Compassion Based Trauma Resolution

Workplace Wellbeing Institute™ Model of Compassion Based Trauma Resolution (CB-TR™) and Compassion Based Trauma-Informed Care & Practice (CB-TICP©) combines our Attachment Relational Theory (A.R.T.©) and Dr Ann Jennings Two Foundations of TICP (2007a, 2007b, 2008, 2009)
  • Compassion Based Trauma Resolution (CB-TR)

    1. UNIVERSAL ASSUMPTION of INCLUSION: That is that the vast majority of people (up to 90%) who access mental health, substance/alcohol abuse, family/youth/disability, legal aid, housing and income support assistance & treatment services have a history of Adverse Childhood Experiences (ACE), Trauma and Complex Trauma Histories (Centres for Disease Control & Prevention, 2010; Frazer et al, 2014; Jennings, 2008; Waite, Gerrity & Arango, 2010).

    2. NON-MALEFICENCE: ABOVE ALL ELSE, DO NO HARM: One of the universal ethical/moral principles across all areas of health-care & health-care service & delivery.

    These Two Foundation Stones support our Three Pillars of CB-TICP© through our Attachment Relational Therapeutic Models of:

    1. SAFTEY & SECURITY: Developing the concept and practice that as workers, teachers and employees in areas of health, community/family/youth/disability services and education we can become what is termed, "transitional secure attachment figures" for the consumers/clients/students who access our services

    2. CONNECTIONS: These are the Relationships that develop when Safety & Security is established which enable traumatised consumers/clients/students, often for the first time, to begin to use their self-regulatory skills & capacities. This why we believe the term "The Relationship is the Intervention" is one of the primary methodologies in the Resolution of Trauma

    3. MANAGING EMOTIONS: Learning and adopting skills and practices, for both staff & consumers/clients/students, that develop & enhance Emotional, Social & Relational Intelligence. When a strength-based model of naming, and therefore taming, the often complex & powerful emotions associated with complex/developmental trauma an environment of trust, respect & compassion is achieved (Siegel, 2009, 2011, 2013). C-B-A.R.T.-TICP© model employs a variety of Mindfulness & Wellbeing practices to achieve this purpose (please use these links to read more on our therapeutic programs; Mindfulness in Schools; Mindfulness in the Workplace; Wellbeing Practices)

     References
    Bloom, S. (2007). Organisational stress as a barrier to trauma-sensitive change and system transformation. Retrieved from http://sanctuaryweb.com/Portals/0/PDFs_new/Bloom%20Organizational%20Stress%20as%20a%20Barrier%20to%20Trauma%20Chapter.pdf

     Centres for Disease Control & Prevention, (2010). Adverse childhood experiences reported by adults – five states 2009. Morbidity and Morlatity Weekly Report, 59(49), 1609-1635. U.S. Department of Health and Human Services. Retrieved from

    Frazer, J. G., Griffin, J. L., Barto, B. L., Lo, C., Wenz-Cross, M., Spinazzola, J., . . . Bartlett, J. D. (2014). Implementation of a workforce initiative to build trauma-informed child welfare practice and services: Findings from the Massachusetts child trauma project. Children and Youth Services Review, 44, 233-242. doi.org/10.1016/j.childyouth.2014.06.016

    Gabowitz, D. & Konnath, K. (2008). Developing trauma-informed services for families experiencing homelessness: An interactive training video and guide. The National Centre for Homelessness, The National Childhood Stress Network, Trauma Centre at Justice Resource Centre.

    Jennings, A. (2007a). Criteria for building a trauma-informed mental health service systems. Centre for Mental Health Services (CMHS), Substance Abuse and Mental Health Services Administration (SAMHSA), U.S. Department of Health and Human Services (HHS).

    Jennings, A. (2007b). Blueprint for action: Building trauma-informed mental health service systems. Centre for Mental Health Services (CMHS), Substance Abuse and Mental Health Services Administration (SAMHSA), U.S. Department of Health and Human Services (HHS).

    Jennings, A. (2008). Models for developing trauma-informed behavioural health systems and trauma-specific services. National Centre for Trauma-Informed Care (NCTIC), Centre for Mental Health Services (CMHS).

    Jennings, A. (2009). Re-traumatising with chart. Power Point Presentation.Retrieved from


    Waite, R., Gerrity, P., & Arango, R. (2010). Response to adverse childhood experiences. Journal of Psychological Nursing, 48(12), 51-61.

  • Trauma Facts
  • Trauma-Sensitive Schools

 Workplace Wellbeing Institute™ Model of Compassion Based Trauma Resolution (CB-TR) and Compassion BasedTrauma-Informed Care & Practice (CB-TICP©) combines our Attachment Relational Theory (A.R.T.©) and Dr Ann Jennings Two Foundations of TICP (2007a, 2007b, 2008, 2009) 1. UNIVERSAL ASSUMPTION of INCLUSION: That is that the vast majority of people (up to 90%) who access mental health, substance/alcohol abuse, family/youth/disability, legal aid, housing and income support assistance & treatment services have a history of Adverse Childhood Experiences (ACE), Trauma and Complex Trauma Histories (Centres for Disease Control & Prevention, 2010; Frazer et al, 2014; Jennings, 2008; Waite, Gerrity & Arango, 2010). 2. NON-MALEFICENCE: ABOVE ALL ELSE, DO NO HARM: One of the universal ethical/moral principles across all areas of health-care & health-care service & delivery. These Two Foundation Stones support our Three Pillars of CB-TICP© through our Attachment Relational Therapeutic Models of: 1. SAFTEY & SECURITY: Developing the concept and practice that as workers, teachers and employees in areas of health, community/family/youth/disability services and education we can become what is termed, "transitional secure attachment figures" for the consumers/clients/students who access our services  2. CONNECTIONS: These are the Relationships that develop when Safety & Security is established which enable traumatised consumers/clients/students, often for the first time, to begin to use their self-regulatory skills & capacities. This why we believe the term "The Relationship is the Intervention" is one of the primary methodologies in the Resolution of Trauma 3. MANAGING EMOTIONS: Learning and adopting skills and practices, for both staff & consumers/clients/students, that develop & enhance Emotional, Social & Relational Intelligence. When a strength-based model of naming, and therefore taming, the often complex & powerful emotions associated with complex/developmental trauma an environment of trust, respect & compassion is achieved (Siegel, 2009, 2011, 2013). C-B-A.R.T.-TICP© model employs a variety of Mindfulness & Wellbeing practices to achieve this purpose (please use these links to read more on our therapeutic programs; Mindfulness in SchoolsMindfulness in the WorkplaceWellbeing Practices)

Let’s Get Real: Humanity has a Traumatic Past/History! With the 20th Century in particular being one of the most violent and traumatic. The vast majority (over 90%) of individuals accessing community/social/disability services, youth services, mental health services, AOD services, family/domestic violence services and supported housing services have a complex trauma history. As do many of the staff & volunteers of these services. Up to 68% of primary & secondary students experience at least one potential traumatic experience and between 20-40% of students have complex trauma histories (3 or more traumatic stress incidents). These percentages of students makes up the vast majority of remedial/behavioural/special needs programs. Some of the most challenging problems in human/social services and education result from un/misdiagnosed & unresolved trauma. Trauma, especially when experienced in childhood, has an adverse neurophysiological impact on the brain and brain development, resulting in dysfunction in the hippocampus, amygdala, medial pref rontal cortex, and other limbic structures. This brain & brain development dysfunction provides a lifetime predisposition to a survival-oriented, reactive “alarm-state” of hyper/hypo-arousal. In this state individuals experience extreme cortisol/adrenaline rushes & spikes, constant states & feelings of fear/isolation; information processing breakdowns where nothing seems to make sense and often accompanied with a shutdown of cognitive capacities combined with feelings of confusion, defeat, helplessness & hopelessness.

Developing Trauma Sensitive and Trauma-Informed Schools by Employing our Compassion Based Trauma Resolution Model This page looks at the What, Why (The Problem) & How (The Solution) of developing and maintaining Trauma-Informed & Trauma-Sensitive schools that promote safe & supportive learning environments that benefit children and young people who are experiencing, and have, experienced trauma.

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