BACP CYPF Conference 9th February 2019

Slides:



Advertisements
Similar presentations
Theory and Practice of Counseling and Psychotherapy
Advertisements

1 NSW Centre for the Advancement of Adolescent Health (CAAH) Youth Friendly General Practice: Essential Skills in Youth Health Care Unit Two – Conducting.
+ ETHICAL DILEMMA KRISTIN HODNEFIELD. + My Ethical Dilemma Laura is a 15 year old sophomore in High School and has come to you regarding the relationship.
Can Children Recover From Divorce?
Legal and Ethical Issues Counseling Children. Child and Adolescent Clients Counselors who work with children and adolescents under the age of 18 may experience.
The Context Secure mental health settings are complex and they place unique demands on staff. We expect staff to manage serious risks and maintain the.
Ethics Key Terms  Confidentiality  Privileged communication  Privacy.
Conflict B Sacha worked as a journalist before she became a social worker. She still writes articles for a human interest magazine. She finds that she.
Protective Behaviours in the PSHE / Relationships and Sex Education Curriculum Sam Beal – Partnership Adviser: Health and Wellbeing Sarah Jackson -PSHE.
 MOU O 4 MOU O 4.
KMS.
Surf smart training.
Bullying and Mental Health in Children and Young People
Ethics: Guides for Professional Engagement
Psychology 313 Interventions with Children and Families
Sharing time and talents: Building caring communities
The multiple faces of hope
To provide counselling across the communities of Fife supporting adults and young people affected by their own or another’s drug, alcohol or solvent use.
Classroom Skill Building
Relationships and Sex education (RSE) update for parents/carers
Classroom Skill Building
Unit 3 Use legislation relating to the health and safety of children
Level 2 Childcare Tutor: Nic Sharp
E-Safety Briefing
Unit 054 Principles for Implementing Duty of Care in Health, Social Care or Children’s and Young People’s Settings.
Child protection.
Keeping safe and private on the internet
What are the competencens students should have at the end of practical training?
Work Based Reflective Practice 1
Career Ready Mentor Briefing
Garden Suburb Junior School
Classroom Skill Building
What things needs to be included in personal care?
Making Learning Work Universal Personal Specialist
Consent, throughout the Early Help Journey
Meeting the health needs of children and young people.
Peer Coaching .... sharing best practice?
Healthy Relationships
The HSB Project: Changing the way we work with Children & Young People displaying Harmful Sexual Behaviour The HSB Team: Dr Romana Farooq, Specialist Clinical.
Breaking the Silence in Sport Understanding Trauma + Handling Disclosure Workshop Cara Cash CEO Nexus NI.
Classroom Skill Building
story based learning for relationship based care
Tips for Scouts.
What is Self Esteem? Self-esteem means having a good opinion of yourself. It is based on understanding what your strengths are and valuing yourself as.
Balancing Administrative & Clinical Supervision
Insights from Children about Abuse and Neglect
Abuse, Power and Control
Safeguarding For prayer spaces
Youth under pressure ENOC, September 2018
Classroom Skill Building
Classroom Skill Building
Workshop 4 Being safe and boundaried
Working in partnership
Child Sexual Exploitation - 7 Minute Briefing
Welcome to the E Safety Workshop
Insights from Children about Abuse and Neglect
The multiple faces of hope
Person-centred care Maggie Eisner.
Welcome to EYFS Training 3rd April 2019.
My relationship to the capacities of this program
Dr Maggie Eisner Person-centred care Dr Maggie Eisner
to the Camden Early Help Friends Workshop
Self-worth.
Puberty and conception year 5 & 6
Work Based Reflective Practice 1
KS3 Lesson Plan.
Check-in How are we all doing?.
Consent: The age of consent
Presentation transcript:

BACP CYPF Conference 9th February 2019 RESPONDING THERAPEUTICALLY TO YOUNG PEOPLE WHO SELF-HARM Jeanine Connor, MBACP, MSc, BSc (Hons) Child & Adolescent Psychotherapist

This poses dilemmas for the counsellor/therapist Introduction Working with a child or young person who self-harms is always about working with risk This poses dilemmas for the counsellor/therapist Today we will explore the risk and think about how to manage the dilemmas…

Session aims Explore fantasies Dispel fears Reframe thinking Assess and manage risk Reflect on professional obligations Enable us to respond confidently, safely and therapeutically

 Explore fantasies What are the common beliefs/fantasies about children & young people who self-harm?  

Common fantasies Self-harm is attention-seeking Self-harm is a fad they will grow out of People who self-harm have usually been abused It’s mostly girls who self-harm People self-harm because their friends do it All young people self-harm; it’s normal Self-harm is a precursor to suicide

Dispel fears What are the common fears about working therapeutically with children & young people who self-harm?

Common fears I might not be able to get them to stop They might seriously hurt themself It will be my fault if they do I will have to tell their parent/carer It’s too risky for me to work with They might die I will be responsible for their safety

Reframe thinking Self-harm is a communication about a child or young person’s state of mind What might they be trying to say?

Communication I am hurting I have been hurt I deserve to be hurt I don’t have the words Help me Notice me I want to be looked after I want to live

Managing risk Working therapeutically with children & young people who self-harm involves a balance between holding risk and exploring meaning

Professional obligations Ethical dilemmas Safeguarding Confidentiality

Ethical dilemmas Can I manage the risk? Am I professionally competent? What if I’m shocked by what I see/hear about? Who should I tell? What should I say? What if I make things worse? What if I damage the therapeutic relationship?

Safeguarding Assess ‘here-and-now’ risk Assess context Assess ordinary age-appropriate behaviour Apply knowledge Access support Apply clinical decision making Explain your decision

Confidentiality Is the information confidential? Do I have/need consent to share it? What is the purpose of sharing the information? Is sharing information in the best interests of the child or young person? Is there a legal requirement to share information? What is the most appropriate way to share the information?

BACP ethical framework Work to professional standards by: working within our competence, and … collaborating with colleagues Act in the best interests of the child When the safeguarding of our clients from serious harm takes priority over our commitment to putting our clients’ wishes and confidentiality first, we will usually consult with our client (in the first instance) We will use our supervision and any other available professional resources to support and challenge how we respond We will take responsibility for considering how best to act and will be ready to explain why we decided to respond in the way we did

Our response Respond confidently Respond safely Respond therapeutically

Final review Have your fears been dispelled? Have you reframed your thinking? Do you feel better equipped to manage risk? Are you aware of your professional obligations? Do you feel more able to respond confidently, safely and therapeutically to children & young people who self-harm?

Presentation prepared by Jeanine Connor All images copyright free Goodbye and thank you Presentation prepared by Jeanine Connor All images copyright free