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Teachers face a systematic issue of being able to regulate themselves when school or administrative systems are often not responsive to to the realistic needs of teachers. Education professionals also need to regulate themselves in order to regualte students. Small shifts and changes in the classroom have made a difference in the overall approach to trauma informed education. -KH

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Dr. Perry talks about teaching as an activity that activates the stress response. It is important to get the "Golidlock Effect." This can be challenging to obtain in a classroom, as too much new learning can overwhelm and impair performance, additionally not being challenged also negatively impacts learning and performance. DL

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Dr. Perry and the host discuss how important it is that educators are practicing self care. Dr. Perry points out that we are asking a lot of educators that we really shouldn't burden educators with taking on; in particularly around children's' mental health. Teachers could at least offer students daily positive interactions within the constraints of an unsupported educational system.

KWA

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When you take time for regulatory activities throughout the day...

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When you take time for regulatory activities throughout the day...

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All functioning of the brain is state dependent! That means as your brain shifts from one state to another; things change physiologically and how much you process new learning.

Aha! So True! If you are going to have a contingency based model, you need to have rewards and consequences that are immediate. Dr. Perry says we too often use future oriented rewards and consequences with these students who struggle with behaviors, which do not work.

A study of a school's methods to introduce NME such as the staff book study of "The Boy Raised by Dogs" and the student use of pulse oximeters to introduce regulation.

An introduction to a case study of a student named "Edgar".

KWA

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Profound neglect, changes the brain. Period. Luckily, the brain is malleable and can change for the better.

Dr. Perry discusses the intimacy barrier and explained wonderfully what it means when a child is sensitized to intimacy and how caregivers unintentionally can make it worse.

KWA

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Some specific ideas to try on in the classroom!

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Some specific ideas to try on in the classroom!

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Effective regulation is when kids have control over their regulatory activity. Choice cards are a great resource to encourage engagement.

Dr. Perry and Mr. Graner offer some resources helpful with regulation such as rhythm based activities such as 'Drumbeats'.

Dr. Perry says there should be activities with a mix of rhythmic, relational, regulatory and cognitive embedded within the same activity to address the needs of everyone in the classroom.

Dr. Perry suggests you can use mini maps to group kids heterogeneously, for regulation skills or for cognitive purposes.

KWA

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We can more intentionally and effectively regulate students over time when we take time to prioritize relational activities throughout the school year. End of year is a large stressor for both educators and students and therefore an NME informed school should make time for students and teachers to be relational with each other. -KH

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In chapter 6, Dr. Perry is working with a 6 year old in the Pediatric Intensive Unit. The child was in a crib with iron bars and plywood that was secured on top of the crib. He was being treated for pneumonia, however was resistive to all treatment. This child was wearing diapers and would throw feces or food at anyone who approached him. Understanding that an anxious child would not be able to from a relationship. Dr. Perry researched his history, observed him, tried to imagine his life from the child's persepctive and was patient with his interventions. He worked to decrease anxiety, as" it is much more difficult to form a positive relationship" (with an anxious child) which is "the true vehicle for all therapeutic change". DL

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One of the methods to use rythm in the classroom is with poetry. I think reading a poem in a classroom could be one of those little moments that could be impactful. DL

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Dr Perry shares a visual about the Intimacy Barrier. He describes the levels of interactions as Casual, Routine, Personal and Intimate. When the intimacy barriers for the individual are crossed, this creates stress. Teachers and providers need to be vigilient and allow the child to determine when they are ready. DL

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This series provides some regulating ideas to use in the classroom. Several resources were provided that are specific to regulating interventions. The positive impact of regulating through the use of drumbeats in the classroom is discussed. I think it would be useful to collaborate with the music teacher to create and facilitate drumming actitives to be used in the general education classrooms. DL

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In Online Classroom.

KWA

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Ahhh. This session cleared up the concept of state-dependent learning. It's when you use the "upside down triangle" brain model with the state of arousal chart!

KWA

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In this chapter, Dr. Perry was given the task to determine, for court, if a young man was accountable for his actions in the murder and rape of two girls. He analyzes how intermittent neglect, for long periods of the day, as an infant can cause the brain to become underdeveloped in areas of the brain, resulting in lack of empathy, no apathy, impulsivity and other antisocial/sociopath characteristics.

In this chapter, a boy name Justin, is raised in a cage with dogs by a caregiver ignorant to childrearing. With therapies and a nurturing foster home, Justin improves and thrives, reversing the ill-effects of neglect.

Conner, on the other hand, didn't fair as well. By fourteen years old, he had a lot of distressing behaviors related to neglect. His start in life was similar to Leon's, as an infant, being left at home all day alone. Dr. Perry and his team start treatment with Conner with touch, then rhythmic therapy. The team concluded they needed to treat Conner's brain in a systematic way, starting in the brain when the neglect began, hence the name 'neurosequential'.

KWA

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Completed 5 mini maps. DL

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Rewards and consequence based systems do not work for students who have experienced great trauma because when a student is in a state of dysregulation, their brain does not have to ability to make good choices. Therefore, rewards and consequences can only change behavior when the student is regulated and able to use his/her cortex. This is why Dr. Bruce Perry advocates for collaborative problem solving instead of a system of rewards and consequences. -JM

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When the child is told what to do, it is inherently dysregulating. The index cards where a student is able to choose which regulation activity they would like to do helps a student to be in charge of their own regulation. I love this idea, and I think choice cards would be great in a calm corner, or even on a student's desk so that they can hand a card that they would like to do for regulation to their teacher. This would greatly help our ELL students to regulate and communicate their needs with their teacher.

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Kids who have had relational neglect who were cared for and had cognitive stimulation, but did not have relational experiences can not develop empathic qualities. Brain development happens very rapidly when a child is an infant, and if there is cognitive, or social emotional neglect that happens early in life, the child's brain development and the core regulatory parts of the brain will be impacted. -JM

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The achievement gap is actually related to developmental trauma and neglect that result with kids who have high reactivity. The most important thing to do is figure out how to put regulation activities into the classroom that will help the brain state of all learners. When there is no input from your body and from the outside world that tells you that you are under threat, you can use the cortex and you can learn. All functions of the brain is state-dependent. When kids are in an alert brain state, they won't understand the consequences that are given to them. If you ask them why they were given a consequence, they will say that the teacher hates them. If you are going to have a contingency based behavior model, you need to have an immediate reward and consequence. This is important to teach teachers as to how they can respond to students. -JM