Ontario

The "4 Pillars" of The Sanctuary Model

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CPRI has demonstrated a commitment to leadership in the area of child development since its inception as the Child Psychiatric Research Institute in 1950.

Committing to an organizational model of trauma-informed care ('The Sanctuary Model') is consistent with CPRI's vision for child and youth mental health care in Ontario. A vision in which providers of care consider the biological- psychological- and sociological- ("biopsychosocial") perspective, and give all children and youth a voice, by asking "what happened to you" instead of "what's wrong with you."

CPRI is in the process of implementing the Sanctuary Model, successful completion of which will make CPRI Canada's first Sanctuary-certified organization.

This means that you may hear some of the Sanctuary language or participate in some of the Sanctuary processes during your partnership with CPRI.  Some of the key elements are described briefly below.

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Trauma Theory

You may learn about the impact of trauma on the brain, and how that can impact behaviour. You may also hear this referred to as "psychoeducation" or "psychobiology."

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Self Framework

You may encounter the acronym 'S.E.L.F.' when you receive services from CPRI. SELF stands for Safety, Emotion,  Loss, and Future. SELF is a way of organizing ideas so that everyone involved in care can talk and think constructively about these 4 important parts of healing, using language everyone can share and understand.

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Sanctuary Toolkit

A Toolkit is another word for 'practices.' Since trauma-informed care is a different way of delivering services, The Sanctuary Model describes practices that can help everyone maintain safety,  encourage collaboration, and work together to achieve mutual goals. While receiving services from CPRI, you may participate in 1 or more of the following: Community Meetings, Safety Plans, Red Flag Reviews, Team Meetings, Psychoeducation, Treatment/Service Planning, Supervision/Coaching, and Training.

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Seven Commitments

The Sanctuary Model outlines a set of values (or 'Commitments') that help guide interactions between members of the community. Following these commitments helps everyone avoid stressful situations. This means that CPRI is committed to 1) Non-violence, 2) Emotional Intelligence, 3) Social Learning, 4) Democracy, 5) Open Communication, 6) Social Responsibility, 7) Growth and Change.

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[ {"term":"Commensurate","description":"To be Equal"},{"term":"emotional disorder","description":"There are several different emotional disorders, and people can have more than one. Someone with an anxiety disorder has a lot more than the usual amount of fears and nervousness. Someone with a depressive disorder often feels sad, irritable, hopeless, or moody. A person with an obsessive-compulsive disorder or trauma-related disorder may have thoughts or reactions that impact their thinking, feeling, and behaviour, causing major problems in their day-to-day life."},{"term":"evidence based practice","description":"Evidence based practice means applying the best available research results when making decisions."},{"term":"informed consent","description":"Informed consent means our workers will explain to you and your child:\r\n\r\nWhy the service is being proposed; \r\nThe nature of the service; \r\nWho will be providing the service; \r\nWhat are the expected benefits; \r\nWhat are the alternatives to having the service; \r\nWhat are the risks and side effects; \r\nWhat are the likely consequences of not having the service; \r\nWhat are the limits of confidentiality; \r\nbefore asking you to agree to the service."},{"term":"intellectual disability","description":"Someone with an intellectual disability has limitations in thinking and problem-solving skills (also called intellectual functioning) and day-to-day life and social skills (also called adaptive functioning). The problems begin in childhood and last for the person’s whole life. Each person with an intellectual disability is different and might need a different kind of support."},{"term":"Psychoeducation","description":"Information and teaching to empower a person with a mental health condition to cope with the condition effectively"},{"term":"Reactive attachment disorder ","description":"Reactive attachment disorder (RAD) is a very specific diagnosis that can only be made by a qualified psychiatrist, psychologist, or physician. RAD refers to a very limited set of circumstances in which children are thought to not have the opportunity to develop any specific attachment to a caregiver. Onset of the problems must begin before age five and cannot be due to another mental health or developmental problem, and the child must have reached a developmental age of at least 9 months old. Children with RAD cannot or do not seek or respond to any comfort, even when very distressed or hurt. Extremely insufficient care, such as neglect or repeated changes of primary caregivers, without meaningful contact with adults, is thought to “cause” the disorder."},{"term":"resilience","description":"An individual\\'s ability to adapt to stress and adversity"},{"term":"Trauma informed","description":"Trauma-informed care recognizes trauma symptoms in clients and the role that trauma has played in their lives."} ]