Skip to main content

Trauma & the Neurosequential Model

By Anonymous

 Presentation by Nathalie Doering, much informed by Bruce Perry and his studies.

Trauma: experience/s that have enduring negative impact/s. 




Attachment can be...

* Secure 

* Ambivalent : can come across as controlling

* Avoidant : withdrawn, reluctant to ask for help

* Disorganised 

The Neuro- Sequential Model

The response we can take to assist children...

1. Centre (regulate) 2. Connect (relate) 3. Communicate (reason)

Every positive interaction children have can help them heal. Recognise the need of the child, from a trauma perspective, before working with (or reprimanding) a child. Address that need before expecting a shift in behaviour. Remember...lots of co-regulation may be required over months or years, before self-regulation is possible.

Respond with Curiosity
Will my response break or build trust?
What do I hope to gain by this response?
Is my response helpful and trauma-informed?
What will / can my response model to the child?

Core Beliefs

  • Identify your core beliefs and how they might influence you
  • These will effect how you will react to others or situations

Calming the Vagus Nerve

Patting/stroking the back, breathing, gargling, walking, rhythmic activities

Calming Stations 

During this workshop, we enjoyed the opportunity to explore calming stations. These were set up for us to enjoy, and which we could use/set up for our tamariki in future. 

Stations included: 

  • Breathing: breathing charts, water timer, stones, fidget putty
  • Yoga maths & relaxation ideas e.g. stretch pose cards etc
  • Mindful colouring and drawing 
  • Music station: with instruments, sticks, ipods etc
  • Thank-you notes and strengths pictures
  • Mindful eating
  • Outside planting 














Labels:

Comments

Post a Comment

Popular posts from this blog

Teaching As Inquiry : Maths

By Anonymous
Stages of Inquiry ( Spirals of Inquiry ) Scanning Focusing  Developing a Hunch New Learning-and Reflecting on our Action Checking Term 3, Week 1-3, 2020 Scanning & Focusing Our team is working together to establish an engaging and varied maths programme for our students, which combines the following elements: * Concept * Inquiry * Warm-up * Independent tasks (informed by Rob Proffitt-White - see slide 6 ) We reflected and discussed maths learning at length as a whole team and began our Team Inquiry . Within this, we have formed teaching partnerships with one other, so we can focus more closely on each individual student. Amber and Lisa began co-planning and teaching, and then shared their planning process with the team in Term 3, week 3. Katie, my teaching partner and I, have developed our own similar plan, using their basis. Term 3, Week 4-6, 2020 Developing a Hunch Katie and I are working together, and collaboratively planning maths for all our students. We decided to meet f...
Post a Comment
Read more

Understanding Behaviour: Responding Safely (Staff Workshop with MOE, 2 May 2017)

By Anonymous
Staff workshop from Ministry of Education (Behaviour support team), 2 nd  May 2017 Modules: Understanding behaviour Encouraging ready-to-learn behaviour Responding safely                 Reflection & embedding Strong, positive relationships increase the likelihood of constructive outcomes. Legal Definitions from Guidance for New Zealand Schools on Behaviour Management to Minimise Physical Restraint (Oct 2016) Physical restraint is when staff use their own body to deliberately limit the movement of the student. Staff Preventative and de-escalation measures should be used by staff. Restraint is a last resort to prevent imminent danger of physical injury to the student or others. There must be imminent danger to the physical safety of others Restraint includes taking a child by arm/hand when the student pulls away. It  includes blocking an exit when a child is in the room and wants to leave. You may need t...
1 comment
Read more

Reflections on Term 3, Week 1 -2

By Anonymous
W1  What is helping students engage? What should I keep doing? *Talk partners (Sheena Cameron workshop) *Think time *Asking all children to be ready with an answer, allowing think time/pair share and then calling on children (reducing the hands up; more children are participating) *Asking children to repeat what the last person said = improved listening across both hubs *Idea sharing and planning with hub colleague = agreed trial of flipped timetable; writing motivations and record system for self-directed reading activities W2 My next steps * Using growth mindset statements - i.e. stating behaviour rather than using well done, fantastic, great etc....I am noticing more when I do this, and getting better at stating behaviour *Challenge of noise - talking table signs; noise monitor actively used; bells to signal that I need students' attention *Reading - Feeding back / sharing great work at the end of reading - children to lead this. I am interested to see if this will inc...
Post a Comment
Read more