Perceptual Learning: Sensory Strategies for Classroom Regulation

By Jennifer Colechin, Senior Trainer of the Berry Street Education Model 

Why do kids love green slime? You may have wondered this to yourself on more than one occasion when you have had little sticky fingers shoved into your face as you pick bits of slime off your shirt. The reason is simple-the brains of our little people crave it.

The human brain is an amazing thing, capable of learning and retaining so much information. But, in order to learn, our brains must feel safe.

Continue reading “Perceptual Learning: Sensory Strategies for Classroom Regulation”

Linking Unconditional Positive Regard and Teacher Wellbeing

By Jack Greig, Senior Trainer of the Berry Street Education Model

How can Unconditional Positive Regard support student healing as well as enhance teacher wellbeing?

There is evidence to suggest that Unconditional Positive Regard (UPR) not only supports students’ healing and learning at school, but also leads to enhanced teacher wellbeing.

Continue reading “Linking Unconditional Positive Regard and Teacher Wellbeing”

Insights from Dr. Bruce D. Perry’s Masterclass on Applying the Neurosequential Model of Therapeutics

Dr Bruce D PerryOur second day with Dr. Perry gave us an opportunity to delve deeper into the theory underlying the Neurosequential Model of Therapeutics (NMT) and its application as a framework for clinicians to use and apply their own skills or training to. It also gave us a chance to hear from practitioners from around Australia about the application of the NMT in a variety of local settings. Continue reading “Insights from Dr. Bruce D. Perry’s Masterclass on Applying the Neurosequential Model of Therapeutics”

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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Building Bikes, Building Hope

Sue bikes

Many of the children and young people that Berry Street help aren’t told by their parents to get up and go to school every morning. The abuse, neglect and instability these children deal with daily means that going to school is not on top of their to-do list.

This is why Berry Street runs an independent school (with three campuses) for children who have been disengaged from mainstream education.

The teachers at these schools do their best to get their students involved in school and receive the education and future they deserve. They try to make school-life more engaging for the students in a variety of creative ways, such as a recent bike-building activity.

The students at the Noble Park campus were given the opportunity to build their own bikes through The Happiness Cycle. This is an initiative run by Coca Cola to provide teenagers with bikes to make them more active.

Principal of the Noble Park School, Susan Nilson, says the students responded well to the program.

“It was a really positive experience for the kids. It was a good hands-on activity,” Nilson says. “It enabled the kids to feel valued because they were given the opportunity and responsibility to build something that they get to keep. It gave them a sense of purpose and accomplishment.”

Nilson says the students got really involved and enjoyed the day. Harry*, 16, was excited by the idea of building his own bike.

“The main reason I chose to do the program was to get a bike. That’s pretty cool!” Harry says. Being involved in an activity like this and receiving a bike isn’t something the students would normally experience given their backgrounds, but Harry says getting the bike wasn’t the only positive.

“It was a worthwhile experience. Apart from getting a bike, we got to be around a different variety of people, which was interesting,” Harry says. “It was good because we got to spend time with our friends in a different environment.” IMG_0955

Expert teacher, Travis McMahon, attended the activity and says the students put a lot of effort into building their bikes, as well as acting appropriately, which at times can be a challenge for them.

“The kids were really good. If someone needed a hand with their bike, they’d jump in and help. It was really collaborative,” McMahon says. “These are young people who don’t usually deal well in social settings, but they dealt with being around all the other people really well.”

Like the other students, Harry experienced a difficult upbringing, resulting in him being asked to leave mainstream education. He’s been attending the Berry Street School for a year now and says he’s happy to be there.

“I’ve made a lot of friends here, which is good, and I can get an education. That’s very important to me.”

*Names have been changed to protect the identities of students.

Post written by: Grace Kelly, Berry Street Media Intern