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Colby Pearce
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Secure Start – Trauma Informed
Therapeutic Parenting
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Recent Posts
- How to achieve real progress in addressing childhood trauma
- We All Need CARE to Thrive
- Why clinicians use play in therapy with children
- Tantrums: Eight management strategies to keep in mind
- A practical resource supporting trauma-informed practice at school
- Tackling Childhood Neglect
- A Gentle Method for Getting Children to Sleep Part Two
- When Punishment is Problematic
- Trauma-Informed: Adopting a Balanced View
- Therapeutic Parenting : What it Looks Like
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Top Posts & Pages
- How to achieve real progress in addressing childhood trauma
- Tantrums: Eight management strategies to keep in mind
- A practical resource supporting trauma-informed practice at school
- About Me
- Relationship styles in children with a disability
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- A Tale of Three Mice: An Attachment Story
- We All Need CARE to Thrive
- Therapeutic CARE and the Triple-A method
- The Hawthorne Effect in Schools
Category Archives: Trauma Informed Schools
How to achieve real progress in addressing childhood trauma
In the next few days I will be releasing a resource for supporting trauma-informed practice in schools. The resource complements the Triple-A Model of Therapeutic Care and the CARE Therapeutic Framework, which are currently being implemented in Australia and Ireland … Continue reading →
Posted in Training Programs, trauma informed, trauma informed care, trauma informed practice, Trauma Informed Schools
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Tagged ACEs, attachment, attachment trauma, developmental trauma, Education, teacher, trauma informed, trauma informed care, trauma informed care principles, trauma informed practice
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A practical resource supporting trauma-informed practice at school
I am very pleased to announce that in association with the successful implementation of the Triple-A Model of Therapeutic CARE in TUSLA’s alternate care service in Donegal, Ireland, and the CARE Therapeutic Framework in the Kinship Care Program in South Australia, I have developed a complementary resource for trauma-informed practice in schools. Continue reading →
Posted in Schools, trauma informed practice, Trauma Informed Schools
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Tagged attachment, edchat, edtech, Education, edutech, school, schools, teacher, teachers, trauma informed, trauma informed care, trauma informed practice
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When Punishment is Problematic
People do not act for no reason.
They may act in response to an idea.
They may act in response to an emotion. Continue reading →
Posted in AAA Caregiving, Attachment, Fostering, kinship care, Parenting, Training Programs, trauma informed practice, Trauma Informed Schools
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Tagged behaviour management, behaviour problems, connection, meltdowns, oppositional defiant disorder, oppositionality, social connectedness, tantrums, wellbeing
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Trauma-Informed: Adopting a Balanced View
Eyes are mirrors for a child’s soul. What do children see in your eyes? Continue reading →
Posted in Adoption, Attachment, Fostering, kinship care, Parenting, Training Programs, trauma informed, trauma informed care, Trauma Informed Schools
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Tagged adoption, attachment, foster care, kinship care, parenting, reactive attachment disorder, resilience, trauma informed, trauma informed care, trauma informed practice, trauma-informed school, wellbeing
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Reactive Attachment Disorder and the Looking-Glass-Self
Epilogue In his 1902 publication, Human Nature and the Social Order, Charles Horton Cooley introduced the concept of the Looking Glass Self to portray his idea that an individual’s perception of themselves develops in association with how they experience others … Continue reading →
Posted in Attachment, trauma informed, trauma informed care, trauma informed practice, Trauma Informed Schools
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Tagged attachment, Attachment Disorder, attachment theory, psychology, self-concept, self-esteem, strengths, strengths based practice, trauma informed, trauma informed care, trauma informed practice
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A Tale of Four Mice: An Attachment Story
Following the popularity of the allegory, A Tale of Three Mice, which formed the prologue to the first edition of A Short Introduction to Attachment and Attachment Disorder, when I was asked by my publisher to prepare a Second Edition … Continue reading →
Posted in Adoption, Attachment, Fostering, kinship care, Parenting, trauma informed, trauma informed care, trauma informed practice, Trauma Informed Schools
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Tagged Attachment Disorder, attachment theory, Learning Theory, Operant Conditioning, reactive attachment disorder, Skinner, trauma informed, trauma informed care, trauma informed practice
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Trauma Informed Classrooms : Four Essential Activities
Hi everyone. I hope you don’t mind, but I have decided to update and re-post this blog from a little while ago. It was a bit buried in all of the other posts on this site, and the information is … Continue reading →
Posted in Trauma Informed Schools
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Tagged attachment, Attachment Disorder, attachment theory, classroom, Education, howto, learning, oppositional defiant disorder, reactive attachment disorder, resilience, school, teacher, therapeutic care, trauma informed, trauma informed care, trauma informed care principles, trauma informed practice
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The Hawthorne Effect in Schools
The notion of the Hawthorne Effect is derived from a series of experiments conducted in the 1920s and 1930s at the Hawthorne works of the Western Electric Company. In these experiments, the experimenters manipulated aspects of the working conditions of some employees … Continue reading →
Posted in Schools, trauma informed practice, Trauma Informed Schools
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Tagged school, trauma informed, trauma informed practice, Trauma Informed Schools
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A tale of four children and their trip to the adventure playground: A resilience story
This following story represents an allegory for the approach to promoting resilience in children as found in the prologue to: Pearce, C. A Short Introduction to Promoting Resilience in Children. London: Jessica Kingsley, 2011 Once upon a time there were … Continue reading →
