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THERAPY & LIFE STORY

About...

All children that make a home with us have Therapy and Life Story included as part their package of care.


Our Trauma-Informed Model of care is based on the  Sanctuary Model with PACE principles.  We use our  understanding of Attachment and Developmental Trauma,  to underpin the Therapeutic Parenting offered to the  children and young people.  Adults (staff) are supported to look beyond the presenting  and emerging behaviours and ask the all important  question of ‘I wonder what has happened to you’ holding  a trauma informed approach, adults are supported and  guided through regular reflective practice, care team  meetings and workshop training sessions on therapeutic  parenting responses through PACE. (Playfulness,  acceptance, curiosity and empathy) 


The therapy team consists of Therapeutic Life Story  Practitioners and Qualified Therapists who offer support  to digest / ascertain relevant information, from all  observations, reflections and documentation made  available by Social Care and previous professional  involvement. 


Our Therapy team share their ongoing psychological  assessments, offering consultation and contribution to  Placement Plans and behaviour support plans, with the  Home care team. Every member of the Community has  responsibility for a child’s Mental Health and wellbeing,  but the Therapy team collates information and supports  a ‘needs-led’ approach to parenting the children, and  helping them to heal from past traumas.


The allocated therapeutic life story practitioner and  therapist work closely together to develop insights into  a child’s psychological wellbeing, internal working  model and evolving hypothesis of how best to help the  child to develop. They will then share and plan through  consultation with the key workers resources for key  work sessions.   If a child isn’t yet ready to engage with their therapeutic  life story practitioner and / or Therapist, we ensure that  attention and resources are directed to assessing and  promoting their resilience through their key work sessions. 


Simply explained, the Sanctuary Model is comprised of three primary components:  


-Theoretical philosophies which form the underpinnings of the model 


-The trauma-informed shared language represented by the acronym S.E.L.F. 


-A set of practical tools, known as the Sanctuary Tool Kit 

 

Community Healing...

Additional Information

Within community living we practice boundaries not barriers. Everybody within the community has a role  supporting children and stewarding towards holistic wellbeing of all its members. Around each child there are adults who think and hold different parts of the child but who also work  collectively as a community.  Our therapeutic parents hold the child’s history and good enough safe parenting through role modelling, attentiveness and attunement to the child’s needs. 


They very much deal with the here and now. Individual one to one Therapy support is offered on a weekly basis, where the children are offered  opportunities to express and process their trauma, using emotional-distancing techniques – such as  metaphor, embodiment, role, story and improvised play. This enables ‘stress / trauma memories’ to be  disconnected from the stress response – therefore reducing Complex-PTSD, dissociation and dangerous  forms of self-soothing and acting out their distress.  


Therapeutic Life Story Work is offered on a bi-weekly basis, with the child and their Key Carer. This space  provides support to the child’s development of a positive identity and making sense of their past. The care team are trained to facilitate emotional co-regulation and engagement in trauma resolution.  They provide the children with verbal and non-verbal cues of safety, opportunities for social contribution  and responsibility.  


The therapeutic parents are available at times when children most need it. This may be during the times  that children experience their loss, fear and despair most intensely, such as bedtimes; or at times of  playful, social and physical activity – in order to support opportunities for developing confidence and  competence beyond their ‘comfort zone’

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