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.
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