We will show the greatest consideration for pre-existing therapeutic relationships with other health professionals and we will seek to incorporate these within the treatment  programme when this has therapeutic rationale. If we think an interruption with pre-existing therapy is necessary during the Bear Project programme, we will fully justify our opinion and always respect the family's wish to be referred back on discharge to professionals previously involved. 

Schools have moved a long way to recognising that adolescent mental health is the single most important issue among their student populations. We fully recognise that it is in the school environment that psychological dilemmas will often be revealed through behavioural disturbances and an inability to cope with expectations, both academic and social, of an educational setting. Getting support and meaningful help for these problems while still on the treadmill of eduction can be difficult. We value education and will always seek to offer treatment around school attendance. We treat school attendance as an opportunity for the young person to be functional and returning to full time education when this was not the case on referral, will always be the objective.

We will treat our communication with schools and other clinical professionals as essential relationships and we will keep them updated, as long as the young person and family give permission, with the progress of treatment. We will agree a formal communication structure at the beginning of treatment so that all parties can play their necessary role.

Ultimately, we would like referral processes with schools and professionals to be seamless and very collaborative which will lead to mutual professional satisfaction.