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Working with Relational Trauma in Schools : an Educator's Guide to Using Dyadic Developmental Practice.
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. The model gives children the opportunity to experience the relationships necessary for healthy de...
| Clasificación: | Libro Electrónico |
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| Autor principal: | |
| Otros Autores: | , , |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
London :
Jessica Kingsley Publishers,
2020.
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| Colección: | Guides to Working with Relational Trauma Using DDP Ser.
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| Temas: | |
| Acceso en línea: | Texto completo |
Tabla de Contenidos:
- Intro
- Working with Relational Trauma in Schools
- Cover
- Of related interest
- Title page
- Copyright
- Contents
- Series Editor's Foreword
- A word about culture
- Acknowledgements
- Introduction
- Introduction to the Dyadic Developmental Psychotherapy (DDP) model of intervention
- What is DDP?
- The development of DDP
- Dyadic Developmental Psychotherapy
- Dyadic Developmental Parenting
- Dyadic Developmental Practice: The development of DDP as a practice model
- Trauma-informed education (TIE)
- Evidence base for DDP
- 1. Blocked Trust and its Impact on Vulnerable Pupils in School
- Blocked trust
- Going to school: Moving out into the world
- The challenge of educating pupils with blocked trust
- Recovering capacity for comfort, curiosity and joy
- Educating a tiger, opossum or chameleon
- Open and engaged teaching
- Conclusion
- 2. Relationship Difficulties that Develop from Blocked Trust
- Fear of intersubjectivity
- The impact of a fear of intersubjectivity on learning
- Educating children who fear intersubjective connections
- Understanding shame
- Understanding hidden and expressed attachment needs
- Conclusion
- 3. Building Connections
- Difficulties with traditional support
- Regulatory-based behavioural support with emotional connection
- A DDP-informed approach to regulation and connection
- Trauma and its relation to schooling
- Skills needed to support pupils who fear connection
- The ability to be mind-minded
- Conclusion
- 4. Supporting with PACE
- The ability to maintain an attitude of PACE
- The DDP principles for a PACE attitude
- Pupils' responses to PACE
- Unpacking PACE
- PACE as a way of being
- Introducing PACE to pupils
- PACE before discipline
- PACE alongside teaching
- Conclusion
- 5. PACE: Frequently Asked Questions
- 6. Supporting Behaviour, Supporting Peer Relationships and Providing Education
- Exploring behaviour support
- Supporting peer relationships
- Providing education
- Where do traditional behaviour management strategies fit in?
- Conclusion
- 7. Some Principles: 'Connection with Teaching'
- Principle 1: PACE is a consistent feature
- discipline is brought in as needed. Both are required to support education
- Principle 2: Two hands of teaching, authoritative teaching
- Principle 3: The sandwich
- Principle 4: Adult takes responsibility for the relationship offered to the pupil
- Principle 5: Understanding without lectures, premature problem solving and rushed reassurance
- Principle 6: Provide appropriate level of structure and supervision
- Principle 7: Help the pupil to manage shifts between playfulness and authority
- 8. Practising in the Moment
- Stage 1
- Stage 2
- Stage 3
- Stage 4
- Stage 5
- Stage 6
- Stage 7
- Practising in the Moment as open and engaged support