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Psychodynamic/psychoanalytic
This approach looks beneath the surface behaviour to understand what might be going on for a child and the child’s relationships. The aim to to help to bring understanding and meaning to thoughts, feelings and ways of being that may not be conscious. This then can help parents/carers and professionals to understand more deeply about what a child might be communicating. This process can help children feel better understood and for adults to adopt more attuned, therapeutic responses. The central belief is that growth and healing occur through relationships in which children and young people can feel safer and more understood.
Psychodynamic thinking can be used both in the therapy room and more widely with professionals in helping to understand a child or young person in their wider context.
Depending on the needs of each child, young person and/or supportive adults, I draw on the following approaches:
What therapeutic approaches are used?
Dyadic Developmental Psychotherapy (DDP)
Developed by Dan Hughes, this approach was developed for children and young people who have experienced developmental trauma, abuse, neglect, loss or disrupted attachments. DDP is based on the understanding that healing occurs through safe, attuned relationships from supporting adults. Rather than focusing on manging behaviours, it helps to make sense of these behaviours, experiences and emotions and find new ways of responding. DDP aims to strengthen attachment relationships, emotional regulation and increase a child’s sense of safety and belonging. A central feature of DDP is PACE (playfulness, acceptance, curiosity and empathy).
DDP can be used as a helpful framework for networks of adults supporting children and young people impacted by trauma and/or as a therapeutic intervention in the therapy room where a parent or carer is included in therapy sessions to help develop greater trust, emotional connection and understanding of one another.
Systemic
A system approach helps to understand children and young people within the context of their relationships, families, communities and wider systems. It explores how strengths and problems are shaped by patterns of interaction between people and the environment in which they live. Rather than asking; ‘what is wrong with this child?’ a systemic approach would ask; ‘how do the relationships and systems around this child influence what is happening?’ A systemic approach highlights opportunities for change within the wider system which might otherwise be missed.
Systemic thinking is particularly valuable when children are supported by multiple adults and services as it; brings together multiple perspectives, improves communication, identifies unhelpful cycles and brings opportunities for shared formulations and planning.
Non-Violent Resistance (NVR)
NVR is a therapeutic and parenting approach developed by Haim Omer to help parents, carers and professionals respond to aggressive, controlling, risky or challenging behaviour in children and young people. It focuses on increasing the supportive adult’s presence, resilience and authority while reducing cycles of conflict, escalation and punishment. Adults aim to learn to remain calm, connected and persistent in the face of challenging behaviour.
NVR is particularly helpful for families where relationships have become dominated by conflict, fear, avoidance or coercive patterns. It is widely used with children and young people who have experienced trauma, attachment difficulties, anxiety, neurodevelopmental differences and/or emotionally dysregulated behaviour.
Theraplay
Theraplay is a relationship-based therapeutic approach designed to strengthen attachment, connection, trust and emotional regulation between children and their parents/carers. It was developed by Ann Jernberg. Theraplay uses activities that are carefully planned for each child which mirror the positive interactions that support healthy child development. The activities are categorised under four key dimensions; structure, engagement, nurture and challenge.
Theraplay is particularly helpful for children who have experienced attachment difficulties and/or developmental trauma. This approach can be incorporated into therapy sessions with children and their parents/carers in person or within consultations, drop ins or supervision.