Working with Relational Trauma in Schools :: an Educator's Guide to Using Dyadic Developmental Practice.
DDP is an intervention model for children and young people who have experienced trauma in past relationships. Safety and security is increased through offering emotional connection in a variety of ways. The model gives children the opportunity to experience the relationships necessary for healthy de...
Gespeichert in:
| 1. Verfasser: | |
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| Weitere Verfasser: | , , |
| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
London :
Jessica Kingsley Publishers,
2020.
|
| Schriftenreihe: | Guides to Working with Relational Trauma Using DDP Ser.
|
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Zusammenfassung: | DDP is an intervention model for children and young people who have experienced trauma in past relationships. Safety and security is increased through offering emotional connection in a variety of ways. The model gives children the opportunity to experience the relationships necessary for healthy development, emotional regulation and resilience, and can be adapted to support pupils at all levels. |
| Beschreibung: | Practising in the Moment: 'Connection with Teaching' |
| Beschreibung: | 1 online resource (258 pages) |
| ISBN: | 1787752208 9781787752207 |
Internformat
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| 100 | 1 | |a Bombèr, Louise Michelle. |0 http://id.loc.gov/authorities/names/no2009065024 | |
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| 490 | 1 | |a Guides to Working with Relational Trauma Using DDP Ser. | |
| 588 | 0 | |a Print version record. | |
| 505 | 0 | |a Intro -- Working with Relational Trauma in Schools -- Cover -- Of related interest -- Title page -- Copyright -- Contents -- Series Editor's Foreword -- A word about culture -- Acknowledgements -- Introduction -- Introduction to the Dyadic Developmental Psychotherapy (DDP) model of intervention -- What is DDP? -- The development of DDP -- Dyadic Developmental Psychotherapy -- Dyadic Developmental Parenting -- Dyadic Developmental Practice: The development of DDP as a practice model -- Trauma-informed education (TIE) -- Evidence base for DDP | |
| 505 | 8 | |a 1. Blocked Trust and its Impact on Vulnerable Pupils in School -- Blocked trust -- Going to school: Moving out into the world -- The challenge of educating pupils with blocked trust -- Recovering capacity for comfort, curiosity and joy -- Educating a tiger, opossum or chameleon -- Open and engaged teaching -- Conclusion -- 2. Relationship Difficulties that Develop from Blocked Trust -- Fear of intersubjectivity -- The impact of a fear of intersubjectivity on learning -- Educating children who fear intersubjective connections -- Understanding shame | |
| 505 | 8 | |a Understanding hidden and expressed attachment needs -- Conclusion -- 3. Building Connections -- Difficulties with traditional support -- Regulatory-based behavioural support with emotional connection -- A DDP-informed approach to regulation and connection -- Trauma and its relation to schooling -- Skills needed to support pupils who fear connection -- The ability to be mind-minded -- Conclusion -- 4. Supporting with PACE -- The ability to maintain an attitude of PACE -- The DDP principles for a PACE attitude -- Pupils' responses to PACE -- Unpacking PACE -- PACE as a way of being | |
| 505 | 8 | |a Introducing PACE to pupils -- PACE before discipline -- PACE alongside teaching -- Conclusion -- 5. PACE: Frequently Asked Questions -- 6. Supporting Behaviour, Supporting Peer Relationships and Providing Education -- Exploring behaviour support -- Supporting peer relationships -- Providing education -- Where do traditional behaviour management strategies fit in? -- Conclusion -- 7. Some Principles: 'Connection with Teaching' -- Principle 1: PACE is a consistent feature -- discipline is brought in as needed. Both are required to support education | |
| 505 | 8 | |a Principle 2: Two hands of teaching, authoritative teaching -- Principle 3: The sandwich -- Principle 4: Adult takes responsibility for the relationship offered to the pupil -- Principle 5: Understanding without lectures, premature problem solving and rushed reassurance -- Principle 6: Provide appropriate level of structure and supervision -- Principle 7: Help the pupil to manage shifts between playfulness and authority -- 8. Practising in the Moment -- Stage 1 -- Stage 2 -- Stage 3 -- Stage 4 -- Stage 5 -- Stage 6 -- Stage 7 -- Practising in the Moment as open and engaged support | |
| 500 | |a Practising in the Moment: 'Connection with Teaching' | ||
| 520 | |a DDP is an intervention model for children and young people who have experienced trauma in past relationships. Safety and security is increased through offering emotional connection in a variety of ways. The model gives children the opportunity to experience the relationships necessary for healthy development, emotional regulation and resilience, and can be adapted to support pupils at all levels. | ||
| 650 | 0 | |a Problem children |x Education. |0 http://id.loc.gov/authorities/subjects/sh85107105 | |
| 650 | 0 | |a Psychic trauma in children. |0 http://id.loc.gov/authorities/subjects/sh85108404 | |
| 650 | 6 | |a Traumatisme psychique chez l'enfant. | |
| 650 | 7 | |a Problem children |x Education |2 fast | |
| 650 | 7 | |a Psychic trauma in children |2 fast | |
| 700 | 1 | |a Golding, Kim. | |
| 700 | 1 | |a Phillips, Sian. | |
| 700 | 1 | |a Hughes, Dan. | |
| 758 | |i has work: |a Working with relational trauma in schools (Text) |1 https://id.oclc.org/worldcat/entity/E39PCFCx4cfV8vT84XJRXhbcfq |4 https://id.oclc.org/worldcat/ontology/hasWork | ||
| 776 | 0 | 8 | |i Print version: |a Bombèr, Louise Michelle. |t Working with Relational Trauma in Schools : An Educator's Guide to Using Dyadic Developmental Practice. |d London : Jessica Kingsley Publishers, ©2020 |z 9781787752191 |
| 830 | 0 | |a Guides to Working with Relational Trauma Using DDP Ser. | |
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| author | Bombèr, Louise Michelle |
| author2 | Golding, Kim Phillips, Sian Hughes, Dan |
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| author_GND | http://id.loc.gov/authorities/names/no2009065024 |
| author_facet | Bombèr, Louise Michelle Golding, Kim Phillips, Sian Hughes, Dan |
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| callnumber-search | LC4801 .B66 2020 |
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| callnumber-subject | LC - Social Aspects of Education |
| collection | ZDB-4-EBA |
| contents | Intro -- Working with Relational Trauma in Schools -- Cover -- Of related interest -- Title page -- Copyright -- Contents -- Series Editor's Foreword -- A word about culture -- Acknowledgements -- Introduction -- Introduction to the Dyadic Developmental Psychotherapy (DDP) model of intervention -- What is DDP? -- The development of DDP -- Dyadic Developmental Psychotherapy -- Dyadic Developmental Parenting -- Dyadic Developmental Practice: The development of DDP as a practice model -- Trauma-informed education (TIE) -- Evidence base for DDP 1. Blocked Trust and its Impact on Vulnerable Pupils in School -- Blocked trust -- Going to school: Moving out into the world -- The challenge of educating pupils with blocked trust -- Recovering capacity for comfort, curiosity and joy -- Educating a tiger, opossum or chameleon -- Open and engaged teaching -- Conclusion -- 2. Relationship Difficulties that Develop from Blocked Trust -- Fear of intersubjectivity -- The impact of a fear of intersubjectivity on learning -- Educating children who fear intersubjective connections -- Understanding shame Understanding hidden and expressed attachment needs -- Conclusion -- 3. Building Connections -- Difficulties with traditional support -- Regulatory-based behavioural support with emotional connection -- A DDP-informed approach to regulation and connection -- Trauma and its relation to schooling -- Skills needed to support pupils who fear connection -- The ability to be mind-minded -- Conclusion -- 4. Supporting with PACE -- The ability to maintain an attitude of PACE -- The DDP principles for a PACE attitude -- Pupils' responses to PACE -- Unpacking PACE -- PACE as a way of being Introducing PACE to pupils -- PACE before discipline -- PACE alongside teaching -- Conclusion -- 5. PACE: Frequently Asked Questions -- 6. Supporting Behaviour, Supporting Peer Relationships and Providing Education -- Exploring behaviour support -- Supporting peer relationships -- Providing education -- Where do traditional behaviour management strategies fit in? -- Conclusion -- 7. Some Principles: 'Connection with Teaching' -- Principle 1: PACE is a consistent feature -- discipline is brought in as needed. Both are required to support education Principle 2: Two hands of teaching, authoritative teaching -- Principle 3: The sandwich -- Principle 4: Adult takes responsibility for the relationship offered to the pupil -- Principle 5: Understanding without lectures, premature problem solving and rushed reassurance -- Principle 6: Provide appropriate level of structure and supervision -- Principle 7: Help the pupil to manage shifts between playfulness and authority -- 8. Practising in the Moment -- Stage 1 -- Stage 2 -- Stage 3 -- Stage 4 -- Stage 5 -- Stage 6 -- Stage 7 -- Practising in the Moment as open and engaged support |
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| dewey-ones | 371 - Schools and their activities; special education |
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| dewey-tens | 370 - Education |
| discipline | Pädagogik |
| format | Electronic eBook |
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| id | ZDB-4-EBA-on1224362186 |
| illustrated | Not Illustrated |
| indexdate | 2024-11-27T13:30:08Z |
| institution | BVB |
| isbn | 1787752208 9781787752207 |
| language | English |
| oclc_num | 1224362186 |
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| series | Guides to Working with Relational Trauma Using DDP Ser. |
| series2 | Guides to Working with Relational Trauma Using DDP Ser. |
| spelling | Bombèr, Louise Michelle. http://id.loc.gov/authorities/names/no2009065024 Working with Relational Trauma in Schools : an Educator's Guide to Using Dyadic Developmental Practice. London : Jessica Kingsley Publishers, 2020. 1 online resource (258 pages) text txt rdacontent computer c rdamedia online resource cr rdacarrier Guides to Working with Relational Trauma Using DDP Ser. Print version record. Intro -- Working with Relational Trauma in Schools -- Cover -- Of related interest -- Title page -- Copyright -- Contents -- Series Editor's Foreword -- A word about culture -- Acknowledgements -- Introduction -- Introduction to the Dyadic Developmental Psychotherapy (DDP) model of intervention -- What is DDP? -- The development of DDP -- Dyadic Developmental Psychotherapy -- Dyadic Developmental Parenting -- Dyadic Developmental Practice: The development of DDP as a practice model -- Trauma-informed education (TIE) -- Evidence base for DDP 1. Blocked Trust and its Impact on Vulnerable Pupils in School -- Blocked trust -- Going to school: Moving out into the world -- The challenge of educating pupils with blocked trust -- Recovering capacity for comfort, curiosity and joy -- Educating a tiger, opossum or chameleon -- Open and engaged teaching -- Conclusion -- 2. Relationship Difficulties that Develop from Blocked Trust -- Fear of intersubjectivity -- The impact of a fear of intersubjectivity on learning -- Educating children who fear intersubjective connections -- Understanding shame Understanding hidden and expressed attachment needs -- Conclusion -- 3. Building Connections -- Difficulties with traditional support -- Regulatory-based behavioural support with emotional connection -- A DDP-informed approach to regulation and connection -- Trauma and its relation to schooling -- Skills needed to support pupils who fear connection -- The ability to be mind-minded -- Conclusion -- 4. Supporting with PACE -- The ability to maintain an attitude of PACE -- The DDP principles for a PACE attitude -- Pupils' responses to PACE -- Unpacking PACE -- PACE as a way of being Introducing PACE to pupils -- PACE before discipline -- PACE alongside teaching -- Conclusion -- 5. PACE: Frequently Asked Questions -- 6. Supporting Behaviour, Supporting Peer Relationships and Providing Education -- Exploring behaviour support -- Supporting peer relationships -- Providing education -- Where do traditional behaviour management strategies fit in? -- Conclusion -- 7. Some Principles: 'Connection with Teaching' -- Principle 1: PACE is a consistent feature -- discipline is brought in as needed. Both are required to support education Principle 2: Two hands of teaching, authoritative teaching -- Principle 3: The sandwich -- Principle 4: Adult takes responsibility for the relationship offered to the pupil -- Principle 5: Understanding without lectures, premature problem solving and rushed reassurance -- Principle 6: Provide appropriate level of structure and supervision -- Principle 7: Help the pupil to manage shifts between playfulness and authority -- 8. Practising in the Moment -- Stage 1 -- Stage 2 -- Stage 3 -- Stage 4 -- Stage 5 -- Stage 6 -- Stage 7 -- Practising in the Moment as open and engaged support Practising in the Moment: 'Connection with Teaching' DDP is an intervention model for children and young people who have experienced trauma in past relationships. Safety and security is increased through offering emotional connection in a variety of ways. The model gives children the opportunity to experience the relationships necessary for healthy development, emotional regulation and resilience, and can be adapted to support pupils at all levels. Problem children Education. http://id.loc.gov/authorities/subjects/sh85107105 Psychic trauma in children. http://id.loc.gov/authorities/subjects/sh85108404 Traumatisme psychique chez l'enfant. Problem children Education fast Psychic trauma in children fast Golding, Kim. Phillips, Sian. Hughes, Dan. has work: Working with relational trauma in schools (Text) https://id.oclc.org/worldcat/entity/E39PCFCx4cfV8vT84XJRXhbcfq https://id.oclc.org/worldcat/ontology/hasWork Print version: Bombèr, Louise Michelle. Working with Relational Trauma in Schools : An Educator's Guide to Using Dyadic Developmental Practice. London : Jessica Kingsley Publishers, ©2020 9781787752191 FWS01 ZDB-4-EBA FWS_PDA_EBA https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=2518379 Volltext |
| spellingShingle | Bombèr, Louise Michelle Working with Relational Trauma in Schools : an Educator's Guide to Using Dyadic Developmental Practice. Guides to Working with Relational Trauma Using DDP Ser. Intro -- Working with Relational Trauma in Schools -- Cover -- Of related interest -- Title page -- Copyright -- Contents -- Series Editor's Foreword -- A word about culture -- Acknowledgements -- Introduction -- Introduction to the Dyadic Developmental Psychotherapy (DDP) model of intervention -- What is DDP? -- The development of DDP -- Dyadic Developmental Psychotherapy -- Dyadic Developmental Parenting -- Dyadic Developmental Practice: The development of DDP as a practice model -- Trauma-informed education (TIE) -- Evidence base for DDP 1. Blocked Trust and its Impact on Vulnerable Pupils in School -- Blocked trust -- Going to school: Moving out into the world -- The challenge of educating pupils with blocked trust -- Recovering capacity for comfort, curiosity and joy -- Educating a tiger, opossum or chameleon -- Open and engaged teaching -- Conclusion -- 2. Relationship Difficulties that Develop from Blocked Trust -- Fear of intersubjectivity -- The impact of a fear of intersubjectivity on learning -- Educating children who fear intersubjective connections -- Understanding shame Understanding hidden and expressed attachment needs -- Conclusion -- 3. Building Connections -- Difficulties with traditional support -- Regulatory-based behavioural support with emotional connection -- A DDP-informed approach to regulation and connection -- Trauma and its relation to schooling -- Skills needed to support pupils who fear connection -- The ability to be mind-minded -- Conclusion -- 4. Supporting with PACE -- The ability to maintain an attitude of PACE -- The DDP principles for a PACE attitude -- Pupils' responses to PACE -- Unpacking PACE -- PACE as a way of being Introducing PACE to pupils -- PACE before discipline -- PACE alongside teaching -- Conclusion -- 5. PACE: Frequently Asked Questions -- 6. Supporting Behaviour, Supporting Peer Relationships and Providing Education -- Exploring behaviour support -- Supporting peer relationships -- Providing education -- Where do traditional behaviour management strategies fit in? -- Conclusion -- 7. Some Principles: 'Connection with Teaching' -- Principle 1: PACE is a consistent feature -- discipline is brought in as needed. Both are required to support education Principle 2: Two hands of teaching, authoritative teaching -- Principle 3: The sandwich -- Principle 4: Adult takes responsibility for the relationship offered to the pupil -- Principle 5: Understanding without lectures, premature problem solving and rushed reassurance -- Principle 6: Provide appropriate level of structure and supervision -- Principle 7: Help the pupil to manage shifts between playfulness and authority -- 8. Practising in the Moment -- Stage 1 -- Stage 2 -- Stage 3 -- Stage 4 -- Stage 5 -- Stage 6 -- Stage 7 -- Practising in the Moment as open and engaged support Problem children Education. http://id.loc.gov/authorities/subjects/sh85107105 Psychic trauma in children. http://id.loc.gov/authorities/subjects/sh85108404 Traumatisme psychique chez l'enfant. Problem children Education fast Psychic trauma in children fast |
| subject_GND | http://id.loc.gov/authorities/subjects/sh85107105 http://id.loc.gov/authorities/subjects/sh85108404 |
| title | Working with Relational Trauma in Schools : an Educator's Guide to Using Dyadic Developmental Practice. |
| title_auth | Working with Relational Trauma in Schools : an Educator's Guide to Using Dyadic Developmental Practice. |
| title_exact_search | Working with Relational Trauma in Schools : an Educator's Guide to Using Dyadic Developmental Practice. |
| title_full | Working with Relational Trauma in Schools : an Educator's Guide to Using Dyadic Developmental Practice. |
| title_fullStr | Working with Relational Trauma in Schools : an Educator's Guide to Using Dyadic Developmental Practice. |
| title_full_unstemmed | Working with Relational Trauma in Schools : an Educator's Guide to Using Dyadic Developmental Practice. |
| title_short | Working with Relational Trauma in Schools : |
| title_sort | working with relational trauma in schools an educator s guide to using dyadic developmental practice |
| title_sub | an Educator's Guide to Using Dyadic Developmental Practice. |
| topic | Problem children Education. http://id.loc.gov/authorities/subjects/sh85107105 Psychic trauma in children. http://id.loc.gov/authorities/subjects/sh85108404 Traumatisme psychique chez l'enfant. Problem children Education fast Psychic trauma in children fast |
| topic_facet | Problem children Education. Psychic trauma in children. Traumatisme psychique chez l'enfant. Problem children Education Psychic trauma in children |
| url | https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=2518379 |
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