What we offer.

As schools adapt to increased pastoral demands on education, there has been a larger focus placed on mental health and the responsibility of schools to provide resources and support to students who face difficulties with their mental wellbeing. We support schools by implementing a service pathway that brings together the best-suited clinician for a particular young person, to help really with their emotional development.

Following a consultation with a member of school staff that knows the young person well, an assessment appointment will take place with the young person directly with one of our clinicians.

After this, an assessment summary report will be provided and discussions will take place on the best next steps. This could result in an observation assessment, one-to-one consultation, or group work. We will work to ensure we are confident that the most suitable method will be carried out to suit the young person’s requirements.

Meet Our Clinicians.

Barnaby Rhodes.

Child Adolescent Psychoanalytic Psychotherapist
Barnaby is experienced in running psychoanalytic psychotherapist service of CAMHS in the Airedale and Craven area, for over three years. He specialises in working with adolescents, providing supervision and consultation across both health and social care services.

Dr Kate Dutton.

Clinical Psychologist
I am a Doctor of Clinical Psychology specialising in the assessment and treatment of children and adolescents with psychological difficulties and/or neurodevelopmental differences. I have worked for over 16 years as a Clinical Psychologist in the NHS in Nottingham and West Yorkshire. Early into my career in Nottingham, I developed a passion for working with children and adolescents with additional needs and complex disabilities, and their families…
This led me to working as Clinical Lead within an Intellectual Disabilities Service, as part of Airedale/Craven Child and Adolescent Mental Health Service (CAMHS) for over 12 years. A significant part of this role involved assessing the mental health needs of, and offering interventions for, children and young people living with intellectual disabilities and/or neurodevelopmental differences (Autism, Attention Deficit Hyperactivity Disorder, Intellectual Disabilities).

During the past 3 years I have worked for a specialist education-based mental health consultancy Service. We work within several mainstream Secondary School provisions. A significant part of this role is working closely with SEN and Safeguarding teaching staff, offering assessments and interventions for adolescents with social, emotional, behavioural, and learning/ neurodevelopmental needs.

Rachel Parsons.

Integrative Psychotherapist
Rachel is a trainee integrative Psychotherapist who works with children, young people, adults, and families. She primarily draws on Transactional Analysis, child-centred, and CBT models of psychotherapy to inform her work. Most of her clinical practice focuses on the exploration of relationship patterns…
This includes the relationship individuals have with themselves, others, and their surroundings, and how this relates to the presenting challenges. Each session is tailored to encourage a child or young person’s self-expression, communication, and improvement of their well-being.

Talking things through can be difficult at any age, but for a child, using words may be particularly challenging; a child’s natural language is creativity and play. Through play and creativity, Rachel supports the child to explore and understand their world, helping them find strategies to cope with overwhelming feelings, navigate difficult transitions, or make painful memories less intense. All these things can help build resilience and improve self-esteem.

Prior to this role, Rachel worked for over 20 years teaching and leading in Special Educational Needs and Disabilities (SEND) across a variety of schools, including Primary, Secondary, Post 16, Independent, and Special schools. She has an interest and significant experience in working with children and young people with neurodiversity – particularly Autism and ADHD, as well as other neurodevelopment disorders.
 

Joanne Dornan.

Child and Adolescent Psychoanalytic Psychotherapist
Joanne is a Child and Adolescent Psychoanalytic Psychotherapist based in educational settings across Leeds and Bradford. She specialises in the assessment and treatment of children and adolescents with a wide range of pathological symptoms that may manifest in various ways, including depression, suicidal ideation, neurological conditions, gender or identity dysmorphia, mood disorders, anxiety, self-harm, or aggression…
Joanne also works with staff groups and professionals, offering group or individual consultation work regarding individual cases or perhaps to focus on supporting the wider system around the child.

Her practice is informed by psychoanalytic theory and the idea that psychological health is linked with an unconscious emotional life, or an ‘internal world.’ The internal world is present from earliest life and impacts how the personality develops as individuals grow; the fusion of nature with nurture creates ‘internal world objects’ that impact every aspect of lives and relationships. According to psychoanalytic theory, pathological symptoms can be relieved when the nature and functionality of internal world objects are understood.

In her practice, Joanne has found that symptoms reduce over time as the young person experiences the sense of containment that emerges from knowing their pain has been communicated and understood.

With over 10 years of experience working with children and adolescents within contexts such as mainstream schools, specialist educational settings, CAMHS, and other organizations providing support for emotional and behavioral needs, Joanne has a specialist interest in the assessment and treatment of young people with ASD. She has found a psychoanalytic approach to be particularly helpful, partly because receptivity to communications from the internal world can assist young people who struggle to integrate internal world (unconscious) factors with conscious worries or the ordinary struggles of daily life.

She also specialises in anxiety during Child Psychotherapy Assessment. Joanne is currently completing a doctoral thesis examining how anxiety interplays with subject positioning in the therapeutic discourse that emerges from Child Psychotherapy Assessments. She hopes to use the findings to inform her practice when working with anxiety and to better understand the nature of three specific categories of anxiety that emerged from the research.

Lucy Rhodes.

Systems Manager, Psychologist in Training
Lucy is currently studying Psychology at the University of York. She has taken a leadership role in organising young person interview panels for various positions at the Bradford District Care Trust, including the Clinical Lead for Psychological Therapies (band 8a CAMHS). Lucy is also a volunteer with the research and advisory group Young Dynamos, based in Bradford. Through this involvement, she provides a valuable young person’s perspective on various mental health research and resources….
While working towards her degree, Lucy is focused on saving money and gaining experience to pursue a postgraduate role in Clinical Psychology. She ensures that Peace’s practices align with information governance and GDPR requirements, implementing measures to safeguard sensitive data in accordance with evolving regulations. Lucy conducts audits to ensure continuous improvement and development of Peace’s services.

Our Process.

1. Initial meeting with us to discuss your concerns around the young person within your school.

2. We will assign one of our clinicians to your school who will meet with the young person to carry out an assessment.

3. We provide a report to you and the wider team with a proposed plan on how best to work with the young person and progress.

4. We begin work with the young person whilst supporting teachers within the school.

5. We provide regular progress assessments and set achievable targets to work on with the young person and teachers.

Our Process.

1. Initial meeting with us to discuss your concerns around the young person within your school.

2. We will assign one of our clinicians to your school who will meet with the young person to carry out an assessment.

3. We provide a report to you and the wider team with a proposed plan on how best to work with the young person and progress.

4. We begin work with the young person whilst supporting teachers within the school.

5. We provide regular progress assessments and set achievable targets to work on with the young person and teachers.

Talk to Barnaby.

Talk to Kate.

Talk to Rachel.

Talk to Joanne.

Talk to Lucy.