Bryggman, M., Berger, E., Bäck-Pettersson, S. and Olsson-Tail, M. (2025)

Open Journal of Nursing, 15, 198-210

The Swedish study, published on March 21, 2025, demonstrates the usefulness of the Solihull Approach model in infant and toddler care. Nurses in infant and toddler care were trained in the model and the impact of the training on the nurses’ work with young children and parents was subsequently investigated.

Sanchez Egana, R. and Douglas, H. (2023)

Community Practitioner

Evaluating the pre and post measures embedded in the online course, this report demonstrates the significant improvements in parents’ self belief across various aspects of parenting, such as feeding, soothing, establishing routines, and understanding their babies needs.

Neilson, T. (2022)

Learning disability Practice, 25(1).

This report describes a pilot project in which the two-day foundation training was adapted for practitioners who care for adults with learning disabilities and/or autism. The aim was to enhance their understanding of behaviour that challenges in this population.

Hill, B., Boscoe, A. and de Lange, B. (2021)

Community Practitioner, 94(1), 44-47

The study on groups delivered to mothers in the Orthodox Jewish community showed a statistically significant increase in warmth, a reduction in parental depression, anxiety and stress, and progress towards parenting goals.

Douglas, H. and Johnson, R. (2019)

The Community Practitioner, 9 (7), 45-47

The RCT on the course for parents Understanding your child’s behaviour assessed three self-report measures used at two time-points – pre- and post-intervention – measuring child behaviour, parental emotional health and child-parent relationship.

Participants’ responses in the intervention group were compared with waiting-list controls, after controlling for pre-test scores, by analysis of covariance, as per protocol. The results show that, compared with not attending, attendance at the Solihull Approach group resulted in improvements in: child prosocial behaviour and conduct problems; parental anxiety and stress, and the parent-child relationship (increase in closeness, decrease in conflict), in a cohort that can be considered characteristic of the UK population in terms of ethnicity and those typically attending such groups (majority female). Furthermore, the impact on closeness in the parent-child relationship and parental stress showed highly statistically significant results, with a 99.995% probability that these could not have occurred by chance.

Monique, Tan., Rheeston, M. and Douglas, H. (2017)

British Journal of Midwifery 25(12), pp 765-773

The findings of a study exploring the use of the Solihull Approach in breastfeeding support groups from the perspective of breastfeeding mothers. The Solihull Approach helps to create safe spaces and helped ensure tailored informational and emotional support which sustained the mothers attendance to the group.

Hassett, A. and Appleton, R. (2016)

Research report

This report records quantitative statistical analysis six months on from the Whole School training. Teachers in School ‘A’ showed a statistically significant increase in satisfaction with their helping role, self-esteem, and teacher efficacy scores as well as a decrease in feeling burnt out/stressed. The teachers at School ‘B’ who did not receive the training only showed an improvement in teacher efficacy over the period.

Appleton, R., Douglas, H., Rheeston, M. (2016)

The Community Practitioner, 89: 2, 42-48

An evaluation of the experience of 105 parents who completed the ‘Understanding Your Child’s Behaviour’ course showed that over 90% of parents found the group helped them understand their child and identify changes. Recurring themes were that they had a better relationship with their child after taking part and they felt more confident.

Johnson, R., Wilson, H. (2012)

Community Practitioner, 85: 5, 29-33

An evaluation of the views of over 200 parents took part in the ‘Understanding your child’s behaviour’ course showed that 95% of parents found the course highly satisfactory. Parents increased their knowledge of strategies and solutions for responding to children’s behaviour, they improved their interactions with their children and were better able to recognise and respond to their own and their children’s feelings.

Bateson, K., Delaney, J., Pybus, R. (2008)

Community Practitioner, 81: 5, 28-31

Research into the effectiveness of the Solihull Approach ‘Understanding your child’s behaviour’ course showed improvement in child behaviour and a reduction in parental stress.

Milford, R., Kleve, L., Lea, J., Greenwood, R. (2006)

Community Practitioner, 79:11, 358-362

Using a control group, results showed a statistically significant decrease in distress and in parental perception of child difficulty in favour of the experimental group.

Douglas, H., Brennan, A. (2004)

International Journal of Infant Observation, 7: 1, 89-107

This research showed that parents’ anxiety about their children decreased significantly along with the severity of problems, which also decreased.

Douglas, H., Ginty, M. (2001)

Community Practitioner, 74(6), 222-224

This research showed that parents’ anxiety about their children decreased significantly along with the severity of problems, which also decreased.