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We need to make sure that we are consistent with our use of language and also need to check in with the yp at every session to check correct use. If a yp has a family member who is trans then need to establish how this impacts on relationships in the family and not make assumptions. If a yp is intersex then need to ask how they perceive themselves and what information they have. We would need to make sure we have done our research and also ask the yp to educate us. We could normalise the situation using stats and research. We should continue to follow debates in this area and be aware of changes in legislation but also acknowledge that we will not know everything and that this is ok.

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Re Young Carer/ Diabetes asthma / gender / Psychoeducation re life situation/ medical condition and how it impacts life

CWP aware of what might be maintaining the anxiety

CWP Keeping a close link with GP/ school nurse

Signposting if necessary

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Young Somerset. Acknowledge that the young person has a condition that impacts on their life.  Choice of intervention is dependant on the reality of the condition and not the yp's perception of the condition.  Good in this case to be speaking to the parents and the school and have everyone working together and giving consistent messages.  We may need to have more sessions than usual and go at a slower pace.

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Adaption 2 (step 3 & 4)
Role Play
We think that we would provide some psycho-education around her anxiety of having asthma. Does she have asthma and then feel anxious or is her anxiety triggering breathlessness which impacts on asthma. Asking her how she manages her asthma – is this something she does independently or does parent/adult remind her?

Contacting GP/Parent around Rita’s asthma condition. We think this information would be beneficial prior to assessment, so you have a better understanding of the extent/limitations of her asthma. With this information you can have make more informed shared decisions around goals that the young person might want to make. Also, can help with the understanding of asthma and anxiety. If this information is not available before assessment then look to gather this information after and then we can use this to revisit goals in the next session.

We need to be careful around interventions you may use and then you can adapt them to be suitable.  We would consider her physical abilities as advised by GP, what triggers her asthma e.g. allergies, certain physical activities etc. We would want to think about when would be the best time to meet with her – so how would she be able to get to us, if mum has to drive, need to consider when mum can take her to appointment.

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Adaption 2 (Step 2)
Preparation: Since her asthma is on the referral form, maybe ensure that your room is easily accessible for her to get to. E.g. ground floor, not lots of stairs to climb up. Or having a lift to get to the room if on first floor

Extra Qs: Is there/what is the impact of your asthma on your life? How do you manage your asthma?

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Wellspring and Taunton CAMHS (adaptation 1, step 2)

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Wellspring and Taunton CAMHS (adaptation 1, step 2)

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·     Preparation: wheelchair access, details for surrounding support services (signposting both father and CYP if appropriate), extra sheet reminding CWP of questions that could be helpful ask in relation to their role as a young carer

·     Questions to ask: what does caring for your father look like for you? Is it impacting other areas of your life (school, hobbies and interests, friendships, family relationships)? Is mum in the picture? Anyone else able to help out caring? Who is at home? Is this role having any effect on your physical, mental and emotional health?

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Access to services is a real issue  as the young people can feel torn guilty for leaving the parent to attend sessions.
We had not quite appreciated just how many young carers there are. We can imagine it is something often families keep secret for as long as they possibly can.
One of us has had involvement with counselling for carers but that focused more on adults.
One of the schools that we work in has a

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Hi guys, If you need anything today, I am contactable on 07891558108 the same as yesterday. I will call you all at 10ish this morning as well.

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Katie (Taunton CAMHS) Adaptation 1 (step 2)

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Katie (Taunton CAMHS) Adaptation 1 (step 2)

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To prepare for the session with the young person I would:

-Ensure that the room is accessible for Dad
Ask the young person/father if there are any further adjustments needed
-Conduct research on whether there are local services for young carers or any services to support the father and then bring information from this to the assessment
How does it affect your daily life and is there anything that can lessen this?
-I would include more in depth questioning about the family structure to assess how much support the young person is receiving, as this could impact the homework tasks
-Question whether there is any social groups that they are already attending for support
-Attempt to have some time alone in the agenda for the young person as it will allow them to fully explore their circumstances, without worrying about the impact on their Dad, however I would remember this may not be possible
Thoroughly, but sensitively, question how the young person is caring for themselves, as this could be lacking due to their extra responsibilities

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Adaptation 3 (step 4) - adaptions to interventions? 

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Adaptation 3 (step 4) - adaptions to interventions? 

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Please "comment" below on behalf of your group

THEN HOME TIME! WELL DONE!

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thoughts and reflections on the topic

https://padlet.com/k_saville/4zrr1fm9bmp8

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There is no roleplay for this adaptation but have a discussion about what may be helpful for you to get the skills for this topic.

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Adaptation 2 (Step 4) - adaptions to interventions? 

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Adaptation 2 (Step 4) - adaptions to interventions? 

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Please "comment" below on behalf of your group

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Please "comment" on the padlet below on behalf of your group
https://padlet.com/h_h_billington/bw12das5oeva

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thoughts and reflections on the roleplay

https://padlet.com/k_saville/h2pzif5ps89u

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In pairs
1) CWP
2) young person

Roleplay an assessment (info gathering section) to include the information around their LTC

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Adaptation 1- (step 3) thoughts and reflections on the roleplay

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Adaptation 1- (step 3) thoughts and reflections on the roleplay

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Did you think of any additional questions to ask? how did you find it?

https://padlet.com/k_saville/dcmkjvo0ffzl

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In triads
1) CWP
2) young person
3) their dad

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Adaptation 2 - (step 1) long term conditions (diabetes and asthma) info

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Adaptation 2 - (step 1) long term conditions (diabetes and asthma) info

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Adaptation 1 -  (step 1) Young Carers info

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Adaptation 1 -  (step 1) Young Carers info

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Welcome to the complexity and adaptation day! today will take the structure of the DPR model below.

- Declarative (Knowledge)
- Procedural (Skill)
- Reflection (your own ABCs and future developments)

this model is really useful in practise if you are struggling - for example, am i missing the knowedge of this topic, the practice (roleplays or in real life) or is there a reflective aspect missing?

The aims of today are;

•To  develop an understanding of the common mental health difficulties experienced by types of adaptations to what we have covered so far. This sits within module 3 (intervention) but we will begin with how you might funnell this information within assessments, then later consider how this might need further consideration in interventions.

•To understand the evidence base for psychological interventions for young carers and young people with a LTC.

•To develop skills in addressing the complexity of potential problems that may present when working with young carers or LTC.
To understand

•To gain an appreciation of the barriers experienced by young carers or young people with a LTC in accessing psychological interventions
To gain an appreciation of gender-related definitions and their correct usage

• To develop skills in adapting low intensity CBT through roleplays