new paradigms often introduced
by an example for the reader to
try out. The three authors write
clearly, and important
terminology is glossed. Graphs
and charts present plenty of
experimental data but are not
obtrusive, and the chapter
summaries are a helpful length.
Experimental psychology
research is the backbone of the
books evidence base. The
authors also discuss findings
from cognitive neuroscience,
and make an effort to balance
laboratory results with applied
and experiential approaches.
I Psychology Press; 2009;
Pb 27.50
Reviewed by Joe Hickey
who is an assistant research
psychologist with Suffolk Mental
Health Partnership NHS Trust
vol 22 no 10
october 2009
psy 10_09 p856_857 book reviews:Layout 1
15/9/09
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Page 857
book reviews
All the essentials
A great resource
A possible classic
Study Skills for Psychology

Students
Jennifer Latto & Richard
Latto
Dementia: From Diagnosis to

Management A Functional
Approach
Michelle S. Bourgeois & Ellen
M. Hickey
A Lifetime of Intelligence.
Follow-Up Studies of the
Scottish Mental Surveys of
1932 and 1947
Ian J. Deary, Lawrence J.
Whalley & John M. Starr
I Open University Press; 2009;

14.99
Reviewed by Emer
McDermott who is a
postgraduate psychology
student
This timely volume endeavours

to provide a reference manual
for the development of
functional and behavioural
approaches to assessing,
managing and treating
dementia.
The initial chapters
introduce the topic of dementia
from presentation and diagnosis
through to the cognitive,
language and behavioural
characteristics present across
its stages. The book then takes
a considered look at
assessment, treatment and
management paying particular
attention to the management of
eating. Additionally it considers
the impact on quality of life and
on the wider system of carers
and staff.
I found the book to be
educational and packed with
interesting references whilst
also very accessible. The book
contains clinical materials in the
form of assessment tools and
forms to assist with memory
and communication. And there
are a host of tips to enable the
person with dementia to
function in daily life.
I believe this would be a
great resource for any student,
practitioner or researcher
working with dementia, and with
communication disorders.
I Psychology Press; 2009; 40.00
Reviewed by Hannah Nelson
who is an assistant psychologist
with Greater Manchester West,
Intermediate Care
This publication is designed to

bring together two worldfamous studies where whole
populations of children were
tested on their cognitive ability.
The two separate groups of
children were tested at 11 years
old in 1932 and in 1947 and
these became known as the
Scottish Mental Surveys. The
authors rediscovered this data
that had lain almost untouched
in Edinburgh for sometime and
realised that it could potentially
offer insight into questions
about the predictability of
cognitive testing at age 11 such
as cognitive ageing and the
association of cognitive ability
and death [see
www.bps.org.uk/deary].
The authors managed to
follow up samples of the original
cohort in order to answer the
just in
Study Skills for Psychology

Students is a well-organised
book that aids students as they
progress through their degree
course. The authors of this
concise book provide knowledge
they have achieved from their
broad and varied experience in
working in the psychology field,
their education and the British
Psychological Society.
The book covers all the
essentials for psychology
students, including information
on studying psychology at
university, a guide to producing
high-standard coursework and
examinations, the different
forms of teaching provided on
these courses, tips on how to
make the most of the
information technology
available, a synopsis of the
statistics that will appear, and
assistance with confronting and
undertaking a research project.
There is also a brief chapter on
careers for psychology
graduates and how to become
a practising psychologist. In
addition, a website is included
that covers up-to-date material
on careers, along with advice
from the authors and other
students on performing well
and exercises to aid students
with their course.
main question from a

psychological point of view;
that is, whether IQ is a stable
measurement over a persons
lifespan. Surprisingly, the
authors indicated that there is
a significant correlation between
the measurements from age 11
and old age (the subjects were
in their 70s and 80s).
This was a thoroughly
interesting and fascinating
study that is exceptional in its
longevity and scope. The
authors put together an account
of follow-ups of unique data that
offers a much greater
understanding of the various
factors that can be predicted by
cognitive measurements and the
stability across a lifespan that
had hitherto not been expected.
It is possible that this work will
become a classic study in
psychology.
I American Psychological
Association; 2009; Hb 62.95
Reviewed by Christopher
Boyle who is an educational
psychologist with South
Lanarkshire Council
Sample titles just in:

Ceremonial Violence: A Psychological Explanation of School
Shootings Jonathan Fast
Cheating in School: What We Know and What We Can Do
Stephen F. Davis, Patrick F. Drinan & Tricia Bertram Gallant
Pleasures of the Brain Morten L. Kringelbach & Kent C.
Berridge
Confabulation: Views from Neuroscience, Psychiatry,
Psychology, and Philosophy William Hirstein (Ed.)
Cambridge Handbook of Personality Philip J. Corr & Gerald
Matthews (Eds.)
For a full list of books available for review and information on
reviewing for The Psychologist, see www.bps.org.uk/books
Send books for potential review to The Psychologist,
48 Princess Road East, Leicester LE1 7DR
857
15/9/09
16:09
Page 858
New titles from Wiley-Blackwell

ETHICS FOR
PSYCHOTHERAPISTS
AND COUNSELORS
A Proactive Approach
SHARON K. ANDERSON and
MITCHELL M. HANDELSMAN
Colorado State University and University of
Colorado at Denver, USA
This book utilizes positive

discussions accompanied by a
variety of thought-provoking
exercises, case scenarios, and
writing assignments to introduce
readers to all the major ethical
issues in psychotherapy.
264 pages
978-1-4051-7767-2 Hardback 50.00/60.00
978-1-4051-7766-5 Paperback 17.99/22.90
July 2009
THE PRACTICAL
RESEARCHER
A Student Guide to Conducting
Psychological Research
2nd Edition
DANA S. DUNN
Moravian College, USA
In this book, Dana S. Dunn

provides students with a concise,
engaging, and practical
introduction to research methods
and the process of conducting
research.
488 pages
978-1-4051-6885-4 Paperback 26.99/34.90
June 2009
DYSLEXIA
ETHICS FOR
PSYCHOLOGISTS
2nd Edition
RONALD D. FRANCIS
Monash University, Australia
A comprehensive handbook
covering the full range of ethical
challenges that confront
psychologists in practice and
research, and addressing new
concerns such as whistleblowing
and Internet-related issues.
A Practitioners Handbook
4th Edition
GAVIN REID
Chartered Educational Psychologist
Highly popular practical handbook

updated to include new legislation,
inclusion and the role of the parents.
408 pages
978-0-470-76040-6 Paperback 29.99/37.90
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328 pages
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August 2009
CHEATING IN SCHOOL
CLINICAL PSYCHOLOGY IN
PRACTICE
HELEN BEINART, PAUL KENNEDY
and SUSAN LLEWELYN
All at University of Oxford, UK
Aimed primarily at trainees as well

as qualified psychologists, this book
explains the range of competencies
which a psychologist is expected to
possess, and how these can be
applied in a variety of contexts.
408 pages
978-1-4051-6767-3 Paperback 29.99/37.90
August 2009
What We Know and

What We Can Do
STEPHEN F. DAVIS, PATRICK F. DRINAN
and TRICIA BERTRAM GALLANT
Morningside College, USA, University of San
Diego, USA and UC San Diego, USA
The first book to present research

on cheating in a clear and
accessible way and provide
practical advice and insights for
educators, school administrators,
and the average lay person.
c.272 pages
978-1-4051-7805-1 Hardback 45.00 / 57.90
978-1-4051-7804-4 Paperback 12.99/15.90
August 2009
Available from all good booksellers, or order online at www.wiley.com/go/psychology
858
vol 22 no 10
october 2009
15/9/09
16:09
Page 859
BPS Textbooks in Psychology

deliver everything the student needs
in order to complete an undergraduate
degree in Psychology.
Refreshingly written to consider more than just American perspectives, these student friendly titles
cover everything from introductory to final year modules. They are fully compliant with BPS syllabi
and each book is supported by its own website featuring free additional student and lecturer material.
In addition, members of the BPS can get discounts of 2030%

on BPS Blackwell books, just go to www.bps.org.uk/publications
and click on BPS Blackwell Books to find out more.
For more information on all our publishing, visit: www.wiley.com/go/psychology
SHB-09-05803
859
16/9/09
11:18
Page 860
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Psychological Assessment
Materials for:
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We have a huge range
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Download our new
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Tel: 01668 214460 Fax: 01668 214484
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for a sample digital edition and to find
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Want to tell our large, prime
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Prices start at under 100 (113).
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The Psychologist free, but
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Contact sarah.stainton@bps.org.uk,
or see the website.
For back issues and more, see
CHAIR, JOURNALS COMMITTEE

201013
Call for nominations
The Journals Committee is searching for a new

Chair to serve from 2010-2013. This voluntary
position is an opportunity to make a real
difference by chairing an action-oriented
Committee, whose remit is:
G
To be responsible for the strategic

development, maintenance and co-ordination
of the eleven academic journals of the
Society
To raise the profile of psychology research
To oversee the appointment of new editors
The person appointed will automatically become

a member of the Publications and
Communications Board.
FURTHER INFORMATION
Further information regarding the role and
responsibilities of the Chair can be obtained from
Julie Neason, Journals Publishing Manager (contact
details below).
NOMINATIONS
Nominations should reach the Societys office by
30 October 2009. To ensure validity of
nomination you should use the standard
nomination form. A short personal statement will
also be required.
Potential candidates will be considered by the
Publications and Communications Board.
NB The current Chair, Stephen Morley, has
expressed an interest in continuing for a further
term.
Nomination forms are available from, and once
completed should be sent to:
Julie Neason, Journals Publishing Manager
St Andrews House
48 Princess Road East
Leicester, LE1 7DR
E-mail: Julie.neason@bps.org.uk
Direct line: 0116 252 9580
www.thepsychologist.org.uk
860
vol 22 no 10
october 2009
15/9/09
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Page 861
Annual
Conference
2010
Poster submissions
accepted until
30 November 2009
Psychology in
communities and society
Keynotes
Professor Dominic Abrams
University of Kent
Dr Matt Field
University of Liverpool
1416 April
Holiday Inn,
Stratford-upon-Avon
Earlybird
registration
is open
book online
www.bps.org.uk/ac2010
861
SOCIETY
psy 10_09 p862_865 society:Layout 1
15/9/09
The
British
Psychological
Society
Sue Gardner
Contact Sue Gardner via the Societys Leicester office,
or e-mail: president@bps.org.uk
President Elect
Dr Gerry Mulhern
Honorary General Secretary

Professor Pam Maras
Honorary Treasurer
Dr Richard Mallows
Chair,
Membership and
Professional Training Board
Dr Peter Banister
Chair,
Psychology Education Board
Dr Richard Latto
Chair,
Research Board
Professor Judi Ellis
Chair,
Publications and
Communications Board
Dr Graham Powell
Chair,
Professional Practice Board
Dr Carole Allan
The Society has offices in Belfast,
Cardiff, Glasgow and London, as
well as the main office in
Leicester. All enquiries should
be addressed to the Leicester
office (see inside front cover for
address).
The British Psychological
Society
was founded in 1901, and
incorporated by Royal Charter in
1965. Its object is to promote the
advancement and diffusion of
a knowledge of psychology pure
and applied and especially to
promote the efficiency and
usefulness of Members of the
Society by setting up a high
standard of professional
education and knowledge.
Extract from The Charter
862
Page 862
Presidents column
President
Sue Gardner
Vice President
Dr Elizabeth Campbell
16:14
he Society consists of a number of member

networks including Branches, Sections and
Divisions. The work of these subsystems is
brought together under the auspices of our five
Boards. Id like to summarise some of the
current work of three of the Boards and tackle
the others in future columns.
The Research Board sponsors an extremely
popular Undergraduate Research Assistantship
Scheme, with research opportunities offered
across a diverse range of areas. This year the
research placements were undertaken on
working memory, facial composites and
childrens early narrative skills. The recipients
are required to produce a poster presentation for
next years Annual Conference in Stratford, from
14 to 16 April. I hope to meet them there.
The Society has a joint award with the
Parliamentary Office of Science and Technology.
This award enables a postgraduate research
student to be seconded for three months to
work at POST, assisting with the development
of policy briefing notes for Select Committees
and other such forums. Previous POSTnotes
included CCTV and facial identification,
delaying gratification, eating disorders and
alternatives to custodial sentencing. Further
details can be found on the website.
A joint Ethics Committee and Research
Board working party has been preparing a Code
of Research Ethics. This code will bring together
all of the existing guidance from the Society,
including that for research conducted within
health settings. The document is being finalised
now ready for discussion at both parent bodies.
The Research Board is awaiting the launch
of the consultation on The Future of Research
Excellence. This consultation is particularly
important as it will indicate the classification
of psychology in future assessment exercises.
We are arguing for the inclusion of psychology
as a science. Further details are available from
lisa.morrisoncoulthard@bps.org.uk.
The Professional Practice Board (PPB)
supports the work of practitioner or applied
psychologists. The Board produces a wide range
of guidance, and recent projects have focused
on Approved Clinicians, generic Professional
Practice Guidelines and the Provision of
Psychological Services via the Internet.
Approved Clinicians are mental health
professionals who take on a role introduced by
the Mental Health Act (2007). This role consists
of functions previously carried out by doctors as
Responsible Medical Officers (RMOs). The

Society is issuing guidance for members taking
on this role to help applied psychologists in
reaching clinically defensible decisions in the
best interests of patients, their families and
friends within the provisions of the act.
The PPB sponsors workshops for
independent practitioners which are proving
to be popular. There are also several awards
offered by the PPB including for lifetime
achievements and for distinguished contribution
to professional psychology. For more
information, e-mail nigel.atter@bps.org.uk.
The Psychology Education Board (PEB)
covers issues at both secondary/pre-tertiary
and tertiary levels of education. The A-level and
Scottish Highers 2008 award has been processed
and four of the winners will attend the Festival
of Science. The processing of the Undergraduate
Award for 2009 is nearing completion. It is good
to celebrate the successes of those who will lead
the discipline in the future. An e-newsletter is
being launched for pre-tertiary teachers to give
them news, relevant information and notices of
conferences and other events. The PEB and the
Division of Teachers and Researchers in
Psychology are hosting an Education themed
day at the Annual Conference. We hope that this
will make it easier for those in the classroom or
lecture hall who find it difficult to leave teaching
for several days to have all the relevant aspects
of the conference on one day. The teaching
award lecture will be delivered on the same day
(see opposite) and there will be opportunities
for networking and sharing best practice.
I hope that this has given you a feel for some
of the exciting work being undertaken at the
moment in just three areas of the Society.
LEARNING CENTRE
To have your CPD event approved by the
Society and for a catalogue of forthcoming
opportunities, see www.bps.org.uk/
learningcentre or call 0116 252 9512.
To advertise your event in The
Psychologist, e-mail psyadvert@bps.org.uk
or call +44 116 252 9552.
A diary of non-approved events can be
found at www.bps.org.uk/diary.
vol 22 no 10
october 2009
15/9/09
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Page 863
society
Award for Excellence in the Teaching of Psychology

David Groome, Alex Haslam and Steve Reicher
It is through the teaching of psychology
that new generations of psychologists are
inspired and the profession progresses, so
each year the Society seeks to recognise
and reward inspirational psychology
teachers through the Psychology
Education Boards Excellence in the
Teaching of Psychology Award.
Because of the high calibre of
nominations this year, the panel decided
to take the unusual step of making the
award jointly to Dr David Groome
(University of Westminster), and to
Professor Alex Haslam (University of
Exeter) and Professor Steve Reicher
(University of St Andrews).
Dr David Groome was put forward
for the award after former students of the
University of
Westminster
lobbied Professor
Angela Clow. Two
academic
psychologists who
recall his lectures
with warmth and
who both felt
strongly that he
should be
recognised for his
teaching initially
David Groome
suggested his
nomination for the
this award, says Angela in her
nomination.
David has been a consistently popular
and inspirational lecturer at the University
of Westminster over the last four decades.
The time and thought he puts into
developing innovative teaching methods
that make his lectures relevant, interesting
and interactive is recognised by colleagues
and students alike. Comments made on
feedback forms from Dr Groomes lecture
modules colourfully illustrate his popular
teaching style: Interesting, funny and
useful; fantastic, clear and presented in
a way that I learned a lot from them;
excellent he is a legend.
As well as the long-lasting positive
influence Dr Groome has had on many
of his students, this award also recognises
his commitment to developing the
psychological sciences programme at
the University of Westminster. In her
nomination, Professor Clow cites David
as being absolutely central to the
development of psychological sciences
since his arrival at the University of
Westminster in 1970; setting up the first
psychology degree and then developing
the syllabus so that it was successfully

validated by the British Psychological
Society. As acting head of department,
Davids continued
commitment ensures
the universitys
psychology degree
remains popular and
successful.
On receiving the
award, David told us:
I am absolutely
delighted to receive
this award, and it is
really touching to
discover that some of
Steve Reicher
my ex-students and
colleagues actually
thought I was worth nominating
for it. This is definitely one of the
high points of my very lengthy
career, and all the more so
because I had pretty unpromising
beginnings. Not many people
know this, but I actually failed the
eleven-plus. So this bit of success
shows that people should always
be given a second chance. And
one thing is for sure, Sir Cyril
Burt would not have been happy
to hear about this.
This years teaching award also
went jointly to Professor Alex Haslam and
Professor Steve Reicher. Their 2001 BBC
Prison Study, revisiting the infamous
Stanford Prison
Experiment to explore
issues like tyranny and
collective resistance, has
gone on to become a core
topic of psychology
curricula, including the
OCR psychology A-level
and the Open Universitys
social psychology course.
Not only did the
series ignite the interest
Alex Haslam
of the general public, it
also led to articles in
leading journals such as the British Journal
of Psychology (and see their article in The
Psychologist at www.bps.org.uk/prison).
However, as Dr Michelle Ryan (University
of Exeter) and Dr Nick Hopkins
(University of Dundee) say in their
nomination: The most lasting legacy
is their impact on psychology curricula
across the UK, and the pioneering way
that Haslam and Reicher developed
innovative resources to support its
teaching.
Using a multi-media approach,

Professors Haslam and Reicher developed
a DVD, manual, website and podcasts to
support the teaching of the
subject. Teachers and
students alike continue to
find these resources
engaging, informative and
stimulating; prompting
positive reviews such as:
Its usefulness for teaching
will be phenomenal, this is
a must-see for any social
psychology course, and I
will be using the DVD as a
revision lesson for my
students and will do a much
better job of teaching this fab
study next year.
Alex and Steve have also given up
their time to give many lectures on their
work, addressing large and diverse
audiences. These lectures have been
incredibly well received due to both
professors enthusiasm and passion for the
subject which they convey to their rapt
audiences.
On receiving this award, Professor
Alex Haslam told The Psychologist: We
were both really pleased to receive this
award and see it as a great honour. It
means a lot to us because it arose from
our collaboration on the BBC Prison
Study a project that weve been working
on pretty solidly for the last eight years.
Over this time weve
focused on trying to
translate the studys
findings into both
research and teaching
outcomes and on
showing that these
things are not
necessarily
incompatible. Along the
way weve learned a lot
ourselves, and have
benefited from wonderful
support from teachers,
students and colleagues. This has been the
source a lot of our motivation, but its also
been a lot of fun and something for which
were incredibly grateful.
The winners of the 2009 Award for
Excellence in the Teaching of Psychology
were all given free life membership of the
Society and a commemorative certificate.
They have also been invited to give papers
on the teaching of psychology at the
Societys Annual Conference in 2010,
where they will receive their award.
863
15/9/09
16:14
Page 864
society
CONSULTATIONS ON PUBLIC POLICY

Society members prepared responses to the following consultations
during August:
1. Better Diabetes Care (Scotland)
2. Consultation on Guidance About Compliance with the Health and
Social Care Act 2008 (Registration Requirements) Regulations
(2009) (Care Quality Commission)
3. Draft Guidance on Provisions to Deal with Nuisance or
Disturbance Behaviour on NHS Premises in England (Department
of Health)
4. Guidance on Promoting the Health and Wellbeing of Looked After
Children (Department for Children, Schools & Families DCSF)
5. Handling Allegations of Abuse Made Against Adults who Work
with Children and Young People (DCSF)
6. NHS Clinical Knowledge Summaries Draft on Schizophrenia
(NHS Clinical Knowledge Summaries)
7. Review of Secure Mental Health Services (Welsh Assembly
Government)
In the response to the DCSF regarding their draft Guidance on
Promoting the Health and Wellbeing of Looked After Children (no 4
in the list above), the following points were raised:
I the draft guidance generally espouses a medical model of health
but the evidence indicates that the main focus of the service should
be psychological and preventive;
I the designated doctor and nurse are given key roles in the delivery
of services even though many psychological issues have been
identified;
I there is no mention of longer-term educational, employment and
criminal justice implications for looked after children;
I no strategy is identified for dealing with the transition from child to
adult services.
The Department of Healths Draft Guidance on Provisions to Deal
with Nuisance or Disturbance Behaviour on NHS Premises in
England (number 3 in the list above) was found to be too long, too
prescriptive, to contain too many steps, to create additional duties
of care, and to get in the way of current practice to maintain a safe
environment: it was therefore considered likely to be difficult to
implement. The guidance also risks re-balancing too far towards the
offender with reasonable excuse and placing too great an emphasis
on exempting groups of individuals who may otherwise be liable for
an offence. Various proposals for how the guidance could be
developed were made including:
I widening the mental health conditions that might present with
reasonable excuse;
I making clear the effect of nuisance/disturbance on NHS staffs
ability to conduct their work and preserve a therapeutic
environment (thus including the effect of nuisance/disturbance on
service users and carers);
I making mental health awareness training mandatory.
The preparation and submission of the Societys responses to
consultations on public policy is coordinated by the Policy Support Unit
(PSU). All members are eligible to contribute to responses and all
interest is warmly welcomed. Please contact the PSU for further
information (psu@bps.org.uk; 0116 252 9926/9577). Details of active and
completed consultations are available at: www.bps.org.uk/consult.
864
Going Green
The Division of Occupational Psychology has established a new
working group Going Green to promote the issue of proenvironmental behaviour and green management within the
Division. The group is specifically aiming to generate new
research and identify good practice regarding how to change
employee and consumer environmental attitudes and behaviours.
To build a community of occupational psychologists with an
interest in this area and highlight the contribution that the
profession can make, Going Green is planning the following key
activities:
I establish an e-group where individuals can discuss this topic
and share good practice (available through the communities
of interest link on www.bps.org.uk/dop);
I create and promote a business forum to connect with a wide
range of stakeholders;
I establish an MSc research competition to engage young
researchers;
I contribute to publications such as Personnel Today and People
Management to reach a wider audience;
I organise a one-day symposium with state-of-the-arts from
practitioners and academics;
I conduct an industry survey investigating key aspects of green
behaviour;
I hold a practitioner forum at the 2010 DOP Conference; and
I keep members informed of progress through follow-up
articles in The Psychologist and POW.
There is a real chance for occupational psychologists to make
a difference, and the DOP is encouraging all interested members
to get in touch via Gene_Johnson@Dell.com.
Society vacancies
Ethics Committee
Society representative on the European Federation

of Psychologists Associations (EFPA) Standing
Committee on Ethics
Vacancy for a Member of the Society with an interest in ethics to
serve as the Societys representative on this European committee.
Two-year term. Travel and subsistence expenses met.
Contact Liz Beech liz.beech@bps.org.uk
Closing date 30 October 2009
Journals Committee
Chair 2010/13
See advertisement on p.860, this issue.
Contact Julie Neason julie.neason@bps.org.uk, 0116 252 9580
Ethics Committee
Chair
See The Psychologist, September issue p.787.
Contact Lisa Morrison Coulthard lisa.morrisoncoulthard@bps.org.uk,
0116 252 9510
vol 22 no 10
october 2009
15/9/09
16:14
Page 865
society
Taking psychology to society

The Publication and Communications
Board set up their annual grants scheme
for members to take psychology to
society. Any form of project is welcome,
from street parties to webpages to miniconferences provided that one of the
outcomes is some form of sustainable
resource that will reach as large an
audience as possible. This year, 19
applications were received, three of which
received funding.
Kathryn Rathouse received 1600 to
put on a masterclass for organisations
responsible for promoting water efficiency.
It will be run in collaboration with
Waterwise (an NGO focused on reducing
water waste in the UK). During the
masterclass, experts will explain the
psychological principles, give some case
studies showing how the principles have
been successfully applied, and discuss
with delegates the implications for their
day-to-day work. The session is to be held
in early December
2009 at Defras offices,
London.
Sally Hodges
received 5000 to
create an educational
DVD to promote an
online mental health
resource for primary
school children. The
DVD will contain
information on how to
use the site, how to
make the puppets
children will see on the site and
information on how to talk to children
about their worries, together with ideas
for further support. The DVD will be
reusable throughout schools and will be
both educational and promotional.
Finally, Ann Rowland received 7313
to provide the psychological dimension to
a website for bereaved young people. In
collaboration with the

Child Bereavement Charity,
a young peoples advisory
group will be set up to seek
views and opinions of
young bereaved people.
These views will then be
used as a foundation to
develop a resource for
parents, carers and
educational professionals
to give them greater insight
into the needs and
experiences of young people
affected by death.
The next round of funding will
commence in the spring of 2010. There
is no limit to the amount of funding
available, other than the overall grants
budget of 14,000. Further information,
including approved target audiences and
details of assessment criteria, can be found
at www.bps.org.uk/grants.
Ethical code change

To take account of the change in
the role of the Society in relation
to professional misconduct,
some minor changes to the
Code of Ethics and Conduct
have been implemented with
effect from 1 August 2009. The
changes mainly reflect the role
of the Health Professions
Council in the regulation of
practitioner psychologists and
the new Member Conduct
Rules. New information is also
Unwanted
WAIS III
complete in
hard case.
Used twice.
600 ono.
Tel 01829 751892
provided in relation to ethics

support and guidance that is
available for members. Whilst
these changes are not
significant, all members are
encouraged to obtain a copy and
re-familiarise themselves with its
contents and overarching
principles. A copy of the new
Code can be downloaded from
http://www.bps.org.uk/thesociety/code-of-conduct/codeof-conduct_home.cfm or hard
copies are available from the
Societys Leicester office on
request.
Further to the revised Code,
additional ethics guidance and
support (including frequently
asked questions) can be found
at www.bps.org.uk/thesociety/code-of-conduct/codeof-conduct_home.cfm and two
new e-mail addresses have been
launched to assist members
seeking guidance in relation to
practice ethics and research
ethics (practice-ethics@
bps.org.uk and researchethics@bps.org.uk).

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865
15/9/09
16:19
Page 866
Organised by BPS Conferences
2009
CONFERENCE
DCP Managers Faculty
DCP Professional Practice Workshop
Edinburgh Lectures
BPS Scotland
London Lectures
Division of Clinical Psychology
DATE
14-15 October
5 November
17 November
28-29 November
8 December
9-11 December
VENUE
Ramada Hotel, Leicester
Tabernacle Street, London
Our Dynamic Earth
Apex Hotel, Edinburgh
Kensington Town Hall
Congress Centre, London
WEBSITE
www.bps.org.uk/conferences
www.bps.org.uk/edinburgh2009
www.bps.org.uk/scottish/events
www.bps.org.uk/london2009
www.dcpconference.co.uk
2010
BPS conferences are committed to ensuring value for money, careful budgeting and sustainability in the current
economic climate
CONFERENCE
Postgraduate Occupational Psychology
DECP Trainee Event
DECP Professional Development Event
Division of Occupational Psychology
Psychotherapy Section
Annual Conference
DCP Faculty for Learning Disabilities
Division of Counselling Psychology
Qualitative Methods in Psychology Section
DATE
12-13 January
12 January
13-15 January
13-15 January
29-30 March
14-16 April
28-30 April
8-10 July
23-25 August
VENUE
Holiday Inn, Brighton
Royal Bath Hotel, Bournemouth
Royal Bath Hotel, Bournemouth
Holiday Inn, Brighton
Durham University
Holiday Inn, Stratford-upon-Avon
Chancellors Hotel, Manchester
University of Strathclyde, Glasgow
University of Nottingham, Jubilee Campus
WEBSITE
www.bps.org.uk/pop2010
www.bps.org.uk/tep2010
www.bps.org.uk/decp2010
www.bps.org.uk/dop2010
www.bps.org.uk/ac2010
www.bps.org.k/fld2010
www.bps.org.uk/dcop2010
www.bps.org.uk/qmip2010
INTRODUCTION TO EXPERT
WITNESS WORK IN FAMILY COURT
Training Day, including Manual 195 + VAT
Liverpool 2nd December 2009
London 15th April 2010
Presenter: Jacqueline Siner, chartered psychologist and
experienced expert witness
For full details see:
www.jsapsychology.co.uk
www.bps.org.uk/learningcentre
Contact Helen or Yvonne at JSA Psychology
Tel: 0151 255 0533
Fax: 0151 255 0555
Email: office@jsapsychology.co.uk
Quantitative EEG, Event Related Potentials

and Neurotherapy course.
On this 5 day course, you will learn how
to record and analyze EEG and ERPs:
compare them to a normative database,
identifying endophenotypes of brain
dysfunctions, from Specific Learning
Disabilities to Psychopathologies for
research, therapy and medication.
at London University 2nd 6th December, 2009
www
866
Transference-Focused Psychotherapy
for Borderline and Narcissistic
Personality Disorders
Frank Yeomans, Clinical Associate Professor,
Cornell University
2nd November 2009, BPS London Office
The treatment of borderline patients is one of the most
challenging areas in mental health. An increasing body of
clinical experience and research shows that TransferenceFocused Psychotherapy (TFP) can help these patients achieve
character change. TFP is a psychodynamic psychotherapy
developed by Otto Kernberg for borderline conditions.
This course will teach the participant the theory and
techniques of TFP which help the therapist provide effective
treatment of this disorder with less chaos and stress than is
usually associated with the treatment of borderline patients.
Course fee: 100
To book a place and for more
information please visit
www.bps.org.uk/learningcentre-tfp
BPS
Learning
Centre
. q eeg . c o .u k
vol 22 no 10
october 2009
15/9/09
16:19
BPS
Learning
Centre
Page 867
providing
opportunities
supporting
your CPD
maintaining
standards
The Learning Centre is the British Psychological Societys online portal for training
and professional development.
EVENT
DATE
VENUE
Supervision skills training Workshop 2: Enhancing supervision skills
2 October
Societys London Office
Introduction to psychometrics
9 October
Child clinical neuropsychology course (part 2)
1216 October
Charney Manor, Oxford
Achieving leadership for effective team working within living local systems
14 October
Wakefield
Goalsetting and coaching psychology
15 October
Clinical issues: Asylum seekers and refugees
16 October
Societys Leicester Office
Introduction to supervision skills
16 October
Edinburgh
Expert Witness: Essential knowledge of being an Expert Witness (Level 1)
21 October
Psychometrics discussion forum (half-day)
22 October
Expert Witness discussion forum (half-day)
22 October
Supervision skills
22 October
Adult survivors of child sexual abuse: Attachment, dilemmas and complexities
2627 October
Statement of Equivalence information day
29 October
New ways with dreams
30 October
Transference-Focused Psychotherapy for borderline and narcissistic personality disorders
2 November
Expert Witness: Report writing (Level 2)
4 November
Supervision skills training Workshop 3: Review of supervision skills
7 November
Advanced Psychopathy Assessment The CAPP and other strategies
910 November
Working with trauma
12 November
Qualification in occupational psychology new route supervisors training
12 November
LJMU
Looking forward: Psychology in the South West
14 November
Exeter
Working with dreams and nightmares in therapy
15 November
Exeter
Treating a fear of flying in clinical practice
19 November
Relational approaches to rehabilitation following acquired brain injury
27 November
The Resource Centre, London
An introduction to working with the media
1 December
Qualification in occupational psychology new route supervisors training
3 December
Broadcast interview skills
7 December
Expert Witness: Presenting court room evidence (Level 3)
10 December
Psychometrics discussion forum (half-day)
21 January
Expert Witness discussion forum (half-day)
21 January
For more information please visit www.bps.org.uk/learningcentre

To book a place on a Learning Centre event please call 0116 252 9512
867
15/9/09
16:19
Page 868
Centre for
Stress Management
promoting the cognitive behavioural
approach for over 20 years
Primary Certificate Courses 20092010

56 Oct
Stress Management
2324 Nov
Occupational Stress Management
Cognitive Behaviour Therapy
1617 Nov; 1415 Dec; 12 Feb 2010
and Training
78 Dec
Rational Emotive Behaviour Therapy
2829 Oct
Problem Focused Counselling, Coaching & Training
2829 Jan 2010
Assertion and Communication Skills Training
1617 Dec
Relaxation Skills Training
2627 Jan 2010
Multimodal Therapy & Counselling
89 Oct
Trauma and PTSD
(3 days) 30 Nov2 Dec
Advanced CBT
(3 days) 46 Nov
Advanced REBT
TBA
Mediation Skills
Other Courses
Centre for Postgraduate
All courses can be run in-house
Studies and Research Ltd
In association with Centre for Stress Management
Training centre and consultancy providing Continuing Professional Development

programmes for health professionals
Certificate in Cognitive Behaviour Therapies & Hypnosis/Certificate

in Cognitive Hypnotherapy
Part 1: either Rational Emotive Behaviour Therapy
or Cognitive Behavioural Therapy & Training
Part 2: Primary Certificate in Cognitive Hypnotherapy
7-8 Dec
1617 Nov; 1415 Dec; 12 Feb 2010
35 Feb 2010
Advanced Certificate in Cognitive Behavioural

Approaches to Counselling and Psychotherapy
Advanced Certificate in Rational Emotive and
Cognitive-Behavioural Therapy
Diploma in Stress Management: A Cognitive
Behavioural Approach
Cert in Cognitive Behaviour Therapy
Cert in Rational Emotive Behaviour Therapy
Courses held in London unless stated otherwise.
Trainers include: Professor Stephen Palmer,
Michael Neenan, Kasia Szymanska, Liz Doggart,
Irene Tubbs and Nick Edgerton
Approved by the
British Psychological Society
Learning Centre for the
purposes of Continuing
Professional Development (CPD)
Course validated by
General Hypnotherapy Standards Council
www.studiesandresearch.com
Tel 01582 712161 Email admin@studiesandresearch.com
Centre for Coaching

Diplomas
20092010
Coaching
Psychological Coaching (postgraduate level)
Diploma in Coaching Psychology
promoting the cognitive

behavioural approach
Advanced Certificates
Modular programmes in coaching,
psychological coaching &
coaching psychology
Postgraduate programme for psychologists with GBC and graduate members

of the Society for Coaching Psychology
Certificate Courses*
913 Nov ; 711 Dec; 1822 Jan 2010; 2226 Feb 2010
Coaching
TBA
Coaching counsellors/psychotherapists
1519 Mar 2010
Psychological Coaching
1519 Mar 2010
Coaching Psychology
modular
Stress Management and Performance Coaching
modular
Stress Management and Health Coaching
Primary Certificate Courses

Performance Coaching
Health Coaching
Stress Management
Assertion & Communication Skills
Redundancy Coaching and Counselling
868
30 Sep1 Oct; 2526 Nov

2122 Oct
56 Oct
2829 Jan 2010
1011 Feb 2010
Approved by the
British Psychological Society
Learning Centre for the
purposes of Continuing
Professional Development (CPD)
Trainers include: Professor Stephen
Palmer, Nick Edgerton, Gladeana
McMahon, Kasia Szymanska, Irene
Tubbs and Dr Siobhain ORiordan.
All courses can be run in-house

The Centre for Coaching is an ILM
Recognised Provider. As a recognised
provider, the Centre runs a wide range
of coaching and management
development programmes which are
suitable for Continuing Professional
Development.
Recognised Course
* Courses recognised by the Association for Coaching

Courses accredited by Middlesex University
Society for Coaching Psychology Recognised Course
vol 22 no 10
october 2009
15/9/09
16:19
Page 869
CPD
Cognitive Behavioural Therapy (CBT)

engaging relevant topical thought provoking stimulating
CBT is now the treatment of choice for a wide range of clinical problems
Two-day Introductory Workshop on

Tuesday 29th & Wednesday 30th September 2009
or
Tuesday 27th & Wednesday 28th October 2009
Relevant insights into the human condition. This introduction to CBT covers
learning theory from a cognitive and behavioural perspective, the research
base, basic principles of treatment and the practical application of CBT.
AWARD FOR
OUTSTANDING
DOCTORAL RESEARCH
CONTRIBUTIONS TO
PSYCHOLOGY 2009
Nominations invited
Two-day Skills Workshop on

Wednesday 2nd & Thursday 3rd December 2009
Intended for non-CBT specialists, the skills course is designed to put theory
into practice across a range of conditions.
It provides an understanding of specific CBT techniques to help you
develop an effective tool-kit of CBT treatment strategies.
Venue: The British Psychological Society, 30 Tabernacle Street,

London EC2A 4UE
Price: 395 for the two days
Our courses are all designed and run by Dr Brian Marien
and Dr Jannie Van Der Merwe. More information and feedback
on our previous courses can be seen on our website www.cbt-edu.co.uk
Accreditation: This 2 day workshop is awarded 12 CPD hours,

subject to your peer group approval, and in line with the Royal
College of Psychiatrists guidelines.
For further information and how to book please contact Doon Muir,
Telephone: 01730 812123
Email: doon.muir@positivehealthstrategies.com
The Society of Analytical Psychology

The UKs leading provider of training in Jungian analysis offers
prospective patients and professionals a rich variety of therapeutic and
creative resources for 2009:
SAP Training and Education

Open Afternoon: 26th September, 3-6pm
An opportunity to find out more about The Society's trainings and to
meet some of the analysts who teach on them
G
Four-year professional training in Jungian analysis
G
Foundations of Analytical Psychology short courses
(Wednesday evenings, OctoberMarch)
G
One-year course on Supervision (OctoberJuly)
G
Infant Observation seminars
G
Links to post-graduate Jungian Studies Programme,
Essex University
C. G. Jung Clinic and Consultation Service

Affordable, reduced-cost analysis for suitable applicants and a readily
accessible Consultation Service for those seeking private referral to a
Jungian Analyst.
Public Events
Annual Lecture: 24 October, London:
The Banality of Evil and What it Means to be a Person
For our new 2009-2010 programme of CPD-accredited talks in
London, Oxford and Cambridge, contact us at
www.thesap.org.uk
1 Daleham Gardens, London NW3 5BY
020 7419 8896 or 020 7419 8898
Email: office@thesap.org.uk
Nominations are invited to this annual award to recognise

outstanding contributions to psychological knowledge by
postgraduate research students whilst carrying out research
for their doctoral degrees in psychology.*
Criteria The Award Committee will base its decision

on published psychology articles, reporting the research
carried out for a doctoral degree.* A maximum of two
articles can be submitted, and the following requirements
must be met:
G The articles must have been published in refereed
journals (normally those covered by Psychological
Abstracts), or be in press.
G The candidate must be either the sole or senior author
of the article(s) concerned.
G The candidates doctoral degree supervisor or head of
department must sign a statement confirming that the
research reported in the article(s), was carried out by
the candidate as research for a doctoral degree in
psychology that was passed by a university in the UK
normally not more than two years before the date of
acceptance of the article(s) for publication.
Nominations
G
G
G
Proposers must send a 500-word nomination statement

outlining why the candidates work is outstanding and
why they should be considered for the award.
Proposers must send 10 copies of what they judge to be
the candidates two most outstanding and significant
publications reporting the research carried out for the
candidates doctoral degree.
Proposers must also send 10 copies of the candidates
current full CV.
Nominations should be sent to Dr Lisa Morrison
Coulthard (Policy AdvisorScience and Research) at the
Leicester office by Friday 27 November 2009.
Award A 500 prize and a commemorative certificate.

The recipient is also invited to deliver a lecture based on
the research at the Societys Annual Conference.
The Award Committee may decide not to make an award
in any given year.
For further information please, contact Liz Beech at
the Societys office (e-mail liz.beech@bps.org.uk).
*A candidate may only be nominated for the award if the doctoral
degree was awarded no longer than three years ago (i.e. in 2006).
869
15/9/09
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Page 870
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Come to our Nursing open evening on the 11 November 2009
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To book a place please call: 01206 874960.
If you are interested in making a difference to peoples lives and
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For more information and to
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Visit our website at: www.essex.ac.uk/hhs
Training in
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Psytech International is one of the
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Psytech offers a highly focussed,
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vol 22 no 10
october 2009
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Howden Insurance Brokers Limited is authorised and regulated by the Financial Services Authority (Firm Reference Number 312584) and is a subsidiary of the Howden Broking Group Limited,
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872
vol 22 no 10
october 2009
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The UK College of Hypnosis &

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873
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Since 1966, GAP has been situated in the picturesque and
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The first year runs for three terms of ten weeks, plus practical
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Come and find out more about the 3 year
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A chance to meet the course team and
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To find out more and register your
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vol 22 no 10
october 2009
15/9/09
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Page 875
SPEARMAN MEDAL
2010
CPD PROGRAMME 2009 - 2010
On Becoming A Qualified Psychologist (ref: CPD80)
The Research Board invites

nominations
A Reflective Workshop Series

January - April 2010
Fee: 315
Venue: The Tavistock Centre
Making the transition from trainee to qualified psychologist can be daunting.
These sessions are designed for newly and recently qualified clinical,
educational and counselling psychologists who wish to continue their
professional development by reflecting on the transitions involved in taking up
their new roles.
It offers participants the opportunity to meet with other psychologists at a
similar stage in their careers to discuss transitions, dilemmas and ideas together.
Criteria:
G
psychology.
G
The work must have been carried out by the candidate

within 8 years following the completion of a PhD (although
The sessions will consist of direct teaching and training, on topics relevant to
participants, as well as work discussion. Participants will have an opportunity to
reflect on dilemmas and issues in their real work situations, and to think about
those of other participants. This course will usefully supplement any other
specific cpd programmes and opportunities.
These sessions have been really valuable. A thinking space to reflect on the
The award is made for outstanding published work in
research undertaken during the PhD can be taken into

account) and should represent a significant body of
research output.
G
process of becoming qualified including identity, working in challenging

systems, establishing future directions and opportunities."
The Selection Committee will look for evidence of the

theoretical contributions made, the originality of research
(including innovation in the experimental methods or
techniques used) and the impact of the research findings.
For further information please contact

The Conference, Events and Marketing Unit, The Tavistock and Portman NHS Foundation Trust,
Tel: 020 8938 2548, Email: events@tavi-port.org, Website: www.tavi-port.org/conferences
Candidates need not be members of the Society, but they

must be resident in the UK.
Nomination:
G
Proposers must send a detailed nomination statement

outlining the candidates contribution to psychology,
together with a copy of the candidates current full CV.
Proposers must also send 14 copies of what they judge to

be the candidates two most outstanding and significant
publications to date.
Nominations should be sent to Liz Beech at the Leicester

office by 8 January 2010.
BACIP Autumn Conference 2009
Childrens Spirituality
Date: Saturday, November 14th, 2009
Venue: University of Leicester
Distinguished speaker: Dr Rebecca Nye
An expert in childrens spirituality who has worked as
Reader in Education at Anglia Ruskin University, UK trainer for
accredited Godly Play courses, Director of research for the
Godly Play Foundation
Award:
Recipients are invited to deliver the Spearman Medal Lecture
at the Societys Annual Conference, at which they will be
presented with the Medal and a commemorative certificate.
Previous Spearman Medal winners:

2007 Dr Chris Chambers
2008 Dr Tom Manly
Further details and registration forms are available

online or by contacting Janet Jackson (BACIP
Administrator)
Email: administrator@bacip.org.uk Tel: 0116 2301057
http://www.bacip.org.uk
The British Association of Christians in Psychology is an
association of over 300 members representing professional,
trainee, postgraduate and undergraduate UK psychologists
2009 Dr Matt Field
For more information and the full nomination criteria,

please contact Liz Beech on 0116 252 9928 or
e-mail liz.beech@bps.org.uk.
875
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Page 876
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Forr information on speakers, top

topics,
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prices
pri and
an registration
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The British Neuropsychiatry

Association
23rd Annual General Meeting
11/12 February 2010
With a joint meeting, 10 February, with the
Section of Neuropsychiatry, RCPsych
Venue: The Institute of Child Health,
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Topics to include:
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Memory (SoN/BNPA)
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For outline programme and registration form visit:
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Jackie Ashmenall on Phone/Fax 020 8878 0573
Phone: 0560 1141307
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876
Research. Digested. Free.

The British Psychological Societys internationally renowned
and completely free Research Digest service is now available via:
I Blog: see www.researchdigest.org.uk/blog
I E-mail: send a blank message to subscribe-rd@lists.bps.org.uk
I Facebook: http://tinyurl.com/digestonfacebook
I Twitter: http://twitter.com/researchdigest
vol 22 no 10
october 2009
15/9/09
16:19
Page 877
hear some of the UK's top psychologists talk about what makes us tick!
Edinburgh Lectures
Tuesday 17 November 2009
Our Dynamic Earth, Edinburgh
Dr Adrian North, Heriot Watt University
Dr Monica Whitty, Nottingham Trent University
Paul Gardner, St Andrews University
Dr Carol Ireland, Merseycare NHS Trust
Professor Charlie Lewis, Lancaster University
www.bps.org.uk/edinburgh2009
London Lectures
Tuesday 8 December 2009
Kensington Town Hall
Professor Richard Carson, Queens University Belfast
Professor Mark Griffiths, Nottingham Trent University
Dr Pam Heaton, Goldsmiths University of London
Dr Brett Smith, University of Exeter
Dr Catriona Morrison, University of Leeds
www.bps.org.uk/london2009
For further information, E-mail: edinburghlectures@bps.org.uk or

londonlectures@bps.org.uk Tel: 0116 252 9555 Fax: 0116 255 7123
877
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Page 878
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878
vol 22 no 10
october 2009
15/9/09
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Page 879
Journals of

British Journal of Psychology
British Journal of Clinical Psychology
Psychology and Psychotherapy: Theory, Research and Practice
British Journal of Health Psychology
British Journal of Social Psychology
British Journal of Developmental Psychology
British Journal of Educational Psychology
Journal of Occupational and Organizational Psychology
British Journal of Mathematical & Statistical Psychology
Legal and Criminological Psychology
Journal of Neuropsychology
With a publishing history spanning over 100 years, our journals
are widely regarded as some of the most prestigious publications
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Professor Stephen Morley (Chair of the Journals Committee)
Discount subscriptions for members!

G
2010 MEMBER RATE: 24 (17 student members) per journal
FREE ONLINE ACCESS back to 1999
Why order our Journals?

G
High impact factors
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Online access available 24 hours

a day
All are available in both print and online formats and offer exceptional
value to Society members.
Free online access to in-press

articles
Free online access to both current

and back issues from 19992009
Authors why publish with us?
High visibility with all articles

indexed and abstracted by
PsycINFO, Google Scholar,
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databases
Article reference linking
Special issues and sections
SUBSCRIBE VIA E-MAIL subscriptions@bps.org.uk

TEL 0116 252 9537
Fast publication times
Online submission and peer review
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No author charges
Free e-print (pdf ) of your paper
Free advice from the Societys Media Centre
Personal and professional service from a dedicated journals team
For further information,

visit www.bpsjournals.co.uk
879
16/9/09
10:16
Page 880
Annual Student Writer Competition

Are you passionate about psychology?
Fancy reaching 48,000 readers, and winning a great prize?
This year were getting creative. You could write a traditional article of up to 1800 words; a piece for
one of the regular sections of The Psychologist; a blog entry or tweet; in fact, any writing which
engages and informs. The goal is simply to unearth genuine new writing talent in psychology.
Winners will have their articles published or work announced in The Psychologist, and will also get an
expenses-paid trip to the Societys Student Lectures or Annual Conference (UK travel, hotel and
registration fee).
1. E-mail your work to psychologist@bps.org.uk to arrive no later
than FRIDAY 29 JANUARY 2010 with the subject line student
writer entry.
2. DO NOT give your name or any other personal details in the work
itself or its file name the judges will work blind.
3. In the body of the e-mail please list all of the following: your
name, postal address, and personal telephone numbers;
departmental address, name of head of department or
supervisor; and word count (if applicable).
See the July issue of The Psychologist for this years winners and the
judges report. Also visit www.thepsychologist.org.uk and click on
Contribute for more information.
A lasting contribution
The British Psychological Society is the representative body for psychology
and psychologists in the UK. Formed in 1901, it now has approximately
45,000 members.
By its Royal Charter, the Society is charged with national responsibility for the
development, promotion and application of pure and applied psychology for the
public good, and with promoting the efficiency and usefulness of Society members
by maintaining a high standard of professional education and knowledge.
With your help the Society works to:
I To encourage the development of psychology as a scientific discipline and
an applied profession;
I To raise standards of training and practice in the application of psychology;
I To raise public awareness of psychology and increase the influence of
psychological practice in society.
By including us in your will you can help ensure the future of your discipline in
the years to come by continuing to support the Society.
For more information on how to leave a legacy please contact Russell Hobbs,
Finance Director at russell.hobbs@bps.org.uk or call him on 0116 252 9540.
Piaget, Rawlings, Spearman, and Myers all left something to Psychology
What will you leave?

880
vol 22 no 10
october 2009
15/9/09
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Page 881
This NSPCC - Anna Freud Centre conference will bring together an international
group of clinicians and neuroscientists, providing a unique forum to explore the
latest research and innovation in understanding and tack ling childhood adversity.
S A T U R D A Y
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NSPCC / AFC Employees: 100
Student Price (lunch not included):45*
To book your place and for further details, please visit:

www.annafreudcentre.org/courses.htm
*Please note that student places are strictly limited and that proof of status may be required
THE ANNA FREUD CENTRE
881
CAREERS
psy 10_09 p882_885 careers:Layout 1
15/9/09
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Page 882
Psychotherapy
and other stories
Frank Tallis on life as a clinical psychologist and novelist
t is still considered somewhat unusual

for an individual to straddle C.P. Snows
two cultures divide. We live in a
society in which art and science are still
viewed as being irreconcilable pursuits.
Yet, over the past decade, I have been
both a clinical psychologist and a
novelist. In a few months I will stop
seeing patients to concentrate on my
writing, and then I will be described as a
novelist and former clinical psychologist.
However, I dont really see it like that at
all, as I have always recognised
continuities linking clinical practice
and writing novels.
The practice of psychotherapy has
long been associated with storytelling.
Anna O., the very first psychoanalytic
jobs online
882
patient, entered an altered state of

consciousness during which she would
tell Josef Breuer (Freuds avuncular patron
and collaborator) stories that reminded
him of those written by Hans Christian
Andersen (Guttmann, 2001). These
formed an integral part of her treatment
and prompted her to describe Breuers
approach as the talking cure.
Yet more extraordinary is Ernest Jones
suggestion that Freuds revolutionary
technique of free association, was
inspired by a now little known author
called Ludwig Brne, who in 1823 wrote
an essay titled The Art of Becoming an
Original Writer in Three Days (Jones,
1977). Brnes advice to aspirant authors
was to simply write without interruption,
falsification and hypocrisy,
everything that comes into your head
(pp.218219 in Jones). This of course
recollects Freuds famous injunction
that patients should ignore all
censorship and express every thought
however trivial or unpleasant.
Freud had been given the collected
works of Brne when he was 14 years
old, and they were the only books
from his adolescent library that he
kept as an adult.
Since Breuer and Freuds time, all
forms of psychotherapy have involved
some form of storytelling. Patients
tell stories to therapists, and
therapists tell stories (in the form of
rationales, schemes and myths) back
to patients (Frank & Frank, 1993).
Moreover, in many contemporary
See www.psychapp.co.uk for the following jobs, to search by job

type, area and more, and to sign up for suitable e-mail alerts.
Turning Point Various IAPT roles
St Mungos London Clinical Psychologist
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Associate/Assistant Professor
therapies, the storytelling component

has acquired particular significance (e.g.
reminiscence with the elderly or narrative
therapy). It may even be the case that
being able to tell a good story about ones
self, is a powerful predictor of mental
health. Mary Main and colleagues (1985,
1990) have found that a sense of
emotional security is closely related to
the presence of internally consistent and
coherent self-narratives (see Gerhardt,
2004, for a summary). A failure to
develop a cohesive and emotionally
literate personal narrative might not only
have consequences with respect to poor
mental health, but lead to antisocial
behaviour. For example, David Canter
(2006) has suggested that the inner
narratives of violent criminals are
impoverished, resulting in a breakdown
of empathy.
Like all therapists, I have become
accustomed to patients telling me their
chaotic life stories. At such times, I often
find myself offering them a number of
narrative schemes to help them make
sense of their experiences. These schemes
frequently correspond with some of the
basic plots we find in literature, for
example, slaying the monster, rags to
riches, or voyage and return (Booker,
2004). The line between clinical
psychology and creative writing becomes
blurred, as the patient and I produce lifestory drafts and edit them accordingly.
Of course, this doesnt happen with every
patient. Where the presenting problem is
characterised by specific symptoms and
clearly circumscribed, CBT has been quite
sufficient; however, when dealing with
complex or difficult presentations,
helping a patient to put the chapters of
their life into a meaningful order has
frequently proved extremely productive.
Perhaps it is true that a good therapist
will also be a good storyteller, and vice
versa. There are several reasons why this
Birmingham City Lecturer in Psychology

Borough of Croydon Organisational Development Manager
Disabilities Trust Assistant Psychologist x 2
Dorset Health Care Clinical Psych & Lead Service Manager
Advertisers can reach this prime online audience from just
150, and at no extra cost when placing an ad in print (from just
315+VAT). The next deadline for job advertising is 14 October
(for the November issue). For more information, see p.886.
vol 22 no 10
october 2009
15/9/09
16:22
Page 883
careers
should be the case.

Firstly, therapists and novelists must
have a well developed theory of mind.
Keith Oatley also a psychologist/novelist
has recently argued that fiction is a kind
of social simulation that runs on the
hardware of the human brain (Oatley,
2008). Thus, the more time we spend
reading fiction, the more socially skilled
we become. More interesting is his
suggestion that frequent reading of fiction
(i.e. exposure to meaningful narrative)
might strengthen selfhood.
Secondly, therapists and novelists
must be able to use language well. Unlike
psychiatrists, a clinical psychologist does
not have an armamentarium of drugs at
his or her disposal. To change a brain
(which surely must be the ultimate effect
of psychotherapy) armed with only the
English language and a few models of
mental functioning still strikes me as
vaguely miraculous. In the same way,
suspension of disbelief while reading a
novel achieved with only well-chosen
words on a page is also a kind of
miracle.
A further point worth making,
concerns the subject matter of
psychology. The topics which
psychologists study for example,
memory or psychopathology frequently
play a part in tried and tested plot lines
(e.g. man wakes up in hotel next to body
covered in blood, but cant remember
who he is or how he got there).
The parallels between detective
fiction and psychotherapy are obvious.
Psychotherapists and detectives have
a great deal in common. Both scrutinise
evidence, look for clues, reconstruct
histories, and seek to establish an
ultimate cause. It is no coincidence that
Freud viewed himself as the Sherlock
Holmes of the mind and was a great fan
of Conan Doyle.
I doubt very much that there are
many students who embark on a
psychology degree thinking that the
education they are about to receive
might equip them to become novelists.
Yet, I firmly believe it can. I have found
my background in psychology immensely
useful far more, I think, than the
traditional writers training of a degree in
English followed by a career in
journalism.
My most successful fiction has been a
series of psychoanalytic detective thrillers
set in Freuds Vienna. Without an
appreciation of Freudian theory and my
experience as a practitioner I could
never have written them. Moreover, when
I am no longer seeing patients, I will not
see myself as a former or retired clinical
psychologist, but rather, as a clinical
FEATURED JOB
Job Title: Chartered Occupational Psychologist
Employer: London Fire Brigade
e definitely need an experienced practitioner, says Jim Robinson, Head of
HR Policy and Transformation, who will be line manager for this role. Theres
a need for some desk work and report-writing, for researching new approaches and
making improvement recommendations, but this job involves getting out, selling
approaches and ideas and then implementing them.
Jim describes an organisation with change on the agenda. Theres uncertainty
about future transformations of the job and service. Work on behaviour change is
at the centre of what my team will contribute to successful wide-scale change. He
analyses a number of core areas where this job must make a difference. This person
will work with the recruitment team and must have knowledge of psychometrics and
the ability to develop effective assessment centres. We need to work with our
recruitment specialists to streamline our recruitment processes and ensure our
managers have the necessary skills in areas such as interviewing.
The psychologist will also work with three change managers. Theres a huge
job in developing leadership skills and enhancing teams. In a changing environment
weve got to go beyond our undoubted strength in process management to improve
people skills. This is a huge programme. So
this person must be strong at facilitation and
also at developing and using 360s in teamthis job involves getting
building activities something Im keen to
out, selling approaches
introduce more.
and ideas
This person will work alongside another
occupational psychologist who is already in
post. Are psychologists and their skills
accepted in the service? They are when theyre involved in selection process: but
we will need to work hard to get buy-in to our focus on behaviour change. Well need
someone whos strong, enthusiastic about their work and can explain ideas clearly to
people. They wont sit around waiting for work to arrive: its a case of getting out and
talking. And they must have experience working in complex organisations where you
have to understand professional and organisational dynamics.
Jim highlights another area. Weve not had a formal performance management
and appraisal system for that long and it is going to be a long job to embed this and
get maximum value out of it the psychologist will help here.
You can find this job on p.893, and with many others on www.psychapp.co.uk, which
now has its own featured job spot. Download our 2010 Media Pack from
www.bps.org.uk/media09 to find out more.
psychologist practising in a different

context.
I Frank Talliss latest Freudian detective
thriller is Darkness Rising, published by
Century.
References
Booker, C. (2004). The seven basic plots: Why we tell
stories. London: Continuum.
Canter, D. (2006). Criminal shadows: Unlocking the
minds of serial killers and sexual predators and
cracking cases. New York: Dorset Press.
Frank, J.D. & Frank, J.B. (1993). Persuasion and
healing: A comparative study of psychotherapy (3rd
edn). Baltimore, MD, & London: Johns Hopkins
University Press.
seek and advertise at www.psychapp.co.uk
Gerhardt, S. (2004). Why love matters: How affection

shapes a babys brain. Hove: Routledge.
Guttmann, M.G. (2001). The enigma of Anna O: A
biography of Bertha Pappenheim. Wickford, RI, &
London: Moyer Bell.
Jones, E. (1977). The life and work of Sigmund Freud.
Harmondsworth: Penguin.
Main, M. & Goldwin R. (1985). Adult attachment
classification system. Unpublished manuscript.
Berkeley: University of California.
Main, M. & Solomon, J. (1990). Procedures for
identifying infants as disorganised-disoriented
during the strange situation. In M. Greenberg et al.
(Eds.) Attachment in the pre-school years: Theory,
research and intervention. Chicago: University of
Chicago Press.
Oatley, K. (2008). The minds flight simulator. The
Psychologist, 21, 12, 10301032.
883
15/9/09
16:22
Page 884
careers
The benefits of internships

he British Psychological Societys
Division of Occupational Psychology
has a Job Board at www.powbps.com, where you can advertise or seek
voluntary experience (and paid positions
that have appeared in The Psychologist).
In particular, the site is designed to
advertise internships for recent completed
MSc graduates and students looking to
get initial experience.
To illustrate the benefits for
employers, as well as for applicants, we
meet three people whove been making
internships work for them.
At Sainsburys, Veronika Solloway
describes how an internship has helped
launch her career as an occupational
psychologist, whilst Peter Burnham
outlines the benefits from the employer
perspective. Inga Pioro at PDI Ninth
House has also used the Job Board to
support sourcing three interns this year
and describes how this helped the
recruitment process.
Veronika Solloway
Postgraduate Occupational
Psychology Placement,
Sainsburys Supermarkets plc
I started with Sainsburys Supermarkets
as a volunteer assisting on a Situational
Judgment Test (SJT) validity project.

I then joined full-time as an Assistant
Occupational Psychologist, working
alongside Sainsburys in-house Chartered
Occupational
Psychologist, Peter
Burnham. Much of
my experience has
fallen in designing,
validating and
analysing SJTs. In
doing so, I got the
opportunity to
apply my
knowledge of
research methods
and statistical
analysis taught on
the Psychology
BSc and
Occupational
Psychology MSc, and this has been
invaluable in preparing me towards
chartered status and supporting me in my
current job search. I also learnt a number
of new skills including:
I critical incident technique job analysis;
I interview and assessment skills;
I conducting longitudinal research; and
I applied statistical techniques.
I have also developed a number of
assessments for the graduate scheme and

HR Shared Services (including interviews,
coaching exercises and group exercises).
Lastly, I have designed a team-building
exercise based on the Belbin team
roles for the team I was working in.
This placement has given me an
invaluable insight into the world of
occupational psychology in
commerce, a vision that was not so
clear from the lecture hall. I have
gained a number of new skills and
sharpened others that have enabled
me to design valid and fair
assessments. In terms of career
progression, this placement has
brought me a step closer to being a
Chartered Occupational Psychologist.
Where possible, organisations
running occupational psychology
placements should explore incorporating
rotations so that postgraduates could get
experience across the HR business
functions (health and safety, selection and
assessment, organisational development
and change, training and development
etc.) Rotations will provide much of the
necessary experience to become a
chartered occupational psychologist. The
return for running a placement will be an
occupational psychologist who has been
trained for your organisation, who
Building roads to success in mental health

Clinical Studies Officers (CSOs) working within Leicestershire
NHS Partnership Trust for the Mental Health Research
Network (MHRN) describe one route to acquiring valuable
research skills
The Mental Health Research
Network (MHRN: see
www.mhrn.info) is at the heart
of mental health research
throughout England. It supports
NHS mental health trusts and
industry to conduct large-scale,
multi-site research. Working for
the MHRN provides an
opportunity for budding
psychologists to develop applied
research skills in practical
settings.
The MHRN is one of the
topic-specific networks of the
National Institute for Health
884
Research and the UK Clinical

Research Network. The aim of
the network is to provide the
NHS infrastructure with support
for both non-commercial and
commercial large-scale
research in mental health and
social care. Working as Clinical
Studies Officers (CSOs) at the
MHRN, we take responsibility
for the day-to-day local
management of the projects.
Leicestershire NHS
Partnership Trust (LPT)
currently has a portfolio
of projects that includes:
I Anticholinesterase inhibitors
in moderate-to-severe
Alzheimers disease. This
class of drugs decreases
breakdown of acetylcholine
(a chemical messenger in the
brain) and can be used in
conditions where there is an
apparent lack of this
messenger transmission.
I The effectiveness of cognitive
therapy in reducing distress
and the risks of acting on
command hallucinations,
where individuals hear and
sometimes obey voices that
command them to perform
certain acts. The
hallucinations may influence
them to engage in behaviour
that is dangerous to
themselves or to others.
I The cost effectiveness of
supplementing standard care
with an intervention for carers
of people with eating
disorders.
The successful setup of these
and other MHRN activities has
enabled LPT to become one of
the lead recruiting sites
nationally on some of the
adopted studies.
So what is the role of the
Clinical Studies Officer? We
actively promote research
studies to clinicians, service
users and carers, working in
collaboration with clinicians to
vol 22 no 10
october 2009
15/9/09
16:22
Page 885
careers
understands your culture and priorities.

veronikasolloway@googlemail.com
Peter Burnham
Occupational Psychologist,
Sainsburys Supermarkets
plc
After attending a meeting
at the BPS conference, I was
reminded of a need for
postgraduate training schemes
in occupational psychology.
The meeting was made up of
psychologists from all of the
big consultancies, but only a
few who represented
psychologists who work in house.
A few months later I was approached
by Veronika Solloway, an MSc student
at Birkbeck College, University of
London. She offered to work for free,
three days a week, to help me gather and
analyse data for a paper I was writing.
I was so impressed by her determination;
I decided to offer Veronika a one-year
paid, postgraduate placement. This was
an excellent opportunity for Veronika,
who gained experience in job analysis,
assessment design, test design, statistical
analysis, executive recruitment practices
and large-scale project management. This
was good for her, but even better for
Sainsburys. The insight and academic
knowledge that she brought kept us all
on our toes; it was refreshing to be
challenged.
I would definitely recommend this to
other in-house psychologists, but also

to the consultancies.
There were of course challenges in
employing a trainee psychologist, who
had excellent academic
knowledge but limited
practical experience.
It took time to show
Veronika how to do some
of the basics, and the
challenges the
consultancies face when
putting trainees in front
of clients, are no less
pertinent for in-house
psychologists. However,
with some careful coaching
and explanation, I felt comfortable letting
Veronika loose. In light of this, I still feel
strongly that it was worthwhile. As a
society we cannot expect MSc graduates
to magic experience out of thin air,
without offering them the opportunities
to learn a profession. Veronika will be
finishing her one-year placement in
September and we fully
intend to be recruiting
another intern before then.
Inga Pioro
Consultant
PDI Ninth House
PDI Ninth House is a global
human resources consulting
firm who partner with the
worlds leading organisations,
enabling them to make
once, instead of duplicating

screen and recruit participants
information in separate
onto the studies. An important
application forms, and helps us
part of our role is to obtain
ensure we meet regulatory and
informed consent from willing
governance requirements.
participants. Once consent has
been agreed, we may conduct
a range of psychological
assessments on behalf of
A stepping stone?
the research team, as well as
Becoming a clinical studies
providing support and guidance
officer is rapidly become a
on ethics.
choice for many psychology
The Integrated
graduates
Research Application
as a
System is an
stepping
CSOs tend to have
important resource in
stone into
a background in
our role. It is a single
a career in
psychology or a
automated system for
psychology.
nursing qualification
applying for the
The role
in mental health
permissions and
offers the
approvals for health
chance to
and social
develop applied
care/community care
clinical and research skills,
research in the UK. It enables
whilst working closely with
researchers to enter the
clients with mental health
information about a project
difficulties. The MHRN is
consistently effective talent decisions

about leaders. PDI Ninth House have
an established intern programme in
Australia, and wanted to experience the
same level of success in their London
office.
The London programme has been
running since January 2009, with interns
working on a flexible basis depending on
their commitments and the business
needs, but typically around three days
per month. They get involved in
administering assessments, supporting
and shadowing consultants, candidate
care, and ongoing projects or research.
From our point of view, its a win-win
situation interns get intensive
experience in a professional environment,
and get the opportunity to work toward
their chartership, and PDI Ninth House
get to work with and learn from highly
motivated individuals. In Australia its
already created a pipeline of talent for
future roles, and early indications are that
we can achieve this in the UK. We used
the DOP Job Board to find
suitable candidates, and
found the process
straightforward and quick,
and appreciated the fact
that it was free to use in
the current environment.
We received numerous
applications from a range
of qualified and highquality candidates and are
very happy with the five
successful interns.
a rapidly growing network,

which means that there is an
increasing number of CSO roles
emerging.
CSOs tend to have a
background in psychology or
a nursing qualification in mental
health. Once in this role some of
the mandatory training includes:
I good clinical practice;
I information governance;
I informed consent; and
I Mental Health Act training.
CSOs undertake continuing
professional development in
research skills, along with
specialised training for
individual studies. These
may range from recruitment
strategies and understanding
ethical considerations, to
developing clinical skills. Studyspecific groups meet regularly
to share best practice, problem-
solve and communicate current

issues, such as recruitment
targets or substantial
amendments to the research.
An important element of
the role is to work within a
multidisciplinary setting that
includes psychiatrists,
psychologists and other health
and social care professionals.
The role also helps develop
scientific knowledge, excellent
communication skills and an
empathic understanding of
mental health difficulties, whilst
gaining insight into therapeutic
interventions.
I Shaukat Desai, Rumun Sandhu,
Sarah Lockley are all CSOs for
the MHRNs Heart of England
Hub. Dr Trevor Friedman is the
Consultant Liaison Psychiatrist
for Leicestershire Partnership
Trust.
885
psy 10_09 p886_901 careers ads:Careers ads pages template
15/9/09
CONTENTS
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If you are a Chartered Psychologist looking to gain experience in
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vol 22 no 10
october 2009
12:42
Page 887
CLINICAL/FORENSIC/VARIOUS
The next step

is up to you.
15/9/09
The Fens Unit

We are an Assessment and Treatment Service for
men who reach the criteria for Dangerous and Severe
Personality Disorders.
HMP Whitemoor in partnership with Cambridgeshire
and Peterborough NHS Foundation Trust.
Clinical or Forensic Psychologists

Highly Specialist
Band 8a: 37,996 - 45,596 or
Band 8b: 44,258 - 54,714
(depending on experience) - Job ref: CPD252
Specialist
Band 7: 29,789 - 39,273 - Job ref: CPD251
Consultant
Clinical Psychologist
The Fens Unit is one of the four national high secure

assessment and treatment units offering treatment and
65 beds for prisoners who have a personality disorder or
are at high risk of re-offending.
'MVGE7SYXL;EPIW
Due to the impending increase in client numbers we

are increasing our staffing numbers and are looking for
clinical or forensic psychologists that want to work with
a challenging and stimulating client group. These are
key posts providing an exciting opportunity to work in a
clinical team at the leading edge of practice in this field.
'PMRMGEP*SVIRWMG4W]GLSPSKMWX
'MVGE7SYXL;EPIW
8LIWIEVII\GMXMRKSTTSVXYRMXMIWXSTVSZMHIGPMRMGEPMRXIVZIRXMSRW
[MXLMRGVIEXMZIGPMRMGEPGEVITEXL[E]W%WE'SRWYPXERX'PMRMGEP
*SVIRWMG4W]GLSPSKMWX]SY[MPPTVSZMHIPIEHIVWLMT[MXLMRSYV
I\TERHMRKPIEVRMRKHMWEFMPMX]TW]GLSPSK]XIEQXEOIETMZSXEPVSPI
[MXLMRSYVQYPXMHMWGMTPMREV]XIEQ[MXLMREWTIGMEPMWXPS[WIGYVI
JSVIRWMGWIVZMGISVSRSYVRI[VILEFMPMXEXMSRYRMX%WEUYEPMIH
'PMRMGEP*SVIRWMG4W]GLSPSKMWX]SY[MPP[SVOGPSWIP][MXLXLI
'SRWYPXERX4W]GLSPSKMWXXSJYVXLIVHIZIPSTERHIRLERGISYV
WIVZMGIXSTISTPI[MXLPIEVRMRKHMWEFMPMXMIW
'ERHMHEXIW[MWLMRKXSTVSKVIWWXSGSRWYPXERXKVEHIERH[LS
EVIIPMKMFPIEGGSVHMRKXS&47VIUYMVIQIRXWEVIIRGSYVEKIHXS
ETTP];IXEOIETVSEGXMZIETTVSEGLXSHIZIPSTMRKTW]GLSPSKMWXW
XLVSYKLGEVIIVTVSKVIWWMSRXSJYPPXLIMVTSXIRXMEP
3YVWIVZMGIWEVIFEWIHMR7SYXL;EPIWSJJIVMRKELMKLUYEPMX]
SJPMJIKSSHEGGIWWXSGSEWXERHGSYRXV]WMHIEJJSVHEFPILSYWMRK
I\GIPPIRXIHYGEXMSRJSVGLMPHVIRERHQER]GYPXYVEPERHWTSVXMRK
EGXMZMXMIW8LIVIMWEVIPSGEXMSRTEGOEKISRSJJIV
8SETTP]JSVIMXLIVVSPITPIEWIWIRHE':XS
GEVIIVW$PWLIEPXLGEVIGSYO%PXIVREXMZIP]]SYGERGSRXEGXYW
SRJSVERMRJSVQEPHMWGYWWMSR[MXL4VSJ)VMG(EZMW
8SRHSYXQSVITPIEWIZMWMXSYV[IFWMXI[[[PWLIEPXLGEVIGSYO
'PSWMRKHEXIXL3GXSFIV
The team consists of clinical and forensic psychologists,

psychiatrists, nurses and prison officers, to provide a
therapeutically supportive milieu within, which the
treatment programme is delivered to prisoners located
within a high secure prison wing. This is a strong,
enthusiastic team of experienced professionals who are
developing an innovative, high profile clinical service for
a previously neglected client group.
The organising psychological framework for treatment
is cognitive interpersonal. Within this model we deliver
structured and unstructured therapy groups and
individual therapy. All post holders will be responsible
for a particular area of service development depending
on knowledge and experience.
All posts in the unit have excellent opportunities for
Continuing Professional Development and receive
regular clinical supervision.
HMP Whitemoor is situated in a rural setting near the town
of March in Cambridgeshire, only 25 miles from Cambridge.
The nearest mainline station is Peterborough with local
connections to March and excellent rail links to London.
For further information, please contact Naomi Murphy,
Head of Psychological Therapies, 01354 602768.
As part of the selection process, you will be required to
undergo a Criminal Records Bureau Check.
For an application pack, please contact Kayleigh Holland
via email Kayleigh.Holland@hmps.gsi.gov.uk,
telephone on 01354602770 or by mail The Fens Unit, HMP
Whitemoor, Longhill Road, March, Cambs. PE15 OPR.
For further details on these and all other vacancies in the
Cambridgeshire and Peterborough region, please go to
www.jobs.nhs.uk
JOURNEYS
TO RECOVERY
www.lshealthcare.co.uk
Closing date: 30 October 2009.

We are an equal opportunities employer.
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Exciting Opportunity to be involved in the development of a

new service.
Clinical or Forensic
Psychologists
Ref: BIRM339
A competitive salary package will be available depending

on skills and experience.
Full-Time, 37.5 hours per week,
though flexible and Part-Time hours may be considered.
St Andrews Birmingham is a 128 bedded (male) healthcare
facility, located in Stirchley, Birmingham. It has a well established
Mental Health care pathway, including Medium Secure Units,
an Enhanced Low Secure Unit, Low Secure Units and a
Predischarge ward. We also have a Low Secure Unit for adult
males with Autistic Spectrum Disorders.
We would like to recruit Clinical or Forensic Psychologists who
are committed to, and passionate about, working with clients
whose problems are complex and challenging.
Experience in working with clients with mental disorders and
experience in doing work related to challenging behaviour and
offending is essential.
We have permanent posts available within the Mental Health
pathway and purpose built Autistic Spectrum Disorder inpatient
service. Psychologists will be integral members of a Multi
Disciplinary Team consisting of medics, nurses, social workers,
occupational therapists and pharmacist.
Psychology is highly valued within the service, and embedded
within a multi-disciplinary approach. Post-holders will be fully
involved in the development, delivery and evaluation of a range
of therapeutic assessments and formulation-led interventions.
There will also be opportunities for joint professional work, and
involvement in support, supervision and training, and we actively
support innovation and research.
Successful applicants can look forward to receiving good support
and supervision and will play a vital part in the promotion of this
new service. Participation in continual professional development
is encouraged.
For informal enquiries or to arrange a visit please contact:
Dr Dawn Fisher, Lead Psychologist on (0121) 432 2169.
For an application form and job description please telephone:
(01604) 616589 (24 hour answerphone service) or email
recruitment@standrew.co.uk or apply online via our
Website: www.stah.org
Please quote the relevant reference number on all
correspondence relating to this vacancy.
Closing date: 23rd October 2009.
Interview dates: 9th November 2009.
St Andrews is the UKs largest mental health charity. We
offer specialist, secure services for men, women, adolescents
and older people across mental health, learning disability,
brain injury, and degenerative disorders such as Huntingtons
and Alzheimers. Putting service users needs at the heart of
everything we do, we have built an innovative culture of clinical
expertise.
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CLINICAL/FORENSIC/VARIOUS
St Andrews Healthcare, Birmingham
15/9/09
HEALTH & SOCIAL SERVICES DEPARTMENT, GUERNSEY
Clinical
Psychologist
Child & Adolescent Mental Health Service
Job Ref: 101344
Salary: 43,148 - 58,247 pa
Hours: f/t 36 pw - A 15 year housing licence has
been requested for this post
Are you interested in:
G working with children and adolescents with mental health
needs?
G working with families where children have behaviour
problems?
If so, this could be the role for you. If successful, you will join a
multidisciplinary Tier 3 team comprising nurses, psychiatrists
and psychologists. Our team offers a range of
therapeutic approaches, with particular expertise in CBT and
systemic approaches.
You will have experience of working with children and
families, and provide a service combining generic CAMHS
work with a specific responsibility for developing services
around behaviour problems. Training and experience in
parenting skills groups or family therapy will be an advantage.
We have a strong commitment to ongoing continuing
professional development and research interests, which are
actively supported. The team liaises closely with Education,
Physical Health and Social Work.
The post carries a Housing Licence linked to the employment
contract together with an attractive relocation package.
Living and working in Guernsey offers a high quality of life.
With glorious Blue Flag award beaches, over 100 miles of
coastline, spectacular cliff top walks and a vibrant,
continental lifestyle.
For further information please contact Dr James Murray,
Head of Psychology on 01481 701441 or email:
jmurray@hssd.gov.gg
Closing Date: 15 October 2009
For an application form and job description please visit our
website www.health.gov.gg Alternatively, contact the
recruitment line on 01481 707444 (24 hours).
The St Andrews Academic Centre at Northampton, part of the

Institute of Psychiatry, Kings College London, is dedicated to
world-class research and teaching. For appropriate appointees
the Institute of Psychiatry may consider honorary academic
status. St Andrews also works closely with the University of
Northampton and other leading universities in training mental
health professionals for the nation.
St Andrews supports an active internal CPD programme which
includes regular lectures given by external speakers along
with audit meetings, journal clubs, research meetings and
case conferences. Personal and professional development
is expected, as is membership of an appropriate peer group
All posts are subject to annual appraisal. Study leave will be
available with a realistic expectation that up to ten days
will be taken per year.
We are an equal opportunities employer. Registered Charity No. 1104951.
A charity leading
innovation in
mental health
Guernsey
To find out more about Guernsey vacancies: www.health.gov.gg
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Clinical Psychologist/CBT Therapist (Berkshire Child Anxiety Clinic)

School of Psychology and Clinical Language Sciences
This appointment is part-time 0.4 FTE, fixed-term until 30 April 2011
Grade 6 27,183 to 29,704 pro-rata per annum
We need a Clinical Psychologist/CBT therapist (or equivalent) to join an MRC funded trial of treatment of childhood anxiety
based in Berkshire Child Anxiety Clinic at the University of Reading.
You will deliver manualised treatments to children with anxiety disorders. You need to have excellent interpersonal skills, be well organised and be
able to adhere to systematic assessment and treatment protocols.
You will have:
experience of working as a psychologist/CBT Therapist (or equivalent) with children and families
excellent interpersonal and organisational skills
the ability to adhere to a manualised treatment programme and be highly responsive to clinical supervision
the means to travel in order to meet with client groups in a variety of locations
You will receive expert training and supervision in the delivery of cognitive behaviour therapy and a novel therapy focussed on the parent-child
interaction.
Informal enquiries: contact the Clinical Research Fellow, Dr Cathy Creswell on +44(0)118 378 6667 or email c.creswell@reading.ac.uk
Alternatively, contact the Clinical Director, Dr Lucy Willetts on +44(0)118 378 6667 or email l.e.willetts@reading.ac.uk
Closing date: 16 October 2009
Interview date: 3 November 2009
To formally apply please visit www.reading.ac.uk/Jobs or contact Human Resources, University of Reading,
Whiteknights, PO Box 217, Reading RG6 6AH. Telephone +44(0)118 378 6771 (voicemail)
Please quote reference number PM09052

We value a diverse workforce and welcome applications from all sections of the community
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CLINICAL/COUNSELLING
Kent and Medway

NHS and Social Care Partnership Trust
Psychology Services for Older Adults

with Mental Health Problems
Elizabeth House, Rainham, Kent
Principal Clinical Psychologist
Providing a range of mental health services across Suffolk, we are currently

expanding our services for children and young people with learning
disabilities. Join us and we can promise you excellent support and the
opportunity to extend your clinical practice within a strong, county-wide
service with a range of specialist interests.
Band 8b 44,258 54,714 p.a. (Ref: V068)
Children and Young People with Learning Disabilities
You will provide a service across both functional and dementia

teams and improve waiting times for psychological assessment and
treatment. A particular responsibility will be for services to people
with young onset dementia.
Clinical/Counselling Psychologist
Basic/Senior Clinical Psychologist

Band 7/8a 29,789 - 45,596 p.a. (depending
on grade and experience) (Ref: V069)
This newly funded post will have two separate roles. Half of the
time will involve working with the community teams and the
other half will be spent working in a new multi-disciplinary team
to provide liaison into the acute trust to work with people with
dementia. Psychologists who will be gaining their Doctorate this
year are welcome to apply.
We have 2 posts available in this developing service in Medway.
Both posts are based within a well established community team
where psychology is highly valued and makes an extensive
contribution to innovative practice and service development.
You must be committed to working within a multi-disciplinary
framework, as joint working both within the organisation and with
outside agencies has been a strong feature. The multi-disciplinary
team has separate teams for people with dementia and for people
with functional problems. The dementia team has developed a
strong model for dementia care, and has a well developed memory
clinic and post diagnostic treatment, consisting of counselling,
memory strategies groups, and psycho-educational groups for
carers. A day care project for people with young onset dementia is
also provided. Within the functional team psychology is involved
in individual and group based interventions and developing the
teams skills. We have an interest in a wide range of models from
CBT, Systemic, Psychoanalytic to mindfulness.
You would join a psychological therapies specialty for older
people across the Trust with a current establishment of
approximately 26 posts including clinical psychologists, CBT
therapists, art therapists and psychotherapists. In Medway you
will join a group of 5 psychology staff who will offer high quality
supervision. The service is a developing one and we are expecting
the specialty to increase further as local commissioners are keen
to develop the service. There will be opportunities for teaching,
training and research and we have very close links with the
David Salomons Clinical Psychology Trainee Scheme, providing
placements on an ongoing basis. CPD is seen as crucial
to development.
For an informal chat please call Alison Kirkpatrick, Head of
Specialty for the Psychology Service for Older People in Medway
on 01634 382080 or email Alison.kirkpatrick@kmpt.nhs.uk
If your application is successful, you will be notified by e-mail.
Therefore, please ensure that you regularly check your NHS jobs
account.
TO APPLY:
We encourage applicants to apply on-line go to www.jobs.nhs.uk
Completed applications by: 31st October 2009.
Employment in this post is subject to a satisfactory Enhanced
Disclosure from the Criminal Records Bureau
For other job opportunities visit our website
www.kmpt.nhs.uk
Band 8a: 37,996 - 45,596 p.a.

Full-time
Ref: LD29/09
In this new position, you will provide a specialist psychology service for
children and young people with learning disabilities, their families and carers
in the Waveney catchment area of North Suffolk.
Ideally, with post-qualification experience of working with this client group
and in a multi-disciplinary team, you will have the opportunity to contribute
creative and innovative approaches to both clinical and service issues.
You will be supervised and supported by a Consultant Psychologist.
For an informal discussion, or arrange a visit, please contact Dr Chris Cull,
Lead Consultant Clinical Psychologist (Learning Disabilities Directorate) on
01440 715908 or email christine.cull@smhp.nhs.uk
Consultant Clinical/
Counselling Psychologist
Band 8c: 53,256 - 65,657 p.a. (pro rata)
0.80wte
Ref: LD31/09
You will have the opportunity to influence the strategic direction and
development of psychology services for children and young people with
learning disabilities in North Suffolk.
Your role will involve input to a 3-bed assessment and treatment unit for young
people with learning disabilities, as well as the developing outreach service,
and you will also support community based services for children in the North
and Ipswich. In addition, supervision of trainees and other psychology staff
will be expected.
For an informal discussion, please contact Dr Chris Cull, Lead Consultant
Clinical Psychologist, on 01440 715908, email: Christine.cull@smhp.nhs.uk
or Ita Wentworth-Wood, Childrens Community Team Manager on
01502 535010, email: Ita.wentworth-wood@smhp.nhs.uk or Samantha
Gillings-Taylor, Adolescent Services Manager on 01502 560111,
email: Samantha.gillings-taylor@smhp.nhs.uk
We have close links with the University of East Anglia from whom we take
trainees on regular placements, and connections with the University of Essex
who may also use our training placements. Research interests are encouraged
and actively supported.
For additional information, to view all our current vacancies and to

apply on-line please visit the NHS Jobs website at www.jobs.nhs.uk
If for any reason you are unable to apply on-line, please contact
The Recruitment Department, Suffolk Mental Health Partnership
NHS Trust, St Clements Hospital, Ipswich IP3 8LS or telephone
01473 329712 (24hr answerphone) or email: hr-ipswich@smhp.nhs.uk
quoting the appropriate reference number.
The starting salary for non NHS employees is up to a maximum of the
third incremental point up the band depending on skills and experience.
Closing date for both posts:
28 October 2009.
Interviews for both posts will be
held in Lowestoft.
Working Towards Equal Opportunities
891
Kent and Medway

and Social Care Partnership Trust
Kent Clinical Neuropsychology Service
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DUNFERMLINE & WEST FIFE CHP

NHS FIFE PSYCHOLOGY SERVICE
- CHILD AND FAMILY SERVICE
STRATHEDEN HOSPITAL, CUPAR/LYNEBANK
HOSPITAL, DUNFERMLINE
Hours: 37.5 (Mon Fri, 9am 5pm)
Clinical Psychologists/
Clinical Neuropsychologists
Band 7/8A 29,789 - 45,596 p.a. pro rata
East Kent Neurorehabilitation Unit
(Canterbury) Ref V079
Community Stroke Service (Canterbury)
Ref V080
Community Stroke Service (Thanet)
Ref V081
With significant new funding behind the Clinical
Neuropsychology Service, we have the resources to address
the cognitive, psychological and behavioural consequences
of stroke and acquired brain injury. Working here you can
use your skills and judgment to rehabilitate those affected,
learning about their unique circumstances to help them get
their lives back on track.
Whether or not you are currently in the field, your career
will see the benefits thanks to our commitment to your
continuing professional development.
To deliver an effective service it is essential that you are
able to travel between bases in a timely manner.
Please indicate which post(s) you wish to apply for within
your application form.
To find out more, make your way to www.headforkent.
co.uk or call Catherine McDonagh, lead for stroke
developments for the service 01622 885923 or
Elizabeth Francis, Head of Service on 01634 833937.
If your application is successful, you will be notified by
e-mail. Therefore, please ensure that you regularly check
your NHS jobs account.
TO APPLY:
We encourage applicants to apply on-line go to
www.kmpt.nhs.uk
Completed applications by: 19th October 2009.
Interviews to be held on: Tuesday 3rd November and
Wednesday 4th November 2009.
Employment in this post is subject to a satisfactory
Enhanced Disclosure from the Criminal Records Bureau
For other job opportunities visit

our website www.kmpt.nhs.uk
The Fife Area Psychology Service is a large well provided and developing
service with extensive involvement in training, research and service
development. We enjoy close links with Edinburgh and Stirling Universities
D. Clin. Psych and MSc courses continue and your professional
development, CPD and research initiatives will be well supported. For
further details see our website: http://www.dwfchp.scot.nhs.uk/psychology/
The Child and Family specialty team consists of 8 other clinical
psychologists, an assistant psychologist and several trainees.
CLINICAL PSYCHOLOGIST
Band 8A 37,996 - 45,596
Ref: LY387/09/09
Scottish Government funding has become available to develop psychology

posts within CAMH services. This post is part of the primary care service to
children and families, providing psychology assessment and treatment services
to children and families referred by GP practices throughout the Fife Area. Your
clinical work will be based in GP practices. You will be based either at Lynebank
Hospital or Stratheden Hospital.
You will provide psychological expertise to the primary care service in
working with families referred by GPs and working closely within GP
practices, allowing for the prompt delivery of psychological interventions.
CLINICAL PSYCHOLOGIST (CHILD AND FAMILY

SPECIALTY)
Band 8A 37,996 - 45,596
Ref: LY388/09/09
This post is part of the general service to children and their families, and
provides a service to the Kirkcaldy and Levenmouth Area. You will work
with the generic referrals in this patch, providing psychology assessment
and treatment services to children and families and liaising closely to
colleagues from CAMHS as well as professionals from education, social
work and voluntary agencies. You will be based either at Lynebank Hospital
or Stratheden Hospital.
CLINICAL ASSOCIATE IN APPLIED PSYCHOLOGY

(CHILD AND FAMILY SPECIALTY)
Band 7 29,789 - 39,273
Ref: LY389/09/09
As part of the developments facilitated by Scottish Government targeted

funding for psychology in CAMHS, we have a new post for suitably qualied
Associate (Masters in Applied Psychology for Children and Young People)
to support the clinical psychologists in the provision of an extended primary
care service linked to GP practices and allowing better and quicker access
to psychological therapy for children and their families.
Date for Interviews for the above posts will be Friday 16th October 2009.
For informal enquiries, please contact Dr Marie Renaud on 01383 565400 or
e-mail marie.renaud@nhs.net
For an application pack please contact our recruitment line

(24 hour answer phone) on 01592 648081 or e-mail
recruitment@faht.scot.nhs.uk quoting the reference number,
name address and postcode. We do not accept CV applications.
Applications may be considered on a job share basis.
Closing date for all posts 12 noon on 9th October 2009.
Click on all our vacancies at www.jobs.scot.nhs.uk
Working Towards Equal Opportunities

NHS Fife is an equal opportunities employer
and operates a no smoking policy.
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CLINICAL/NEUROPSYCHOLOGY
St Andrews Healthcare
A charity Leading in Innovation in Mental Health Care
Head of Programme / Associate Director - Secure Mens Services
Six figure package with substantial benefits
Ref: BPS358
The Charity
St Andrews Healthcare is the UKs largest mental health Charity, bringing innovative and expert care to nearly 700
service users in Northampton, Essex and Birmingham, with further sites under development.
Our national reputation for specialist services in mental health, developmental disability and brain injury will be further
enhanced in 2010 by the opening of two new state-of-the art secure facilities - one in Northampton, providing medium
secure mens services to a further 130 service users, and a second in Mansfield, providing for 70 male service users
with mild learning disabilities.
The Person
We are seeking an outstanding Clinical/Forensic Psychologist to lead the delivery of ground-breaking, comprehensive
psychosocial treatment programmes for our Mens Service in Northampton, with the possibility of a wider role.
You will be responsible for shaping, leading and systematically evaluating the full range of our existing cognitive
behavioural programmes, guiding your teams to deliver inspirational and challenging plans that focus on risk
assessment, relapse prevention and recovery principles to service users with mental illness, learning disability, autistic
spectrum disorder and deafness.
You are likely to demonstrate an interest in complex cases including personality disorders, severe mental illness, sexual
offending and substance abuse and be able to contribute to the development of our service user involvement strategies.
A life changing opportunity

For the right candidate, this is an exciting opportunity to contribute to the Charity at Associate Director level, shaping the
strategy for Mens Services across all our sites, with a salary and benefits package to reflect the breadth of this role. In
addition, subject always to the proper performance of clinical duties, you will have the opportunity to join the St Andrews
Consultancy Service, which provides expert advice, training and medico-legal services across the UK.
Outstanding opportunities for professional development and research exist through the St Andrews Academic Centre
at Northampton, part of the Institute of Psychiatry, Kings College London, which is dedicated to world class research
and teaching. Where appropriate, application for an honorary academic role will be encouraged after appointment. In
addition, you will be part of a well established network of Psychologists in the Charity and our strong CPD programme
will offer you further opportunities for personal development and growth.
Closing date for applications: 23rd October 2009
Interviews / Assessment Centre: W/C 9th November 2009
For informal enquiries or to arrange a visit, please contact either Warren Irving, Operational Director,
on 01604 616127, or Dr Clive Long, Group Head of Psychology, on 01604 616307
In order to apply, and view the job description and person specification please visit our website at www.stah.org or
email recruitment@standrew.co.uk or telephone our recruitment office on (01604) 616589 (24 hour answer-phone).
Please quote the relevant reference number on all correspondence relating to this vacancy.
2XUEHQHILWVLQFOXGH*URXS3HUVRQDO3HQVLRQ6FKHPH6XEVLGLVHG6WDII5HVWDXUDQW6XEVLGLVHGFKLOGFDUHIDFLOLWLHV
6SRUWVIDFLOLWLHVJ\PSRROVTXDVKFRXUWV
:HDUHDQHTXDORSSRUWXQLWLHVHPSOR\HU5HJLVWHUHG&KDULW\1R
A charity leading innovation in mental health
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Hywel Dda NHS Trust
Principal Clinical Psychologist

Band 7/8a (depending on experience) (10 sessions)
Ceredigion Psychology Service Aberystwyth
A position has become available for an enthusiastic Clinical Psychologist to join the
Ceredigion Psychology service in Aberystwyth. You will provide a specialist clinical
psychology service within a CMHT for people with serious mental health problems.
There will also be an opportunity to provide specialist input to the Adult Psychiatric Ward
at Bronglais Hospital. The range of referrals will allow varied work including specialist
clinical assessments, psychological therapy, and neuro-psychological assessment. There
will also be the opportunity for providing consultation and supervision to staff and to
develop training and research innovations within the workplace. The range of referrals
will offer you with the opportunity to consolidate and expand clinical psychology skills
however; we welcome and encourage areas of specialist interest and to develop
research ideas. You will take a key role in local service developments relating to
psychology and will have the opportunity to play a lead role in the recently approved
strategy for improving access to psychological therapy offering training and supervision.
In addition to being part of a dynamic psychology team within Ceredigion, you will
have good links with the psychological community within the Trust. The department has
links with the South Wales Doctoral Clinical Psychology Course and there would be
opportunities to hold trainee placements.
CLINICAL/COUNSELLING PSYCHOLOGIST
NEWPORT, SHROPSHIRE > BAND 8A/8B
FOR THOUSANDS OF VETERANS WITH POST-TRAUMATIC STRESS

DISORDER, CIVILIAN LIFE CAN BE A NIGHTMARE OF FLASHBACKS, PANIC
ATTACKS, SUICIDAL THOUGHTS AND VIOLENT RAGES. JOIN US, AND
YOULL BE THERE FOR EX-SERVICE PEOPLE WHEN THEY DESPERATELY
NEED HELP AND SUPPORT.
WORKING WITH THE HEAD OF CLINICAL SERVICES AND THE MEDICAL
DIRECTOR, YOU WILL DEVELOP AND ENHANCE THE TREATMENT
PROGRAMMES WITHIN OUR TREATMENT CENTRE. SHARING YOUR
EXPERTISE IN THIS HIGHLY SPECIALISED CLINICAL AREA, YOU WILL
PROVIDE PROFESSIONAL LEADERSHIP AND GUIDANCE TO OTHER
STAFF, CARRY OUT RISK ASSESSMENTS AND DELIVER EVIDENCE
BASED TREATMENTS.
YOU MUST BE QUALIFIED TO DOCTORAL LEVEL IN CLINICAL/COUNSELLING
PSYCHOLOGY (OR ITS EQUIVALENT) AS ACCREDITED BY THE BPS.
EXPERIENCE OF WORKING WITH A WIDE RANGE OF CLIENT GROUPS,
ESPECIALLY THOSE WITH TRAUMA-RELATED MENTAL HEALTH ISSUES,
YOU WILL ALSO HAVE THE COMPASSION AND COMMITMENT THIS
ROLE DESERVES.
FOR AN INFORMAL CHAT ABOUT THE ROLE PLEASE CALL JEFF
MARSHALL, HEAD OF CLINICAL SERVICES ON 01952 822712. TO REQUEST
AN APPLICATION PACK CONTACT SARAH BYRD, HR ASSISTANT ON 01372
841645 OR EMAIL: SARAH.BYRD@COMBATSTRESS.ORG,UK
CLOSING DATE: 16 OCTOBER 2009.
To apply please visit www.jobs.nhs.uk quoting reference number

140-140-B503-PCP.
If you feel that you have the necessary attributes and would like to nd out
more about this post, please contact Dr. Bethan Lloyd, Consultant Clinical
Psychologist, Head of Ceredigion Psychology Service on 01239 710454.
Closing date: 16th October 2009.
Hywel Dda NHS Trust web page can be accessed via the below web address.
www.hyweldda.wales.nhs.uk
WWW,COMBATSTRESS.ORG.UK
THE STATE HOSPITALS BOARD FOR SCOTLAND

BAND 8A CHARTERED CLINICAL PSYCHOLOGIST
37,996 - 45,596
Plus High Secure Environmental Allowance of 1,141 and High Secure Clinical Responsibility
Allowance of 2,738 per annum
Hours Negotiable up to 10 sessions, 37.5 hours per week
Psychological Services at the State Hospital is a large and well resourced department in Scotlands only high secure hospital. We currently offer
a comprehensive psychological service to 150 patients. As well as ward based psychologists working in multi-disciplinary clinical teams with the
responsibility for the assessment and delivery of individual treatments, there is a signicant multi-disciplinary psychological therapy service (PTS).
Current well developed Psychological Therapies include: sex offender treatment programmes, drug and alcohol services, CBT for psychosis
(individual and group work), Dialectical Behaviour Therapy, offending behaviour groups and anger programmes. Clinical psychologists are
also signicantly involved in a number of hospital-wide strategies groups and initiatives and staff are encouraged to take a role in these where
appropriate to their interests and expertise.
An interest in the development of psychological therapies in a forensic setting, experience of working with mentally disordered offenders and/or experience
of working with people with complex difculties such as psychosis or personality disorder would be an advantage. There are signicant in-house training
opportunities to develop specic skills for any applicants not originally from a forensic background. You will have a keen interest in implementing the spirit
of new mental health legislation, ensuring an integrated care pathway for patients in their progress towards safe re-integration in the community and with
a vision that will energise the development of a national forensic network in Scotland. You will be committed to the implementation of the philosophy
of the equalities and diversities agendas. You will be a Clinical Psychologist with interest and/or experience of working in forensic mental health. Split or
part-time posts are a feature of our current service and we support exible and family friendly working. There are strong links with Glasgow and Edinburgh
Clinical Psychology training programmes. We will actively encourage and support you in your Continued Professional Development and research initiatives.
Applications from less experienced psychologists will be considered with a view to providing extra support if necessary.
Informal enquiries can be made to Morag Slesser, Head of Psychology, on 01555 844317 or for an information pack, please
contact Human Resources on 01555 842084 or e-mail jobs@tsh.scot.nhs.uk
EQUAL OPPORTUNITY
& FAMILY FRIENDY EMPLOYER
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CLINICAL/COUNSELLING
Specialist psychologist recruitment service
Programme Supervisor (Clinical Lead)

Ref: M1136
Band 8b 44,258 - 54,714 per annum
37.5 hours per week, permanent contract
Appointed in partnership with Mental Health and Primary Care NHS Trusts;
UK leading Independent mental health service providers
Local Authority and Military establishments in the UK and overseas, we
are seeking career aspiring qualied psychologists at all levels,
for exciting, highest paid, specialist opportunities nationally.
For registration, current vacancies and testimonials
please visit: www.mindprofessionals.com
or call: 0845 301 1230
Reading has an established Multi-Dimensional Treatment Foster Care

Programme (MTFC). The Programme is innovative and evidenced based;
it draws on a model developed in Oregon, USA and offers intensive and
comprehensively supported foster placements for children in care (aged
10 - 16) with complex needs.
Using your broad clinical experience and management skills you will
lead a multi-disciplinary team providing this support, overseeing all
clinical aspects.
The National Implementation Team at the Maudsley Foundation
Trust (based at sites in Manchester and London) support the
Programme and we are on track to achieve accreditation.
Good partnership relationships allow for the post to be seconded
from Berkshire Healthcare Foundation NHS Trust to Reading
Childrens Services. As part of both organisations, youll enjoy
a supportive and stimulating work environment where were
improving outcomes for children.
This post is ideal for a Clinical Psychologist or Family Therapist, but
applications from other professional backgrounds are encouraged.
For further information contact Dr Jennifer Wallis, Consultant
Clinical Psychologist on 0118 931 5800 or Judith Russell, MTFC Acting
Programme Manager on 0118 901 5222.
Highly Specialist Psychologist CAMHS

and Youth Offending Services
View all vacancies online before you

receive your print version at
www.psychapp.co.uk
The website also includes
many online only vacancies.
Set up a profile and receive
e-mail alerts when matching
vacancies are placed.
Ref: M1174
Band 8b 44,258 - 54,714 per annum
Part-time, 0.4 wte, permanent contract
(plus optional, additional out-of-hour duty rota for
Multi-System Therapy available)
Reading Youth Offending Service (YOS) is a dynamic team providing
Youth Justice Services to the vibrant community of Reading.
We are seeking a psychologist to provide a highly specialist
psychology service to young people who have offended or are at risk
of offending. This will include engaging young people, assessment
of complex needs, therapeutic intervention, consultation to staff and
service development.
You will work closely with YOS and CAMHS colleagues, facilitating
effective working relationships between the two services.
The post is supported by the Tier 4 Child and Adolescent Forensic
Mental Health Service in Oxford.
For further information contact Dr Jennifer Wallis, Consultant
Clinical Psychologist on 0118 931 5800 or Lindsey Bass, YOS Manager
on 0118 939 0420.
This Trust positively welcomes applications from those who have personal
experience of mental health issues.
A disabled applicant who meets the minimum criteria will be interviewed.
HOW TO APPLY
www.jobs.nhs.uk
0118 982 2912 (24 hour answerphone)
Please quote the above/appropriate reference number.

For all other enquiries contact the Recruitment
Department on 0118 982 2759.
Closing date for both posts: 8th October 2009.
We are an equal opportunities employer committed to
safeguarding children and vulnerable adults.
8 09 09
HEALTH AND SOCIAL SCIENCE RESEARCH INSTITUTE

AND SCHOOL OF MEDICINE, HEALTH POLICY
AND PRACTICE, FACULTY OF HEALTH
Senior Clinical Tutor/Senior Clinical Lecturer

in Clinical Psychology Ref: ATR/ATS 9
Doctoral Programme in Clinical Psychology
49,178 to 69,567 per annum
Indefinite post available from 01/01/2010
We seek a well-qualified and experienced Clinical Psychologist to
support our successful Doctoral Programme and join our
supportive and innovative team from January 2010.
An important function of this post is the organisation of clinical
placements across Norfolk, Suffolk and Cambridgeshire and
support to supervisors. Applicants with an appropriate research
profile will also be expected to demonstrate achievement in
research and contribute to the Facultys research programme.
The successful candidate will have a good first degree in
Psychology; a BPS recognised Clinical Psychology qualification;
demonstrable evidence of ability to teach effectively; first class
communication and team-working skills; and experience of
supervising clinical placements.
Applications are particularly welcomed from candidates with
qualifications and/or experience in CBT. Part-time applications
may also be considered.
Closing date: 12 noon on 22 October 2009.
Further particulars and an application form are available on
our website: www.uea.ac.uk/hr/jobs/ or Tel. 01603 593493.
LES
895
15/9/09
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Page 896
pione
spirit
Senior level roles at the enterprise university.

At the University of Plymouth, youll find theres more
than enough space to be creative, innovative and
enterprising. In fact, its because were open to new
ideas that weve become one of the top modern
universities in the UK. And one of the countrys
largest too with around 30,000 students and
3,000 members of staff.
Because were both pragmatic and adventurous,
weve developed excellence in both teaching and
world-leading research. Here, internationally recognised

experts work alongside our students. And all are inspired
by our regions cultural, economic and social life.
To find out more and apply for these roles, visit
www.pioneeringplymouth.co.uk
Closing date for both roles:
12noon, 15 October 2009.
mindset and culture
Head of School of Psychology

Head of School of Applied Psychosocial Sciences
Promoting Equality and Diversity.
E LLERN M EDE
Centre for
Eating Disorders
THERAPEUTIC CARE WORKERS

Become an
Examiner/Moderator
OCR are currently seeking Examiners and Moderators
to assess for A Level/GCSE:
Psychology
Sociology
If you have a degree and relevant subject knowledge then
becoming an Examiner or Moderator will help you to:
s )MPROVEYOURPROFESSIONALSTATUSAND
personal development;
s "OOSTYOURINCOME
&ULLTRAININGANDSUPPORTWILLBEPROVIDED
For further details and an application form, please
telephone 01223 552558, visit www.ocr.org.uk or email
examiner.recruitment@ocr.org.uk
OCR, part of Cambridge Assessment, the not-for-profit
assessment division of Cambridge University, is one of only
three UK-wide awarding bodies, providing a wide range of
general academic and vocational qualifications through
schools, colleges and other institutions for learners of all ages.
OCR is committed to equal opportunities.
896
These developmental posts are suitable for highly

motivated and thoughtful individuals with a first
degree in psychology who are looking to gain
clinical experience before pursuing further
clinical training.
We are inviting those who have excellent
interpersonal and team work skills to apply to work
within our highly specialist in-patient nursing team
with young people suffering from eating disorders.
We offer a comprehensive induction, clinical
supervision in house training and opportunities to
participate in research. Previous experience of
working with young people is essential.
For a brochure, job description and application
pack, please contact terri.kelly@ellernmede.org
or call Lisa Lewer (Nurse Consultant) for further
information on 020 8959 7774 or e-mail
lisa.lewer@ellernmede.org
Informal visits available for short-listed candidates
only.
Closing date for applications:
Monday 12th October 2009.
vol 22 no 10
october 2009
15/9/09
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Page 897
CLINICAL/FORENSIC/GRADUATE/TEACHING AND RESEARCH
Mens Service - Mental Health & Learning Disabilities

Services, Northampton
ASSISTANT PSYCHOLOGISTS
Salary 17,000 - 18,000
Vista Healthcare, near Basingstoke, Hampshire, is a specialist

behavioural unit caring for people with learning disabilities,
mental health problems and challenging behaviour.
Responsibilities include assisting in the compilation of
behavioural and psychological data, assessments, treatment
programmes and patient reviews. We strongly support
regular supervision and on-going training and development
opportunities. You will be part of an established multidisciplinary clinical team. The post offers valuable experience
for motivated individuals interested in a future in
clinical psychology.
You will have gained an Upper Honours Degree of at least a
2:1 and be eligible for graduate membership of the British
Psychological Society.
For an application form contact Lauren Coleman 01252
845826. E-mail recruitment@vistahealthcare.co.uk or visit
our website: www.vistahealthcare.co.uk
A full enhanced CRB check would be carried out prior to appointment.
Vista Healthcare is an equal opportunities employer.
Principal Forensic/Clinical
Psychologists
Ref: BPS 357
Salary up to 60K dependent upon skills and experience
Hours: Full-time 37.50 per week
The Mens Service is currently undergoing exciting new
developments, with specialist services for ASD clients, deaf
clients and an expanding Medium Secure service being just
three of these areas. We have three pathways of care for
clients with Mental Health difficulties, learning disabilities
and ASD. The majority of our clients have significant
forensic histories and often present with challenging
behaviours. We are currently looking to expand our skills
mix and are seeking applications from suitably experienced
Psychologists.
We are looking to recruit experienced Chartered
Psychologists (minimum 2 years post qualification) who are
seeking a new challenge in the forensic and secure mental
health field. You will have experience in assessing and
providing interventions for a range of clients and will ideally
have managerial/supervisory experience. The successful
candidates will have a desire to expand their skills and
expertise by providing clinical and risk formulations for our
clients, the development and delivery of new group work
initiatives and have an interest in developing therapeutic
approaches and cultures by working in consultation with
multidisciplinary teams. The posts are allocated to specific
wards in the Mental Health pathway, in low secure care,
however there will be future opportunity to rotate to other
areas of the Mens Service where desired. The low secure
area of the service aims to provide interventions for
complex clients in areas of both clinical and forensic need.
You will lead on the provision of such interventions and
on the development of the overall psychosocial treatment
programme on the specified wards.
For informal enquiries please contact Dr. Malcolm Wheatley
Consultant Clinical Psychologist.
specialise in providing residential care to people with a

primary diagnosis of Autistic Spectrum Disorder. We focus on life skills,
promoting community inclusion and personal independence.
The Hawksmere Childrens Unit is a 36-bed hospital for 13 18
year olds with Autistic Spectrum Conditions (ASC). Due to open in
December 2009, the hospital is owned and operated by Arventa
Health Care.
Consultant Psychologist CAMHS Service

Near Potters Bar, Herts
Job share will be considered
This is a unique, opportunity for an innovative Consultant Psychologist
(CAMHS) to help set up and become the lead Psychologist for the UKs
rst purpose-built childrens in-patient service, exclusively for young
people with Autistic Spectrum Conditions. This is a high prole post
within an establishment which will become recognised as a national
centre of excellence.
Outstanding CPD and research opportunities make this the perfect
post for a Consultant wishing to be recognised as a national specialist
in the eld of ASC. Applicants must have signicant CAMHS and
learning disability experience. In return, we provide excellent career
development and training opportunities.

For an application pack, please call our
Recruitment team on 01707 39 39 39.
is an Equal Opportunities Employer.
In order to apply, and view the job description and person

specification please visit our website at www.stah.org
or email recruitment@standrew.co.uk or telephone our
recruitment office on (01604) 616589 (24 hour answer-phone).
Please quote the appropriate reference number
in all correspondence.
Closing date: 23rd October 2009.
St Andrews is the UKs largest mental health charity. We offer
specialist, secure services for men, women, adolescents and older
people across mental health, learning disability, brain injury, and
degenerative disorders such as Huntingtons and Alzheimers. Putting
service users needs at the heart of everything we do, we have built an
innovative culture of clinical expertise.
The St Andrews Academic Centre at Northampton, part of The
Institute of Psychiatry, Kings College London, is dedicated to world
class research and teaching. For appropriate appointees the Institute
of Psychiatry may consider honorary academic status. St Andrews
also works closely with the University of Northampton and other
leading universities in training mental health professionals for
the nation.
St Andrews supports an active internal CPD programme which
includes regular lectures given by external speakers along with audit
meetings, journal clubs, research meetings and case conferences.
Personal and professional development is expected, as is membership
of an appropriate peer group. All posts are subject to annual appraisal.
Study leave will be available with a realistic expectation that up to ten
days will be taken per year.
Our benefits include:

s'ROUP0ERSONAL0ENSION3CHEMEs3UBSIDISED3TAFF2ESTAURANT
s3UBSIDISEDCHILDCAREFACILITIES
s3PORTSFACILITIESGYMPOOLSQUASHCOURTS
We are an equal opportunities employer. Registered Charity No. 1104951.
A charity leading
innovation in
mental health
897
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Page 898
Chartered Forensic Psychologist

or Clinical Forensic Psychologist
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www.kibble.org
898
vol 22 no 10
october 2009
15/9/09
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Page 899
FORENSIC/CLINICAL/COUNSELLING
EXCELLENCE IN THE PROVISION OF MENTAL HEALTH CARE
Partnerships in Care Limited is a leading independent provider

of specialist mental health care and related services. Our North West
region comprises Kemple View Low Secure Psychiatric Hospital
for men (Blackburn, Lancashire); The Spinney Medium/Low Secure
Psychiatric Service for men (Atherton, Manchester); and Arbury
Court Medium Secure Psychiatric Service for men and women
and Low Secure Service for women (Warrington, Cheshire).
Owing to expansion across the region, we are looking to recruit

further experienced professionals to our Psychological Services.
As a competency based service, we welcome applications
from forensic, clinical and counselling psychologists. PiC places
emphasis on continuing professional development with access
to relevant training and clinical development opportunities.
Senior Registered/Chartered Psychologists

45,900
Full-time but part-time will be considered
We are pleased to be recruiting for Senior Registered/Chartered
Psychologists across the region, to contribute to all aspects
of work within Psychological Services in secure mental health
care. This work will include working with complex patients who
present with a range of mental health needs, including severe
and enduring mental illnesses, personality disorders and cognitive
deficits. You will be involved in assessment, treatment, risk
assessment and offence-focused interventions. As part of our
multi-disciplinary team, you will also assist with the development,
delivery, and evaluation of evidence based programmes; staff
training; research and contribute to policy development. This role
will carry some managerial responsibility in terms of deputising for
the Lead Psychologist in their absence and providing supervision
to other Psychologists. There is also the opportunity to take the
clinical lead for specific projects, either within your hospital or
on an regional basis.
As a Senior Registered/Chartered Psychologist, you will have the
ability to apply psychological knowledge to a secure psychiatric
setting, respond to supervision and adopt a systematic approach.
Experience of working with clients with mental disorders, and/or
working in a forensic setting is desirable along with experience
of supervising other psychologists.
Registered/Chartered Psychologists
43,350
Full-time but part-time will be considered
We are currently looking for Chartered Psychologists to contribute
to all aspects of work within Psychological Services in secure
mental health care. This work will include working with complex
patients who present with a range of mental health needs,
including mental illness, personality disorder and cognitive
deficits. You will be involved in assessment, treatment, risk
assessment and offence-focused interventions. As part of our
multi-disciplinary team, you will also assist with the development,
delivery, and evaluation of evidence based programmes; staff
training; research and contribute to policy development.
As a Registered/Chartered Psychologist you will have the ability
to apply psychological knowledge to a secure psychiatric setting,
respond to supervision and to adopt a systematic approach.
Experience of working with clients with mental disorders,
and/or working in a forensic setting is desirable.
Full applied divisional membership and Registration with the
Health Professions Council is essential.
For further information on these roles, please contact either
Katie Bailey, Head of Psychology, North West Region on
01942 885638, Suzanne Bowden, Lead Psychologist, Kemple
View on 01254 243046 or Emma Shillabeer, Lead Psychologist,
Arbury Court on 01925 400619.
www.partnershipsincare.co.uk/jobs
Partnerships in Care is committed to providing equal
opportunities for its staff and our patients.
Associate Fellow of the British Psychological Society (or eligibility

for) with full-applied divisional membership and Registration with
the Health Professions Council is essential.
899
15/9/09
Advertising with

The 2010 media pack is available
now via www.bps.org.uk/media10
Advertising in The Psychologist reaches a large
and well-qualied audience.
Please keep the card you receive with this issue,
or pass it on to a non-member
who may be interested in
using our services.
12:42
Page 900
OD Consultant
Workforce Talent
Management Consultant
36,810 - 41,199 (2009/10 pay award pending)
With strategic influence, HR & OD is one of Croydon
Councils most valuable assets. Its certainly dazzled
at recent award ceremonies, winning us the PPMAs HR
Transformation and HR Efficiency & Business Impact awards
and was shortlisted for Innovative use of Technology at the
recent HR Awards. As far as were concerned this is only the
start. Weve already restructured the function, placing it at the
forefront of supporting Croydons on-going transformation.
We now want to move forward with our organisational and
workforce development agenda. This calls for talent that
sparkles every bit as brightly as the awards in our trophy
cabinet. In other words, we need gifted professionals wholl
drive the council forward and relish the opportunity to bring
their ideas to fruition.
The OD and Workforce Talent Management Consultants
will be expected to adopt a business partner approach,
working with internal partners such as Strategy & Innovation
and with external partners such as the primary care trust
and Home Office.
For more information please visit www.croydon.gov.uk
where you can apply online.
www.croydon.gov.uk

Promoting equality and diversity.
The Psychologist featuring

Psychologist Appointments, and more
HIGHER WORK PSYCHOLOGIST.
Cardiff, Wales.
26,470 31,300 per annum. Flexible starting pay may be provided dependent on experience.
The Department for Work and Pensions is responsible for the Governments welfare reform agenda. Its aim is to promote opportunity and
independence for all and deliver support and advice through a modern network of services. The Work Psychology Service operates across
the Jobcentre Plus Regional network providing a range of services to Jobcentre Plus customers, staff and employers. Our approach combines
the application of Occupational Psychology with a commitment to public service in order to help people looking for work, including people
with disabilities and health conditions, move closer to and into sustainable employment. The job involves regular travel to different offices
in Wales. Training and development support will be given to help the progression to BPS Chartered Psychologist and HPC Registered
Psychologist status.
Main tasks include:
G Provide advice and support to Jobcentre Plus customer advisers to help progress disadvantaged customers towards work;
G Provide 1:1 occupational assessments with job seeking customers;
G Identify work solutions to enable Jobcentre Plus customers to utilise their talents and fulfil their full potential;
G Be a source of advice and guidance for employers on employing disabled people to enable job retention and workplace performance.
You must have:
G Graduate Basis for Chartership with the British Psychological Society;
G MSc in Occupational Psychology;
G Chartered Psychologist status and/or registered psychologist status with the HPC (or be committed to working towards it);
G Level A certificate in psychometric testing;
G A proven track record of applied psychology practice and of working with people with disabilities and health conditions.
To request an application pack please e-mail: ESSR.LandCteam@dwp.gsi.gov.uk.
Please include reference IRC63094 and your name in the subject box. We cannot accept requests for an application pack
without this job reference number in the subject line of the e-mail. Closing date for applications is 12th October 2009.
For further job specific information please contact Russell
Calderwood on 029 2042 3611.
Successful applicants must be available to attend a half-day
assessment event in Cardiff w/c 2nd November 2009.
900
vol 22 no 10
october 2009
15/9/09
12:42
Page 901
OCCUPATIONAL
When weve got the whole

of London counting on us
Chartered Occupational Psychologist
40,524 to 52,836 (inc. London Weighting)
For more information and to apply

visit www.london-fire.gov.uk
Closing date: 9am,
12 October 2009
We are keen to hear from anyone with
the ability to do this job, to help us
achieve a workforce as diverse as the
communities that we serve.
There has never been a better time to join the Human Resources (HR) team at the London
Fire Brigade, the UKs largest fire and rescue service. We are an excellent Authority with good
people management according to the Audit Commission. Were determined to continuously
improve on our performance and HR will be at the heart of this challenge, with particular
emphasis on performance management, behavioural change and operational efficiency.
Reporting to the Head of HR Policy & Transformation, youll provide internal consultancy
to the recruitment team, including designing bespoke assessment centre exercises.
Youll also work on the design and implementation of various behavioural change projects.
Able to write high level reports and familiar with a range of psychometric instruments,
experience in assessment centre design for large-scale recruitment and organisational
change projects will be essential.
We offer an excellent range of benefits including a final salary pension, generous leave
entitlement and on-site gym facilities.
The Child Maintenance and Enforcement Commission is responsible for all aspects of child maintenance in Great Britain.
Its role is to promote financial responsibility, encourage and support private maintenance arrangements as well as
provide a statutory maintenance service. It will be innovative in its approach, harnessing the expertise of the public,
private and third sectors. This is an exciting opportunity to develop your career as part of a team that will build the
new scheme of child maintenance for children who live apart from one or both of their parents.
Organisational Capability Consultants x 3
Working as part of a newly created team, you will design and deliver a range of solutions and interventions in strategic
workforce planning, people development and business psychology in support of the organisational capability strategy.
Joining this complex, fast paced organisation at this time of great change will give you the opportunity to play an
instrumental part in the development and design of the new organisation and its culture.
With a strong academic record, you must have experience of working at a strategic level and be able to display outstanding
consultancy skills. You will be a credible and inspirational individual with a proven track record of delivering innovative
organisational and workforce development solutions. Experience of applying business psychology concepts in a work setting
would also be an advantage.
For more details on these roles please visit our dedicated recruitment website www.transformingchildmaintenance.co.uk
Closing date: Monday 12th October 2009
New organisation. Unique issues.

An opportunity to create a better future for children.
Specialist Recruitment hays.com
901
LOOKING BACK
psy 10_09 p902_903 looking back:Layout 1
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Page 902
children only on a part-time basis. We

should, perhaps, have known that these
measures were questionable, since for
generations women in the north of
England had worked full-time in the
mills, with no apparent northsouth
difference in the incidence of
psychopathy.
Barbara Tizard on John Bowlby the origins of his ideas, their impact and his often
Some psychologists at once criticised
underestimated willingness to revise them
Bowlbys theories. They objected that the
evidence on which they were based was
too shaky to permit such generalisations,
consisting as it did largely of
observational studies in one deplorable
ohn Bowlby (19071990) first
orphanage, where there were many other
children referred to his clinic for stealing,
attained fame some would say
forms of deprivation, and retrospective
14 were affectionless, and 12 of these had
notoriety in 1951, with the
studies, where selective factors were
been separated from their mothers for at
publication of his monograph Maternal
probably involved. His monotropic
least six months when under five.
Care and Mental Health. In it he presented
assumption that infants have only one
His argument that young children are
evidence that maternal care in infancy and harmed by maternal deprivation
preferred person, who is always their
early childhood is essential for mental
mother, the fathers role being to support
whether through separation, or too many
health. He claimed this as a discovery
her emotionally and financially, was
changes of, or absence of, a mother figure
comparable to that of the role of vitamins
contested. His assertion that there is a
was supported largely by this study of
in mental health.
brief critical period in the development
young thieves, and some
Bowlbys own experience of maternal
of attachment, which, if missed,
methodologically weak studies by Spitz
care seems to have been limited. He came
inevitably leads to severe and irreversible
and Goldfarb of institutional and exfrom a conventional, upper middle-class
damage, was also met with scepticism.
institutional children. Bowlby concluded
background, his father a surgeon,
What is much less widely known is
that all children need to have a warm,
knighted for his services to the royal
that Bowlby considerably developed and
intimate and continuous relationship
family. According to the custom of this
modified his theories over his lifetime,
with their mother or a permanent mother
social class, Bowlby and his five siblings
driven by a desire to
substitute. Moreover he
were cared for by a nursery staff, at the
be more scientific in
believed that there is a
top of the house, visiting their mother in
his approach, and to
critical period for this
It seems likely that these
the drawing room from 5 to 6pm each
incorporate and
relationship to develop,
experiences sensitised
day. Aged four, he was heartbroken when
respond to the
from 6 to 30 months. If the
him to issues of
his nursemaid left. At nine he was sent to
concepts, methods
relationship is absent then,
attachment and loss
boarding school. He later told his wife he
and findings of other
or broken, the
would not send a dog to boarding school
disciplines. (The stages
consequences are severe
at that age. It seems likely that these
of Bowlbys thinking can
and irreversible. Mothering
experiences sensitised him to issues of
be followed in a 1979 collection of his
is almost useless if delayed until after the
attachment and loss, although his only,
articles, The Making and Breaking of
age of two, and the child will grow up
cryptic, public comment was that he had
Affectional Bonds). Initially, he accounted
psychopathic, or at best affectionless,
been sufficiently hurt but not sufficiently
for the dire consequences of maternal
unable to form close relationships with
damaged by them.
deprivation in psychoanalytic terms, as
others. He expressed his firm opposition
After public school, he read medicine
due to the failure of the childrens egos
not only to institutional care and
at Cambridge and University College
and superegos to develop adequately. This
separation in hospitals, but also to day
Hospital, and did voluntary work in an
was because the normal childish conflict
nurseries or schools for children under
analytically oriented school for
between the impulse to obtain libidinal
three. Even those aged three to five
maladjusted children, before starting a
satisfaction and the impulse to hurt and
should only attend part-time, and mothers
seven-year Kleinian psychoanalysis, and
destroy the love object was intensified by
with young children should, if necessary,
training as an adult psychiatrist at the
separation, to a degree which their egos
be paid to stay at home.
Maudsley Hospital. Working in the
were too weak to resolve. Hence, these
The book made a tremendous impact
London Child Guidance Clinic before the
intense feelings remained in the
on the general public. I think this was
war, Bowlbys views soon began to diverge because it appeared at a time, soon after
unconscious, unresolved, leading to later
from those of his psychoanalytic mentors.
personality disturbance.
the end of the Second World War, when
He became convinced that they greatly
But Bowlby was remarkably open to
there was a big movement to get women,
exaggerated the role of fantasy in
influences from other disciplines. During
in many ways liberated by their wartime
childrens psychological disturbances,
the 1950s his weekly workshop on
work experiences, to stay at home.
which he believed were primarily the
parentchild relations included, besides
Professional women like myself I had
result of damaging life experiences,
both a Freudian and a Kleinian analyst,
my first baby in the year the book was
especially separation from their mothers.
psychologists who were behaviourists,
published became worried that they
This led him to warn, unsuccessfully,
a Piagetian, an ethologist, and psychiatric
would damage their children by returning
against the evacuation of children under
social workers. Within a few years he
to work even on a part-time basis, and
five without their mothers at the
became critical of psychoanalytic theory
those who worked full-time were widely
beginning of the war. In 1944 he
because of its failure to make systematic
criticised. Many nurseries closed, and
published a paper showing that of 44
observations, the obscurity of many of its
nursery schools switched to taking
The making and breaking

of attachment theory
902
vol 22 no 10
october 2009
psy 10_09 p902_903 looking back:Layout 1
15/9/09
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Page 903
looking back
hypotheses, and its failure to see any need

to test them. In 1956 the findings of his
own study of early hospitalised children
led him to write that he and others had
overstated their case about the inevitable
dire consequences of early separation.
Theoretically, he switched to an
ethological explanation of the importance
of motherchild bonding, in terms of its
biological survival value, as well as its
importance for emotional development.
He saw a parallel between this bonding
and the concept (later repudiated by
ethologists) of imprinting in animals and
birds, a process said to occur during a
limited time period and to be irreversible.
He was inspired by ethology to initiate
observational studies of young children
entering hospital and residential
nurseries. He was struck by the
resemblance between the stages of
protest, despair and detachment observed
in them after separation and the process
of adult mourning.
During the 1960s Bowlby turned to
study the normal process of attachment,
working with a psychologist, Mary
Ainsworth, with whom he developed
attachment theory. This emphasised that
attachment relations are important
throughout life, and that later
relationships and social and emotional
functioning depend on the security of
the first attachment. Ainsworths Strange
Situation procedure was devised as an
objective, observable way to elicit
different patterns of attachment behaviour
in 12- to 18-month-old children in
standardised situations with their mother.
Secure children, who used their mothers
as a base from which to explore, and to
return to for reassurance, were said to be
those with sensitive, responsive mothers.
It was predicted that they would later
develop confident, positive social
relationships. Bowlby concluded from
research with this procedure that at least
a third of children have mothers who do
not provide them with security, because
of their own emotional problems.
Attachment theory and research have
subsequently burgeoned (see Helen
Barretts excellent 2006 book Attachment
and the Perils of Parenting for an account).
To understand how early attachment
patterns can have lasting effects, by the
1970s Bowlby had adopted the concept
of internal working models from a
cognitive psychologist, Kenneth Craik.
He postulated that such models, built up
by young children from their experiences
and from what they are told, consist of
expectations about how people will
respond to them, and they to others.
At first the models, whether based on
negative or positive experiences, are
tentative, but they tend to be confirmed

and to persist. Thus any initial emotional
damage to children tends to be
perpetuated, although to some degree
it may be moderated by subsequent
experience. He drew on informationprocessing theories to explain the
increasing resistance of these models
to change. These concepts led him to
withdraw his initial belief in a critical
period for bonding, which had been
called into question by later research.
Although many psychoanalysts
thought otherwise, Bowlby always saw
himself as a psychoanalyst. But when
asked in 1979 for the 10 books that had
most influenced his
thinking, he included
only one by a
psychoanalyst (Freuds
Introductory Lectures),
three books by
biologists (Robert
Hinde and Lorenz), one
by the educationalist
Homer Lane, and one
by the psychologist
Ainsworth. In 1986
Bowlby wrote of Freud:
The phenomena to
which he called
attention are immensely
important, but the
theories he came up with are very dated
and inadequate.
In the last part of his life, strongly
influenced by the writings of Michael
Rutter, he abandoned his original
insistence on the irreversible
consequences of maternal separation. In
1988 he wrote that the central task is to
study the endless interactions of internal
and external factors, and how the one is
influencing the other not only during
childhood but during adolescence and
adult life as well Present knowledge
requires that a theory of developmental
pathways should replace theories that
invoke specific phases of development in
which it is postulated that a person may
become fixated and/or to which he may
regress. His concern remained with the
concept of attachment, but his interest
had shifted to the problems of adults
with dysfunctional working models of
attachment. Unfortunately, it is his
original crude theory that has stuck in
the public mind.
Bowlbys theories, by emphasising
the role in development of experience
as opposed to fantasy, constituted an
important critique of psychoanalysis.
They were also important in drawing
attention to the emotional suffering that
young children can undergo in
separation, which led to more humane
practices in hospital and child care. But

his influence was felt by many women as
oppressive, until feminism and the
growth of consumerism led to mothers
returning to work with greater
confidence.
In my own case, my first major
research project, a longitudinal study of
children who spent their first two to five
years in English residential nurseries, was
inspired by doubts about Bowlbys
theories. In fact, we found that he was
partially right. Whilst by 16 many of the
ex-institutional children, especially the
adopted children, had formed strong and
loving relationships with their parents,
they more often had
problems with their
peers than other
children. But these
problems occurred
in only half of the
children, and were
more frequent in
those who returned
to their own families,
with all their
problems, than those
who were adopted,
and had much
attention and care
lavished on them.
Unlike me, my late
husband Jack took little interest in
Bowlbys work. Like Bowlby, during the
1950s he was concerned about the effects
of institutional care: in Jacks case, on
adults and children who had been
certified as mental defectives, and
incarcerated with an almost indeterminate
sentence in huge institutional colonies.
Jacks interest was in improving the
patients lives, by setting up occupational
training for the young adults, which often
made their release into the community
possible, and by an experimental transfer
of severely retarded young children from
a large hospital ward into a small,
nursery-like hostel. His motivation was
humanitarian and libertarian. He was
influenced by, and liaised with, the
National Council for Civil Liberties (now
Liberty) who were then campaigning for
the release of specific adults, certified
when teenagers, often because of a
combination of school failure and minor
delinquency. Unlike Bowlby, Jack saw that
there was sometimes a role for
institutional care, and was concerned to
understand how institutions worked, and
how to improve them.
I Barbara Tizard is Emeritus Professor of
Education at the Institute of Education
B.Tizard@ioe.ac.uk
903
15/9/09
15:45
Page 904
with Jay Belsky

Professor of Psychology at Birkbeck University of London
One inspiration
Professor Urie
Bronfenbrenner, Cornell
University; among so much
else, he showed me how to
find what is of value in others
work, rather than concentrate
on its limitations.
One common denominator
underlying your work
Fascination with how
developmental experiences
shape or fail to shape who
we are.
One moment that changed
the course of your career
When I spotted a teammate
on the Georgetown University
soccer team with a bunch of
four-year-olds in tow, leading
me to ask him, Where did
you get them? His reply led to
the eventual resolution of my
identity crisis, as volunteering
at the university daycare
centre was my first step in
becoming a developmental
psychologist.
One challenge you think

psychology faces
The tendency to regard only
experimental work, and
possibly only neuroscientific
research, as science.
One alternative career
I spent my entire childhood
wanting to go to the US
Military Academy at West
Point but, after securing an
appointment there, including
a congressional nomination,
decided instead to study
international relations at
Georgetown University.
One cultural
recommendation
Jared Diamonds Guns,
Germs and Steel; masterly
interdisciplinary
scholarship, even
though he is
undoubtedly wrong
in contending that
humans have not
changed genetically
since the dawn of
agriculture.
One idea that grabs you at

the moment
That individuals vary in
developmental plasticity, with
some being more susceptible
to environmental effects, both
good and bad, than others.
One hope for the future
That it not be a self-serving
guild. If it makes good
One regret
Never having
mastered a second
language.
Jay Belsky
One proud
j.belsky@bbk.ac.uk
moment
Remaining calm and
focused when a
hippo dumped me out of my
scientific sense for psychology
canoe into the crocodileto wither and something else
infested Zambeze River in
to assume or assimilate it,
Zimbabwe and surviving to
profession politics should not
tell the tale!
stand in the way.
Belsky, J., Steinberg, L. & Draper, P. (1991). Childhood experience,

interpersonal development, and reproductive strategy: An
evolutionary theory of socialization. Child Development, 62, 647670.
It re-cast traditional thinking in modern evolutionary terms,
advancing new, testable hypotheses.
A special issue marking the 150th anniversary of the publication of Charles Darwins
On the Origin of Species.
I Send your comments about The Psychologist to the editor, Dr Jon Sutton, on
jon.sutton@bps.org.uk, +44 116 252 9573 or to the Leicester office address
I To advertise in The Psychologist: psyadvert@bps.org.uk, +44 116 252 9552
I For jobs in the Appointments section: psychapp@bps.org.uk, +44 116 252 9550
904
One problem that

psychology should deal with
The continuing distrust by so
many of all things
evolutionary and thus the
obsessive interest in the how
of psychological/behavioural
phenomena, with insufficient
concern for the why of them.
One hero from

psychology
Sir Michael Rutter,
based on the depth
and scope of his
scholarship,
including the
crystal clarity of his
thinking.
coming soon
One lesson from Sure Start

Demand that anyone speaking
about evidenced-based
anything distinguish scientific
evidence from so much else
that masquerades as such (e.g.
anecdote, qualitative study,
general impressions).
One nugget of advice for

aspiring psychologists
Follow your nose! Never lose
sight of what interests or
better yet, fascinates you.
resource
One great thing that

psychology has achieved
Enabling so many to
appreciate that children are
not just miniature adults, but
individuals who should be
understood on their own
terms.
One thing that you

would change about
psychologists
That they be less critical of
each other and more openminded, actively engaging,
even if only
experimentally, ideas with
which they might
(initially?) disagree.
contribute
ONE ON ONE
psy 10_09 p904 one on one:Layout 1
Think you can do better? Want to see your

area of psychology represented more?
See the inside front cover for how you can
contribute and reach 45,000 colleagues
into the bargain, or just e-mail your
suggestions to jon.sutton@bps.org.uk
vol 22 no 10
october 2009
psy 10_09 pibc:Layout 1
15/9/09
15:44
Page 1
2nd UK Paediatric Neuropsychology Symposium:

Rehabilitation and Educational Support
19 23 April 2010
UCL Institute of Child Health & Great Ormond Street Hospital for Children, London.
This symposium will provide a contemporary account of rehabilitation programmes, specic interventions and
educational support for children with cognitive, behavioural and emotional difculties following neurological injury or
neurodevelopmental disorder. A host of leading international speakers will participate in this unique symposium in order to
consider how professionals may best support children and their families following neurological injury and what opportunities
there may be to exploit brain plasticity in promoting positive learning, behaviour and socio-emotional development.
Conrmed Speakers
sProfessor Vicki Anderson
University of Melbourne
s Professor Dorothy Bishop
University of Oxford
sProfessor Lucia Willadino Braga
SARAH Network, Brasilia
sProfessor Robert Butler
Oregon Health & Science University
sProfessor Jacobus Donders
Mary Free Bed Rehabilitation Hospital, Michigan
sDr Ian Frampton
University of Exeter
s Professor Reuven Feuerstein

The International Centre for the Enhancement of
Learning Potential, Jerusalem
sProfessor Fiona Gibbon
University of Cork
sDr Sam Goldstein
Neurology, Learning and Behavior Center, Salt Lake City
sProfessor George Prigatano
Barrow Neurological Institute, Phoenix
sProfessor Keith Yeates
Nationwide Childrens Hospital, Columbus
Programme Director: Dr Peter Rankin

Registration forms & Abstract submission details are available at www.ichneuropsych.co.uk
All other enquiries to ICH Events Ofce 020 7905 2135 or email k.gresty@ich.ucl.ac.uk
psy 10_09 pobc:Layout 1
15/9/09
15:42
Page 1
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The teller, the tale

Incorporating Psychologist Appointments

the restless brain 836

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