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Perry talks about how behavior problems are often related to a relational trigger. He states that relational sensitivity is based on development. An over sensitive or reactive child needs to be regulated, this can occur through a somatasensory activity. This includes use of pattern, repitition and rhythm. A teacher can support this with co-regulation. This can look like using rhythm in the tone of voice. proximitics, and giving choices. DL

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If we teach educators about trauma, they begin to shift the way they see the child, and they understand why the child behaves the way that they do.  They don't send the child to the office, they begin to make accommodations for the child. -JM

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If we teach educators about trauma, they begin to shift the way they see the child, and they understand why the child behaves the way that they do.  They don't send the child to the office, they begin to make accommodations for the child. -JM

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Loved to hear the fundamentals to trauma and how it can show up in people. The two main suggestions to help regulate kids: relate and make connections with them and offer a lot of Somatosensory opportunities that are rhythmic and repetitive.

KWA

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Everything our body does and how we maintain relations is determined by the brain! Explanation of the state dependent functioning of each part of the brain.

KWA

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A discussion around the increasing number of students with ACEs in the classroom and why. Again, it's all about relationships which I keep hearing in the videos and case studies, which is incidentally, lacking in our society, as a whole.

KWA

acking in all of the discussions

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That's a great summation Dr. Perry; the brain is not designed for the modern world, as it relates to relationships and the development of the brain.

Boy, I'm depressed! I thought I was informed and educated enough, but I question and reflect on my own parenting experiences with my wonderful daughter. This really makes me question and wish I had this information about the brain when I was pregnant!

KWA

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Dr. Perry focused on relational experiences and memory. Also he discussed the co-regulation concept that can benefit behavior/learning or hinder them. Only a regulated adult can regulate a child a dis-regulated adult cannot regulate a dis-regulated child.

KWA

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Dr. Perry writes about why some people who are abused, seek out abusive relationships later in life. Our brain looks for familiar patterns, even if the are negative. Those maladative patterns can feel normal. Often, those engaged in abusive relationships as adults, are not fully aware, because it is their normal. DL

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The brain rapidly sequentially develops early in life. Abuse or neglect of young child have a greater negative impact than those abused or neglected later in life. The effects of trauma can differ depending on the age of the child. Thus, symptoms of the trauma will likely be very different, based on the age and the duration of the experienced trauma. DL

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When we are in a state of fear, we become reactionary, and our brain stem is making the decisions, but not our cortex. We can't be abstract when we solve problems in a fear state. When we are in a chronic fear state, we become dumber. When we work with children and adults who are impacted by trauma, we see that their decision making becomes less mature. The way your brain allows you to think and solve problems is state dependent. -JM

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A lot of the things that he uses for regulation is self-directed by him. He takes sensory breaks, coloring mandalas when he is listening to a presentation, has a rubix cube that he takes everywhere with him, uses creativity in his projects, and the projects are differentiated so that he can be creative. As long as a project is for a purpose, he will do it. In terms of bridging relationships with peers, he has a leadership role for the younger peers. I like that he is able to access regulatory activities throughout the day, and he is able to advocate for his own needs. I love that he is able to help younger kids, and I think it is great that his projects are differentiated for his interests and his strengths. -JM

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The Three "E's" help us to understand trauma: the event, experience and the effect. Although we may not know the specifics of the trauma, we can intervene and support by understnading the trauma will have an effect. DL

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It is so important to think about how expereince shapes our brain. Those experiences will effect our physcial and mental health. DL

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Dr Perry talks about self-care for teacher, as they bring their affect to the class. Somatasensory activities regularily scheduled throughout the day will be regulating for both the teachers and the studnets. I think a lot of teachers don't invest in regulatory activitents becuase they are concerned about loss learning time. However, this investment would increase the effiency of learning if used . DL

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Behavior problems can sometimes be related to relational triggers. Students can have a relational sensitivity which can cause an over-reaction. This can be difficult to tease out and understand. DL

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In Online Classroom.

KWA

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Chapter 3 summarized Dr. Perry's unique experience with the Waco children right after the tragedy. His conclusion from working with the children: sometimes the most effective counseling occurs in natural interactions; not always in a clinical setting.

Chapter 4 explores the interesting case of a girl whose 'failure to thrive" condition was the result of a young mother who didn't have the emotional development to care for a child, such as giving Laura physical nurturing.

KWA

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Completed 5 minimaps. DL