NM Certification - Module 10 by Lodia

Camping in Prague

2024-04-24 06:38:20 UTC

This teacher is really trying to implement the beginnings of NME with her students. She shares how she began to learn about the brain and how it impacts student behavior. She tells how she learned a lot of strategies from the school system in Finland, on her many visits. There was a discussion around the similarities and differences between the Czech Republic and the United States educational arena.

KWA

Slow progress to change!

2024-04-24 23:29:52 UTC

A discussion of the evolution of neuroscience globally and how can we make the shift in mindset to common practice.

Dr. Perry explains what it will take to incorporate developmental trauma into complete implementation without so much resistance from influencing figures.

Discussion of what agencies are using this information and science and what tactics are being used to spread the information.

A review on trauma and suggestions from Dr. Perry for those who wanted to know how we can help aid in the "movement".

KWA

Ah ha!

2024-04-25 08:10:05 UTC

Dr. Perry explains the formation of 'word' concept in the brain; how the brain cements the meaning of a word.

He defines what somatosensory is. A presentation from Mt. St. Vincent school on the implementation of NMT at the school; the process and challenges to NMT in the setting.

A discussion around a 'touch' policy in the school and why it is important to relationship building and regulation.

A look at a challenging Case Study "Dillion". The school even created a somatosensory handbook with ideas for all four regions! I want that book!

KWA

Wrapping it up!

2024-04-26 04:56:45 UTC

That first slide when he starts the session was very impactful! It gave a great roadmap to how to build a therapeutic environment. It also contained a great guideline to healthy "touch".

How the brain interprets things and can sometime have distorted perceptions of reality.

Dr. Perry reviews Sequence of Engagement.

Dr. Perry discusses how schools/educational structures are archaic with their progression toward child regulation.

KWA

2024-04-29 16:49:45 UTC

Dr. Perry talks about relational contagion. Our lens creates a catelog of associations. Our associations are stored in memory. If our care givers where attentive and attuned, we will have postive associations. However, if our associations have some distortion, we can provide opportunities and experiences that are corrective. Dr. Perry uses the analogy of corrective lenses, which can help the child to catelog with a more positive outlook. DL

2024-05-05 14:09:34 UTC

The teacher increased personal relationships in the class by providing students with information about characters in a book they were reading. Students were assigned a character and then introduced and mingled with peers in the classroom. This likely produced postive stress (predicatable) and when sharing it with others, was likely a powerful reinforcer. DL

2024-05-05 14:16:19 UTC

Dr. Perry talks about the development of one's world view. He states that our world view is significantly devleoped by our early experiences. This view then creates a self fulling prophency. For example if you got pushed in a crowd, one view could be "people are rude", another could be "wow, there are a lot of people in this space, its hard not to bumb into someone else". DL

2024-05-05 14:21:40 UTC

I love the idea of having a routine of incorporating 3 regulatory activites at scheduled times for 4-7 minutes. I want to support teachers with implentation of this with fidelity. I use a regulatory activity at the beginning of every group I facilitate and have found it to be a rewarding experience for me and the students. DL

Completed 6 mini-maps on NME Dashboard

2024-05-15 05:37:28 UTC

In Online Classroom.

KWA

It's Relational!

2024-05-15 22:47:25 UTC

This session discusses Co-regulation and strategies on how to regulate students.

KWA

2024-05-18 23:49:24 UTC

I am in complete agreement that students are not provided adequate opportunites and time to develop strong social skills. I have had many experiences where I have asked a student to name their friends. They will report having friends, but are unable to identify their names! This is a very important social skill!! DL

2024-05-18 23:50:00 UTC

Completed 5 mini maps in NME Dashboard. DL

Chap. 11: What we can do as a society Chap. 12: "Uh Oh! Therapists' Misconceptions!

2024-05-19 05:05:40 UTC

In Chapter 11, Dr. Perry explains how the modern world is degrading communities social purposes and how the attempt to keep children safe is backfiring such as healthy human touch. Dr. Perry pleads with politicians and world leaders need to step up.

Dr. Perry says we need to redesign structures, systems, policies and practices to focus on relationships.

We need to rethink how we treat newborns and new parents; giving them more support.

He says "our educational system and societies's 'disrespect' to the importance of relationships is undermining the development of empathy."

In Chapter 12, Therapists are using his name and model to grossly misuse therapy! So, Dr. Perry and his team decide to offer training and certification in the NM model to create fidelity of the approach; later termed Neurosequential Model of Therapeutics (NMT). This is a summary to the start of Dr. Perry's NMT. The NMT approach involves four key components: 1) Develop mental history, 2) Current functioning, 3)Treatment planning, 4) Implementation.

Dr. Perry gives an overview of the brain mapping used in NMT (mini-maps in NME). His team even broke away from the DSM framework as it did not adequately capture developmental trauma.

KWA

Systematic

2024-05-20 21:15:47 UTC

Systematic change occurs when educators begins to inform their practice and take on a new mindset. When educators advocate for the needs of their students, using stories, they are more able to get those needs met on a larger scale. A lot of this work is not always supported with data tables alone. KH

Building resilience

2024-07-26 20:47:56 UTC

"Predictable, moderate experiences leads to resilience." When teachers maintain a predictable classroom routine, with gradual transitions and multiple opportunities for students to relate, reason, and build relationships throughout the day- they build a solid classroom culture that build resilience in their students. KH

The Land of Transformation

2024-07-29 19:00:06 UTC

Zaretta Hammond talked about engaging in culturally responsive teaching and ensuring that engagement remains authentic. Teachers need to "train their lenses" so that they are not overlooking the skills that they need to coach or teach their students so that we are actually setting up for success. KH