Corpus Christi Family Centre
The Corpus Christi Family Centre was developed to support the families in our community. We offer a wide range of supports in a safe and welcoming environment.
Our Mission and Approach
We support the children of the school through consistent unconditional positive regard, genuineness and empathy, to create significant relationships with children and their families. Within the Corpus Christi Family Centre CLG, which is attached to Corpus Christi Primary School, we provide a range of interventions that complement classwork and contribute to the social, educational and emotional development of the pupils and their families.
We have adopted a Community Partnership Network Model approach which is in essence the delivery of an integrated service centre on site, in the school.
Community services such as psychological interventions, adult counselling, speech and language therapy, occupational therapy, family support, housing and employment support address the needs of the children and families in Moyross, in a way that meets them where they are at.
By developing this integrated service model, we believe that this will ultimately lead to cultural and system change within the education sector in Ireland.
“A healthy outside starts from the inside” - Robert Urich
Some Approaches We Use
Power Threat Meaning Framework - PTMF (BPS, 2018)
The PTMF is a framework developed over five years to serve as an alternative to psychiatric diagnosis. The PTMF does not hold people personally responsible; instead it places value on lived experiences. It is an alternative way of making sense of things. The PTMF applies to all of us, while creating helpful narratives and acknowledging that there are many ways to tell a story. It distinguishes a link between social factors and distress, while wondering how we make sense of said experiences and how power is operating in our lives. This approach can be broken down into four main questions:
- What has happened to you? (How is power operating in your life?)
- How did it affect you? (What kind of threats does this pose?)
- What sense did you make of it? (What is the meaning of these situations and experiences to you?)
- What did you have to do to survive? (What kinds of threat response are you using?)
This framework understands people in their social and relational environments and sees them as acting and making meanings, within their life’s circumstances.
Hearts School Trauma Model – Healthy Environments and Response to Trauma in Schools.
Hearts is guided by six core guiding principles for creating trauma-informed schools, which can be applied to student and adult members of the school community, as well as the school system as a whole. The aim is to prompt wellness and school success for everyone, but specifically those impacted by trauma. The six guiding principles are:
Understanding trauma and stress
It is important to understand how trauma and stress affect individuals, relationships, organisations, health and work as this can help to reframe behaviour that may appear as confusing or aggravating.
- Cultural humility and equity: We come from diverse cultural groups that have different levels of power as well as privilege that affect what traumas and stressors we experience, as well as how we react and how other respond towards helping.
- Safety and predictability: When physical, relational and emotional safety is established, and the environment can be seen as predictable, it aids healthy development, wellness and learning as well as teaching.
- Compassion and dependability: It can be difficult to trust others and receive support when feeling isolated and betrayed due to trauma.
- Empowerment and collaboration: We feel helpless and hopeless when trauma involves a loss of power. Being given genuine meaningful opportunities to have a voice and have ones strengths acknowledged can feel empowering and allow for growth and enhanced well-being.
- Resilience and social-emotional learning: Traumas negative effects are compounded when the development of healthy skills is derailed due to the trauma itself. Healthy skills may include regulating emotions, cognitions, behaviours and interpersonal skills.