We recently asked schools to share their success stories in using BSEM strategies. We are excited to share these stories here.
It’s always good to start the day with a circle; a great way to check in and out, frame expectations for the day or session and nurture meaningful relationships within the community.
Denna Tye, teacher, explained, “At Naradhan Public School (NSW), we have implemented morning and afternoon circles to build on our predictable routines. It allows us to set the tone for the day, highlighting positives we’ve seen in the playground and then finish the day, by giving everyone the opportunity to reflect and share something they’ve enjoyed.”
Continue reading “Berry Street Education Model in action”
COVID has taken a huge toll on our collective mental health and wellbeing in Victoria.
For a lot of people who have previously suffered trauma or experienced any mental health problems it’s been even harder. For some children in out-of-home care who have experienced developmental trauma as a result of neglect or abuse, it’s been devastating.
Reports show during Stage 4 lockdown restrictions, there’s been a dramatic increase in Victorian children hospitalised due to self-harm and an unprecedented number of calls from Victorians to mental health services.
In this article we’ll explain how using a relationship-building approach can help a child feel safer, more secure and cared for.
Continue reading “How to adopt a relationship-building approach”
Lamine Sonko is known as Australia’s African cultural journeyman. He has toured Australia and internationally as a performer and educator, engaging and energising audiences across the country, and bringing people together to celebrate diversity and enable creative collective action.
BSEM draws on evidence to advocate for the use of patterned, rhythmic physical movement activities to support students’ healing, growth and learning at school. In this interview, Lamine reflects on using rhythm and culture to engage young people, facilitate community and improve wellbeing.
Continue reading “Stories of Impact – Rhythm, Culture and Community Wellbeing at School”
“Heeeeey, Rob… I, I, I a Abbb-or-ig-in-oool!” he says proudly.
And off he runs again. A few moments later he’s back with a soft toy.
“And it,” he says pointing at his soft cuddly animal, “it, it my t… t… – who it Mum?”
“Totem mate,” says Anna softly, smiling at him.
“Yeah, it my toeeee-tum.” He grins and off he runs again to get his new gumboots to show Robyn, his Take Two clinician on the Zoom video call.
Continue reading “Supporting minds & spirits with cultural connections”
By Kim Bradford, Aboriginal Consultant, Berry Street Take Two.
Nearly a quarter (23%) of the babies, children and young people referred to Berry Street’s Take Two service are Aboriginal and Torres Strait Islander.
Yet Aboriginal and Torres Strait Islander children make up less than 2% of all Victorian children (Productivity Commission 2020).
Continue reading “Celebrating our Elders of tomorrow”
Babies – like all humans – can have good mental health, poor mental health or anything in between.
The first 1000 days of a child’s life is crucial to their mental health later in life. All babies need to feel safe and looked after – it’s what sets up their expectations of what a loving relationship feels like.
If the baby is not fed when they are hungry, held when distressed or spoken to regularly, they quickly learn to expect not to be looked after.
Continue reading “Video: Radically improving someone’s life: the emotional health of the babies”
In case you missed our recent series of Tweets @BSEMaus regarding the #BlackLivesMatter and #AboriginalLivesMatter protest movement, we are sharing them again here. BSEM will always have a focus on contributing to collaborative efforts to make a positive difference in the lives of Aboriginal Australians and other marginalised groups. We are always interested in hearing from schools about the work you are doing in this space. Please contact us if you have thoughts, ideas or initiatives you would like to share with us or if you want to join us in this continuing conversation.
Continue reading “Black Lives Matter”
When people experience positive emotions, their minds broaden and they open up to new possibilities and ideas. At the same time, positive emotions help people build their personal well-being resources, ranging from physical resources, to intellectual resources, and social resources (Fredrickson 2009).
Continue reading “Positive priming pics ‘n tricks using curiosity and creativity”
Berry Street’s Take Two program has recently had an article published on the CFCA information exchange on the Australian Institute of Family Studies (AIFS) website.
The article explains how and why children who have experienced trauma may find it more difficult to regulate their emotions and behaviours than other children.
Practice Development and Training Team Leader Clare Ryan explains how Take Two uses the Regulate–Relate–Reason framework in its clinical work to assist children to calm their bodies and emotions. The framework is a core element of the Neurosequential Model of Therapeutics (NMT) approach developed by Dr Bruce Perry in the United States.
Continue reading “Sensory strategies for calming the body and mind”
One year ago, I moved to Australia to become a Senior Trainer with the Berry Street Education Model. As an American citizen, now an Australian resident, and a former New York City public school educator, I have been closely following the recent Black Lives Matter events in both Australia and the United States. Because this movement has been covered prominently in world news, I’ve had many conversations with Australians who have expressed shock and disbelief that racism is still one of America’s biggest battles. Interestingly though, I can see that Australia has its own story when it comes to the ongoing prevalence of racism. The way both countries have historically and currently treat people of colour significantly impacts the young people with whom we work and as such, is a critical subject to address.
Continue reading “Why Must Educators Explore Implicit Bias?”
For children who have experienced significant and repeated trauma, traditional out-of-home care (such as foster and residential care) doesn’t always provide the right support. Berry Street is implementing a new, proven model of care to reimagine the future for our most vulnerable children: the Teaching Family Model (TFM).
TFM is an evidence-based, alternative approach to traditional residential care. It offers an innovative way of caring for children and young people in a family-style setting. TFM practitioners provide children with trauma-informed care, help them learn important interpersonal and living skills, and how to better manage their emotions.
Continue reading “Through Elijah’s eyes: the best things about his Teaching Family Model home”
Getting tested for COVID is uncomfortable. The nurse or doctor needs to swab the back of the throat and mouth.
Being prepared for the procedure will help children cope better and feel less anxious.
Berry Street’s Take Two Developmental Specialists Team have developed a free printable social story that explains in familiar terms, what will happen and why the test is needed.
Take Two invites carers or parents (especially those looking after children with Autism Spectrum Disorder (ASD) or other developmental differences including a trauma history) to share the social story with their child to make a COVID test more manageable.
Continue reading “Free Social Story: Getting tested for COVID”