May 2015

Implementing Dr. Bruce Perry’s Neurosequential Model of Theraputics

Using Dr. Bruce Perry’s NMT™ (Neurosequential Model of Therapeutics), a team of caregivers was able to reduce a child’s explosive tantrums from several times a week to once or twice a month. Somatosensory activities such as bike riding, blowing bubbles, and building Legos greatly improved his regulation. The 7 year-old began making significant progress in school. After these successes, he started to make great strides in his relational connections. This is an evidence-based approach that shows great promise for children with complex trauma.

Creating a Culture of Compassion in Schools

Instead of punishing students for their trauma symptoms, the principal, teachers, staff, students, and parents at San Diego’s Cherokee Point Elementary School have created a trauma-informed culture where students and families thrive. Parents learn about trauma, use restorative practices, and collaborate with community partners for support. School becomes a safe, welcoming place for everyone.

22 Ideas for Managing Behavior in Foster Care

These guidelines from Partners for Healing are brief and easy to read. They are beautifully written and supported by current research. Written with foster families in mind, they are equally applicable for teachers, adoptive parents, and other adults caring for children with complex trauma. The use of restorative practices is gaining traction as a practical, easy-to-learn strategy.

FOCUS on Foster Families App

This new app for phones and tablets (available for Apple and Android) is developed for foster youth and their caregivers. Personal stories and videos tackle everyday issues and challenges. Skill building in the critical areas of emotional regulation, problem solving, and goal setting are discussed in real life terms and immediately applicable. Interactive video games are also included.

Social and Emotional Development: The Next School Reform Frontier

Neglecting the social and emotional development of students who struggle causes them to fall behind when they act out, interact poorly with teachers and classmates, pay scattered attention in class, and skip school. The Brookings Institution contends that public schools need curriculum devoted explicitly to the social development of struggling students. Looking at this situation from a broad, economic perspective sheds a bright light on this issue.