# data[].attributes.body
Bruce talks about his school experiences, life /family experiences that influenced who he has become and his life choices.

A discussion around his book "What Happened to You?"

KWA

# data[].attributes.body
A discussion among three experts and a moderator, who talk about stress and resilience. Dr. Perry starts the session explaining the purpose of stress, the benefits of stress and how to build tolerance/resilience. He also talks about hazards of negative stress factors: unpredictable, extreme or prolonged.

This can lead to sensitization/vulnerability.

Dr. Perry delves into the conditions that can affect vulnerability or resilience. During the COVID-19 pandemic, people who were relatively resilient, struggled and were more vulnerably stressed than normal .

Dr. Perry says it is going to take multiple years for our public systems to bounce back from the pandemic.

Q & A from the other 2 experts that asked questions from parents. Dr. Perry gave some suggestions that parents can do to reduce stress: exercise, reading, Yoga, walking, breathing, skin to skin contact (touching) with their children like hugs, tousle of the hair, etc.

KWA

# data[].attributes.body
Dr. Perry reviews the continuums; the concept of the state-dependent processes in relation to learning, the concept of the regulatory networks, and mini-maps.

How do you meet the needs of all the kids in a classroom that have differing mini-map profiles?

Discussed the NME implementation process used at the Moses school.

Great school heart rate data taken by students!

KWA

# data[].attributes.body
Discussion about children with a Sensitized stress response who struggle with transitions.

Dr. Perry gives a suggestion of what to do to help with transitioning students at school, or home. First you could start with a verbal warning with a time countdown, then transitional music/song, then another reminder, then cues to "stretch", then a walk around "inspection" to see who is almost ready.

There are high school kids who would benefit with this strategy (gradual transition) as well.

Discipline: A review of why Contingency programs do not work with dysregulated students.

KWA

# data[].attributes.body
In this Podcast, Dr. Perry talks about how the Pandemic created uncontrolable, unavoidable distress, When this distress response was used in a repetitive way, it can become a default type of thinking. Our baseline can become more robotic, as we are not processing efficiently. He uses the analogy of a car engine. If the engine has not been properly maintained, and you "gun it", the result may likely be that the engine ceases to function. So, in order to keep the distressed car running, you have to go slow, maybe take more breaks (e.g daydreaming, etc). It will take time to repair the car (oil change, get gas, etc) so it will work properly. For humans dealing with the pandemic, it will take time to "resume the same rate of cognitive ability". DL

# data[].attributes.body
In chapter 10, Dr Perry is working with a child who had been in an orphange in Russia until 3 years of age. A loving, caring family adopted him, however the child continued to struggle in life. Having implemented intervention based on neurosequential model, Dr Perry utilized "developmentally appropriate enrichment and therapeutic experiences" that "had to be provided repeatedly and consistently in a repectful and caring manner." To be able to do this, I believe it is critical for staff working with children to be aware of the brain development and how to use the mini brain maps, so they can intervene at the appropriate developmental level. DL

# data[].attributes.body
Dr. Perry states "don't be afraid of stress". . ."Stress is essential to healthy development and it is an essential element of building resilience." . . . "Our stress response gets better with practice". I think stress has overall been framed negatively in our society. Stress can be good, as it can prepares us for challenges. However when stress is unpredictable, extreme, or prolonged, it is exhausting and robs us of our ability to manage daily life. DL

# data[].attributes.body
Dr. Perry talks about helping students to learn using curiosity and creativity. When students feel safe enough to explore, they can experience pleasure, then sharing it with someone will be a powerful reinforcer! DL

# data[].attributes.body
Dr. Perry talks about understanding transitions and possible interventions to provide support.

I strongly agree with the statement that over-reacting from a child can be confusing to adults. I have observed many adults who are frustrated with students behaviors because "they know how to do this". Rather than implement a different intervention, some teachers will continue to verbally reprimand children, often when they struggle with transitions. DL

# data[].attributes.body
In Online Classroom.

KWA

# data[].attributes.body
This session explores how we can apply the benefits of mini maps in the classroom setting.

KWA

# data[].attributes.body
Completed 5 minimaps on Dashboard. DL

# data[].attributes.body
In chapter 9, James, a 6 year old boy is suffering from an adoptive mother with MBPS (Munchausen by proxy syndrome).

In chapter 10, Peter, a Russian orphan was adopted by a loving couple, who sought out Dr. Perry's help. The boy who was given limited human interaction from birth to 3 years of age in the orphanage, had developmental gaps and was struggling with school. Dr. Perry explained to his parents the mismatch of Peter's chronological age versus his developmental age and how they can help him. Dr. Perry explained to Peter's 1st grade classmates what had happened to Peter's brain and how they could help Peter. This was very therapeutic toward Peter's progress.

KWA

# data[].attributes.body
Step back to realize your own regulation. Example from the podcast, if your car is broke down, don't gun it otherwise you'll do more damage than good. Getting from point a to point b isn't always the best course of action. When working with students, realize that trauma will force you to consider alternate options/routes because learning will not happen between point a and point b if you try to simply push through. KH

# data[].attributes.body
I like that this video gave some very relatable examples and answers to families that are trying to navigate parenting. As families and teachers continue to learn about factors that impact risk and resilience, we as a community become better equipped to support healthy development for students and ourselves. Dr. Perry talked for a good amount of time emphasizing the importance of self care throughout the day and adding routines of self care to current routines such as washing your hands with your kids. KH

# data[].attributes.body
The use of gradual transitions is something I learned about during my undergraduate study of early childhood education. What we didn't talk about was the application and use of the practice with older students. When the goal is to get students learning, educators must stop and anticipate the needs of their students' brains, and strategically plan how to set them up for success. Which in this case- could the the use of gradual transitions. KH