For the most part, people are good at responding to the bad news of others. When someone comes to us and tells us they have lost a loved one, or didn’t get the job they wanted, or broke up with their partner, we commiserate, listen, and empathise well. But what about when something good happens?
Continue reading “Active Constructive Responding in the classroom”
By Jack Greig
Jack Greig is a teacher at a Melbourne secondary school. He undertook the Berry Street Education Model program in 2017 as part of a whole school professional development program.
It has now been over a month since completing the Berry Street Education Model course. It stands as one of the most valuable professional development opportunities I have had to date. A huge credit to Tom Brunzell and the education team at the Berry Street Childhood Institute.
Hundreds of strategies were offered during the course but I’m going to focus my reflection on three big revelations I had over the four days that I feel have the potential to shift the paradigm for teachers who are working with vulnerable young people in mainstream school settings. Continue reading “Reflections on the Berry Street Education Model: Part 1”
This post is part of our series on what makes a good childhood.
Although intuition tells us how important a child’s early experiences are, the evidence is now overwhelming. A good childhood really is the foundation for a healthy adult life and cohesive society.
Over the previous decade, we have seen a greater focus on, and understanding of, the importance of childhood wellbeing, both from an objective and subjective perspective. It is now generally understood that children’s wellbeing is crucial, not just for their own lives, but for society as a whole. Continue reading “Early Childhood: the importance of the early years”
For most children, moving from preschool through to the senior years is a normal rite of passage. However, for the students who arrive at the doors to our Berry Street School, school has been another negative experience along a road marked by trauma and disruption.
While the Australian education system provides an excellent option for most students, for young people who have experienced trauma through neglect, abuse and family violence, it can be a real struggle to fit within the mainstream school system. Continue reading “Advancing Children’s Learning and Development”
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”
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”