The THRIVE Framework for system change (Wolpert et al., 2019) sets out that help should involve explicit agreement at the outset as to what a successful outcome would look like, how likely this is to occur by a specific date, and what would happen if this was not achieved in a reasonable timeframe. Feeling comfortable with “endings” has been raised as a concern for a number of THRIVE Framework implementation sites, particularly within the context of some children and young people not being “better” at the end of treatment.
Upon completing this training module, attendees will be able to:
- describe the five needs based groupings identified in the THRIVE Framework for system change (Wolpert et al., 2019) and describe how the THRIVE Framework benefits children, young people and their families;
- understand the role of the National i-THRIVE Programme in supporting implementation of the THRIVE Framework for system change;
- understand the latest evidence regarding the outcome of interventions to support children and young people (CYP) mental health and wellbeing;
- understand the importance of establishing realistic expectations with CYP and their parents/carers and in the system;
- practice the skills required for discussing and managing endings, and reflect on the experiential process;
- understand what makes endings challenging and recommendations for addressing these, and;
- introduce participants to the i-THRIVE Self Review and Planning Tool for managing endings.
Who is best to attend?
Specialist CAMHS, community and voluntary sector providers of the Getting Help and Getting More Help offer across the system.
Led by: Dr Rachel James, co-author of the THRIVE Framework, National i-THRIVE Programme and Clinical Director and Associate Clinical Director at the Tavistock and Portman NHS Foundation Trust and Kate Dalzell, Head of the Child Outcomes Research Consortium (CORC).
If you would like to buy in this training for your services please contact the team at email@example.com.
The i-THRIVE Academy pilot in 2017 was funded by Health Education England.