1. Anxiety Groups in Primary CAMHS
Facilitated by:
The Primary Mental Health Workers
of Tier 2 CAMHS in West Cheshire
Introductions

2. AIMS AND OBJECTIVES
Journey of the service leading to this development of therapeutic groups
Understand initiative
Highs and Lows
Evaluations
Next Steps

3. Mindfulness
My cool little Kiwi exercise Complete Mindful activity – - : ‘I haven’t got a minute!’ Standing in a circle with chairs behind the knees, ask each person to close their eyes and stay silent. The task is to count to one minute and quietly sit down. The leader should time the minute. Note after how many seconds the first person sits and the last person, and also who was closest to the 60-second mark. When the last person has sat down, ask how easy/difficult it was to guess a minute? What did they notice during the time? What could they feel? What could they hear? Did other people’s movements influence them? In small groups, think about sayings or proverbs related to time (e.g. time is of the essence; there’s no time like the present; killing time; time flies when you’re having fun, etc). What do they tell us about time? Read the following quote: ‘Time is what we want most, but what we use worst’ (William Penn). Do they agree? Do we have too much or too little time? Do we use our time well? Do they think their lives are fast-paced? Why? What affect does this have on our lives? Would this be the same for young people everywhere in the world? Why?

4. Service Journey Wait lists Capacity
DNA’s, getting worse, worried well, staff satisfaction
New opportunities, new ideas, taking risks, freeing time, re-evaluating pmhw role
CAPA +3

5. Understanding the Initiative
Year 5-6 (9-11yrs old)
Anxiety symptoms Primary concern
1 parent session
5 kids sessions
RCADS
CORC tools GRSRS, CORS
Mindfulness
Resilience
Psychoeducation
CBT
Run through aims of the day, discuss any expectations from the family

6. Highs and Lows Group dynamics Lessons about ages and stages
Successful first group
Challenging second group
Other groups from there positive
Expectations from colleagues
Not a back up option, a treatment intervention
Difficulties recruiting at times, family uncerainty
Valuing it more
No longer an experiment

7. Evaluations
Bring summary info data

8. Evaluations Children ‘I was able to understand that feelings are ok'.
‘I learnt ways of calm breathing and every week we got biscuits!'
‘It helps me at school' - referring to the group.
‘We were taught how to control our worries'.
‘It was very good and I would come again’.
‘I got looked after very well. I did a lot of fun things’.
‘Very Friendly and listened’ – referring to the staff.
‘It was great to be with people going through the same thing as me’
‘The games were good’
‘I think it was really good!’

9. Evaluations Parents ‘My child enjoyed the sessions'.
‘I am so grateful that my son had the opportunity to take part in group sessions’.
‘Staff very appropriate and understanding, which really helped - thank you'.
‘Thank you for your kindness and hard work, my child has made so much progress since starting CAMHS and continues to with every new challenges, using strategies you have given her’.
‘My child found the sessions really useful, I think he has gained confidence knowing he is not the only one to feel how he feels and the techniques he has learned seem easy to put in to practice’.
‘The Parent handouts were really useful’.
‘My child engaged and looked forward to each week’
‘My daughter really enjoyed it being a group as she realised lots of children have the same feelings’

10. Next Steps Yr 7-8 Group in school Rolling
First line treatment encouraged
DBT knock on effect
Acceptance of change in colleagues

11. Lesson = be brave

12. Summary of AIMS AND OBJECTIVES
Journey of the service leading to this development of therapeutic groups
Understand initiative
Highs and Lows
Evaluations
Next Steps