Helen Rostill-Brookes

University of Birmingham, Birmingham, England, United Kingdom

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Publications (4)5.71 Total impact

  • Daljit K Sandhu · John Rose · Helen J Rostill-Brookes · Su Thrift
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    ABSTRACT: This study explores the emotional challenges faced by staff working on a sex offender treatment programme for people with an intellectual disability. Semi-structured interviews were carried out with eight participants working on a treatment programme for sex offenders with an intellectual disability. Interviews were analysed using interpretative phenomenological analysis. Staff experienced a range of negative emotions that they dealt with in a variety of ways including through the use of humour and various emotional defences. Empathy was a challenging and complex issue with individuals taking a variety of positions. Staff awareness and understanding of the role of emotions in relation to their own well-being and in relation to therapeutic processes varied. Emotional intelligence was associated with greater therapeutic understanding. Recommendations are made in relation to personal and professional characteristics and need for clinical supervision to support staff well-being and the development of therapeutic competence and effectiveness.
    Journal of Applied Research in Intellectual Disabilities 07/2012; 25(4):308-18. DOI:10.1111/j.1468-3148.2011.00667.x · 1.38 Impact Factor
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    Nicholas Oke · Helen Rostill-Brookes · Michael Larkin
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    ABSTRACT: This study examines carer attributes associated with placement stability for teenagers growing up in long term foster care, focusing on unexpected placement success. We explored experiences and perceptions relating to family, belonging and commitment in a group of foster carers providing a stable placement for a young person who had not been expected to settle. These placements showed positive outcome, despite factors in the child's history that might have predicted otherwise.Seven foster carers were interviewed following a semi-structured guide, which covered their ideas about their relationship with the child in question, about the foster family, and the child's sense of belonging in foster and birth family. Analysis of carers' accounts of placements which had succeeded 'against the odds' revealed four major themes, described under the headings My Child-emotional bonding, the carers' enlarged view of family and their parental regard for the young person; Jam in the Sandwich-working within a 'compromised space' between Local Authority and birth family; Repair and Rebuild-the craft of fostering including managing the foster/birth family boundary; Sticking with It-resilience, tenacity and maintaining hopefulness.The carers' accounts offer pointers towards the ingredients of successful placements and prompt reflection on how these may be supported and promoted. They also highlight tensions inherent in the foster carer task relating to carers' parental functioning for young people in long-term foster care.
    Clinical Child Psychology and Psychiatry 11/2011; 18(1). DOI:10.1177/1359104511426398 · 1.03 Impact Factor
  • Helen Rostill-Brookes · Michael Larkin · Amy Toms · Clare Churchman
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    ABSTRACT: Multiple placement transitions have been associated with poorer psychosocial outcomes for children growing up in local authority care. However, although there is an expanding literature examining the risk and protective factors connected with placement breakdown, very few studies have explored the quality of the move experience for those most closely involved with it. Our study considered how young people, foster carers and social workers made sense of unplanned placements' endings. Bringing together the lived experiences of these key stakeholders in the placement system added a novel dimension to existing research knowledge. What emerged from our analysis was evidence of a pervasive and shared emotional experience; all of the participants were affected by the breakdown irrespective of age, experience, or professional role. However, despite many commonalities, there was also a strong sense of fragmentation between the groups, which was characterised by discourses of mistrust and miscommunication. This meant that emotional reactions to the breakdown were often suppressed or dismissed, resentments built-up and attempts to find a solution were thwarted by silence or angry recrimination. These findings raise real challenges for practice and policy development. In particular, they stress the importance of shared and meaningful dialogue between all key stakeholders within the social care system, the need for more effective and timely support when placements are in crisis and opportunities for those most closely involved with the placement breakdown to process the emotional experience.
    Clinical Child Psychology and Psychiatry 01/2011; 16(1):103-27. DOI:10.1177/1359104509352894 · 1.03 Impact Factor
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    V L Crooks · H Rostill-Brookes · A R Beech · J A Bickley
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    ABSTRACT: Attentional bias toward child images is assessed among adolescent sexual offenders and nonsexual offenders using the rapid serial visual presentation (RSVP) method, which measures the effects of "attentional blink." Twenty adolescent sexual offenders against children and 26 nonsexual offenders are asked to identify a child or animal image and then a second image in streams of 10 images. A stronger attentional blink effect is expected for offenders against children after viewing child rather than animal images. However, the expected differences between offender groups are not found. It is questioned whether the RSVP images can elicit a response in adolescent sexual offenders indicative of DSI. The clinical utility of applying the RSVP assessment with adolescents rather than adults is also queried because (a) adolescents' cognitive abilities may not allow them to conceptualize and concentrate on the assessment in its present form and (b) deviant sexual interest may be evident to different degrees in adolescent sexual offenders.
    Sexual Abuse A Journal of Research and Treatment 02/2009; 21(2):135-48. DOI:10.1177/1079063208328677 · 2.28 Impact Factor