As we come towards the end of what has been a difficult year, school and kinder stop for holidays and there’s lots to do. There’s the end-of-year busyness as we rush towards the finish line. There’s lots of trying to squeeze in seeing friends, buying presents and preparing food for gatherings. While all this activity can be fun for some – and certainly many people feel like there’s extra to celebrate this year – for others it’s an extremely stressful and anxious time of the year.Continue reading “For some, Christmas isn’t merry and bright”
Predictable activities, rhythms and routines make children and young people feel more secure, safer and cared for. With a little bit of planned structure, children are less likely to feel caught unawares. They will know what to expect.
This is especially important for children in out-of-home care who may be more likely to feel that the world is an unsafe place.
In the current COVID-19 situation with no school and big changes to their daily lives, many children, carers and families are struggling to find a new and reassuring rhythm to their days.
Communities around the world are feeling the impacts of COVID-19. And for anyone who has suffered trauma or lives with anxiety normally, it’s an even more difficult time.
For families with children – especially children who are in out-of-home care – spending weeks at home without any school or other group activities will likely be pretty tough at times.
Over the coming weeks, Berry Street’s Take Two service will be providing resources to help families with children who have experienced developmental trauma to support and manage their wellbeing.
The PRTF School do what most neurodevelopmentally and “trauma” informed education programs do, by providing frequent “brain breaks” for their children. Essentially this is where they step down from academic learning and engage in some form of somatosensory activity such as playing outside, water play, sand play, play doh, calming corners with sofas, bean bags, blankets and soft toys etc.
They do this routinely, repetitively and frequently. Having access to a staff member dedicated to leading these breaks and co-regulating the children in between them worked a treat as well.
You know maths and mathematical concepts is a difficult gig at any school, let alone a classroom of children struggling with emotional, social and behavioural difficulties.
Immediately on entry into the room, she invited the children to the front of the class and had them all stand or sit around her as they preferred. Each child was given a piece of paper containing a number, each child read their number out aloud. The greater than symbol was drawn on the board and there was minimal question and answer time to ensure that everyone understood the concept of the greater than symbol.
Then engaging the students in an activity based process, moving them around she asked them two by two (based on those most engaged in the moment) to identify their number and stand either side of her – as she held the greater than symbol.
The student’s task – to put themselves in the right spot – who’s number was greater than the other. Each student excitedly took their turn and much celebration was had as each pair got it right…Read more about Greater and Less Than – Lessons in Learning through Movement here at, Chelle Taylor’s blog My Creswick Fellowship Tour.
Edited version of a post written by: Michelle (Chelle) Taylor, Clinical Psychologist and NMT Consultant, Take Two Program.