Bethan Cramer

Conducted systemic and family psychotherapy with couple, individuals and families in an outpatient community clinic. I worked as a lead therapist under supervision and as a member of a reflecting team, drawing on narrative, structural, psycho-drama and attachment based family therapy and Bowenian (intergenerational) approaches. I recorded meeting content and formulations in care notes (patient database) and liaised with schools, social care and probation services.

• I completed ‘Open Dialogue' training (NELFT), intermediate systemic psychotherapy training (Tavistock Institute), and am presently studying for full qualification at MSc level in Systemic Psychotherapy (Research and Practice) at Exeter University.
• I deliver Open Dialogue Therapy to individuals and families in crisis, who present with complex and enduring mental health issues
• My role and associated training involves regular team and private supervision, essays, case-studies, presentations, and research (I am carrying out search into how Systemic Psychotherapy trainees balance the needs for privacy against the need for transparency or 'frank speech' in their practice)
• I conduct meetings both as a solo practitioner and with other trained practitioners in my team, as part of a 'reflecting team'.
• I draw on narrative, structural, dialogical, dramaturgical, trauma-informed, Milan model, and strategic approaches according to the needs and preferences of the family/patient.
• My role involves working closely with two other teams (crisis home treatment, hospital inpatient, social care, GPs, NGOs, interpreters)
• My caseload comprises mainly adults of working age, although includes children and adolescents too.

• I worked for a Social Cultural Association (Arci) in collaboration with other organisations (such as SPRAR- protection system for refugees and asylum seekers and ‘Saving Humans Mediterranea') to support the integration of refugees and immigrants into the local community and carry out workshops in schools, community centres and prisons to promote the values of active citizenship, anti-discrimination and inclusion and educate young people about immigration and human rights.
• In this role, I designed and carried out training and educational workshops for young people, tutored young unaccompanied refugees in the Italian and English language.
• As part of a team, I set up English language, IT, theatre, art and cultural awareness workshops for refugees and members of the public
• In addition, I tutored young migrants in CV writing and cultural and citizenship studies, alongside local Italian language teachers
• I helped set up creative projects (theatre, poetry, arts, and dance) which aimed to give young migrants a platform to express themselves and work through themes of grief, exclusion, trauma and loneliness

• I worked with mothers (and their children) who were unable to parent their children as a result of PTST and other vulnerabilities, families who had been estranged from their communities, mothers and children subject to poverty/social deprivation, those awaiting decisions from child custody court cases, and referrals from social services
• My role involved supporting children with academic studies, supporting mothers to repair fractured relationships with their children and set boundaries, leading excursions, accompanying families to legal appointments, liaising with local social services, etc.

• I worked as an English and Citizenship Studies teacher in India for school-aged children between 5 and 18
• This involved lesson planning, liaising with class teachers, learning Tamil, delivering lessons on a timetabled schedule, and leading creative group activities including Art, Drama and Music
• I collected testimonials from children about their experiences of living in the orphanage, the reason for their being there, and their plans and hopes for the future (later published on the ‘House of Peace' website and social media channels to appeal for funding and donations from international sponsors).

• I underwent mental health advocacy training to volunteer at a charity designed to support people's transition from hospital into the community
• My role involved listening to patient's accounts of living with mental illness and any concerns they had about their treatment, giving voice to their experiences and views, and making their wishes and concerns heard by the professionals involved in their care
• Where patient's found talking difficult, I explored alternative ways of communication with them (drawing, signs)
• I helped patients restore, build and sustain meaningful relationships with family, friends, employment agencies and community support groups, develop self-awareness and coping resources, and manage practicalities of day to day living in view of instilling in them a sense of independence, purpose, and hope.

• I volunteered to run art and drama clubs for primary school children. My role was later extended to TA work in reception and year 6 classes, where I supported children in core-curriculum subjects such as Maths, English and RE
• I worked closely with children who had learning and behavioural difficulties by offer emotional, academic and pastoral support.
• My role often involved dealing with challenging behavioural and emotional problems as a result of trauma, difficult home environments, language barriers and emerging mental health troubles.
• By taking a patient, flexible and playful approach with children, I was able to engage and motivate them work collaboratively with me, the class teacher and other children
• On occasion, I supported newly arrived migrants by familiarising them with the school context and culture
• I also worked with children with deaf-mute diagnoses, ADHD, low self-esteem, and autism.