(Reposted with Permission of Dr Bruce Perry)
The Neurosequential Model is a developmentally-informed, biologically-respectful approach to working with at-risk children.
The Neurosequential Model is not a specific therapeutic technique or intervention; it is a way to organize a child’s history and current functioning. The goal of this approach is to structure assessment of a child, the articulation of the primary problems, identification of key strengths and the application of interventions (educational, enrichment and therapeutic) in a way that will help family, educators, therapists and related professionals best meet the needs of the child.
Want to know more about NMT? Please read the brief Frequently Asked Questions (FAQs) to learn more about the NMT approach.
Dobson, C. & Perry, B.D. (2010) The role of healthy relational interactions in buffering the impact of childhood trauma in Working with Children to Heal Interpersonal Trauma: The Power of Play (E. Gil, Ed.) The Guilford Press, New York, NY, pp. 26-43
Perry, B.D. (2006) The Neurosequential Model of Therapeutics: Applying principles of neuroscience to clinical work with traumatized and maltreated children In: Working with Traumatized Youth in Child Welfare (Ed. Nancy Boyd Webb), The Guilford Press, New York, NY, pp. 27-52
Perry, B.D. & Dobson, C.D. (2009) Surviving childhood trauma: the role of relationships in prevention of, and recovery from, trauma-related problems. Counselling Children and Young People: Journal of CCYP, a division of British Association for Counseling and Psychotherapy, March, 2009 28-31
Perry, B.D. and Hambrick, E. (2008) The Neurosequential Model of Therapeutics. Reclaiming Children and Youth, 17 (3) 38-43
Perry, B.D. (2009) Examining child maltreatment through a neurodevelopmental lens: clinical application of the Neurosequential Model of Therapeutics. Journal of Loss and Trauma 14: 240-255
Pictured above: Dr Bruce Perry (bottom middle), Ted Stein (bottom left) and the QIC Cohort (missing Anna Mumford and Kris Henneman)