Category Archives: Neurosequential Model of Therapeutics

When You Have the Most Important Job

Ablon and Perry to the Helpers: “You are more important than you think.” RVTS South in Oslo, Norway interviewed Dr. Bruce Perry and Dr. Stuart Ablon as part of their 2018 Children’s Conference in October. This interview is translated and excerpted from: RVTS Organization; Interview by Siri L. Thorkildsen Dr. Bruce Perry of The Child

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Regulate, Relate, Reason

Last week, Think:Kids hosted Bruce Perry, MD, of the Child Trauma Academy (link to: http://childtrauma.org/) for a joint training on how brain development is affected by trauma, and how the Collaborative Problem Solving approach addresses these neurobiological deficits. Dr. Perry and Dr. Ablon spoke for two days about the Neurosequential Model of Therapeutics (NMT) and

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Trauma-informed Schools

Clinical settings have aspired to provide what is referred to as trauma-informed care for some time now. We are glad to see other types of programs and systems doing the same. For example, schools are filled with children who exhibit chronic challenging behavior as the direct result of having been exposed to toxic overwhelming stress

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CPS and Complex Trauma

Congratulations to our colleagues, Drs. Holmes, Stokes and Gathright, for their recent publication of a case series describing their use of CPS on an inpatient unit with children who have experienced complex trauma. We have been focusing a lot lately on the applications of CPS to treating traumatized children thanks to our collaboration with Dr.

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Curious about Trauma-Informed Care?

There is renewed interest in the effects of chronic, overwhelming stress and trauma on children’s development. So-called trauma-informed care is emphasized more than ever. Yet, parents, educators, clinicians, mental health workers and law enforcement alike still struggle to understand the impacts of trauma on brain development in a concrete and tangible way. Perhaps even more

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