Learning to live, living to learn
For referrals email Angus Burnett or call 01865 300202

Current Research

Does the therapeutic model implemented by the Mulberry Bush School benefit the emotionally traumatised children in its care, and if so, in what ways?

Dave Roberts is undertaking a PhD with The Institute of Education. Here are his preliminary findings.


Supporting the creative use of technology to improve life story work for vulnerable children: trove as a case example from REACT

The school is collaborating with The University of Bristol. The Principal Investigator is Dr Deborah Watson. Arts and Humanities Research Council Grant Ref: AH/P013252/1. The aims of the project are:

  • To support children who have been taken into care to capture their early childhood stories and memories and to keep objects of meaning in a secure manner.
  • To support children to have advocacy over their story and to communicate and share this with their adopted families or carers where they wish to.
  • To support social workers and care organisations to best support children in care.
  • To create a sustainable business model and ensure the uptake of the solution

Independent coding of story stems

The school is collaborating with Dr Steve Farnfield and colleagues.
This study is a development from the UCL/Institute of Education quantitative research (2016). The findings from the  study suggested that more investigation is necessary to understand the changes in children’s attachment constructs during their time at the Mulberry Bush School. The aims of this project are:

  • to re-code the story stems using Pat Crittenden’s Dynamic Maturational Model (DMM)
  • to develop a fuller and more nuanced interpretation of attachment styles, especially children’s disorganised attachment.

UEL research evaluation of the Mulberry Bush school’s model of reflective practice

The research project is an evaluation of the learning culture provided for practitioners by the Mulberry Bush School. The purpose of the research is to find out how the learning culture makes a difference for educational and therapeutic practitioners both in relation to their professional well-being and in relation to their effectiveness in role. The focus is on the meaning of ‘reflective practice’ and whether opportunities to develop reflective insight translate into learning that practitioners can implement on the ground.


 

You may also be interested in the following:

The International Centre Research Group
The Therapeutic Care Journal


Return to Research and Development main page

 

 

feature-school The Mulberry Bush Outreach

Behaviour Support for Schools and Professionals helping those who help others. National Specialist Outreach for Social Emotional and Mental Health Difficulties (SEMHD).


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feature-mboxThe Mulberry Bush School

By improving the life chances and social inclusion of traumatised children and young people, we create long-term benefits to society by reducing anti-social behaviour and its impact on families, schools and communities.

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Our free alliance whose aim is to share knowledge about therapeutic care for children and young people, and to support the use of reflective practice and research, in order to improve service quality and ensure excellent outcomes.

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Latest News

70th Anniversary Reunion 31st August

If you are an ex-staff member or ex-pupil of The Mulberry Bush School, please do come to our 70th Birthday Reunion on Friday 31st August.  Send us a message to let us know if you are coming, or email jturberville@mulberrybush.org.uk We look forward to seeing everyone there!

The Mulberry Bush School 70th Anniversary AGM and Celebratory Lunch

Our 70th Anniversary AGM and celebratory lunch was a great success. The sun shone, the guests, speakers, patrons and staff all had a good time. The tent was festooned in bunting, the tables looked pretty with little half pint milk bottles of flowers, and the green looked charming with hay bales covered in cloth to more »

Mulberry Bush Membership of Family for Every Child

We are very pleased to announce that at a recent board meeting of Family for Every Child our progression to full member status was unanimously approved. They said: The board and committee were impressed by your enthusiasm, commitment and level of engagement with Family so far, including your attendance at online and face to face meetings, more »