title: Reflecting teams with children: the bear necessities.
abstract: This article weaves research findings and clinical practice to address five ethical dilemmas: How to include children in sessions so that they feel listened to, appreciated and not judged; how to attend to children's feelings without making the focus solely their troubles; how to create a context in which children can express themselves when they cannot find the words; how to ensure a suitable time, place and relationship for talking; and how to create a safe context for respectful co-ordination between the different views of children and adults. A practical example including transcripts from sessions is presented. The authors show how a toy bear joining two therapists in a reflecting team can create opportunities for a 10-year-old girl and her parents to voice their different views and hear the different perspectives of each other. The parents, who generously agreed to share details of their family sessions, offered useful feedback on this write-up, suggesting that this article may be useful for staff and parents who join therapists in a playful approach to reflecting teams with children.
authors.affiliation: Department of Clinical Psychology, Camden and Islington Mental Health and Social Care Trust, London, UK. glenda.fredman@blueyonder.co.uk
authors.forename: Glenda
authors.initials: G
authors.lastname: Fredman
authors.forename: Deborah
authors.initials: D
authors.lastname: Christie
authors.forename: Ndibeer
authors.initials: N
authors.lastname: Bear
mesh_terms: D002648:Child; D003299:Cooperative Behavior; D005196:Family Therapy / Q000379:methods*; D006801:Humans; D001523:Mental Disorders / Q000628:therapy*; D010989:Play Therapy / Q000379:methods*; D010988:Play and Playthings; D011369:Professional-Patient Relations