Experiences of caregiver-child psychotherapies for developmental trauma: A systematic review.

Background: Developmental Trauma is a commonly used term to describe the psychological difficulties that may result from interpersonal abuse, neglect and adversity in early childhood. This qualitative systematic review synthesised and explored current literature pertaining to caregiver-child psychotherapeutic interventions for developmental trauma. The review aimed to advance conceptual understanding of how these interventions are experienced by the clients (caregivers and children), clinicians and referrers. Method: A systematic literature search was conducted using Scopus, APA PsycNET, PubMed, MEDLINE, CINAHL, Social Care Online and Google Scholar. Qualitative and mixed methods studies pertaining to experience and published after 2008 were identified. Other search strategies employed included screening reference lists and citations. Results: 15 studies met inclusion criteria, many of which were small scale exploratory studies with low participant numbers and with mixed quality research methodology. Both group and family level interventions were valued and participants provided clear rationales for needing both types of intervention. Therapist skill and temperament were important in constructing a safe and non-judgemental therapeutic milieu. Caregivers reported increased understanding, underpinned by developmental theories, reductions in stress, increased emotional regulation, and increased family stability. For some but not all, positive changes in children’s behaviour were noticeable. Conclusions: This is the first systematic review that critically examines qualitative experiences of caregiver-child psychotherapeutic treatment models for developmental trauma. It highlights the potential value of such interventions in supporting caregivers and strengthening the relationships. Further qualitative research may be of value to the field, especially in understanding the mechanisms of how such interventions may be beneficial.