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Really value the work of Gabor Matte re. trauma too.

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https://www.coramlifeeducation.org.uk/whole-school-scarf

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What is Whole-school SCARF?

Whole-school SCARF is a comprehensive toolkit to support PSHE leaders and SLTs in ensuring a whole-school approach to children's mental health and wellbeing.

Why Whole-school SCARF?

There's a clear link between children's mental and physical wellbeing, and their attainment. A whole-school approach to mental wellbeing, involving teachers, pupils and parents/carers working together can impact significantly on pupils' wellbeing, behaviour and learning. Further evidence of this link is provided by PHE in their publication Promoting children and young people's emotional health and wellbeing: A whole school and college approach.

"Such an approach moves beyond learning and teaching to pervade all aspects of the life of a school, and had been found to be effective in bringing about and sustaining health benefits." Promoting children and young people's emotional health and wellbeing, Public Health England

What's in Whole-school SCARF?

Whole-school SCARF builds on the SCARF values of Safety, Caring Achievement, Resilience and Friendship, with a new, comprehensive and flexible toolkit to help strengthen your school's approach to children's and staff's mental wellbeing. Whether you're new to SCARF or already using it, this toolkit will help you to ensure that children in your school are safe, mentally well, ready for learning and able to develop the skills needed to grow into caring, respectful citizens who can achieve their full potential.

How do I use Whole-school SCARF?

We've divided the many elements of creating a whole-school approach to wellbeing into four key sections. You can use these as an audit tool or checklist to help you make sure you're getting the most from your SCARF resources - and to help your school develop an effective whole-school approach to children's and teachers' emotional health and wellbeing.

Just click on each of the four sections below to start exploring the toolkit or start your audit and get any support you need. SCARF schools can also sign up for one of our free orientation webinars.

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Whole-school SCARF is a comprehensive toolkit to support PSHE leaders and SLTs in ensuring a whole-school approach to children's mental health and wellbeing. There's a clear link between children's mental and physical wellbeing, and their attainment. A whole-school approach to mental wellbeing, involving teachers, pupils and parents/carers working together can impact significantly on pupils' wellbeing, behaviour and learning.

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We hope you found the event both engaging and rewarding.

As part of our work to ensure the events we run meet the needs of the profession, we would value your feedback.

Thank you in advance, we look forward to seeing you at another event soon.

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Pedagogy in Practice: Trauma - session evaluation

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We hope you found the event both engaging and rewarding. As part of our work to ensure the events we run meet the needs of the profession, we would value your feedback. Thank you in advance, we look forward to seeing you at another event soon. To view our privacy policy, please visit:
https://ch…

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8 principles of a whole-school approach to mental wellbeing  

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8 principles of a whole-school approach to mental wellbeing  

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https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/1020249/Promoting_children_and_young_people_s_mental_health_and_wellbeing.pdf

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Susan David's book 'Emotional Agility' talks about emotions as personal data.

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#1 Wall Street Journal Bestseller

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Written with authority, wit, and empathy, EMOTIONAL AGILITY serves as a roadmap for real behavioral change.

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Susan David, Ph.D. is the visionary who developed the concept of emotional agility.

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1 Wall Street Journal Bestseller Order Now EMOTIONAL AGILITY helps us to navigate life's twists and turns with self-acceptance, clear-sightedness, and an open mind. This process isn't about ignoring difficult emotions and thoughts. It's about holding those emotions and thoughts loosely, facing them with courage and compassion, and moving beyond them to ignite change in your life.

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Very inspiring speaker for schools. Videos for use as CPD
https://www.youtube.com/c/betsydethierry

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"trauma. child development. children's mental health. children's wellbeing. trauma recovery."

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Betsy de Thierry is a teacher, psychotherapist and author of many books about trauma recovery. Betsy's books include 'Teaching the Child on the Trauma Continuum' (2015); 'The Simple Guide to Child Trauma' (2016); 'The Simple Guide to Sensitive Boys' (2017), 'The Simple guide to Shame in Children' (2108) ; 'The Simple Guide to Attachment Difficulties' (2019); 'The Simple guide to Complex Trauma and Dissociation' (2020) 'The Simple Guide to Collective Trauma' ( 2021) and 'The Simple Guide to Emotional Neglect' (2023).

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Boingboing Resilience Framework - Belonging

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Boingboing Resilience Framework - Belonging

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The Resilience Framework is a handy table that summarises ‘what works’ when supporting children and young people’s resilience according to the Resilience Research base.

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CRSJ / Boingboing / ResilienceRevolution

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The Boingboing Resilience Framework - Boingboing

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The Resilience Framework is a handy table that summarises ‘what works’ when supporting children and young people’s resilience according to the Resilience Research base. The Resilience Framework forms a cornerstone of our research and practice. On this page we have pulled together lots of useful link…

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Belonging toolkit - supporting migrant and refugee C&YP: free resource for KS2 & 3

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Belonging toolkit - supporting migrant and refugee C&YP: free resource for KS2 & 3

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https://www.coramlifeeducation.org.uk/belonging

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For KS2 & KS3 (Eng) and P6-S3 (Sco)

The Belonging Toolkit was co-produced with Coram Life Education and Coram's Young Citizens, giving invaluable insight into the issues facing migrant children and young people. It was funded as part of the HALO programme by The Queen's Trust. It includes lesson plans, teachers' guidance, films and activities for KS2 and KS3, all clearly linked to the PSHE Association Learning Opportunities, as recommended by the DfE.

To get access to your free Schools Toolkit today, enter your email address below. We will also ask you for your contact details, and some details on how you plan to use the Toolkit. By supplying us with these details, as well as gaining access to the resource, you are consenting to us contacting you by email to ask you to ask about the usefulness of the resource. We will not pass your details on to any third party but they are shared under certain conditions with Mailchimp, our email provider and their privacy policy is here. To find out how we use your data, please review our Privacy Policy. You can unsubscribe from emails at any time.

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The Belonging Toolkit was co-produced with Coram Life Education and Coram's Young Citizens, giving invaluable insight into the issues facing migrant children and young people. It was funded as part of the HALO programme by The Queen's Trust.

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Coram Life Education: The Belonging Toolkit

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Coram Campus, 41 Brunswick Square, London WC1N 1AZ. The PSHE Association is a registered charity and a company limited by guarantee. Charity number: 1127056 Company number: 6551975 © Copyright 2022 PSHE Association All Rights Reserved.

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Resources to support children and young people from migrant and refugee backrounds

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Resources to support children and young people from migrant and refugee backrounds

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https://booksbeyondwords.co.uk/
https://beaconhouse.org.uk/resources/

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Beacon House - resources

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Beacon House is passionate about developing freely available resources so that knowledge about the repair of trauma and adversity is in the hands of those who need it. Please feel free to use our resources in your home or work setting.
All we ask is that you credit our team for the information and design using this credit: Image or information courtesy of Beacon House Therapeutic Services & Trauma Team | 2022 | www.beaconhouse.org.uk
As a specialist trauma service, our resources are written using a 'trauma lens' and offer information, ideas and strategies from this perspective. We know that there are other perspectives and overlapping experiences, meaning that 'one size doesn't fit all'. We are working to be as inclusive as possible and alongside this acknowledge that not everything we produce will be relevant for everyone.

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Beacon House is passionate about developing freely available resources so that knowledge about the repair of trauma and adversity is in the hands of those who need it. Please feel free to use our resources in your home or work setting.

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What sort of interventions do you use to support children who have experienced trauma?

With the older students in SEND i take them into the activate room  and work out playing basket ball

Each of our classrooms have a 'calm kit' including fidgets, positive affirmations, I feel I need cards, and techniques for self- regulation. These can be used in the designated 'calm corner' which is available in each classroom. These have helped stop disruption in lessons whilst allowing the children to feel safe.

We have a similar thing to the above in all classrooms but we call it a wellbeing wallet.

We use a similar system..zones of regulation it has worked extremely well for us as a whole school

I find that students are much more willing to collaborate on strategies and more invested in the strategies if they feel welcome and a sense of belonging in the classroom. This is the number one, most important thing to do: establish a culture of trust and belonging.

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Each of our classrooms have a 'calm kit' including fidgets, positive affirmations, I feel I need cards, and techniques for self- regulation. These can be used in the designated 'calm corner' which is available in each classroom. These have helped stop disruption in lessons whilst allowing the children to feel safe.

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Applied Attachment Theory; Trauma-Informed

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The CARE Model (Pearce, 2016) offers an evidence-informed conceptual framework for supporting individual and organisational focus on key aspects of caregiving and relating that influence outcomes developmental outcomes and recovery from adversity. CARE stands for:

Consistency

Accessibility

Responsiveness

Emotional Connectedness

The CARE Curriculum offers a comprehensive approach to the delivery of culturally-sensitive, trauma-informed and -responsive services to individuals recovering from adverse life and family circumstances, via the delivery of enriched CARE.

Developmental growth is a central feature of the CARE Curriculum. Key outcomes include:

Growing a consistent, strengths-based and relationship-focused approach to individual and organisational service delivery;

Growing confident and knowledgeable professionals who exhibit key competencies in their practice that support growth in their clients; and

Growth in capacity to provide consistent, enriched, and reparative care to children and young people.

Personal growth is mediated by individual factors that influence approach to life, relationships, and roles. Key individual factors include:

The beliefs one holds about ourselves, others, and the world (also known as Attachment Representations, Internal Working Models, and Schema);

Central Nervous System activation (also known as Arousal, and implicated in emotional functioning, performance, and wellbeing); and

Life learning, especially about access to needs provision.

This is the Triple-A Model (Pearce, 2016; 2011, 2010), and represents a framework for understanding how CARE influences individual outcomes. An optimal approach to life, relationships and roles is enhanced through strengthening the influence of:

Secure Attachment Representations;

Optimal Arousal for performance and wellbeing; and

Trust in Accessibility to needs provision.

CARE directly influences Attachment, Arousal, and Accessibility (Pearce, 2016). CARE develops people, thereby addressing the factors that underly common manifestations of psychological impairment, including substance abuse issues, mental health issues, and maladaptive relationships. The CARE curriculum offers an approach to developing optimal functioning and growth via a comprehensive approach to service delivery.

The CARE Curriculum recognises that not all circumstances are the same. As such, there is a particular focus on reflective capacity and practice. Participant organisations, practitioners and parents/caregivers are supported to develop their knowledge and understanding of the importance of CARE, but they are also supported to reflect on how they can offer enriched care in their work and roles.

A common statement in feedback from practitioners about the CARE Curriculum is that it not only helped them to be better at their work roles, it helped them to be better in their personal roles and relationships. The CARE Curriculum offers the opportunity for people to be the best version of themselves.

Recent and ongoing projects utilising the CARE Curriculum include:

The implementation of the Triple-A Model of Therapeutic Care (a programme of the CARE Curriculum) in the TUSLA (Child and Family Agency) Fostering service in Donegal, Ireland - ongoing since 2016. (Nb. Ongoing implementation maintained by twelve trained local trainers in Ireland).

Martinthi - Aboriginal Kinship CARE Program (A collaboration of InComPro, Bookyana, UCWB, and Secure Start®) - ongoing

Trauma-Informed Psychotherapy - A Programme delivered to Connecting Families with grant support from the DHS Trauma Responsiveness Grant, 2020

The Kinship CARE Project (A Collaboration of The Department for Child Protection and Secure Start®, 2018-2020)

Connected Classrooms - Programme delivered by Colby Pearce in DECD regional school, and by local trainers from TUSLA (Child and Family Agency) in schools in Donegal, Ireland.

The CARE Model, as described in A Short Introduction to Attachment and Attachment Disorder - Second Edition (Pearce, 2016) remains recommended reading for all prospective psychology registrants in Australia who must sit the National Psychology Examination. The Triple-A Model of Therapeutic Care (a programme of the CARE Curriculum) has been favourably referenced in Inspection reports of the TUSLA Fostering Service in Donegal, Ireland, in 2016 and 2018 by the independent inspection authority for health and social care services in Ireland (HIQA).
Resources
The CARE Curriculum includes a range of resources, from structured reflections to comprehensive handbooks. CARE Cards are a useful addition to the CARE Curriculum, and provide a quick reference guide to the importance of CARE and how to enrich CARE in your home, school, or work setting. This video shows the CARE cards drawn from the Connected Classrooms training programme:
Some Stats:
A two-year joint-initiative of Secure Start® and the Department for Child Protection (DCP) in South Australia, the CARE Curriculum was delivered to 250 kinship carers across 7 regional and 17 metropolitan locations. Twelve percent (12%) of participants identified as being of Australian Aboriginal descent. Eighty-four percent (84%) of participant kinship carers who completed the training and a three-month follow up survey reported that they were experiencing improved relationships with the children in their care, eighty-nine percent (89%) reported that they felt more confident in the role, ninety-eight percent (98%) reported that they had learnt strategies that had helped them in the kinship role, and one-hundred percent (100%) reported that they had received helpful information. Session by session evaluations showed that more than 98% of participant kinship carers indicated that the training was informative, practical and useful, that they were satisfied with the training, and that they would recommend it to other kinship carers. Analysis of pre-post questionnaires for the first twelve implementation groups identified that kinship carers were more than twice as likely to refer to behaviour being an expression of needs, as opposed to naughtiness, after four training sessions.
References:
Pearce, C.M. (2016) A Short Introduction to Attachment and Attachment Disorder (Second Edition).London, Jessica Kingsley Publishers

Pearce, C & Gibson, J (2016), A Preliminary Evaluation of the Triple-A Model of Therapeutic Care, Foster, 2, 95-104

Pearce, C.M. (2011). A Short Introduction to Promoting Resilience in Children. London, Jessica Kingsley Publishers

Pearce, C.M. (2010). An Integration of Theory, Science and Reflective Clinical Practice in the Care and Management of Attachment-Disordered Children - A Triple A Approach. Educational and Child Psychology (Special Issue on Attachment), 27 (3): 73-86

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The CARE Model (Pearce, 2016) offers an evidence-informed conceptual framework for supporting individual and organisational focus on key aspects of caregiving and relating that influence outcomes developmental outcomes and recovery from adversity.

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We offer students to have a piece of blu-tac or a coil hairband that they can use to 'fiddle' with in class. These tend to not distract others around them and work just as well.

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Environment : Therapeutic classrooms. See Shahana Knight TCP Therapy. Interesting blogs etc.

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TPC Therapy is a children's mental health service working with organisations to support the mental health & wellbeing of children, parents and staff.

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For those working with refugees and asylum seekers, we have free resources and an online training programme for creating Healing Classrooms: https://www.rescue.org/uk/irc-uks-healing-classrooms

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The IRC UK is helping children thrive in times of crisis

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Supporting Ukrainian children transition into UK schools

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Supporting Ukrainian children transition into UK schools

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Dr Tina Rae video on supporting Ukrainian children transition into UK schools. Dr. Karen Treisman also has a lot of useful resources

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How can we support refugee children who have come from war/violence, forced migration and experienced trauma to regulate in a new environment and don't speak English? 

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How can we support refugee children who have come from war/violence, forced migration and experienced trauma to regulate in a new environment and don't speak English? 

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Emotion Coaching & Trauma Informed Schools Pathway

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Emotion Coaching & Trauma Informed Schools Pathway

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We have followed a trauma informed pathway through Staffordshire County. It has included through training for all staff and an audit followed by clear action plan.

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I have arranged training for class teachers and teaching assistants on ACEs and Attachment so they recognise the signs how this impacts on children's behaviour and emotions.

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1-1 sessions to support social/emotional resilience; pastoral team and safe spaces; varied strategies. take 5 breathing; safety plannng and working with parents to support positive parenting and consistency.

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We have created 'trauma informed in education networks' for local schools in Norfolk so good practice can be shared and networking can take place. Reflective supervision for teachers is also an area we are developing for DSLs and DTs

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We have created 'trauma informed in education networks' for local schools in Norfolk so good practice can be shared and networking can take place. Reflective supervision for teachers is also an area we are developing for DSLs and DTs

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Our school is working to provide language to discuss emotions, instruction to understand emotions, and supply techniques to help regulate their emotions. This is part of our PHSE curriculum.

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Our school has used a red/blue pen system to allow the children to communicate with teachers silently. The children will move one pen to the top of the desk to indicate how they are feeling. I've never come across it before, and it works really well for some children

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Finding Support - Getting help if you're worried about your feelings booklet.

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Galaxy room - sensory room where they children are given a pass to go and spend a time limited time there. It is a very calm space with games and sensory activities and feels like a treat not a punishment for behaviour. 

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Galaxy room - sensory room where they children are given a pass to go and spend a time limited time there. It is a very calm space with games and sensory activities and feels like a treat not a punishment for behaviour. 

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We run an online training programme for refugees and other children who have experienced trauma. Please check out our website here: 

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We run an online training programme for refugees and other children who have experienced trauma. Please check out our website here: 

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The IRC UK is helping children thrive in times of crisis

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Our teachers and LSAs can refer pupils for sessions with our nurture assistants (ELSAs)

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Louise Bomber's book 'Know me to Teach Me'

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Louise Bomber's book 'Know me to Teach Me'

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Settling to Learn - Michelle Bomber

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https://www.cpoms.co.uk/

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Our school often gave a child a time out card. They didn't have to make a big deal out of it they would just place it on their desk and the teacher would know who has one or not.

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Allowing a 'safe' space for students to attend and take time (usually in the HOY office)

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Allowing a 'safe' space for students to attend and take time (usually in the HOY office)

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The setting up of "regulation Stations" in all learning areas.

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The setting up of "regulation Stations" in all learning areas.

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Our schools-based resilience research projects have lead to the creation of various resources to help schools make resilient moves across the whole school community.

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Our schools-based resilience research projects have lead to the creation of various resources to help schools make resilient moves across the whole school community. Many of these schools resources make up our Academic Resilience Approach - free, downloadable, practical resources to help everyone in the school community step up and support pupils' academic resilience. Anyone can access these resources for free, but please clearly acknowledge Boingboing in anything that you draw on in your own work in line with the permissions granted by our Creative Commons Licence, and add links to our website so that users can access the detailed rationale and processes applied to using our tools.

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On this page you will find articles and links to a variety of resources in support of school-based approaches to buildling children and young people's resilience. These resourses have been written, co-produced and shared by the Boingboing, Resilience Revolution and CRSJ community.

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Further reading - Trauma case studies, articles and watch back on demand on MyCollege

And also see here for further mental health resources

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You searched for mental health : My College

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You are here: Home > You searched for mental health

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The Body Keeps the Score
Bessel Van Der Kolk

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Published by Penguin Random House

A Conversation with Bessel van der Kolk
Q. You've been working with traumatized children and adults for many years and have seen significant changes in how mental illness and trauma are treated. What have you learned from neuroscience, attachment research, and interpersonal neurobiology about how to help children and adults recover from toxic stress?
A. Trauma is ubiquitous in our society. Over 500,000 children are reported for abuse and neglect each year. One out of four Americans reports having been left with bruises after having been hit as a child, one out of five was sexually molested, one out of eight has witnessed severe domestic violence, and a a quarter grew up with alcoholism or drug addiction. Almost every inmate in our prison system, by far the largest in the world, has a serious history of prior trauma. Half a million women are raped each year, half of them before they are adolescents.

These experiences leave traces on people's biology and identity and have devastating social consequences-medical illnesses, problems with school and work performance, drug addiction and a variety of psychiatric illness. In fact, the Centers for Disease Control and Prevention calculate that childhood trauma is our single largest public health issue-more costly than cancer or heart disease-and one that is largely preventable by early prevention and intervention.

In order to overcome trauma people need to feel safe enough to open up their hearts and minds to others and become engaged with new possibilities. This can only be done if trauma survivors, and their communities, are helped to confront and confess the reality of what has happened and are helped to feel safe again. In many non-Western cultures this involves communal rhythmical activities, such as dancing, athletics, and collective prayer. Communal rituals of acknowledgment, support, and repentance can play a substantial role in healing from trauma.

Treatments that focus solely on decreasing a few PTSD symptoms, or on drugs to obliterate feelings, ignore the importance of integrating the traumatic experience in the overall arc of one's life, and they fail to help survivors reconnect with their communities. The scientific evidence for the efficacy of these therapies, while widely promulgated and practiced, is, in fact, quite disappointing.

Probably the most important challenge in recovering from trauma is learning to regulate oneself. We can activate this innate capacity by utilizing breath, touch, movement, and rhythmical engagement with one's fellow human beings, such as yoga, tai chi, and dancing, methods that are not widely utilized in medical settings or in school systems.
Q. In your book you talk about the effect of trauma on the brain. What changes occur in the brain in response to trauma? What happens when someone experiences a flashback?
A. Neuroscience research has shown that traumatized individuals are prone to activate brain areas involved in fear perception, and to have deficits in the areas involved in filtering out relevant from irrelevant information, as well as in the perception of bodily sensations. These changes do not occur in the rational part of the brain, and do not really seem to benefit merely from being aware of the error of one's ways.

The impact of trauma is located in the survival part of the brain, which does not return to baseline after the threat is over. This part of the brain is by definition unreasonable-you do not stop being hungry by reminding yourself how fat you are, and it's pretty difficult to talk yourself out of being angry, shut down, or in love.

One of the most devastating effects of trauma is that people's biology changes into a biology of threat; this is expressed on multiple levels, in stress hormones, immunology and what the brain selects to pay attention to. The intrinsic reward system changes, as do "attractors"-what turns you on or leaves you cold. As a consequence, traumatized people stay on hyper alert; they feel chronically unsafe and in danger, and they have problems feeling calm and enjoying the moment and they are out of touch with their surroundings. Trauma can make it difficult to have comfortable reciprocal relationships with one's children, partners, and coworkers.

Through brain imaging technology, we can visualize how traumatized people even have problems processing ordinary, nonthreatening information, which makes it difficult to fully engage in daily life and to learn from experience. As a result, they are frazzled, unfocused, and tend to repeat the same nonproductive behavior patterns, with the same miserable results.

Trauma affects the entire human organism-thinking, feeling, relationships, and the housekeeping of one's body. Trauma survivors are vulnerable to a host of medical illnesses and chronic pain syndromes, insomnia, drug and alcohol addiction, depression, obesity, and other issues related to optimal functioning of the entire organism, and the capacity for self regulation and self-care.
Q. What do you wish more people understood about trauma?
A. First of all, is important to understand is how ubiquitous trauma is in our society, what devastating effects it has on family life, workplace productivity, the facility to learn and take initiative, the ability to stay calm and focused, and the capacity to be compassionate with one's fellow man.

As a society we cannot afford to ignore trauma and keep our heads in the sand. There are, in fact, countries where governments have taken the science of trauma (and its prevention and treatment) seriously, with results to prove how well that works. For example, Norway has fifty-one citizens per hundred thousand in jail; the US, 951. Their students also have higher test scores and higher graduation rates from high school and college, and their society has a fraction of our crime rate.

I think that the general public tends to associate trauma with the military and terrorism, but the vast majority of traumas occur within families, schools, and neighborhoods, the very people whom they depend on for safety and security. Most traumatized women and children, for example, are traumatized by their intimates. Another important issue is that trauma has a different impact, depending on the age and relative maturity of the affected individual. The brains of traumatized kids develop in a "use-dependent" manner-they become experts in dealing with threat, and have problems with self-regulation, play, and the sort of imaginative creativity that is necessary to become productive members of society.

Trauma is a deeply communal problem: we are fundamentally social animals, and trauma profoundly affects people's capacity to get along with others and be a cooperative and enjoyable member of the tribe.
Q. You have worked with war veterans and at the beginning of your career worked with Vietnam vets before PTSD was an official diagnosis. What do you think of the current prescribed treatment by the Veteran Affairs office for trauma?
A. I currently treat only a few veterans and I am not intimately familiar with what is happening at the Veterans Administration. The VA is a pretty closed system-people who work at the VA rarely attend my workshops or lectures, or those of my close colleagues.

I hear that their main focus is on cognitive behavioral treatments, and on desensitizing people to their memories. These treatments, research shows, are not particularly effective. That is not surprising, given that being traumatized is not an issue of faulty cognition-the problems emanate from parts of the brain that have little to do with cognition.

The biggest problem for veterans is to fully engage in their current lives. The Body Keeps the Score provides a number of ways to reengage - some are ancient, like yoga, theater, and martial arts, while others, like neurofeedback, are based on the latest advances in neuroscience.
Q. What benefits does yoga offer patients in treatment? Are they universal?
Doctors at the VA and the DoD prescribe vast amounts of drugs, even though there is scant evidence that drugs significantly help traumatic stress. Drugs can obscure posttraumatic symptoms but not resolve them.

This issue is even more concerning in the treatment of traumatized children. The poorer you are the more likely it is that you will be given psychiatric drugs to control your behavior. These drugs can have devastating effects on children's capacity to learn, engage and feel good in their bodies.
Q. What do you hope to accomplish with The Body Keeps the Score? What do you want readers to take away from it?
A. Yoga is just one of many time-honored ways to help people experience ownership of their bodies and to feel safe and in control. Our most recent research study on this subject showed that yoga had better results than any drug studies so far for PTSD. That is not to say that everybody should practice yoga-one size never fits all-but every trauma survivor would do well to engage in practices that increases their inner bodily sense of control, safety, and flexibility.

In order to overcome trauma we have to befriend and be in touch with ourselves-our sensations and our emotions. Neuroscience research has shown that the only way we can consciously access that disturbed survival brain is through our interoceptive pathways - through the part of the brain that helps us to feel what is going on deep inside of ourselves.

A. I hope that all traumatized individuals, and their loved ones, will find this book helpful for comfort, understanding, and guidance. That politicians and policy makers will read this book to help them understand the devastating effects of early deprivation and punitive school systems on the health and welfare of our country, as well as the predictable consequences of putting our young men and women in harm's way.

That parents of adopted kids will understand what their children are dealing with, and serve as a guide to solutions.

That educators and school systems will implement trauma-based interventions for children who come from abuse and neglect, and thereby become agents of change to help all children become productive members of society. My greatest hope is that all school systems will teach the four R's: reading, writing, rhythmatic, and self-regulation. That from K to 12 all kids will be taught to experience how they can regulate themselves though their breath, movements, and synchronized interactions with others, and learn how their bodies, brains, and minds react to overwhelming stress with recognizable patterns that can be managed through self-regulation practices, more than with drugs or alcohol.

That it will inspire our armed forces to become as expert in helping returning warriors to once again become peaceful and productive civilians, as they are in transforming adolescents into members of magnificent fighting units.

That physicians will appreciate the role of trauma in the disintegration of bodily systems, and learn what they can do about it.

That mental health professionals will acknowledge the relationship between trauma, drug addiction, and numerous psychiatric "disorders" and incorporate effective trauma treatments in their practice.

That law enforcement and criminal justice personnel will read it to understand their own responses, and that of the people they are dealing with.

That psychiatrists will integrate the scientific knowledge that our brains are meant to help us cooperate and thrive in a community, and realize that their job is to help patients deal with the devastating effects of trauma on mind, brain, and body.

I hope that this book will help us all acknowledge the fact that our zip code has a more profound effect on health and well-being then our genetic code. In short, the goal of this book is to help us to become a trauma-informed society that will confront and deal with our largest public health issue: psychological trauma.

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Published by Penguin Random House Q. You've been working with traumatized children and adults for many years and have seen significant changes in how mental illness and trauma are treated. What have you learned from neuroscience, attachment research, and interpersonal neurobiology about how to help children and adults recover from toxic stress?

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Watch ACAMH’s ‘Ask the Expert’ webinar on the topic of  Understanding Trauma

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For this session we welcomed David Trickey to share his knowledge and insights into trauma, specifically exploring children's responses to traumatic events, when it might become problematic, how it might present itself and why schools make perfect therapeutic environments to support young people who have experienced trauma. David also answered questions in a session facilitated by leading education professional Professor Barry Carpenter.

Further resources and links to free events can be found on our Teacher Hub

David Trickey is a Consultant Clinical Psychologist leading the trauma pathway in Northamptonshire CAMHS; is the co-director of the UK Trauma Council and continues to focus on direct clinical work and the supervision of other clinicians working with traumatised children and young people

About the 'Ask the Expert' sessions

This FREE 'Ask the Expert' online event is exclusively for Teachers, and offers insights into the latest evidence-base around anxiety in children & adolescents. They are brought to you as part of an exciting new partnership between The Association for Child and Adolescent Mental Health (ACAMH) and Coram Life Education (CLE), two charities who are dedicated to making a difference to the mental wellbeing of children and young people.

Following our pilot events in Autumn 2021 / Spring 2022, we have a series of 'Ask the Expert' events over the coming year, to help close the knowledge gap in a range of topics that now form part of the statutory Relationship, Sex and Health Education (RSHE) curriculum. We think it is important to help equip teachers with knowledge in areas that may be less familiar to them, which is grounded in academic rigour.

Our 'Ask the Expert' sessions are primarily aimed at knowledge building, we will be working on other
initiatives to help evolve pedagogical approaches based on the evidence we share at these 'Ask the
Expert' events.

About the event

By age 18 years, up to 80% of children are likely to have been exposed to at least one potentially traumatic event. However, most children who are exposed to potentially traumatic events do not develop post-traumatic stress disorder (PTSD). Research suggests that up to 7% of children will have developed PTSD by age 18 years, and up to 4% of children have PTSD every year (Breslau et al, 2006; Copeland et al, 2007; McLaughlin et al, 2013). Schools play an integral role in supporting children & young people's mental health, as an anchor institution in society they can identify, refer and support those at risk, whilst creating positive environments that encourage all children to learn and thrive.

As teachers, it is important to be aware of common adverse childhood experiences and when and how these may be affecting any of their pupils, in order to be able to look for the cues and clues that children and young people may present and to understand how they may be able to better support them at school.

Key Takeaways

Understand how trauma manifests, by outlining the complex and subjective nature of trauma
and providing knowledge around when trauma can become problematic

Understand how trauma and maltreatment can affect the brain and impact on a child's ability
to learn and interact effectively at school

Highlight why schools make great therapeutic environments, in supporting the psychological
needs of young people experiencing trauma

About the Speakers

David Trickey is a leading Consultant Clinical Psychologist specialising in trauma. He works as a Consultant Clinical Psychologist leading the trauma pathway in Northamptonshire CAMHS; is the co-director of the UK Trauma Council and continues to focus on direct clinical work and the supervision of other clinicians working with traumatised children and young people

Professor Barry Carpenter has been appointed to the ACAMH Board with special responsibility for disseminating our work to schools, teachers, and others involved in the education of children and young people. Barry is the UK's first Chair of Mental Health in Education, at Oxford Brookes University

In a career spanning more than 40 years, Barry has held the leadership positions of Headteacher, Principal, Academic Director, Chief Executive, Inspector of Schools and Director of the Centre for Special Education at Westminster College, Oxford. In 2009, he was appointed by the Secretary of State for Education as Director of the Children with Complex Learning Difficulties and Disabilities Research Project. Since completing that research, Barry has overseen the development of a national project developing online 'Training materials for teachers of children with severe, profound and complex learning disabilities' www.complexneeds.org.uk

Full bio on ACAMH Board page.

Coram Life Education is the leading provider of relationships, health, wellbeing, and drugs education to almost half a million children across the UK, delivered under the strapline 'Helping Children Make Healthy Choices'. Trained Educators use evidence-based, interactive, creative methods and resources to stimulate curiosity and imagination amongst children in 1 in 10 English and Scottish primary schools (2,041 schools).

Our memorable life skills sessions are currently delivered as 'Life Base' in school or as 'SCARF Live Online' sessions via Zoom. Coram Life Education takes a three strand approach addressing children's knowledge, skills and attitudes, and programmes are aligned with the National Curriculum (Citizenship, PSHE Education), covering all Key Stages. Coram Life Education helps schools meet their statutory requirements for Relationships and Health Education, children's Spiritual, Moral, Social and Cultural development, and Ofsted inspection criteria for personal development, behaviour and welfare. Coram Life Education's programmes are also aligned with Scotland's Curriculum for Excellence. Recognising the role of the community and home life in influencing children's choices, we design our programme with schools and deliver special sessions and assemblies for parents and carers to amplify our effectiveness.

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Understanding Trauma - Ask The Expert; recording - ACAMH

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For this session we welcomed David Trickey to share his knowledge and insights into trauma, specifically exploring children's responses to traumatic events, when it might become problematic, how it might present itself and why schools make perfect therapeutic environments to support young people who have experienced trauma.

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Psychology in schools - free Parent/carer workshop programme

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Psychology in schools - free Parent/carer workshop programme

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Psychology in schools - free Parent/carer workshop programme.

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psychology in schools team - nsft tickets

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Norfolk and Suffolk NHS Foundation Trust is committed to transformation to develop an integrated provision for children and young people's mental health and wellbeing. A key priority is to bring specialist mental health support into local communities through a different relationship between GPs, education, primary care and community services and specialist mental health/wellbeing services.