Tag Archive: activities

Co-operative work, sharing based activities – for example through creative activities – can act as an equaliser for negative experiences, such as disappointment, despair, destructiveness and violence, which often arise in a CAMHS setting. A weekly group music session or a termly edition of a class magazine, for instance, enables young people to work together while accommodating various levels of individual skill and ability.

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The ward has a daily programme which consists of therapeutic activities and education. Half of each day of the programme is dedicated to education.

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As far as possible, educational activities mirror those of young people who are not in hospital. However, the focus in the ward classroom is on success and achievement even though these may appear limited in comparison with mainstream education. Seemingly small steps forward can be of major significance in this sense.

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Young people can suggest and take responsibility for planning an activity, for example, arranging a choir group. The young person puts together an action plan to complete this.

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Adolescences often go through identity confusion. This usually involves them asking big questions like ‘Who am I?’ They need to explore their independence and develop a sense of self. A way that this can be achieved is safely by exploring and experimenting with different roles, activities and responsibilities. This helps form self-identity and direction.

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While staff can facilitate activities and social activities, it’s important to let the young people find their own friends.

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The following reflective activities are used when there’s a difficulty with transference: post shift debriefs, personal reflections, team meetings, frequent supervision, reflective practice groups, one-to-ones with another staff member.

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We sometimes use appropriate humour to reduce their negative or angry state and we remind them of the enjoyable activities they’ll be able to do when they calm down. If this doesn’t work and their hostility becomes a threat to themselves or others, we’ll move them to a quiet, safe area.

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We believe the clear structure of the timetable, with activities kept within time limits, offers young people the safety to explore their difficulties in a contained way.

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A lot of young people who are admitted feel very anxious at first, especially because they’re away from their parent or primary carer. Staff begin talking about this with the young person early on and provide lots of reassurance. After some time, they are usually able to engage in activities and conversations with others. An emphasis on positive engagement is crucial, forming a trusting relationship and managing this separation in a considerate and gradual way.

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