Therapeutic Practice

Long-term trusting relationships and emotional investment in an adolescent's life can create the positive and necessary change needed to create a successful transition into adulthood.

The current need

Alongside 80% cuts to children and families services over the past decade, young people today are also heavily impacted by the compounding effects of:

  • The CAMHS threshold being too high

  • Squeezed school budgets

  • COVID multiplying the need for support

We know that disenfranchised and socially marginalised groups don’t engage with traditional therapeutic support in the way in which it is currently offered. ‘Refusing therapy can be a way to claim some autonomy whilst protecting status and self-image’  It’s clear that class, race and gender, in the context of structural inequality and differential social experiences, are instrumental in the therapy setting for building trust and “resonance”. This  is why FBB is passionate about pioneering a new approach. We increase access to therapeutic interventions for young people through having skilled, trained and culturally competent practitioners.

we need a new approach

  • The current traditional offering is clinical and short term

  • The lack of cultural competency

  • There is little multi-layered or wrap around support

We believe a young person's challenge isn’t always internal, it can exist across the multi-layered sphere that constructs their contextual environment; be it governmental policy cutting youth service provisions, or mass media promoting sexualised behaviour in adolescents, right down to the relationship they hold with their teachers and peers.

Our programme is built on the following four theoretical foundations:

  • Attachment Theory

  • Adolescent Neuroscience

  • Developmental Trauma

  • Humanistic Therapy

This is implemented alongside how we work with young people:

  • Creative and relational methods 

  • Early intervention at KS3 level through long term, year long sessions

  • Culturally competent practitioners

  • Child-lead play-based principles

  • Systemic practice - working with all the key agencies and relationships in a young person’s life

FBB practitioner supporting young person in classroom
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