Bespoke Members
Introduction
Inequities within children and young people’s access to timely and appropriate mental health support are stark across the UK (Children’s Commissioner Report, 2024). Children and young people from marginalised backgrounds, including those from global majority communities, low-income families and LGBTQIA+ youth, often face disproportionate mental health challenges, yet are significantly less likely to access or benefit from support. Intersectional experiences, such as belonging to a racially minoritised group and being LGBTQIA+ can compound the difficulties, pushing many into isolation or crisis, rather than into safe, affirming care. Overall, while demand for mental-health support among children and young people has surged, services remain poorly adapted to meet the needs of those from minoritised or disadvantaged backgrounds. The result is a gap between who most needs support and who actually receives it (or recovers), perpetuating systemic inequality in mental-health outcomes across demographic groups.
The event will be equivalent to 2.3/4hrs of CPD.
Content
This session builds upon on the first session in June around engagement and assessment of children and young people, by focusing on understanding and responding to difference within therapeutic relationships with this age cohort. We’ll explore how culture, identity, neurodiversity, ability, gender, family structures, and social context shape a young person’s experience of therapy and what we as practitioners can do practically to respond to the young person’s individual experiences and needs. Participants will develop confidence in approaching difference with curiosity, sensitivity, and reflexivity, ensuring the therapy space remains inclusive, affirming, and responsive to each young person’s unique world.
Learning Objectives
By the end of the session, attendees will be able to:
1. Critically reflect on the impact of culture, identity, neurodiversity, and social context in delivering equitable, person-centred care.
2. Apply culturally responsive, anti-oppressive principles within communication and interventions, ensuring that therapeutic work is accessible, affirming, and actively equitable in improving outcomes for all young people.
3. Demonstrate reflexive practice by examining their own positionality, biases, and how they can intentionally break down the power dynamics that commonly arise in clinical work.
4. Practically introduce conversations into the therapeutic space regarding difference, inclusion and accessibility; working to reduce barriers to engagement and improve inclusivity.
Training Modalities
Didactic content, videos, polls, and Q&A
Key References
Beattie, S., & Laville, A. (2024). NHS talking therapies for anxiety and depression: LGBTQ+ positive practice guide. LGBT Foundation. https://lgbt.foundation/wp-content/uploads/2024/07/LGBTQ-Positive-Practice-Guide-20248_DIGITAL_FINAL.pdf
Beck, A. (2016). Transcultural cognitive behaviour therapy for anxiety and depression: A practical guide. Routledge.
Sanchez, A. L., Jent, J., Aggarwal, N. K., Chavira, D., Coxe, S., Garcia, D., ... & Comer, J. S. (2022). Person-centered cultural assessment can improve child mental health service engagement and outcomes. Journal of Clinical Child & Adolescent Psychology, 51(1), 1-22.
About the presenter
Janeen Wilson:
Janeen is a highly experienced drama therapist, BABCP accredited CBT therapist, and clinical supervisor, with over 15 years of expertise across the mental health and therapeutic fields. Based in London, she has worked across health, education, and both public and private sectors, bringing a rich, cross-disciplinary understanding to her work.
All aspects of her work are grounded in compassion, clarity, and collaboration. She offers a safe, reflective space for both trainee and qualified professionals to explore their work, deepen insight, and refine clinical judgement. Her work is characterised by warmth, curiosity, and clinical excellence, qualities that make her a valued guide for those committed to delivering meaningful, ethical, and transformative psychological care.
Dr Hannah Vickery:
Hannah trained as a Clinical Psychologist and worked within a range of Child and Adolescent Mental Health settings before working as an Associate Professor of Clinical Psychology at the University of Reading. In this role she was Director of Clinical Training at the renowned Charlie Waller Institute, leading on the teaching and supervision of adult Talking Therapies trainees as well as those working in children and young people’s mental health services.
Alongside her extensive clinical and academic expertise, Hannah brings a deep commitment to social justice, championing efforts to reduce the profound mental health inequities experienced by so many children, young people, and their families. She is BABCP accredited, a Senior Fellow of the Higher Education Academy, and a Senior Visiting Fellow at the University of Reading.
Who should attend
This training is designed for practitioners working with children, young people, and young adults across mental health settings. Ideal attendees include:
Low and high Intensity CBT practitioners within Children and Young People’s Mental Health Services including CWPs, EMHPs, SWPs, and CBT therapists
Talking Therapies high and low intensity practitioners working with 16–24-year-olds
Whether you’re early in your practice or looking to deepen your clinical skills, this training offers practical, developmentally attuned approaches you can apply immediately in your work.