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Not for Ashley but useful for other children perhaps. I like the Lego heads - Lego might work for Ashley to start opening up.

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I like the way this uses colours for the different elements of the statement

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A hot cross bun for younger and then older students

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But not the ones linked for us to post in ):

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I was recommended these books by a Deputy Head
Louise

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Please could all students complete the attached reflective handout form and send it to your academic tutor following completion of today's Padlets.

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Once you've finished getting creative for Ashley, consider what adaptations you could make for a older client.

Phillip is 17, his referral suggests that he is suffering with symptoms of anxiety and this is making it difficult for him to attend school or see friends.

Questions to consider:

1) With Phillip being older, what are the key considerations?

2) What things might you need to adapt from your assessment tools used with Ashley to suit Phillip?

3) How would you explain the problem statement or CBT to Philip?

4) What would be the benefits of adapting this for Phillip?

Add these comments to the Padlet box!

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The problem statement is a central part to CWP/EMHP working. Consider how you would introduce and explain this to Ashley. Create a resource based around the problem statement that you can use in session. Take a picture and upload your creations onto this Padlet https://padlet.com/k_saville/5g9th2aega8x

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Thanks for all your ideas today everyone, hopefully you have some creative juices flowing!  I hope you have enjoyed working together, learning from one another, and sharing creative resources!

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Part 4 Active participation and engagement  

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Part 4 Active participation and engagement  

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Once you have made your resources, consider how you could encourage active participation in the session from Ashley.
What would you do/offer in the session?
How could you ensure your therapeutic contact was a positive one?
What would increase the likelihood of Ashley coming back?
Could you use creativity to measure this and how?

Add your comments to this Padlet box!

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Part 1 Creatively adapting an assessment session. 

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Part 1 Creatively adapting an assessment session. 

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You are completing an assessment with 9 year old Ashley who has come along to your service with his mum. Referral information suggested that Ashley is suffering with anxiety and this makes it difficult for him to be left at school in the mornings and to go to his school friend's house to play.

You all meet together for an assessment. Ashley appears uncomfortable and reserved; he avoids eye contact and fiddles with his zip whilst you are talking. When you ask direct questions, Ashley replies either "Yes", "No" or "I don't know".

Questions to consider:

1) How would you adapt this assessment session to ensure that Ashley felt comfortable in the session and you could gather all the relevant information required for an assessment?

2) Consider all the factors which may affect this session: Mum's presence, Ashley's age, possible presenting problem.

3) What resources would you need?

4) What would the benefits be for Ashley and his Mum in creatively adapting the assessment?

5) How would you creatively adapt resources to engage Ashley? Can you create some examples?

Upload your resources and ideas onto this Padlet https://padlet.com/k_saville/m7pnecv99wsh

At the end of the session, you will have collated a lot of resources which you can all use for ideas and inspiration.

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You have previously had an overview of the assessment structure and some brief information about the importance of creativity in sessions, especially when working with young people. For the rest of the session, we would like you to think about how you would make creative adaptations for the vignette example (part 1).

Consider issues such as introducing novel or complex words, having some time to gather strengths as well as areas of difficulties and explaining CBT.

if you have issues with padlet please remember to open it in firefox and remember to scroll across to see all the sections!