What is “W.I.C.D.©” programme (What I Can Do) about?
I have worked with young people and their families for over 30 years in Youth work, Community development, School programmes, School Chaplaincy and as a Family therapist. Over that time, I’ve picked up a thing or 2 about working with young people and their families.
In general, young people struggling with mental health difficulties benefit from working 1 to 1 with a therapist. However, in my experience when young people get to talking about their difficulties/pressures with other peers, through a facilitated process, there is an added bonus. They get to hear from other young people’s experiences which is less isolating and in turn helps them to normalise what’s going on for them. Suddenly what they thought was only happening to them becomes part of a wider shared experience. “I’m not the only one”.
Remember when we were teenagers, what our friends said often held more credibility than adults like a parent or teacher.
How it works
How it will work is loosely based around programmes such as;
Young Adults
The young person will have in most cases have had at least one 1 to 1 session with the facilitator beforehand. It’s a facilitated process where there is a commitment to 4-6 weeks initially and then can be accessed on a drop–in basis depending on future needs.
Each young person will be invited to join the group initially where they can opt-in to take part. The group up of about 4 -12 students of Junior/Senior Cycle. The group will meet for 1 hour every 1 or 2 weeks with a facilitator. The style will be laid back where they will sit together with refreshments available throughout the hour. Week 4/6 is when we review and look at how the needs of the individuals are met. Some may feel happy to leave some may request some more time. Whatever happens at this point, the school and parents are part of the decision making. The group then, may begin another rotation after that 4 weeks with new members invited into the group if there is space.
Parent/Guardians
It’s my experience that parents are the best therapist for their young person. My goal has always been to support parents in times when they feel somewhat at sea with what’s happening for their young adult. To do this, a parents’ evening (no more than an hour) is organised before the group of young people have met. It will be a chance for the facilitator of the group to talk about the upcoming meetings for the young people and for parents to ask questions and get feedback.
Teaching Staff/S.E.N./Chaplaincy/School Completion
The programme will need to include the various teaching and support staff to offer continuity for the young people so individual needs are monitored and supported. This can happen with weekly feedback (formal/informal). As each school is different this process can be tailored to suit staff availability.
What are the potential Outcomes?
I have worked with young people and their families for over 30 years in Youth work, Community development, School programmes, School Chaplaincy and as a Family therapist. Over that time, I’ve picked up a thing or 2 about working with young people and their families.
In general, young people struggling with mental health difficulties benefit from working 1 to 1 with a therapist. However, in my experience when young people get to talking about their difficulties/pressures with other peers, through a facilitated process, there is an added bonus. They get to hear from other young people’s experiences which is less isolating and in turn helps them to normalise what’s going on for them. Suddenly what they thought was only happening to them becomes part of a wider shared experience. “I’m not the only one”.
Remember when we were teenagers, what our friends said often held more credibility than adults like a parent or teacher.
How it works
How it will work is loosely based around programmes such as;
- Quality Schools - Choice Theory (See Appendix 1)
- Mustard Seed
- Rainbows Ireland
- Young Adult Beginning Experience
- Copping-On Programme
- Anxiety/Panic, Anger/Rage, Depression, Isolation, Sadness/Melancholy, Body image etc.
- School refusal, unhealthy lifestyle choices etc.
- Relationships - With myself/possible inner conflicts/with others- family (See appendix 2)
- Planning for better choices - Using Choice Theory based model to identify pathways in better decision making
- Personal Power – Using modalities such as CBT NLP REBT to empower them to take charge of their lives
Young Adults
The young person will have in most cases have had at least one 1 to 1 session with the facilitator beforehand. It’s a facilitated process where there is a commitment to 4-6 weeks initially and then can be accessed on a drop–in basis depending on future needs.
Each young person will be invited to join the group initially where they can opt-in to take part. The group up of about 4 -12 students of Junior/Senior Cycle. The group will meet for 1 hour every 1 or 2 weeks with a facilitator. The style will be laid back where they will sit together with refreshments available throughout the hour. Week 4/6 is when we review and look at how the needs of the individuals are met. Some may feel happy to leave some may request some more time. Whatever happens at this point, the school and parents are part of the decision making. The group then, may begin another rotation after that 4 weeks with new members invited into the group if there is space.
Parent/Guardians
It’s my experience that parents are the best therapist for their young person. My goal has always been to support parents in times when they feel somewhat at sea with what’s happening for their young adult. To do this, a parents’ evening (no more than an hour) is organised before the group of young people have met. It will be a chance for the facilitator of the group to talk about the upcoming meetings for the young people and for parents to ask questions and get feedback.
Teaching Staff/S.E.N./Chaplaincy/School Completion
The programme will need to include the various teaching and support staff to offer continuity for the young people so individual needs are monitored and supported. This can happen with weekly feedback (formal/informal). As each school is different this process can be tailored to suit staff availability.
What are the potential Outcomes?
- This is a place where young adults can have an alternative resource when they face the common struggles in school facing their peer group. This is designed to have a continuity / back-up following on from personal therapy/Identified.
- It is hoped that a mentoring programme will happen somewhere down the line where these young people will have a chance to do some training in being a mentor for junior groups.
- Initially, the programme would require an incubation period. It would be hoped that in the long run, the programme (or parts of it) could be adopted into the wellbeing policy of the school without the need of external therapists/facilitator for all parts of the programme.