We recently asked schools to share their success stories in using BSEM strategies. We are excited to share these stories here.
It’s always good to start the day with a circle; a great way to check in and out, frame expectations for the day or session and nurture meaningful relationships within the community.
Denna Tye, teacher, explained, “At Naradhan Public School (NSW), we have implemented morning and afternoon circles to build on our predictable routines. It allows us to set the tone for the day, highlighting positives we’ve seen in the playground and then finish the day, by giving everyone the opportunity to reflect and share something they’ve enjoyed.”
Continue reading “Berry Street Education Model in action”
Lamine Sonko is known as Australia’s African cultural journeyman. He has toured Australia and internationally as a performer and educator, engaging and energising audiences across the country, and bringing people together to celebrate diversity and enable creative collective action.
BSEM draws on evidence to advocate for the use of patterned, rhythmic physical movement activities to support students’ healing, growth and learning at school. In this interview, Lamine reflects on using rhythm and culture to engage young people, facilitate community and improve wellbeing.
Continue reading “Stories of Impact – Rhythm, Culture and Community Wellbeing at School”
Babies – like all humans – can have good mental health, poor mental health or anything in between.
The first 1000 days of a child’s life is crucial to their mental health later in life. All babies need to feel safe and looked after – it’s what sets up their expectations of what a loving relationship feels like.
If the baby is not fed when they are hungry, held when distressed or spoken to regularly, they quickly learn to expect not to be looked after.
Continue reading “Video: Radically improving someone’s life: the emotional health of the babies”
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.
Continue reading “Black Lives Matter”
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).
Continue reading “Positive priming pics ‘n tricks using curiosity and creativity”
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.
Continue reading “Why Must Educators Explore Implicit Bias?”
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.
Continue reading “Through Elijah’s eyes: the best things about his Teaching Family Model home”
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?
Continue reading “Tips, tricks and resources: What’s been helping during COVID-19 and as we transition into our new “normals” | Part 3”
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.
Continue reading “How COVID-19 intensifies symptoms of mental illness | Part 2”
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.
Continue reading “Each person’s experience of COVID-19 is unique | Part 1”
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.
Continue reading “Video: How regulating bodies helps calm minds”
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.
Continue reading “Optimising your decision-making energy”