Making meaningful connections: assessing for clinical work in a child residential setting

Abstract

Purpose-The purpose of this paper is to discuss the clinical assessment of children and the development of a multidisciplinary team in an established residential school for children aged five to 12. Design/methodology/approach-Using clinical examples the paper describes how assessment can identify different levels of therapeutic need, and then how the decision is made whether or not to offer milieu therapy, music therapy, dramatherapy or psychotherapy. Findings-The paper suggests that children who have early histories of abuse and trauma have differing clinical needs. Practical implications-The implication is that children will engage better with the therapy if the level of intervention is sensitive to their state of mind, which in turn will help them make better use of the environmental provision of the school. Originality/value-The paper offers an original perspective on the possibilities and limitations of psychotherapeutic work with extremely vulnerable damaged children in a residential therapeutic setting, the Mulberry Bush.

Working with the families and networks of severely traumatised children in a therapeutic residential school

“…It is important to note, however, that not all children will have access to individual therapies during their time at Mulberry Bush, despite this often being the expectation of placing authorities. Assessment of individual need is key in utilising resources in the best way (Onions, 2013).…”

The useless therapist: music therapy and dramatherapy with traumatised children

“…Caryn Onions (2013) has written about the development of the work of the therapists at the Mulberry Bush School in her paper "Making meaningful connections: assessing for clinical work in a child residential setting" and how, in addition to the milieu therapy provided by the therapeutic community, we are developing a model using psychotherapy, music therapy and dramatherapy. Onions discusses how developments in neuroscience, child development and attachment theory, in particular the work of Bruce Perry (2006), has strongly influenced the development of the therapy provision at the school and our intention to offer therapy at the developmental level of the child.…”