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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.

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Working in Partnership: Creative Competencies in CAMHS

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  1. 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

  2. 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

  3. 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.

  4. 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 6. CCTV 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

  5. 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)

  6. 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 Diolch!!

  7. Step 4: Creating a Narrative

  8. Narratives and Scripts

  9. 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.

  10. Step 9: Launch

  11. Making a Digital Story Introductions Session boundaries agreed with group ChildLine info Laptop Sound editing programme – ‘Audacity’ MP3 encoder – ‘LAME’ Windows Movie Maker Other Equipment Drinks & biscuits Mic/ digital USB audio recorder Headphones 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.

  12. 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 Everything 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.

  13. The 12 Steps Engaging young people – gaining ideas Guidance review/ professional liaison Advertising and partnership working Create a narrative Develop narrative - write script Auditions Filming Editing Launch Feedback Multi-agency networking and promotion Training provision

  14. 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)

  15. 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

  16. tiffany.care@nww-tr.wales.nhs.uk 01248 355825 christine.volney@conwy.gov.uk 01492 575322 British Association of Art Therapists www.baat.org val@baat.org 020 76864216

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