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  • School-delivered intervention research: Lessons learned from the BLOCS project

    This paper provides guidance for school-based intervention research, adapting an existing framework and using the BLOCS maths study as a case to show methods and address challenges in school settings.

    Authors: McDougal, E., Gilligan-Lee, K. A., Gilmore, C. et al.

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  • Transference work and the repair of ruptures in psychoanalytic psychotherapy with depressed adolescents

    This study explores how transference work (TW) in short-term psychoanalytic therapy helps repair alliance ruptures with adolescents. TW focused on immediate relationship issues supports rupture resolution, while rigidity or dependency can hinder progress.

    Authors: Cirasola, A., Heller, O., & Midgley, N.

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  • Emotion-specific recognition biases and how they relate to emotion-specific recognition accuracy, family and child demographic factors, and social behaviour.

    This study examines how young children recognise and sometimes confuse emotions, such as mistaking feelings for anger, without impacting social development, highlighting areas for further research.

    Authors: Mazhar, A. & Bailey, C. S.

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  • Exploring looked-after adolescents’ reports of their dissociative experiences

    This study examines the relationship between levels of dissociation, several pre-placement factors and other background variables to facilitate the understanding of the high prevalence of dissociation in adolescents living in care.

    Authors: Anderson, K., Hillman, S., Zhong, W., et al.

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  • Attachment Theory and Children in Care - Children in Care: Needs, challenges and evidence

    A book chapter on attachment theory in looked-after children examining needs, challenges and evidence.

    Authors: Hillman, S. & Cirasola, A

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  • Exploring attachment representations and traumatic re-enactment in foster children

    This study assessed attachment representations in 28 Danish foster children (ages 4–10) using the Story Stem Assessment Profile (SSAP). Participants were enrolled in a trial comparing Mentalization-Based Family Therapy (MBT) to Care as Usual (CAU).

    Authors: Dalgaard, N. T., Reich, J. M., Jensen, J. K., et al.

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  • The manifestations and correlates of dissociation amongst looked-after children in middle childhood

    This paper explores the manifestations and correlates of dissociation amongst a sample of primary school-aged children looked-after children (LAC) in the care of their local authority. The first part looked at CDC, SDQ and RPQ scores across 91 children. The second part looks at the relationship between dissociation and attachment using the story stems.

    Authors: Martin, H., Hillman, S., Cross, R., et al.

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  • Introducing routine assessment of adverse childhood experiences for looked-after children: The use and properties of the trauma and adverse life events (TALE) screening tool

    The present study aims to illustrate the process of developing, implementing, and clinically validating a new assessment measure, the Trauma and Adverse Life Events (TALE) screening tool, to assess Adverse Childhood Experiences (ACEs) among looked-after children.

    Authors: Kerr-Davis, A., Hillman, S., Anderson, K., et al.

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  • Internal representations of attachment in Story Stems: changes in the narratives of foster care children

    This study aimed to explore changes in their internal representations over a one-year period, as well as potential factors that could influence them. The Story Stem Assessment Profile (SSAP) was administered at two time points twelve months apart, to 19 children between five and ten years old (M= 7.55, SD= 1.84).

    Authors: Hillman, S., Villegas, C., Anderson, K., et al.

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