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Our approach is grounded in crisis theory - itself derived initially from research and clinical practice in the fields of bereavement, grief and (the related field) of post-traumatic stress. Some people who suffer trauma, separation, or the death (or other loss) of a loved one do not “cope” with these experiences. They can get “stuck” in the crisis. Other people who have the same experiences cope better. They are said to be more resilient. A great deal of research effort has identified many of the characteristics and attributes of resilient people and the settings that promote resilience.
It is not hard to see that most of the experiences that precede and lead children to be looked after in public care may be characterised as "crises". Nor do we need to invoke the extreme experiences of physical or sexual abuse, parental rejection or neglect to see how the development of personal resilience might be impaired. All children who are looked after by corporate parents will have experienced separations and loss. Other children children living or receiving education away from family and home may suffer similar separation issues.
Most such children, whether looked after by corporate parents or receiving education away from home, will find stable caring placements, where they can thrive, establish satisfying relationships and develop resilience. Some unfortunately do not. This latter group of children may get stuck in a repeated pattern in which current issues constantly 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. The young person 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. 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 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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