Yellow Flowers Play and Creative Arts Therapy Shrewsbury
An effective form of therapy suited to children and teenagers.
Yellow Flowers is a safe space where I work with children and teenagers, who are currently finding life a struggle and would like to find ways to feel better.
I am Hazel Bentley, a fully certified play and creative arts therapist working with children and teenagers in Shrewsbury, Shropshire.
Who Can Play and Creative Arts Therapy Help?
I work with children and teenagers, who are currently finding life a struggle and would like to find ways to feel better.
Children and young people with any of the following are able to benefit from Play and Creative Arts Therapy:
Anxiety, including generalised anxiety, social anxiety, and separation anxiety.
Low self-esteem.
Withdrawal, low mood, depression.
Anger and aggression.
Behavioural issues.
School-related problems, including non-attendance, friendship issues, behavioural or emotional difficulties, under-performance, bullying.
Sleep-related issues, including nightmares, bed-wetting, anxiety and insomnia.
Autism.
ADHD.
Delayed development.
Selective mutism and other communication issues.
Language difficulties, EAL.
Long-term illness, traumatic medical emergency or upcoming medical procedure.
Parental divorce or separation.
Parental illness, including mental illness.
Difficult new or ongoing family circumstances.
Bereavement and loss.
LGTBQ+ related issues.
Adverse childhood experiences: Trauma, abuse, attachment difficulties.
All children and young people, whether neurotypical or neurodivergent, can benefit from Play and Creative Arts Therapy. Some adults with a lower developmental age can also benefit.
Referrals can come from parents/carers, schools and other professionals.
How Can Play and Creative Arts Therapy Help?
Play and Creative Arts Therapy is a theoretically-based form of psychotherapy that can be particularly helpful for children and teenagers wishing to alleviate social, emotional, behavioural and mental health difficulties.
It is a type of therapy where play, art and sensory materials are used as the main vehicle for self-expression. It can sometimes be described as a form of counselling (indeed, clients are always welcome to talk through problems) but it is especially helpful for those clients who are struggling to put their experiences into words or who have difficulty understanding how they are feeling.
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About Hazel Bentley (PG Dip. PG Cert. BA Hons.)
My name is Hazel Bentley and I live in Shrewsbury, Shropshire.
I am a Certified Play and Creative Arts Therapist holding a Post Graduate Diploma in Play Therapy and a Post Graduate Certificate in Therapeutic Play Skills (both with Distinction) and have recent training on trauma (Developmental Trauma for Professionals).
My post-graduate training was provided by the Academy of Play and Psychotherapy (APAC) and accredited by Play Therapy UK (PTUK) and Play Therapy International (PTI). It is validated by the Leeds Beckett University. I am a member of PTUK and can be found on their Register of Play and Creative Arts Therapists, which has been accredited by the Professional Standards Authority, ensuring good quality and safe practice.
Membership assures adherence to the PTUK Ethical Framework and Procedures and requires ongoing CPD. I have an Enhanced DBS check and hold professional indemnity and public liability insurance. I am registered with the ICO for data protection purposes. I receive monthly clinical supervision from a qualified PTUK Supervisor. I have all the relevant policies and procedures in place and am up to date on necessary training, including Safeguarding Children Level 3 - Designated Officer.
For nearly 30 years, I have supported, advised, educated and cared for many children, young people and adults from every sector of the community (and also abroad) to uncover their true potential in their own unique ways, and at their own pace. I have knowledge and experience of working with people with complex needs - e.g. through my teaching assistant work and various support-worker roles. These include special educational needs, physical and learning disabilities, multi-sensory impairments, ADHD, autism, anti-social behaviour and mental health issues. I also have a firm understanding of the detrimental effects of poverty and social exclusion on individuals, families and communities, resulting largely from my youth work and from my time spent with the international NGO -ATD Fourth World, and with local homelessness charities.
I have been a Level 3 Youth Support Worker for many years, leading various youth clubs across different parts of my hometown, mostly in known areas of deprivation. Until recently, I led a successful Alternative Curriculum Programme for students aged 11 to 16 (mostly with EHCPs), who mainly felt too overwhelmed by the challenges that mainstream schools could bring and who welcomed a different environment. I have a reputation for building excellent relationships with the young people in my community and for creating inclusive, safe and fun environments whilst introducing new interests and helping to grow self-esteem and optimism.
I strongly believe that every child has the right to a happy and fulfilling life and I am confident in my abilities to alleviate distress and to foster resilience through my therapeutic work.
My Approach to Play and Creative Arts Therapy at Yellow Flowers
I firmly believe that developing a trusting, non-judgemental rapport with my clients, within a safe space, is crucial to the therapeutic process and I am confident in my abilities to do so.
I always take a very child-centred, holistic approach and I like to work in a non-directive way. This means that clients can choose to express themselves in their own way and in their own time, gradually bringing their problems out into the open at a pace that feels comfortable to them. This is often done through the safety of metaphor, which play and art can provide e.g. through the use of symbolic miniature figures and objects.
Clients can even play, create, sit or move around in silence if they wish to. Clients can choose whether or not (and how) they use any of the materials or toys in the room. Their choices are always respected.
However, there are also opportunities to work on specific problems with a more direct approach if this is something that the client prefers.
Of course, clients are always free to talk through their problems openly, if they feel comfortable to do so.
Clients will be able to choose from media (which I will provide) such as:
Paints
Crayons
Paper (and various craft materials)
Clay
Foam
Play-dough
Water
Musical instruments
Construction toys (like Lego)
Sand-tray
Symbolic miniatures and figures
Dolls’ houses
Board games
Guided imagery
Relaxation techniques
Drama
Puppetry
Movement (such as yoga ball for self-regulation)
Therapeutic stories -which can be written especially for a client around their specific issues
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Beginning the Play and Creative Arts Therapy Process and What to Expect
Parents can request appointments directly with me, or referrals can be made by anyone working with children -such as teachers or the school SENDCo.
A Strengths and Difficulties Questionnaire will need to be completed by those making the referral to assess the severity of the client’s issues.
Before therapy begins, the therapist always speaks with parents to discuss the client’s needs and to gain their consent.
Parents will also be asked to complete their own Strengths and Difficulties Questionnaires relating to the client’s issues.
CORE Young Person's or CORE 34 assessments may also be utilised.
SEPACTO (System for Evaluating Play and Creative Arts Therapy Outcomes) are also used with work in schools.
The therapist then holds an introductory session to meet the client, to explain the process and to check if they consent to the therapy and fully understand its purpose.
A contract is then made, with clearly established boundaries, and agreed to by both the therapist and the client to ensure everyone is kept safe. This session also enables the client to familiarise themselves with the therapist as well as the room and play/art materials available.
The confidential sessions are then held weekly, ideally at the same time and place, because consistency is important to the therapeutic process.
There needs to be a minimum of 12-15 sessions for the therapy to be effective, but some clients will require more.
All my client work is guided by my personal reflections and observations on the process and through regular supervision.
Parents, clients (and teachers) are invited to review meetings around Week 8 to discuss progress and decide if further sessions will be necessary.
Further Strengths and Difficulties Questionnaires can be completed at this point.
End reports can be written upon request with an additional fee.
