Factors affecting responsiveness to teaching strategies in the rehabilitation of acquired memory impairment

Venn, Paul (2011). Factors affecting responsiveness to teaching strategies in the rehabilitation of acquired memory impairment. University of Birmingham. Clin.Psy.D.

[img]
Preview
Venn11ClinPsyD1.pdf
PDF

Download (839kB)
[img] Venn11ClinPsyD2.pdf
PDF
Restricted to Repository staff only until 31 December 2021.

Download (888kB)

Abstract

This thesis is submitted in partial fulfilment of the requirements for the degree of Clinical Psychology Doctorate (Clin.Psy.D) at the University of Birmingham. It comprises a research component (Volume I) and five clinical practice reports (Volume II).

Volume I (research component) contains two papers. The first paper is a review of the literature, which examines the extent to which specific cognitive impairments should be taken into account when planning memory rehabilitation interventions based on teaching strategies such as cueing and errorless learning. The second paper is an empirical study which compares the effectiveness of implicit and explicit teaching instructions when using the method of vanishing cues to facilitate learning in people with memory impairment arising from acquired brain injuries.

Volume II comprises five clinical practice reports presenting work undertaken in the specialties of mental health (adult and older adult), learning disabilities and neurorehabilitation. The first presents an initial assessment of a 71 year old woman with generalised anxiety alongside formulations of her difficulties from cognitive-behavioural and psychodynamic perspectives. The second report contains a single case experimental design to evaluate the effectiveness of a cognitive rehabilitation intervention in an 81 year old man with Alzheimer’s disease. The third report is a service evaluation addressing the needs of psychological therapists working with adults with Asperger’s Syndrome/High Functioning Autism. The fourth report is a case study relating to a 66 year old man with a learning disability and challenging behaviour. An abstract for the fifth report is included, which presented a case study (assessment, formulation and intervention) of a 52 year old woman with Multiple Sclerosis and generalised anxiety.

Type of Work: Thesis (Doctorates > Clin.Psy.D.)
Award Type: Doctorates > Clin.Psy.D.
Supervisor(s):
Supervisor(s)EmailORCID
Riley, Gerry AUNSPECIFIEDUNSPECIFIED
Licence:
College/Faculty: Colleges (2008 onwards) > College of Life & Environmental Sciences
School or Department: School of Psychology
Funders: None/not applicable
Subjects: B Philosophy. Psychology. Religion > BF Psychology
URI: http://etheses.bham.ac.uk/id/eprint/1044

Actions

Request a Correction Request a Correction
View Item View Item

Downloads

Downloads per month over past year