Easter Reflections: A New World is Possible

I tested positive for Covid-19 on Good Friday. As a doctor it’s always tough to be off sick – you feel a mixture of guilt (because you know how hard your colleagues are working), frustration (because you want to be back out there serving your community) and helplessness (because there’s nothing you can do about it). I knew I had the virus before my result came through – I felt like I’d been hit by a bus – like all the energy had been knocked out of me and I was very achey. This, along with the cough and other symptoms has made me stop. I am forced to rest. I can’t just continue. I need to let my body recover. Covid-19 hasn’t only shown us the fragility of human life, but of the way we have constructed our systems together – the vast injustices afforded to more than half the world’s population and the damage we are doing to the planet itself. This virus has created an enforced rest for the majority of us and made us stop. And whilst we do so, the earth itself is regenerating – perhaps we are too.

 

This weekend, along with millions of people across the globe, our family will be celebrating Easter. During this rest there is time for me to reflect again on that incredible story and think about its implications for the world. Easter, I believe, perhaps more than any other time, gives us space to pause and ask ourselves what life is really about – what is it that we’re really living for?

 

Easter can be thought of in many ways. It seems to me that we have entered a new space in recent years to be able to discuss issues of spirituality much more openly again. Here are a few ways that I see Easter, if you’re interested (!):

 

1) Easter is about new beginnings. The chance to start over, to see the world radically differently in the light of what God reveals to us about his own self-giving, others-empowering love. It’s an opportunity for us to press the reset button and find the grace and hope for the world to be made new. In the midst of the pain and complexities of the global lockdown of COVID-19, multiple voices are beginning to call for a reimagined world. Jeremy Lent writes powerfully about the reality that everything has changed. He states that the ‘neo-liberal era’ is potentially over and therefore we have an opportunity to reset the foundations upon which we build our lives together on planet earth, whilst working for its regeneration. It’s well worth making yourself a cup of tea and pausing to read his reflections.

 

2) Easter is about a new economy. Easter is about debts being forgiven and a resetting of our priorities. Never, in all of human history, has there been such stark inequality between rich and poor, nor has the climate ever faced such an emergency. Our economic systems are entirely defunct for the needs of the global population and the environment in which we live. The old lie that ‘there is no such thing as society’ is exposed for what it is and the story of ‘self-centred, selfish man’ as the basis on which to build economic theory is broken. In its place new experiments are emerging around economies of wellbeing. This week Amsterdam declared it is going to be the first ‘doughnut city’ in the world – read this and let your heart leap – we’re talking about the kind of economy that is regenerative and distributive by design! The world made new! Jesus proclaimed the economics of Jubilee – a forgiving of all debts and the chance for the people and the land to rest. So radical it was never adopted, but his manifesto has never changed. We have an opportunity together to embrace a much more loving and radical economics if we want to. We don’t have to continue as we were…..In fact there are fresh global calls to cancel the debt of developing nations – now that would be a reset!

 

3) Easter is about a new politics. Bishop Tom Wright calls resurrection ‘THE political act’. In other words, he’s saying that the ultimate power of the world is not that held together by the likes of Trump and Putin, but the life-laid-down-love of the cross – no power can overcome this love – it is the ultimate force in the universe and it is legitimated in the resurrection of the son of God, who lives this way and overcomes death itself and empire in all its forms. This politics of love is non-violent, enemy-loving and full of peace. It does not erect walls, it builds bridges. It is full of compassion and mercy. It always hopes, always trusts and always perseveres. Russell Brand and Brad Evans have a fascinating conversation about a new politics of love – something we have been actively exploring in Morecambe Bay (See Roger Mitchell’s brilliant talk). They discuss how this is anything but ‘airy-fairy’. Love, rather, as the ultimate foundation of how we build our lives together gives us an alternative reality on which to build a fairer and kinder society. Brand is not everybody’s cup of tea, but I like his ability to ask good questions and provoke our ability to think as we challenge our own presuppositions. Some people are now coining the term ‘glocalisation’ to think about how we become more locally focused, whilst remaining globally connected and concerned about the plight of others around the world. In other words, glocalisation enables a much more relational, loving, connected politics and economics whilst also enabling us to learn from other great ideas and initiatives around the world and care about our fellow human brothers and sisters more. The politics of Jesus is seen throughout his life and ministry and his death and resurrection makes it even more possible: prioritise the poor, put children in the centre, instate women, free prisoners, heal the sick, welcome strangers, renew the creation….not a bad starting point for a new world.

 

4) Easter is about healing. As we behold the wounds inflicted on God himself, we find one who is truly with us in our own suffering. His therapeutic healing is one which draws alongside to be with us in our pain and distress, washing our feet, bearing and carrying our infirmities with Him – sometimes that results in incredible miracles but often it’s just the knowing that he is with us in it that is enough. We see this kind of incredible healing at work through our health and care workers across the globe right now and in countless tales of lives poured out in service to others. The whole point of healing is to bring wholeness. I wonder what our health and care systems would really be like if we put wellbeing and wholeness at the heart of the design process.

 

5) Easter is about salvation and redemption. I personally cannot align myself with a theology of penal substitution. I don’t have time or space in this blog to say why, but would recommend ‘A More Christlike God’ by my friend Brad Jersak, or this blog to explore the issue further, if you’re interested. As we look upon the crucified Christ, we don’t look upon someone appeasing an angry Father, rather we see God himself, misunderstood and rejected, nailed to a cross, breathing out forgiveness and revealing to humanity that this way of life-poured-out-love is stronger than death itself. This way of life saves us from our own selfishness, greed and ego-promotion and invites us into something far greater and more beautiful. The invitation of Easter is to reset our relationships with each other, the earth and God himself; to discover that God IS love, not at all like an Imperial Sovereign, and the very nature of the Trinity is self-giving, others-empowering love! The truth is that unless we’re willing to deal with our own internal mess, our own ego-mechanisms and projections, then we will never heal the mess of the world together. The invitation from Christ through the ages is for each of us to take up our own cross, to crucify our own selfish nature, which fights against the way of love and put on the ‘new self’, to be made into new creatures and partake in the new creation.

 

I believe we have an opportunity in this time to rest, reflect, reimagine and reset. If we dare to ask ourselves some deeper questions and become uncomfortable with the answers we are discovering; if we can allow ourselves to feel some of the discord about the way things have been, but also recognise the fear we have of stepping into a different way of being together and the grief cycle we must enter to let it go; if we can embrace the inconvenient truth that the earth and the global poor are speaking to us about the unsustainable nature of our neo-liberal world, then perhaps we have enough critical yeast to change us and inspire us towards a new world together. I take great comfort in the idea that God is with us in this struggle and works through us, by his Spirit, to bring reconciliation to a broken society. Over the last few days I have heard my favourite childhood bible verse, from the prophet Isaiah, a number of times. I leave it with you as food for thought:

 

Isaiah 43v1

”Fear not, for I have redeemed you;

I have called you by name, you are mine.“

 

 

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Changing the Future of Adverse Childhood Experiences

Applying a Population Health Approach to Adverse Childhood Experiences

 

Adverse Childhood Experiences are one of our most important Population Health issues due to their long lasting impact on the physical, mental and emotional health and wellbeing of a person and indeed the wider community. It is therefore really important that we apply a ‘population health’ approach in our thinking about them so that we can begin to transform the future together. This is an area of great complexity with several contributing factors and will take significant partnership across all levels of government, public bodies, organisations and communities to bring about a lasting change. There are things we can do immediately and things that will take longer, but with a growing awareness of just what a significant impact ACEs are having on our society, we must act together to do something now. Here in Morecambe Bay, we have developed a way of thinking about Population Health in what we call our ‘Pentagon Approach’. It can be applied to ACEs as a helpful framework for thinking about how we begin to turn this tide and cut out this cancer from our society and feeds into the already great work being done across Lancashire and South Cumbria, lead by Dr Arif Rajpura and Dr Helen Lowey, who have spearheaded so much!

 

Prevent

 

When we examine the list of things that pertain to ACEs (see previous https://reimagininghealth.com/facing-our-past-finding-a-better-future/ blog), it is easy to feel overwhelmed and put it into the ‘too hard to do’ box. This is no longer an option for us. We must begin to think radically at a societal level about how we prevent ACEs from happening in the first place (recognising that some ACEs are more possible to prevent than others). Prevention will entail a mixture of community grass-roots initiatives, changes in policy and a re-prioritisation of commissioning decisions for us to make a difference together. Here are some practical suggestions:

 

  • The first step is most certainly to break down the taboo of the subject and continue to raise awareness of just how common ACEs are and how utterly devastating they are for human flourishing. ACE aware training is therefore vital as part of all statutory safeguarding training.
  • We have to tackle health inequality and inequality in our society. ACEs, although common across the social spectrum are more common in areas of poverty. Although we now have more people in work, many people are not being paid a living wage, work settings are not necessarily healthy and child poverty has actually increased over the last 5 years in our most deprived areas https://www.jrf.org.uk/blog/poverty-taking-hold-families-what-can-we-do.
  • Parenting Classes should be introduced at High School in Personal and Social Education Classes to help the next generation think about what it would mean to be a good parent. These should also form an important part of antenatal and post-natal care, with further classes available in the community for each stage of a child’s development. Extra support is needed for the parents of children with special developmental or educational needs due to the increased stress levels involved.
  • There needs to be a particular focus on fatherhood and encouraging young men to think about what it means to father children. Recent papers have demonstrated just how important the role of a father can be (positive or negative) in a child’s life and it is not acceptable for the parenting role to fall solely to the mother. www.eani.org.uk/_resources/assets/attachment/full/0/55028.pdf
  • We have much to learn from the ‘recovery community’ about how to work effectively with families caught in cycles of addiction from alcohol or drugs. Finding a more positive approach to keeping families together whilst helping those caught in addictive behaviour to take responsibility for their parenting or learn more positive styles of parenting, whilst helping to build support and resilience for the children involved is really important.
  • We must ensure that our social services are adequately funded and that there is continuity and consistency in the people working with any given family, especially around the area of mental health. Relationships are absolutely key in bringing supportive change and we must breathe this back into our welfare state.
  • Hilary Cottam writes powerfully in her book, Radical Help that we must foster the capabilities of local communities, making local connections and “above all, relationships”. As Cottam states, “The welfare state is incapable of ‘fixing’ this, but it has an important role to play. It can catch us when we fall, but it cannot give us flight.
  • Sex education in schools needs to be more open and honest about the realities of paedophilia and developing sexual desire. Elizabeth Letourneau argues powerfully that paedophilia is preventable not inevitable. We must break open this taboo and start talking to our teenagers about it. (https://www.tedmed.com/talks/show?id=620399&utm_source=rss&utm_medium=rss)

 

Detect

 

If we want to make a real difference to ACEs and their impact on society, we need to be willing to talk about them. We can’t detect something we’re not looking for. Therefore as our awareness levels rise of the pandemic reality of ACEs, we need to develop ways of asking questions that will enable children or people to ‘tell their story’ and uncover things which may be happening to them or may have happened to them which may be deeply painful, or of which they may have memories which are difficult to access. Again, our approach needs to be multi-level across many areas of expertise. We need to be willing to think the unthinkable and create environments in which children can talk about their reality. For children in particular, this may need to involve the use of play or art therapy.

 

  • Whole school culture change is vital, with a high level of prioritisation from the school leadership team is needed to ensure this becomes everybody’s business.
  • School teachers and teaching assistants need to be given specific training, as part of their ‘safeguarding’ development about how to recognise when a child may be experiencing an ACE and how to enable them to talk about it in a non-coercive, non-judgmental way.
  • Police and social services need training in recognising the signs of ACEs in any home they go into. For example, in the case of a drug-related death, how much consideration is currently given to the children of the family involved, and how much information is shared with the child’s school so that a proactive, pastoral approach can be taken. There are good examples around England where this is now beginning to happen. (http://www.eelga.gov.uk/documents/conferences/2017/20%20march%202017%20safer%20communities/barbara_paterson_ppt.pdf)

 

For adults, we need to recognise where ACEs might have played a part in a person’s physical or mental health condition (remember the stark statistics in the previous blog on this subject). Therefore we need to develop tools and techniques to help people open up about their story and perhaps for clinicians to learn how to take a ‘trauma history’.

 

  • Clinical staff working in healthcare need to be given REACh training (routine enquiry about adverse childhood experiences – Prof Warren Larkin) as part of their ongoing Continuous Professional Development (CPD). In busy clinics it is easier to focus on the symptoms a person has, rather than do a deeper dive into what might be the cause of the symptoms being experienced. A wise man once said to me, “You have to deal with the root and not the fruit”. Learning to ask open questions like “tell me a bit about what has happened to you” rather than “what is wrong with you”, can open up the opportunity for people to share difficult things about their childhood, which may be profoundly affecting their physical or mental health well into adulthood. There is a concern that opening up such a conversation might lead to much more work on the part of the clinician, but studies have shown that simply by giving someone space to talk about ACEs they have experienced, they will subsequently reduce their use of GPs by over 30% and their use of the ED by 11%.
  • We can ask each other. This issue is too far reaching to be left to professionals. If simply by talking about our past experiences, we can realise that we are not alone, we are not freaks and we do not have to become ‘abusers’ ourselves, then we can learn to help to heal one another in society. Caring enough to have a cup of tea with a friend and really learn about each other’s life story can be an utterly healing and transformational experience. When we are listened to by someone with kind and fascinated, compassionate eye, we can find incredible healing and restoration. One very helpful process, ned by the ‘more to life’ team is about processing life-shocks. Sophie Sabbage has written a really helpful book on this, called ‘Lifeshocks’).

 

Protect

 

When a child is caught in a situation in which they are experiencing one or more ACE, we must be vigilant and act on their behalf to intervene and bring them and their family help. When an adult has disclosed that they have been through one or more ACE as a child, we must enable them to be able to process this and not let them feel any sense of shame or judgement.

 

  • We need to ensure school teachers are more naturally prone to thinking that ‘naughty’ or ‘difficult’ children are actually highly likely to be in a state of hyper vigilance due to stressful things they are experiencing at home. Expecting them to ‘focus, behave and get on with it’, is not only unrealistic, it’s actually unkind. Equally, children who are incredibly shy and easily go unnoticed must not be ignored. Simply recognising that kids might be having a really hard time, giving them space to talk about it with someone skilled, teaching them some resilience and finding a way to work with their parents/carers via the school nurse/social worker could make a lifetime of difference. It is far more important that our kids leave school knowing they are loved, with a real sense of self-esteem and belonging than with good SATS scores or GCSEs. The academic stuff can come later if necessary and we need to get far better at accepting this. A child’s health and wellbeing carries far more importance than any academic outcomes and Ofsted needs to find a way to recognise this officially. In other words, we need to create compassionate schools and try to ensure that school itself does not become an adverse childhood experience for those already living in the midst of trauma.
  • In North Lancashire, we have created a hub and spoke model to enable schools to be supportive to one another and offer advice when complex safeguarding issues are arising. So, when a teacher knows that they need to get a child some help, they can access timely advice with a real sense of support as they act to ensure a child is safe. These hubs and spokes need to be properly connected to a multidisciplinary team, who can help them act in accordance with best safeguarding practice. This MDT needs to incorporate the police, social services, the local health centre (for whichever member of staff is most appropriate) and the child and adolescent mental health team.
  • For adults who disclose that they have experienced an ACE, appropriate initial follow up should be offered and a suicide risk assessment should be carried out.

 

Manage

 

For children/Young People, the management will depend on the age of the child and must be tailored according to a) the level of risk involved and b) the needs of the child/young person involved. Some of the options include:

 

  • In severe cases the child/YP must be removed from the dangerous situation and brought under the care of the state, until it is clear who would be the best person to look after the child/YP
  • Adopting the whole family into a fostering scenario, to help the parents learn appropriate skills whilst keeping the family together, where possible.
  • EmBRACE (Sue Irwin) training for safeguarding leads and head teachers in each school, enabling children/YP to learn emotional resilience in the context of difficult circumstances.
  • Art/play therapy to enable the child to process the difficulties they have been facing.

 

For adults who disclose that they have experienced ACEs, many will find that simply by talking about them, they are able to process the trauma and find significant healing in this process alone. However, some will need more help, depending on the physical or mental health sequelae of the trauma experienced. Thus may include:

 

  • Psychological support in dealing with the physical symptoms of trauma
  • Targeted psychological therapies, e.g. CBT or EMDR to help with the consequences of things like PTSD (post traumatic stress disorder).
  • Medication to help alleviate what can be debilitating symptoms, e.g. anti-depressants
  • Targeted lifestyle changes around relaxation, sleep, eating well and being active
  • Help with any addictive behaviours, e.g. alcohol, drugs, pornography, food

 

Recover

 

Again, this will follow on from whatever management is needed in the ‘healing phase’ to enable more long term recovery. There are many things which may be needed, especially as the process of recovery is not always straightforward. These may include:

 

  • The 12 step programme, or something similar in walking free from any addiction.
  • Revisiting psychological or other therapeutic support
  • Walking through a process of forgiveness (https://www.youtube.com/watch?v=JQ-j7NuhDEY&list=PLEWM0B0r7I-BXq6_wO4sL0qIwzTWwn_vx&index=9&t=0s, https://www.youtube.com/watch?v=EtexaUCBl5k&list=PLEWM0B0r7I-BXq6_wO4sL0qIwzTWwn_vx&index=9)
  • We may need to help children go through development phases, which they have missed, at a later stage than usual, e.g. some children will need much more holding, cuddling and eye contact if they have been victims of significant neglect.
  • Compassionate school environments to help children and young people catch-up on any work missed, in a way they can cope with and reintegrate into the classroom setting where possible, but with head teacher discretion around sitting exams.

 

To complete the cycle, those who have walked through a journey of recovery are then able, if they would like to, to help others and form part of the growing network of people involved in this holistic approach to how we tackle ACEs in our society.

 

Hopefully this is a helpful framework to think as widely and holistically as possible. There is much great work going on around ACEs now and we must develop a community of learning and practice as we look to transform society together. We can’t do this alone, but together we can!

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Four Circles of Population Health

Tweet In my previous blog in this series, I wrote about the ‘Pentagon Model’ which we have developed in Morecambe Bay to help us think about how we manage Population Health. The Pentagon approach actually forms one of four parts of some over-lapping circles, based on 4-Ps (Population Health Approach, Partnerships, Places, People Movement), which [Continue Reading …]

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Population Health – The Pentagon Approach

Tweet Here in Morecambe Bay, thanks especially to the excellent work of Marie Spencer, David Walker, Jane Mathieson, Hannah Maiden and Jacqui Thompson, we have together developed a way of thinking about population health, which we call the ‘Pentagon Approach’. It draws on learning over a number of years from Public Health England and the [Continue Reading …]

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