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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Childhood Conversations Pilot Program – Session 4

We are continuing our focus on 21st century childhood. shutterstock_93772915

We are now turning our reflections to Education & Technology. 

In particular, we are looking closely at access to technology and how information about family is shared. 

When we looked back at our own childhoods, people talked about the T.V. being the only  form of technology that most people had in their house. Cartoons were watched after school and on Saturday mornings, and movies were watched with the whole family.

Generally, information about family was shared in an annual family newsletter, sent in letters or discussed over the telephone. 

What role is technology playing in 21st century childhood? shutterstock_74859610

How is information about children and families now being shared with extended family and friends? Do you think this is a good thing or a bad thing? Let us know what you think of these changes. 

 

Post written by: Julie Noonan, School Engagement Co-ordinator, Berry Street Childhood Institute

Childhood Conversations Pilot Program – Session 2

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Continuing our retrospective trip back in time to the era in which you were a child…

We are still focussing on Family Environment. Let’s have a conversation about where you believed that children ‘fit’ within the family unit when you were growing up.

My personal experience was that there was a very clear family hierarchy, with dad firmly at the top!

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As children, we were expected to be respectful and to do as we were told. The phrase “children are seen and not heard” was a good indication of how families operated during that time.

What are your perceptions of how children ‘fit’ within the family unit when you were a child? Please share your ideas!

Post written by: Julie Noonan, School Engagement Co-ordinator, Berry Street Childhood Institute

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!

Childhood Conversations Pilot Program – Session 1

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What makes a good childhood? 

The ‘Childhood Conversations’ Pilot Program seeks to engage parents of Victorian children in conversation about 21st century childhoods, in order to increase their understanding and awareness of what sustains a good childhood; and empower them to find solutions and advocate for change.

Take a trip back in time with us to the era in which you were a child…

Whether this took place in the 50’s, 60’s, 70’s, 80’s or 90’s, there are often common elements that typify or mark the era in which we grew up. 

We are looking at the Family Environment and in particular ‘Family structure and work/life balance’.

My experience of growing up in the 70’s was that the nuclear family was the norm and there were strongly defined mother/father roles. Parents (fathers in particular) seemed to work long hours but the hours were predictable. Family life seemed to be able to be structured around work hours.

What are your perceptions of how families were structured and parent’s work/life balance when you were growing up?shutterstock_123839083
We would love to hear from you!

Post written by: Julie Noonan, School Engagement Co-ordinator, Berry Street Childhood Institute