111 Session 3
Papers Topic - Children Who Are Displaced by War or Are in Foster Care Advancing Comprehensive Early Childhood Intervention
P3.07 Evaluating the Impacts of BUSS LEAPlets® Early Intervention Groupwork Program for Children in Foster Care Who Have Experienced Developmental Trauma Presenting Author: Leigh-Ann Sweeney (Ireland) Affiliation: Trinity College, Dublin Co-Author: Lisa Moran, Technological University of the Shannon, Ireland Research evidence from the UK suggests that the Building Underdeveloped Sensorimotor Systems (BUSS®) impacts positively on the development of children who have experienced trauma. This study discusses the available evidence base for BUSS LEAPlets® Early Intervention Model, which emanates from the UK and introduces an evaluative study of the model in Ireland for children in the foster care system, undertaken and led by researchers at Trinity College Dublin (TCD) and the Technological University of the Shannon (TUS). By using in-depth qualitative methods with foster carers, BUSS® facilitators, and trauma-informed social workers to investigate developmental trauma, we understand the child’s experiences, bodily regulation. and movements in everyday contexts, including the home, schools, and family. Our research endeavors to open important avenues methodologically and theoretically by investigating the impacts of BUSS LEAPlets® Early Intervention Model on children’s self-regulation and relationships cognizant of comprehensive early intervention. P3.06 Building a Model for Early Intervention in Displaced Settings: The Perkins Program for Ukrainian Refugees in Poland and the Impact of Coaching on FGBRI Implementation in Displaced Context Presenting Author: Darija Udovicic Mahmuljin (Croatia) Affiliation: Perkins, International Programs Co-Author: Ana Katusic This project aimed to build an ECI model suitable for displaced settings, where children’s routines were disrupted. The goal was to empower and train professionals in Poland to deliver Family Guided Routines-Based Intervention (FGRBI) to displaced Ukrainian children with delays, and their families, as quickly as possible. These professionals, Ukrainian refugees themselves, provided ECI services to Ukrainian families, ensuring culturally responsive and trauma-informed support. FGRBI and caregiver coaching are evidence-based models supporting young children with delays and disabilities, and their families. Research shows that caregiver coaching strategies help caregivers implement FGRBI in daily routines. The study examined changes in providers' FGRBI fidelity during home visits and explored the relationship between provider adherence, competence, and parent engagement. Results indicated increased adherence and competence, with adherence showing more significant improvement. Positive correlations were found between provider adherence and parent engagement. By adding skills on dealing with trauma, we developed a model of ECI that could be efficient in any displaced setting. P3.08 Exploring Attachment Representations and Traumatic Reenactment in Foster Children Presenting Author: Nina Thorup Dalgaard (Denmark) Affiliation: VIVE the Danish Center for Social Science Research, Copenhagen, Denmark; Anna Freud Center, University College London, London, Great Britain Co-Author: Maiken Pontoppidan Foster children are at heightened risk for behavioral and mental health challenges due to early adversities. This study examined attachment representations in 28 Danish foster children (ages 4–10) using the Story Stem Assessment Profile (SSAP) within a trial comparing Mentalization-Based Family Therapy (MBT) to Care as Usual (CAU). Findings revealed higher attachment disorganization in foster children compared to a community sample (t(27) = 2.474, p = .019). Post-intervention, attachment security increased (z = -3.23, p = .001) while disorganization decreased (z = -2.82, p = .005). Age and gender differences highlighted the need for tailored SSAP norms. Additionally, 15 children included personal experiences in their narratives, offering qualitative insights. These results emphasize the importance of targeted interventions and further exploration of attachment processes in foster children.
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