Insights from ‘Transforming Childhood Trauma’ with Dr. Bruce D. Perry

Dr. Bruce D. Perry

Today we were thrilled to present Dr. Bruce D. Perry’s ‘Transforming Childhood Trauma’ workshop in Melbourne. It was an inspiring, thought-provoking day that delivered a wealth of insights for the audience to apply to their practice. In this post, we share some of our highlights from the day.

In the beginning of the presentation, Dr. Perry explained the complexity of the human brain. One of the fundamental principles about the brain is that it develops sequentially, from the simplest parts to the most complex. The cortex, which controls higher reasoning, isn’t fully developed until people reach their early 30s. The brain also processes information sequentially – the lower, less complex parts have ‘first dibs’ on incoming information. This has significant implications for how we respond to stress.

“Part of what we know about the brain is that we don’t know that much about the brain”

Continue reading “Insights from ‘Transforming Childhood Trauma’ with Dr. Bruce D. Perry”

Developing a national Trauma Informed Practice framework

Berry Street believes that an important priority for the next three year action plan, as part of the National Framework for Protecting Australia’s Children, should be the development of a national Trauma Informed Practice framework.

Julian Pocock
Director Public Policy & Practice Development

Over the last two decades strong evidence has been established of the impacts of childhood trauma arising from exposure to maltreatment, abuse, neglect and violence on healthy human development, and the need for children and young people to receive effective support to heal and recover from trauma.

We know more about the way trauma affects brain development, the consequences for the capacity of children to form healthy relationships with secure attachments and the behavioural challenges that traumatised children and young people present within their families, their broader network of relationships and within service settings from maternal and child health, early learning and care services, schools and the out-of-home care system.

In more recent years child and family welfare service systems have sought to respond to this evidence by developing ‘trauma informed’ policy, program and practice initiatives to support children and young people to recover and heal from childhood trauma.

Continue reading “Developing a national Trauma Informed Practice framework”

If We Value the Expertise of Children and Young People

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“Yet, without the participation of experts we won’t be successful. And the expert is the child”

Janusz Korczak

I have recently begun to ask myself the question: how different would out-of-home care look if we truly valued the expertise of the children and young people that live in it? In fact, would so many children, young people and families be so enmeshed in the benevolent web of services that accompany the child protection and out-of-home care systems if those systems routinely and genuinely valued the expertise of children and young people right from the beginning?

My internal dialogue takes the discussion further… Let’s say, for one utopic moment, that we sit as equals at the table with young people who have experienced abuse, neglect and the terrifying complexity of the system set up to serve their ‘best interests’. Let’s imagine that they have proffered arguments and evidence alongside academics, experienced sector professionals and bureaucrats, in support of approaches (for we know without doubt that one size does not fit all) that focus on making their childhood good. What might that look like? And more importantly who would have the courage to make it happen?

We won’t ever know if we don’t ask.

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Young people who have lived through abuse and neglect and have subsequently been bounced, powerless, through the pinball machine of court processes, case managers, care placements, care plans and repeated attempts to ‘go home’ – these young people know. They know what it all feels like. Under their skin, in their hearts, they know how it feels.

Countless reforms and ‘system improvements’ will continue to achieve minimal success at best if we continue to prevent the key experts from leading the discussions and shedding light on the impact of decisions made by people so far from the ground that we all look like ants from where they sit.

Maybe childhood would be better for the huge numbers of children and young people in care if we were prepared to let them show us how to make it so. We won’t know unless we try.

Post written by:  Lauren Oliver, Youth Engagement Coordinator, Berry Street Childhood Institute

What makes a good childhood?

shutterstock_2040590By Dr. Nicole Milburn, Clinical Psychologist and Internal Consultant for Infant Mental Health at Berry Street Take Two

The Berry Street Childhood Institute has a primary task of helping the community think about what makes a good childhood. In health and welfare work, we are so often required to focus on what is not good enough and what requires improvement. To have an institute in our field that is dedicated to sharing a conversation about what makes a good childhood is a really wonderful addition.

I am a Clinical Psychologist and Infant Mental Health Specialist. The field of infant mental health has been burgeoning over the last 50 years and has much to say about what constitutes a good childhood. Infant mental health has particular strengths in this area, having come from the fields of both psychoanalytic theory and developmental psychology.

Psychoanalysis has a long history of thinking about what lies inside people’s heads; what conscious and unconscious drives and motivations are acted out in behavior, and how people see themselves in relation to one another.  Continue reading “What makes a good childhood?”

Attachment-based Practice with Adults: Understanding strategies and promoting positive change

shutterstock_65734030By Clark Baim, UK presenter and Berry Street Childhood Institute Fellow

I was delighted to facilitate a training event hosted by the Berry Street Childhood Institute focusing on attachment-based practice with adults.

Attachment theory is often misunderstood as applying only to infants and toddlers. This training focused on contemporary theory and research, which demonstrates that attachment strategies are crucial to our psychological, social and emotional well-being across the whole of our lives. Continue reading “Attachment-based Practice with Adults: Understanding strategies and promoting positive change”

The Berry Street Education Model

Everyday Strategies for Teachers

The Berry Street Education Model was created in response to teachers requesting strategies.

  • How do I engage my struggling students in learning?
  • How do I manage difficult behaviour?
  • How do I build independence for learning?

The Berry Street Education Model has been design to support teachers as they meet the complex needs for students who struggle from the effects of chronic stress or traumatic stressors.  Our model also helps teachers to feel empowered within the classroom to teach the whole-child.

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Through our work with schools across Australia, we know that the best strategies help teachers to set up and reinforce a pro-active, pre-emptive, and de-escalated strengths-based classroom.  We know that teachers need strategies that they can start using tomorrow; and a whole-school approach is often required to unify practice to nurture success for all students.

Here is one of our favourite strategies:  GOLDEN STATEMENTS

As teachers, we hate to feel like we are nagging our students all day long.  

“Take out your books. Now turn to page 27. I’ll wait…”

Please turn to page 27. PLEASE turn to page 27…!” 

How is the following statement different in tone and mood?

“I will begin teaching when I see all books turned to page 27.” 

The first example makes the student the subject of the sentence, and the students can choose to either follow the direction or stall. The second example make the teacher (“I”) the subject, and the teacher declares what she is going to do, when she is going to do it, and the conditions for success. In the second case, the teacher maintains positive power in the classroom while describing what she is going to do rather than what she is asking the students to do. For instance, when you say, “You will…” you lose control; when you say, “I will…”, you gain control.

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Golden Statements are special statements that teachers can use in classrooms to:

  • Give directions
  • Issue requests
  • State their expectations
  • Repeat their expectations

The last function listed here is our favourite: Golden Statements allow teachers to repeat themselves without feeling like a broken record or a complaining nag.

Golden Statements build relationships because they keep both student and teacher in thinking mode. They stop the arousal escalation of the teacher because the teacher feels that they are issuing their requests in a reasonable manner. Golden Statements empower students because students can see that the teacher is holding the relationship and has clear expectations for the activity at hand.

Please check out the following link on more information, including links to research papers. Please note, we are currently in a research and evaluation process with University of Melbourne Graduate School of Education, a joint effort with the Centre of Positive Psychology and Youth Research Centre.

http://www.childhoodinstitute.org.au/EducationModel

 

Post written by: Tom Brunzell, Senior Advisor, Education, Berry Street Childhood Institute

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Family Drug Treatment Court

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The first Family Drug Treatment Court (FDTC) in Australia launched in Melbourne earlierthis year.

The FDTC is a non-adversarial or problem-solving court model and its aim is to promote family reunification or earlier permanent care decisions for families where parental substance misuse is a major contributing factor of children being placed in out-of-home care.

Whilst participants are engaged in the FDTC, they are supported to address and own their substance misuse and recovery. Intensive clinical case management and wrap-around support is provided by a multi-disciplinary team to address any number of overlapping and complex issues including substance misuse, mental health, housing, family violence, financial and parenting issues.

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Conference delegates will have the opportunity to hear prominent international speakers Justice Peggy Hora and Megan Wheeler, who have years of operational experience in the FDTC sector in the US, discuss why the FDTC works and what intensive case management is all about in this particular practice setting.

There is also the opportunity to sign up for Master Classes to engage even more in depth with specific topics such as development and implementation of FDTC, evaluating success of FDTC, and the intersection between child protection and the FDTC.

Early bird tickets are available until October 17, so don’t miss out!