The purpose of this paper is to discuss the clinical assessment of children and the development of a multi-disciplinary team in an established residential school for children aged…
Abstract
Purpose
The purpose of this paper is to discuss the clinical assessment of children and the development of a multi-disciplinary 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.
Details
Keywords
The purpose of this paper is to discuss the use of music therapy and dramatherapy with traumatised children in a residential school through examining the therapists’ experience of…
Abstract
Purpose
The purpose of this paper is to discuss the use of music therapy and dramatherapy with traumatised children in a residential school through examining the therapists’ experience of feeling useless.
Design/methodology/approach
Using clinical examples, the paper explores the therapists’ feelings of uselessness and how this experience informs and enables the progression of the work.
Findings
The paper suggests that feelings of uselessness are a necessary and useful part of the clinical process when working with traumatised children.
Originality/value
This paper offers an insight into application of music therapy and dramatherapy in this environment, and also into the therapists experience of working with highly traumatised children.
Details
Keywords
The purpose of this paper is to inform readers and researchers about the use of a “lived experience” of therapeutic community work as an effective intervention for severely…
Abstract
Purpose
The purpose of this paper is to inform readers and researchers about the use of a “lived experience” of therapeutic community work as an effective intervention for severely emotionally troubled children.
Design/methodology/approach
An explanation of the main developmental influences and how the Mulberry Bush School is continuing to incorporate new theories and approaches.
Findings
How the Mulberry Bush as a specialist therapeutic residential provision can bring about excellent outcomes for severely emotionally troubled children.
Research limitations/implications
The paper explores the work and legacy of the school's founder Barbara Dockar-Drysdale and of her collaboration with Donald Winnicott to create a lived experience of community as an agent of therapeutic change. The paper also provides descriptions and a case study of the current multi-disciplinary work of the school, including how neuroscientific research is influencing the evolution of the therapeutic task with traumatised children.
Practical implications
The paper shows how a highly evolved model of integrated provision can support excellent outcomes for traumatised children and young people.
Originality/value
To broaden and deepen knowledge about the use of therapeutic community principles in the treatment of severely emotionally trouble children and young people.