मनोविज्ञान और मनोचिकित्सा जर्नल
खुला एक्सेस

अमूर्त

Dance Like a Butterfly and Sting Like a Bee: A Preliminary Evaluation of a Six-Session Group for Foster-Carers and Adopters of Children with Attachment Difficulties

Felicity A Cowdrey, Andrew Lister, Tessa Weir-Jeffery, Polly Nugent, Anna Fussell and Christina Saltmarsh

Due to early trauma, looked after children and young people often demonstrate a high level of emotional and behavioural difficulties which can be challenging for foster-carers to manage long term. In order to reduce placement breakdown, which will have a further significant negative impact on the young person’s psychological wellbeing, carers need to be supported to provide care that is attuned, reflective and responsive. The primary aim of this study was to examine qualitatively and quantitatively the effects of a six-week attachment-focused group for foster-carers and adopters on placement security, family and child distress and carer confidence in managing difficult behaviour. Thirty five foster-carers and adopters completed a series of visual analogue scales before and after attending the groups. Qualitative feedback was also collected. Qualitative and quantitative analyses were employed. Following the group, there was a significant increase in carers’ confidence and a significant decrease in distress caused to the family by the problem behaviours. There was no significant change in carer-rated child distress or placement security. Specific themes extracted from the qualitative analysis included: Learning and acquiring practical skills and developing the ‘attitude’ for reflective capacity about self and actions, reflecting about the child, challenges, learning environment and increases in confidence. Brief attachment-focused groups may increase foster-carer’s and adopter’s confidence in caring for children with attachment difficulties and may reduce familial distress. Future research should investigate how to accurately measure changes in reflective capacity of carers and whether such changes translate into child behaviour change.