time managing this case, my work with each child was different to meet their individual needs. (PCF 3). With Child A, I focussed on exploring her emotions and triggers for self-harm. Through completing an ecomap; a visual display of the formal and informal systems in Child A’s ecology, I was able to support Child A in recognising her support networks which she could utilise when she was feeling low.

Bronfenbrenner (1979) outlines the ecological model of the systems theory which places the service user at the centre of a five-levelled system (Beckett, 2010). By incorporating the systems approach via the ecomap with Child A, I was able to draw upon the microsystem; the close relationships she had with her mother and father, and then exploring her friendships. We then utilised these to explore whether or not Child A would feel comfortable approaching these people for support, and whether or not she thought they would provide support. On completion of this, Child A was able to see that she is not as isolated as she may have first thought. I discussed this with my practice educator during supervision and we discussed the benefits of utilising family and friends both to Child A; by highlighting her existing support networks that that she has already built a trusting relationship with, and the local authority; by utilising existing support networks, the local authority may not need to refer elsewhere; therefore, reducing costs and strain on services.

In respect of Child B, we worked together on his understanding of his diagnoses of ADHD and autism, we explored how these looked to Child B and in what ways did Child B feel ‘different’. We then used a comic strip to create a story that Child B could use to explain autism and ADHD to his school friends who may not fully understand why he sometimes behaves or thinks differently to them. (PCF 3 and 7).

I was able to see this case through to closure; the family had made positive progress in terms of understanding the individual needs of both children and both the children and mother were engaging well with universal services. Through intensive support from mental health services, Child A had recognised and developed some alternative coping strategies, leading to a reduction in self-harm. Child B received support from his play therapist to recognise his learning style and his school agreed to incorporate this into his lessons, this enabled Child B to feel more involved and focussed. Both mother and father worked with me to further develop their understanding of their children’s individual needs and they worked together to ensure that both households were consistent with their routines and boundaries; this was parti