Tag Archives: schools

Child Welfare Intervention Outcomes: What we know and what we see

What outcomes do you expect to see as a result of my service provision? This is a question I routinely ask in my work. Put another way: These are, perhaps, the fundamental questions that get at the hopes of the … Continue reading

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Practice alignment: How important is it in child welfare?

A child leaves their placement to attend school, where acceptance and belonging are contingent on adhering to the school’s behaviour expectations. They leave school to go to sports practice, where acceptance and belonging are contingent on being good enough to … Continue reading

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Trauma-informed training for foster, adoptive, and kinship carers

This morning I read an interesting narrative review of fifteen evaluation studies of trauma-informed care training for foster and adoptive parents (and kinship carers): Lotty, M, Bantry-White, E, & Dunn-Galvin, A, (2021) Trauma-informed care psychoeducational group-based interventions for foster carers … Continue reading

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Connected Classrooms – A school-based programme for addressing the impacts of early adversity on the developing child

Schools play a vital role in helping children and young people to recover from a tough start to life, and thrive. My Connected Classrooms programme has been successfully delivered in South Australia, with more than 99% of participant ratings reflecting … Continue reading

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Theory of Accessibility to Needs Provision

Below is a statement that reflects the third ‘A’ in the Triple-A Model – Accessibility (to needs provision). It captures my thoughts and my response when I am talking to caregivers about their experience of the behaviour of a child … Continue reading

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Connected Classrooms that CARE: Supporting children recovering from a tough start to life in an era of COVID-19

In this, my third major release during this COVID-19 period, I have turned my mind to the support of children and young people who are recovering from a tough start to life at school. Written for teachers and other education … Continue reading

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A little extra Accessibility in tough times

Children first learn that we are accessible to them during infancy when we attend to them whether they are crying or quiet. Attending to infants whether they are crying or quiet provides experiences of their worth, of our proximity and … Continue reading

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Trauma Informed Resources

One of the most common types of feedback I hear from people who have attended training in the field of developmental trauma and trauma informed practice is that the training focuses heavily on what participants need to know and not … Continue reading

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Trauma Informed Practice Resource for Schools

This resource represents an endeavour to support effective working connections between home and school in support of recovery or children who have experienced trauma at home. Continue reading

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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

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