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Working in Partnership: Creative Competencies in CAMHS. Tiffany Care Council Member: British Association of Art Therapists Senior Art Psychotherapist, North West Wales NHS Trust Christine Volney Senior Art Psychotherapist, Conwy Children and Families Social Services.
Council Member: British Association of Art Therapists
Senior Art Psychotherapist, North West Wales NHS Trust
Senior Art Psychotherapist, Conwy Children and Families Social Services
State Registered with the Health Professions Council.
Evidence Based Practice including:
We can’t hope to achieve change
unless we engage young people.
‘At national level, neither children
and young people who have
experienced mental health
problems nor their parents or
carers have a ‘voice’ ‘
National CAMHS Review
Art is an accessible medium through
which even the most vulnerable young
person can be enabled to communicate
and get their voice heard.
1. Question time regarding the school bullying policy – opportunity to ask questions to Deputy Head and Headmaster.
2. Train teachers to be aware of bullies & their victims.
3. Posters around school with information on what to do if you are bullied/see someone getting bullied.
4. Peer support.
5. More people on duty in the yard and corridor during dinner time
7. School Council
8. Make a video to show how bad it feels to be bullied
11. Pictures (especially in the corridor to the canteen)
12. Helpline advert/ NSPCC publicity
13. Local papers to promote
14. Song about bullying
15. Self defense
17. Theatre/ bullying drama
20. Pictures on gym bags – ‘we are beating the bullies’
21. Wear your own clothes at school
23. Beat bullying slogan
24. ‘Beat the bully’ pens and pencil cases
25. Anti-bullying wrist bands (blue/ navy like school colours)
26. School text/ mobile phone buddy support service
27. 6th formers assigned to people being bullied
28. Hire bully busters
29. Investigate the situation better
30. Punishments should be stricter
31. Teachers should see us every week to find out if anyone’s getting bullied.
32. Teachers should pay more attention to what people say!
33. Teachers should try to understand and respect us the way we respect them.
34. Teachers shouldn’t accuse people of doing something unless they are sure the pupils have done wrong.
35. Provide lockers for privacy
36. Provide a graffiti room
37. Get a prize if you stop bullying
38. Get a special teacher to talk to the bullies
39. Separate the victims
40. Get a bully box on all the corridors
41. Have a lesson/ sessions on bullying
42. Police and school to be more involved in workshops.
43. Take a gang of bullies to a prison
44. Have a club for the people who are getting bullied
45. Have a club for bullies
46. Reward people for good behaviour if they stop bullying
47. Support for the bullies
48. Teachers should tell the bully’s parents
‘Boys and young men in particular often prefer activity-focused interventions to help them, rather than ‘talking therapies’… We therefore recommend further development of these services as part of a comprehensive range of provision for mental health and psychological well-being’ (p.45).
Final Report of the National CAMHS Review (Nov 2008)
‘…Creative and innovative practice should also be encouraged, taking into account the views and wishes of the users of the service, and subject to the process of audit and evaluation.’ (p.42).
The National Service
Framework for Children,
Young People and Maternity
Services (Oct 2004)
We are doing a anti
Bullying DVD to help raise awareness of bullying. We need people to come and help.
The group is in Mrs Ffion Wyn Jones room (5,5) on the Wednesday the 28th of march at 1:10
Rydan ni yn neud DVD am bwlio i helpu stopio bwlio. Rydan ni eishio pobol i dod a helpu ni.
Mae’r grwp i mewn ystafell Mrs Ffion Wyn Jones (5,5) ar 28 o mawrth ar dydd Mercher 1:10
Session boundaries agreed with group
Sound editing programme – ‘Audacity’
MP3 encoder – ‘LAME’
Windows Movie Maker
Drinks & biscuits
Mic/ digital USB audio recorder
Basic art materials
Safeguarding/ risk assessment
Know child protection routes/ support resources for referral
Remain focussed on your aims– work to an appropriate level
Be informed. Make sure you have experienced the technique you are asking others to do.
Seeing how a film’s made
Trying to stop bullying
Being part of a group
Having a laugh
Making new friends
I enjoyed watching the end product of the film
and how it had moved people and had an effect
on them. That made it worthwhile.
Engaging young people – gaining ideas
Guidance review/ professional liaison
Advertising and partnership working
Create a narrative
Develop narrative - write script
Multi-agency networking and promotion
‘...There may also be training requirements for practitioners, to ensure that they have the
necessary skills and understanding to translate the evidence base into sensitive practice with a child and family’ (p.91).
Final Report of the National CAMHS Review
- Evidence Based Assessment and Intervention.
- Impact on Annual Operating Framework Targets
- Impact on NSF Targets
- Training provision to Specialist CAMHS
- Training provision across the Tiers
- Clinical supervision
3. Development of a CAMHS Arts in Health Strategy Document
- Mapping competencies
- Minimum training standards
British Association of Art Therapists