• What is love?

    The recent launch of ACF’s new logo and the narrative of love that accompanies it has prompted me to consider this concept of love in our work with traumatised children.  Having love as a value seems fundamental to everything we do in both our personal and professional lives. Yet, when we unpack what love means in the context of children who have experienced trauma, it is way more complex.
  • Neurobiology of Self-Care

    An exploration of self-care from a neurobiological perspective, placing it at the centre of effective practice in work with traumatised children, young people and families. 

  • Caring for a Traumatised Teen

    Adolescence is a period of significant growth, change and development, and is often an exciting as well as challenging time for young people and their parents or carers.  In this blog entry we discuss the insights neurobiology has to support the role of carers of traumatised young people.

  • 9 Plain English Principles of Trauma Informed Care

    The trauma literature can be overwhelming. Its basis in neuroscience offers incredible insights into its impact. But it also is challenging to decipher and make relevant to the ways in which children that have experienced abuse and neglect can be effectively supported.  

    So here, are our top nine principles of trauma informed care – in plain English.
  • What if the world hurts?

    What if your teacher’s voice feels like a dentist drill? What if the walls of your classroom feel like they are crowded and moving? What if the seam on your sock drives you to distraction and makes it almost impossible to listen to what is being said to you? Beth Guy looks at the topic of sensory defensiveness and what it means for children and young people as well as those who support them.