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Coach 2 Cope: TAR3 Responder and Support Plans (Clinical version)

TAR3 Responder and Support Plans (Clinical version)

This program has been developed from the conceptual models reported in Dr Stephen Spencer’s PhD research project – Nursing responses and interventions to episodes of acute distress in a child and adolescent mental health inpatient unit: An interpretive descriptive study (2017).

The TAR3 psychological distress response framework and the Connect 2 Cope models underpin the training and clinical tools (Calming and Support plans). Components of other therapeutic approaches and principles are embedded within the models and training including, Dialectical Behaviour Therapy, Cognitive Behaviour Therapy, Systemic Family Therapy, Sensory Modulation, Therapeutic Relationships, Mindfulness-Based Cognitive Therapy and Attachment Theory to name a few.

The program has been designed to fill gaps in care provision. Health clinicians are educated and trained to follow a systematic process for the physical deterioration of a patient using the Between the Flags framework. There is currently no similar evidence-based process for recognising and responding to the psychological clinical deterioration of a young person.

Current responses and interventions are often coercive and are guided by Violence Prevention and Management (VPM) training, and Psychiatric Emergency (Code Black) procedures. Furthermore, there is significant variation in the safety planning practices of clinicians, and services. This means that young people and families are not being provided standardised information across services. A major aim of EEY’s TAR3 Therapeutic Intervention program is to build capacity in clinicians to be safe and effective responders to young people who experience episodes of psychological distress. Psychological clinical deterioration of a young person, a systematic safety planning methodology, and family/carers psycho-education and coaching are the three pillars of the program.

This program focuses on:

  • Trauma-informed, recovery-oriented mental health practice
  • Developmental trauma and Attachment disruption in the clinical setting
  • Understanding emotional dysregulation
  • Identifying psychological clinical deterioration in young people
  • Responding to episodes of distress (including individual and team de-escalation strategies)
  • Developing individual support plans for young people (to enhance successful gate leave, and discharge planning)
  • Understanding and working with transference and counter-transference
  • Reflective practice improvement processes