{"id":984,"date":"2022-08-01T19:47:34","date_gmt":"2022-08-01T19:47:34","guid":{"rendered":"http:\/\/blog.soton.ac.uk\/edpsych\/?p=984"},"modified":"2022-08-01T19:57:20","modified_gmt":"2022-08-01T19:57:20","slug":"silencing-the-stigma-of-hearing-voices-implications-for-educational-psychology-understanding-and-practice","status":"publish","type":"post","link":"https:\/\/blog.soton.ac.uk\/edpsych\/2022\/08\/01\/silencing-the-stigma-of-hearing-voices-implications-for-educational-psychology-understanding-and-practice\/","title":{"rendered":"Silencing the stigma of hearing voices: Implications for Educational Psychology understanding and practice"},"content":{"rendered":"<p><strong>Assignment type:<\/strong> Essay<br \/>\n<strong>Author:<\/strong> Ffion Davies<br \/>\n<strong>Submitted:<\/strong> March 2021<\/p>\n<p style=\"background-color: #f2f2f2;padding: 10px\">There is a great deal of stigma surrounding the experience of hearing voices despite findings that it is common, especially among children and young people. In children it is often transient, possibly part of normal development, and can be a positive experience. The Hearing Voices Movement urges a move away from a medical model and towards understanding hearing voices as part of a meaningful human experience. Possible explanations as to why people hear voices include coping with trauma, to serve a social function, or part of normal development. Evidence suggests different underlying mechanisms for positive vs negative experiences. More research is needed on how best to support young people in school and it is important that young people are included in research. Educational Psychologists are in a unique position to provide support on several levels, including individual, school and societal with an emphasis on normalising the experience and removing stigma.<\/p>\n<p><a href=\"http:\/\/blog.soton.ac.uk\/edpsych\/files\/2022\/08\/Hearing-voices-Ffion-Davies.pdf\">Download (PDF)<\/a><\/p>\n<p>To cite this work, please use the following:<\/p>\n<p><span id=\"a_author\">Davies, F<\/span>.&nbsp;<span id=\"a_articledate\">(2022, 1 August)<\/span>.&nbsp;<span id=\"a_articletitle\">Silencing the stigma of hearing voices: Implications for Educational Psychology understanding and practice<\/span>. <em>University of Southampton Educational Psychology research blog.<\/em><span id=\"a_accessed\"> <\/span><span id=\"a_url\"><a href=\"http:\/\/blog.soton.ac.uk\/edpsych\/2022\/08\/01\/silencing-the-stigma-of-hearing-voices-implications-for-educational-psychology-understanding-and-practice\/\">http:\/\/blog.soton.ac.uk\/edpsych\/2022\/08\/01\/silencing-the-stigma-of-hearing-voices-implications-for-educational-psychology-understanding-and-practice\/<\/a><\/span><\/p>\n","protected":false},"excerpt":{"rendered":"<p>Assignment type: Essay Author: Ffion Davies Submitted: March 2021 There is a great deal of stigma surrounding the experience of hearing voices despite findings that it is common, especially among children and young people. In children it is often transient, &hellip; <a href=\"https:\/\/blog.soton.ac.uk\/edpsych\/2022\/08\/01\/silencing-the-stigma-of-hearing-voices-implications-for-educational-psychology-understanding-and-practice\/\">Continue reading <span class=\"meta-nav\">&rarr;<\/span><\/a><\/p>\n","protected":false},"author":58097,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"ngg_post_thumbnail":0,"footnotes":""},"categories":[1003973,40083],"tags":[1003885],"class_list":["post-984","post","type-post","status-publish","format-standard","hentry","category-hearing-voices","category-mental-health","tag-essay"],"_links":{"self":[{"href":"https:\/\/blog.soton.ac.uk\/edpsych\/wp-json\/wp\/v2\/posts\/984","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blog.soton.ac.uk\/edpsych\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blog.soton.ac.uk\/edpsych\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blog.soton.ac.uk\/edpsych\/wp-json\/wp\/v2\/users\/58097"}],"replies":[{"embeddable":true,"href":"https:\/\/blog.soton.ac.uk\/edpsych\/wp-json\/wp\/v2\/comments?post=984"}],"version-history":[{"count":5,"href":"https:\/\/blog.soton.ac.uk\/edpsych\/wp-json\/wp\/v2\/posts\/984\/revisions"}],"predecessor-version":[{"id":991,"href":"https:\/\/blog.soton.ac.uk\/edpsych\/wp-json\/wp\/v2\/posts\/984\/revisions\/991"}],"wp:attachment":[{"href":"https:\/\/blog.soton.ac.uk\/edpsych\/wp-json\/wp\/v2\/media?parent=984"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blog.soton.ac.uk\/edpsych\/wp-json\/wp\/v2\/categories?post=984"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blog.soton.ac.uk\/edpsych\/wp-json\/wp\/v2\/tags?post=984"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}