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Research

Impact has long recognised the need to look for more meaningful ways of depicting change in the families and young people we work with. In addition to the quantitative information we collect, we have also worked in partnership with Dynamic Environments (Huddersfield University) to undertake a number of qualitative research projects, a snapshot of the outcomes are as follows:

Child Space

‘An average overall improvement of 52.2% in parental confidence scores was measured.  Parents described the service as “amazing”; “brilliant”; “a very useful opportunity for discussion about my child’s behaviour”; “a very worthwhile experience” and “a holistic approach to the whole family situation”. Typical comments from parents included: “My relationship with my child – given me a better insight into how he deals with challenges”; “More understanding of the possible reasons behind my child’s behaviour and things to consider I might not have considered, which could help precipitate change in the future” (Research in Dynamic Environments, 2018a, p 13).’

 

Parent Space

‘The Parent Space process is welcomed by service users and referrers. The space and setting makes it accessible, approachable and in demand for parents local to the service. Positive outcomes in personal, relational and professional are found in the data.’

Examples of effectiveness include reduction in maladaptive parenting and psychological distress, increase in engagement with support services short term and greater autonomy and positive independence from support in the long term, improved relationship with partners as well as children.’

Psychotherapy in Schools

 ‘There is strong evidence that the service has had significant impact on children’s behaviour, families’ social life and the school environment. Parents report dramatic changes in their children’s behaviour, better awareness of how their behaviour affected others and better communication with the child. Parents particularly appreciated developing better understandings of their child’s needs and emotional wellbeing. Teachers and support staff also report reductions in aggressive and disruptive behaviour, while appreciating opportunities to discuss specific cases with the therapist. Close collaboration with staff and involving parents in joint or separate sessions were key to therapeutic success.’

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