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Working with Relational Trauma in Schools: An Educator's Guide to Using Dyadic Developmental Practice [Minkštas viršelis]

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  • Formatas: Paperback / softback, 256 pages, aukštis x plotis x storis: 228x152x18 mm, weight: 375 g
  • Serija: Guides to Working with Relational Trauma Using DDP
  • Išleidimo metai: 21-Dec-2020
  • Leidėjas: Jessica Kingsley Publishers
  • ISBN-10: 1787752194
  • ISBN-13: 9781787752191
Kitos knygos pagal šią temą:
Working with Relational Trauma in Schools: An Educator's Guide to Using Dyadic Developmental PracticeDidesnis paveikslėlis
  • Formatas: Paperback / softback, 256 pages, aukštis x plotis x storis: 228x152x18 mm, weight: 375 g
  • Serija: Guides to Working with Relational Trauma Using DDP
  • Išleidimo metai: 21-Dec-2020
  • Leidėjas: Jessica Kingsley Publishers
  • ISBN-10: 1787752194
  • ISBN-13: 9781787752191
Kitos knygos pagal šią temą:
Pastovi nuoroda: https://www.kriso.lt/db/9781787752191.html
Raktažodžiai:
Experienced clinicians show how educators can easily use a proven psychological model to help pupils who have experienced relational trauma. Contains everything required to embed it into teaching practice, including building connections with students and teachers, exploration of the theory, and practical applications.

Written by experienced clinicians, this book provides an exploration of how educators can easily use Dyadic Developmental Practice (DDP) to help vulnerable pupils to thrive.

DDP is an intervention model for children and young people who have experienced trauma in past relationships. Safety and security is increased through offering emotional connection in a variety of ways, helped by the attitude of PACE (playfulness, acceptance, curiosity and empathy). The model gives children the opportunity to experience the relationships necessary for healthy development, emotional regulation and resilience.

This book gives educators all the tools they need to embed DDP into their practice, including building connections with students, partnerships with parents, understanding the theory behind DDP, and overcoming the challenges of implementing it in practice. These principles can be adapted to support pupils at all levels.

Daugiau informacijos

How educators can help children who have experienced developmental trauma to thrive in an education setting
Series Editor's Foreword 11(1)
A word about culture 12(1)
Acknowledgements 13(2)
Introduction 15(1)
Introduction to the Dyadic Developmental Psychotherapy (DDP) model of intervention 15(12)
What is DDP?
16(2)
The development of DDP
18(2)
Dyadic Developmental Psychotherapy
20(1)
Dyadic Developmental Parenting
20(2)
Dyadic Developmental Practice: The development of DDP as a practice model
22(2)
Trauma-informed education (TIE)
24(1)
Evidence base for DDP
24(3)
1 Blocked Trust and its Impact on Vulnerable Pupils in School
27(20)
Blocked trust
27(1)
Going to school: Moving out into the world
28(2)
The challenge of educating pupils with blocked trust
30(7)
Recovering capacity for comfort, curiosity and joy
37(5)
Educating a tiger, opossum or chameleon
42(1)
Open and engaged teaching
43(1)
Conclusion
44(3)
2 Relationship Difficulties that Develop from Blocked Trust
47(20)
Fear of intersubjectivity
47(1)
The impact of a fear of intersubjectivity on learning
48(1)
Educating children who fear intersubjective connections
49(5)
Understanding shame
54(4)
Understanding hidden and expressed attachment needs
58(7)
Conclusion
65(2)
3 Building Connections
67(20)
Difficulties with traditional support
67(3)
Regulatory-based behavioural support with emotional connection
70(1)
A DDP-informed approach to regulation and connection
70(3)
Trauma and its relation to schooling
73(4)
Skills needed to support pupils who fear connection
77(4)
The ability to be mind - minded
81(3)
Conclusion
84(3)
4 Supporting with PACE
87(20)
The ability to maintain an attitude of PACE
87(5)
The DDP principles for a PACE attitude
92(5)
Pupils' responses to PACE
97(1)
Unpacking PACE
98(2)
PACE as a way of being
100(2)
Introducing PACE to pupils
102(1)
PACE before discipline
103(1)
PACE alongside teaching
104(1)
Conclusion
105(2)
5 PACE: Frequently Asked Questions
107(12)
6 Supporting Behaviour, Supporting Peer Relationships and Providing Education
119(20)
Exploring behaviour support
119(6)
Supporting peer relationships
125(3)
Providing education
128(4)
Where do traditional behaviour management strategies fit in?
132(5)
Conclusion
137(2)
7 Some Principles: `Connection with Teaching'
139(10)
Principle 1 PACE is a consistent feature; discipline is brought in as needed. Both are required to support education
139(2)
Principle 2 Two hands of teaching, authoritative teaching
141(2)
Principle 3 The sandwich
143(1)
Principle 4 Adult takes responsibility for the relationship offered to the pupil
144(1)
Principle 5 Understanding without lectures, premature problem solving and rushed reassurance
145(2)
Principle 6 Provide appropriate level of structure and supervision
147(1)
Principle 7 Help the pupil to manage shifts between playfulness and authority
148(1)
8 Practising in the Moment
149(10)
Stage 1
150(1)
Stage 2
150(1)
Stage 3
151(1)
Stage 4
151(1)
Stage 5
152(1)
Stage 6
152(1)
Stage 7
152(3)
Practising in the Moment as open and engaged support
155(1)
Practising in the Moment: `Connection with Teaching'
156(1)
Conclusion
156(3)
9 Helping the Adolescent in School
159(14)
Moving into adolescence
159(1)
The complexity of adolescence
160(2)
The complexity of the school environment
162(2)
A DDP-informed approach to educating adolescents
164(6)
Conclusion
170(3)
10 Achieving Partnership with Parents and the Professional Network
173(8)
Working with parents
174(3)
Managing safeguarding concerns
177(1)
Being part of the network around a vulnerable pupil
177(2)
Conclusion
179(2)
11 Understanding Attachment History
181(14)
Exploring our own past relationship history
181(2)
Attachment states of mind
183(3)
Knowing your own attachment state of mind
186(1)
The importance of self-exploration as part of self-care
187(1)
Moving from defensive to open and engaged
188(4)
Conclusion
192(3)
12 Self-Care, Other Care and Blocked Care
195(40)
Self-care
195(1)
Other care
196(1)
Looking after yourself and emotional well-being
197(1)
What is blocked care?
198(1)
Understanding the biology of blocked care
199(3)
How does blocked care develop?
202(1)
Protection or recovery from blocked care
203(5)
Conclusion
208(3)
A Guide to DDP Principles and their Application in an Educational Setting
211(1)
Supporting healthy relationships
211(4)
Supporting the pupil with experience of developmental trauma
215(1)
DDP-informed communication
216(2)
Maintaining connections while also supporting behaviour
218(3)
Understanding the Theory Informing DDP Interventions
221(14)
1 Developmental trauma
221(2)
2 Relationships
223(7)
3 Shame and the development of identity
230(2)
4 Neuroscience
232(3)
Glossary 235(10)
References 245(4)
Subject Index 249(4)
Author Index 253
Kim S. Golding, CBE, BSc, MSc, D. Clin. Psy. AFBPsS is a clinical psychologist and author. She is a DDP consultant and trainer with interest in developing parenting and education to help children with experience of developmental trauma. Discovering people's stories together is central to her work.

Sian Phillips is a psychologist in Kingston, Ontario. She is a certified DDP practitioner, consultant and trainer. Seven years ago she established a specialized school program, Belong, which utilizes Dyadic Developmental Practice as its framework and also works with larger school boards to integrate DDP as their framework for trauma-informed education.

Louise Michelle Bombčr is qualified as a specialist teacher, a therapist and a DDP certified practitioner. She is the Clinical Lead and the Director of TouchBase Centre CiC in Brighton, which offers a range of support services for children and young adults (5 to 25) who have experienced significant relational traumas and losses to move towards learned security and recovery.