Sue Whitcombe
Delighted to be joining The Metanoia Institute to teach on the Doctorate in Counselling Psychology and Psychotherapy and resume my research.
I am a HCPC registered counselling psychologist with a special interest in children and families and continue to practice on a part time basis. My therapeutic work is with children, adults and families and I am often instructed as an expert in family law cases where a child appears to be rejecting, or refusing, a relationship with a parent. I have contributed to policy development in this field. I offer supervision, consultancy and tailored training.
My practice and research interests include psychological functioning, family dynamics and dysfunction, life transitions, the impact of attachment and trauma in individual and family functioning, and the impact of legal and social welfare systems on separated families. Further interests include child and adolescent mental health, with particular focus on assessment and issues of consent; the experience of men in relationships and families; gender bias and discrimination; concept creep in psychology; psychology of men and boys.
Currently Chair of the British Psychological Society (BPS) Division of Counselling Psychology and member of the BPS Male Psychology Section Committee. Formerly Chair of the BPS Training Committee in Counselling Psychology, member of the BPS Expert Witness Advisory Group and Chair of the BPS Wales Division of Counselling Psychology.
I am a HCPC registered counselling psychologist with a special interest in children and families and continue to practice on a part time basis. My therapeutic work is with children, adults and families and I am often instructed as an expert in family law cases where a child appears to be rejecting, or refusing, a relationship with a parent. I have contributed to policy development in this field. I offer supervision, consultancy and tailored training.
My practice and research interests include psychological functioning, family dynamics and dysfunction, life transitions, the impact of attachment and trauma in individual and family functioning, and the impact of legal and social welfare systems on separated families. Further interests include child and adolescent mental health, with particular focus on assessment and issues of consent; the experience of men in relationships and families; gender bias and discrimination; concept creep in psychology; psychology of men and boys.
Currently Chair of the British Psychological Society (BPS) Division of Counselling Psychology and member of the BPS Male Psychology Section Committee. Formerly Chair of the BPS Training Committee in Counselling Psychology, member of the BPS Expert Witness Advisory Group and Chair of the BPS Wales Division of Counselling Psychology.
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Conference Presentations by Sue Whitcombe
Parental alienation is a phrase often used in the context of high conflict relationship breakdown. A key feature of parental alienation is a child’s strong alignment with one parent whilst rejecting a relationship with the other, despite a prior normal, loving, warm relationship. This rejection seems illogical in the absence of any abuse or violence. Whilst there is recognition of the long term psychological impact on the child, there is little research into the sense alienated parents make of their lives when rejected.
This research seeks to answer the question: What are the lived experiences of alienated parents?
Design:
This research employs a Q methodology approach to explore the breadth of participants’ experience. The experiences of parents who identify themselves as having been alienated by their children are explored, and factors based on shared viewpoints are identified.
Method:
An 80 item Q Set was developed from a range of sources including focus groups, current published literature, personal blogs, web-based information sites and support organisations. The Q Sort itself was conducted on-line using FlashQ. 54 participants were recruited through support organisations and social media web-sites.
Results:
A six factor solution accounting for 49% of the variance in responses was extracted and interpreted in light of the importance placed on the statements selected and the rich qualitative supporting data. Key findings include participants’ concerns for the mental health and well-being of their children; frustration with and criticism of the socio-legal system; and personal, functional and mental health issues.
Conclusion:
The themes identified highlight gaps in therapeutic and practical support; raise concerns about the current socio-legal processes and signpost areas for further research.
"
A pattern of behaviours which are common to cases of alienation was first described by Gardner in the 1980s. Whilst his research has been criticised, the behaviours and symptoms he identified have been further explored and developed. Worldwide, there continues to be a debate as to whether the behaviour patterns exhibited by a child constitute a disorder or syndrome – Parental Alienation Syndrome (PAS). There appears to be some consensus that some children do alienate a parent and a wider range of views on the significance of parental behaviours involved in the alienation process.
This presentation will review the evidence for Parental Alienation and explore the wide-ranging debate surrounding the potential inclusion of Parental Alienation in DSM-V.
This paper explores these negative attitudes using a Q methodology approach to sample the diverse range of views held by a range of teachers in the North East of England. Q methodology begins with the premise that each respondent has a valid, yet subjective, viewpoint of any given situation. The aim is not to find a definitive truth but rather to explore the range of accounts that respondents construct, enabling an analysis of how individuals make sense of pre-identified factors, with reference to their personal experience, and subsequently to ascertain patterns (factors or themes) based on shared viewpoints. Teachers from pre-school settings and post-16 colleges responded alongside teachers from the primary and secondary education phases. Pre-qualified, newly qualified and teachers with a considerable number of years’ service took part in the research. Many of the existing research findings about the cognitive, emotional and behavioural attitudinal factors are corroborated, though some more positive attitudes related to the teaching and learning encounters with these students are also revealed. "
Talks by Sue Whitcombe
This paper explores these negative attitudes using a Q methodology approach to sample the diverse range of views held by a range of teachers in the North East of England. Q methodology begins with the premise that each respondent has a valid, yet subjective, viewpoint of any given situation. The aim is not to find a definitive truth but rather to explore the range of accounts that respondents construct, enabling an analysis of how individuals make sense of pre-identified factors, with reference to their personal experience, and subsequently to ascertain patterns (factors or themes) based on shared viewpoints. Teachers from pre-school settings and post-16 colleges responded alongside teachers from the primary and secondary education phases. Pre-qualified, newly qualified and teachers with a considerable number of years’ service took part in the research. Many of the existing research findings about the cognitive, emotional and behavioural attitudinal factors are corroborated, though some more positive attitudes related to the teaching and learning encounters with these students are also revealed.
Papers by Sue Whitcombe
Whitcombe, S., Young, C., Kotźe, S., Charura, D., Consoli, A. J., Van Wanrooij, T., Murphy,
K., Streatfeild, K., Gilmour, A., & Puno, L. (2024). Counselling Psychology: A Position
Paper. The Global Counselling Psychology Forum.
This Position Paper aims to provide a global perspective on Counselling Psychology for the purpose of education and creating a unifying voice. The Position Paper begins with a brief introduction - stating its unique purpose and value. It presents the history of Counselling Psychology, investigating its roots and the emergence of the tension between empirical science and humanistic practices; the contextual history of Counselling Psychology in various nations is also presented. Next, the philosophy of Counselling Psychology is discussed, highlighting its core pillars. The professional competencies are outlined, emphasising the many roles, areas of expertise, and work environments that Counselling Psychologists work in. The latter part of the document showcases the unique value of Counselling Psychologists and the embodiment of its core values particularly in centring the human experiences in context.
This submission focuses on three key areas: Child Welfare Reporters and curators ad litem; voice of the child; factors to be considered by the court when making contact and residence orders.
My earlier submission - the consultation response submitted to Review of Part 1 of the Children (Scotland) Act 1995 and creation of a family justice modernisation strategy - is available here: https://www.academia.edu/39401811/Consultation_response_submitted_to_Review_of_Part_1_of_the_Children_Scotland_Act_1995_and_creation_of_a_family_justice_modernisation_strategy
Submitted on 2018-09-28
New contact details
[email protected]
Tel: 029 2188 6188
Parental alienation is a phrase often used in the context of high conflict relationship breakdown. A key feature of parental alienation is a child’s strong alignment with one parent whilst rejecting a relationship with the other, despite a prior normal, loving, warm relationship. This rejection seems illogical in the absence of any abuse or violence. Whilst there is recognition of the long term psychological impact on the child, there is little research into the sense alienated parents make of their lives when rejected.
This research seeks to answer the question: What are the lived experiences of alienated parents?
Design:
This research employs a Q methodology approach to explore the breadth of participants’ experience. The experiences of parents who identify themselves as having been alienated by their children are explored, and factors based on shared viewpoints are identified.
Method:
An 80 item Q Set was developed from a range of sources including focus groups, current published literature, personal blogs, web-based information sites and support organisations. The Q Sort itself was conducted on-line using FlashQ. 54 participants were recruited through support organisations and social media web-sites.
Results:
A six factor solution accounting for 49% of the variance in responses was extracted and interpreted in light of the importance placed on the statements selected and the rich qualitative supporting data. Key findings include participants’ concerns for the mental health and well-being of their children; frustration with and criticism of the socio-legal system; and personal, functional and mental health issues.
Conclusion:
The themes identified highlight gaps in therapeutic and practical support; raise concerns about the current socio-legal processes and signpost areas for further research.
"
A pattern of behaviours which are common to cases of alienation was first described by Gardner in the 1980s. Whilst his research has been criticised, the behaviours and symptoms he identified have been further explored and developed. Worldwide, there continues to be a debate as to whether the behaviour patterns exhibited by a child constitute a disorder or syndrome – Parental Alienation Syndrome (PAS). There appears to be some consensus that some children do alienate a parent and a wider range of views on the significance of parental behaviours involved in the alienation process.
This presentation will review the evidence for Parental Alienation and explore the wide-ranging debate surrounding the potential inclusion of Parental Alienation in DSM-V.
This paper explores these negative attitudes using a Q methodology approach to sample the diverse range of views held by a range of teachers in the North East of England. Q methodology begins with the premise that each respondent has a valid, yet subjective, viewpoint of any given situation. The aim is not to find a definitive truth but rather to explore the range of accounts that respondents construct, enabling an analysis of how individuals make sense of pre-identified factors, with reference to their personal experience, and subsequently to ascertain patterns (factors or themes) based on shared viewpoints. Teachers from pre-school settings and post-16 colleges responded alongside teachers from the primary and secondary education phases. Pre-qualified, newly qualified and teachers with a considerable number of years’ service took part in the research. Many of the existing research findings about the cognitive, emotional and behavioural attitudinal factors are corroborated, though some more positive attitudes related to the teaching and learning encounters with these students are also revealed. "
This paper explores these negative attitudes using a Q methodology approach to sample the diverse range of views held by a range of teachers in the North East of England. Q methodology begins with the premise that each respondent has a valid, yet subjective, viewpoint of any given situation. The aim is not to find a definitive truth but rather to explore the range of accounts that respondents construct, enabling an analysis of how individuals make sense of pre-identified factors, with reference to their personal experience, and subsequently to ascertain patterns (factors or themes) based on shared viewpoints. Teachers from pre-school settings and post-16 colleges responded alongside teachers from the primary and secondary education phases. Pre-qualified, newly qualified and teachers with a considerable number of years’ service took part in the research. Many of the existing research findings about the cognitive, emotional and behavioural attitudinal factors are corroborated, though some more positive attitudes related to the teaching and learning encounters with these students are also revealed.
Whitcombe, S., Young, C., Kotźe, S., Charura, D., Consoli, A. J., Van Wanrooij, T., Murphy,
K., Streatfeild, K., Gilmour, A., & Puno, L. (2024). Counselling Psychology: A Position
Paper. The Global Counselling Psychology Forum.
This Position Paper aims to provide a global perspective on Counselling Psychology for the purpose of education and creating a unifying voice. The Position Paper begins with a brief introduction - stating its unique purpose and value. It presents the history of Counselling Psychology, investigating its roots and the emergence of the tension between empirical science and humanistic practices; the contextual history of Counselling Psychology in various nations is also presented. Next, the philosophy of Counselling Psychology is discussed, highlighting its core pillars. The professional competencies are outlined, emphasising the many roles, areas of expertise, and work environments that Counselling Psychologists work in. The latter part of the document showcases the unique value of Counselling Psychologists and the embodiment of its core values particularly in centring the human experiences in context.
This submission focuses on three key areas: Child Welfare Reporters and curators ad litem; voice of the child; factors to be considered by the court when making contact and residence orders.
My earlier submission - the consultation response submitted to Review of Part 1 of the Children (Scotland) Act 1995 and creation of a family justice modernisation strategy - is available here: https://www.academia.edu/39401811/Consultation_response_submitted_to_Review_of_Part_1_of_the_Children_Scotland_Act_1995_and_creation_of_a_family_justice_modernisation_strategy
Submitted on 2018-09-28
New contact details
[email protected]
Tel: 029 2188 6188
Conclusions: Despite the controversy about the concept, validity and reliability of PA, the evidence suggests that there is more agreement than disagreement among practitioners and professionals in the field. Whilst there is a general consensus that alienation exists within a distinct population who would benefit from intervention, there is no consensus on its inclusion in DSM5. Irrespective of its inclusion in any nosology, the recent debate has highlighted the need for further research. A greater understanding of the processes, symptoms and behaviours involved in PA will enable the needs of children and families involved in high-conflict separation to be better addressed.
rejected. Furthermore, in the UK there is little open recognition or apparent
understanding of parental alienation by those with whom families engage in the course of their relationship breakdown. This research seeks to explore the experiences of alienated parents in the UK.
A comprehensive literature review addresses the historical and current debates around this sometimes controversial phenomenon. This includes the polarising gender debate, the recent submission of Parental Alienation Disorder for consideration by the DSM5 Task Force and the paucity of discussion or literature in the UK in comparison to other countries. Using a Q methodology approach, the subjective and intersubjective experiences of 54 British alienated parents emerge in 6 factors, enriched by their own
narratives and supporting demographic information. In addition to the concrete, explicit findings, a pervasive sense of powerlessness emerges through the subtext. The findings are discussed in light of the limited literature and there is a key focus on the unique role that counselling psychology can play in addressing this powerlessness. Implications for practice and policy are outlined and recommendations for further multi-disciplinary research are given.
© 2024 John Wiley & Sons Ltd. Published 2024 by John Wiley & Sons Ltd.