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“Developmental Trauma: Clinical Application of the Neurosequential Model of Therapeutics’

Dr. Perry is the Senior Fellow of The ChildTrauma Academy, a not-for-profit organization based in Houston, TX and adjunct Professor in the Department of Psychiatry and Behavioral Sciences at the Feinberg School of Medicine at Northwestern University in Chicago. Dr. Perry is the author, with Maia Szalavitz, of The Boy Who Was Raised As A Dog, a bestselling book based on his work with maltreated children and Born For Love: Why Empathy is Essential and Endangered. His most recent multimedia book, BRIEF: Reflections on Childhood, Trauma and Society was released in 2013. Over the last thirty years, Dr. Perry has been an active teacher, clinician and researcher in children’s mental health and the neurosciences holding a variety of academic positions.

The Neurosequential Model of Therapeutics (NMT) is a developmentally sensitive, neurobiology-informed approach to clinical problem solving. NMT is not a specific therapeutic technique or intervention. It is an approach that integrates core principles of neurodevelopment and traumatology to inform work with children, families and the communities in which they live.  This clinical approach helps professionals determine the strengths and vulnerabilities of the child and create an individualized intervention, enrichment and educational plan matched to his/her unique needs. The goal is to find a set of therapeutic activities that meet the child’s current needs in various domains of functioning (i.e., social, emotional, cognitive and physical).

Objectives:

1. Illustrate clinical problem-solving through the lens of the Neurosequential Model of Therpapeutics
2. Demonstrate the application of the NMT assessment process including an examination of past and current experience and functioning in order to estimate the timing and severity of developmental risk that may have influenced brain development.
3. Describe and illustrate the NMT “mapping” process which helps identify various areas in the brain that appear to have functional or developmental problems in order to help guide the selection and sequencing of developmentally sensitive interventions.

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