Belonging: a relationship-based approach for trauma-informed education
"This book focuses on three important and comprehensive areas of theory and research that provide a theoretical, clinical, and integrated intervention model for developing the relationships and a sense of safety for children with developmental trauma need."
Gespeichert in:
| Hauptverfasser: | , , |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Lanham ; Boulder ; New York ; London
Rowman & Littlefield
[2020]
|
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Zusammenfassung: | "This book focuses on three important and comprehensive areas of theory and research that provide a theoretical, clinical, and integrated intervention model for developing the relationships and a sense of safety for children with developmental trauma need." |
| Beschreibung: | xx, 329 Seiten Illustrationen 24 cm |
| ISBN: | 9781538135990 9781538135983 |
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Datensatz im Suchindex
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|---|---|
| adam_text | Contents Acknowledgments xi Preface xv Parti 1 1 Lessons from Polyvagal Theory: If a Child Could Do Better, He or She Would 3 Safety The Shaping of Our Nervous System and Implications for the Classroom 3 8 2 Lessons from Interpersonal Neurobiology The Vertical Bridge The Reptilian Brain The Limbic System Limbic System Bridges The Cortex Horizontal Bridge Safety Is the Engineer Interpersonal Bridge 11 12 13 14 14 17 20 23 23 3 Lessons from Attachment Theory Blocked Trust Blocked Care Attachment Patterns Secure Insecure Patterns of Attachment 25 26 28 30 30 32 v
Contents vi Avoidant Ambivalent Disorganized 32 34 36 4 Lessons from Intersubjectivity 41 5 Dyadic Developmental Practice and Its application to Education Playfulness, Acceptance, Curiosity, and Empathy (PACE) Playfulness Acceptance Curiosity Empathy Consequences 47 48 49 52 56 59 60 6 Co-regulation of Affect: The Affective/Reflective (А/R) Dialogue Storytelling Prosody Follow-Lead-Follow Talking About Talking For Use of Touch Connect-Break-Repair Elephant in the Room 65 66 67 70 73 74 75 76 7 Using А/R Dialogue to Explore and Discover the Meanings of the Child’s Behavior 77 Part II 8 9 Belong: A Classroom for Children with Attachment and Trauma Difficulties The Belong Program Staff Children Program Our Day: Structured Flexibility Sample Day Schedule Welcome Activity Group Language Break Structured Language Tasks Recess/Break Math Lunch OTTER (Our Time To Enjoy Reading) Science Social Studies or Art 85 87 87 88 89 89 95 96 96 99 103 104 106 109 110 111 113 115
Contents Transition Toward End of Day After Children Leave 10 Meeting Challenging Behavior with PACE Stealing Collecting Swearing Aggression Bragging, Exaggerating, and Lying Running Away Need for Control Receiving Feedback (Corrective or Praise) Correction Positive Evaluation Making Mistakes Safety Sabotaging Loyalty Binds Separating Environments Food The Bus Fathers 11 Lesson Planning Lesson Planning that Incorporates Social and Emotional Learning Sunglasses Activity Core Belieft You’re Such Rubbish! Timeline Preparing for Transition (graduation) Feels Like ... I am Pharaoh, Ruler of Egypt. These Are My Rules! Paper Dream Catcher Upstairs-Downstairs Tell It to Me Straight ... Technology and Attachment Mindfulness and Yoga 12 Working with Parents and Community Supports Parents Everyday Each Week Occasionally Monthly Working with Broader Community Systems vii 115 11Ί 119 119 122 123 125 126 129 131 132 133 134 136 137 138 139 141 142 143 144 147 151 153 153 156 157 159 159 161 162 164 166 170 175 179 179 180 180 180 181 184
Contents viii 13 Case Study Update (One-Year Postgraduation) Two-Year Postgraduation Stevie’s Story 14 What Have We Learned in Six Years? Belong Program Evaluation: Initial Data Summary BRIEF BERS Anecdotal Evidence or “Stories” Summary 15 Bloopers: Where We Got It Wrong Part III 187 197 198 198 203 205 205 206 207 211 213 219 16 The Journey of Three DDP-Informed Elementary Schools and One Alternative High School Our Children and Families Why Dyadic Developmental Practice? Training and Consultation: Three Areas of Focus Information Safety Support and Mentoring Principal and staff perspectives High School Where Are We in Our Journey? 17 PACE and А/R Dialogues in a Regular Classroom Setting Tensions for Educators within the Classroom Examples of PACE and А/R Dialogues 18 Two R’s: Relationship and Resources Relationships Resources PACE Curiosity: What Lies Underneath Behavior? Reflections and Role-Plays Role-Plays 19 What Have We Learned? Leadership Looking After Teacher’s Brains The Power of Relationship Need to Include Parents Need to Include Students 221 222 225 226 226 228 234 236 241 243 245 245 257 263 263 267 267 268 272 272 275 275 276 278 279 281
Contents System Issues: Educational Policies and Procedures Curriculum Implications for Different Cultures and Races Working with Community Systems Working in Collaboration with Other Models Evaluation and Research Findings Timing Dose Dependency 20 Alarmed ix 281 282 283 285 285 286 286 287 289 Appendix A 301 Appendix В 307 AppendixC 311 References 313 Index 319 About the Authors 329
|
| adam_txt |
Contents Acknowledgments xi Preface xv Parti 1 1 Lessons from Polyvagal Theory: If a Child Could Do Better, He or She Would 3 Safety The Shaping of Our Nervous System and Implications for the Classroom 3 8 2 Lessons from Interpersonal Neurobiology The Vertical Bridge The Reptilian Brain The Limbic System Limbic System Bridges The Cortex Horizontal Bridge Safety Is the Engineer Interpersonal Bridge 11 12 13 14 14 17 20 23 23 3 Lessons from Attachment Theory Blocked Trust Blocked Care Attachment Patterns Secure Insecure Patterns of Attachment 25 26 28 30 30 32 v
Contents vi Avoidant Ambivalent Disorganized 32 34 36 4 Lessons from Intersubjectivity 41 5 Dyadic Developmental Practice and Its application to Education Playfulness, Acceptance, Curiosity, and Empathy (PACE) Playfulness Acceptance Curiosity Empathy Consequences 47 48 49 52 56 59 60 6 Co-regulation of Affect: The Affective/Reflective (А/R) Dialogue Storytelling Prosody Follow-Lead-Follow Talking About Talking For Use of Touch Connect-Break-Repair Elephant in the Room 65 66 67 70 73 74 75 76 7 Using А/R Dialogue to Explore and Discover the Meanings of the Child’s Behavior 77 Part II 8 9 Belong: A Classroom for Children with Attachment and Trauma Difficulties The Belong Program Staff Children Program Our Day: Structured Flexibility Sample Day Schedule Welcome Activity Group Language Break Structured Language Tasks Recess/Break Math Lunch OTTER (Our Time To Enjoy Reading) Science Social Studies or Art 85 87 87 88 89 89 95 96 96 99 103 104 106 109 110 111 113 115
Contents Transition Toward End of Day After Children Leave 10 Meeting Challenging Behavior with PACE Stealing Collecting Swearing Aggression Bragging, Exaggerating, and Lying Running Away Need for Control Receiving Feedback (Corrective or Praise) Correction Positive Evaluation Making Mistakes Safety Sabotaging Loyalty Binds Separating Environments Food The Bus Fathers 11 Lesson Planning Lesson Planning that Incorporates Social and Emotional Learning Sunglasses Activity Core Belieft You’re Such Rubbish! Timeline Preparing for Transition (graduation) Feels Like . I am Pharaoh, Ruler of Egypt. These Are My Rules! Paper Dream Catcher Upstairs-Downstairs Tell It to Me Straight . Technology and Attachment Mindfulness and Yoga 12 Working with Parents and Community Supports Parents Everyday Each Week Occasionally Monthly Working with Broader Community Systems vii 115 11Ί 119 119 122 123 125 126 129 131 132 133 134 136 137 138 139 141 142 143 144 147 151 153 153 156 157 159 159 161 162 164 166 170 175 179 179 180 180 180 181 184
Contents viii 13 Case Study Update (One-Year Postgraduation) Two-Year Postgraduation Stevie’s Story 14 What Have We Learned in Six Years? Belong Program Evaluation: Initial Data Summary BRIEF BERS Anecdotal Evidence or “Stories” Summary 15 Bloopers: Where We Got It Wrong Part III 187 197 198 198 203 205 205 206 207 211 213 219 16 The Journey of Three DDP-Informed Elementary Schools and One Alternative High School Our Children and Families Why Dyadic Developmental Practice? Training and Consultation: Three Areas of Focus Information Safety Support and Mentoring Principal and staff perspectives High School Where Are We in Our Journey? 17 PACE and А/R Dialogues in a Regular Classroom Setting Tensions for Educators within the Classroom Examples of PACE and А/R Dialogues 18 Two R’s: Relationship and Resources Relationships Resources PACE Curiosity: What Lies Underneath Behavior? Reflections and Role-Plays Role-Plays 19 What Have We Learned? Leadership Looking After Teacher’s Brains The Power of Relationship Need to Include Parents Need to Include Students 221 222 225 226 226 228 234 236 241 243 245 245 257 263 263 267 267 268 272 272 275 275 276 278 279 281
Contents System Issues: Educational Policies and Procedures Curriculum Implications for Different Cultures and Races Working with Community Systems Working in Collaboration with Other Models Evaluation and Research Findings Timing Dose Dependency 20 Alarmed ix 281 282 283 285 285 286 286 287 289 Appendix A 301 Appendix В 307 AppendixC 311 References 313 Index 319 About the Authors 329 |
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| spelling | Phillips, Sian 1964- Verfasser (DE-588)1216950261 aut Belonging a relationship-based approach for trauma-informed education Sian Phillips, Deni Melim, Daniel A. Hughes Lanham ; Boulder ; New York ; London Rowman & Littlefield [2020] © 2020 xx, 329 Seiten Illustrationen 24 cm txt rdacontent n rdamedia nc rdacarrier "This book focuses on three important and comprehensive areas of theory and research that provide a theoretical, clinical, and integrated intervention model for developing the relationships and a sense of safety for children with developmental trauma need." Pädagogik (DE-588)4044302-4 gnd rswk-swf Interaktion (DE-588)4027266-7 gnd rswk-swf Schule (DE-588)4053474-1 gnd rswk-swf Kind (DE-588)4030550-8 gnd rswk-swf Traumafolgestörung (DE-588)1193209145 gnd rswk-swf Affective education Attachment disorder in children Kind (DE-588)4030550-8 s Schule (DE-588)4053474-1 s Traumafolgestörung (DE-588)1193209145 s Pädagogik (DE-588)4044302-4 s Interaktion (DE-588)4027266-7 s DE-604 Melim, Deni 1970- Verfasser (DE-588)1216950288 aut Hughes, Daniel 1945- Verfasser (DE-588)121695030X aut Erscheint auch als Online-Ausgabe 978-1-5381-3600-3 Digitalisierung UB Regensburg - ADAM Catalogue Enrichment application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=032289551&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Phillips, Sian 1964- Melim, Deni 1970- Hughes, Daniel 1945- Belonging a relationship-based approach for trauma-informed education Pädagogik (DE-588)4044302-4 gnd Interaktion (DE-588)4027266-7 gnd Schule (DE-588)4053474-1 gnd Kind (DE-588)4030550-8 gnd Traumafolgestörung (DE-588)1193209145 gnd |
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| title | Belonging a relationship-based approach for trauma-informed education |
| title_auth | Belonging a relationship-based approach for trauma-informed education |
| title_exact_search | Belonging a relationship-based approach for trauma-informed education |
| title_exact_search_txtP | Belonging a relationship-based approach for trauma-informed education |
| title_full | Belonging a relationship-based approach for trauma-informed education Sian Phillips, Deni Melim, Daniel A. Hughes |
| title_fullStr | Belonging a relationship-based approach for trauma-informed education Sian Phillips, Deni Melim, Daniel A. Hughes |
| title_full_unstemmed | Belonging a relationship-based approach for trauma-informed education Sian Phillips, Deni Melim, Daniel A. Hughes |
| title_short | Belonging |
| title_sort | belonging a relationship based approach for trauma informed education |
| title_sub | a relationship-based approach for trauma-informed education |
| topic | Pädagogik (DE-588)4044302-4 gnd Interaktion (DE-588)4027266-7 gnd Schule (DE-588)4053474-1 gnd Kind (DE-588)4030550-8 gnd Traumafolgestörung (DE-588)1193209145 gnd |
| topic_facet | Pädagogik Interaktion Schule Kind Traumafolgestörung |
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