Complex Trauma: Three things you need to know about how it impacts the developing child

Complex Trauma occurs when children experience prolonged and debilitating fear and distress as a result of adverse experiences that occur recurrently and/or in combination, and where the person or person’s who are responsible for keeping the child safe from harm and alleviate their distress is/are:

  • unable to alleviate the child’s distress, or . . .
  • are responsible for the child’s fear and distress.

The type of trauma being referred to here is also known as:

  • Complex Developmental Trauma – because it occurs during a period of formative development and shapes all aspects of the child’s development;
  • Attachment Trauma – because it usually occurs in the context of the child’s first attachment relationships, where one or other or both of the child’s first attachment figure(s) is responsible for the trauma experience;
  • Abuse – an act of commission that results in physical and/or emotional and/or psychological harm; or
  • Neglect – an act of omission that results in physical and/or emotional and/or psychological harm.

Complex trauma adversely impacts three key factors that play an important role in the developing child’s approach to life, learning/development, and relationships:

  • Attachment (or, how the child thinks about, and interacts with, themselves, others and their world);
  • Arousal (or, the psycho-physiology of performance, emotion and behaviour activation systems);
  • Accessibility to needs provision (or, what the child has learnt about the accessibility and responsiveness of adults in a caregiving or caretaking role).

Attachment refers to the dependency relationship an infant develops to his or her primary caregivers during the first year of life. Our knowledge of attachment derives from Attachment Theory. Attachment Theory was initially developed in the 1940’s, in part to account for observations that were being made of institutionalised children and those who experienced prolonged separation from their primary caregivers; including by reason of lengthy hospital admissions and those children displaced from their families during World War II (Bretherton, 1992) .

Since its early development, Attachment Theory has been the focus of an enormous amount of research and has become widely used in child protection as it offers an explanatory framework for differential outcomes for children based on caregiving practices. In addition, Attachment Theory informs us about a child’s relationship with themselves, others and their world.

Arousal refers to the level of activation of the nervous system. From a psychological point of view, arousal is significant for (at-least) three reasons. Firstly, arousal affects how well we perform tasks, and activities more generally. Secondly, arousal is implicated in how we feel. Thirdly, arousal is implicated in how we behave, including our approach to life and relationships. In particular, arousal is implicated in the behaviour activation system that is activated when individuals perceive a threat to themselves or someone close to or close by them and their associated feeling of anxiety (known as the fight-flight-freeze response).

Accessibility to needs provision refers to what children have learnt about the reliability and predictability with which their needs will be addressed by adults in a caregiving role, and learnt behaviours that serve to reassure the child that their needs will be satisfied.  Accessibility to needs provision is based on Learning Theory and the Operant Conditioning paradigm (Ferster & Skinner, 1957; Skinner, 1938).

In combination, I refer to these three factors as the “Triple-A Model”; or “Triple-A” for short (Pearce, 2010).

In the resources below I provide additional detail about how complex trauma impacts attachment, arousal and what the child learns (and learns to do) about accessibility to needs provision. Thereafter, I a set-out a series of practical, user-friendly strategies for addressing these aspects of the child who has experienced complex trauma following the CARE Model (Pearce, 2016):

  • Consistency
  • Accessibility
  • Responsiveness
  • Emotional Connectedness

I do hope that you decide to access these complementary resources or supporting consistency o therapeutic care and management across home and school for children who have had a tough start to life.

For individual purchasers

Buy now and we will email your personalised copy of the resource (Please allow up to 2 business days for us to respond to your payment).

A$16.50

For more information, or for organisational purchasers, click here.

For individual purchasers

Buy now and we will email your personalised copy of the resource (Please allow up to 2 business days for us to respond to your payment).

A$16.50

For more information, or for schools/organisational purchasers, click here.

References

Bretherton, I. (1992). The Origins of Attachment Theory: John Bowlby and Mary Ainsworth. Developmental Psychology, 28: 759-775.

Ferster, C.B. and Skinner, B.F. (1957) Schedules of Reinforcement. New York: Appleton-Century-Crofts

Pearce, C. (2016). A Short Introduction to Attachment and Attachment Disorder (Second Edition). London: Jessica Kingsley Publishers

[Pearce, C.M. (2010) An Integration of Theory, Science, and Reflective Clinical Practice in the Care and Management of Attachment-Disordered Children: A Triple-A Approach. Educational and Child Psychology (Special Issue on Attachment), 27 (3): 73-86

[Skinner, B. F. (1938) The Behaviour of Organisms: An Experimental Analysis. New York: Appleton-Century


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Posted in AAA Caregiving, Adoption, Attachment, Fostering, kinship care, Parenting, Schools, Training Programs, trauma informed, trauma informed care, trauma informed practice, Trauma Informed Schools | Tagged , , , , , , , , , , , , , | Leave a comment

Trauma Informed Resources

One of the most common types of feedback I hear from people who have attended training in the field of developmental trauma and trauma informed practice is that the training focuses heavily on what participants need to know and not so much on what they need to do to support the recovery of a child who has experienced trauma at home.

Hearing the frustration of many has affirmed my commitment to developing training programs that not only answer why children present in the way they do but also offer practical strategies and guidance about how to address behaviours of concern and support recovery from adversity. The Triple-A Model of Therapeutic Care and the CARE Therapeutic Framework are two such programs and are currently implemented as the preferred Models of Care among TUSLA general and relative foster carers in Donegal, Ireland (Triple-A), and the Kinship Care Program in South Australia (CARE Therapeutic Framework).

From these two programs I have developed complementary resources for home and school with the intention of supporting consistency in care and management (a common approach) for children who have experienced a tough start to life. Consistency supports a sense of stability and predictability, where once there was instability and chaos. Consistency supports reduced stress levels and more optimal conditions for a child’s new learning that they are safe, that they are capable, and that adults are reliable.

Complementary resources also supports a common knowledge and common language, such that the key adults in the child’s life are better able to communicate with each other and work together as part of an effective care team.

Incorporating Three Things You Need to Know, these resources present a conceptual framework for understanding the impacts of developmental trauma on attachment, arousal, and the child’s learning about accessibility to needs provision (the Triple-A Model); or what the child has learnt about the accessibility and responsiveness of adults in a caregiving role. Including practical guidance regarding What to Do About It, the resources offer practical guidance regarding how to implement a CARE Plan (Consistency, Accessibility, Responsiveness, Emotional Connectedness) that supports:

  • Secure Attachment (for optimal relationships and development)
  • Optimal Arousal (for wellbeing and performance/learning)
  • New learning that adults can be relied upon to be Accessible and responsive to needs provision

To access your copy of these resources, please see purchase options below.

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For individual purchasers

Buy now and we will email your personalised copy of the resource (Please allow up to 2 business days for us to respond to your payment).

16.50 A$

Pay with PayPal

For more information, or for organisational purchasers, click here.

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For individual purchasers

Buy now and we will email your personalised copy of the resource (Please allow up to 2 business days for us to respond to your payment).

16.50 A$

Pay with PayPal

For more information, or for schools/organisational purchasers, click here.

Posted in Adoption, Attachment, Fostering, kinship care, Schools, trauma informed care, trauma informed practice, Trauma Informed Schools | Tagged , , , , , , , , , , , | Leave a comment

Trauma Informed Care Resource

I am pleased to announce the release of my new resource for implementing a therapeutic CARE environment in the home for children who are recovering from a tough start to life.

I developed this resource to complement a very similar one for supporting trauma informed practice in the school/classroom. You can access the page about that resource by clicking here. My intent in releasing this resource is to support consistency in care and management between the home and education setting for children and young people who have experienced trauma in their first home(s). This is extremely important as inconsistency perpetuates the uncertainty experienced by these children and young people about themselves, others and their world. In turn, this uncertainty impacts negatively on their approach to life, learning, and relationships. It also impacts negatively on how they feel and how they behave; particularly towards you.

After reading this resource you will

  • have a conceptual framework for understanding the impact of trauma at home on the developing child;
  • be able to develop and implement a plan to support their recovery based on familiar aspects of caregiving and relating;
  • be able to problem-solve in relation to ongoing behaviours of concern and implement practical steps to address them; and
  • be able develop and implement a practical self-care plan that supports your best efforts on behalf of children and young people who have experienced trauma at home, and positive outcomes for them.

Most importantly, it is my sincere hope that this resource will support effective communication between home and school based on shared knowledge and language, and enrich children’s experience of consistency via a shared approach. Speaking the ‘same language’ supports communication and relationships, and relationships are the key to addressing the effects of trauma at home.

I wish you well in your endeavours and hope that this resource:

  • confirms and validates what you already know and already do; and
  • enriches, in some way, your knowledge and approach to the care and management of children who have experienced trauma at home.

About me:

I am a Clinical Psychologist with almost thirty-years-experience as an applied researcher, clinician, writer and trainer in child and adolescent mental health and child welfare. For almost all my working life I have offered professional services to children and young people who have experienced trauma at home, and adults who interact with them in various roles (including parents, foster carers, kinship carers, residential carers, adoptive parents, teachers, social workers, youth workers, and judicial officers).  I am the author of the Triple-A Model of Therapeutic Care, which is entering its fourth year as the primary therapeutic model of care among TUSLA (Child and Family Agency) general and relative foster carers in County Donegal, Ireland. I am also the author of the CARE Therapeutic Framework, which is currently being implemented in the Department for Child Protection (DCP) Kinship Care Program in South Australia.

In my working life I have observed adults in various roles struggle to consistently meet the significant needs of children who have experienced trauma at home. Notwithstanding the best intentions and efforts of those adults, relationship breakdowns and changes in care and/or education placements are all-to-familiar experiences for the children. Frequently, these children are denied basic fundamentals, such as a stable home and education placement.

Though there is no shortage of information that describes the impact of trauma at home on the developing child, this knowledge either does not translate well into practical and feasible care and management practices or there is an apparent reluctance to deviate from widely-implemented, conventional care and management practices. This led me to develop practical, user-friendly and back-to-basics approaches for the care and management of these deeply hurt and, often, troubled children that are confined to conventional aspects of caregiving and relating and address the impacts of, and support recovery from, trauma at home.

Details:

Authored By: Colby Pearce

Pages: 46 (A4 – 13,600 words)

Contents:

  • Prologue: Punishment is Problematic
  • Introduction
  • Part 1: Three things you need to know about the impact of trauma at home
  • Part 2 – Addressing the impact of trauma at home
  • Part 3 Addressing Behaviours of Concern Using the CARE Model
  • Part 4: Adopting a balanced view
  • Part 5: Take care of yourself too!
  • Further Reading

For individual purchasers

Buy now and we will email your personalised copy of the resource (Please allow up to 2 business days for us to respond to your payment).

A$16.50

For group/organisational purchasers (up to 10 persons)

Buy now and we will email your personalised copy of the resource (Please allow up to 2 business days for us to respond to your payment).

A$55.00

For group/organisational purchasers (11-20 persons)

Buy now and we will email your personalised copy of the resource (Please allow up to 2 business days for us to respond to your payment).

A$110.00

For group/organisational purchasers (21-30 persons)

Buy now and we will email your personalised copy of the resource (Please allow up to 2 business days for us to respond to your payment).

A$220.00

Posted in AAA Caregiving, Adoption, Attachment, Fostering, kinship care, Parenting, trauma informed, trauma informed care, Uncategorized | Tagged , , , , , , , , , , , , | Leave a comment

Trauma Informed Practice Resource for Schools


Three things you need to know about the child in your class who has experienced trauma at home, and what to do about it!
A Resource for Trauma Informed Practice in Schools
By Colby Pearce

Welcome! If you have landed here you probably share my interest in developing and supporting trauma informed practice in schools.

I developed this resource because all children need consistency, but some need it more than others. Children who have experienced trauma at home need consistent approaches to their care and management between home and school. Inconsistency extends the uncertainty experienced by these children about what to expect of adults in caregiving roles, which developed in conditions of inconsistent and inadequate care. Inconsistency is a central nervous system irritant that impairs (new) learning and behaviour.

This resource extends my endeavours to support trauma informed, therapeutic care environments to the school environment. My two programs, the Triple-A Model of Therapeutic Care and the CARE Therapeutic Framework, are already being implemented in support of therapeutic care in Ireland and Australia. My book, A Short Introduction to Attachment and Attachment Disorder (Second Edition), is used in teaching and training professionals and lay persons alike, and is seen as an ideal starting point for those who care for children recovering from a tough start to life and professionals who interact with them and their carers.

After reading this resource you will

  • have a conceptual framework for understanding the impact of trauma at home on the developing child;
  • be able to develop and implement a plan to support their recovery based on familiar aspects of caregiving and relating;
  • be able to problem-solve in relation to ongoing behaviours of concern and implement practical steps to address them; and
  • be able develop and implement a practical self-care plan that supports your best efforts on behalf of children and young people who have experienced trauma at home, and positive outcomes for them.

Most importantly, it is my sincere hope that this resource will support effective communication between home and school based on shared knowledge and language, and enrich children’s experience of consistency via a shared approach. Speaking the ‘same language’ supports communication and relationships, and relationships are the key to addressing the effects of trauma at home.

I wish you well in your endeavours and hope that this resource:

  • confirms and validates what you already know and already do; and
  • enriches, in some way, your knowledge and approach to the care and management of children who have experienced trauma at home.

About me:

I am a Clinical Psychologist with almost thirty-years-experience as an applied researcher, clinician, writer and trainer in child and adolescent mental health and child welfare. For almost all my working life I have offered professional services to children and young people who have experienced trauma at home, and adults who interact with them in various roles (including parents, foster carers, kinship carers, residential carers, adoptive parents, teachers, social workers, youth workers, and judicial officers).  I am the author of the Triple-A Model of Therapeutic Care, which is entering its fourth year as the primary therapeutic model of care among TUSLA (Child and Family Agency) general and relative foster carers in County Donegal, Ireland. I am also the author of the CARE Therapeutic Framework, which is currently being implemented in the Department for Child Protection (DCP) Kinship Care Program in South Australia.

In my working life I have observed statutory child protection, alternative care and education institutions struggle to consistently meet the significant needs of children who have experienced trauma at home. Notwithstanding the best intentions and efforts of those who interact with these children in care and management roles, relationship breakdowns and changes in care and/or education placements are all-to-familiar experiences for them. Frequently, these children are denied basic fundamentals, such as a stable home and education placement.

Though there is no shortage of information that describes the impact of trauma at home on the developing child, this knowledge either does not translate well into practical and feasible care and management practices or there is an apparent reluctance to deviate from widely-implemented, conventional care and management practices. This led me to develop practical, user-friendly and back-to-basics approaches for the care and management of these deeply hurt and, often, troubled children that are confined to conventional aspects of caregiving and relating and address the impacts of, and support recovery from, trauma at home.

Details:

Authored By: Colby Pearce

Pages: 46 (A4 – 13,600 words)

Contents:

  • Prologue: Punishment is Problematic
  • Introduction
  • Part 1: Three things you need to know about the impact of trauma at home
  • Part 2 – Addressing the impact of trauma at home on functioning and performance at school
  • Part 3 Addressing Behaviours of Concern Using the CARE Model
  • Part 4: Adopting a balanced view
  • Part 5: Take care of yourself too!
  • Further Reading

© All rights reserved: Not to be reprinted, shared or disseminated in any form without the prior permission of Colby Pearce

For individual purchasers

Buy it now and we will email your personalised copy of the resource (Please allow up to 2 business days for us to respond to your payment).

A$16.50

For Group/Organisational Purchasers (up to 10 employees)

Buy it now and we will email your personalised copy of the resource (Please allow up to 2 business days for us to respond to your payment).

A$55.00

For Group/Organisational Purchasers (11-20 Employees)

Buy it now and we will email your personalised copy of the resource (Please allow up to 2 business days for us to respond to your payment).

A$110.00

For Group/Organisational Purchasers (21-30 employees)

Buy it now and we will email your personalised copy of the resource (Please allow up to 2 business days for us to respond to your payment).

A$220.00

Posted in Schools, trauma informed practice, Trauma Informed Schools | Tagged , , , , , , , , , , | Leave a comment

How to achieve real progress in addressing childhood trauma

In the next few days I will be releasing a resource for supporting trauma-informed practice in schools. The resource complements the Triple-A Model of Therapeutic Care and the CARE Therapeutic Framework, which are currently being implemented in Australia and Ireland in the out-of-home care sector.

There are a number of motivations for releasing such a resource. Top of the list is that a resource for schools that complements endeavours in out-of-home care promotes:

  • Common knowledge
  • Common language
  • Common approach

These three outcomes support a child’s experience of consistency of care and management across settings. For children who have experienced the chaos and unpredictability of trauma at home, this is the very least we can do to support their recovery.

Just as important, these three outcomes facilitate effective cross-setting communication. When the adults involved with children who are recovering from trauma at home are able to better communicate with each other, effective relationships are fostered. There is much written about the importance of the relationship between caring adults and the child who is recovering from trauma at home. Equally important in any endeavours on behalf of the child is the relationship between the adults who are involved in the child’s life.

We all need to be singing from the same hymn sheet!

In addition, practice frameworks, such as Triple-A and CARE, offer a basis for assessing performance and accountability in roles being performed with and on behalf of children who have experienced trauma at home.

I look forward to releasing this resource, and a follow-up resource for out-of-home care shortly thereafter.

Please do not hesitate to get in contact with me to discuss your interest in my work and potential collaboration.

Follow the links below to my two new resources supporting consistency of care and effective communication between home and school for children recovering from a tough start to life:

Click here for more information and to access our resource for carers who are supporting children who are recovering from a tough start to life.
Click here for more information and to access our new resource for teachers who are managing children who are recovering from a tough start to life.




Posted in Training Programs, trauma informed, trauma informed care, trauma informed practice, Trauma Informed Schools | Tagged , , , , , , , , , | Leave a comment

We All Need CARE to Thrive

Something different – a short video about the CARE Therapeutic Framework. Let me know what you think!

If you like this post, please subscribe to this blog to receive an email notification when other practical ideas and guidance is published.

Join 3,063 other followers

Follow the links below to my two new resources supporting consistency of care and effective communication between home and school for children recovering from a tough start to life:

Click here for more information and to access our resource for carers who are supporting children who are recovering from a tough start to life.
Click here for more information and to access our new resource for teachers who are managing children who are recovering from a tough start to life.

You can access more information about my therapeutic parenting programs by clicking the links below:

CARE embedded in AAA

Triple-A Model of Therapeutic Care

The CARE Therapeutic Framework

Helping Children and Young People Realise their Potential

Another place to connect with my work is to follow one or more of my pages on Facebook:

Secure Start Therapeutic Care

Secure Start

To Connect with me on LinkedIn or Twitter click below:

LinkedIn

Twitter

Posted in Training Programs, trauma informed, trauma informed care, trauma informed practice, Wellbeing | Tagged , , , , , , , | Leave a comment

Why clinicians use play in therapy with children

This is based on my first blog article, written eight years ago. Though the content of that article is still relevant, it could do with a little updating. I hope you like it.

In response to the statement that he or she (the clinician) ‘just plays with the children’ I give you the following reasons why play is important.

Engagement

Therapy is more likely to be beneficial when children are willing participants. Many children are reluctant, at-least initially, to attend and be involved in therapy. Either they don’t know what to expect, which causes anxiety, or they think that they have to attend because they have been “bad”. However, almost all children enjoy playing and engaging in fun activities with a lively adult. So, incorporating fun activities into therapy is a good way to help children feel relaxed about attending therapy and, indeed, increases their motivation to attend.

connection

Making and maintaining a connection

Research has shown that the heart rates of mothers and infants parallel each other during play[1]. Heart rate is a sign of the level of activity of the nervous system, which is commonly referred to as arousal. Arousal is the physiological component of emotion. When we experience emotion, arousal changes. So, when the heart rates of mothers and infants mirror each other during play, it is possible to conclude that the adult and child are emotionally-connected to each other.

connection

Emotional-connection, as occurs during play, offers a safe environment for the exploration and expression of a range of emotions and, ultimately, a broad and rich emotional repertoire.

Perhaps, most important of all, emotional connection offers experiences of being heard and acknowledged at an emotional level. Feeling heard and acknowledged in this way offers a powerful form of validation that serves as a ‘psychological innoculation’ against mood disorders and other adverse psychological consequences of invalidation (i.e. the experience of not being heard and understood by others) in adulthood.

Emotional connection and, by extension, play, supports emotional health.

Encouraging self-regulation

Most children who are referred for therapy have trouble controlling their emotions, their behaviour, or both. Emotional-connection, as occurs during play, supports the development of emotional awareness (self and other), which is a precursor for empathy and socio-emotional reciprocity (that is, regulating ones own emotions and behaviours in order to achieve mutually desirable outcomes when interacting with another person). Further, emotional-connectedness, as occurs during play, supports opportunities for co-regulation, whereby the adult assists the child to regulate their emotions. Co-regulation is influential in the development of self-regulation.

In sum, play offers opportunities for supporting emotional awareness, emotional self-regulation, and empathy.

Affirmative Experiences

Children who are referred for therapy hold beliefs about themselves, about others and about the world in which they live. Often, one or more of these areas of belief is negative. That is, they might see themselves as bad and helpless, others as mean and uncaring, and/or the world as a harsh place. Simply telling children that they are good, that others are caring and understanding, and that the world is a safe place is rarely effective in changing children’s beliefs. Rather, they need to experience themselves, others and their social world differently. During therapeutic play, children experience themselves as likeable and capable, experience others as fun and “nice”, and their world as safe and a source of happy experiences. This facilitates trust in others and the perception that therapy is a safe place for conversation about the reasons for their emotional distress and/or behaviours of concern.                                                                                                

mum and child playing
connection
love

Play is an important and natural approach for promoting the emotional wellbeing and positive adjustment of children and young people.

If you like this article, please subscribe to this blog to receive an email notification when other practical ideas and guidance is published.

Join 3,063 other followers

Follow the links below to my two new resources supporting consistency of care and effective communication between home and school for children recovering from a tough start to life:

Click here for more information and to access our resource for carers who are supporting children who are recovering from a tough start to life.
Click here for more information and to access our new resource for teachers who are managing children who are recovering from a tough start to life.

You can access more information about my therapeutic parenting programs by clicking the links below:

CARE embedded in AAA

Triple-A Model of Therapeutic Care

The CARE Therapeutic Framework

Helping Children and Young People Realise their Potential

Another place to connect with my work is to follow one or more of my pages on Facebook:

Secure Start Therapeutic Care

Secure Start

To Connect with me on LinkedIn or Twitter click below:

LinkedIn

Twitter

If you wish to engage with me directly, please use the form below.

[1] Reite, M., & Field, T (1985). The psychobiology of attachment and separation. Orlando: Academic Press

Posted in Therapy | Tagged , , , , , , , , , , , , , | Leave a comment

Tantrums: Eight management strategies to keep in mind

This short article is a follow-up to my previous articles:

Taming Tantrums; Managing Meltdowns: Part One

Taming Tantrums; Managing Meltdowns Part Two

I recommend that you read the above articles in conjunction with this one.

Hereafter, please find eight strategies to keep in mind when responding to a a tantrum exhibited by a child in your care. These are meant to be received as practical first steps. For readers who are very familiar with my work via my books or attending training I have delivered, you may be in a position to try managing tantrums through direct verbal communication with the overwhelmed child. In the meantime (or you are not as familiar with my work), what follows are a good place to start.

1. Keep (relatively) Calm (Hard to do, but models emotional control. I recommend holding in mind that the child is feeling overwhelmed and needs your help, as opposed to that they are being deliberately difficult. Also, keep in mind that showing a little of your own distress at the child’s distress, and then self-regulating to calm, facilitates a normal process whereby an emotional connection is established between you and the child and, as you self-regulate to calm, the child will be helped to regulate to calm via their emotional connection to you).

2. Be Present (Stay close by your child, but don’t interact with them – at this stage. Remaining close, but not too close, will reassure most children that you are available to help them).

3. Drape a heavy blanket across the child’s shoulders (it is soothing).

OR

4.Give the child something to suck or chew on (sucking and chewing are soothing).

OR

5. Put on some of the child’s favourite music (favoured music is calming).

OR

6. Put on a DVD the child likes (also calming).

7. Offer the child the opportunity to have a warm bath or shower.

8. Engage in interactive repair once the child is calm again (do a favoured activity together. This is important to reassure the child that they are still loved and that challenging behaviour and conflict does not mean the end of relationships).

I wish you well in giving these strategies a go. I am happy to receive constructive feedback in the comments for this article or via direct contact with me.

To access a PDF of the suggested strategies in this article, visit the resources page.

Please also subscribe to this blog to receive an email notification when other practical ideas and guidance is published.

Join 3,063 other followers

You can access more information about my therapeutic parenting programs by clicking the links below:

CARE embedded in AAA

Triple-A Model of Therapeutic Care

The CARE Therapeutic Framework

Helping Children and Young People Realise their Potential

Another place to connect with my work is to follow one or more of my pages on Facebook:

Secure Start Therapeutic Care

Secure Start

To Connect with me on LinkedIn or Twitter click below:

LinkedIn

Twitter

Posted in AAA Caregiving, Adoption, Children's Behaviour, Fostering, kinship care, Parenting | Tagged , , , , , , , , , | Leave a comment

A practical resource supporting trauma-informed practice at school

NB – It is here – see below – along with a further resource supporting trauma informed, therapeutic parenting in the home!

I am very pleased to announce that in association with the successful implementation of the Triple-A Model of Therapeutic CARE in TUSLA’s alternate care service in Donegal, Ireland, and the CARE Therapeutic Framework in the Kinship Care Program in South Australia, I have developed a complementary resource for trauma-informed practice in schools.

Trauma-Informed Care
Trauma-Informed Practice
Therapeutic Models of Care

The resource incorporates both the Triple-A Model of Therapeutic Care and the CARE Therapeutic Framework in to an accessible and readily implemented approach to the care and management of children who have experienced trauma at home.

It is my intention that the resource will facilitate common knowledge, common language and a common approach between school, home and support services in relation to hurt and troubled children.

Children need consistency
Why consistency is important

By supporting consistency of approach, the impact of endeavours to promote recovery from trauma at home is enhanced, and the undermining effect of inconsistency of approach between home and school safeguarded against.

After reading this resource teachers and other professionals in schools can expect to have a conceptual framework for understanding the impact of trauma at home on the developing child and be able to develop and implement a plan to support their recovery based on familiar aspects of caregiving and relating. They will also be able to problem-solve in relation to ongoing challenging behaviour the child who has experienced trauma at home may be exhibiting and implement practical steps to address it. Further they will be able develop and implement and practical self-care plan that supports their best efforts on behalf of children who have experienced trauma at home, and positive outcomes for the children.

The resource will be available to purchase and download via this site and securestart.com.au very soon. I recommend that you check back regularly to ensure that you do not miss out on the special introductory price.

Please also subscribe to this blog to receive an email notification when the resource is available and other practical ideas and guidance.

Join 3,063 other followers

Follow the links below to my two new resources supporting consistency of care and effective communication between home and school for children recovering from a tough start to life:

Click here for more information and to access our resource for carers who are supporting children who are recovering from a tough start to life.
Click here for more information and to access our new resource for teachers who are managing children who are recovering from a tough start to life.

You can access more information about my therapeutic parenting programs by clicking the links below:

CARE embedded in AAA

Triple-A Model of Therapeutic Care

The CARE Therapeutic Framework

Helping Children and Young People Realise their Potential

Another place to connect with my work is to follow one or more of my pages on Facebook:

Secure Start Therapeutic Care

Secure Start

To Connect with me on LinkedIn or Twitter click below:

LinkedIn

Twitter

If you have any questions, or to register your interest, you can contact me using the form below:

Training
Project Implementation
Consultation
Trauma-Informed

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Tackling Childhood Neglect

I first met the author, Lynne Peyton, in Perth, Australia, in February 2016. Lynne initiated contact with me in follow-up to a speaking engagement I delivered at the Child Wellbeing Centre in Castleblayney, Ireland, the previous October. Since the connection was made Lynne has been a reliable source of support and encouragement as I have laboured to bring my therapeutic programmes to a broader audience. Lynne is well known and widely respected consultant and leadership coach in social care, child protection and social welfare. I was happy to review her book, and my review appears on Amazon.com.au. This is what I wrote:

Tackling Childhood NeglectThis instructive call to action is presented in a highly readable and accessible style. It is worthwhile as an orientation to this major aspect of child protection and social care practice for beginning professionals and as an accompaniment to strong reflective practice among those more experienced in this important social endeavour. The book offers clear and unequivocal guidance, based on the author’s extensive professional experience. Educators and other professionals who interact with children are also likely to find this to be a useful resource.

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Tackling Childhood Neglect   

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Tackling Childhood Neglect   

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Tackling Childhood Neglect

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