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Using Restorative Phase Practices (RPP)™ in Trauma’s Aftermath

We propose that violence and harm to others is rooted in disconnection. The Navajo Nation answers the question as to why people harm others by responding that “a person who does harm to another ‘acts as if he has no relatives.’” (Sullivan and Tifft, 2007)

The Fennell Four Phase Treatment Model (FFTM)™ (Fennell, P., 2003; 2012), speaks of “imposed change” being a root cause of disconnection. Imposed change is defined as events brought into our lives beyond our control. Such change may be experienced in the form of violence; incarceration of a family member; illness; or foster care placement, etc. They may yield negative impacts including decreased ability for relationship; alcohol or other drug abuse; acting out behavior; and/or psychiatric dissociation. Imposed change may also present opportunities to develop new skills, healing and restoration..

If disconnection is the result, what are some remedies? The Restorative Phase Practices model offers a set of frameworks, approaches and practices which promote reconnection, healing and hope even in the presence of powerful life-altering events. Its roots are found in two independently developed, robust models used internationally. RPP™ brings together the Fennell Four Phase Treatment Model, an empirically validated approach used by multiple disciplines, with Restorative Practices, defined as “a social science that studies how to build social capital and achieve social discipline through participatory learning and decision making.” (International Institute for Restorative Practices). In shorthand, it’s about relationships and community..

Following the introduction of “imposed change”. Fennell’s model provides a roadmap for assessing the phase through which the individual/family typically goes and delineates likely effects at each phase across four primary domains of living (e.g. physical, psychological/spiritual and social/cultural). Moreover, the model suggests that timing of interventions is crucial for maximum effectiveness. Restorative Practices emphasizes an inclusive approach for problem-solving and prevention. Together, these models hold the concept of working “With” the individual at their particular phase in the process and promoting movement toward living “With” any resulting imposed change. This approach contrasts a typical modality found in many institutions and practices (e.g. leadership, education, criminal justice, healthcare) of doing things “To” or “For” others. In both models, tools exist along a continuum from which staff or programs may choose to intervene at the appropriate time; shared values include:

  • Equality between practitioner and individual/family/system.
  • Collaboration.
  • Appreciation for the physical, social and psychological aspects and contexts within which one functions.
  • Respect for the affected person(s) to determine whether, when and how to share their story (or not).

RPP™ presentations/training focus on addressing the following topics:

  • Chronic conditions from a Phase Perspective.
  • Supporting Youth and Family Engagement
  • Alternative Trauma-Focused Treatment & Services
  • The Psychology of Affect
  • Using Circles, Assertive Communication, and other interventions as proactive and responsive interventions

Patricia Fennell and Jon Rice have presented separately and together to a variety of professional audiences and have published on this topic. As an example, The American Association of Community Justice Professionals & The Advocate Program, Inc.’s annual conference hosted Fennell and her team to keynote and to provide workshops. A special feature at the conference was Fennell presenting the Four Phase Model as a narrative map alongside David Kaczynski (brother of Ted, the so-called Unabomber) and Gary Wright sharing their remarkable story of restoration in the aftermath of Gary having survived one of Ted Kaczynski’s bombings

Learning Objectives:

    • To see the aftermath of trauma through a more precise lens (i.e. Fennell’s Four Phase Model) so that with increased understanding, interventions are timed to allow them to be most effective.
    • Appreciate the applicability and accessibility of Restorative Practices which are appropriate within their own setting (i.e. meeting the needs of those in crisis; Treatment and Discharge Planning; helping promote healing in the aftermath of trauma).

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