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04.10.2011

Welcome to the F . R . I . E . N . D . S Workshop Presented by Sophie Gorst Primary Mental Health Practitioner. 04.10.2011. 1. A i m : To demonstrate examples of adapting the F.R.I.E.N.D.S programme for children and young people who are presenting with various complex needs.

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04.10.2011

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  1. Welcome to the F.R.I.E.N.D.S WorkshopPresented by Sophie Gorst Primary Mental Health Practitioner SG/PMHP/Wrexham CAMHS/Inspire 04.10.2011 1

  2. Aim: To demonstrate examples of adapting the F.R.I.E.N.D.S programme for children and young people who are presenting with various complex needs. SG/PMHP/Wrexham CAMHS/Inspire

  3. Objectives: Introduce the incremental components of the F.R.I.E.N.D.S programme Understand the need for creative interventions to meet the age and stage of development of children attending the groups in Wrexham Identify at least three models of practice promoting the F.R.I.E.N.D.S conceptual framework Discuss your own experience of running groups based on cognitive behavioural principals SG/PMHP/Wrexham CAMHS/Inspire

  4. FRIENDS is a world leading evidence-based early intervention and prevention programme designed to equip education, social care and health professionals with the resources to help children and their families develop effective strategies to deal with worry, stress and change. SG/PMHP/Wrexham CAMHS/Inspire

  5. A structured 10 week programme delivered to groups of children (or individuals) • Children learn practical skills to: • identify anxiety increasing thoughts and to replace them with more helpful thoughts • identify anxious feelings and learn to manage them • learn to overcome problems rather than avoid them. SG/PMHP/Wrexham CAMHS/Inspire

  6. Why is it called ‘the FRIENDS for Life Programme’? The word FRIENDS helps children and young people to remember each of the skills taught throughout the programme. In other words, each letter represents a different skills learned in a sequence. FRIENDS helps children and young people to remember that the skills they learn throughout the programme are lifelong skills, and that they can practise them across different life situations involving family, friends, school, work and their neighbourhood. SG/PMHP/Wrexham CAMHS/Inspire

  7. Feelings • Rememberto relax • I cando it. I can try my best • Exploresolutions and coping step plans • Nowreward yourself. You’ve done your best • Don’tforget practice • Smile.Stay calm for life. SG/PMHP/Wrexham CAMHS/Inspire

  8. Session1: Psycho-education and Introduction Feelings Session 2: Identify Feelings Session 3: Emotional Management Session 4: Unhelpful & helpful thoughts Session 5: Developing helpful self talk and coping plans Cognitive Session 6: Block problem solving plan Session 7: Reward yourself Behaviour Session 8: Practice FRIENDS plan Session 9: Practice using plan for a range of problems Session 10: Review , praise and enjoy

  9. Groupexercise: SG/PMHP/Wrexham CAMHS/Inspire

  10. To ensure this programme is accessible to all children and young people sometimes presenting with complex needs the programme has had to be delivered more creatively. Dr Caroline Smith on her facilitators training days encourages facilitators to use creative methods of delivery as long as … “they follow the structure and sequence of the skills taught in the session Barrett (2005, p10).” This is reiterated in the FRIENDS evaluation study completed in 2001, “The manuals permit flexible implementation to allow for family individuality and the needs of any specific group (Barrett et al)” SG/PMHP/Wrexham CAMHS/Inspire

  11. “Using story recognises the limitations of talking about feelings to children in everyday language. Stories can speak to children on a deeper level and far more immediate level then literal, everyday language.” Sunderland , M (2008, p4) SG/PMHP/Wrexham CAMHS/Inspire What creative methods have the facilitators used in Wrexham when delivering FRIENDS?

  12. What creative methods have the facilitators used in Wrexham when delivering FRIENDS? SG/PMHP/Wrexham CAMHS/Inspire “Games provide an opportunity for the child to learn the consequences of his actions without having to suffer them. In a game mistakes and exposure of ignorance are more tolerated. Games, usually encourage laughing and joking, which can be instrumental in relieving anxiety and facilitating involvement.” (Cartledge and Milburn 1981 p. 100)

  13. What creative methods have the facilitators used in Wrexham when delivering FRIENDS? Picture depicting red and green thoughts by children with EAL, Wrexham 2011 SG/PMHP/Wrexham CAMHS/Inspire “1. Drawing, 2. painting, 3.collage, 4.construction. All of these media are powerful because they allow children to express and communicate internal thoughts, feelings and experiences by using their own individual imagery and symbolism.” Geldard & Geldard (2005, p164)

  14. SG/PMHP/Wrexham CAMHS/Inspire Developing resources to successfully engage children and young people in the FRIENDS programme can be time consuming at first. However these resources only have to be adapted for subsequent programmes. The effort is worth it when you see, hear a child grasp and use the skills as part of their day to day activities.

  15. Groupexercise: SG/PMHP/Wrexham CAMHS/Inspire

  16. SG/PMHP/Wrexham CAMHS/Inspire References • Barrett et al (2001) Evaluating the FRIENDS Program: A Cognitive–Behavioural Group Treatment for Anxious Children and Their Parents. Journal of Clinical Child Psychology Vol. 30, No. 4, 525–535 • Barrett, P (2005) FRIENDS for Life Group Leaders Manual for Children. Australian Academic Press • Gavigan, K et al (2011) Bibliotherapy as an intervention approach for children and adolescents with emotional disabilities. In Norton, C (2011) • Gerald, D & Gerald, K (2005) Counselling Children A Practical Introduction. 2nd Ed. Sage. • NathDwivedi, K (2005) Group Work with Children & Adolescents A Handbook. Jessica Kingsley • Norton, C. Ed (2011) Innovative Intervention in Child & Adolescent Mental Health. Routledge • Stallard, P (2005) A Clinician’s Guide to Think Good – Feel Good: Using CBT with children and young people. John Wiley & Sons • Sunderland, M (2008) Using Story Telling as a Therapeutic Tool with Children. Speechmark

  17. SG/PMHP/Wrexham CAMHS/Inspire Please complete the evaluation forms placed on your seats. If you would like to share your ideas and thoughts please don’t hesitate to contact: Sophie Gorst Email:sophie.gorst@wales.nhs.uk Tel: 01978 726002

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