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June 4, 2019
Educational leadership can be complex and challenging. So what does a trauma informed approach have to offer? Listen in to our 8 part leadership coaching series on trauma informed leadership. In this episode we discuss: Time. Our allocations of periods of time reflect our values. Our sequencing of events, construction of moments, and constructions of actions allows us to scaffold and draw a connecting thread through learning occasions to create a unity. To learn more, visit www.tipbs.com
May 28, 2019
Educational leadership can be complex and challenging. So what does a trauma informed approach have to offer? Listen in to our 8 part leadership coaching series on trauma informed leadership. In this episode we discuss: Language. As a culture shaper, language helps us to direct attention and action. However, the words and structures that make up language not only convey an explicit surface meaning, but also impart a set of deeper associations and connections that implicitly shape thought and in uence behavior. This is the hidden power of language: Its ability to subtly convey messages that shape our thinking, sense of self, and group affinity. To learn more, visit www.tipbs.com Trauma Informed Leadership: Expectations by Trauma Informed Education with Dr. Kay Ayre is licensed under a Creative Commons License.
May 19, 2019
In this research review podcast, we review the journal article “Trauma Informed School Programming: Applications for Educators and Mental Health Professional Partnerships”. The article is written by Brenda Morton and Anna Beradi from the George Fox University. You can find the full reference to the article in our show notes. The article examines the challenges and conceptual shifts required by educators to ensure effective and sustainable implementation of trauma-informed school partnerships. For the reference to the journal article discussed, check out the show notes at www.tipbs.com
May 12, 2019
Teaching methods are now personalised and student-focused, using an array of activities and modalities.Classrooms should now be flexible learning spaces, which enable multiple users to work concurrently with multiple purposes. So how do you incorporate the specific needs of an trauma informed approach into the design of a school? That’s the question the Oklahoma City-based nonprofit organization Positive Tomorrows asked itself when it was daydreaming about a new building that could meet the many needs of its students. Positive Tomorrows has been educating homeless kids and providing social services to families since 1989. Today we speak with Gary Armbruster and Amy Brewer.To get access to the links and resources mentioned in the interview, please visit www.tipbs.com.
May 6, 2019
Educational leadership can be complex and challenging. So what does a trauma informed approach have to offer? Listen in to our 8 part leadership coaching series on trauma informed leadership. In this episode we discuss: Expectations. Expectations are a set of beliefs surrounding future outcomes and anticipated results. As a trauma informed leader, expectations operate as ‘action theories’ that influence our own efforts in relation to the achievement of desired goals for our work and outcomes with respect to our teaching. In this way, expectations not only set our course, but also act as an internal compass that keeps us moving toward our goal. To learn more, visit www.tipbs.com
April 23, 2019
Relationships change the brain. The good news from the science and research on brain development is that while our earliest interpersonal experiences may have created unhelpful patterns, new patterns are formed as children develop into adults. Today we speak with Bonnie Badenoch. Bonnie is a master therapist, supervisor, teacher and author who has spent the last 15 years integrating the discoveries of neuroscience into practice. To get access to the links and resources mentioned in the interview, please visit www.tipbs.com.
April 16, 2019
Building trauma-sensitive schools involves changes to school policy, practice, and culture and requires ongoing efforts to ensure that all students—including students affected by trauma—are experiencing social, emotional, and educational success. As school and district leaders, you play a crucial role in bringing about change. Developing and sharing a vision of trauma sensitivity and the process for achieving it will help to overcome challenges by charting a course of action and maintaining focus and commitment among staff. Learn more about the risks of not adopting a trauma informed approach and strategies to change school cultures. To learn more, visit www.tipbs.com
April 9, 2019
Today we speak with Dr. Jaime Mendoza-Williams, the head of student wellness at Mindright – a nonprofit that provides personalized mental health coaching over text message to teens. Developed by Ashley Edwards and Alina Liao, MindRight provides programs aimed at empowering youth of colour to heal from trauma and systemic oppression, including poverty, violence, racism, and discrimination. To get access to the links and resources mentioned in the interview, please visit www.tipbs.com.
April 1, 2019
What are the principles of trauma informed practice and what do they look like in practice in schools? Listen to Dr. Ayre and Dr. Krishnamoorthy discuss practical strategies for how to communicate, teach and accomodate for the needs of traumatised students in a safe and inclusive school environment. To learn more, visit www.tipbs.com
March 26, 2019
For many of us advocating for trauma informed practices, we may find ourselves isolated in schools that are stressed, under-resourced and punitive. In these systems, compassionate and thoughtful strategies to help students is met with strong opposition and cynicism. So what can be done to change such schools? In this episode, we speak with psychiatrist, Dr. Sandra Bloom. In addition to her faculty position at the School of Public Health at Drexel, she is President of CommunityWorks, an organizational consulting firm committed to the development of nonviolent environments. To get access to the links and resources mentioned in the interview, please visit www.tipbs.com
February 9, 2019
In this Key Concepts episode, we are looking at the concept of sensitisation, its implications for how students cope with adversity, and how it might inform our efforts to support them. To learn more about the trauma informed positive behaviour support program, please visit www.tipbs.com
January 8, 2019
Sports and exercise can be a powerful tool of engagement and teaching,. But it can also be a stressful experience for students who struggle at school. Learn about the science of trauma informed physical education with Megan Bartlett. Megan has spent most of her career working in, designing, and advocating for programs that use sports to promote youth development and positively impact communities. She speaks regularly on the power of sport to create social change and help kids heal and is co-author of the book Re-Designing Youth Sports: Change the Game. Megan serves on Nike's Global Training Advisory Group and is working Dr. Bruce Perry and the Child Trauma Academy to create the Neurosequential Model in Sport-—a fully trauma informed sport intervention model. To get access to the links and resources mentioned in the interview, please visit www.tipbs.com.
December 21, 2018
With research on trauma informed practice growing in leaps and bounds, we run the risk of losing sight of the harrowingly emotional experience of the students we are trying to help. So how do we stay empathic and remind ourselves of the needs of these children? Today we speak with Nathanael Matanick. Nathanael is the director and producer of ths short film, ReMOVED. The short film powerfully portrays the emotional journey of a nine-year old girl who is taken from her abusive birth home and placed in the tumultuous foster care system. To get access to the links and resources mentioned in the interview, please visit www.tipbs.com.
December 3, 2018
We explain a key concept of trauma informed practice in schools - the concept of adaptation. To learn more about the trauma informed positive behaviour support program, please visit www.tipbs.com
November 25, 2018
With the increasing awareness of the benefits of sensory strategies in the classroom, how can we use these strategies in a coherent and meaningful way to get the most impact? Today we speak with Kimberley Hodges.Kimberly has dedicated her career to working with students identified as having severe emotional behavior disorders. She has worked in the private residential and public-school settings as a behavior specialist, classroom teacher and instructional lead teacher. Kimberly received her Master’s in Special Education from Georgia State University and her Specialist in Education from University of Missouri with a concentration in Mental Health in Schools. To get access to the links and resources mentioned in the interview, please visit www.tipbs.com.
November 14, 2018
Do your students trust you as their teacher? The impact of abuse and neglect in childhood is far reaching. Most devastatingly, these experiences disrupt a child’s capacity build attachments and relationships with those around them – including their teachers. While many think that simply talking to a student, or spending time with them, is enough to build trust - this is often insufficient. The restoration of epistemic trust requires several other educational strategies – strategies that changes how educators relate to the student, and how the student perceives the educator. Listen in to learn about some of these strategies. tipbs.com
October 29, 2018
Increasing awareness of trauma-informed practice reinforces the significance of the relational pedagogy. That is, developing authentic relationships with young people as a way of restoring their capacity for connection and learning. So what does this relational pedagogy look like in practice? The article we are reviewing today is titled ‘Relational ways of being an educator: trauma informed practice supporting disenfranchised young people’, written by Ann Morgan and colleagues. For the reference to the journal article discussed, check out the show notes at www.tipbs.com
October 17, 2018
In this episode, we interview Danna Thomas from The Happy Teacher Revolution. Danna is the founder of the Happy Teacher Revolution network - aimed at organizing support groups for teachers in the field of mental health and wellness to increase teacher happiness, retention, and professional sustainability. With teachers are asked to give so much in terms of time, money, and emotional capacity, the Happy Teacher Revolution network aims to support teachers to strike a balance between excellent teaching and personal sustainability.
September 11, 2018
Supporting students with complex and challenging difficulties can be a difficult task - one that requires educators to collaborate with other educators and professionals. So how can we help these students? Learn about the four step framework for practical strategies for delivering effective support with these students. tipbs.com
September 5, 2018
Childhood trauma interferes with a students capacity to understand, accept and follow instructions. So how can we help these students?Learn about the four step framework for practical strategies for delivering effective instructions with these students. tipbs.com
September 2, 2018
We live in the age of the brain. With so much written about the impact of childhood trauma on the brain, how do educators put this science to use in the classroom? Today we have the privilege of speaking with Dr. Becky Bailey about her ground-breaking Conscious Discipline program. Dr. Becky Bailey is an award-winning author, renowned educator and internationally recognized expert in childhood education and developmental psychology. She is the creator of Conscious Discipline which has impacted an estimated 15.8 million children while inspiring and training more than 3 million educators and caregivers.To get access to the links and resources mentioned in the interview, please visit www.tipbs.com.
August 26, 2018
Childhood trauma interferes with a students capacity to control their emotions. So how can we help these students?Learn about the four step framework for practical strategies for building the school readiness of these students. tipbs.com
August 17, 2018
Mary Gordon is founder of the Roots of Empathy program in Toronto, Canada. In 2000, she established this international program Roots of Empathy, which now offers programs in elementary schools in around the world. Roots of Empathy is recognized as one of the top evidence-based social and emotional learning programs. To get access to the links and resources mentioned in the interview, please visit www.tipbs.com.
August 14, 2018
In this coaching call, we speak about 'Peter' - a case study about a 11 yr old boy with a prejudicial past, having difficulties at school. The call follows a structured process utilised in the Trauma Informed PBS program to work collaboratively with teachers to generate ideas for interventions and strategies. If you would like to book in for a coaching call for yourself, visit www.tipbs.com and register your details.
August 7, 2018
The basic needs of children go unmet, they fuel challenging behaviours and hinder learning. These needs include being safe from abuse and neglect, having adequate and suitable accommodation, good and regular nutrition, hydration, sleep, hygiene, exercise and recreation. Learn about the four step framework for practical strategies for building the school readiness of these students. Video link: https://www.youtube.com/watch?v=kdWXT9MaldU
July 22, 2018
We speak with Dr. Susan Craig. Susan is a lifelong student of early trauma and its effects on children’s learning. Her teaching experience, as well as years of on- site training and technical assistance to school districts throughout the country, provides the context for her advocacy for trauma-sensitive educational reform. Her books Reaching and Teaching Children Who Hurt: Strategies for Your Classroom (2008) and Trauma-Sensitive Schools: Learning Communities Transforming Children’s Lives (2015) are best sellers among teachers and administrators who use them to guide their efforts to make schools more accessible to children with challenging behaviours. To get access to the links and resources mentioned in the interview, please visit www.tipbs.com.
July 22, 2018
We speak with Laura Sikes from the Turnaround for Children program. Set-up in New York in the wake of the events of September 11 in 2001, Turnaround for Children is a program that aims to support schools by providing tools and services to accelerate healthy student development and academic achievement in schools serving high concentrations of children impacted by adversity.Set up by Dr. Pamela Cantor, Turnaround for Children promote clear and actionable steps that can be used by school leaders and practitioners to cultivate safe and supportive environments strengthen relationships and develop essential skills and mindsets. To get access to the links and resources mentioned in the interview, please visit www.tipbs.com.
June 26, 2018
For most students, trust in their teachers comes naturally. But for some, like children who have been abused and neglected, trusting teachers is harder. Negative experiences of failure and punishment make these student weary of teachers and their intentions.So how do you build trust with students? Learn the four step framework for practical strategies to connect with challenging students. Video link: https://www.youtube.com/watch?v=IpwunivGo7Y
June 7, 2018
Despite the burgeoning knowledge about the impact of trauma on learning, the perceptions and lived educational experiences of youth with trauma living has remained unchartered territory in the research literature. Such understandings, can be useful in understanding how to address the challenges faced by traumatized students in the classroom. The article we are reviewing today is titled ‘Student Perspectives on how Trauma experiences manifest in the Classroom: Engaging Court-Involved Youth in the Development of a Trauma Informed Teaching Curriculum’, written by Shantell West and her colleagues at the Wayne State University in Detroit. For the reference to this journal article discussed, check out the show notes at www.tipbs.com
June 7, 2018
As teachers, we are often at the mercy of the leadership we work under. We are often required to adopt practices and approaches that we may not fully trust or believe in. Despite the promises of every program or approach, the autonomy and judgement of the teachers - the people who know their students the best - is curtailed and distrusted. But what if there was an approach to leadership and practice that was both evidence based, while still allowing the teachers to act on their expertise and skills? Today we speak to James Moffett, principal of the Derby Hills Elementary in Kansas. James embarked on transforming the disciplinary and educational practices of the school to incorporate the research on Adverse Childhood Experiences by focusing on education the whole child, and not just for their academics. To get access to the links and resources mentioned in the interview, please visit www.tipbs.com.
June 7, 2018
What is the real impact of a educational leader on a school? Trauma informed practices offer principals a framework to think about about both the needs of the student, as well as those of the teachers and broader community. When implemented with diligence, courage and collaboration, a trauma informed approach to leadership can transform schools to being inclusive and compassionate communities of practice. But is there evidence of such methods actually working? Today we speak with Jessica Griffin, the principal of Logan Avenue Elementary in Emporia, Kansas. Jessica has taught at the primary level and served as an instructional coach. To get access to the links and resources mentioned in the interview, please visit www.tipbs.com
May 16, 2018
Being a principal can be a challenging and demanding role in schools. Balancing the needs of students, with those of the staff and the school community can be a difficult task. With so many competing needs, adopting a trauma informed approach can seem like a enormous task, particularly when teachers and the school community are tired and weary of new approaches. So why would educational leaders want to adopt trauma informed practice in their schools? We speak to Jim Sporleder, author of the book, Trauma Informed Practice: An Implementation Guide for Administrators and School Personnel. As the principal of Lincoln High School in Walla Walla, WA, Jim and his staff’s pioneering work was documented in the movie Paper Tigers. To get access to the links and resources mentioned in the interview, please visit www.tipbs.com.
May 15, 2018
Although much has been written about the impact of such psychiatric difficulties on learning, teachers often have little guidance on effective strategies to support students with mood, anxiety and other mental health concerns. So what can be done to help these students? In this episode, we speak with Jessica Minahan, author of the book, The Behavior Code: A Practical Guide to Understanding and Teaching the Most Challenging Students. Jessica is a licensed and board certified behavior analyst, special educator and a consultant to school’s internationally. To get access to the links and resources mentioned in the interview, please visit www.tipbs.com.
April 23, 2018
In this coaching call, we speak with 'Vicky' - a special education teacher . The call follows a structured enquiry process that aims to work collaboratively with teachers to generate ideas for interventions and strategies. If you would like to book in for a coaching call for yourself, visit www.tipbs.com and register your details.
April 23, 2018
Adverse childhood experiences - including child abuse and neglect - is a national issue. So how do we combat the impact of these events on students? We speak with Mathew Portell from Fall-Hamilton Elementary. Mathew is an educator and principal of Fall-Hamilton Elementary - whose leadership has focused on meeting the complex needs of all students. While building the structure of supports around developing a trauma-sensitive approach, the school has seen great successes with academics, social and emotional outcomes for their students. To access the resources and websites discussed in the interview, check out the show notes by visiting www.tipbs.com.
April 3, 2018
For some school leaders, taking on school wide trauma informed practice can seem like a daunting task. One that requires an investment of resources including time and money. But is the approach actually effective? In this episode, we speak with Nicole Boykins and Rochelle Gauthier form Crocker College Prep in New Orleans in the United States. The trauma informed practices of Crocker College prep have been internationally recognised and featured in various news outlets, including the National Public Radio service in the United States. Nicole is the principal of the school and Rochelle is a clinical social worker at the school. NIcole and Rochelle speak to us about their successes with trauma informed practices at the school, with lots of practical examples and tips. To access the resources and websites discussed in the interview, check out the show notes by visiting www.tipbs.com. If you're enjoying listening to our podcast, please rate and review it on Itunes. Your ratings make all the difference. Thanks for listening.
February 26, 2018
We review the article ‘‘Using books to foster resilience in young children" by Karen Petty from the Texas Women's University. The paper offers practical insights into choosing and using story-books to build social emotional skills and resilience. Reference: Petty, K. (2012). Using books to foster resilience in young children. Texas Child Care Quarterly. Fall.
February 21, 2018
We answer a commonly asked question about trauma informed practice in schools - How does childhood trauma impact verbal comprehension? To learn more about the trauma informed positive behaviour support program, please visit www.tipbs.com
February 11, 2018
What do you do when your students don’t trust you? For children who have experienced abuse and neglect, forming trusting attachments to adults and peers can be a challenge. In an effort to not be abused or taken advantage of again, these children develop coping strategies that take the form of attachment disorders - an inability to form meaningful relationships. So how do you teach these children?Today we speak with Nicola Marshall. Nicola is a educator and the founder of the Bravehearts Education. Trained and certified as a life coach, NIcola has spent several 5 years helping others in all walks of life. In May 2008, her life changed when she adopted a sibling group of three. This led her into the world of attachment and trauma with a bang. Living with the realities of children who have experienced trauma has led her to study theories and strategies to help such children. Nicola has authored several books, and has established her consulting agency, Brave Heart Education in West Mindlands in the United Kingdom. To access the resources and websites discussed in the interview, check out the show notes by visiting www.tipbs.com. If you’re enjoying listening to our podcast, please rate and review it on Itunes. Your ratings make all the difference. Thanks for listening.
January 29, 2018
In this episode, we answer a commonly asked question about trauma informed practice in schools - How does childhood trauma impact learning? To learn more about the trauma informed positive behaviour support program, please visit www.tipbs.com
January 21, 2018
We review the article ‘‘The influence of maltreatment history and out-of-home care on children’s language and social skills’. Written by Jarrad Lum and colleagues from the Deakin University. The paper offers practical insights into strategies to promote language development in students. Reference: Lum, J. A., Powell, M., & Snow, P. C. (2018). The influence of maltreatment history and out-of-home-care on children’s language and social skills. Child abuse & neglect, 76, 65-74.
January 15, 2018
In this episode, we answer a commonly asked question about trauma informed practice in schools - How does childhood trauma impact behavior? To learn more about the trauma informed positive behaviour support program, please visit www.tipbs.com
January 7, 2018
In this coaching call, we speak with 'Denise' - a special education teacher . The call follows a structured enquiry process that aims to work collaboratively with teachers to generate ideas for interventions and strategies. If you would like to book in for a coaching call for yourself, visit www.tipbs.com and register your details.
December 18, 2017
In this episode, we answer a commonly asked question about trauma informed practice in schools - How does childhood trauma impact relationships? To learn more about the trauma informed positive behaviour support program, please visit www.tipbs.com
December 18, 2017
In this coaching call, we speak with 'Helen' - a special education teacher . The call follows a structured enquiry process that aims to work collaboratively with teachers to generate ideas for interventions and strategies. If you would like to book in for a coaching call for yourself, visit www.tipbs.com and register your details.
December 2, 2017
Educators are among the most important influence on a child, but it’s no secret that controlling behavior issues in the classroom are what teachers struggle with the most. Children’s emotional and life challenges can create problem behaviors that may seem complex, but when a student’s behaviours are monitored and evaluated correctly, educators can discover the appropriate intervention to modify the problem behavior. With more than 30 years of experience, Dr. Laura Riffel has trained thousands of teachers, parents, counselors, psychologists and administrators how to make data based decisions as a way to change behavior. To access the resources and websites discussed in the interview, check out the show notes by visiting www.tipbs.com. If you’re enjoying listening to our podcast, please rate and review it on Itunes. Your ratings make all the difference.
December 2, 2017
In this episode, we answer a commonly asked question about trauma informed practice in schools - How does childhood trauma impact emotions? To learn more about the trauma informed positive behaviour support program, please visit www.tipbs.com
November 27, 2017
There are greater numbers of students with disabilities receiving their education in general education classrooms. But is inclusion just a good idea - a feel-good, pie in the sky theory that does not translate into the real world of schools and classrooms? Today we speak with Nicole Eredics from The Inclusive Classroom. Nicole is the author of the book, ‘Inclusion in Action - practical strategies to modify your curriculum’. The book provides 40 specific, teacher-tested strategies to modify the curriculum for students who work below grade level. Nicole also hosts a website called www.theinclusiveclass.com. Listen to Nicole's practical advice on facilitating a inclusive classroom for traumatised students. To check the show notes for this episode, visit www.tipbs.com Thanks for listening!
November 21, 2017
In this series, we review the book, 'The Social Neuroscience of Education' by Louis Cozolino. In the Introduction and Chapter 3, we explore the question: how can student-teacher relationships reshape the brains of students? Listen to learn more about research changing the way we think about social-emotional skills and supportive relationships. www.tipbs.com
November 6, 2017
In this episode, we answer a commonly asked question about trauma informed practice in schools - How does childhood trauma impact memory? To learn more about the trauma informed positive behaviour support program, please visit www.tipbs.com
October 27, 2017
In this episode, we interview Professor Maurice Elias Professor Maurice Elias works at the Department of Psychology at the Rutgers School of Arts and Science in Piscataway, New Jersey. Over several years, Professor Elias has worked in the field of prevention, school-based preventive intervention, and social competence promotion. He was integral in setting up the Rutgers Social-Emotional and Character Development Lab. The Lab is dedicated to conducting action-research in public, private, and religious school settings for the purpose of building children’s skills for facing the tests of life, and not a life of tests. Listen to Professor Elias's inspirational and practical insights into incorporating social emotional learning into academic curriculum. To check the show notes for this episode, visit www.tipbs.com Thanks for listening!
October 26, 2017
In this episode, we answer a commonly asked question about trauma informed practice in schools - How does childhood trauma disrupt learning by impacting the body? To learn more about the trauma informed positive behaviour support program, please visit www.tipbs.com
October 15, 2017
In this episode, we interview Erik Gordon, a science teacher from Lincoln High School in Walla Walla, Washington. Erik explains how the school has adopted a trauma-informed approach to curriculum development and disciplinary practices. So much has been said and written about being trauma informed, but what does this look like in practice? Listen to Erik's inspirational and practical insights into implementing trauma informed strategies in a high school environment. To check the show notes for this episode, visit www.tipbs.com Thanks for listening!
October 15, 2017
In this coaching call, we speak with 'Anne' - a special education teacher from Alabama, US. The call follows a structured enquiry process that aims to work collaboratively with teachers to generate ideas for interventions and strategies. If you would like to book in for a coaching call for yourself, visit www.tipbs.com and register your details.
October 11, 2017
In this series, we review the book, 'The Social Neuroscience of Education' by Louis Cozolino. In the Introduction and Chapter 2, we explore the question: how do brain learn? Listen to learn more about the parts of the brain that are vital to learning and why understanding the inner workings of the brain is vital for all educators. www.tipbs.com
September 27, 2017
In this episode, we answer a commonly asked question about trauma informed practice in schools - How does childhood trauma impact the brain? To learn more about the trauma informed positive behaviour support program, please visit www.tipbs.com
September 27, 2017
In this series, we review the book, 'The Social Neuroscience of Education' by Louis Cozolino. In the Introduction and Chapter 1, we explore the question: do the educational paradigms of our schools match our scientific understanding of learning in the brain? Listen to learn more about how relationships can be a powerful tool in promoting learning and growth in students. www.tipbs.com
September 26, 2017
In this episode, we interview Dr. Guy Macpherson. Dr. Macpherson is a psychologist specializing in the treatment of trauma and early psychosis. Over the last several years, Guy has dedicated himself to the study of trauma psychology, trauma therapy, post-traumatic growth, and most recently, the intersection of trauma and psychosis, specifically the signs of early psychosis.Guy is the host of the Trauma Therapist Podcast, which brings together seasoned professionals in the fields of trauma, addiction, mindfulness and yoga, to educate and inspire those just beginning their trauma-informed education.To check the show notes for this episode, visit www.tipbs.com Thanks for listening!
August 28, 2017
In this episode, we answer a commonly asked question about trauma informed practice in schools - What are the types of childhood trauma? To learn more about the trauma informed positive behaviour support program, please visit www.tipbs.com
August 28, 2017
We review the article ‘‘An applied framework for Positive Education’ by Jacolyn Norrish and colleagues. The paper offers practical insights into social-emotional learning and positive psychology strategies used within the positive education framework at the Geelong Grammar School in Melbourne, Victoria. Reference: Norrish, J. M., Williams, P., O'Connor, M., & Robinson, J. (2013). An applied framework for positive education. International Journal of Wellbeing, 3(2) Here is the link to the paper discussed: http://bit.ly/2iAFtoi
August 28, 2017
In this episode, we are delighted to interview world-renowned filmmaker, James Redford. James turned his storytelling eye on the hidden menace of adverse childhood experiences in his ground-breaking documentary, Paper Tigers. Set within and around the campus of Lincoln Alternative High School in rural community of Walla Walla in Washington, Paper Tigers attempts to answer the following questions: What does it mean to be a trauma-informed school? In his search for clear and honest answers based in science, James embarked on his latest film - Resilience - the biology of stress and the science of hope. In Resilience, we learn about how traumatic stress can trigger hormones that wreak havoc with the bodies and brains of children, putting them at a great risk for disease, homelessness, prison time and even early death. To check the show notes for this episode, visit www.tipbs.com/blog Thanks for listening!
August 3, 2017
In this episode, we answer a commonly asked question about trauma informed practice in schools - What is childhood trauma? To learn more about the trauma informed positive behaviour support program, please visit www.tipbs.com
August 3, 2017
While research on school connectedness and school climate has provided a general framework for supporting all youth, there is a paucity of guidance on what aspects of school-based relationships enhance the wellbeing of youth who have experienced trauma. In this strategy share, we present to you a framework to guide your efforts in building trusting relationships - or relational safety - with students who have experienced trauma. To learn more, see the show notes at www.tipbs.com.
August 2, 2017
We review the article ‘‘Kind discipline: Developing a conceptual model of a promising school discipline approach’ by Jennifer Winkler and colleagues. The paper offers practical insights into a novel discipline approach, called Kind Discipline, that fosters intrinsic motivation and positive relationships in schools. Reference: Winkler, J. L., Walsh, M. E., de Blois, M., Maré, J., & Carvajal, S. C. (2017). Kind discipline: Developing a conceptual model of a promising school discipline approach. Evaluation and Program Planning, 62, 15-24. Here is the link to the paper discussed: http://bit.ly/2vi2pxV
July 31, 2017
In this series, we review the book, 'The Whole Brain Child' by Daniel Siegal and Tina Payne Bryson. In the Chapter 6, we review strategies to help traumatised students learn skills in empathy - to understand the feelings, intentions and desires of other. Learn more about the conversational strategies to develop this vital skills for secure relationships. tipbs.com Link to the refrigerator sheet: http://static1.squarespace.com/static/570a82c74d088e29f6f59598/57214ce1ef1a76622605e25b/57214d24ef1a76622605e5ba/1461800228336/Refrigerator-Sheet-WBC.pdf?format=original
July 18, 2017
In this coaching call, we speak with 'Sherrie' - a special education teacher from Georgia, US. The call follows a structured enquiry process that aims to work collaboratively with teachers to generate ideas for interventions and strategies. If you would like to book in for a coaching call for yourself, visit www.tipbs.com and register your details.
July 11, 2017
In this coaching call, we speak with 'Sue' - a classroom teacher looking to support a traumatised student at her schools.The call follows a structured enquiry process that aims to work collaboratively with teachers to generate ideas for interventions and strategies. If you would like to book in for a coaching call for yourself, visit www.tipbs.com and register your details.
June 29, 2017
We review the article ‘‘Early adversity and learning: implications for typical and atypical behavioural development’ by Jamie Hansen and colleagues. The paper offers practical insights into why traditional behaviour management strategies fall short with traumatised students and how building skills in 'associative learning' can help these children. Reference: Hanson, J. L., Bos, W., Roeber, B. J., Rudolph, K. D., Davidson, R. J., & Pollak, S. D. (2017). Early adversity and learning: implications for typical and atypical behavioral development. Journal of Child Psychology and Psychiatry. Here is the link to the paper discussed: https://pdfs.semanticscholar.org/b4e6/2f31c6f34c4b112030fcdf9654e19c40637a.pdf
June 24, 2017
In this episode, we are delighted to interview Bonnie Goldstein and Rochelle Lohrasbe from Sensorimotor Psychotherapy Institute. Developed by Dr. Pat Ogden, Sensorimotor Psychotherapy recognizes that traumatised children are at the mercy of reliving their past through bodily reactions. They recognised that managing and recovering from trauma required an awareness of physical, sensory experiences, and strategies to modulate their physiological and emotional responses. Dr. Bonnie Goldstein holds dual licenses in the state of California in Psychology and Social Work, completed her B.A. MSW, and Ph.D. at UCLA, her Ed.M. at Harvard University, and teaches graduate students at USC’s School of Social Work. Rochelle holds a PhD in Child and Youth Care (UVIC). Beginning with a career in forensic psychiatric nursing, she has 30 years of clinical experience in the areas of post-traumatic stress and attachment trauma. We hope you enjoy this practical and insightful interview. www.tipbs.com
June 15, 2017
In this coaching call, we speak with 'Ester' - a team leader of a behaviour support specialist team helping traumatised students at schools.The call follows a structured enquiry process that aims to work collaboratively with teachers to generate ideas for interventions and strategies. If you would like to book in for a coaching call for yourself, visit www.tipbs.com and register your details.
June 7, 2017
We know intuitively that it is hard to learn, concentrate and participate in school if we are hungry. But what exactly does the research tell us about the relation between nutrition, trauma and learning? Check out this episode to learn practical strategies to help malnourished students. For information about the research and resources discussed, see the show notes at tipbs.com/blog.
June 2, 2017
In this coaching call, we speak with 'Patty' - a behaviour support specialist helping traumatised children at home and at school.The call follows a structured enquiry process that aims to work collaboratively with teachers to generate ideas for interventions and strategies. If you would like to book in for a coaching call for yourself, visit www.tipbs.com and register your details.
June 1, 2017
We review the article ‘A Neuropsychological Study of Primary SchoolAged Children with a History of Maltreatment’ by Helen Schirmer. The paper offers practical insights into the learning difficulties experienced by students who have experienced abuse and neglect, and strategies to support them. Here is the link to the paper discussed: http://vuir.vu.edu.au/16000/1/Schirmer_Thesis_2010.pdf
May 29, 2017
Episode 27 is an interview with educator and occupational therapist, Leah Kuypers. Leah has practiced as an Occupational Therapist and specialist in school and clinical settings, specialising in self-regulation and social learning, and has worked with students of all ages and challenges, including anxiety, ADHD, and ASD. Leah created The Zones of Regulation®, a concept designed to teach self-regulation, and is author of the book and app by the same name. www.tipbs.com
May 29, 2017
In this series, we review the book, 'The Whole Brain Child' by Daniel Siegal and Tina Payne Bryson. In the Chapter 5, we review strategies to help traumatised students learn social emotional skills - the foundations for their therapeutic recovery. Learn more about the 'mindsight' and the 'wheel of awareness'.
May 25, 2017
Episode 25 is an interview with psychotherapist and parent educator, Bryan Post. Bryan Post is one of America’s foremost child behaviour experts and founder of the Post Institute. The Post Institute works with adults, children and families struggling with early life trauma and the impact on the development of the mind and body. www.tipbs.com
May 22, 2017
In this series, we review the book, 'The Whole Brain Child' by Daniel Siegal and Tina Payne Bryson. In the Chapter 4, we review strategies to help traumatised students learn from times when they get triggered with memories from the past. Learn more about the strategies 'Rewind and Review' and 'Remember to Remember'.
May 8, 2017
In this series, we review the book, 'The Whole Brain Child' by Daniel Siegal and Tina Payne Bryson. In the Chapter 3, we review strategies to engage the upstairs and downstairs parts of the brain in when dealing with conflict and tantrums with students. Learn more about the strategies 'Engage, Don't Enrage' and 'Move it or Lose it'.
May 3, 2017
Welcome to the TIPBS Bookclub. In this series, we review the book, 'The Whole Brain Child' by Daniel Siegal and Tina Payne Bryson. In the Chapter 2, we strategies to engage the left and right hemispheres of the brain in classroom management and social emotional learning. Learn more about the strategies 'Connect and Redirect' and 'Name it to Tame it'.
April 27, 2017
We review the article ‘Trauma-Informed Positive Education: Using Positive Psychology to Strengthen Vulnerable Students’. The paper offers practical insights into the implementation of trauma-informed strategies in schools. Here is the reference to the paper discussed: Trauma-Informed Positive Education: Using Positive Psychology to Strengthen Vulnerable Students Brunzell, T., Stokes, H. & Waters, L. Contemporary School Psychology (2016) Vol. 20: Issue 63. doi:10.1007/s40688-015-0070-x
April 25, 2017
Sleep is vital for the consolidation of learning, as well as recovering from post-traumatic stress disorder (PTSD). Watch this video to learn about how to support traumatised students struggling with poor sleep. For information about the research and resources discussed, see the show notes at tipbs.com/blog.
April 24, 2017
In this coaching call, we speak with a art teacher about her difficulties in support a middle school student at a charter school. The call follows a structured enquiry process that aims to work collaboratively with teachers to generate ideas for interventions and strategies. If you would like to book in for a coaching call for yourself, visit www.tipbs.com and register your details.
April 24, 2017
Welcome to the TIPBS Bookclub! In this series, we review the book, 'The Whole Brain Child' by Daniel Siegal and Tina Payne Bryson. In the Introduction and Chapter 1, we discuss how poor behaviour in the classroom can be a opportunity for social-emotional learning and how restorative justice approach help the brain heal from trauma.
April 13, 2017
Welcome to the TIPBS Bookclub! In this final episode, we review Chapters 9 and 10 of the book 'Teaching the Child on the Trauma Continuum' by Betsy De Thierry. Aimed at helping teachers deal with the stress and pressures of classroom management, this episode is essential for educators dealing with challenging students.
April 13, 2017
We’re reviewing a paper in latest issue of Journal of Child and Adolescent Psychology and Psychiatry. The episode summarises the key findings of research over the last decade about the impact of trauma on brains of students. Here is the reference to the paper discussed: Annual Research Review: Childhood maltreatment, latent vulnerability and the shift to preventative psychiatry – the contribution of functional brain imaging. Eamon J. McCrory, Mattia I. Gerin and Essi Viding Journal of Child Psychology and Psychiatry 58:4 (2017), pp 338–357
April 11, 2017
Back by popular demand, we share with you a teacher coaching call with one of the participants of the TIPBS program. The call follows a structured enquiry process that aims to work collaboratively with teachers to generate ideas for interventions and strategies. If you would like to book in for a coaching call for yourself, visit www.tipbs.com and register your details.
March 31, 2017
Welcome to the TIPBS Podcast! Episode 14 is a interview with Tom Brunzell. Tom is a teacher and the author of 'Trauma Informed Positive Education' that wrote with Dr. Martin Seligman and Dr. Angela Duckworth of Stanford University. Tom works with Berry Street in Melbourne, Australia and shares incredibly practical advice and strategies for educators. www.tipbs.com
March 26, 2017
Welcome to the TIPBS Podcast! Episode 13 is a interview with Betsy De Thierry. She is psychotherapist and teacher in the United Kingdom. Betsy is the author of the book 'Teaching the Child on the Trauma Continuum'. Listen to Betsy share practical insights into the skills of therapeutic classroom management. www.tipbs.com
March 21, 2017
In this special episode, we share with you a teacher coaching call with one of the participants of the TIPBS program. The call follows a structured enquiry process that aims to work collaboratively with teachers to generate ideas for interventions and strategies. If you would like to book in for a coaching call for yourself, visit www.tipbs.com and register your details.
March 20, 2017
Welcome to the TIPBS Bookclub! In this episode, we review Chapter 8 of the book 'Teaching the Child on the Trauma Continuum' by Betsy De Thierry. Packed with practical strategies, we both the "what" and "how" of implementing these classroom management techniques.
March 13, 2017
Welcome to the TIPBS Bookclub! In this episode, we review Chapter 6 of the book 'Teaching the Child on the Trauma Continuum' by Betsy De Thierry. We discuss Betsy's 'Daisy Theory' and learn how emotional states can become personality traits for traumatised students.
March 7, 2017
Welcome to the TIPBS Bookclub! In this episode, we review Chapter 6 of the book 'Teaching the Child on the Trauma Continuum' by Betsy De Thierry. Learn about how mental health symptoms can interfere in the learning of traumatised students and how best to support them.
February 27, 2017
Welcome to the TIPBS Bookclub! In this episode, we review Chapter 2 of the book 'Teaching the Child on the Trauma Continuum' by Betsy De Thierry. Learn about how our 'upstairs' and 'downstairs' parts of our brain shape how we learn and help children cope with trauma.
February 26, 2017
Welcome to the TIPBS Podcast! Episode 7 is a interview with Dr. Raul Silva, child and adolescent psychiatrist. Listen to Dr. Silva share fascinating insights from working with children and families in New York following 9/11 and his research into the risks, resilience and recovery of these children. For more, visit www.tipbs.com
February 21, 2017
Welcome to the TIPBS Bookclub! In this episode, we review Chapter 2 of the book 'Teaching the Child on the Trauma Continuum' by Betsy De Thierry. Learn about Betsy's RESPIRE framework of building social-emotional skills in traumatised children.
February 6, 2017
Welcome to the TIPBS Bookclub! In this episode, we review Chapter 2 of the book 'Teaching the Child on the Trauma Continuum' by Betsy De Thierry. Learn about how the brain supports learning and heals from trauma.
January 23, 2017
Welcome to the TIPBS Bookclub! In this episode, we review Chapter 1 of the book 'Teaching the Child on the Trauma Continuum' by Betsy De Thierry. Learn about the Trauma Continuum and so much more!
January 22, 2017
Welcome to the TIPBS Podcast! Episode 3 is a interview with Dr. Judith Cohen. She is psychiatrist and creator of the 'Trauma Foused Cognitive Behavioral Therapy' program - the most researched and evidence-based treatment for children and young people with trauma. Listen to Dr. Cohen share practical insights of trauma-informed practice in schools. For more, visit www.tipbs.com
December 2, 2016
Welcome to the TIPBS Podcast! Episode 2 is a interview with Dr. Dave Ziegler. He is psychologist and founder of 'Jasper Mountain' - a wold renowned facilitate for children and young people with trauma. Listen to Dr. Ziegler share practical insights of trauma-informed practice in schools. www.tipbs.com
October 12, 2016
Welcome to the TIPBS Podcast! Episode 1 is a 'Strategy Share'. Listen to Dr. Ayre talk about the 'Safety Plan' tool to help traumatized student manage their emotions and behaviours. For the shownotes, visit www.tipbs.com
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