An exploration of Positive Education in Australian schools

Interview by Chris Dawson, Senior Trainer of the Berry Street Education Model

Chris Dawson sat down with Marita Hayes-Brown, CEO of the Positive Education Schools Association (PESA), to discuss all things positive education, including exciting developments in this space and four key actions that schools can take to start incorporating a positive education approach.

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Yarning to create a better future

Berry Street’s Take Two service is working to reduce the impacts of developmental and intergenerational trauma with some of our most vulnerable children.

Belinda Blundell is a member of Take Two’s Aboriginal Team and works with children in East Gippsland.

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How culture helped a child find his voice

By Jen Willis, Communications Consultant, Berry Street – Take Two

Lots of 7-years-olds wouldn’t be able to tell the difference between a moth and a butterfly. But Jay can.

Jay is an Aboriginal child going to a local primary school in suburban Melbourne. But unlike the others in his class, he has only just started talking.

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“Essential reading” – Berry Street’s Take Two makes it into CHOICE

Berry Street’s Take Two service has been internationally recognised for its contribution to academic literature about developmental trauma and our clinical use of the Neurosequential Model of Therapeutics (NMT).

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Learning to trust through play

By Jen Willis, Communications Consultant, Berry Street – Take Two  

Learning to talk, walk and play have been bigger achievements for Kassie than for most kids.

When Kassie entered foster care as a toddler, she was severely developmentally delayed and clearly malnourished. She couldn’t walk or talk.  She couldn’t hold eye contact and didn’t know how to play. She vomited 40 to 50 times a day, every single day but for no obvious medical reason.

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Stories of Impact – Doveton College

Interview by Jack Greig, Senior Trainer of the Berry Street Education Model

Located in South-East Melbourne, Doveton College is the first government school designed to meet the needs of children from birth to Year 9 and their families. The College offers adult education programs, as part of its focus on building a stronger community for the benefit of its students.

 Thadd Rimer is an Assistant Principal (Years 5-9) and the Berry Street Education Model (BSEM) Leader at Doveton College.

 In this interview, Thadd reflects on the way a common BSEM language and implementation approach has contributed to shifting school culture and lifting student expectations.

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Sharing Power: how to improve student motivation and teacher effectiveness

Building our understanding of the power we hold as teachers is a vital first step in helping students understand how they can develop a sense of control in their lives. This is especially true for young people who have limited opportunities to see or experience socially acceptable expressions of power and control. Without appropriate and considered modelling and explicit teaching, young people may use confrontation, aggression or other anti-social forms of expressing power.

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