The practice of evidence-based psychotherapy involves far more than simply selecting an intervention from a list of acceptable interventions (Fonagy et al., 2015). The evidence-base is only one of many factors that are considered. And even if an intervention has strong research support for a particular presentation, it can’t be applied in a ‘one size fits all’ fashion. Instead, research evidence is usually integrated with clinical expertise (Sackett et al., 1996), and client preferences, goals, values and expectations, to come up with “evidence informed practice”.
The notion that any one intervention is going to “fix” children and young people with multiple difficulties presenting to ICAMHS is likely to be incorrect and unhelpful (Fonagy et al., 2015). Instead, it’s probable that infants, children and young people with complex needs, and their families and whānau will require a lot of support over a considerable time period.
It should also be acknowledged that children’s brains are rapidly developing, so what the evidence suggests is best at one developmental stage may be different at another (Fonagy et al., 2015). Also a number of different sectors usually need to be involved for interventions to be successful, including school, family, and social/peer groups.