NM Certification - Module 8 by Lodia

2024-04-15 02:06:40 UTC

This video really resonated with me. Particularily when Dr. Perry talked about how children will exlict things they expect from adults. He explains that it is difficult for the adults to stay engaged with students who doesn't give postive feedback to them.

How Infants and Kids regulate

2024-04-18 03:47:28 UTC

Interesting look at the modes of regulation especially in self-regulation during infancy.

A Review of the intimacy Barrier.

A review of what Hull Services is doing at their school for student regulation. The school offers body break activities in the four functional domains. The school restructured systems and added support staff. The school also added a lot of classroom resources such as treadmills, standing desks and trampolines. Hull described how they implemented NME in their school.

KWA

Check your P's and Q's (I mean R's)

2024-04-18 16:41:52 UTC

I never thought about his example of the term 'Rhythmic. That it is not just about body, movement, etc, but about 'Attunement really, to a child's needs or aware of their neural patterns.

I remember witnessing the cycle of learning often with my own child! It's satisfying when you see it in the classroom as well!

Dosing and Spacing is important to instruction for introducing concepts and building learning resilience.

Great visual representation of positive/negative relational interactions a child will experience through a day; perceived or otherwise.

Oooh, what's a behavior coach!? Could we get one!?

"It's not what you intellectually know, it's what you behaviorally and relationally do." -Dr. Perry

KWA

2024-04-20 17:05:14 UTC

I think it is critical to think about how the adults engagement with the student is connected with the student's engagement with the adult. Perry states that it is "hard to stay engaed with students who do not give positive feedback" to the adult. The student's "will elicit things they expect from us". This make is so important for adults to find a way to relate to each student in their class. DL

2024-04-29 16:00:07 UTC

In chapter 7, Dr Perry describes how our memories are developed and altered. He talked about how the development of memories are depended on our current mood and emotional status. Those memeories are "saved' again an again, as we bring them up in our thoughts. Each time, those memories can be modified. A variety of factors contributed to the modification of those memories, including other people's accounts, bias from a therapist and your mood or emotional state during the recall. This completely make sense, as many stories from my childhood are significantly different from my siblings! DL

2024-05-05 13:27:40 UTC

"The right dose of stress is resilience building". However it needs to be moderate, predicatble and vary depending on the the developmental age and by "the reactivity and sensitivity of the individuals stress response systems". I thought the Stress Reactivity Curve for Neuro-typical Vs. Sensitzed would be a great resource for teachers to understand the window of opportunity they can help to create for learning. DL

Completed 6 mini-maps on NME Dashboard

2024-05-15 03:51:23 UTC

In Online Classroom.

KWA

Memory and Attachment

2024-05-15 22:41:14 UTC

The concepts of Self-Regulation and the Intimacy Barrier are reviewed in this session.

KWA

Memories-Brian and 15 other children...Amber & Ted

2024-05-18 07:22:41 UTC

Memories can be tricky and our brain can alter accounts when they are recalled and "re-shelved" in our brain. This was a case in Texas where Dr. Perry had to determine the credibility of 16 children's accounts of abuse. He discusses how coercion "therapy"/tactics taints the credibly of people's accounts and can have devastating results.

In this Chapter a seventeen year old girl named Amber exhibits an extreme episode of dissociation resultant from being sexually abused as a child. Dr. Perry delves into self-medicating (chemical use) and/or self-harming and their effects to relieve stress. Ted is another case that had extreme episodes of dissociating; fainting.

KWA

2024-05-18 23:43:30 UTC

Completed 5 minimaps. DL

Dosing, Spacing, Resiliance

2024-05-20 16:15:01 UTC

This video did a good job of explaining how students with trauma, compared to others, need more frequent dosing in order to access learning. I thought it was a great example of how to teach letters with dosing, and how to provide opportunity for the student to take ownership of the learning (ex. find the letter a on street signs). KH

Looking at behaviors through a compassionate lens

2024-07-29 05:05:34 UTC

Training to staff on how to be relationally regulated, and teaching staff that self-care is important to staying regulated. If something with a student isn't working, it is important to sit with a student and talk about a different way to look at something and which supports need to be in place in the classroom. To start to integrate regulation activities in the classroom, you can start slow and build as you see success.-JM

The cycle of learning

2024-07-29 05:33:21 UTC

The cycle of learning is fueled by a sense of safety. The punitive system of rewards and consequences don't work because they aren't respectful and they tend to be shameful to the child. Kids need to be in control of th relational interaction, and the relational reaction needs to be predictable, patterned and repetitive. Kids with a sensitized response system have less tolerance for something that is novel, and they need more spacing between the doses. -JM