Centre for Adult Continuing Education - Journal Articles

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    Understanding the why: The integration of trauma-informed care into speech and language therapy practice
    (IOS Press, 2023-06-12) O'Leary, Norma; Rupert, Anna Claire; Lotty, Maria
    This article aims to highlight the need to integrate Trauma-Informed Care (TIC) into the practice of Speech and Language Therapy. TIC is a strength-based framework underpinned by an understanding and responsiveness to the widespread pervasiveness and impact of trauma. The literature on TIC within the field of Speech and Language Therapy is in its infancy but is progressing. In this context, there is an absence of clear guidelines for TIC in the field to support providers and administers to understand the relevance, underlying theory, and application to practice. In this paper we outline the theoretical underpinnings and application to practice. We argue that the profession requires an ongoing commitment to continuous research to corroborate communication-specific best practices of TIC to support clinicians in translating those findings into practice to best support clients.
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    Development of a psychoeducational foster carer program using the Medical Research Council (MRC) Framework for Complex Intervention
    (Routledge - Taylor & Francis Group, 2022-09-27) Lotty, Maria; Bantry-White, Eleanor; Dunn-Galvin, Audrey; University College Cork; Tusla
    Foster carers require high quality evidence-based psychoeducational programs to support them in the care of children with complex trauma-related difficulties. However, there is a lack of systematic development of such programs which may explain mixed results. This paper presents a detailed account of the development of a complex intervention. This program was developed to address a practice gap of evidenced-based foster care programs in the Irish context. It aims to improve foster carers' capacity to provide children with trauma-informed care and in turn improve emotional and behavioural difficulties. The framework of the Medical Research Council (MRC) for the development and evaluation of complex interventions was used to develop Fostering Connections: The Trauma-informed Foster Care Programme. A prior narrative review of the evidence base of similar programs was combined with a prior qualitative study. A Stakeholder Group provided expert feedback during the development process. The development of a promising psychoeducational programs for foster carers using the MRC framework is described.
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    Towards a more comprehensive understanding of fostering connections: The trauma-informed foster care programme: a mixed methods approach with data integration
    (University of Victoria, 2022-04-21) Lotty, Maria; Bantry-White, Eleanor; Dunn-Galvin, Audrey
    Foster carers require high-quality training to support them in caring for children with trauma-related difficulties. This paper describes a mixed methods approach that was applied to evaluate the complex intervention Fostering Connections: The Trauma-Informed Foster Care Programme, a recently developed trauma-informed psychoeducational intervention for foster carers in Ireland. A quantitative outcome evaluation and a qualitative process evaluation were integrated to capture a comprehensive understanding of the effects of this complex intervention. A convergent mixed methods model with data integration was used. Coding matrix methods were employed to integrate data. There was convergence among component studies for: programme acceptability, increased trauma-informed foster caring, improvement in child regulation and peer problems, and the need for ongoing support for foster carers. This research provides support for the intervention suggesting the importance of its implementation in Ireland. The integrative findings are discussed in relation to effects and future implementation.
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    Making sense of the practice of trauma-informed care: A response to the need to implement trauma-informed care into front-line practice
    (Irish Association of Social Workers, 2021) Lotty, Maria
    Trauma-informed Care is an approach that is gaining momentum in front line social work practice and allied professions that work directly with children, young people, adults, and their families who have experienced trauma. However, to date, clear ways to integrate Trauma-informed Care into practice specific to the Irish context are lacking. In this article, firstly, the author describes the development of Trauma-informed Care as an approach to ameliorate trauma exposure. Then, the barriers that impede the progression of integrating this approach into front-line practice are discussed. As a response, a university-based Continuing Professional Development programme has been developed. The theoretical framework that underpins the programme is presented that draws from the author’s doctoral research and extensive practice experience. The paper concludes that front-line practitioners play an integral role in wider service and systems-level Trauma-informed Care implementation.
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    Finding the common ground: families, relationships, and child-focused practice in foster care
    (Irish Association of Social Workers, 2021) Lotty, Maria; Lynch, Sean
    For children, their parents, and their foster carers, the challenge in maintaining relationships, managing interactions, and varying loyalties can bring a wide range of complex and intense emotions. This often-overlooked emotional complexity within the foster care system lies at the heart of challenges that may arise. This paper explores this complex and uniquely fostering situation of supporting a child in being part of two families. We firstly examine the literature in relation to this issue and then explore the perspectives of the foster carers, multidisciplinary practitioners and the views of parents drawing from recent Irish research. In examining the differing sides of a complex situation for children in foster care, we then explore how we can find some common ground and how to support practices that help children to integrate and make sense of these varying relationships in the interests of their development and wellbeing.