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Art, Community and Creativity at The Tuke Centre

Two talented local artists have generously loaned a selection of their beautiful artwork to our home in York, bringing creativity, colour and inspiration into the space. Their work adds a unique and uplifting atmosphere for everyone attending sessions at The Tuke Centre, offering moments of reflection, connection and enjoyment. We are incredibly grateful for their kindness and support, and delighted to showcase their artwork, which is also available to purchase for anyone wishing to take a piece of this creativity home.

Meet the artists

Jennifer Bailey

Jennifer Bailey’s work is shaped by her fascination with light – how it moves across a landscape, reveals form on a hillside, or highlights unexpected colour in a moment of shadow. Working in acrylics and soft pastels, she seeks to capture the shifting atmospheres created when sun and cloud meet, and the sense of quiet transformation held within those moments.

Jennifer has not studied art at college. She has attended an art group with Phil Reynolds, an artist in York. Details: https://philreynoldsfineart.co.uk

For Jennifer, light is also a metaphor for the internal landscape of the mind. Jennifer used to work as a child psychotherapist with children and young people at The Retreat. At different times in our lives, many of us experience our own storms or periods of uncertainty. Yet we each carry a light within us, even when it feels difficult to find. Therapy – including creative therapies – can help children, young people, and adults reconnect with their innate capacity for healing, enabling them to meet challenges, rediscover resilience and begin to grow in new ways.

Rosie Bramley

Rosie Bramley completed an Art Psychotherapy placement at The Retreat Clinics in 2024 and is due to graduate from her Masters in Art Psychotherapy Practice in the Spring 2026.

Rosie studied Fine Art Painting and Printmaking at Bretton Hall, University of Leeds graduating in 1996, and has worked as an art teacher for the last 21 years.

“ I draw my inspiration from the landscape and my time spent walking, viewing and painting outdoors. The colours, shapes and marks which I make, intuitively link to mood and memory, from places and experiences over time.  I prefer to work in an abstract and instinctual way whilst in the studio, patiently awaiting the space to emerge.

Abstract work connects with the viewer in interesting ways.  What a viewer sees in abstract artwork can be a mirror to how they are feeling, places they yearn to be or simply a colour which makes them happy.  In an increasingly fragile and uncertain world, my peace in nature and devotion to the natural world are a constant, as is being able to create colourful, expressive artworks based on this constancy. 

Art has the capability to calm the soul and unlock parts of ourselves we find difficult to express in words alone.” 

www.rosiebramley.com

www.instagram.com/rosiebramleyart

www.facebook.com/RosieBramleyArtist

The Link between ADHD and the Festive Period: Why It Feels Harder than Expected (and what helps)

What makes this period difficult for most individuals is that this season should ideally be a time for slowing down and catching up with family members. However, if you have ADHD or think you might, you may discover that this period can be very stressful.

Relief may give way to feelings of pressure building, overwhelm, feelings of being ‘not doing the festive season right.’ But if so, know that this is not uncommon and not a sign of failure by any means. There are many compelling reasons why the festive season may be particularly tough for the ADHD brain.

This advice is aimed at adults who are awaiting a diagnosis for ADHD, as well as those who live with the condition and are on medication.

The lead-up to the festive season, and pressure, procrastination, and burnout.

In the days before the festivities begin, it is common for adults with ADHD to witness this kind of phenomenon:

ADHD affects planning, organising, or initiation of tasks. When all tasks feel like they are of high priority, the brain goes into shutdown instead of action modes.

When the festive season comes, instead of feeling relaxed, people may feel:

It is definitely hard for a person to relax when their mind is still full of activity, though.

Socialising, drinking, and acting on impulsivity

Social engagements will often have a significant influence during the festive period and most social engagements will centre around alcohol. For adults with ADHD, this can be tricky.  Inhibition and impulsivity are traits that are associated with ADHD, and alcohol use will lower the inhibition level even more. People may find themselves:

If you are on ADHD medication

Alcohol still affects you even while on stimulant medication. The effect is not counteracted. Moreover, the drugs will sometimes mask the intoxication effect itself. The consequence will lead to excessive consumption.

“Combining alcohol with ADHD medications may cause:”

What you may want to do is choose your limits, arrange transport, or choose alcohol-free options, it is about self-care, not restriction.  Please speak to your doctor about your medication and the steps to take regarding drinking alcohol.

Festivities, Disrupted Routine, and Family Matters

Many adults with ADHD may not appreciate how much they need routine until they no longer have it. Employed or in education, they have a routine as well as deadlines to help motivate them. When that suddenly stops, the days can feel uncomfortably unstructured.

This can show up as:

Family time can stir things up

Spending more time with family can also bring old patterns back to the surface. Long-standing misunderstandings, unresolved frustrations, or conversations about past difficulties may reappear, especially if ADHD has affected relationships over many years.

Even positive comments can turn out to be triggers when you are already emotionally drained.

Practical ways to take care of yourself during the festivities

Be gentle on yourself

It’s a genuinely tough time of year on the ADHD brain. Having struggles does not mean that you are lazy, unappreciative, or doing something wrong.

Try reframing the question from:

“Why can’t I cope like everyone else?”

to

“What does my brain need at this moment?”

Maintain a gentle structure

You do not need a structured schedule for this project:

Use your social energy wisely

Be intentional about alcohol

Talk openly – where it feels safe

Sharing with the people you trust what you need from them or how you can help yourself will take some of the pressure off. This could mean letting them know that you need quiet time or just being straight with them that you are finding things more difficult than you thought you would.

Take responsibility without guilt.

ADHD: Because of this, it’s harder to do these things – it doesn’t mean that you don’t care. Focus on repair and not self-blame. Small and thoughtful actions make a big difference.

Reach out for help if you feel you need it

If emotions become unbearable, relationships become challenged, and/or alcohol and/or impulsive behaviours become hard to control, it is essential that a helping hand be sought. A professional, licensed therapist and/or coach can be a huge help and especially during times when change is occurring.

A final word

The festive period is not a trial by which your competence in managing or measuring your level of appreciate is determined. It is a perfect maelstrom of challenges for the average adult with ADHD.’

To do “well” this season isn’t to do more; it’s to be self-aware, plan out of compassion, and place a high emphasis on safety and balance.

If you are waiting for an assessment and find yourself in this description, simply recognising this is a big step.

References

 

 

Understanding Your Child’s Autism Profile

Building on Strengths and Supporting Needs

When you first receive an autism diagnosis for your child, it’s natural to have a wide range of questions and emotions. The word diagnosis itself can sometimes feel a little confusing. Autism is not something your child has “developed” or “caught.” It isn’t an illness or disease. Rather, it’s a way of describing how your child’s brain has been wired from the very beginning.

Autism is a neurotype: a difference in the way a person thinks, learns, feels, and experiences the world. There are many different neurotypes; for example ADHD, dyslexia, and dyspraxia – and of course what’s often described as neurotypical brains too. Neurotypical simply means the most common way that brains develop and process the world, but it doesn’t mean “better,” only more common.

Within autism, just as within any neurotype, there is huge variety. Some autistic people may need more support day-to-day than others, but every individual has their own unique strengths, interests, and abilities.

For some families, a diagnosis feels like confirmation of what has always been there; for others, it can bring new insights and understanding. Either way, it provides a framework to make sense of your child’s experiences and a language to explain them to others. Most importantly, it helps your child begin to understand themselves; giving them words to describe how they experience the world and supporting a positive sense of identity. With the right recognition and support, this understanding becomes a foundation for them to thrive.

What Does “Spectrum” Really Mean?

In both of the main medical systems used to describe autism, the DSM-5 and the ICD-11, you’ll see the term Autism Spectrum Disorder (ASD). This is the language still used in healthcare and research. You may also hear people talk about Autism Spectrum Condition (ASC), which is often used in schools and services in the UK.

The word spectrum itself can cause confusion. Some people assume it means a child can be “a little autistic” or “very autistic,” as though autism exists on a straight line from mild to severe. But that’s not what it means. Instead, it reflects the range of different ways autism can present, with shared traits that show up differently in each person.

It’s also worth knowing that many voices within the autistic community prefer to use language that feels more affirming. For example, describing someone as autistic (identity-first language) rather than as “a person with autism.” This reflects the view that autism is an integral part of who a person is, not something separate from them.

Best practice today also moves away from talking about “levels” of autism, because these labels can be both misleading and unhelpful. It’s more accurate, and respectful, to talk about an individual profile of strengths, differences, and needs.

And just as no two neurotypical people are the same, no two autistic people are the same either. Every child still has their own personality, preferences, and interests that make them who they are. Autism doesn’t take away that individuality; it simply shapes how they experience the world and express themselves.

For example, one child may experience significant sensory sensitivities but enjoy social interaction, while another may find conversation very draining but feel less affected by sensory input. Neither child is “more” or “less” autistic – they are both autistic, with unique profiles.

Why Understanding the Profile Matters

Taking time to understand your child’s autism profile isn’t just helpful for you as a parent; it’s powerful for your child too. When they have the language to explain how their brain works, they can begin to advocate for themselves. They might say, “I find bright lights hard,” or “I need more time to think before I answer,” and be understood.

For you, this understanding can shape how you support them day-to-day. Knowing that your child has a deep need for routine, for example, means you can prepare them for changes ahead of time. Recognising that their focus on special interests is a source of joy and comfort means you can encourage and celebrate those passions, instead of seeing them as “fixations.”

Building on Strengths, Supporting Needs

Every child has strengths, and autistic children are no different. Some may have incredible attention to detail, creativity, or honesty. Others may excel in problem-solving, memory, or specialist knowledge about their favourite subject. When we shine a light on these strengths, it helps build your child’s confidence and self-esteem.

At the same time, it’s important to recognise and support the areas that are more challenging. This might mean:

It’s not about “fixing” difficulties; it’s about recognising your child’s natural wiring and helping them build skills and strategies that make life feel more manageable, at home, at school, and beyond. Taking time to understand your child’s profile means you can support them in ways that really fit who they are, and it also helps them develop the confidence to understand and express their own needs.

Post-Diagnostic Support at The Retreat Clinics

At The Retreat Clinics, we offer post-diagnostic support sessions to help families make sense of what an autism diagnosis means in everyday life. These sessions can be held directly with your child, or with you as parents or as a family. They provide a safe, supportive space for reflection and psychoeducation, helping you and your child understand what autism means for them.

Together, we use practical tools to explore your child’s unique autism profile, mapping out their strengths, needs, and experiences. This process not only deepens understanding but also supports you and your child to develop strategies and language that build confidence, self-awareness, and a stronger sense of identity; strategies that can be embedded both at school and at home.

👉 To learn more about our post-diagnostic support and how we can work alongside your family, please call 01904 412 551 or email hello@theretreatclinics.org.uk

 

Selby Neurodiversity Advice Event

Showcasing Our Neurodevelopmental Service at the “Selby Neurodiversity Advice” Event

Yesterday, Emma Warren spent the day with Selby PCN at the Selby Neurodiversity Advice event, held in the beautiful surroundings of Selby Abbey.

It was a fantastic opportunity to meet so many people, share information about our Neurodevelopmental Service, and talk about our Post Diagnostic Support and Psychological Therapies for Neurodivergent Adults. Emma also connected with other service providers to help ensure people are signposted to the right support.

We were thrilled to see Selby Town PCN sharing our Post Diagnostic Support flyers at their stall — a great example of partnership working in action.

We’re also excited to share that our private Adult ADHD service currently has no waiting list, and our Children’s Private Autism and Post-Diagnostic Service is offering appointments within two weeks — helping families access support quickly when they need it most.

A big thank you to Emma for representing our team and helping raise awareness of the support available for neurodivergent adults and children in our community.

If you would like to book an appointment into one of our services or just want more information, please email hello@theretreatclinics.org.uk

How to Talk to Children About Autism

“Dad, What’s Autism?”

Explaining autism to children can feel daunting. You might not feel like you fully understand it yourself, or you may worry about saying the “wrong” thing. Children are naturally curious, though, and that curiosity is a positive starting point. Often it’s our own preconceptions or anxieties that make us clam up.

One of the best first steps is to reflect on your own understanding: what does autism mean to you? Do you feel confident in how you’d explain it? If not, that’s okay. These conversations don’t have to be perfect, and they don’t have to happen all at once. What matters is being open, honest, and willing to learn alongside your child.

This guide offers some tips and starting points to help you feel more comfortable when your child asks questions like “What’s autism?” or when you want to introduce the topic yourself.

Be Curious About Their Curiosity

If your child asks about autism, take a moment to understand where the question is coming from.

Asking gentle follow-up questions can help you pitch your explanation at the right level and connect it to their world.

Keep It Simple and Honest

Children don’t need long technical explanations. They need clarity, reassurance, and words they can relate to.

For younger children

You don’t need complicated explanations. One way to frame it is through the idea of different neurotypes. We all have a brain, and our brain is like the engine room that helps us think, learn, and understand the world. Brains can work in different ways, and one of those ways is an autistic brain. An autistic brain notices, processes, and responds to the world differently. That difference is part of what makes someone who they are.

For older children

You can go into a little more detail about how an autistic brain might work. You might explain that autistic brains can sometimes notice details that other people miss, or that they can find patterns more easily. You might talk about how some autistic people experience the world very vividly, which can make bright lights or loud noises uncomfortable, but can also make interests and passions feel especially powerful. You could explain that moving between tasks or changes in routine can sometimes feel harder, because the autistic brain likes to know what to expect.

Celebrate Difference and Individuality

One of the most important messages for children to hear is: no two autistic people are the same because no two humans are the same. Autism is one part of who someone is, and every autistic person has their own personality, interests, and needs.

That also means the kind of support an autistic child might need can vary. Some may need help with certain activities at school, while others may not. Children often notice these differences, and talking about them openly helps remove mystery or stigma.

Introduce Positive Role Models

It can be powerful for children to see autistic people represented as role models, whether that’s authors, scientists, athletes, or creators. Sharing these stories shows that autism is not something to hide or fear, but something that can shape unique talents and perspectives.

From well-known figures like Greta Thunberg to local or family role models, these examples help children see the real, positive impact of neurodiversity in the world.

Make Use of Stories and Resources

Books and videos can be a really helpful way to support these conversations. They give children another way to access the information, at their own pace, and allow them to dip in and out as their curiosity grows. Some useful resources include:

These resources can help children explore autism in ways that are engaging, relatable, and affirming.

Keep the Conversation Going

Explaining autism isn’t a one-time event. It’s an ongoing conversation that will grow and change as your child does. They might return with new questions after something happens at school, after watching a film, or as they develop more self-awareness.

You don’t need to have all the answers at once. What matters is showing that you’re open to talking, listening, and learning together.

Why These Conversations Matter

When we talk to children about autism, we’re not only helping them understand themselves or their peers,  we’re shaping a more compassionate and inclusive future. Neurodiversity is a part of human variation. By recognising this difference as part of the variety of life, we help children grow up seeing it as a valuable and part of the very fabric of our communities.

So, the next time your child asks, “What’s autism?”, see it as the opportunity it is. You don’t need the perfect answer, what matters most is starting the conversation.

And if you think your child may be neurodiverse, or you’ve recently received a diagnosis, you don’t have to navigate the journey alone. At The Retreat Clinics, we’re here to support you and your family with understanding, confidence, and practical strategies every step of the way.  Call 01904 412 551 to book an appointment today.

 

Availability in our Post Diagnostic Support Service for Autistic Adults

We currently have availability for Post-Diagnostic Support for adults who have received an autism diagnosis with us. However, the service is also funded for people who have received an assessment elsewhere. (Full report required and person registered with GP in North Yorkshire ICB catchment area)

Following a diagnostic assessment, many individuals have questions about what it means to be autistic and wish to explore this further. To support this, we offer optional-but often recommended-post-diagnostic sessions designed to help individuals better understand themselves and navigate life following their diagnosis.

Support Sessions

If you’ve received an assessment elsewhere you are able to have individual 1:1 post diagnostic support. These consist of three one-hour sessions delivered online via Microsoft Teams, typically facilitated by Ronnie Pinder, our Post-Diagnostic Lead, who is autistic himself.

Sessions are informal, flexible, and tailored to the individual’s needs.

They provide an opportunity to ask further questions and explore topics such as communication, sensory differences, anxiety, and personal strategies

Referrals and Further Information

We welcome referrals from GPs and healthcare professionals supporting individuals recently diagnosed.

For further information, please contact our team at

asdinfo@theretreatyork.org.uk

website www.theretreatclinics.org.uk

01904 412 551

Exam Stress: How to support your child

There is a large focus in schools placed upon SATS, mock exams and actual GCSE’s. This combined with the impact of a series of lockdowns and restrictions has led to an increase in exam stress for many children and young people. Here are some tips for parents and carers to help you think about how you can support your child:

Teachers usually give children and young people the message that working hard for your exams is important. For some children who are already feeling anxious this can lead to them putting too much extra pressure on themselves.

Talk to your child about how they are feeling and let them know that their feelings are okay and common for many children. Let your child know that their exam results are not the be all and end all, and you love them regardless of their results. Some young children may want to draw a picture or write a story about a character who has exams.

2. Help your child create a sense of balance

In order to achieve the best results, it is important to have a balance of relaxation time, exercise, socialising and healthy eating. An Olympic trainer would advise an athlete to have rest days, and to have a combination or shorter and longer training days, as they know that this is the best way for the athlete to achieve their full potential.

A child or athlete who works too hard without proper balance and rest breaks will potentially wear themselves out.
Try help your child draw up a timetable that includes some revision time, relaxation time, physical activity time, and social time.

3. Do some sport or get some physical exercise

The research is clear, short bouts of moderate, physical activity are great at improving concentration immediately following exercise.

There are two aspects to concentration. The first is sustained attention, in which we’re able to focus on certain pieces of information for prolonged periods of time. The second is executive function, which is our ability to think and make decisions at a complex level. Try this for yourself and I think you will experience the results!

4. Creative approaches to learning and revision

Children have different learning styles. Just sitting down and trying to remember information becomes boring for many people.

You can liven this up in different ways. You could so this by using different coloured pens and stickers, you could interview each other, or pretend to be presenting a TV programme, try drawing pictures or creating visual representations such as doing a Mindmap or poster.

Have a go at involving the senses – walk around the room, sit in different positions, and even sing!

5. Each child is a unique individual

Help your child realise their own individual strengths and encourage them not to compare themselves to others. Who knows if an apple is better than a banana? They are just different, and we need all kinds of people and fruit in this world!

Some children are good at making things or fixing things, some are good at sport, dancing or singing, some people are academic, some people learn when they are relating to people – others learn best on their own. Let’s value difference and diversity.

Quote for the day!
‘Don’t be pushed around by the fears in your mind. Be led by the dreams in your heart’

Help your child be led by their dreams and where they want to be in the future. Ask them to visualise what they would like to be doing in the future and ask them to describe this to you. So often we do things to try and avoid our fears.

If you have tried these tips but would like to find out more about how we could help your child deal with stress, please get in touch by using the form below, or emailing hello@theretreatclinics.org.uk

Impact of Long-term Health Problems on Romantic Relationships

Any health problems can negatively impact romantic relationships, but when these health problems are long-term, will be permanent or are terminal, this can have significant implications for the couple/throuple. Not only does each partner need to process their own feelings about the health problem and the effect, but they also need to establish a way of being together that is both self and other supporting. These are extremely challenging considerations to examine, and they can put the relationship under increasing strain. Some people might find themselves withdrawing whereas others become clingy and over possessive. Often these behaviours are rooted in their own early attachment experiences and these then surface and impact in the here and now.

When health problems involve surgery or invasive treatments, this can impact the way we see ourselves and others and some common experiences are:

Health problems can significantly impact relationships, but you do not have to struggle on alone. The Retreat Clinics is here to help you and are just a phone call away. For more information Click here 

 

Advice for parents, guardians and friends of university students.

Advice for parents, guardians and friends of university students.

Are you concerned about a student at university, who you think may be struggling? Perhaps you’ve noticed a drop in motivation, or a change in their behaviour, difficulties in sleeping or in engaging with their studies. It can be hard to know what to say or how to help, especially if you are a parent or guardian some distance away and worried about a young person during their first time living away from home.

Transition and change can be challenging.

Moving to University and engaging with degree level studies can be hard for many different reasons. Transition and change are challenging for all of us, and it is normal to struggle with unexpected feelings and reactions when going through a time of change. Students can experience anxiety or homesickness, doubts about their abilities or motivation, and the loss of their usual friendship group and support network. Making friends and adjusting to a new place may not be easy.

Parents and guardians may struggle with the change in family life too, with a young adult moving away to university. Although this is a normal phase in family life, it can be hard to adjust to the loss of being a parent to a younger child, as the relationship changes and develops. Added to this, worries about a young person who is not doing so well can be difficult to manage at a distance.

How you can help

Firstly, it might be helpful and reassuring to let the person know that you are concerned about them, reminding them that you have them in mind and that you care. In time, this might allow a space for you to offer them a different perspective on a situation.

 

What to do if you are seriously concerned about a young person’s mental health

If you are very concerned, for whatever reason, about a young person at University.

At any time, if you are concerned about the person being at imminent risk of life-threatening harm, call emergency services on 999.

Looking after your own wellbeing

It can be hard to remember to look after ourselves, when we are concerned about someone else. Try to be kind to yourself and remember that this time of change may well be difficult for you and your wider family too. Try to make sure you’re not alone in supporting your young person, without support yourself, and remember that specialist and professional help is available if needed.

Organisations such as The Charlie Waller Trust offer support and advice to parents of young people struggling with their mental health.

At The Retreat Clinics, we can offer therapeutic support to students, parents, and families, and have a wide range of specialist therapies available. Our team of therapists and psychiatrists are here to help and can be accessed from our welcoming clinics in Manchester or York, or online. If you would like to book an appointment with one of our therapists Click Here

 

Express yourself with art therapy

Do you sometimes feel its difficult to really explain how you are feeling in words? There are other ways you can express how you feel…

Sometimes it’s a sound, like a sigh or a scream. Or an action that helps people understand how you are feeling, like when you cry or tense up.

Being able to express yourself using art materials can be another way to help you and others understand your feelings.

Like splashing some paint around to show you are confused or excited.

Or stamping your hands into some clay to vent your anger.

Or making marks with pens or pencils to express your frustration with something.

Or making a drawing to help you work something through which is making you anxious or sad.

Art can be a great way to express yourself; it can be a mindful experience to calm your anxiety, it can be an expressive activity to work through your problems and share with people you feel safe with.

You could see an art therapist and use art materials and making as part of the therapeutic process. Art therapy can redirect attention away from worrying thoughts which in turn can help regulate the nervous system. If this is something you are interested in for either your self or your child, please contact the Retreat Clinics.