The document provides an overview of a framework for resilience-based intervention when working with vulnerable young people who have issues with alcohol or other drugs (AOD) and mental health. It discusses the concepts of vulnerability, protective factors, resilience and complexity. It presents a model for identifying AOD needs and service planning based on AOD severity and life complexity. It then outlines several modalities (outreach, clinical, day program, residential withdrawal, residential rehabilitation, supported accommodation) and examples of interventions used within each modality. The goal is to create conditions that enable young people to gain control over their health and well-being.
Presenter: Myles Faith, PhD
From: UB Alberti Center for Bullying Abuse Prevention, Colloquium Series (April 4, 2017)
More: gse.buffalo.edu/alberticenter
........
This presentation addresses the emerging science of weight teasing and bullying (WTB) towards obese youth. WTB appears to be very common among obese children when looking to community- and clinic-based studies examining prevalence. Interestingly, WTB is much more common among obese youth than is high blood pressure or type 2 diabetes. This talk also examines the challenges of assessing WTB among children, as well as gold-standard measurement tools in the field. A concern of WTB is its comorbidities: poorer body image, depression, suicidality, disordered eating and poorer academic performance. The issue of coping with WTB is also discussed, and how certain coping styles may help protect children against the detrimental effects of WTB. Finally, opportunities for new research are discussed. In sum, WTB may be dismissed by some parents, teachers or child health care providers (“sticks and stones may break your bones…”); however, the emerging data suggest the issue can be quite problematic for overweight youth.
Resiliency as a Pathway of Influence for Childhood Trauma on Self-EsteemKamden Strunk
Research presentation by Langston University students and Kamden Strunk on Resiliency as a Pathway of Influence for Childhood Trauma on Self-Esteem. Originally presented at the Southwestern Psychological Association in 2013.
Presenter: Myles Faith, PhD
From: UB Alberti Center for Bullying Abuse Prevention, Colloquium Series (April 4, 2017)
More: gse.buffalo.edu/alberticenter
........
This presentation addresses the emerging science of weight teasing and bullying (WTB) towards obese youth. WTB appears to be very common among obese children when looking to community- and clinic-based studies examining prevalence. Interestingly, WTB is much more common among obese youth than is high blood pressure or type 2 diabetes. This talk also examines the challenges of assessing WTB among children, as well as gold-standard measurement tools in the field. A concern of WTB is its comorbidities: poorer body image, depression, suicidality, disordered eating and poorer academic performance. The issue of coping with WTB is also discussed, and how certain coping styles may help protect children against the detrimental effects of WTB. Finally, opportunities for new research are discussed. In sum, WTB may be dismissed by some parents, teachers or child health care providers (“sticks and stones may break your bones…”); however, the emerging data suggest the issue can be quite problematic for overweight youth.
Resiliency as a Pathway of Influence for Childhood Trauma on Self-EsteemKamden Strunk
Research presentation by Langston University students and Kamden Strunk on Resiliency as a Pathway of Influence for Childhood Trauma on Self-Esteem. Originally presented at the Southwestern Psychological Association in 2013.
Youth Resiliency & Mental Health Workshop - Dr. Jean ClintonBrent MacKinnon
A full day workshop will examine current research and best practices that strengthen youth resiliency and young people's ability to manage mental health issues.
Bullying is a unhealthy behavior with multiple manifestations. It does not discriminate against the age, ethnicity, belief system, lifestyle, and level of well-being of an individual. This unhealthy behavior usually starts early in life. Individuals can potentially exhibit and or be victimized by bullying. Most cases are underreported and not detected while the solutions exist to reduce the incidence and the prevalence of this common phenomenon. Targeting bullying in childhood and adolescence is a great determinant of healthier learners, but also of healthier and productive adult citizens.
Prof. Frank Snyder presents at the Doctoral Midwifery Research Society Alcohol & Medication in Pregnancy Conference about 'Modifiable risk in Pregnancy & Health behaviour change: Utilising the Theory of Triadic Influence (TTI)'
International Journal of Humanities and Social Science Invention (IJHSSI)inventionjournals
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online
There has been a lot of debate over the last year about the GrazynaBroyles24
There has been a lot of debate over the last year about
the links between mental health and behavioural
issues in schools. This has included concerns being
raised about the use of restrictive interventions on
children with learning disabilities and political debate
about the best ways to improve behaviour in schools
and reduce the use of exclusion.
This policy briefing summarises the available evidence
for associations between trauma, challenging
behaviour and restrictive interventions in educational
settings and considers alternative approaches for
policymakers and school leaders.
Exposure to trauma is relatively common among
young people. Without appropriate support, traumatic
experiences can have severe and long-lasting effects.
Challenging behaviour and trauma are associated.
Young people who show challenging behaviour are
more likely than average to have been exposed to
trauma. In some cases, challenging behaviour is a
symptom of trauma.
Thousands of young people are subject to some form of
restrictive intervention in schools in England every year
for challenging behaviour. There is reason to believe that
these interventions have a negative impact on mental
health, irrespective of previous trauma exposure.
Young people who have experienced trauma in the past
are especially at risk of experiencing psychological
harm from restrictive interventions. For example,
exclusion and seclusion can echo relational trauma
and systemic trauma; while physical restraint can
echo physical and sexual abuse. As a result, these
interventions may cause harm and potentially drive
even more challenging behaviour.
Positive behavioural support (PBS) may reduce the use
of restrictive interventions. However, it fails to address
the wider system. It supports the young person to
manage their behaviour but does not necessarily do
anything about external circumstances that may be
causing the behaviour.
Trauma-informed schools, in contrast, seek to
minimise the trauma-causing potential of the
school environment. One aspect of this is using
less emotionally harmful alternatives to restrictive
interventions. A trauma-informed school also seeks
to maximise the healing potential of the school
environment. One way of doing this is through teaching
young people about mental wellbeing. Another way is
by creating a positive ethos, providing young people
with a direct experience of reliable attachment figures
and a safe and caring environment.
Executive summary
BRIEFING
54:
Trauma, challenging
behaviour and restrictive
interventions in schools
2
Cen
tre for M
en
tal H
ealth
B
R
IE
FIN
G
5
4
Trau
m
a, ch
allen
gin
g b
eh
aviou
r an
d
restrictive in
terven
tion
s in
sch
ools
Trauma
What is trauma?
The American Psychiatric Association’s
Diagnostic and Statistical Manual of Mental
Disorders (DSM-5) defines a traumatic
experience as one in which there is “actual
or threatened death, serious injur ...
Youth Resiliency & Mental Health Workshop - Dr. Jean ClintonBrent MacKinnon
A full day workshop will examine current research and best practices that strengthen youth resiliency and young people's ability to manage mental health issues.
Bullying is a unhealthy behavior with multiple manifestations. It does not discriminate against the age, ethnicity, belief system, lifestyle, and level of well-being of an individual. This unhealthy behavior usually starts early in life. Individuals can potentially exhibit and or be victimized by bullying. Most cases are underreported and not detected while the solutions exist to reduce the incidence and the prevalence of this common phenomenon. Targeting bullying in childhood and adolescence is a great determinant of healthier learners, but also of healthier and productive adult citizens.
Prof. Frank Snyder presents at the Doctoral Midwifery Research Society Alcohol & Medication in Pregnancy Conference about 'Modifiable risk in Pregnancy & Health behaviour change: Utilising the Theory of Triadic Influence (TTI)'
International Journal of Humanities and Social Science Invention (IJHSSI)inventionjournals
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online
There has been a lot of debate over the last year about the GrazynaBroyles24
There has been a lot of debate over the last year about
the links between mental health and behavioural
issues in schools. This has included concerns being
raised about the use of restrictive interventions on
children with learning disabilities and political debate
about the best ways to improve behaviour in schools
and reduce the use of exclusion.
This policy briefing summarises the available evidence
for associations between trauma, challenging
behaviour and restrictive interventions in educational
settings and considers alternative approaches for
policymakers and school leaders.
Exposure to trauma is relatively common among
young people. Without appropriate support, traumatic
experiences can have severe and long-lasting effects.
Challenging behaviour and trauma are associated.
Young people who show challenging behaviour are
more likely than average to have been exposed to
trauma. In some cases, challenging behaviour is a
symptom of trauma.
Thousands of young people are subject to some form of
restrictive intervention in schools in England every year
for challenging behaviour. There is reason to believe that
these interventions have a negative impact on mental
health, irrespective of previous trauma exposure.
Young people who have experienced trauma in the past
are especially at risk of experiencing psychological
harm from restrictive interventions. For example,
exclusion and seclusion can echo relational trauma
and systemic trauma; while physical restraint can
echo physical and sexual abuse. As a result, these
interventions may cause harm and potentially drive
even more challenging behaviour.
Positive behavioural support (PBS) may reduce the use
of restrictive interventions. However, it fails to address
the wider system. It supports the young person to
manage their behaviour but does not necessarily do
anything about external circumstances that may be
causing the behaviour.
Trauma-informed schools, in contrast, seek to
minimise the trauma-causing potential of the
school environment. One aspect of this is using
less emotionally harmful alternatives to restrictive
interventions. A trauma-informed school also seeks
to maximise the healing potential of the school
environment. One way of doing this is through teaching
young people about mental wellbeing. Another way is
by creating a positive ethos, providing young people
with a direct experience of reliable attachment figures
and a safe and caring environment.
Executive summary
BRIEFING
54:
Trauma, challenging
behaviour and restrictive
interventions in schools
2
Cen
tre for M
en
tal H
ealth
B
R
IE
FIN
G
5
4
Trau
m
a, ch
allen
gin
g b
eh
aviou
r an
d
restrictive in
terven
tion
s in
sch
ools
Trauma
What is trauma?
The American Psychiatric Association’s
Diagnostic and Statistical Manual of Mental
Disorders (DSM-5) defines a traumatic
experience as one in which there is “actual
or threatened death, serious injur ...
Community Care Live (May 2014) Presentation by Richard Cross and Linda Moss
Five Rivers Child Care attended Community Care and gave a talk on Trauma and Attachment informed practice for children in residential and foster care. It was felt to be so helpful that it was repeated in the afternoon and generated many queries from practitioners.
When a child has been abused and neglected they have often suffered physical trauma directly or by witnessing it with others and we now know that this impedes their physiological development and their brain capacity - they suffer emotional and physical developmental delays and have problems with learning.
Foster carers and residential staff at Five Rivers are being trained on an ongoing basis as research informs our practice, to help work with the traumatised child. In addition a child will often have problems with poor attachment, the two making each other worse. Our work helps us identify the types of help a child needs while they are in placement and gives us 'every day' ways of working - even by the non-professional therapist.
This being part of the professional therapeutic team is what helps Five Rivers get results for the children they care for. It is part of what makes our carers commit to above and beyond what many will do.
Five Rivers challenges the local authorities to make commitments to their children's placements to allow sufficient time to work with the children and make a real difference.
Where there are good partnership relationships this has really benefited the children in their residential and fostering placements. We have excellent successes in placements lasting well despite being sorely tested.
Reply to 2 of your classmates threads from the last moduleweek. .docxaudeleypearl
Reply to 2 of your classmates' threads from the last module/week. Each reply must be at least 200 words and meaningfully expand the discussion by focusing on the influence of community ecology on both risk and protective factors.
Discussion 1
Within the microsystem, family exists as a key component to understanding the adolescent growth and development process. Family influences adolescents’ thoughts, behaviors, attitudes and views toward life. The family system represents the members of a family, who function interdependently, while focusing on maintaining balance and influencing each other equally. Maintaining balance within the family system is essential to the family’s functioning. Families learn to function through their family life cycles, or progressive stages of development. During the stages of development, families adapt to specific developmental tasks that prepare them for future stages (McWhirter, McWhirter, McWhirter & McWhirter, 2017). Undergoing changes, challenges and crises are inevitable as families transition through the family life cycle. The family’s ability to continue to propel forward amid the changes, challenges and crises speaks to the family’s resiliency. A family’s resiliency may be strengthened by protective factors or may be weakened by risk factors.
In the lives of adolescents, protective factors are characteristics that occur to build resilience and lessen the chances of unhealthy growth and development. Youth who experience positive parent-child relationships display resiliency. Research indicates that of all the factors that build resilience, good parenting is most important. Possessing a supportive, consistent primary caregiver is a significant factor in youth’s development (Weir, 2017). Additionally, youth who display a healthy concept of self, a strong cultural identity and a firm belief/value system, while experiencing success at school, economic stability and strong social supports, exhibit resilience through the stages of life. Outside of the family system, social supports within the community work to build resilience. Strong social supports act as a buffer for adolescents facing trouble and stress. Adolescents with greater social support will be less likely to become depressed than those with less support (Camara, Bacigalupe & Padilla, 2017). Therefore, youth’s resilience depends upon their ability to draw from many resources. These resources or protective factors serve as interventions to point youth down a promising path (Weir, 2017).
Opposite of protective factors are risk factors, which serve to weaken adolescents’ chances of healthy growth and development. Risk factors contribute to problematic outcomes in the lives of youth. Youth who experience a negative family environment, such as physical crowding, a lack of supervision, poor parenting, divorce, substance abuse and domestic violence are less likely to exhibit resilience during the stages of life. Instead, th ...
Reply to 2 of your classmates threads from the last moduleweek. .docxcarlt4
Reply to 2 of your classmates' threads from the last module/week. Each reply must be at least 200 words and meaningfully expand the discussion by focusing on the influence of community ecology on both risk and protective factors.
Discussion 1
Within the microsystem, family exists as a key component to understanding the adolescent growth and development process. Family influences adolescents’ thoughts, behaviors, attitudes and views toward life. The family system represents the members of a family, who function interdependently, while focusing on maintaining balance and influencing each other equally. Maintaining balance within the family system is essential to the family’s functioning. Families learn to function through their family life cycles, or progressive stages of development. During the stages of development, families adapt to specific developmental tasks that prepare them for future stages (McWhirter, McWhirter, McWhirter & McWhirter, 2017). Undergoing changes, challenges and crises are inevitable as families transition through the family life cycle. The family’s ability to continue to propel forward amid the changes, challenges and crises speaks to the family’s resiliency. A family’s resiliency may be strengthened by protective factors or may be weakened by risk factors.
In the lives of adolescents, protective factors are characteristics that occur to build resilience and lessen the chances of unhealthy growth and development. Youth who experience positive parent-child relationships display resiliency. Research indicates that of all the factors that build resilience, good parenting is most important. Possessing a supportive, consistent primary caregiver is a significant factor in youth’s development (Weir, 2017). Additionally, youth who display a healthy concept of self, a strong cultural identity and a firm belief/value system, while experiencing success at school, economic stability and strong social supports, exhibit resilience through the stages of life. Outside of the family system, social supports within the community work to build resilience. Strong social supports act as a buffer for adolescents facing trouble and stress. Adolescents with greater social support will be less likely to become depressed than those with less support (Camara, Bacigalupe & Padilla, 2017). Therefore, youth’s resilience depends upon their ability to draw from many resources. These resources or protective factors serve as interventions to point youth down a promising path (Weir, 2017).
Opposite of protective factors are risk factors, which serve to weaken adolescents’ chances of healthy growth and development. Risk factors contribute to problematic outcomes in the lives of youth. Youth who experience a negative family environment, such as physical crowding, a lack of supervision, poor parenting, divorce, substance abuse and domestic violence are less likely to exhibit resilience during the stages of life. Instead, th.
2Create a Reflection DocumentChandra FarmerSchoo.docxrobert345678
2
Create a Reflection Document
Chandra Farmer
School of Education, Northcentral University
TRA-5100v1: Fundamentals of a Trauma-Informed Approach to Education
Professor Jeff Noe
December 7th, 2022
Create a Reflection Document
Glass et al. (2020) proposes that trauma affects over two-thirds of the American children population; and estimates that one-third will experience numerous, often prolonged, traumas such as child maltreatment (or domestic violence; child neglect; emotional, physical, and sexual abuse. However, extensive efforts to effectively treat and identify the potential negative and long-term impacts of such experiences are lagging far behind; research connecting the longitudinal effects of childhood trauma to the later development of adult pathology expands across multiple professional disciplines (Glass et al., 2020). This raises the question of how these adverse health outcomes are connected to adult behaviors.
More About Trauma
Trauma can affect students in some shape, form, or fashion who experience it. However, most individuals that have not experienced trauma do not process or comprehend that trauma behavior plays a huge role in the life of an adult when it stems from childhood. One misconception is that most childhood trauma topics are viewed as being too sensitive to discuss and should be left behind closed doors, so to speak (Giesbrecht et al., 2010). For example, students who experience childhood trauma are not directly affected; in all actuality, those same students carry that baggage with them in adulthood (Giesbrecht et al., 2010). Another misconception is that students who experience trauma do not display negative behaviors, but that is not the case when these same students as adults show signs of complicated morality, such as cheating and lying; this is because the trauma has been bottled up for so long and distracts the student's now adult's brain and nervous systems; it affects the day-to-day activities, thinking and emotions (Giesbrecht et al., 2010). It is those misconceptions that pique my curiosity.
Resources to Grow my Understanding
I think the first place to start is with the right professionals. What better than to use mental health professionals as a resource. They have the knowledge and expertise to provide various resources to assist schools. For example, helping traumatized students have a voice in the classroom to learn; they can give presentations and trainings, do evaluations and testing, participate in consultants about individual children/adults, and they can consult with and provide clinical support directly to teachers (Kanno & Giddings, 2017).
Knowledge to Help Others
Teachers have a job to help students learn, which is why addressing their students with trauma is so important, but each child is different, and each situation is different. The same can be said for adults. Through research and inquiry, it is essential to be consistent, set expectations, be truthful, resp.
You have been tasked with orienting new registered nurses in the emergency department in your hospital about how to manage child abuse and neglect cases. The orientation should cover child abuse and neglect definitions, prevention, detection, intervention and treatment, reporting, and interdisciplinary resources.
Trauma Informed Care & Graduation Rates (Joseph Lavoritano)JoeLavoritano
Developmental trauma is real, and disproportionately affects children from poor neighborhoods.
Prolonged exposure to stress and trauma has a deleterious effect on the developing brain.
Moving from a "sickness model" to an "injury model" of trauma-informed care has had a positive impact on outcomes for the youth in the St. Gabriel's system.
Theory of Mind is the ability to attribute beliefs, intents and feelings to oneself and to others, while understanding that some beliefs and feelings and not the same as your own. This presentation takes Theory of Mind and applies it to children with autism.
1. integrating AOD and
mental health work
with young people
Talking Point May 2013
A framework for resilience based intervention
2013
Andrew Bruun
Director of Research, Education, Advocacy & Practice YSAS
M: 0407 310 344
abruun@ysas.org.au
2. Vulnerability
All young people are vulnerable to
disruptions and challenges during the
transition from childhood to adulthood.
Vulnerability becomes problematic when
negative behaviours or experiences
multiply and there are few or no supports
in place to assist young people.
The individual developmental, social &
environmental context in which young
people grow up can mean they confront
issues that they do not have the skills,
knowledge or support to get through.
4. Positive Adaptation:
Developmental regulation
Positive adaptation, through regulated exposure to adversity
involves a developmental progression, such that new
vulnerabilities and/or strengths often emerge with changing life
circumstances
Developmental problems arise when children and young
people are not exposed to enough adversity and risk, or so
much that it is impossible to overcome
Masten, A. S., Obradovi, J. & Burt, K. B. (2006). Resilience in emerging adulthood: Developmental perspectives on continuity
and transformation. In J. J. Arnett & J. L. Tanner (Eds.), Emerging adults in America: Coming of age in the 21st century (pp.
173–190). Washington, DC: American Psychological Association Press.
5. Common protective factors
(development & resilience)
Effective parents and caregivers
Connections to other competent and caring adults
Problem-solving skills
Self-regulation skills
Positive beliefs about the self
Beliefs that life has meaning
Spirituality, faith and religious affiliations
Socioeconomic advantages
Pro-social, competent peers and friends
Effective teachers and schools
Safe and effective communities
6. Protective systems
Human attachment system (beginning with primary
care givers and expanding with development to
include families, peers and significant others)
The human intelligence and information processing
system (a human brain in good working order)
The mastery / motivation system (motivation to
adapt and opportunities for agency)
The self-regulation system (Self-control and
emotion regulation)
Religious and cultural systems
School and community based systems
7. Protective systems
• “The greatest threats to young people occur when these
key systems and the capacity they represent are
damaged or destroyed and never restored. Nurturing,
supporting, and restoring these fundamental adaptive
systems for human development are top priorities for
promoting competence or resilience in young people
and preparing them to weather the storms of life”
Masten, A. (2009) Ordinary magic: Lessons from research on resilience in human development (p32).
8. Past or current issues and
adverse experiences
Abuse (physical, sexual, emotional) and neglect
Exposure to violence (domestic and other)
Excessive family conflict and/or breakdown
Complicated grief
Physical health complaints (particularly involving
persistent pain)
Academic failure and tenuous school connection or
premature disconnection
9. Past or current issues and
adverse experiences (cont)
Adverse experiences are often the source of significant
trauma and can result in:
Insecurity and a compromised sense of safety
A sense of powerlessness, hopelessness and fear.
Damaged self-concept and feelings of shame, guilt and
rage.
Difficulties in regulating impulses and emotions increasing
the likelihood of:
• Disrupted and conflicted relationships with
significant others
• Reduced participation and social exclusion
10. An accumulation of adverse experiences
(developmentally and/or in a short timeframe) can
contribute to a range of health and behavioural
problems:
Substance use problems
Mental illness and a range of mental health problems
Problems with anger and aggression
An antisocial orientation and offending behaviour
Self-injury
Persistent suicidality
issues and conditions
11. Complexity and vulnerability
Complexity
The number adverse experiences or problems
Etiology & severity or each adverse experience or problem
The extent to which particular problems are either highly advanced or in
an early stage of development
Whether problems cluster together to intensify the risk of harm or
reinforce each other to form long-term, negative chain effects that can
entrench health and behavioural problems.
Determining vulnerability:
Requires investigation of the young person’s developmental stage and an
analysis of the nature and quality of the resources and assets that can be
mobilised to deal effectively with the adversities he or she has to contend
with.
12. Resilience
The same factors that interact to foster and protect healthy
development and optimal functioning also support resilience.
All young people can develop their capacity to be resilient
given the right conditions
Johnson, B. & Howard, S. (2007) Causal chain effects and turning points in young people’s lives: a resilience perspective.
Journal of Student Wellbeing, Vol. 1, No. 2, pp. 1-15.
“Resilience is not only an individual's capacity to overcome
adversity, but the capacity of the individual's environment to
provide access to health-enhancing resources in culturally
relevant ways.”
Ungar, M. (2005) A Thicker Description of Resilience. International Journal of Narrative Therapy and Community Work, 3 & 4,
89-95.
13. Resilience
Resilience is not an intrinsic trait but a dynamic process
occurring under specific circumstances - It is never an across
the board phenomenon and no young person is invulnerable.
Masten, A. S. (2001). Ordinary magic: Resilience processes in development. American Psychologist, 56, 227-238.
There are huge individual differences in young people’s
exposure to the ‘bad’ experiences that constitute environmental
risks.
Harvey, J. & Delfabbro P. H. (2004) Psychological resilience in disadvantaged youth: A critical overview. Australian
Psychologist, March; 39(1): 3 – 13
14. Hidden Resilience
The experience of disadvantage and social exclusion means
that not all young people have access to useful and necessary
resources and assets that most young people might take for
granted (Johnston and Howard, 2007).
Negative social discourses characterising young people with
substance use as delinquent, disordered, dangerous or deviant
can mask their strengths and efforts to meet their needs.
Ungar, M. (2005). A Thicker Description of Resilience. International Journal of Narrative Therapy and Community Work, 3 and
4, 89-95.
15. Resilience based practice
Intention:
To create the conditions that enable young people to
gain as much control as possible over their own health
and well being
This involves young people and those involved in
their care having access to resources and assets that
make it possible for them to meet their needs, fulfil
their aspirations, and respond effectively to
environmental influences (to adapt).
16. Resilience based practice
Five key domains of need:
Protection from harm and the capacity to respond to
crisis (safety)
Stability and the capacity to meet basic needs
Opportunities for participation and constructive
activity (education, work, recreation, etc)
Developmentally conducive connections (people,
culture, places)
Greater control of health compromising issues and
behaviours (e.g. harmful substance use, mental
health problems, homelessness, offending, etc)
17. Constructive
Participation
• Educational
• Vocational
• Recreational
• Community
Developmentally
conducive
Connections
• Family & Sig other
• Culture
• Place
Resilience framework
Co-occurring
health
compromising
issues and
behaviours
•Substance
misuse
•Mental health
problems
•Disconnection
from school and
work
•Homelessness
•Complex grief
•Trauma (PTSD)
•Anti-social /
offending
behaviour
Stability &
Basic needs
• Safe and
comfortable
spaces where
young person
feels connected,
welcome
• Adequate
housing with
certainty of tenure
• Income
•Regulated
experience
(constructive limit
setting)
Crisis &
Immediate
Risk
• Protection
from harm
•The capacity to
deal effectively
with issues that
are causing (or
have the
potential to
cause) harm
and jeopardize
safety
Evidence
Based/
Therapeutic
Interventions
Social Ecology:
Resources
•Material
•People
•Socio-cultural
•Health / community
Skills / Knowl /
Attributes
•Living skills
•Self management
•Interpersonal skills
•Cultural competence
Beliefs/Values/
Identity
•Self concept /world
view
•Meaning making
Physical&SocialCapitalCultural&humancapital
18. Resilience based practice (RBP)
Young people with the right mix of opportunity, motivation and
resources can move beyond defensive coping into adjustment and
positive adaptation.
Practitioners seek to protect and nurture a young person’s capacity to
be resilient by altering exposure to risk, influencing the experience of
risk, averting chain reactions of negative experience and fostering
healthy adaptation and growth.
Well-timed interventions geared to respond at critical moments, have
the potential to disrupt negative cascading effects or initiate healthy
developmental processes and positive adaptation.
Masten, A. (2009) Ordinary magic: Lessons from research on resilience in human development
Ungar, J. (2011). Counseling in Challenging Contexts: Working with individuals and families across clinical and
community settings. California: Brooks/Cole.
19. AOD needs identification &
service planning model
•3 or more different drugs
used in the last 4 weeks (ex.
Tobacco)
•Daily/Almost Daily use of at
least 1 drug in the last 4
weeks (ex. Tobacco)
•Meets criteria for substance
dependence
•Ever injected any drug
•Involvement in substance
related risk behaviours and
the experience of harm
AODSeverity
Vulnerability/Life complexity
Typical
complexity for age
NotusingLowHigh
Severe
Additional
Complexity
High Extreme
AOD
Severity Indicators
20. AOD needs identification &
service planning model
•Acute housing problems (last 4
weeks)
•Not involved in education or work
(last 4 weeks)
•Conflict with family or relatives (last
4 weeks)
•Not satisfied with physical health
•Moderate or High emotional
distress (last 4 weeks)
•Current offending or involved in
criminal justice system (ever)
•Formal diagnosis of mental health
condition (ever)
•Attempted suicide or self harmed
(ever)
•Experience of abuse and neglect or
child protection involvement (ever)
AODSeverity
Vulnerability/Life complexity
Typical
complexity for age
NotusingLowHigh
Severe
Additional
Complexity
High Extreme
Complexity
Indicators
21. AOD needs identification &
service planning model
•Severe and high risk AOD
use interrelated with
characteristics of high to
extreme vulnerability
•Need interrelated AOD
problems and complexity
addressed simultaneously
by a range of
interventions
AODSeverity
Vulnerability/Life complexity
Typical
complexity for age
NotusingLowHigh
Severe
Additional
Complexity
High Extreme
Service required
22. AOD needs identification &
service planning model
•Low level or emerging
AOD use combined with
3 or more characteristics
of high to extreme
vulnerability (see above:
Cohort 1)
•Often younger but at
serious risk of AOD
problems developing
and escalating
•Need early
intervention to prevent
transition to cohort 1
(entrenched harmful
AOD use)
AODSeverity
Vulnerability/Life complexity
Typical
complexity for age
NotusingLowHigh
Severe
Additional
Complexity
High Extreme
Service
required
23. AOD needs identification &
service planning model
Serious AOD problem
combined with 1 or 2
indicators of additional
complexity
•Retains connection with
family, school, employment,
constructive activity
• Stable living circumstances
• Little or no involvement with
health and welfare services
Need AOD specific
intervention and early
intervention to maintain
connectedness and
participation (prevent
transition to cohort 1)
AODSeverity
Vulnerability/Life complexity
Typical
complexity for age
NotusingLowHigh
Severe
Additional
Complexity
High Extreme
Service
required
25. Outreach: Modality
Description
• Flexible and responsive medium for connecting with and delivering
services to hard to reach groups. Can offer services in environments
where young people congregate and/or feel comfortable. Invloves
care and recovery co-ordination and timely interventions.
Objectives:
• Locate and connect with targeted young people
• Provide therapeutic interventions according to need and readiness of
young people and context
• Care and recovery co-ordination
26. Outreach: Interventions
• Service promotion & case finding
• Assertive engagement
• Case work (including assessment & individualised care
planning)
• Liaison & advocacy
• Health education & health promotion
• Foundational counselling
• Behavioural & other psychosocial interventions
• Family support
• Home-based withdrawal
• Secondary consultation to other services
27. Clinical: Modality
Description
• Sessional services are currently provided within youth AOD services
on the basis of 1-2 hour appointments (e.g. counselling), or as brief
consultations. Suitable where life complexity and vulnerability are in
check – suitable for AOD specific counseling and family focused
interventions
Objectives:
• Offer the types of specialist interventions that are potentially best
provided in a clinic based setting (see next slide)
28. Clinical: Interventions
• AOD counselling (employing EB therapeutic models)
• Pharmacotherapy
• Specialist mental health care for a range of serious mental
health problems including: major depression, PTSD, other
anxiety disorders, bipolar disorder, psychotic illnesses
• Family therapy
• Grief and loss counselling
• Sexual assault counselling
• Medical care
29. Day program: Modality
Description
• Day Programs provide safe, stimulating and flexible environments that
young people can access in their own time and to the extent that they
desire.
Objectives:
• To offer a wide range of resources, programs and services that
motivate, encourage and support young people to move away from
problematic behaviours and contexts, towards more stable and
healthy lifestyle.
30. Day Program: Interventions
• A safe place to spend time /
respite
• Supervised or monitored recovery
• Primary health care
• Personal care facilities
• Health education
• Life skills programming
• Motivational interviewing
• Foundational counselling
• Behavioural & other
psychosocial interventions
• Peer support
• Supported referral and
linkages
• Activity based therapeutic
programming
• Secondary consultation to
other services
31. Youth Residential Withdrawal: Modality
Description
• Structured environment providing up to two weeks (or more) of safe,
AOD free, age appropriate accommodation in a unit that is
continuously staffed.
Objectives:
• Stabilise of client’s mental and physical health and increase access
to ongoing care
• Break the escalating cycle of AOD dependence and high risk
behaviour
• Build pro-social connections to support longer term behaviour
change
32. Youth Residential Withdrawal: Interventions
• Comprehensive primary health care
• Medically supervised AOD withdrawal & pharmacotherapy
• Health education
• Mental health care
• Integrated psycho-social care planning (co-ordinated with other
services)
• Secondary consultation to other services
33. Residential rehabiitation: Modality
Description
• Long term residential rehabilitation geographically separate from
community of origin. Provision of a holding environment - a physically
and emotionally safe place to live and grow. Common to employ a
therapeutic community model
Objectives:
• To provides a safe, stable, and structured environment within which
young people can be assisted to secure and develop a diverse range
of resources and assets needed for resilience and to learn to live in
the world without needing to turn to alcohol and other drugs for
answers.
34. Residential Rehabilitation: Interventions
• Community as therapeutic vehicle
• Primary health care and health education
• Activity based therapeutic programming
• Life skills programming
• Motivational interviewing
• Foundational counselling
• Behavioural & other psychosocial interventions
• Peer support
• Supported referral and linkages
• Secondary consultation to other services
35. Supported accommodation: Modality
Description
• Provision of structured community based accommodation in which
young people are provided with a range of supports while living
independently or semi-independently.
Objectives:
• To provide a long term safe stable living environment and the support
required to develop personally and build the diverse range of
resources and assets needed for resilience and to live well without
resorting to misuse of alcohol and other drugs.
36. Supported accommodation: Interventions
• Assessment and therapeutic care planning
• Medical care and Health education
• Education and vocational transitions
• Motivational interviewing
• Foundational counselling
• Behavioural & other psychosocial interventions
• Family focussed interventions
• Peer support
• Supported referral and linkages
• Secondary consultation to other services
37. Maximum security prison
War zone
Youth
service A
Youth
service B
Systematisation & Compassion
UnstructuredStructured
Compassion
Systemisation
Alienation Person Centred