ABSTRACT What role does child psychotherapy have to play in addressing the mental health needs of children in areas of disadvantage? This paper will discuss an innovative programme of school-based mental health work, led by child psychotherapists in Bristol. Referencing child psychotherapy’s early work with severely deprived children, and the pioneering work in schools by colleagues such as Youell and Jackson, the paper describes how the Bridge in Schools (BiS) has developed a local response to the high level of unmet mental health needs of children, especially in deprived areas of the city. We consider the challenges and opportunities to be found in building partnerships with school teams, and applying child psychotherapy in a school environment. We explore the relevance of child psychotherapy, both in developing therapeutic approaches to learning and behaviour management that provide containment for vulnerable children, and in offering effective and timely therapeutic interventions. We draw on evaluation data to show that this approach can significantly improve access and outcomes for families who currently do not reach CAMHS thresholds. Finally, we consider how these developments in child psychotherapy give us unique opportunities to contribute to the government’s current re-design of child mental health services.

中文翻译：

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学校桥梁：贫困地区儿童心理健康的心理动力学影响模型

摘要 儿童心理治疗在解决弱势地区儿童的心理健康需求方面必须发挥什么作用？本文将讨论一项由布里斯托尔儿童心理治疗师领导的基于学校的心理健康工作的创新计划。该论文参考了儿童心理治疗对严重贫困儿童的早期工作，以及 Youell 和 Jackson 等同事在学校开展的开创性工作，描述了学校桥梁 (BiS) 如何对当地未满足的心理健康需求做出高度回应。儿童，尤其是在城市贫困地区。我们考虑在与学校团队建立伙伴关系以及在学校环境中应用儿童心理治疗时会发现的挑战和机遇。我们探索儿童心理治疗的相关性，开发学习和行为管理的治疗方法，为弱势儿童提供控制，并提供有效和及时的治疗干预。我们利用评估数据表明，这种方法可以显着改善目前未达到 CAMHS 阈值的家庭的访问和结果。最后，我们考虑了儿童心理治疗的这些发展如何为我们提供独特的机会来为政府目前对儿童心理健康服务的重新设计做出贡献。