Purpose – Narrative Therapy offers thinking and practices which can support the development of narratives of desistance and recovery. The purpose of this paper is to discuss the two ways in which collective narrative practice has been used in a Low Secure Forensic Recovery Service: The Tree of Life and the Knowledge Group, including the evaluation of the Knowledge Group. Design/methodology/approach – The therapeutic approach taken was collective narrative practice. The evaluation design for the Knowledge Group was service user led, resulting in a qualitative approach: a focus group that was thematically analysed. Findings – Collective narrative practice offered service users the opportunity to enhance their narratives of strength and desistance, and to contribute socially by sharing this with others. This encouraged the development of identities beyond the “patient” and “offender” identities. It gave service users the opportunity to take a position of expertise and power where they were listened to and respected. Research limitations/implications – There is a wide range of possibility for the creative use of these strategies in forensic settings. They are a useful addition to the forensic practitioner’s toolkit. Practical implications – There is a wide range of possibility for the creative use of these strategies in forensic settings. They are a useful addition to the forensic practitioner’s toolkit. Social implications – Collective narrative practice positions service users as taking social action, for example sharing their experiences with other services users, in educational contexts and for wider social understanding. Originality/value – The therapeutic interventions described offer a promising approach which has not yet been fully exploited for use in forensic mental health services, including a novel approach to collective narrative practice.
Over the last 15 years, policy initiatives have aimed at the provision of more comprehensive Child and Adolescent Mental Health care. These presented a series of new challenges in organising and delivering Tier 2 child mental health services, particularly in schools. This exploratory study aimed to examine and clarify the service model underpinning a Tier 2 child mental health service offering school-based mental health work. Using semi-structured interviews, clinician descriptions of operational experiences were gathered. These were analysed using grounded theory methods. Analysis was validated by respondents at two stages. A pathway for casework emerged that included a systemic consultative function, as part of an overall three-function service model, which required: (1) activity as a member of the multi-agency system; (2) activity to improve the system working around a particular child; and (3) activity to universally develop a Tier 1 workforce confident in supporting children at risk of or experiencing mental health problems. The study challenged the perception of such a service serving solely a Tier 2 function, the requisite workforce to deliver the service model, and could give service providers a rationale for negotiating service models that include an explicit focus on improving the children's environments.
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