Dyadic Developmental Practice (DDP): A framework for therapeutic intervention and parenting

Casswell, Geraldine; Golding, Kim; Grant, Edwina; Hudson, Julie; Tower, Pam

doi:10.53841/bpscypf.2014.1.2.19

Cited by 15 publications

(7 citation statements)

References 13 publications

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“…Semi-structured interviews allowed parents to discuss their experience in detail without constraints of a questionnaire or survey and an adequate sample size was recruited as similarities and differences were elicited in analysis with IPA. Overall, this study echoes the findings of Casswell et al and Gurney-Smith & Wingfield [ 33 , 70 ], suggesting that DDP needs to continue to be flexible and accessible for clients who do not respond to traditional, behaviour focussed interventions.…”

Section: Discussionsupporting

confidence: 85%

“…Due to the nature of their difficulties, these children often have complex issues surrounding trust and struggle to reflect and regulate emotions when exploring their experiences within those therapy models [ 20 ]. Rooted in attachment theory; the primary goal of DDP is to facilitate the developmental qualities associated with attachment security between the child and parents [ 21 ]. These qualities include the capacity to trust, regulate, and reflect about oneself and others.…”

Section: Introductionmentioning

confidence: 99%

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Online therapy with families ‐ what can families tell us about how to do this well? A qualitative study assessing families’ experience of remote Dyadic Developmental Psychotherapy compared to face-to-face therapy

Blair,

Tweedlie,

Minnis

et al. 2024

PLoS ONE

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Dyadic Developmental Psychotherapy (DDP) is a family-based therapy for adopted children aiming to achieve secure attachment between the child and parent. Due to restrictions under the COVID-19 pandemic, delivery of DDP transitioned from face-to-face to online methods. This study aimed to explore families experience of online DDP compared to face-to-face DDP, looking at the advantages and disadvantages of remote delivery methods and the implications this has on future service delivery for clinicians. Semi-structured interviews with 6 families were conducted online. Analysis of transcripts using Interpretative Phenomenological Analysis (IPA) revealed four superordinate themes: environment and child engagement, non-verbal communication, travel and familiarity with remote interactions. Parents recognised the influence the physical and online environment had on their child’s engagement levels, however, varied in their experience and hence preference of delivery method. All families emphasised the importance of non-verbal communication within DDP sessions and majority highlighted this may be lost online. For families who travelled to face-to-face DDP, car journeys provided a unique opportunity to decompress and reflect after sessions. For families where travel is unfeasible, online DDP was a lifeline, demonstrating the ability of remote therapy to widen access to specialist healthcare. Familiarity with online work emerged as a strong indicator of positive attitudes towards remote DDP, especially if the previous experience is positive and the child is confident using technology. Overall, families differed greatly in their experience of remote and face-to-face DDP indicating a new approach must be undertaken with each family beginning therapy, ensuring it is unique and individual to their needs.

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Section: Discussionsupporting

confidence: 85%

Section: Introductionmentioning

confidence: 99%

Online therapy with families ‐ what can families tell us about how to do this well? A qualitative study assessing families’ experience of remote Dyadic Developmental Psychotherapy compared to face-to-face therapy

Blair,

Tweedlie,

Minnis

et al. 2024

PLoS ONE

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“…Further, NICE (2015) stated that health, education, and social care processes around children and young people with attachment difficulties should be stable and consistent, highlighting the need for workers in these distinct areas to be using a coherent and comparable approach in their practice with families, as far as possible. This is consistent with the consensus in the literature that children’s attachment needs are best met through cumulative, consistent, attachment-informed interactions with caregivers and teachers (Casswell, et al, 2014; Golding, 2007; Sabol & Pianta, 2012).…”

Section: Introductionsupporting

confidence: 89%

“…These children often do not meet referral criteria for traditional mental health services and can present with multiple needs, vulnerabilities, and sources of social adversity. In order to address these complex needs in line with the recommendations of contemporary empirical evidence (Casswell et al, 2014;Golding, 2007Golding, , 2010Sabol & Pianta, 2012) and the values of a prudent healthcare model (Bradley et al, 2014), the GAS was designed using a "whole-systems" approach to intervention, focused upon training and upskilling frontline staff working with children who have experienced trauma across Gwent. The GAS unifies the skills and efforts of a wide range of professionals beyond those narrowly associated with mental health (e.g., social care, education, youth justice and wider healthcare staff), facilitating a shared understanding of children's attachment needs.…”

Section: The Gwent Attachment Servicementioning

confidence: 99%

Evaluating the impact of attachment and trauma training for children’s social care teams

Fflur,

Pepper,

Donnelly

et al. 2024

Developmental Child Welfare

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Embedding attachment- and trauma-informed knowledge and skills throughout the services that support children and families who have experienced developmental trauma is vital to meeting the needs of this population. The current pilot study provides provisional data regarding the impact of training delivered by the Gwent Attachment Service to increase awareness and use of attachment- and trauma-informed working across social care teams within Gwent. The training package comprised two-days’ training plus six skill development sessions (SDS) delivered to 274 staff within 21 social care teams within Gwent. Staff self-rated their knowledge of, confidence in, and worries about working in an attachment- and trauma-informed way at three time points; pre-training, post-training and post-skill sessions. Statistical analyses revealed significant increases in staff knowledge and confidence pre-post training, plus a significant decrease in worries pre-post training. Whilst a significant decrease in knowledge and confidence, and significant increase in worries was seen between post-training to post-SDS, the final post-SDS ratings remained significantly improved compared to pre-training. Whilst preliminary given the current study limitations, such findings suggest that the current training and SDS programme successfully improved and maintained knowledge, confidence and level of worry regarding attachment- and trauma-informed working. They also demonstrate the feasibility of National Health Service-based teams delivering such training to improve the service offered to children and families affected by developmental trauma, in keeping with the values of prudent healthcare and taking a whole-systems approach to addressing the needs of this population.

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“…DDP was developed for children with attachment difficulties and/or those with experience of developmental trauma (Becker-Weidman & Hughes, 2008). DDP focuses on helping children and parents to feel safe and connected using core principles of playfulness, acceptance, curiosity and empathy (Casswell et al, 2014). Whilst DDP intuitively fits with the needs of adoptive families, the clinical guidelines on attachment in children adopted from care do not recommend DDP due to a lack of sufficient quality evidence to support its effectiveness (National Institute for Health and Care Excellence (NICE), 2015).…”

mentioning

confidence: 99%

The process, benefits and challenges of providing psychological consultation in adoption services

Draper¹,

Waters²,

Burns³

et al. 2021

Clin Child Psychol Psychiatry

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Psychological consultation is one way of reaching a greater number of families with limited resources, yet little is known about the benefits and challenges of this intervention in adoption. We qualitatively explored consultations provided to adoption social workers by clinical psychologists. Six social workers and four clinical psychologists participated in semi-structured interviews. Five themes with supporting sub-themes were identified: (1) A context of highly emotive work with scarce resources; (2) consultations draw on Dyadic Developmental Practice and systemic thinking and involve goal-oriented and interpersonal processes; (3) consultations experienced as valuable despite challenges; (4) consultations facilitate learning for both social workers and psychologists; and (5) a collaborative focus and the ‘expert role’. Our findings suggest consultation is experienced positively by social workers and psychologists, that it successfully facilitates the transfer of psychological knowledge, and has the potential to enhance multi-agency working. Future research needs to better understand the impact of consultation on adoptive families.

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Dyadic Developmental Practice (DDP): A framework for therapeutic intervention and parenting

Cited by 15 publications

References 13 publications

Online therapy with families ‐ what can families tell us about how to do this well? A qualitative study assessing families’ experience of remote Dyadic Developmental Psychotherapy compared to face-to-face therapy

Online therapy with families ‐ what can families tell us about how to do this well? A qualitative study assessing families’ experience of remote Dyadic Developmental Psychotherapy compared to face-to-face therapy

Evaluating the impact of attachment and trauma training for children’s social care teams

The process, benefits and challenges of providing psychological consultation in adoption services

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