unique position towards supporting interventions in this area. Studies highlight the importance of peer relationships for young people looked after as reported by the young people (Jackson, Pearl and Martin, 2007, Murray et al. 2011 and Blower et al.). In these studies young people in the care system stated that they were more likely to be their with their friends and viewed these relationships ‘real’ selves positively compared to other relationships with family and carers. The friendships were noted as important sources of ongoing support that enhanced their self-worth in comparison to transient workers who drifted in and out of the young lives people’s (Murray et al, 2011). There is a need for EPs to actively ask with regards to important relationships for the young person beyond adults and how to facilitate healthy relationships. In addition to remind those caring that they are important components in the secure holding base for the adolescence as are the young peers. people’s Randall (2010) highlights that EPs are in the unique position where they can provide school staff and care homes with the training and programmes needed to facilitate positive healthy relationships. There is also a dilemma here when EPs have to question whether training is the most effective means in supporting this area. To view the EPs role at a training facilitator level is somewhat simplistic of the skills set that EPs are able to offer. It could be argued that EPs are able to offer support beyond the consultation, advice and training branch. EPs can effectively help adults and young people therapeutically process their difficult feelings and look beyond time limited interventions. EPs are able to consider the constructs, narratives, power struggles and feelings projected by adults when trying to manage and co-ordinate untenable situations for CYPLA. EPs are in a position to help school staff to consider the behaviours presented by the young person as a defence mechanism and as a way that the young person is able to assert some control back in their lives. Scott, (2011) addresses the issue of trying to work with individuals who have experienced negative relationships and who may not readily seek help. Scott (2011) recommends moving away from individual work and more towards forming a therapeutic alliance around the young person. With regards to voice and gaining the young views I am often asked my people’s of the young person and to contextualise and give meaning to the ‘professional view’
unique position towards supporting interventions in this area. Studies highlight the importance of peer relationships for young people looked after as reported by the young people (Jackson, Pearl and Martin, 2007, Murray et al. 2011 and Blower et al.). In these studies young people in the care system stated that they were more likely to be their ‘real’ selves with their friends and viewed these relationships positively compared to other relationships with family and carers. The friendships were noted as important sources of ongoing support that enhanced their self-worth in comparison to transient workers who drifted in and out of the young people’s lives (Murray et al, 2011). There is a need for EPs to actively ask with regards to important relationships for the young person beyond adults and how to facilitate healthy relationships. In addition to remind those caring that they are important components in the secure holding base for the adolescence as are the young people’s peers. Randall (2010) highlights that EPs are in the unique position where they can provide school staff and care homes with the training and programmes needed to facilitate positive healthy relationships. There is also a dilemma here when EPs have to question whether training is the most effective means in supporting this area. To view the EPs role at a training facilitator level is somewhat simplistic of the skills set that EPs are able to offer. It could be argued that EPs are able to offer support beyond the consultation, advice and training branch. EPs can effectively help adults and young people therapeutically process their difficult feelings and look beyond time limited interventions. EPs are able to consider the constructs, narratives, power struggles and feelings projected by adults when trying to manage and co-ordinate untenable situations for CYPLA. EPs are in a position to help school staff to consider the behaviours presented by the young person as a defence mechanism and as a way that the young person is able to assert some control back in their lives. Scott, (2011) addresses the issue of trying to work with individuals who have experienced negative relationships and who may not readily seek help. Scott (2011) recommends moving away from individual work and more towards forming a therapeutic alliance around the young person. With regards to voice and gaining the young people’s views I am often asked my ‘professional view’ of the young person and to contextualise and give meaning to the