With the recent drive for evidence-based practices which, as our new co-editor Michael TarrenSweeney pointed out in his inaugural editorial piece earlier this year (see 18(1)), has been the topic of several editorials of this journal in the last few years, there are certain demands made on practitioners. One of the most recent drives that is occurring in Child and Adolescent Mental Health Services (CAMHS) in England is that the CYP-IAPT programme, which is meant to Improve Access to Psychological Therapies for children and young people, is creating whole service transformative changes (Hall et al., 2013). In addition to improved clinical outcomes, these changes – even though not straightforward (Wolpert, Fugard, Deighton, & Gorzig, 2012) – are to ensure that the voices of clients are being voiced, heard and where possible acted upon on various levels within the organizational structure. Examples of these levels are: senior management, practice managers, line and clinical supervision, senior leads and that of practitioners. The voices of young people are to be heard not only in sessions, but also regarding issues from the design of a reception or a waiting area, during the recruitment of staff to appraisal meetings. Despite the isomorphic nature of this huge endeavour, there is the pace of change for individual practitioners. A special group of the organizational players of these whole service changes are clinicians from different disciplines. They have trained long and have varied years of post-qualifying experience in their therapeutic work, and need to come on board with this session-by-session monitoring and more evidencebased delivery of interventions (Millham, 2011). It is this group of people in particular that our journal has a special connection with: the clinicians who meet with children, young people and their families “day in day out” (Vetere & Dallos, 2012). Of all the persons involved in mental health services, they are arguably most susceptible to secondary stress or compassion fatigue (Figley, 1998; Van der Kolk, McFarlane, & Weisaeth, 1996). They have their own processes in addition to what may be available through in-service, regional or other (IAPT) training events that assist in getting prepared and adjusting one’s clinical practice to embrace and incorporate the aforementioned changes. In this editorial, I would like to share a part of my own process of taking stock. With the recognition that we all have attachments to our models and ways of working in addition to the more cognitive and cerebral responses (Midgley, 2009), some of the changes may provoke a sense of excitement in some and uncertainties and anxiety in others. One strategy to deal with anxiety is to look at the introduction of new skills and practices, another could be to reach back and take stock of our existing skills base. Metaphorically speaking, we could open our 508867 CCP19110.1177/1359104513508867Clinical Child Psychology and PsychiatryEditorial research-article2014