Practical, Evidence Based Strategies for Challenging Students.
A Relationship-Based Approach to Supporting Students with Deni Melim
A Relationship-Based Approach to Supporting Students with Deni Melim by Dr. Kay Ayre
Differentiated Discipline with Louise Michelle Bomber
Louise Michelle Bombèr is qualified as both a specialist teacher, a therapist and a Dyadic Developmental Psychotherapy (DDP) certified practitioner. She has worked with individual pupils, classes, whole school settings, local authorities, teachers and support staff across both the primary and secondary phases. She has provided consultations and training for education, social services and health. She has set up TouchBase™ Brighton and TouchBase™ Bristol. Louise and her team offer a range of services supporting children and young people who have experienced significant relational traumas and losses. She is the author of several best-selling books, including ‘Inside I’m Hurting’, ‘Knew Me to Teach Me’ and ‘Settling Troubled Pupils to Learn: Why Relationships Matter in School’.
Emotionally Intelligent Educators with Megan Marcus
Bearing witness to the emotional pain and challenges of students can take its toll on educators. Under pressure to support students, teachers may be forced to confront their own social and emotional challenges. The social neuroscience of education shed light on experiences and needs linked to the common humanity we share with our students. In this episode, we speak to Megan Marcus. Megan holds a B.A. in Psychology from the University of California at Berkeley and a Master’s degree in Psychology from Pepperdine University. While at
Pepperdine, Megan studied under Dr. Louis Cozolino and served as the lead researcher for his book, The Social Neuroscience of Education.
Belonging and Coregulation in the Classroom with Dr. Sian Philips
The call for trauma-informed education is growing as the profound impact trauma has on the children’s ability to learn in traditional classrooms is recognized. For children who have experienced abuse and neglect their behaviour is often highly reactive, aggressive, withdrawn or unmotivated. They struggle to learn, to make positive relationships or be influenced positively by teachers and school staff. Teachers become more and more frustrated and discouraged as they attempt to teach this vulnerable group of students. Dr. Sian Philips. Dr Phillips is an Adjunct Professor at Queens University and is currently involved in helping her local school boards develop trauma-informed classrooms and schools using Dan Hughes's model of Dyadic Developmental Practice. She is also a clinical psychologist in private practice in Kingston, Ontario, Canada. She specialises in working with children in foster care and their foster and adoptive parents. Dr. Philips is the co-author of the book ‘Belonging: A relationship-based approach for trauma-informed education.
Trauma Informed Music Education with Karen Salvador and Rebecca DeWan
Some students find it difficult to engage in their learning. Emotional and cognitive difficulties can affect a student’s motivation to learn and may make it difficult for them to participate in class-based educational activities. Music is a unique medium of engagement and creative communication. There is a growing body of research has emerged that sheds new light on intriguing links between music and a variety of cognitive functions, including temporal order learning, attention and auditory verbal memory
Today we have the privilege of speaking with, Dr. Karen Salvador. Dr. Salvador is an Assistant Professor of Music Education at Michigan State University’s College of Music, where she teaches courses regarding music in early childhood and elementary general music as well as graduate seminars in music education psychology and research. Her research is focused on ability-responsive music instruction, and aligning culturally responsive and trauma informed pedagogies in music teaching.
Dr. Salvador is joined by her PhD student, Rebecca DeWan. Rebecca earned a Master’s degree in Choral Conducting and a bachelor’s degree in music education from the University of Southern Maine. She taught music in Maine for 13 years before beginning her doctoral work. Through her research, she is exploring anti-racist education and working to incorporate trauma-informed practices into the music classroom.
Bringing Your Whole Self to Leadership with Elizabeth Verstappen (Pt 3)
Despite trauma-informed education gaining credibility and popularity, educational leaders continue to battle systems to implement innovative and evidence-informed practices. The relentless advocacy for staff and students pushes principals to grow – both professionally and personally. So how do leaders sustain this work? In the third and final episode of this three-part series on trauma-informed leadership, we speak with Elizabeth Verstappen. Elizabeth was previously the principal of the Sadadeen State Primary School in Alice Springs, Australia. In this episode, Elizabeth shares how trauma-informed practices have influenced her beliefs and practice in education, and how leaders looking to embark on implementing trauma pedagogy can traverse the challenges they may face.
Really interesting but...
I’m finding the podcast really interesting but find the inputs from the base podcaster really quite distracting as he is difficult to listen to and his ‘that’s really fascinating’ comment repeated regularly rather thoughtless.
Note of caution
This is a mixed resource. It does a good job raising awareness of how trauma impacts the development and education of children and gives teachers some useful strategies to help these children. My note of caution is directed at the uncritical presentation of what some call neuroscience and others call neurobabble. Neuroscience has moved on since Bruce Perry first presented his neurosequential model, Paul MacLean’s triune brain and Stephen Porges claims called the polyvagal ‘theory’. Many neuroscientists would hold that evidence from the last 25 years research has disproved these hypotheses. To quote Lisa Feldman Barrett, the only animals with lizard brains are lizards.
I am an adoptive mum, my son is 12 years old. He had a traumatic start to life, and has attachment issues, anxiety and depression. This has severely affected his ability to learn.
I love this podcast because I have learned so much!!
On the bad days I find a favourite episode and listen, which helps to remind me of the strategies that I can use.
I have shared relevant episodes with his teachers to help them understand him better.
I am now studying to be an Education Support Worker and I am using it as a resource for that.
The last episode was great.