The Bower Place Method

Supporting young people with mental health issues is complex matter. Research suggests that early onset of mental health problems is associated with the risk of poor academic outcomes, including increased rates of school dropout, and poor physical health (Bradshaw, Buckley, & Ialongo, 2008; Satcher, 2000).

Bringing the Young Person’s Voice into Family Therapy

Children and young people’s engagement and disengagement, adherence and non-adherence, compliance and non-compliance in family therapy has important implications for services (O’Reilly & Parker, 2012). Although parents can physically bring their child to therapy, this does not guarantee engagement or commitment to work for change.

Psychosocial Disability – where mental health meets disability

Since its launch on July 1st 2013, the National Disability Insurance Scheme, NDIS, has delivered funding for individuals with disabilities across Australia. The scheme has been gradually rolling out across different regions and is expected to fully operative across Australia by July 2019.
Questions remain about whether NDIS covers individuals with mental health diagnosis such as generalised anxiety disorder and depression.

Addressing Inequality in Therapeutic Practice

Therapeutic practice at Bower Place is informed by the management of inequality, which we propose can never be resolved, but must be recognised and managed. Robinson (in press) highlights that the client-practitioner relationship and therapeutic practice are always unequal. Inequality occurs between both client and practitioner and within the wider system in three forms: political, problem, and psychological.

Child in Therapy

Whilst a significant proportion of research has been done about the relationship between therapist and client, most of this has focussed on adults. Considerably less is known about the relationship between therapist and child (Baylis, Collins and Coleman, 2011).

A Psycho-Educational Assessment

Prevalence studies suggest that between 5 and 15 percent of people with learning disabilities have behaviours considered to be seriously challenging (Marks, 2016). Children with learning disabilities are at increased risk of experiencing emotional or behavioural difficulties, relative to other children (Gore, Hastings and Brady 2014).