By Dr Nicole Milburn, Infant Mental Health Consultant & Jen Willis, Communications Consultant, Berry Street – Take Two
As a community we often discuss the poor mental health of adults and young people, but rarely do we really look at the mental health of babies. This is unfortunate because it is the relationships and environment a baby experiences during infancy that often set the conditions for that baby’s mental health during later adolescence and adulthood.
What is mental health for a baby?
There are three key factors that define early mental health and wellbeing. Continue reading “Why a baby’s mental health really matters”
By Jen Willis, Communications Consultant, Take Two – Berry Street.
“I really can’t draw. And I think that helps, because they can laugh at me.”
Not what you’d expect to hear from an art therapist.
Danni is a Take Two specialist working with very traumatised young people in crisis. She uses line, colour and shape to support her clinical work with young people who are admitted to Secure Welfare.
Continue reading “How line, colour and shape can help a young person in crisis”
By Jen Willis, Communications Consultant, Berry Street – Take Two
Monica has recently joined Berry Street’s Take Two service as our Senior Speech Pathologist.
It’s thought that at least half of the children and young people we work with have communications difficulties. This can contribute to feelings of anxiety and frustration that might lead to social isolation, aggression or depression when they can’t understand what others are telling them or express themselves properly.
Continue reading “Speech pathology and why it’s needed in Take Two”
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”
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”
Our 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”
By 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?”