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).
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.
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”
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.
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.
In these uncertain times, it’s understandable that carers may be feeling elevated concerns about how to manage the changing expectations of contact with family members. As a therapeutic service, Take Two offers this guidance in managing the heightened emotions and thoughts of children in the out-of-home care (OOHC) system in these times. We also provide a list of some free video calling apps and programs that might be suitable to use.
Self-regulation can be defined as the ability to control your behaviour, emotions and thoughts, and specifically, to be able to manage disruptive emotions and impulses (Bandura, 1991). In times like these, it becomes even more important to be building self-regulation skills in ourselves and our young people.
Are you looking for ways to help children maintain focus on their schoolwork at home? That is completely understandable. Children are accustomed to the rituals and routines of school. In their school’s classrooms, they go to a specific environment that deliberately is structured for learning. Now for many children, those structures are different, and they are trying to understand what it means to learn more independently. Based on our research at Berry Street Education Model (BSEM), stress can negatively impact a child’s stamina to learn and their ability to focus. Managing this change as parents, carers and teachers can be overwhelming. Here are three strategies that we hope will help:
During Covid-19, teachers are designing curriculum that students might complete either at home or onsite at school. Based on our research and strategies at the Berry Street Education Model (BSEM), we would like to offer suggestions to bolster your instructional planning. We recommend that teachers design rich tasks for your young people to do at home, rather than sending through smaller tasks. We do not want to overwhelm students or their parents with the need to manage too many things at once.
Remember many parents are working from home so they may have limited time and energy to support their child’s learning, and many teachers working from home might be juggling caring responsibilities as well, so let’s keep our expectations of each other and ourselves reasonable!
Continue reading “Scaffolding Learning with Rich Tasks: Curriculum Design”
Teachers are quickly shifting to online learning environments in response to the COVID-19 crisis and the demands of social distancing.
During this crisis, stress levels are heightened for all of us. Trauma-impacted students, and in fact everyone, are susceptible to resurfacing trauma-related reactivity due to the compounding uncertainty and unpredictability this crisis presents. It is essential that schools prioritise student and teacher wellbeing and respond to the impacts of collective trauma and toxic stress.