Evaluating the outcomes of a school based Theraplay® project for looked after children

Francis, Yvonne J.; Bennion, Kim; Humrich, Sarah

doi:10.1080/02667363.2017.1324405

Cited by 22 publications

(24 citation statements)

References 17 publications

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“…Theraplay has been implemented with adoptive families, with promising findings in restoring children's attachment representations and promoting their emotional regulation (Allen, Timmer, & Urquiza, 2014; Weir et al., 2013). It has also been used with children in care, who are placed with foster families (Francis, Bennion, & Humrich, 2017) or in residential settings (Robison, Lindaman, Clemmons, Doyle‐Buckwalter, & Ryan, 2009). A number of studies evaluated theraplay with various diagnostic groups such as children with emotional problems (Siu, 2009), social anxiety and trauma‐induced aggression (Munns, 2017), and reported improvements in emotional and behavioural symptoms, as well as social functioning.…”

Section: Introductionmentioning

confidence: 99%

Feasibility of group theraplay with refugee children in Turkey

Eruyar

Vostanis

2020

Couns and Psychother Res

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According to the definition of the Refugee Convention, a refugee is 'someone who is unable or unwilling to return to their country of origin, owing to a well-founded fear of being persecuted for reasons of race, religion, nationality, membership of a particular social group, or political opinion' (UN General Assembly, 1951). It is well established that refugees, including children, have high prevalence rates of mental health problems (Cayabyab, O'Reilly, Murphy, & O'Gorman, 2020). These include post-traumatic stress disorder (PTSD), depression, anxiety and behavioural problems (Bronstein & Montgomery, 2011). Without intervention, these child mental health problems are likely to continue, especially when compounded by post-migration stressors (Tam, Houlihan, & Melendez-Torres, 2015). The majority of mental health studies have been carried out with children seeking asylum or being resettled in high-income countries (HIC-Fazel & Betancourt, 2018), despite the fact that the greatest proportion of refugees are resettled in low-and middle-income countries (LMIC-UNHCR, 2018). This particularly applies to the population influx from Syria in recent years (Javanbakht, Rosenberg, Haddad, & Arfken, 2018). Child mental health problems are associated with a range of risk factors pre-, during and post-migration (Reed, Fazel, Jones, Panter-Brick, & Stein, 2012). Whilst earlier research predominantly focused on the impact of war-induced trauma, hence research on trauma-reprocessing interventions, more recently, there has been increasing attention on post-migration risk factors whilst children settle into their host communities (Eruyar, Huemer, & Vostanis, 2017). These factors include poverty, parenting and family functioning, parental mental health, cultural and language barriers, peer relationships, school and community exclusion (Bronstein & Montgomery, 2011; Reed et al., 2012). Likewise in the general population, individual factors were also found to be important in explaining mental health problems of refugee children. Older age, being female, biological predisposition and maladaptive

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Section: Introductionmentioning

confidence: 99%

Feasibility of group theraplay with refugee children in Turkey

Eruyar

Vostanis

2020

Couns and Psychother Res

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“…The duration of the transition model facilitated relationship building between the child and psychologist. The adult was therefore better able to understand transition from the child’s perspective which, in turn, helped the psychologist to be a better advocate for the child (Francis, Bennion and Humrich, 2017; Shaw, 2019). Issues identified by the child such as bullying, school life or relationship difficulties were immediately followed up.…”

Section: Discussionmentioning

confidence: 99%

“…Psychology services should consider adapting the cost-effective transition intervention model to meet the needs of looked after children in their area. The EWE project team listen to, understand and advocate on behalf of looked after children; other services should integrate similar specialisms within their service (Francis, et al., 2017). Educational psychologists are well placed to support schools to prioritise relationships and belonging for looked after children, providing training and guidance on the use of belonging screening tools, developing resources and interventions to enhance school belonging and facilitating staff training and workshops.…”

Section: Informing Practicementioning

confidence: 99%

“…The rationale for the initiative emerged from extensive experience working with the local authority’s looked after children with the most complex histories, the recognition of the impact of multiple losses and transitions on their education, and the need for them to have access to universal preventive interventions. It also grew from evidence from our previous research which noted the importance of gathering the views of primary-aged looked after children (Francis, Bennion and Humrich, 2017). Although recognised as an empowering process, there are limited informal opportunities for these children to share their views with professionals as most interactions lean towards the adult’s agenda rather than the child’s ideas (Mannay, et al., 2018; Munro, 2001).…”

Section: Introductionmentioning

confidence: 99%

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Are you listening? Echoing the voices of looked after children about their transition to secondary school

Francis

Rowland

Humrich

et al. 2021

Adoption & Fostering

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Transition to secondary school is a significant childhood event, especially for the most vulnerable children. Many looked after children experience multiple episodes of instability, loss and change which can affect this move. Research shows that school belonging promotes acceptance, inclusion and respect, and impacts positively on school transfer and participation. Asking children for their views on matters that affect them can ease the process and increase their belonging and well-being. This article seeks to echo the voices of 36 children aged 10 to 12 who participated in a therapeutic primary to secondary transition initiative for looked after children. Informed by a participatory action research approach, its focus was to facilitate the child’s voice. Child-friendly, multi-method techniques and activities were used to elicit their views about the transition. Social connections, relationships, feeling safe and belonging within the school environment emerged as key themes. Children specifically highlighted the importance of friendships as a mechanism for supporting their belonging during this time. They also voiced the need for their social connections and belonging to be promoted. This unique intervention provides a framework for facilitating the voices of looked after children and underlines the need for practitioners to listen and understand moves from primary to secondary schools from the child’s perspective.

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“…Claire & Osborne, 1987; Vorria et al, 1998). The SDQ has also been used in many published studies with children in care (Egelund & Lausten, 2009; Francis et al, 2017; Goemans et al, 2018; Goodman et al, 2004; Hiller & St. Clair, 2018; Larsen et al, 2018; Marquis & Flynn, 2009; Migliorini et al, 2016; Whyte & Campbell, 2008). The SDQ is based on the Rutter Questionnaires that were developed in the 1960s.…”

Section: Introductionmentioning

confidence: 99%

Assessment of mental health difficulties in children and young people in care attending a specialist mental health service

Eadie

Wegener

Bergh

2020

Developmental Child Welfare

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The purpose of this study is to test the validity of the Assessment Checklist measures in assessing complex mental health and behavioural difficulties of children and young people in care attending a specialist mental health service in Queensland, Australia. Fifty-eight consumers (53% male) with an average age of 8 years were assessed by carers on the Assessment Checklist for Children—Short Form and Strengths and Difficulties Questionnaire, and 44 consumers (36% male) with an average age of 13 years were assessed by carers on the Assessment Checklist for Adolescents—Short Form and Strengths and Difficulties Questionnaire. Results showed that the Assessment Checklist for Children—Short Form total score correlated with the Strengths and Difficulties Questionnaire total score. There were some correlations between subscales on both the measures. The Assessment Checklist for Adolescents—Short Form and Strengths and Difficulties Questionnaire correlated on very few domains. Domains of the Assessment Checklist measures that assess emotional dysregulation, trauma, interpersonal/attachment styles, sexual behaviour and food maintenance appear to provide additional clinical information about consumers that the standard Child and Youth Mental Health Service carer-report measure (Strengths and Difficulties Questionnaire) does not. It is recommended that the Assessment Checklist measures be used as an additional measure to assess the complexity of the children and young people in care who attend specialist mental health services.

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Evaluating the outcomes of a school based Theraplay® project for looked after children

Cited by 22 publications

References 17 publications

Feasibility of group theraplay with refugee children in Turkey

Feasibility of group theraplay with refugee children in Turkey

Are you listening? Echoing the voices of looked after children about their transition to secondary school

Assessment of mental health difficulties in children and young people in care attending a specialist mental health service

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