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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.

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working in partnership creative competencies in camhs

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

role of the art therapist in specialist camhs
Role of the Art Therapist in Specialist CAMHS

State Registered with the Health Professions Council.

  • HPC/ British Association of Art Therapists' Code of Ethics.

Evidence Based Practice including:

  • Assessment
  • Individual therapeutic work
  • Family art therapy
  • Parenting support (including supplementary sessions for Webster Stratton course)
  • Groups
  • Staff training
  • Consultation
  • Clinical supervision
  • Mentoring – students, volunteers, assistants
step 1 engaging young people
Step 1: Engaging Young People

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

(Nov 2008)

Art is an accessible medium through

which even the most vulnerable young

person can be enabled to communicate

and get their voice heard.

young people s ideas
Young People’s Ideas

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

9. Assembly

10. Stories

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

16. Leaflets

17. Theatre/ bullying drama

18. Poems

19. Badges

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

step 2 guidance
Step 2: Guidance

‘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)

step 3 advertising
Step 3: Advertising

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

Thank you!!

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


step 7 filming
Step 7: Filming
  • Filming took 3 months.
  • It took an average of 2 hours to make 2 minutes of footage.
    • Every scene had to be filmed from different angles.
    • There was a need to rehearse scenes and support the young people to learn set directions (where to stand), lines, and acting skills.
    • The young people were allowed time out of lessons to participate.
making a digital story
Making a Digital Story


Session boundaries agreed with group

ChildLine info


Sound editing programme – ‘Audacity’

MP3 encoder – ‘LAME’

Windows Movie Maker

Other Equipment

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.

step 10 feedback from the cast
Step 10: Feedback (from the Cast)

Seeing how a film’s made

Trying to stop bullying

Being part of a group

Having a laugh

Making new friends

Missing lessons


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.

the 12 steps
The 12 Steps

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

Training provision

embedding sustainability
Embedding Sustainability

‘...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

(Nov 2008)

step 12 multi disciplinary training
Step 12: Multi-disciplinary Training
  • Art Therapy provision in each specialist CAMHS team

- Evidence Based Assessment and Intervention.

- Impact on Annual Operating Framework Targets

- Impact on NSF Targets

  • Regional Consultant Grade Arts Therapies post

- Training provision to Specialist CAMHS

- Training provision across the Tiers

- Consultation

- Clinical supervision

3. Development of a CAMHS Arts in Health Strategy Document

- Recommendations

- Mapping competencies

- Minimum training standards


01248 355825

01492 575322

British Association of Art Therapists

020 76864216