Today we were thrilled to present Dr. Bruce D. Perry’s ‘Transforming Childhood Trauma’ workshop in Melbourne. It was an inspiring, thought-provoking day that delivered a wealth of insights for the audience to apply to their practice. In this post, we share some of our highlights from the day.
In the beginning of the presentation, Dr. Perry explained the complexity of the human brain. One of the fundamental principles about the brain is that it develops sequentially, from the simplest parts to the most complex. The cortex, which controls higher reasoning, isn’t fully developed until people reach their early 30s. The brain also processes information sequentially – the lower, less complex parts have ‘first dibs’ on incoming information. This has significant implications for how we respond to stress.
“Part of what we know about the brain is that we don’t know that much about the brain”
Continue reading “Insights from ‘Transforming Childhood Trauma’ with Dr. Bruce D. Perry”
“Yet, without the participation of experts we won’t be successful. And the expert is the child”
I have recently begun to ask myself the question: how different would out-of-home care look if we truly valued the expertise of the children and young people that live in it? In fact, would so many children, young people and families be so enmeshed in the benevolent web of services that accompany the child protection and out-of-home care systems if those systems routinely and genuinely valued the expertise of children and young people right from the beginning?
My internal dialogue takes the discussion further… Let’s say, for one utopic moment, that we sit as equals at the table with young people who have experienced abuse, neglect and the terrifying complexity of the system set up to serve their ‘best interests’. Let’s imagine that they have proffered arguments and evidence alongside academics, experienced sector professionals and bureaucrats, in support of approaches (for we know without doubt that one size does not fit all) that focus on making their childhood good. What might that look like? And more importantly who would have the courage to make it happen?
We won’t ever know if we don’t ask.
Young people who have lived through abuse and neglect and have subsequently been bounced, powerless, through the pinball machine of court processes, case managers, care placements, care plans and repeated attempts to ‘go home’ – these young people know. They know what it all feels like. Under their skin, in their hearts, they know how it feels.
Countless reforms and ‘system improvements’ will continue to achieve minimal success at best if we continue to prevent the key experts from leading the discussions and shedding light on the impact of decisions made by people so far from the ground that we all look like ants from where they sit.
Maybe childhood would be better for the huge numbers of children and young people in care if we were prepared to let them show us how to make it so. We won’t know unless we try.
Post written by: Lauren Oliver, Youth Engagement Coordinator, Berry Street Childhood Institute
Join us in celebrating the release of HEARTCORE, Berry Street’s new book featuring inspiring personal narratives from the Berry Street School students and photographs of paintings by international street artist, Kaff-eine.
Inspired by the students’ stories, Kaff-eine painted 20 public walls in Melbourne’s CBD, Collingwood, Fitzroy, Noble Park, and Morwell. Each wall was beautifully photographed for the book by Rowena Naylor.
Help support Berry Street and our efforts to improve outcomes for vulnerable young Victorians by purchasing a copy of HEARTCORE and spreading the word.
Pre-register for your advance copy at: http://heartcorebook.com.au
BOOK ON SALE SEPTEMBER 25.
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.
I journeyed to beautiful Charlotte in North Carolina to spend the week with my colleagues at Alexander Youth Network (AYN). AYN’s main campus or headquarters, and the home of its Psychiatric Residential Treatment Facility (PRTF) and one of their Day Treatment Programs, is located on a picturesque 60 acre property with buildings nestled in a woodland area with open grounds and recreation areas for their clients. This campus also houses facilities including a gym, indoor swimming pool and cafeteria.
AYN is a non-profit community based organisation receiving funding from fees for services (medicaid, insurance and the like) as well as contributions from individuals, corporations, foundations and government agencies. AYN serves children ages 5 to 18, who are referred from hospitals, physicians, parents, schools and from state and county organisations such as department of social services and juvenile justice. AYN serve over 7000 children each year.
AYN provide an array of mental health treatment for serious emotional and behavioural difficulities including: diagnostic and outpatient services, community based programs, multisytemic day therapy, therapeutic foster care and an onsite, 36 bed psychiatric residential treatment facility. The idea being that children, young people and families accessing their services can move from service to service with established working relationships of trust within the one organisation. Added to this is the strong grounding the staff have in child development, trauma, attachment and neurodevelopment as a core component of their orientation and ongoing training.
AYN offers services such as:
- Individual therapy including EMDR, play therapy, sand tray and an awesome play room furnished largely by donation and financial grants
- Art Therapy including pottery and their very own kiln
- A ropes course for adventure therapy
- A Labyrinth
- Occupational Therapy with a motor and sensory furnished room including a swing and tunnels.
- Physical Therapy
…Read more about Adventure Therapy 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
Associate Professor Pamela Snow of Monash University presented a keynote speech on the link and implications of oral language competency and vulnerable young people.
Oral language competency is the ability to process and comprehend language. One’s language competency is formed during infancy and childhood, and refers to the degree of language enrichment in the home.
Dependent on socio-economic status, the consistency and frequency of language and words spoken to children by parents can differ greatly. Parents who do not work outside the home can manage 616 words an hour, working parents can manage 1,252 words an hour and higher income earning parents can manage 2,153 words an hour.
The importance of language competency helps to form the basis of communication skills, and in turn, determines the success of maintaining relationships.
The complexities and nuances of language pose challenges for those with low levels of oral language competency, such as understanding what are jokes, metaphors, sarcasm and innuendo, to name a few. Children need a lot of emotional and linguistic exposure from their parents as they navigate through the complex world of interpersonal relationships.
By formal measured standards, 50-60% of young offenders have a language impairment. As such, it is highly likely that boys with behavioural difficulties have underlying language difficulties.
By recognizing oral language competency as a key area of childhood development, policy makers, teachers and youth justice systems can be better equipped to assist vulnerable young people.
In what ways did your parents communicate with you as a child? How often do you spend time talking with your children?
Post written by a youth blogger from SYN Media.
In this workshop, Dr. Bern Nicholls PhD gives advice for educators on how to build a classroom environment that values thinking.
Classrooms need to be ‘thought-full’ in two ways: respectful of ideas and others, and by facilitating thinking.
Over the conference, presenters have talked a lot about culture and about the stories that come through our experiences and shape us as people. When communicating with young people in a classroom, we need to think about how their personal stories might shape how they think. We need to think about thinking.
Learning is a direct outcome of thinking, but sometimes we forget about the thinking part and only focus on the teaching.
Thinking isn’t communicated, it’s invisible! When you can’t read how a student is thinking, you’re making assumptions and that’s dangerous, so why not try to make that thinking visible and easier to comprehend?
You can try to make your students’ thinking visible by turning this thinking into a wider understanding. This might take some experimentation and trying different exercises, but always remember to dig deeper. Asking students questions like ‘what makes you say that?’ peels back the layers of their learning and helps you understand how they connect their personal story to the course content.
As an educator, you can think ‘what sort of thinking do I want my students to take with them for the rest of their lives?’ Making thinking visible is about engaging your students, challenging them to think in different ways and reminding them that thinking is always valued in the classroom space.
Post written by a youth blogger from SYN Media.