https://www.reset-21.org/blog daily 0.75 2021-01-24 https://www.reset-21.org/blog/blog-post-four-6gk8h monthly 0.5 2019-08-22 https://images.squarespace-cdn.com/content/v1/5cdb0b54755be25d5d92bfb3/1565794519920-7ZV3FNWJON04K3BSJK6A/download.jpeg Blog - Blog Post Four https://www.reset-21.org/blog/blog-post-three-748kp monthly 0.5 2019-08-14 https://images.squarespace-cdn.com/content/v1/5cdb0b54755be25d5d92bfb3/1565794488032-9XBL84FW5EFN7IJBCXN9/download+%281%29.jpeg Blog - Blog Post Three https://www.reset-21.org/blog/blog-post-two-y8nag monthly 0.5 2019-08-14 https://images.squarespace-cdn.com/content/v1/5cdb0b54755be25d5d92bfb3/1565794203166-HK9O5SMXBCPW1RHBM3V5/image-asset.jpeg Blog - Blog Post Two https://www.reset-21.org/blog/blog-post-one-yy7x6 monthly 0.5 2019-08-14 https://images.squarespace-cdn.com/content/v1/5cdb0b54755be25d5d92bfb3/1565794043606-FK1PV2DOU30VI46WWL09/justice-rising-ECHO-AND-EARL-3.jpg Blog - Blog Post One https://www.reset-21.org/education-for-teachers daily 0.75 2021-01-26 https://www.reset-21.org/aces-advanced-practitioner daily 0.75 2021-10-26 https://images.squarespace-cdn.com/content/v1/600c17620eec4a7d050cfd5f/1635243350008-QB3H0D47LNGOTJ13QIMM/people-g311e35fce_1920.jpg ACE's Practitioner https://www.reset-21.org/general-4 daily 0.75 2021-01-31 https://images.squarespace-cdn.com/content/v1/600c17620eec4a7d050cfd5f/1612101364742-VZVWEM16GI609WC1CT63/ICD-11.jpg General 4 Complex Post-Traumatic Stress Disorder (C-PTSD) https://www.reset-21.org/aces-cannabis-and-me daily 0.75 2021-02-09 https://images.squarespace-cdn.com/content/v1/600c17620eec4a7d050cfd5f/1612626076801-GJE36AJE67LDCXZ0D03S/cannabis6.jpg ACEs, Cannabis and Me https://images.squarespace-cdn.com/content/v1/600c17620eec4a7d050cfd5f/1612626312468-WS6C0Y5Z0BKBJS1H03W5/marijuana-teens.jpg ACEs, Cannabis and Me https://www.reset-21.org/our-vision-2 daily 0.75 2021-09-17 https://images.squarespace-cdn.com/content/v1/600c17620eec4a7d050cfd5f/1611773032295-D2GPBHGOZNF7FBZ3Y382/caleb-jones-rpPvrOQmR2s-unsplash.jpg Our Vision - Our Mission… Our Mission has evolved from the following observations: It has been established that in the UK we experience a limited availability of statutory services for mental health care, particularly in the highest deprivation areas and areas of highest need. “Routine care, including for mental health, was temporarily suspended as the NHS pivoted towards creating the capacity to respond to the (covid) pandemic. Even before this, many psychological therapy services had long waiting times and very high thresholds for access to care”*. “Prior to COVID-19 mental health services were often unable to provide all patients with the level of care they required because of a lack of resources. We are concerned that the anticipated increase in demand on services could make that provision worse still. – The pandemic’s impact on population mental health could also widen existing inequalities in our society if sufficient attention is not given to the specific vulnerabilities of certain groups and demographics”*. “The pandemic’s impact on population mental health could also widen existing inequalities in our society if sufficient attention is not given to the specific vulnerabilities of certain groups and demographics”*. *British Medical Association The impact of COVID-19 on mental health in England; Supporting services to go beyond parity of esteem (September 2020) “Yes, things are sadly more stretched and less humane than they used to be, particularly in the crisis care sector, but the system is going to come under even more strain and there will be even more of a problem in terms of human rights and access. Getting to services is going to get more and more difficult” *Andrew Molodynski, national mental health lead for the BMA consultants committee, and consultant psychiatrist. There are close established links between enduring mental ill health and high deprivation socio-demographics “The 2015 ‘Monitoring Poverty and Social Exclusion’ report’s comparison of data between 2005 and 2012 found that: · Within the lowest social economic class, 26% of women and 23% of men were at high risk of mental health problems. · Three-quarters of people with a mental health problem do not receive ongoing treatment. · Poverty increases the risk of mental health problems, and can be both a causal factor and a consequence of mental ill health · Mental health is shaped by the wide-ranging characteristics (including inequalities) of the social, economic and physical environments in which people live. · Successfully supporting the mental health and wellbeing of people living in poverty and reducing the numbers of people with mental health problems experiencing poverty requires engagement with this complexity. People who experience several complex and interrelated issues, who are referred to as having ‘complex needs’, are at higher risk of mental health problems and require tailored responses within policy and services. Such complex needs in adulthood can originate in ‘complex trauma’ – that is, exposure to traumatising events from an early age that lead to complex symptoms and behaviours. The experience of homelessness illustrates the relationship between complex trauma and consequent complex needs. People experiencing homelessness, particularly single people and women, have high levels of mental health problems. High levels of histories of neglect, abuse and traumatic childhood experiences were found in a 2011 census survey of 1,286 participants living in urban homelessness communities. Additionally, people who are homeless may experience significant social exclusion and be affected by substance misuse, which, in themselves, can be traumatic experiences. All of these experiences and issues are further associated with involvement in the criminal justice system”*. *Poverty and mental health A review to inform the Joseph Rowntree Foundation’s Anti-Poverty Strategy – Mental Health Foundation (August 2016) There is a proven evidence base for the efficacy of self-empowerment and peer support schemes “The evidence base for the impact of mental health service initiatives employing Peer Workers is growing and originates mostly from North America, Australia and New Zealand. A before-and -after study and a cross sectional survey, both from the US, found significant improvement in individual empowerment associated with receiving peer based support. Hope and strength of social networks have also been indicated as important outcomes for service users in receipt of support from Peer Workers”* “A recent literature review [9] details a relative wealth of qualitative research based on lived experience that attests to the benefits of Peer Worker initiatives in mental health services, for Peer Workers themselves and the service users they support. Benefits include enhanced personal sense of empowerment, developing better social support and furthering personal recovery”* *Gillard, S.G., Edwards, C., Gibson, S.L. et al. Introducing peer worker roles into UK mental health service teams: a qualitative analysis of the organisational benefits and challenges. BMC Health Serv Res 13, 188 (2013). https://doi.org/10.1186/1472-6963-13-188 There is a proven evidence base for the necessity of continuity of care through ongoing relationships with the same carer. “Trusting relationships are central for recovery, and recovery-oriented services are characterised by personal continuity in the partnership between the service user and his professional helper. Many previous studies support ongoing personal relationships with the same carer as a paramount feature of continuity of care”* “Breaks in interpersonal relationships were experienced as stressful, anxiety-provoking and left the service users feeling rejected. …… To people who have experienced frequent breaks in their relationships with significant others in the past, such interruptions in personal relationships in health and welfare services may be particularly devastating”* * Biringer, E., Hartveit, M., Sundfør, B. et al. Continuity of care as experienced by mental health service users - a qualitative study. BMC Health Serv Res 17, 763 (2017). https://doi.org/10.1186/s12913-017-2719-9 Therefore our evolving mission is to provide non-hierarchical, strengths based, targeted interventions, providing skills learning for personal empowerment with concurrent cascading of skills and knowledge through peer-support workers and volunteers - along with any stakeholder practitioners and organisations engaged in their care and support - to enable a deeper and ongoing understanding of the complexities of trauma, and the embedding of trauma informed care into systems, philosophy, and day-to-day working practices. The focus of Reset-21 prioritises the voluntary sector of service provision - recognising that it is within THIS sector that the vast majority of early life adversity and trauma is both experienced - and resolved. https://www.reset-21.org/general-1-2 daily 0.75 2021-02-09 https://images.squarespace-cdn.com/content/v1/600c17620eec4a7d050cfd5f/1612701586041-4THANZ56HBFCVTGWHNMY/toa-heftiba-_DH2J_jXq5Q-unsplash.jpg General 1 Week One introduces the subject of adverse childhood experiences (ACEs), and considers the diagnosis of “Complex PTSD” (ICD-11), explaining what is meant by this in the context of early life trauma. It looks closely at the known consequences of early life adversity, and C-PTSD, on both mind and body. Week Two considers what makes these early life traumatic events so traumatic! What is it about these events and experiences that make them so catastrophic and allows them to go on to become the prism and lens through which the whole of life is then experienced and approached? It discusses research that illustrates these consequences, and individual testimonies of sufferers. It also highlights common outcomes and behaviours that can result from these experiences. Week Three considers how such behaviours and outcomes may be commonly conceptualised in society: Mental Illnesses Criminality Substance Addictions Personality Disorders Labels / Stigma It then considers difficulties that may currently exist in acknowledging and fully understanding early life complex trauma. Week Four considers seven key principles illustrating how sufferers of multiple ACE’s may commonly try to ‘make sense’ and ‘gain power and control’ over what has happened to them, and the destructive consequences that may follow. It considers common responses of caregivers and stakeholders. The Programme then closes by drawing together all four weeks of learning, and reinforcing positive approaches known to bring about personal empowerment and change. What’s the format of the Programme? 4 x 90 minute sessions (2 x 40 minutes with break) – usually spread over 4 weeks of learning and practice. Sessions are interactive, giving practitioners the opportunity to share their own experiences and insights. Who would directly benefit from this Programme? Teachers; Classroom Assistants; Police Officers; PCSO’s; Youth Workers; Detached Outreach Workers; Health Professionals; Probation Officers; Housing Officers; Addictions Services Practitioners; Social Workers. https://www.reset-21.org/understanding-toxic-stress daily 0.75 2021-02-07 https://images.squarespace-cdn.com/content/v1/600c17620eec4a7d050cfd5f/1612719450329-125FIG11RCF8ED3VRU5S/colton-sturgeon-6KkYYqTEDwQ-unsplash.jpg Understanding Toxic Stress - What’s the Programme about? It discusses the principle of stress as being integral to healthy development. Learning how to cope with adversity is an important part of healthy child development. When we are threatened, our bodies prepare us to respond by increasing our heart rate, blood pressure, and stress hormones. When a young child’s stress response systems are activated within an environment of supportive relationships with adults, these physiological effects are regulated and brought back down to baseline. The result is the development of healthy stress responses. However, if the stress response is extreme and long-lasting, and supportive ‘trusted adult’ relationships are unavailable to the child, the result can be damaged, weakened systems and brain development, with lifelong repercussions. This Programme therefore explores the nature of: Developmental positive; tolerable (acute), and chronic (toxic) stress. What factors may result in toxic stress. What factors may be protective factors against toxic stress. Psychological; physiological; behavioural and pharmacological consequences of toxic stress. https://images.squarespace-cdn.com/content/v1/600c17620eec4a7d050cfd5f/1612719527472-XT0QR501Z4V5N3BWPW2Q/frank-mckenna-OD9EOzfSOh0-unsplash.jpg Understanding Toxic Stress - What’s the format of it? One x 90 minute session, (2 x 40 minute sessions, with a break). Interactive in format, allowing for open dialogue and questions around real life experiences and scenarios. Who would directly benefit from this Programme? The content of this programme would be of interest and direct benefit to any practitioners working with the effects of acute or chronic stress in the context of childhood adversity or developmental trauma. https://www.reset-21.org/our-vision-3 daily 0.75 2021-09-17 https://images.squarespace-cdn.com/content/v1/600c17620eec4a7d050cfd5f/1611860184506-LK5MIXZPXU0YDZR8ZSXP/tim-foster-lSegRSDBMLw-unsplash.jpg Our Vision - Why Reset-21?…. At Reset-21 we are committed to the principle of evidence-based practice in our training and work with ACEs and complex trauma. Evidence-based practice is a process in which practitioners combine well-researched interventions with clinical experience, ethics, client preferences, and culture to guide and inform the delivery of support and services. This is why all of our training is reinforced with our own lived experiences, along with evidenced empirical data, to validate training and taught principles, to ensure the integrity of our practice. Thankfully, not all ACEs result in developmental trauma disorder or complex-PTSD (C-PTSD), but nonetheless these diagnostic categories are becoming increasingly common where multi-faceted support around ACEs are most needful. Complex trauma, first described by Dr Judith Herman in 1988, is different from “regular trauma” in that it happens over a long period of time, can be repetitive, and is based in interpersonal relationships. Family dysfunction, abuse, or conflict can cause symptoms that look like PTSD, including anxiety, hypervigilance, problems sleeping and eating, re-experiencing negative events, and more. However, complex trauma also affects a client’s core sense of self, leading to self-doubt, self-criticism, dissociation, and other problems not always seen in “standard” PTSD. And unfortunately, the evidence base for PTSD doesn’t transfer to complex trauma. Medications, while they can often help, are less effective in the support of individuals who have experienced complex trauma. While medication may often be critical for stability and mood management in many mental illnesses, medication alone is unlikely to make a significant difference in managing the consequences of complex trauma. The most effective approaches are known to be multi-faceted, ongoing, trauma-informed and trauma-focused. And commitment to that approach is the central work and ethos of Reset-21. https://www.reset-21.org/about-4 daily 0.75 2021-01-31 https://images.squarespace-cdn.com/content/v1/600c17620eec4a7d050cfd5f/1612089516225-L61WAX7PY0I55BQO5YMG/lucas-metz-IQzPXpu_-0c-unsplash.jpg About 4 ‘Adverse Childhood Experiences’ ‘Adverse Childhood Experiences’ (or ACEs) is an all-embracing term that refers to how traumatic experiences from childhood can negatively affect later life.* These are potentially traumatic events that may occur in childhood (0-17 years) such as experiencing violence, abuse, or neglect. Also included are aspects of the child’s environment that can undermine their sense of safety, stability, and bonding, - such as growing up in a household with substance misuse, mental health problems, or instability due to parental separation or imprisonment of a parent, sibling or other member of the household. Traumatic events in childhood can be emotionally painful or distressing and can have effects that can persist for years. Factors such as the nature, frequency and seriousness of the traumatic event, prior history of trauma, and available family and community supports can shape a child’s response to trauma. https://images.squarespace-cdn.com/content/v1/600c17620eec4a7d050cfd5f/1611493594776-A0UGJ9JTDQQGWDU7Q264/ACEs+tree3.jpg About 4 Children who experience stressful and challenging childhood experiences are more likely to experience later: Difficulties in School Mental illnesses Physical illnesses Drug and substance dependencies Risk taking behaviours Criminality Shortened life span The original ACEs study reported a strong relationship between the number of childhood adversities faced and this range of negative outcomes in adult life * (Fellitti et al 1998). https://images.squarespace-cdn.com/content/v1/600c17620eec4a7d050cfd5f/1612094000671-N05NT87YK4VVEHJR13VI/ACEs2.jpg About 4 - ACEs Online Learning Programme This link directs you to a Home Office funded ‘Introduction to Adverse Childhood Experiences Early Trauma Online Learning’ Programme. It takes around 50 minutes to complete, and has been designed for practitioners, professionals and volunteers who work with children, young people and their families. A certificate is awarded upon successful completion of the Programme. Practitioners are encouraged to complete this introductory Programme and then to build upon this knowledge with bespoke Reset-21 training Programmes. https://www.reset-21.org/our-vision-1 daily 0.75 2021-02-07 https://images.squarespace-cdn.com/content/v1/600c17620eec4a7d050cfd5f/1611670897939-RUR8HDUKLOTG6FAB4X2F/raghu-nayyar-wuvr-X2Lt1U-unsplash.jpg Our Vision - Introduction to Trauma Informed Care What’s the Programme about? This is a self-contained introductory training session highlighting the concept of Trauma Informed Care as a guiding principle in personal; organisational, systemic, and multi-agency working practices. It assumes the question “what happened to you?” rather than “what’s wrong with you?” as a guiding principle when working with others. It acknowledges the connection between early life adversity and poor psychological, physical and social outcomes, and establishes a clear understanding of what developmental trauma is; what it isn’t; and how we can work together to systematically identify and collaborate to reduce its devastating lifelong effects. It focusses on the key elements of: Personal understanding of the principles of early life adversity and developmental trauma. Personal and organisational ability to recognise the signs and symptoms of these experiences in others. The ability to respond appropriately, both individually and corporately. Understanding around the risks of re-traumatisation. Understanding around the risks of vicarious trauma. What’s the format of it? 1 x session lasting 90 minutes (2 x 40 minutes with break). Who would directly benefit from this Programme? All practitioners in all sectors, in support of the holistic goal of organisational and systemic trauma informed care and practice. https://www.reset-21.org/services-2 daily 0.75 2021-01-26 https://images.squarespace-cdn.com/content/v1/600c17620eec4a7d050cfd5f/1611684999076-CZAYQQKT7NXPAVJYTL8P/suport+ACEs.jpg Services 2 - Supporting People affected by ACEs This is a 221 page report conducted in 2019 by the UK Department of Health and Social Care detailing extensive quantitative and qualitative data around good practice in addressing ACEs. https://images.squarespace-cdn.com/content/v1/600c17620eec4a7d050cfd5f/1611685669512-HIXE9YSKW36A5OGJ2OJZ/Early+Intervention+Foundation+ACEs.jpg Services 2 - ACEs and what should happen next This is a 20 page report compiled by the Early Intervention Foundation in 2020 detailing 33 current UK based intervention initiatives that address the toxic effects of ACEs, and their relative effectiveness. https://www.reset-21.org/general-4-3 daily 0.75 2021-02-07 https://images.squarespace-cdn.com/content/v1/600c17620eec4a7d050cfd5f/1612717095573-SFJXKML12ZEPJTQV2LZU/alexander-popov-VQgyYA-3_fA-unsplash.jpg General 4 - What’s the Programme about? It discusses the various community resilience factors that can be harnessed to counter the devastating effects of developmental trauma and early adversity. Beginning with the individual, it details empirically evidenced factors and principles that are known to be critical in building resilience against the deleterious effects of ACEs, particularly within areas of high social deprivation where we know ACEs to be most prevalent. This is an introductory session aimed at stimulating dialogue and understanding around critical principles of community resilience, from psychological and physiological principles in the individual, to familial; societal and organisational criteria in the wider environment. https://images.squarespace-cdn.com/content/v1/600c17620eec4a7d050cfd5f/1612717324555-JW6OJM9T96J235WVVUO8/oriento-8OGW6pCVRc4-unsplash.jpg General 4 - What’s the format of it? One x 90 minute session, (2 x 40 minute sessions, with a break). Interactive in format, allowing for open dialogue and questions around real life experiences and scenarios. Who would directly benefit from this Programme? The content of this programme would be of interest and direct benefit to any practitioners working to build resilience against the effects of childhood adversity or developmental trauma.. https://www.reset-21.org/general-1-1 daily 0.75 2022-03-22 https://images.squarespace-cdn.com/content/v1/600c17620eec4a7d050cfd5f/1612700462866-FJQ0ZDMH1KQ9UWGVM7RX/caroline-hernandez-ejfncf6vHIU-unsplash.jpg General 1 - The interactive approach then invites discussion around possible explanations for the correlation between each of these factors as a direct and exponential consequence of experienced early adversity, - and goes on to explain the mechanisms that link all four. It focusses on personal strengths rather than the toxicity of early life adversity to frame how we can all move toward personal recovery and healing. This is an introductory session aimed at stimulating dialogue and understanding around the scientific basis for ACEs, and their potentially devastating consequences throughout life, and also on personal strengths and abilities which can offer solutions and ways forward. It is an ideal ‘primer’ for further Reset-21 Practitioner Programmes, which go on to explore each of these factors in greater depth. What’s the format of it? One x 90 minute session, (2 x 40 minute sessions, with a break) Who would directly benefit from this Programme? The content of this programme would be of interest and direct benefit to any practitioners working with the effects of childhood adversity or developmental trauma. https://www.reset-21.org/general-1-3 daily 0.75 2021-02-07 https://images.squarespace-cdn.com/content/v1/600c17620eec4a7d050cfd5f/1612712643804-Q7G9ZVGLKDUBB0BDMNRB/dimitri-houtteman-2P6Q7_uiDr0-unsplash.jpg General 1 - What’s the Programme about? Enabling those affected by ACEs and the practitioners who support them to develop a greater understanding of the effects negative early life experiences can have and, through this, a greater self-awareness which becomes the foundation for change. Exploring ‘coping strategies’ such as substance dependency, self-harming and violent behaviours, and, the reasons behind these along with practical strategies for overcoming. Creating healthier strategies for wellbeing. Reframing; enabling those affected by ACEs to develop a healthier perspective of themselves and the world around them. Empowering; the whole programme is embedded in the understanding and application Mindfulness practices to reinforce and bring the learnt principles ‘to life’. Building the foundations for ongoing positive change. What’s unique about this Programme? It gives practitioners first-hand knowledge and experience in applying trauma informed practice into the workplace as they journey alongside those they support; learning together whilst having additional sessions to further develop their practice. It uses a practical, holistic approach to enabling those impacted by ACEs to thrive. https://images.squarespace-cdn.com/content/v1/600c17620eec4a7d050cfd5f/1612712954513-4OTO9PMLN2DABSP0DGV9/marina-lakotka-oh_r6wx-zCE-unsplash.jpg General 1 - What’s the Format of the Programme? 12 x 90 minute sessions (2 x 40 minutes with break) - spread over 12 weeks of learning and practice, with both practitioners, and those they work with, - working and learning together. 5 x 60 minute additional sessions with practitioners alone - spread over the full 12 week Programme (at weeks 1; 3; 6; 9, and 12) - to teach and reinforce the full Course content and empirical evidence base. Who would directly benefit from this Programme? Teaching staff; classroom assistants; youth workers; detached outreach workers; supported accommodation key workers. https://www.reset-21.org/our-team daily 0.75 2024-10-13 https://images.squarespace-cdn.com/content/v1/600c17620eec4a7d050cfd5f/1611408475442-WGRY9CWAE11VRZHOLXCS/ME.jpg Our Team - Brian E. Ward MSc. I am a Trauma and Addictions Specialist, Trainer and Coach, and for over 30 years I have been working with sufferers of mental illness, both neuroses (anxiety, depression, PTSD, etc) and psychoses (schizophrenia, paranoid, bipolar disorder, etc), and both recreational drug/alcohol and prescription drug addictions. Teaching and bringing about permanent change and healing is my life’s work and passion. I have regularly lectured and trained public, private and voluntary sector Agencies in drug and substance addictions, psychological effects and consequences for more than 15 years. In addition, I have treated many physiological illnesses linked to mental illness such as: IBS Fibromyalgia Type 2 Diabetes Gastric Reflux Ulcerative Colitis Hypertension Atherosclerosis QUALIFICATIONS: I hold a Master of Science Degree in Neuroscience and Psychology (Kings College, London). I hold Diplomas in Cognitive Behavioural Therapy (CBT) and Rational Emotive Behavioural Therapy (REBT) (CCBT, Regents University, London). I am fully trained in the delivery of Dialectical Behaviour Therapy (DBT). I have been regularly consulted as a recreational drugs expert in judicial proceedings for more than 15 years. I am a registered member of the National Counselling Society (NCS), the Federation of Drug & Alcohol Practitioners (FDAP), the British Neuroscience Association (BNA), and Welldoing.org (Therapist Registry). I maintain a 1 : 1 clinical practice for therapeutic support with mental illnesses and substance dependencies via ‘www.myperfectmind.com’. Professional Bodies: National Counselling and Psychotherapy Society (NCPS) British Neuroscience Association (BNA) Addiction Professionals (FDAP) Welldoing.org professional register https://images.squarespace-cdn.com/content/v1/600c17620eec4a7d050cfd5f/665316d0-68a1-4f98-b950-2fab043ab779/Kate+Grant.jpg https://images.squarespace-cdn.com/content/v1/600c17620eec4a7d050cfd5f/0642a27c-bbf3-459a-9c04-f145a36a187f/Suzanne+photo2.jpg https://www.reset-21.org/aces-and-cannabis daily 0.75 2021-02-07 https://images.squarespace-cdn.com/content/v1/600c17620eec4a7d050cfd5f/1611595663220-QZL2MQBNIFV438NHVZT0/david-gabric-KdC5agsz6ik-unsplash.jpg ACE's and Cannabis https://images.squarespace-cdn.com/content/v1/600c17620eec4a7d050cfd5f/1611595726649-XZ8AS0O0EEJGMKLNJ6J4/itay-kabalo-Ecb29KB3ZUQ-unsplash.jpg ACE's and Cannabis https://www.reset-21.org/drink-drugs-meds-and-me daily 0.75 2021-02-07 https://images.squarespace-cdn.com/content/v1/600c17620eec4a7d050cfd5f/1612627724862-JKCGP17GK9SE5DDYLPOQ/artem-labunsky-Wld1vbHaME8-unsplash.jpg Drink, Drugs, Meds and Me It’s about what the brain and body have to do to adjust to the combined effects of drink and drugs, over time……. It’s about CONTEXT……. https://www.reset-21.org/donate daily 0.75 2021-01-31 https://www.reset-21.org/general-4-2 daily 0.75 2021-02-07 https://images.squarespace-cdn.com/content/v1/600c17620eec4a7d050cfd5f/1612698099548-YJTMA3Y6DE6IAHP34A3M/helena-lopes-DkGIAjlIJu0-unsplash.jpg General 4 - What’s the Format of the Programme? 12 sessions each lasting 90 minutes (2 x 40 minutes with a break). The sessions are interactive – enabling time for reflection and discussion – applying what we’ve learnt to our everyday life. Who’s it for? Anyone affected by challenging early life experiences who would like a chance to ‘re-set’ and achieve a greater quality of life. https://www.reset-21.org/services-3 daily 0.75 2021-01-26 https://images.squarespace-cdn.com/content/v1/600c17620eec4a7d050cfd5f/1611683951705-P50UQEW4EBKS8RIZZBI3/ACEs+Prisoner+Survey.jpg Resources https://images.squarespace-cdn.com/content/v1/600c17620eec4a7d050cfd5f/1611683985263-N6IZLC6PYMVIUW9MWZ8J/ACEs+welsh+health+study.jpg Resources https://www.reset-21.org/understanding-me-introduction-to-aces daily 0.75 2021-02-09 https://images.squarespace-cdn.com/content/v1/600c17620eec4a7d050cfd5f/1612620301606-86NPBP6V8HRZ44OWWSA6/pexels-allan-mas-5623067.jpg Understanding ME! Introduction to ACEs Often we get frustrated with ourselves because of the negative thought patterns, habits and behaviours that we may experience which impact on all areas of our lives including; our health, our relationships, our parenting, our employment and our quality of life. But how often do we stop to think about where these thought patterns, habits and behaviours come from and how to change them? What would our lives look like if we did? This session is all about just that! Understanding how adverse childhood experiences can shape how we see the world and the impact they have on our lives especially on our physical and mental health. Having the opportunity to reflect on how our experiences have affected us and what we can do about it. Focussing on personal resilience and strengths rather than negative experiences. Sharing the evidence base for this information, giving confidence in the hope provided. What’s the format? 1 session lasting 2 hours with a refreshment break in the middle. The session is interactive – making learning more enjoyable. Who’s it for? Anyone who has had a difficult childhood and finds themselves caught up in negative thought patterns and destructive habits and behaviours. Anyone who would like to learn more about this to support friends and family whose negative childhood experiences have affected them. https://www.reset-21.org/why-do-i-feel-different daily 0.75 2021-02-07 https://images.squarespace-cdn.com/content/v1/600c17620eec4a7d050cfd5f/1612622137887-TRKAN9Z0271A9A0Y9CCF/christian-erfurt-sxQz2VfoFBE-unsplash.jpg Why Do I Feel DIFFERENT? https://images.squarespace-cdn.com/content/v1/600c17620eec4a7d050cfd5f/1612621954327-TMUWDYZT0PQ6RO2LEBBP/pexels-ba-phi-1361766.jpg Why Do I Feel DIFFERENT? https://www.reset-21.org/home daily 1.0 2025-04-10 https://images.squarespace-cdn.com/content/v1/600c17620eec4a7d050cfd5f/1612092203997-QB41UVSZDWBKQ87UHMHN/our+mission.jpg Home - Our Mission…. Reset-21 CIC has been established, as a non-hierarchical organisation, to support, empower and better enable both trained practitioners - and also the existing ‘grass-roots’ workforce of individuals who have learnt from their own adverse early-life experiences, and resolved to support others who may have suffered similar challenging life experiences. https://images.squarespace-cdn.com/content/v1/600c17620eec4a7d050cfd5f/1612096652010-UGFX6F7YPAZBAG9ARLEW/holistic%252Bsupport.jpg Home - Holistic Support… ‘Trauma Informed Care’ can only be maintained successfully within the context of the larger environment to which it is applied. The Reset-21 CIC approach extends beyond ‘one-off’ training sessions, to help ensure that practitioners, and all they work with, have the necessary support to bring about lasting change. We endorse and work with practitioners to transform their organisations into ‘Psychologically Informed Environments’ (PIE) to bring about sustainable change and healing to those with most complex needs in society. The PIE model has been proven to build and sustain positive, supportive and informed relationships between practitioners; peer support workers and volunteers that improve skills and confidence in engaging with people with multiple and complex needs. The PIE model brings about positive and lasting impact on staff personal empowerment; resilience and capacity to work within the complex needs system. Using a psychological framework provides vital tools to staff to better support their clients, and also provide themselves with greater reassurance and enhanced personal development. It creates a ‘self-sustaining’ culture where learnt skills are cascaded between practitioners and recipients of care to inform lasting change and continuity of care. This is the vision and mission of Reset-21 CIC. https://images.squarespace-cdn.com/content/v1/600c17620eec4a7d050cfd5f/1612092328655-G0UTF1GS2JMML13FUQ9I/trauma+informed+care.jpg Home - Bringing Trauma Informed Care to Life…. At Reset-21 CIC we recognise the difficulties that can exist in bringing knowledge gained through ‘stand-alone’ training into daily lived experience and practice. We are committed to delivering comprehensive and focussed training that is directly applicable to individual settings, combined with all the additional support necessary to bring about active implementation of learnt principles, ensuring effective trauma informed practice and care at both Organisational and individual levels to create sustainable Psychologically Informed Environments which promote lasting change and wellness. https://images.squarespace-cdn.com/content/v1/600c17620eec4a7d050cfd5f/1611573365214-GXG1T2S7WTJMQBR78JLY/raghu-nayyar-wuvr-X2Lt1U-unsplash.jpg Home - Why Reset-21 CIC?…. The Reset-21 CIC Training Team are active 1 : 1 practitioners working daily with early life adversity and trauma, based in some of the most challenging areas of Kent. This means that our work is both empirically evidenced based, and also derived from daily lived experience. Continuity of care is central to our working ethos, as we understand that there can be no ‘quick-fix’ with the experience of complex trauma, or in the implementation of purposeful trauma informed care and practice. We are deeply committed both to those who experience the devastating effects of adverse childhood experiences and early life trauma, and to those Organisations and Practitioners who seek to implement this ethos into their daily working practice. https://www.reset-21.org/free-downloadable-aces-resources daily 0.75 2021-01-26 https://images.squarespace-cdn.com/content/v1/5ec321c2af33de48734cc929/1589847896255-71GDMB4JOGTFXFRK00TD/image-asset.jpeg Free Downloadable ACEs Resources - Dream it. It all begins with an idea. Maybe you want to launch a business. Maybe you want to turn a hobby into something more. Or maybe you have a creative project to share with the world. Whatever it is, the way you tell your story online can make all the difference. https://images.squarespace-cdn.com/content/v1/5ec321c2af33de48734cc929/1589847895626-I0RS2T6LQGM9IRYBEERM/image-asset.jpeg Free Downloadable ACEs Resources - Build it. It all begins with an idea. Maybe you want to launch a business. Maybe you want to turn a hobby into something more. Or maybe you have a creative project to share with the world. Whatever it is, the way you tell your story online can make all the difference. https://www.reset-21.org/general-4-1 daily 0.75 2021-02-05 https://images.squarespace-cdn.com/content/v1/600c17620eec4a7d050cfd5f/1612546878891-UGHSFGE6EYO80LBZQUY3/pexels-allan-mas-5623067.jpg General 4 Developmental Trauma Disorder diagnostic criteria: A. Exposure Multiple or chronic exposure to one or more forms of developmentally adverse interpersonal trauma (eg, abandonment, betrayal, physical assaults, sexual assaults, threats to bodily integrity, coercive practices, emotional abuse, witnessing violence, and death). Subjective experience (eg, rage, betrayal, fear, resignation, defeat, shame). B. Triggered pattern of repeated dysregulation in response to trauma cues Dysregulation (high or low) in the presence of cues. Changes persist and do not return to baseline; not reduced in intensity by conscious awareness. • Affective • Somatic (eg, physiological, motoric, medical) • Behavioural (eg, re-enactment, cutting) • Cognitive (eg, thinking that it is happening again, confusion, dissociation, depersonalisation). • Relational (eg, clinging, oppositional, distrustful, compliant). • Self-attribution (eg, self-hate, blame). C. Persistently Altered Attributions and Expectancies • Negative self-attribution. • Distrust of protective caretaker. • Loss of expectancy of protection by others. • Loss of trust in social agencies to protect. • Lack of recourse to social justice/retribution. • Inevitability of future victimization. D. Functional Impairment • Educational. • Familial. • Peer. • Legal. • Vocational. https://www.reset-21.org/support-for-communities daily 0.75 2021-02-07 https://www.reset-21.org/our-vision daily 0.75 2021-09-17 https://images.squarespace-cdn.com/content/v1/600c17620eec4a7d050cfd5f/1612098701574-8OZJE2F9JI86VFFHHKTU/philosophy.jpg Our Vision - Our Philosophy…. We understand that the vast majority of individuals suffering from mental illness in the UK are unable to, or do not choose to, access statutory services for support* We also understand that the Covid-19 pandemic has exacerbated this situation, placing an even greater demand on limited state service availability**. We recognise that the role of peer-support in the field of mental illness – and more specifically in the realm of complex (developmental) trauma, has, in recent years, become prominent, both in the UK and internationally*** We also recognise that stand-alone peer-led support has often been proven to be just as effective, and in some cases, even more effective, than statutory services alone^. For these reasons Reset-21 has been established, as a non-hierarchical organisation, to support, empower and better enable both trained practitioners and also the existing ‘grass-roots’ workforce of individuals who have learnt from their own adverse early-life experiences, and resolved to support others who may have suffered similar challenging life experiences. *(Department of Health. (2014). Annual Report of the Chief Medical Officer 2013, Public Mental Health Priorities: Investing in the Evidence. Retrieved from gov.uk/government/publications/chief-medical-officer-cmoannual-report-public-mental-health [Accessed 05/08/16). **(https://www.bma.org.uk/media/2750/bma-the-impact-of-covid-19-on-mental-health-in-england.pdf) ***(Using Peer Support to Strengthen Mental Health During the COVID-19 Pandemic: A Review, Rahul Suresh, Armaghan Alam, Zoe Karkossa) ^(Karen Yearwood, Nicole Vliegen, Cecilia Chau, Jozef Corveleyn, Patrick Luyten,When do peers matter? The moderating role of peer support in the relationship between environmental adversity, complex trauma, and adolescent psychopathology in socially disadvantaged adolescents,Journal of Adolescence,Volume 72,2019,Pages 14-22, ISSN 0140-1971,https://doi.org/10.1016/j.adolescence.2019.02.001). ^(Gillard, S.G., Edwards, C., Gibson, S.L. et al. Introducing peer worker roles into UK mental health service teams: a qualitative analysis of the organisational benefits and challenges. BMC Health Serv Res 13, 188 (2013). https://doi.org/10.1186/1472-6963-13-188) ^( A peer-support, group intervention to reduce substance use and criminality among persons with severe mental illness. Rowe M1, Bellamy C, Baranoski M, Wieland M, O'Connell MJ, Benedict P, Davidson L, Buchanan J, Sells D Author information Psychiatric Services (Washington, D.C.), 01 Jul 2007, 58(7):955-961 DOI: 10.1176/ps.2007.58.7.955 PMID: 17602012 At Reset-21 we are passionate about personal empowerment from the debilitating effects of early life adversity and trauma. Our philosophy is that everyone who has been negatively affected by early life adversity; trauma or chronic stress should be supported and equipped to understand these states, and given the tools and ongoing care to promote their healing and recovery, so that they can achieve and sustain a greater quality of life. We are committed to equipping practitioners; organisations; peer-support workers, and volunteers alike with the necessary skills and knowledge to understand the complexities of trauma, and embed trauma informed care into their systems, philosophy, and day-to-day working practices, enabling them to effectively support those negatively impacted by early life adversity. Our commitment to this ethos is central to all we do. Tracy Bennett, Director Brian Ward, Director https://www.reset-21.org/general-1 daily 0.75 2021-02-07 https://images.squarespace-cdn.com/content/v1/600c17620eec4a7d050cfd5f/1612698717810-IR13PJ0SW8KE5Z0SPL28/charlein-gracia--Ux5mdMJNEA-unsplash.jpg General 1 - What’s the Format? 8 sessions – usually once a week for eight weeks. Each session is 90 minutes long (2 x 40 minutes with a break). Sessions are interactive with opportunities for parents to share their experiences and encourage one another on the journey. Overview of the sessions Session 1: Autopilot parenting? Why we do what we do! Session 2: Challenging behaviour? Why our children do what they do! Session 3: Interconnectedness – The pitfalls and the potential! Session 4: Strong foundations: Strengthening ourselves – we are the safe base our children need! Session 5: Strong foundations: Creating a happy, healthy home Session 6: Using Therapeutic Parenting in everyday life – strategies! Session 7: Using Therapeutic Parenting to manage challenging situations – strategies! Session 8: Moving forward – Recap of key points and planning for the next step! Who’s it for? Parents who find themselves easily triggered, often stressed and wanting to find ways of making family life happier. https://www.reset-21.org/building-a-psychologically-informed-environment-pie daily 0.75 2022-03-22 https://images.squarespace-cdn.com/content/v1/600c17620eec4a7d050cfd5f/b5e7e94d-5890-475e-8be0-41b1ef906583/meditation-gb5a30e075_1920.jpg Building a 'Psychologically Informed Environment' (PIE) https://www.reset-21.org/rising-stronger-parentiing-program daily 0.75 2024-06-10 https://images.squarespace-cdn.com/content/v1/600c17620eec4a7d050cfd5f/1612712643804-Q7G9ZVGLKDUBB0BDMNRB/dimitri-houtteman-2P6Q7_uiDr0-unsplash.jpg https://www.reset-21.org/testimonials daily 0.75 2025-04-10 https://www.reset-21.org/materials-for-learning daily 0.75 2025-05-09