My most recently published article was created in the gathered together spaces between clinical work, NHS responsibilities, personal life and running an independent practice. Like many clinical psychologists, I have always valued research as an important part of my professional identity, but finding the time to undertake it can be incredibly challenging.

This particular piece of research was completed without funding or dedicated work time. It was developed alongside a busy clinical workload and the many competing demands that practitioners will recognise all too well. There were moments when I questioned whether to submit it at all. Sharing work that feels good enough though imperfect can feel exposing and uncomfortable, particularly when the topic is complex and the stakes are high. 

I suspect some of my discomfort with academia is also rooted in my own story. I come from a working-class family where education, books and ideas were valued deeply, but where there were no academic titles, professorships or impressive credentials lining the walls. Research has often felt like a world I have had to learn to enter rather than one I naturally belonged to.

When those doubts surface, I find myself returning to Seamus Heaney’s poem Digging:

But I’ve no spade to follow men like them.

Between my finger and my thumb
The squat pen rests.
I’ll dig with it.

Those lines remind me that meaningful work takes many forms. For some of us, writing, research and reflection are part of how we contribute. They are ways of making sense of practice, sharing ideas and perhaps nudging systems towards something better.

What has also sustained me is the generosity of academic colleagues. This paper would never have made it over the finish line without patient, thoughtful and encouraging people who were willing to share their expertise, offer feedback, answer questions and make space for discussion. In a world that can sometimes feel competitive, I have been fortunate to encounter academics and practitioners whose kindness and commitment to improving services for children and families has been humbling. Their support was a reminder that anything worth staying with in life is rarely an individual achievement. It is usually a collective endeavour.

Ultimately, I decided to publish this research not because it was perfect, but because the central message felt important enough to be heard. Many clinicians continue to contribute to research, teaching, service development and policy discussions despite increasing pressures on services. We do so because we want to improve outcomes for children and families, and because practice-based knowledge deserves a place alongside academic knowledge. It is not always easy, but it is one of the ways our professions continue to learn and evolve.

You can read the full article here: Use of Attachment Language by Professionals in Children’s Mental Health Notes.

What the Research Found

The study explored how attachment-related language is used within Child and Adolescent Mental Health Services (CAMHS) records. Looking across a sample of cases, we found that attachment concepts were frequently used to understand children’s difficulties and guide care planning. At the same time, the findings highlighted how difficult it can be to translate complex academic concepts into busy everyday practice, particularly when practitioners are working under significant pressure and with limited resources. 

One of the clearest messages from the research was the importance of thoughtful, collaborative assessment. Children’s lives are complex, and their difficulties may reflect trauma, neurodevelopmental differences, grief, social adversity, family relationships, usually a combination of many factors. Understanding what is happening requires careful assessment, curiosity, and open dialogue with children, parents and carers. 

The research also highlighted the value of using structured, evidence-informed approaches to assessment and intervention, while recognising that evidence-based practice is only one part of the picture. Practice-based evidence, professional experience and the lived experiences of families are equally important in helping us understand what works in real-world settings. 

Supporting Practitioners to Deliver Good Care

Importantly, this research is not a criticism of practitioners. If anything, the records reflected the extraordinary commitment of professionals working tirelessly on behalf of children and families, often while navigating service pressures, workforce shortages and competing demands. 

Many of the changes called for within policy and guidance, including more comprehensive assessments, better outcome monitoring and greater use of evidence-based interventions, require significant investment in workforce capacity, training, supervision and protected time. Without these resources, implementation becomes incredibly difficult, regardless of commitment or expertise. 

Ultimately, the research is a call for collaboration rather than criticism. It highlights the importance of bringing together research evidence, professional expertise and the voices of children and families themselves. By creating space for thoughtful assessment, open dialogue and continual learning, we stand the best chance of improving outcomes for children and young people.