Attachment-informed interventions for professionals and co-professionals working in health, social care, and education settings

Thomas, Elen 2024. Attachment-informed interventions for professionals and co-professionals working in health, social care, and education settings. ClinPsy Thesis, Cardiff University. Item availability restricted.

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Abstract

Abstract Background: Attachment-informed care aims to create safe environments and has been found to mitigate the effects of traumatic experiences during childhood, which significantly impact long-term development and health. Despite growing recognition, there is no comprehensive review of attachment-informed interventions for staff working with children and young people in the UK's health, social care, and education settings. Objective: This systematic review aimed to evaluate attachment-informed interventions with a training component for staff working with children and young people in health, social care, and education settings in the UK. Method: A systematic search of four databases identified N=5544 studies, which were screened and reported according to PRISMA guidelines. The inclusion criteria were met by N=9 studies. Results: The nine studies included evaluated four distinct attachment-informed intervention frameworks. The interventions typically included both interactive and didactic elements, with a limited number of interventions including follow-up support. Most studies reported significant improvements in outcomes for staff, including knowledge, confidence, and understanding of attachment principles. However only three studies included child outcomes, which highlighted improvements in academic performance, behaviour and perceived safety. However, longer term follow-up was limited, and the quality of evidence was mixed, with many studies lacking control groups and relying on self-report measures. Conclusion: Attachment-informed interventions for staff demonstrate promising outcomes for both staff and children. However, the evidence is limited by methodological weaknesses, including limited outcomes from the child’s perspective, and a lack of longer-term follow-up. Future research should incorporate a control group and use robust experimental designs to explore the long-term effects and underlying mechanisms of these interventions.

Item Type:	Thesis (DClinPsy)
Date Type:	Completion
Status:	Unpublished
Schools:	Psychology
Subjects:	B Philosophy. Psychology. Religion > BF Psychology
Funders:	N/A
Date of First Compliant Deposit:	11 November 2024
Last Modified:	11 Nov 2024 15:57
URI:	https://orca.cardiff.ac.uk/id/eprint/173826

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