Three Components Of The Neurosequential Model Of Brain Development

Concept The Neurosequential Model of Therapeutics (NMT) is an approach to clinical problem solving with children, families and their communities that incorporates fundamental beliefs of neurodevelopment and traumatology guide their practice. The goal of NMT is to, “Organize the client and family’s data (and planning) in a developmentally sensitive and neurobiology-informed manner” (Overview of the Neurosequential Model of Therapeutics, pg. 2). NMT is to enhance current assessment tools, not act as a substitute. The three components of NMT are an assessment of developmental history, current functioning, and interventions. The assessment of a child’s developmental history considers their adverse experiences and health factors to evaluate the
The assessment of current functioning examines those systems and areas of the brain that are affected and the developmental level of each of those areas (Understanding the Effects of Maltreatment on Brain Development, 2015). The assessment of current functioning classifies both strong and weaker areas of brain development. Based on the results of these assessments, intervention techniques will be recommended that cover four domains: social, emotional, cognitive and physical. NMT is centered on sequential brain development – the idea that the brain develops from the lowest part of the brain to the highest. Adverse experiences that cause a disruption during these critical periods will impede development, making it harder for the child to participate in and connect with educational, caregiver or therapeutic attempts, since these require the higher functioning part of the brain (Overview of the Neurosequential Model of
The trauma assessment reported Jenny’s brainstem development was not up to par with where she should be, so Monica started implementing interventions that were specific for that stage. Jenny was not aware a trauma assessment was conducted for her and Monica did not tell her these new “activities” they were doing were therapeutic interventions. Had Jenny known this, she would have most likely refused to participate. Monica did a different activity every day including sensory, physical and rhythmic activities such as, guided meditation, sitting on exercise bands at the foster mother’s gym, play-doh, and using an electric