In case you missed our recent series of Tweets @BSEMaus regarding the #BlackLivesMatter and #AboriginalLivesMatter protest movement, we are sharing them again here. BSEM will always have a focus on contributing to collaborative efforts to make a positive difference in the lives of Aboriginal Australians and other marginalised groups. We are always interested in hearing from schools about the work you are doing in this space. Please contact us if you have thoughts, ideas or initiatives you would like to share with us or if you want to join us in this continuing conversation.
When people experience positive emotions, their minds broaden and they open up to new possibilities and ideas. At the same time, positive emotions help people build their personal well-being resources, ranging from physical resources, to intellectual resources, and social resources (Fredrickson 2009).
Berry Street’s Take Two program has recently had an article published on the CFCA information exchange on the Australian Institute of Family Studies (AIFS) website.
The article explains how and why children who have experienced trauma may find it more difficult to regulate their emotions and behaviours than other children.
Practice Development and Training Team Leader Clare Ryan explains how Take Two uses the Regulate–Relate–Reason framework in its clinical work to assist children to calm their bodies and emotions. The framework is a core element of the Neurosequential Model of Therapeutics (NMT) approach developed by Dr Bruce Perry in the United States.
One year ago, I moved to Australia to become a Senior Trainer with the Berry Street Education Model. As an American citizen, now an Australian resident, and a former New York City public school educator, I have been closely following the recent Black Lives Matter events in both Australia and the United States. Because this movement has been covered prominently in world news, I’ve had many conversations with Australians who have expressed shock and disbelief that racism is still one of America’s biggest battles. Interestingly though, I can see that Australia has its own story when it comes to the ongoing prevalence of racism. The way both countries have historically and currently treat people of colour significantly impacts the young people with whom we work and as such, is a critical subject to address.
For children who have experienced significant and repeated trauma, traditional out-of-home care (such as foster and residential care) doesn’t always provide the right support. Berry Street is implementing a new, proven model of care to reimagine the future for our most vulnerable children: the Teaching Family Model (TFM).
TFM is an evidence-based, alternative approach to traditional residential care. It offers an innovative way of caring for children and young people in a family-style setting. TFM practitioners provide children with trauma-informed care, help them learn important interpersonal and living skills, and how to better manage their emotions.
Getting tested for COVID is uncomfortable. The nurse or doctor needs to swab the back of the throat and mouth.
Being prepared for the procedure will help children cope better and feel less anxious.
Berry Street’s Take Two Developmental Specialists Team have developed a free printable social story that explains in familiar terms, what will happen and why the test is needed.
Take Two invites carers or parents (especially those looking after children with Autism Spectrum Disorder (ASD) or other developmental differences including a trauma history) to share the social story with their child to make a COVID test more manageable.Continue reading “Free Social Story: Getting tested for COVID”
Part 3 of our series ‘Mental illness relapse and recovery during a global pandemic: lived wisdom from young people’s perspectives’
“We will not go back to normal. Normal never was. […] We are being given the opportunity to stitch a new garment. One that fits all of humanity and nature.” – Sonya Renee Taylor
As a collective, we’ve found that the advice from many think pieces during this time has been removed from lots of people’s actual lived experiences. Right now, we’re in an absolute unknown. Things are going to be and feel different, strange and exhausting as we adjust to completely new versions of “normal”. For some of us, no amount of meditation and mindfulness helps in general, let alone during a pandemic, especially if our basic needs aren’t being met.
This is the final part in our series, ‘Mental illness relapse and recovery during a global pandemic’. For those of us who are working hard on our recovery journey, where can we seek specific support during this time? What are some useful tips, tricks and tools from peers in this space with relevant lived experience?
Part 2 of our series ‘Mental illness relapse and recovery during a global pandemic: lived wisdom from young people’s perspectives‘
“Shouting self-care at people who actually need community care is how we fail them.” – Nikita Valerio
For young people experiencing socioeconomic disadvantage, experiencing isolation and lockdown brings up a whole lot of stuff around coping mechanisms.
In part 2 of our series, we look at some changes in our own behaviour that we’ve observed and some common symptoms for those of us already managing mental illness.
Counselling or psychotherapy sessions ─ with the active involvement of carers ─ can be extremely helpful for babies, children and young people who have experienced neglect or abuse.
However, for a child to learn to trust that adults will look after them, those sessions need to be reinforced. Small, easy-to-do, repeated and regular moments can be created in everyday activities to remind the child that their caregiver genuinely cares about them and will look after them.
Part 1 of our series ‘Mental illness relapse and recovery during a global pandemic: lived wisdom from young people’s perspectives‘
“We are not all in the same boat. We are all in the same storm. Some are on super-yachts. Some have just the one oar.” – Damian Barr
Amid all the noise of think pieces about self-care and the Novel Coronavirus (COVID-19), we’re not seeing much that focuses on what happens for young people who are in recovery with mental ill-health; in particular, for young people experiencing socioeconomic disadvantage, isolation and lockdown can have wide-ranging impacts.
In this three part series, we will explore what’s happening and what’s helping during this global pandemic from the perspective of young people with a lived experience of surviving tough times. We will also share some resources and tips we have discovered along the way and are finding useful.
These are challenging times. For some households, the changes COVID-19 is requiring are a struggle. Many families are spending much more time together. Tensions are probably high for lots of adults and children – both will be anxious as they navigate this new way of life.
How many babies who experience serious hardships in their first year of life have delayed communication skills?
The Berry Street Take Two team based in Bendigo in the Loddon region of Victoria were worried about this. They welcomed a speech pathologist to work with them for more than a year, as part of Take Two’s Communication Project to help understand the scale of the problem.