TRAUMA AWARE EDUCATION: Managing Student Behaviour due to Trauma and Attachment Difficulties
Grounded in attachment theory and neuroscience research, this seminar will explore why these children and young people often defy rules and authority, can sabotage even the most supportive of relationships and can continually put themselves at-risk. Participants will explore the reasons why students who have experienced trauma and a poor attachment to their primary caregiver/s in early childhood – behave in the way they do in primary and secondary school. They will also examine why our “usual” or ”traditional” behaviour management systems have so little impact on these behaviours (or even sometimes make things worse)! Helpful behaviour support approaches, strategies, and resources will be provided and discussed.
This is a “must do training” for all school personnel who work with students with extreme and challenging behaviour, who have suffered trauma and maltreatment. Professionals who receive referrals from schools to assist with difficult students, will also find this training valuable in understanding the challenges teachers/schools face and the effective strategies that can be used to manage behaviour and support out of school therapeutic interventions. Learn more here
This topic can be delivered as a keynote or workshop (one day), and can be tailored to your audience.
"At times, schools enroll students who have lived through very traumatic life circumstances (including abuse, neglect, violence) and, as a result, present with very challenging behavior at school. These students may need significant help with managing relationships within the school setting and with their emotional self-regulation. Growing research and evidence is confirming that a trauma-informed response (underpinned by neuroscience) can minimize serious behaviour concerns and can enhance student and staff resilience and well-being. This approach is most effective when teams (rather than individuals) are trained to lead the development of trauma-informed frameworks that are appropriate for their particular school contexts.
Thus, it is highly recommended that a team from your school attend this training day. Ideally this team will include school leadership, student support and teaching personnel who are keen to know why these students behave in the way they do, what can be done to address these concerns and how this information can be progressed as a school-wide approach."
- Dr Judith Howard