Let’s Talk about Children (LTC) – method and intervention

Organizer

In Finland MIELI Mental Health Finland is the home base of the LTC method/intervention.

Summary

The LTC intervention was developed by Emerita Professor Tytti Solantaus. This intervention combines scientific research with practical training and implementation, designed to support children in stressful family situations. 

Over the past 20 years, LTC has been developed and researched in Finland and internationally, including studies in Australia (Allchin, 2021), Greece (Giannakopoulos, Solantaus, Tzavara, & Kolaitis, 2020), and Japan (Ueno et al., 2019). 

The current LTC framework considers all aspects of the family and the developmental contexts that affect a child’s everyday life. Its purpose is to emphasize the importance of smooth daily routines and the factors that contribute to a child’s favorable development.

Target group

The LTC intervention is used in social and healthcare services for children, youth, and adults, as well as in early childhood education, schools, and the third sector. It can be applied both preventively and universally, or in situations where there is a known threat to favorable development due to potential problems or illnesses.

Description of activity and expected results and effects

LTC intervention is a research-based discussion method that promotes mutual understanding among parents, other important individuals in a child’s life, and the child themselves in everyday situations. This intervention is suitable for use from pregnancy through to young adulthood, up to 18 years of age.

The goal of the LTC intervention is to support children, young people, and families in their daily lives, including in schools, early education, health clinics, and leisure environments. It is also applied in various social and healthcare services, organizations, and reception centers. The intervention emphasizes client-centered work, placing the child, young person, and family at the heart of the process.

The aim is to reach all families, especially those experiencing life changes. The intervention offers the opportunity to reflect together with a professional on protective factors, the family’s changed daily routines, and how to cope amid transitions.

The intention and the expected effects of the intervention is to support the smooth everyday life of the child or young person, prevent the accumulation of difficulties, and reduce the likelihood of issues passing to the next generation. The intervention includes two steps, the discussion and, if necessary, the network meeting.

LTC is also used as a service model, in which various practitioners engage with children, youth, and parents, taking on the shared responsibility of promoting smooth everyday life for the child. This framework helps coordinate multi-agency work, reduces overlapping efforts, and minimizes unnecessary referrals between services. The goal is to facilitate a systemic change toward earlier support, thereby enhancing the child’s or young person’s resilience.

Theory and knowledge

LTC is a brief, evidence-based, child-centered psychosocial intervention designed to promote the mental health of children and prevent the intergenerational transmission of problems by identifying strengths, resources, and everyday solutions for children, parents, and their social networks. LTC can be provided by a range of health, social care, and education professionals.

The LTC method employs an ecological approach, meaning that the child and family are viewed as part of their entire ecological environment. The well-being or ill-being of both the family and the child is interconnected with their surrounding psychological, social, and physical world, while the individual’s biological foundations influence the course of their life. These factors form the basis of LTC work.

The aim of LTC is to support the favorable development of the child and provide opportunities for reflection with a professional on how to cope amid family changes. Based on several scientific studies, the LTC method helps support the child’s well-being and prevent potential mental health issues. Many families experience phases where a family member struggles with coping, mental health, or substance abuse. Research, along with the experiences of many families, shows that these problems can manifest across generations. LTC aims to prevent the intergenerational transfer of problems through shared understanding within the family and between the family and professionals. The goal is to build resilience in both the child and the family and facilitate the intergenerational transfer of resilience.

In the context of LTC, resilience means that things go well enough despite factors or changes in the family or child’s life that could potentially jeopardize their well-being. Coping with difficulties is developed through interaction with the environment. In LTC work, the starting point is that problems do not determine the child’s development; rather, it is how those problems are addressed that matters. Developmental environments can support children’s well-being and favorable development, as well as build resilience in the face of difficulties. Conversely, these environments can also contribute to distress, developmental problems, and instability in resilience. For this reason, LTC work extends beyond supporting the home and parenting to include early childhood education, schools, and the child’s and adolescent’s leisure environments.

Competences

LTC homebase maintain a nationwide trainer’s network of almost 600 trainers and is responsible of the qualification of the trainings.

The training packages of the LTC

• Let´s Talk about Children training program: 12 hours (teachers) or 18 hours (service professionals): qualifies LTC practitioners.
• The LTC trainers training 30 hours: qualifies LTC trainers.
• Qualification day 6 hour: qualifies LTC trainers’ trainers.

The LTC Practitioner training aims to provide trainees with an understanding of the LTC method/intervention and its theoretical and historical background. The LTC method training qualifies participants to independently conduct LTC discussions and LTC network meetings. 

The training equips trainees with the skills to carry out respectful and constructive LTC discussions according to the Logbook. The Logbook serves as a common discussion framework for parents and practitioners, ensuring that the work is conducted consistently, regardless of who is leading the conversation.

The training program consists of 18 hours of instruction and two LTC interventions within the trainee’s own working environment. One of these interventions is reflected upon in a training supervision session, while the other two LTC discussions are reflected in the form of a written report.

LTC trainer training aims to equip trainees with the competence to teach the LTC method and its theoretical and historical background. This training qualifies participants to independently conduct LTC practitioner training sessions. It provides the necessary skills to teach and evaluate the LTC practitioner training, including counseling sessions, and to support practitioner trainees in their development.

The training program consists of 30 hours of instruction, along with organizing the participants’ own 18 hours of practical training. Additional hours are allocated for independent study and preparation of training materials. The trainer’s manual is intended for those teaching the Let’s Talk about Children (LTC) method. This guide describes the LTC training, its foundational theories, and criteria, as well as offering examples of training days and tips for pedagogical implementation.

Economy

The infrastructure in Finland is funded by the EU4Health -project funding until January 2026. Before that, funding consisted of the MIELI´s own fundraising and donation funds, and national project fundings. 

The organizations, counties and wellbeing service counties provide their own trainings and economic foundations of the LTC nationwide.

Assessments of providers and views of participants

LTC practitioners’ views about the method:

“I have learned that parents most of the times feel all alone and need some shared understanding of someone who knows their child and wants to help them.”

“It enhances the ability of teachers to communicate effectively with students and parents, creating relationships of trust and mutual respect. Also, can engage parents and child in decision-making and empower them as managers of their care.”

“The parents were relieved because they stopped feeling judged and that they had to prove their quality as parents. That helped them to open up and decide which parts of their everyday life needed support and changes.”

“Witnessing families grow stronger and find solutions becomes a source of hope and satisfaction for the teacher who is involved in this discussion.”

“I also learned that this method is so helpful because of being simple, practical and easy for them to follow even when they are living in rural areas, so that they don’t need to follow many sessions away from home and making it difficult to follow.”

“How it fits in every family in such a different and common way as well. Talking about not only vulnerabilities but also strengths surprise every new family and helps build resilience, which feels the most important part for me. Seeing them understand each other in common ground is the best experience ever.”

“Interested in seeing the children feeling comfortable and happy being involved, being heard and bringing more staff to the table.”

Views from the parents who have participated in the LTC discussion:

97 % of the parents felt that the atmosphere was open and positive.

94 % of the parents felt that the LTC discussion was useful for their families.

Evaluation, studies and monitoring

The intervention is listed in the Kasvun tuki (Early Interventions) database. Kasvun tuki (Early Interventions) is a topical resource for professionals striving to promote wellbeing of children, adolescents, and families. It contains evaluations of psychosocial interventions, which aim to improve psychological and social wellbeing of children, adolescents, and families. Kasvun tuki compiles the research literature and shares the information about effectiveness of interventions in a popularized manner.Kasvun tuki is a part of Itla Children’s Foundation. 

LTC intervention will be re-evaluated around 2025.

Toimiva lapsi & perhe -menetelmät: Lapset puheeksi -keskustelu – Kasvun tuki

There are several studies on the method. See more information below. 

Learnings and dissemination

LTC intervention is currently disseminated in the European countries with the international Let´s Talk about Children in Europe -project.

Let’s Talk about Children – Let’s Talk about Children

LTC intervention is used also in the USA, Australia, Japan and China.

Read more and contact information 

Let’s Talk about Children – Let’s Talk about Children (utu.fi)

Let’s Talk about Children in Europe – MIELI

Let´s Talk about Children – MIELI

Föra barnen på tal -metoden – MIELI rf

LET’S TALK ABOUT CHILDREN – a new project to promote children’s mental health! – CEIPES ETS

Studies carried out on the method:

Giannagopoulos, G., Solantaus, T., Tzavara, C. & Kolaitis,G. 2021. Mental health promotion and prevention interventions in families with parenteal depression: a randomized controlled tria.

Lingzi Xu, Zhi Sheng, Tianhang Zhou, Chenmei Xie, Xun Wang, Wufang Zhang, Tingfang Wu, Petra Gronholm, Dafang Chen, Hong Ma, Graham Thornicroft, Lili Guan and Xin Yu, 2024. BMC Psychiatry (2024) 24:5 https://doi.org/10.1186/s12888-023-05457-6 

Allemand, L., Niemelä, M., Merikukka, M. & Salmela-Aro, K. 2023. The “Let’s Talk about Children” intervention in a Finnish school context: fidelity, parents’ experiences, and perceived benefits 9.6.2023, https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2023.1183704/full

Wirehag Nordh, E-L., Grip, K., Thorvaldsson, V., Priebe, G., Afzelius, M., Axberg, U. 2022. Preventive interventions for children of parents with depression, anxiety, or bipolar disorder: A quasi-experimental clinical trial. First published: 28 September 2022. https://doi.org/10.1111/apa.16555

Allchin R., 2020. Exploring the implementation and sustainability of Let’s Talk about Children-a model for family-focused practice in adult mental health services-Open Access version. Diss. Monash University.

Ueno, R., Osada, H., Solantaus, T., Murakoshi, A. & Inoue, T. 2019. Safety, Feasibility, Fidelity, and Perceived Benefits of an Intervention for Parents with Mood Disorders and Their Children — “Let’s Talk About Children” in Japan, Journal of Family. Psychotherapy, DOI: 10.1080/08975353.2019.1678092, The link to the article: https://doi.org/10.1080/08975353.2019.1678092

Niemelä, M., Kallunki, H., Jokinen, J., Räsänen, S., Ala-Aho, B., Hakko, H., Ristikari & T., Solantaus, T. 2019. Collective Impact on Prevention:  Let’s Talk About Children Service Model and Decrease in Referrals to Child Protection Services. 

Punamäki, R-L., Paavonen, J., Toikka, S. & Solantaus, T. 2013. Effectiveness of Preventive Intervention in improving cognitive attributions among children of depressed parents: A randomized study. Journal of Family Psychology 27:683-690, DOI: 10.1037/a0033466

Siegenthaler, E., Munder, T. & Egger, M. 2011. Effect of Preventive Interventions in Mentally Ill Parents on the Mental Health of the Offspring: Systematic Review and Meta-Analysis. Journal of the American Academy of Child & Adolescent 87 Psychiatry, Vol. 51, Issue 1, Pages 8–17. Published online: December 5 2011. Effect of preventive interventions in mentally ill parents on the mental health of the offspring: systematic review and meta-analysis – Database of Abstracts of Reviews of Effects (DARE): Quality-assessed Reviews – NCBI Bookshelf (nih.gov)

Solantaus, T., Paavonen, EJ., Toikka, S. & Punamäki, R-L. 2010. Preventive interventions in families with parental depression: Children’s psychosocial symptoms and prosocial behaviour. European Child Adolescent Psychiatry. DOI 10.1007/s00787-010-0135-3

Solantaus, T., Toikka, S., Alasuutari, M., Beardslee. WR. & Paavonen, EJ. 2009. Safety, Feasibility and Family Experiences of Preventive Interventions for Children and Families with Parental Depression. International Journal of Mental Health Promotion 11 (4):15-24.

Toikka, S. & Solantaus, T. 2006. The Effective Family Programme II. Clinicians’ Experiences of Training in Promotive and Preventative Methods in Child Mental Health. International Journal of Mental Health Promotion, 8 (4): 4-10.

This text was published 3.12.2024