ABSTRACT
This chapter explores the initial assessment and engagement phase of TAPP. The assessment phase in TAPP follows the distinctive pattern of assessment for psychotherapy for young people, as discussed in Chapter 4; it consists usually of four sessions of 50 minutes held at weekly intervals. This is adapted for the purposes of assessing for time-limited psychotherapy, through identifying, discussing and agreeing on the developmental focus, and offering and agreeing on the duration of therapy. The distinctive processes of engagement and assessment when working with young people are discussed in this chapter and related to the theoretical framework discussed in Part I. Aims and strategies are explained, and there is detailed discussion, illustrated with case examples, of the processes of undertaking the assessment and engagement process, including: establishing the frame; listening to the young person’s narrative; the therapist’s role and stance; working with risks; making formulations; involving parents; and using a reflective supervisory process.
