An Exploration of the Driving and Restraining forces to bringing in Trauma-Informed Practice in a variety of settings using the ARC Framework (a conversation)
Kati Taunt
Nicola Green
Sophie Mulvana
Mark Maidens
This is us…
Projects
• Specialist CAMHS (Dublin, Islington, Hull and North Humber)
• Inpatient GAU (Hull)
• CAMHS Home treatment teams (Hull and Cambridge)
• CAMHS Eating Disorder Teams (Cambridge)
• Secure social care provision (Peterborough)
• Education Services (Westminster, Camden, Islington, Enfield, Hammersmith and Fulham, Ormiston AT, Learning without Limits AT)
• Fostering Services (Hertfordshire and 3 other national organisations)
• Multidisciplinary projects inc. Police, Youth Justice Specialist adolescent services, Early Years, fostering residential, virtual schools, educational psychology, charities, foster care, residentials CLA teams, CAMHS (Humber, North Yorks, Westminster, NE Lincs, Enfield)
• Specialist Education provision ( The Chiltern School)
• Mental Health Support Teams
The ARC Framework
Core Principles of understanding:
• Trauma shifts the course of healthy development
• Trauma does not occur in a vacuum, nor should services
• Good 'intervention' goes beyond individual therapy
3 Core Domains to address:
• A safe caregiving system (ATTACHMENT)
• The ability to regulate and tolerate experience (REGULATION)
• Support in the mastery of an array of tasks crucial to resilient outcome (COMPETENCY)
• Blaustein & Kinniburgh, 2010; Kinniburgh & Blaustein, 2005
8 Primary Skills: Building Blocks
Competency Regulation
Attachment
Trauma Experience Integration
SelfDevelopment and Identity Relational Connection
Identification Executive Functions Modulation
Caregiver Affect Management Effective Response Attunement
Engagement
Psycho education
Routines & Rhythms
by Jeremy Karpen; Blaustein & Kinniburgh, 2010; Kinniburgh & Blaustein, 2005
Graphic
The framework is both a treatment plan and a whole systems intervention
Goal: To bring in Trauma-Informed Practice to our settings using the ARC Framework
Driving Forces Restraining Forces
• Engagement and education
• Routines and rhythms
• Caregiver affect management
• Attunement
• Effective response
• Dominant societal narratives:
• Lack of clarity/education about TIC:
• Systems in survival States:
• Expectations of services:
• Misunderstanding the process of change:
• Surprises
• Satisfactions
• Dis-satisfactions • Discoveries • Learnings
