Thomas was 17 years-old in Midlands town when they were referred to the Prevent programme because of concerns that they held extreme right-wing views, and an interest in explosives. After talking with them, and following an initial intervention, the local Prevent Channel Panel (a multi-agency safeguarding team) decided that whilst Thomas’ had these interests, they weren’t a risk. Thomas is curious, and has a strong sense of right and wrong. They are also neurodivergent, including having diagnoses of Autism and ADHD. This is partly why Thomas and their mum, Bernadette, feel they can get drawn-in “like a moth to a flame” (Thomas) to discussions online, including on extremist topics.
The Prevent Education Officer felt that work with a Creative Mentor could challenge some of Thomas’ ways of thinking, as well as providing an opportunity to explore less risky interests. The Mighty Creatives matched Thomas with Helen, an experienced and long-standing Creative Mentor of twelve years. She has experience of working with mentees of all ages, in a range of different contexts, although this was her first commission with Prevent. Whilst she has her own artistic practice this has taken a back seat to her work supporting children and young people.
Helen wanted to meet Thomas first to get a feel for whether she would be well placed to work with them. She visited them at their college training placement, and it was clear early on that they would be able to work together. As Helen describes it
I just hit it off with them straight away.
Thomas too said they immediately got along
After the first day we were almost best friends. She grows on you, like a good rash!
It’s evident in how they describe each other that they have developed a trusting and respectful relationship. Thomas describes Helen as the “nicest possible person”, and “a hippy; her entire character is just wanting to do good for people, helping people out” (Thomas). Helen in turn has nothing but praise for Thomas who has a “lovely personality, they make me laugh so much. Very bright. They’re delightful” (Helen).
Whilst Helen and Thomas have gotten along very naturally, developing this relationship is a core and active part of Creative Mentoring for Helen, who tries to get to know a mentee, “their family and their situation … trying to gain some trust” (Helen). Gaining trust involves treating her mentees with respect, believing them, and taking their interests and views seriously which “makes a young person feel heard and listened to. It shows ‘I am taking you at face value and we’ll go with what you say” (Helen).
The quality of this relationship is built on understanding the wants and needs of a mentee, and Helen is then creative in finding ways to meet them. Helen defines creativity very broadly and like many mentors, doesn’t think this means having to do ‘creative’ activities. Instead, creative thinking gives scope to respond to her mentees’ interests, whatever they are. That said, some of Thomas’ interests have potential to put them at risk and so the role for Helen has been to find ways of engaging those interests safely.
This creative approach to Thomas’s interest in explosions led to the first, and what remains one of their regular, activities: baking.
I thought I would help to channel Thomas’ curiosity, and interest in all things explosive in a positive direction. Starting in the kitchen we began to look at ingredients that when used in baking could have exciting results and inspire Thomas to ‘look into things’ but at the same time keep them safe. (Helen)
Thomas recalled their first session together when they baked a gluten-free and egg-free cake. This was the first of many things they chose, planned and cooked together, although not always successfully as Thomas’ mum remembers the “Depression-era chocolate cake, that were vile!” (Bernadette).
From their cooking, Thomas and Helen have created a cookbook which documents the recipes they have made and features illustrations from Thomas, who “said they didn’t draw but their drawings are brilliant” (Helen). More than just a record, this is a highly personal book to Thomas and includes “a little character that’s an unofficial Autism symbol, and features in a lot of what we have done together” (Helen).
The focus on food and cooking was not only a way to explore an alternative side to Thomas’ interest in explosions, but it also had the very practical benefit of encouraging Thomas, who has anorexia, to eat when they were losing weight. Not only did this build a routine around food, but making it from scratch helped “as I know what’s in the food as well … that’s my thing, if I didn’t know what was in the food entirely, I didn’t eat it.” (Thomas)
Cooking and eating food together is also a time to talk about what Thomas has been doing, looking at and is thinking about. As Helen describes it, because of the nature of Thomas’ interest in different political ideologies and issues, conversations “weren’t little, they were big conversations” (Helen). These were led by Thomas, interested in knowing what Helen thought about different topics. Helen reported that she paid more attention to the news while she was mentoring Thomas, so she could have an informed position and an idea of what may or may not be safe for him. In these conversations she would also model critical thinking and curiosity about what she did and didn’t know:
Like ‘What do you think about the German far-right?’ … when Thomas asked about certain groups, I’d need to look them up. If I didn’t know, I would say ‘I need to check that out, because I don’t know about that” … Or get my phone out and say ‘Let’s have a look’. (Helen)
These conversations were also an opportunity for Helen to question, without pushing, some of the information that Thomas had gathered but may not have deeply thought about, including asking about sources of information, and whether or not they might be safe. These conversations would often spur Thomas to develop their own view:
Helen might just say ‘Well maybe you need to have a little bit more thought about it’ when I didn’t have any thought about it … and then she’d come back the next week and I’d tell her about the issue and she’s like ‘ah nice, you’ve figured it out on your own!’ … they definitely guided me to do more of the right things (Thomas)
Helen and Thomas have done lots of other activities, with a focus on enjoyment as well as expanding Thomas’ experience. This, again, is typical of Helen’s creative thinking, which Bernadette sees in how she links activities to ways she might support Thomas. For example, going to see the film Oppenheimer, about the origins of the atom bomb “to give Thomas another perspective to challenge their views” (Bernadette). Selecting these activities though is never just about what is good for Thomas, and they say there is “always some aspect of ‘would Thomas like this?’ in it’ (Thomas).
In terms of new interests, “they’ve done all sorts” and “he is more willing to try things with Helen” (Bernadette), from working with clay to painting Warhammer figures. An important one has been going for a 3-D printer demonstration at a local cultural venue. Helen knew this was something Thomas was interested in, and that they were getting a 3-D printer for their birthday. This is an example of how amongst the ‘big’ conversations, it was always important that the sessions embraced Thomas’ other interests and weren’t just focused on those that were seen as causing problems.
In the period when they were working with Helen, Thomas was taken in for questioning by the police who began a counter-terrorism investigation into their activity online. This eventually resulted in a caution, but an investigation of this kind is clearly very distressing, and there was a sense amongst some professionals involved that the extent of Thomas’ vulnerability – and in particular their Autism – wasn’t fully taken into account. Helen and Thomas’ session in this period stayed the same, but with space always in their conversations for whatever Thomas wanted to discuss.
They’re always very open to talking, so what we talked about would be different based on what Thomas was saying at the time. But I was consistent in going, making things together, baking, or eating breakfast, and talking (Helen)
Where Helen has made an “active decision” was in putting the focus back on eating together as it was clear that Thomas was losing weight. However, the core of their good relationship, making something together and having open conversation, led by Thomas, remained.
Looking back over their time together, for Thomas, it’s really clear that their work with Helen as a mentor has made a huge difference to them by offering them personal and emotional support.
She’s actually done more than what a therapist has done for me. She’s just helped me out a lot (Thomas)
Thomas’ referrer at Prevent had also had concerns about their mental health, knowing that being autistic could put them at a higher risk of suicide and self-harm during the pressure of a police investigation. She thinks the mentoring relationship has been critical in keeping Thomas safe at this time. This is echoed in feedback that Thomas gave Helen during their sessions and after their interactions with the police, where they described their mentoring as “something to look forward to, rather than the bad stuff” (Thomas).
Both Bernadette and Thomas themself thought that mentoring had helped them be more aware of risks online and in person, and less likely to get drawn into discussion and issues than they were before:
It’s been teaching me to think a little bit more before I do something. That’s the main thing, as that’s what got me in a bunch of trouble … a bit more aware of my own actions. (Thomas)
It’s a massive difference. It has helped them not get involved in stuff they probably would have done before. It’s definitely helped to make them think. (Bernadette)
Thomas has also become more aware that they don’t have to correct other peoples’ behaviour themselves, and has started to report or share concerns with other authorities, such as the police, or online forum moderators, when they see something that concerns them.
Although Creating Mentoring isn’t a therapeutic programme, it appears to Thomas and the Prevent Education Officer to have offered emotional support in a way that is different to CAMHS and therapy, during this very difficult time. The Prevent team sees Helen as having
“Just been massively on Thomas’ side, when other people haven’t” and “always seeing the best in them” (Prevent Education Officer)
The nature of Helen and Thomas’ conversations has been influential in how they behave. These conversations worked well as both Helen and Thomas were having open and honest interaction about what others might consider tricky or sensitive issues, but which were important to explore:
It was just talking and resolving issues, and being able to share. She listened and said something in response. (Thomas)
Underpinning all of this work together, has been Helen’s warmth and desire to help, as well as her ability to find fun creative activities that met Thomas’s needs and interests as they described it:
She’s just very creative … in herself and in what we do together … she can always figure out, in a creative way, to do something … She is a really good Creative Mentor, and has helped me a lot (Thomas)
Thomas and Bernadette have recently moved, with their two Dachshunds, back to their family’s hometown. This is a long way from the Midlands and so Helen and Thomas’ sessions are having to come to an end. As Thomas settles into their new place, they will have some sessions online with Helen, and hopefully two or three more in-person meetings to mark the end of their work together, and share everything they have made.
