nme core concepts and trauma informed practices · nme is • a developmentally-informed,...
TRANSCRIPT
![Page 1: NME Core Concepts and Trauma Informed Practices · NME is • a developmentally-informed, biologically-respectful approach to working with at-risk children • a different way to](https://reader033.vdocument.in/reader033/viewer/2022050206/5f59130d65d8bb230f02a005/html5/thumbnails/1.jpg)
NME Core Concepts and
Trauma Informed Practices
![Page 2: NME Core Concepts and Trauma Informed Practices · NME is • a developmentally-informed, biologically-respectful approach to working with at-risk children • a different way to](https://reader033.vdocument.in/reader033/viewer/2022050206/5f59130d65d8bb230f02a005/html5/thumbnails/2.jpg)
“Fire can warm or consume, water can
quench or drown, wind can caress or cut.
And so it is with human relationships; we
can both create and destroy, nurture and
terrorize, traumatize and heal each other.”
perspective...
∗ Bruce D. Perry
Welcome to NME Core Concepts
![Page 3: NME Core Concepts and Trauma Informed Practices · NME is • a developmentally-informed, biologically-respectful approach to working with at-risk children • a different way to](https://reader033.vdocument.in/reader033/viewer/2022050206/5f59130d65d8bb230f02a005/html5/thumbnails/3.jpg)
• Welcome
• Trauma - ACEs & prevalence
• Trauma-Impact
• Sequential Brain development
• Trauma lens in the NME classroom
• Classroom support for ALL kids
• Organize and integrate
Agenda
![Page 4: NME Core Concepts and Trauma Informed Practices · NME is • a developmentally-informed, biologically-respectful approach to working with at-risk children • a different way to](https://reader033.vdocument.in/reader033/viewer/2022050206/5f59130d65d8bb230f02a005/html5/thumbnails/4.jpg)
Working Agreements
Attention-getting signal
Minimize off-topic volume
Silence Cell phones, reduce side bars & non-note-taking-
typing
Everyone shares knowledge!
Participate to the degree you are comfortable
Others?
![Page 5: NME Core Concepts and Trauma Informed Practices · NME is • a developmentally-informed, biologically-respectful approach to working with at-risk children • a different way to](https://reader033.vdocument.in/reader033/viewer/2022050206/5f59130d65d8bb230f02a005/html5/thumbnails/5.jpg)
This training has a lot of information about trauma
and its impact… many people in this room may
have shared some of these experiences.
If at any time you are uncomfortable and feel that
you need a break, please take care of yourself!
And, please, let a trainer know if you need any
assistance.
(And just because....)
![Page 6: NME Core Concepts and Trauma Informed Practices · NME is • a developmentally-informed, biologically-respectful approach to working with at-risk children • a different way to](https://reader033.vdocument.in/reader033/viewer/2022050206/5f59130d65d8bb230f02a005/html5/thumbnails/6.jpg)
1. Consider the ACEs study, the prevalence and impact of childhood trauma
(i.e. behavioral, developmental, social, and educational)
2. Identify and summarize the core components of neurosequential
development and how the components increase positive outcomes for
students, families/caregivers and stakeholders for more effective
classroom management, curriculum planning, and regulatory activities
3. Describe utilizing the Neurosequential Model in Education (NME) “lens” in
education
4. Identify examples of practices to support all, some and few that
are reflective of 6R’s of NME classroom.
Outcomes: We’ll all be able to….
![Page 7: NME Core Concepts and Trauma Informed Practices · NME is • a developmentally-informed, biologically-respectful approach to working with at-risk children • a different way to](https://reader033.vdocument.in/reader033/viewer/2022050206/5f59130d65d8bb230f02a005/html5/thumbnails/7.jpg)
Paper Bag
When someone uses the term “trauma”...
what do you envision?
![Page 8: NME Core Concepts and Trauma Informed Practices · NME is • a developmentally-informed, biologically-respectful approach to working with at-risk children • a different way to](https://reader033.vdocument.in/reader033/viewer/2022050206/5f59130d65d8bb230f02a005/html5/thumbnails/8.jpg)
Everyone at your table pulls one strip out of the
bag
Read your slip to the group
Then everyone join into a dialogue around how
your topic might or might not be considered trauma
![Page 9: NME Core Concepts and Trauma Informed Practices · NME is • a developmentally-informed, biologically-respectful approach to working with at-risk children • a different way to](https://reader033.vdocument.in/reader033/viewer/2022050206/5f59130d65d8bb230f02a005/html5/thumbnails/9.jpg)
All of the sentence strips in the “bag” are examples
of possible traumatic events and experiences.
Yet not all trauma leads to disaster- even when
trauma has occurred, we have real reason for
hope!
We can support families, staff, and our community
to build resilience through relational interactions.
![Page 10: NME Core Concepts and Trauma Informed Practices · NME is • a developmentally-informed, biologically-respectful approach to working with at-risk children • a different way to](https://reader033.vdocument.in/reader033/viewer/2022050206/5f59130d65d8bb230f02a005/html5/thumbnails/10.jpg)
Trauma
Did you consider some of the experiences “traumatic”?
And if they were considered “traumatic” … what made
them so?
Did you have additional questions during your dialogue?
Did you have some commonalities within your group?
Did you wonder why some children move through a
traumatic experience and other children are significantly
impacted?
![Page 11: NME Core Concepts and Trauma Informed Practices · NME is • a developmentally-informed, biologically-respectful approach to working with at-risk children • a different way to](https://reader033.vdocument.in/reader033/viewer/2022050206/5f59130d65d8bb230f02a005/html5/thumbnails/11.jpg)
“Resiliency is essentially the capacity to face a
stressor or a life experience that’s challenging …
without having any significant damaging impact on
the individual. If a student suffers grief, they would
feel loss and a normal range of emotions. But over
time, it wouldn’t interrupt their ability to go to school
and to lead a healthy life. That’s resilience.”
Dr. Bruce Perry
Resiliency
![Page 12: NME Core Concepts and Trauma Informed Practices · NME is • a developmentally-informed, biologically-respectful approach to working with at-risk children • a different way to](https://reader033.vdocument.in/reader033/viewer/2022050206/5f59130d65d8bb230f02a005/html5/thumbnails/12.jpg)
ChildTrauma Academy (CTA) is a not-for-profit organization based in Houston,
Texas, working to improve the lives of high-risk children through direct service,
research, and education. Dr. Perry began this work at the University of Chicago,
and later moved the organization to Houston.
Dr. Perry and his colleagues realized that the information from research around
childhood experiences was key to developing trainings and interventions that
could help children who have experienced trauma.
By creating biologically-and-trauma-informed practice, CTA has advanced its
mission to help children who have experienced trauma and neglect.
http://childtrauma.org/
May we introduce Dr. Bruce
Perry (intro video to follow)
![Page 13: NME Core Concepts and Trauma Informed Practices · NME is • a developmentally-informed, biologically-respectful approach to working with at-risk children • a different way to](https://reader033.vdocument.in/reader033/viewer/2022050206/5f59130d65d8bb230f02a005/html5/thumbnails/13.jpg)
Dr. Bruce Perry Video
![Page 14: NME Core Concepts and Trauma Informed Practices · NME is • a developmentally-informed, biologically-respectful approach to working with at-risk children • a different way to](https://reader033.vdocument.in/reader033/viewer/2022050206/5f59130d65d8bb230f02a005/html5/thumbnails/14.jpg)
Sequential/Neurodevelopment
![Page 15: NME Core Concepts and Trauma Informed Practices · NME is • a developmentally-informed, biologically-respectful approach to working with at-risk children • a different way to](https://reader033.vdocument.in/reader033/viewer/2022050206/5f59130d65d8bb230f02a005/html5/thumbnails/15.jpg)
• The brain is undeveloped at birth
• The brain organizes from the “bottom” up -
brainstem to cortex and from the inside out
• Organization and functional capacity of
neural systems is sequential
• Experiences do not have equal “valence”
throughout development
Sequential Neurodevelopment
All rights reserved © 2007-2015 Bruce D. Perry
![Page 16: NME Core Concepts and Trauma Informed Practices · NME is • a developmentally-informed, biologically-respectful approach to working with at-risk children • a different way to](https://reader033.vdocument.in/reader033/viewer/2022050206/5f59130d65d8bb230f02a005/html5/thumbnails/16.jpg)
![Page 17: NME Core Concepts and Trauma Informed Practices · NME is • a developmentally-informed, biologically-respectful approach to working with at-risk children • a different way to](https://reader033.vdocument.in/reader033/viewer/2022050206/5f59130d65d8bb230f02a005/html5/thumbnails/17.jpg)
• The brain is always changing
• Plasticity is not uniform across all brain areas
• It takes less time, intensity and repetition to
organize the developing neural systems than
to re-organize the developed neural systems
Changing the Brain
All rights reserved © 2007-2015 Bruce D. Perry
![Page 18: NME Core Concepts and Trauma Informed Practices · NME is • a developmentally-informed, biologically-respectful approach to working with at-risk children • a different way to](https://reader033.vdocument.in/reader033/viewer/2022050206/5f59130d65d8bb230f02a005/html5/thumbnails/18.jpg)
![Page 19: NME Core Concepts and Trauma Informed Practices · NME is • a developmentally-informed, biologically-respectful approach to working with at-risk children • a different way to](https://reader033.vdocument.in/reader033/viewer/2022050206/5f59130d65d8bb230f02a005/html5/thumbnails/19.jpg)
∗ Events
∗ Experiences
∗ Effects
Three E’s
![Page 20: NME Core Concepts and Trauma Informed Practices · NME is • a developmentally-informed, biologically-respectful approach to working with at-risk children • a different way to](https://reader033.vdocument.in/reader033/viewer/2022050206/5f59130d65d8bb230f02a005/html5/thumbnails/20.jpg)
Three E’s- Events
• Abuse- Physical, Emotional, Sexual
• Neglect
• Victimization
• Domestic / Community Violence
• Accident / Illness
• Natural Disaster
• War / Terrorism
• Removal from Home
• Single Incident vs. Chronic Events
![Page 21: NME Core Concepts and Trauma Informed Practices · NME is • a developmentally-informed, biologically-respectful approach to working with at-risk children • a different way to](https://reader033.vdocument.in/reader033/viewer/2022050206/5f59130d65d8bb230f02a005/html5/thumbnails/21.jpg)
Three E’s- Experiences
• Life Threatening / Overwhelming
• Or Not… (Chronic)
• A Subjective, Internal State
• Varies Between People
• Varies Over Time with the Same Person- Developmental Level
• Emotional Experience at the Time vs. Later
![Page 22: NME Core Concepts and Trauma Informed Practices · NME is • a developmentally-informed, biologically-respectful approach to working with at-risk children • a different way to](https://reader033.vdocument.in/reader033/viewer/2022050206/5f59130d65d8bb230f02a005/html5/thumbnails/22.jpg)
Three E’s- Effects
• Symptoms can include:
– Nightmares
– Flashbacks
– Fight or Flight
– Dissociation
– Cutting
– Hyperarousal
– Misinterpretation of Cues
– Overreaction
![Page 23: NME Core Concepts and Trauma Informed Practices · NME is • a developmentally-informed, biologically-respectful approach to working with at-risk children • a different way to](https://reader033.vdocument.in/reader033/viewer/2022050206/5f59130d65d8bb230f02a005/html5/thumbnails/23.jpg)
Adverse Childhood Experiences: Influence on Health and Well-being over the Lifespan
Early Death
Disease, Disability, Social Problems
Adoption of Health Risk Behaviors
Social, Emotional and Cognitive Impairment
Disrupted Neurodevelopment
Adverse Childhood Experiences Conception
Death
![Page 24: NME Core Concepts and Trauma Informed Practices · NME is • a developmentally-informed, biologically-respectful approach to working with at-risk children • a different way to](https://reader033.vdocument.in/reader033/viewer/2022050206/5f59130d65d8bb230f02a005/html5/thumbnails/24.jpg)
National sample of youth (2 – 17) reported (in the last year)
• 55% physically assaulted
• 40 % victims of crime
• 14% victims of child maltreatment
• 9% witnessed domestic violence
• 8% victims of sexual assault
Prevalence
The ChildTrauma Academy
www.ChildTrauma.org All rights reserved © 2007-2015 Bruce D. Perry
![Page 25: NME Core Concepts and Trauma Informed Practices · NME is • a developmentally-informed, biologically-respectful approach to working with at-risk children • a different way to](https://reader033.vdocument.in/reader033/viewer/2022050206/5f59130d65d8bb230f02a005/html5/thumbnails/25.jpg)
![Page 26: NME Core Concepts and Trauma Informed Practices · NME is • a developmentally-informed, biologically-respectful approach to working with at-risk children • a different way to](https://reader033.vdocument.in/reader033/viewer/2022050206/5f59130d65d8bb230f02a005/html5/thumbnails/26.jpg)
Some results of
trauma…. As the number of traumatic events experienced during childhood
increases, the risk for the following health problems in adulthood
increases:
depression
alcoholism
drug abuse
suicide attempts
heart and liver diseases
pregnancy problems
high stress
uncontrollable anger
family, financial, and job problems
![Page 27: NME Core Concepts and Trauma Informed Practices · NME is • a developmentally-informed, biologically-respectful approach to working with at-risk children • a different way to](https://reader033.vdocument.in/reader033/viewer/2022050206/5f59130d65d8bb230f02a005/html5/thumbnails/27.jpg)
The Neurosequential Model in Education is a research-based
platform behind the installation of systems that create
environments that foster safe learning for youth that have
experienced trauma and its consequences.
If education is based on neurological developmental levels, then
children can learn and thrive in school, rather than fall farther
behind.
What is NME?
![Page 28: NME Core Concepts and Trauma Informed Practices · NME is • a developmentally-informed, biologically-respectful approach to working with at-risk children • a different way to](https://reader033.vdocument.in/reader033/viewer/2022050206/5f59130d65d8bb230f02a005/html5/thumbnails/28.jpg)
NME is • a developmentally-informed, biologically-respectful approach to working
with at-risk children • a different way to organize and really see a child’s history, as well as
current functioning, in order to understand their behavior
NME is not • a specific therapeutic technique or intervention, (although many excellent
strategies are used.)
It is the difference between a map at a roadside park and an electronic navigation system with all that entails.
What NME IS and is NOT
![Page 29: NME Core Concepts and Trauma Informed Practices · NME is • a developmentally-informed, biologically-respectful approach to working with at-risk children • a different way to](https://reader033.vdocument.in/reader033/viewer/2022050206/5f59130d65d8bb230f02a005/html5/thumbnails/29.jpg)
• Work where the child is
• Chronological age may not match the
emotional, cognitive, or social ‘age’
• Emotional, cognitive, and social ‘age’ are
context and state-dependent
• Remember -- parts of the brain that are
not being ‘used’ do not change
Practical Principles of NME
All rights reserved © 2007-2015 Bruce D. Perry
![Page 30: NME Core Concepts and Trauma Informed Practices · NME is • a developmentally-informed, biologically-respectful approach to working with at-risk children • a different way to](https://reader033.vdocument.in/reader033/viewer/2022050206/5f59130d65d8bb230f02a005/html5/thumbnails/30.jpg)
The NME Lens… Using NME as a foundation for service delivery, all people
who work with children potentially impacted by trauma
can begin to see these children as what they
are...CHILDREN.
Use your trauma lens to:
Be Aware - look for changes, signs, symptoms of trauma
Be Available - Listen and help them problem solve
Be Resourceful - Consult with school mental health and
know your resources.
![Page 31: NME Core Concepts and Trauma Informed Practices · NME is • a developmentally-informed, biologically-respectful approach to working with at-risk children • a different way to](https://reader033.vdocument.in/reader033/viewer/2022050206/5f59130d65d8bb230f02a005/html5/thumbnails/31.jpg)
How Do You Interpret
What You See?
![Page 32: NME Core Concepts and Trauma Informed Practices · NME is • a developmentally-informed, biologically-respectful approach to working with at-risk children • a different way to](https://reader033.vdocument.in/reader033/viewer/2022050206/5f59130d65d8bb230f02a005/html5/thumbnails/32.jpg)
It’s all about … perception...
/
Banyai, Istavan. 1995. Zoom. Viking Kestrel: Hong Kong.
Let’s Zoom!
![Page 33: NME Core Concepts and Trauma Informed Practices · NME is • a developmentally-informed, biologically-respectful approach to working with at-risk children • a different way to](https://reader033.vdocument.in/reader033/viewer/2022050206/5f59130d65d8bb230f02a005/html5/thumbnails/33.jpg)
![Page 34: NME Core Concepts and Trauma Informed Practices · NME is • a developmentally-informed, biologically-respectful approach to working with at-risk children • a different way to](https://reader033.vdocument.in/reader033/viewer/2022050206/5f59130d65d8bb230f02a005/html5/thumbnails/34.jpg)
![Page 35: NME Core Concepts and Trauma Informed Practices · NME is • a developmentally-informed, biologically-respectful approach to working with at-risk children • a different way to](https://reader033.vdocument.in/reader033/viewer/2022050206/5f59130d65d8bb230f02a005/html5/thumbnails/35.jpg)
![Page 36: NME Core Concepts and Trauma Informed Practices · NME is • a developmentally-informed, biologically-respectful approach to working with at-risk children • a different way to](https://reader033.vdocument.in/reader033/viewer/2022050206/5f59130d65d8bb230f02a005/html5/thumbnails/36.jpg)
![Page 37: NME Core Concepts and Trauma Informed Practices · NME is • a developmentally-informed, biologically-respectful approach to working with at-risk children • a different way to](https://reader033.vdocument.in/reader033/viewer/2022050206/5f59130d65d8bb230f02a005/html5/thumbnails/37.jpg)
![Page 38: NME Core Concepts and Trauma Informed Practices · NME is • a developmentally-informed, biologically-respectful approach to working with at-risk children • a different way to](https://reader033.vdocument.in/reader033/viewer/2022050206/5f59130d65d8bb230f02a005/html5/thumbnails/38.jpg)
![Page 39: NME Core Concepts and Trauma Informed Practices · NME is • a developmentally-informed, biologically-respectful approach to working with at-risk children • a different way to](https://reader033.vdocument.in/reader033/viewer/2022050206/5f59130d65d8bb230f02a005/html5/thumbnails/39.jpg)
![Page 40: NME Core Concepts and Trauma Informed Practices · NME is • a developmentally-informed, biologically-respectful approach to working with at-risk children • a different way to](https://reader033.vdocument.in/reader033/viewer/2022050206/5f59130d65d8bb230f02a005/html5/thumbnails/40.jpg)
![Page 41: NME Core Concepts and Trauma Informed Practices · NME is • a developmentally-informed, biologically-respectful approach to working with at-risk children • a different way to](https://reader033.vdocument.in/reader033/viewer/2022050206/5f59130d65d8bb230f02a005/html5/thumbnails/41.jpg)
![Page 42: NME Core Concepts and Trauma Informed Practices · NME is • a developmentally-informed, biologically-respectful approach to working with at-risk children • a different way to](https://reader033.vdocument.in/reader033/viewer/2022050206/5f59130d65d8bb230f02a005/html5/thumbnails/42.jpg)
![Page 43: NME Core Concepts and Trauma Informed Practices · NME is • a developmentally-informed, biologically-respectful approach to working with at-risk children • a different way to](https://reader033.vdocument.in/reader033/viewer/2022050206/5f59130d65d8bb230f02a005/html5/thumbnails/43.jpg)
![Page 44: NME Core Concepts and Trauma Informed Practices · NME is • a developmentally-informed, biologically-respectful approach to working with at-risk children • a different way to](https://reader033.vdocument.in/reader033/viewer/2022050206/5f59130d65d8bb230f02a005/html5/thumbnails/44.jpg)
![Page 45: NME Core Concepts and Trauma Informed Practices · NME is • a developmentally-informed, biologically-respectful approach to working with at-risk children • a different way to](https://reader033.vdocument.in/reader033/viewer/2022050206/5f59130d65d8bb230f02a005/html5/thumbnails/45.jpg)
![Page 46: NME Core Concepts and Trauma Informed Practices · NME is • a developmentally-informed, biologically-respectful approach to working with at-risk children • a different way to](https://reader033.vdocument.in/reader033/viewer/2022050206/5f59130d65d8bb230f02a005/html5/thumbnails/46.jpg)
![Page 47: NME Core Concepts and Trauma Informed Practices · NME is • a developmentally-informed, biologically-respectful approach to working with at-risk children • a different way to](https://reader033.vdocument.in/reader033/viewer/2022050206/5f59130d65d8bb230f02a005/html5/thumbnails/47.jpg)
![Page 48: NME Core Concepts and Trauma Informed Practices · NME is • a developmentally-informed, biologically-respectful approach to working with at-risk children • a different way to](https://reader033.vdocument.in/reader033/viewer/2022050206/5f59130d65d8bb230f02a005/html5/thumbnails/48.jpg)
What conclusions are you drawing from this activity?
What connections are you making to your work?
Project CHOICES 2009
With your “zoom” partner: .
![Page 49: NME Core Concepts and Trauma Informed Practices · NME is • a developmentally-informed, biologically-respectful approach to working with at-risk children • a different way to](https://reader033.vdocument.in/reader033/viewer/2022050206/5f59130d65d8bb230f02a005/html5/thumbnails/49.jpg)
•Six Core Strengths
•Six R’s of an NME Classroom
•The NME Classroom
How might we support students who experience trauma?
![Page 50: NME Core Concepts and Trauma Informed Practices · NME is • a developmentally-informed, biologically-respectful approach to working with at-risk children • a different way to](https://reader033.vdocument.in/reader033/viewer/2022050206/5f59130d65d8bb230f02a005/html5/thumbnails/50.jpg)
“Traumatic experiences can profoundly affect memory, language development, and writing. This can interfere with a child’s ability to master the basic subject matter that is the core of every school’s curriculum. Indeed, trauma-related responses can become embedded in, and therefore encumber, all aspects of the learning process...”
-Helping Traumatized Children Learn, Vol. 2 (2013)
Trauma and Learning
![Page 51: NME Core Concepts and Trauma Informed Practices · NME is • a developmentally-informed, biologically-respectful approach to working with at-risk children • a different way to](https://reader033.vdocument.in/reader033/viewer/2022050206/5f59130d65d8bb230f02a005/html5/thumbnails/51.jpg)
• Academic Performance: organization, comprehension, memory,
the ability to produce work, engagement in learning, ability to
self-regulate attention, emotions and behavior.
• Classroom Behavior: ability to remain calm and regulate their
behavior in the classroom. Ability to process social cues and
convey feelings in appropriate manner.
• Relationships: preoccupied with physical and psychological safety;
distrustful of adults and/or fellow students.
From: traumasensitiveschools.org
Impact of Trauma on Learning, Behavior and Relationships at School
![Page 52: NME Core Concepts and Trauma Informed Practices · NME is • a developmentally-informed, biologically-respectful approach to working with at-risk children • a different way to](https://reader033.vdocument.in/reader033/viewer/2022050206/5f59130d65d8bb230f02a005/html5/thumbnails/52.jpg)
The NME Classroom
Teachers are not to blame for dysregulation.
Neither teacher nor child caused the
dysregulation, but both will pay for the
results - unless the classroom is crafted with
developmentally targeted strategies.
![Page 53: NME Core Concepts and Trauma Informed Practices · NME is • a developmentally-informed, biologically-respectful approach to working with at-risk children • a different way to](https://reader033.vdocument.in/reader033/viewer/2022050206/5f59130d65d8bb230f02a005/html5/thumbnails/53.jpg)
“Developmentally appropriate practice requires that
teachers make decisions daily based on their
knowledge of child development, taking into
consideration individual learning differences and
social and cultural influences.”
National Association for the Education of Young Children
(NAEYC)
Developmentally Appropriate
Classroom
![Page 54: NME Core Concepts and Trauma Informed Practices · NME is • a developmentally-informed, biologically-respectful approach to working with at-risk children • a different way to](https://reader033.vdocument.in/reader033/viewer/2022050206/5f59130d65d8bb230f02a005/html5/thumbnails/54.jpg)
Security - Safety
“Security is the key to an optimal learning environment. “
Dr. Bruce Perry
![Page 55: NME Core Concepts and Trauma Informed Practices · NME is • a developmentally-informed, biologically-respectful approach to working with at-risk children • a different way to](https://reader033.vdocument.in/reader033/viewer/2022050206/5f59130d65d8bb230f02a005/html5/thumbnails/55.jpg)
Attachment
self-regulation
affiliation
awareness
tolerance
respect
Together they provide a strong foundation for his or
her future health, happiness, and productivity.
Six Core Strengths
The building blocks in a child’s development...
![Page 56: NME Core Concepts and Trauma Informed Practices · NME is • a developmentally-informed, biologically-respectful approach to working with at-risk children • a different way to](https://reader033.vdocument.in/reader033/viewer/2022050206/5f59130d65d8bb230f02a005/html5/thumbnails/56.jpg)
Each table will draw one of the six core strengths.
With your table mates, think more about your core
strength and develop a “looks like - sounds like”.
Example: Attachment - looks like a baby bonding
with his mother, and sounds like mom’s soft cooing
voice and the baby reacting by looking at mom and
smiling.
Six Core Strengths-ACTIVITY
![Page 57: NME Core Concepts and Trauma Informed Practices · NME is • a developmentally-informed, biologically-respectful approach to working with at-risk children • a different way to](https://reader033.vdocument.in/reader033/viewer/2022050206/5f59130d65d8bb230f02a005/html5/thumbnails/57.jpg)
Hierarchy of a successful classroom
CHALLENGE RELATIONSHIPS
SUCCESS ENGAGEMENT SAFETY
![Page 58: NME Core Concepts and Trauma Informed Practices · NME is • a developmentally-informed, biologically-respectful approach to working with at-risk children • a different way to](https://reader033.vdocument.in/reader033/viewer/2022050206/5f59130d65d8bb230f02a005/html5/thumbnails/58.jpg)
Relational
Relevant
Respectful
Rhythmic Repetitive
Rewarding
Recipe for a Healthy Classroom
Six R’s of an NME Classroom - Every Classroom!
![Page 59: NME Core Concepts and Trauma Informed Practices · NME is • a developmentally-informed, biologically-respectful approach to working with at-risk children • a different way to](https://reader033.vdocument.in/reader033/viewer/2022050206/5f59130d65d8bb230f02a005/html5/thumbnails/59.jpg)
Relational (safe)
Relevant (developmentally-matched)
Repetitive (patterned)
Rewarding (pleasurable)
Rhythmic (resonant with neural patterns)
Respectful (child, family, culture)
The 6 Rs of an NME Classroom
The ChildTrauma Academy
www.ChildTrauma.org All rights reserved © 2007-2015 Bruce D. Perry
![Page 60: NME Core Concepts and Trauma Informed Practices · NME is • a developmentally-informed, biologically-respectful approach to working with at-risk children • a different way to](https://reader033.vdocument.in/reader033/viewer/2022050206/5f59130d65d8bb230f02a005/html5/thumbnails/60.jpg)
Relational
Welcoming classroom Family dinner
![Page 61: NME Core Concepts and Trauma Informed Practices · NME is • a developmentally-informed, biologically-respectful approach to working with at-risk children • a different way to](https://reader033.vdocument.in/reader033/viewer/2022050206/5f59130d65d8bb230f02a005/html5/thumbnails/61.jpg)
Relevant
Age appropriate curriculum Fidgets to regulate
![Page 62: NME Core Concepts and Trauma Informed Practices · NME is • a developmentally-informed, biologically-respectful approach to working with at-risk children • a different way to](https://reader033.vdocument.in/reader033/viewer/2022050206/5f59130d65d8bb230f02a005/html5/thumbnails/62.jpg)
Rhythmic
Before homework - let’s swing Drumming
![Page 63: NME Core Concepts and Trauma Informed Practices · NME is • a developmentally-informed, biologically-respectful approach to working with at-risk children • a different way to](https://reader033.vdocument.in/reader033/viewer/2022050206/5f59130d65d8bb230f02a005/html5/thumbnails/63.jpg)
Repetitive
Repeating a bedroom routine Preview learning opportunities
![Page 64: NME Core Concepts and Trauma Informed Practices · NME is • a developmentally-informed, biologically-respectful approach to working with at-risk children • a different way to](https://reader033.vdocument.in/reader033/viewer/2022050206/5f59130d65d8bb230f02a005/html5/thumbnails/64.jpg)
Respectful Everyone needs a brain break G
Allow children solitude
![Page 65: NME Core Concepts and Trauma Informed Practices · NME is • a developmentally-informed, biologically-respectful approach to working with at-risk children • a different way to](https://reader033.vdocument.in/reader033/viewer/2022050206/5f59130d65d8bb230f02a005/html5/thumbnails/65.jpg)
Rewarding
Personal contacts Community/School recognition
![Page 66: NME Core Concepts and Trauma Informed Practices · NME is • a developmentally-informed, biologically-respectful approach to working with at-risk children • a different way to](https://reader033.vdocument.in/reader033/viewer/2022050206/5f59130d65d8bb230f02a005/html5/thumbnails/66.jpg)
Organize & Integrate
Each table selects one of the 6 R’s of an NME classroom.
Come up with as many additional examples as you can, putting one example on each post it.
Post all of your ideas on big paper. Ask someone to be your spokesperson.
![Page 67: NME Core Concepts and Trauma Informed Practices · NME is • a developmentally-informed, biologically-respectful approach to working with at-risk children • a different way to](https://reader033.vdocument.in/reader033/viewer/2022050206/5f59130d65d8bb230f02a005/html5/thumbnails/67.jpg)
67
All rights reserved © 2012
Bruce D. Perry
Every single human
encounter is an opportunity to
create a template of positive
human interaction.
![Page 68: NME Core Concepts and Trauma Informed Practices · NME is • a developmentally-informed, biologically-respectful approach to working with at-risk children • a different way to](https://reader033.vdocument.in/reader033/viewer/2022050206/5f59130d65d8bb230f02a005/html5/thumbnails/68.jpg)
Questions? Comments? Connections?
![Page 69: NME Core Concepts and Trauma Informed Practices · NME is • a developmentally-informed, biologically-respectful approach to working with at-risk children • a different way to](https://reader033.vdocument.in/reader033/viewer/2022050206/5f59130d65d8bb230f02a005/html5/thumbnails/69.jpg)
Perry, Bruce. Parenting guru preaches the power of resilience. Times Colonist (Victoria). may 11,
2007. http://www.canada.com/story_print.html?id=697b9ece-2d84-4c
Six Core Strengths for Healthy Child Development, CTA (Child Trauma Academy). Dr. Bruce Perry
(2002).
Perry, B. Maltreatment and the Developing Child: How Early Childhood Experience Shapes Child
and Culture, www.ifcc.on.ca
Perry, B., Perry: Rhythm Regulates the Brain. Posted on April 11, 2014.
Trauma and Families. National Child Traumatic Stress Network - Child Trauma Home
(http://www.nctsn.org)
(Trauma and Families: Fact Sheet for Providers) Trauma, Brain and Relationships: Helping Children Heal, Section 6 - You make the difference:
https://search.yahoo.com/yhs/search?p=+dr.+bruce+perry+section+6+youtube&ei=UTF-8&hspart=mozilla&hsimp=yh
SIX CORE STRENGTHS:
https://search.yahoo.com/yhs/search?p=youtube+bruce+perry+six+core+strengths&ei=UTF-8&hspart=mozilla&hsimp=yhs-001
Importance of Regulation:
https://search.yahoo.com/yhs/search?p=dr.+bruce+perry+youtube&ei=UTF-8&hspart=mozilla&hsimp=yhs-001
Resources used...