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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 a sense of safety for children with developmental trauma need.
List of contents
Acknowledgments
Preface
Part I 1 Lessons from Poly Vagal Theory: If a Child Could Do Better, He or She Would 3
2 Lessons from Interpersonal Neurobiology
3 Lessons from Attachment Theory
4 Lessons from Intersubjectivity
5 Dyadic Developmental Practice and Its application to Education
6 Co-regulation of Affect: The Affective/Reflective (A/R) Dialogue
7 Using A/R Dialogue to Explore and Discover the Meanings of the Child's Behavior
Part II8 Belong: A Classroom for Children with Attachment and Trauma Difficulties
9 Our 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 III16 The J ourney of Three DDP-Informed Elementary Schools and One Alternative High School
17 PACE and A/R Dialogues in a Regular Classroom Setting
18 Two R's: Relationship and Resources
19 What Have We Learned?
20 Alarmed, Written by Sian Phillips
Appendix A
Appendix B
Appendix C
References
About the author
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 Hughes’s model of Dyadic Developmental Practice. She has two chapters in Art Becker Weidman’s 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.
