In 2016, as part of a Community Fellowship at Melbourne University I created a Trauma-informed practice manual for my school. I have made this manual accessible to anyone, and it has been accessed by educators around Australia. For a copy of this thirty-page resource, head over to the contact page and send an email requesting a copy.
I was lucky enough to be invited onto the amazing Pop Culture Parenting podcast with Developmental Paediatrician Dr. Billy and 'Developing Parent', Nick. We talked about how we can support kids' resilience. I can't recommend this podcast highly enough, all the episodes I do not feature on are also excellent!
Teacher magazine published an article I wrote about trauma informed practice: Trauma informed practice in Action
From the article:
We are clear that children are not trying to be ‘bad', they are not choosing distraction, or lack of focus, or disruption. As frustrating as it is for the adults around them, these children are held hostage by their past, by the functions of their brain. Strategies need to be consistent, relationally based, and predictable. Different strategies work for different kids.
This article shares the work that I undertook as a Community Fellow at University of Melbourne. As a result of my fellowship, I wrote a practice manual for Carlton Primary School. This manual was the seed that became my book, Safe to Learn. If you have an interest in accessing the manual, reach out to me using the contact link below.
From the article:
Rebecca’s project in the Community Fellows Program, ‘Trauma informed practice in education’, has been made available as a digital resource. She says the program gave her the time and support to dig deeper, and has improved the way she approaches her work.
“I would say that my project has absolutely improved my practice, and that of my colleagues. It gave us a framework to operate in a trauma-informed way. We worked out ways to gather data about what we were doing, so we didn't just have our feelings to rely on. We use the resource to bring new staff, and volunteers on board, and to remind ourselves about the importance of socio-emotional learning, and differentiated responses to behaviour."
I acknowledge the Wurundjeri Woi Wurrung people of the Kulin Nation as the traditional owners of the unceded lands on which I work, live, and learn. I pay my respects to elders past and present. I acknowledge the ongoing trauma of colonisation.