Individual therapeutic support

Dyadic interventions are those which involve both the child and carer. We often use dyadic interventions to support relationship building, build trust and safety, improve communication and enhance carer sensitivity and skill.

Dyadic Developmental Psychotherapy (DDP)

All our practitioners are trained to Level 2 in Dyadic Developmental Psychotherapy and we regularly draw on these ideas within our work.

Dan Hughes, a clinical psychologist, developed DDP as a therapeutic approach for families with adopted or foster children, who have faced neglect and abuse.

DDP integrates attachment theory, our understanding of developmental trauma, the neurobiology of trauma, attachment and caregiving, intersubjectivity theory, and child development.

Children with troubled backgrounds may have experienced numerous changes in caregivers, leading to difficulties in trusting adults. They might view parents as unsafe and may struggle to seek comfort or help from them. This can result in insecure attachments and efforts to prevent emotional closeness with their foster/adoptive parents.

Dan recognised the essential role that adoptive parents, foster parents, relatives and residential caregivers play as attachment figures for children who have experienced early trauma and loss, making it challenging to trust adults.

He discovered that traditional parenting methods often fell short in helping these children, prompting him to create a therapeutic model that introduces a new approach to everyday parenting based on the principles of PACE - Playfulness, Acceptance, Curiosity and Empathy.

Theraplay

All our practitioners are trained to Level 1 in Theraplay. Theraplay ideas may be incorporated into a therapeutic approach, often alongside other therapeutic work to build safety and trust, joyful moments of connection and support co-regulation.

Theraplay is a dyadic therapy for children and families, recognised by the Association of Play Therapy as one of seven foundational psychotherapies for children. Theraplay is designed to support healthy attachment development between caregiver and child.

In sessions, the practitioner guides the parent and child through playful, fun games, developmentally challenging activities, and tender, nurturing activities. Engaging with each other in this manner, supports the parent to regulate the child's behaviour and communicate love, joy and safety. This interaction helps the child to feel cared for, secure, connected and worthy.

Filial Play Therapy

Two of our Play Therapists are Certified Filial Play Coaches.

Filial Play is a play-based intervention designed to enhance and build-upon the relationships between caregivers, and their children. In this approach, a therapist observes and guides parents/caregivers in using play to foster a more positive connection with their child.

Filial play trains foster parents to provide therapeutic play sessions at home with the children in their care, making it especially beneficial for children who may not be ready to engage directly with a therapist. Similarly to Theraplay, it emphasises the power of play in building secure and nurturing relationships.

Family Systems Therapy

Many of our practitioners integrate systemic concepts into their interventions with young people and their networks. Systemic therapy is a form of psychotherapy that emphasises the dynamics between group members and their interactions with the outside world. It focuses on the interactions and relationships between individuals to help them address problems. It can help improve communication, build stronger relationships, and repair wounds.

In this approach a practitioner collaborates with group members to:

• Explore challenging thoughts and emotions
• Recognise and appreciate each other’s needs
• Build on strengths of the family or group
• Understand how relational patterns develop and persist
• Encourage proactive steps towards change.

We have a number of practitioners in the team who have a background in Play or Creative Therapies. These approaches do not rely on verbal communication, which means they are particularly helpful for individuals who struggle to communicate verbally.

Play therapy

Play therapy is a therapeutic approach that utilises play and art materials as primary tools for self-expression. This method is especially beneficial for children who may struggle to articulate their feelings or experiences verbally.

In play therapy, children can creatively explore their thoughts and emotions in a dynamic and non-verbal way. During sessions, they engage with various mediums, such as drawing, painting, water, clay, sand trays, miniatures, guided imagery, relaxation techniques, drama, puppetry, poetry, movement and music. This process allows them to express themselves feely and gain therapeutic support in a safe environment.

Drama Therapy

Drama therapy is the purposeful use of drama and theatre techniques to achieve therapeutic objectives. This active and experiential practice allows participants to share their stories, set goals, solve problems, express emotions, and experience catharsis.

Dramatherapy uses a broad array of dramatic techniques, using both verbal and non-verbal methods. While storytelling and dialogue are important components, therapy does not rely solely on spoken language. Movement and embodiment play crucial roles, enabling children and young people to address and explore their feelings and challenges in a dynamic way.

Music Therapy

Music therapists harness the inherent qualities of music to support individuals of all ages. At the heart of music therapy is the therapeutic relationship built through live musical interaction and play between the therapist and young person. A variety of musical styles and instruments, including the voice, are employed, often with an emphasis on improvisation. This approach helps young people to develop their own unique musical language, facilitating exploration, self-expression, and connection with the world around them.

As with other creative therapies, music therapy does not rely on verbal communication, rendering it particularly effective for individuals who struggle to communicate verbally.

Children who have been removed from their families and potentially experienced multiple placement breakdowns often have fragmented life histories, which can leave them feeling lost and lacking a sense of belonging. This can hugely impact upon their well-being and increase their vulnerability.

Therapeutic Life Story Work provides these children with an opportunity to explore, question, and understand past events in their lives. It creates a safe space for them to express and process their emotions, helping them make sense of their experiences and how these relate to their current thoughts, feelings, and behaviours.

"Therapeutic life story work can help children identify and understand the ghosts of the past, freeing them from being haunted by those experiences" (Richard Rose, 2012).

N.B - Please note that we do not offer Life Story Work as a direct therapeutic intervention, however, can provide support via consultation request, see below for more information on bookable consultations.

For children and young people presenting with significant trauma related difficulties, we may offer or incorporate trauma focused interventions as part of our work with them.

Trauma-Focused CBT

All of our practitioners have had foundational training in Trauma-focused CBT.  Trauma-focused CBT is a structured, evidence-based therapy for people who have experienced trauma. It helps them understand how trauma affects their thoughts, feelings, behaviours, and relationships, while building coping skills and gradually processing traumatic experiences in a safe and supportive way. Parents or carers are often involved to support recovery.

EMDR (Eye Movement Desensitisation and Reprocessing)

We currently have three practitioners in the process of completing their EMDR training who are able to deliver EMDR interventions under supervision.  EMDR is a trauma focused therapy that helps distressing memories become less overwhelming. Using bilateral stimulation (such as eye movements, tapping or sounds), the practitioner supports the child to process traumatic experiences, so they feel less emotionally distressing and have less impact on daily life.