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Our approach is based in theories and knowledge of child development and socialisation and in inter-personal experiences which might distort or derail these processes.
Attachment theory outlines one set of circumstances in which inter-personal experience may fail to meet developmental needs. At the risk of over-simplifying we may summarise attachment theory as an exploration of the relationships between primary carer (usually mother) and infant. If the primary carer does not provide (for whatever reason) the quality of nurture required this may have pervasive and long term negative consequences for the child. It may fail to develop "normally" in all areas of development.
Crisis Theory provides another angle on the same question - how might the child's lived experience be responsible for developmental failure ofr distortion?
Crisis theory sprang initially from research and clinical practice in the fields of bereavement, grief and (the related field) of post-traumatic stress.
It was noted that painful the experience of loss and bereavement usually is most people suffer, and grieve, but eventually emerge from the 'grieving process' to acceptance and recovery. They 'bounce back' to a greater or lesser extentr.
Some people, however, were found who did not bounce back or achieve acceptance following separation, bereavement or other loss. Saome people get “stuck” in the crisis. Other's emerge from the grieving process depleted by the experience to 'resignation' and increased vulnerability to future adversities.
Those people who cope better, who 'bounce back' are said to be more resilient.
A great deal of research effort has identified many of the characteristics and attributes, the settings, experiences, ways of thinking and of addressing oneself and others, that promote resilience. Efforts have been made to distil these findings into teachable knowledge and skills.
John Hanley, one of our Directors, became familiar with Crisis Theory more than 30 years ago, when he undertook a placement in an agency working with terminally ill individuals and their families as part of his social work training (CQSW. He subsequently continued what was often called "grief work" and research with families and individuals in crisis as a result of long-term and terminal illness, bereavement, miscarried pregnacies and so on with hospices and maternity and gynaecology services as well as local authority social work and child and family guidance teams.
Later, working more closely with `looked after' children, or, more accurately with the small sub-group of looked after children who were repeatedly referred to the specialist services he worked with, he realised that the combination of Attachment Theory and Crisis Theory had great explanatory and practical value with this group of children.
It is not hard to see that most children who come into public care, or who receive education away from home, will have experienced relationship disruption and losses which might usefully be characterised as "crises".
Most such children fortunately find stable caring placements, where they can thrive, establish satisfying relationships and develop resilience. Some unfortunately do not. Children who had the misfortune to suffer a bad start in life, perhaps by never experiencing a satisfactory primary relationship, or by suffering neglect or abuse, may be less likely to have the resilience to benefit from these placement and to bounce back and recover.
We also know from Crisis Theory that whilst some children may never have developed coping resources or strategies, others will find that those they have developed are not adequate to their current challenge. These children too may become "stuck" in crisis. For these children there is aconstant risk that current issues may trigger the feelings, thoughts and behaviours associated with earlier trauma, rejection or loss. Such children, having neither the coping nor problem solving strategies and resources (resilience) required to meet current challenges, are constantly emotionally and psychologically overwhelmed ("in crisis"). Each new crisis may leave the child's coping resources and options further depleted. They may become “resigned” to their situation but without specialised therapeutic help, lack the resources to integrate the experience in any positive manner. All too often they learn helplessness, despair and resentment. Physical ill health, disability, or special needs often contribute further complications and layers of difference to the child's self-image and sense of self-efficacy.
Children who suffer repeated crises are a major challenge to those working with them. They develop coping strategies (habitual ways of feeling, thinking and behaving) which frequently puts themselves and others at significant risk. They expect and anticipate further danger of loss, rejection, violence, abuse - and react accordingly with freeze, flight or fight responses before they are consciously able to evaluate the real risk. Their behaviour and intolerance of competition for adult attention makes them poor candidates for group or family placements and may make it difficult for them to learn in even the smallest classes.
We specialise in working with these children - children we describe as being "in crisis". We aim to address their specific difficulties and needs whilst increasing their general resilience.
Therapeutically we combine Therapeutic Crisis Intervention, Attachment work, Systemic, Behavioural and Cognitive therapies (including Cognitive Hypnotherapy and Neuro-Linguistic Programming) in a systematic effort to model, teach, coach and practice healthy and resourceful coping strategies. We integrate our social care, therapy and education programmes in order to increase the effectiveness of each.
More details of these approaches are available in our Prospectus and Statements of Purpose. (see Resources)
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