ABSTRACT
At the start of therapy a process of assessment and review was negotiated. The approximate number of sessions is usually forecast. Regular use of mood rating scales and questionnaire measures used in the initial assessment will have demonstrated the pattern of progress in addition to reports from the young person and their parents or carers. In an ideal world the end of therapy would always occur when the young person and clinician agree with parents about the successful and sustained achievement of shared goals, following a suitable period of follow-up. There would be supporting evidence from a teacher about improved progress in school. In reality, endings are often more complex.
