Teachers are quickly shifting to online learning environments in response to the COVID-19 crisis and the demands of social distancing.
During this crisis stress levels are heightened for all of us. Trauma-impacted students, and in fact everyone, are susceptible to resurfacing trauma-related reactivity due to the compounding uncertainty and unpredictability this crisis presents. It is essential that schools prioritise student and teacher wellbeing and respond to the impacts of collective trauma and toxic stress.
Continue reading “Co-regulating (online) classrooms during a crisis”
Predictable activities, rhythms and routines make children and young people feel more secure, safer and cared for. With a little bit of planned structure, children are less likely to feel caught unawares. They will know what to expect.
This is especially important for children in out-of-home care who may be more likely to feel that the world is an unsafe place.
In the current COVID-19 situation with no school and big changes to their daily lives, many children, carers and families are struggling to find a new and reassuring rhythm to their days.
Continue reading “Creating a soothing new household rhythm in uncertain times”
Communities around the world are feeling the impacts of COVID-19. And for anyone who has suffered trauma or lives with anxiety normally, it’s an even more difficult time.
For families with children – especially children who are in out-of-home care – spending weeks at home without any school or other group activities will likely be pretty tough at times.
Over the coming weeks, Berry Street’s Take Two service will be providing resources to help families with children who have experienced developmental trauma to support and manage their wellbeing.
Continue reading “Caring for children in out-of-home care during the COVID-19 outbreak”
Have you ever had a day when your young students just seem to rev each other up and your centre or classroom is at fever-pitch? Or maybe you feel like your students are having constant meltdowns? Perhaps you feel that every time you look around you’re having to intervene to stop children from hurting each other. What can you do to teach them self-regulation strategies? The answer might be a surprise. When dealing with heightened students, we don’t start with them, we start with YOU!
Continue reading “Teaching self-regulation in early childhood”
By Allison Cox, Director, Berry Street – Take Two
A group of our international colleagues recently came from Norway to spend time with Berry Street’s Take Two service.
The RVTS Sør (South) service is a Norwegian government-funded domestic violence, sexual abuse, traumatic stress, migrant/refugee health and suicide prevention resource centre and training service. They have a special focus on working with children and families.
Continue reading “International delegation visits Take Two”
Not much is known about Elle’s* first year. Her Mum has severe mental health problems and has lots of problems with drugs and drinking.
Elle was removed by Child Protection services from her mother around the time she turned one.
Her father immigrated from Asia. Growing up we suspect he experienced significant trauma during the long civil war in his country. Elle’s father didn’t know about Elle until after she was removed and placed into foster care. When he found out, she went to live with him together with his new partner Trisha.
Continue reading “Playing to her strengths”
by Toni Heron, Senior Occupational Therapy Consultant, Take Two – Berry Street
Berry Street’s Take Two service has recently undertaken a three-year Occupational Therapy research study assessing the sensory processing patterns of the children and young people we work with. The results are partially what we expected, but there were some surprising findings also. Continue reading “Helping children regulate their bodies and their minds”