The call for trauma-informed education is growing as the profound impact trauma has for the childrens ability to learn in traditional classrooms is recognized. For children who have experienced abuse and neglect their behavior is often highly reactive, aggressive, withdrawn or unmotivated. They struggle to learn, to make positive relationships or be influenced positively by teachers and school staff. Students become more and more at risk for mental health difficulties. Teachers become more and more frustrated and discouraged as they attempt to teach this vulnerable group of students.

Even though it is relationships that have hurt students with developmental trauma, it is known that they must find safe relationships to learn and heal. Forming those relationships with children who have been hurt and no longer trust adults is not easy. This book focuses on three important and comprehensive areas of theory and research that provide a theoretical, clinical, and integrated intervention model for developing the relationships and felt sense of safety children with developmental trauma need. Using what is known from attachment theory, intersubjectivity theory, and interpersonal neurobiology, the reader is helped to understand why children behave in the challenging ways they do.

This book offers successes and ongoing challenges as a means to continue the conversation about how best to support some of our most at-risk youth.

Sian Phillips, Ph.D., C.Psych. is a clinical psychologist in Kingston, Ontario. She is a certified DDP therapist, consultant and trainer, providing training internationally. She also has a private practice, specializing in the assessment and treatment of children who have experienced developmental trauma. Dr. Phillips is currently involved in helping her local school boards develop trauma informed classrooms and schools using Dan Hughess model of Dyadic Developmental Practice. She has two chapters in Art Becker Weidmans book Dyadic Developmental Psychotherapy Casebook published by Jason Aronson.

Deni Melim is an elementary teacher in Kingston, Ontario (primary/junior/intermediate qualifications, special education specialist). She received her Bachelor of Arts (Honours) from Queen's University, Bachelor of Education from the University of Windsor and Master of Education from Queen's University. She began as a primary classroom teacher and quickly transitioned into special education supporting students with a variety of learning needs. She then moved to a consulting position at the Algonquin and Lakeshore Catholic District School Board intensively supporting staff and administration working with students on the autism spectrum as well as students with developmental disabilities. Deni is starting her sixth year as the teacher in the Belong class using the PACE© model to support students with developmental trauma. She collaborates with school boards, mental health organizations across the province and community partners to support students with developmental trauma. Deni presents at the DDPI international conference and is part of community organizations supporting children and youth.

Daniel A. Hughes, Ph.D. is a clinical psychologist and a member of the American Psychological Association and the Dyadic Developmental Psychotherapy Institute. Dr. Hughes is the author of many professional books, including Building the Bonds of Attachment, 3rd ed. With Rowman& Littlefield, Brain-Based Parenting, The neurobiology of attachment focused therapy, and Healing relational trauma with attachment-focused interventions with WW Norton. He has been the keynote speaker at many conferences in the US, Canada, UK, and Australia, while also presenting at many other conferences and seminars. His website is danielhughes.org.

Acknowledgments

Preface

Part I

1 Lessons from Poly Vagal Theory: If a Child Could Do Better, He or She Would 3

2Lessons from Interpersonal Neurobiology

3 Lessons from Attachment Theory

4Lessons from Intersubjectivity

5 Dyadic Developmental Practice and Its application to Education

6 Co-regulation of Affect: The Affective/Reflective (A/R) Dialogue

7Using A/R Dialogue to Explore and Discover the Meanings of the Childs Behavior

Part II

8 Belong: A Classroom for Children with Attachment and Trauma Difficulties

9Our Day: Structured Flexibility

10 Meeting Challenging Behavior with PACE

11 Lesson Planning

12 Working with Parents and Community Supports Parents

13 Case Study

14 What Have We Learned in Six Years?

15 Bloopers: Where We Got It Wrong

Part III

16 The J ourney of Three DDP-Informed Elementary Schools and One Alternative High School

17PACE and A/R Dialogues in a Regular Classroom Setting

18 Two Rs: Relationship and Resources

19 What Have We Learned?

20 Alarmed, Written by Sian Phillips

Appendix A

Appendix B

Appendix C

References