Making the most of the adolescent brain to create safe school communities

I scandalised book club recently by confessing that I walked the wrong away around the ASDA one way system. In my defence, this wasn’t an act of deliberate defiance so much as a reflection of my lack of visual awareness; there were arrows, yes, but no obvious movement of people one way as the storeContinue reading “Making the most of the adolescent brain to create safe school communities”

FOLLOW THE ARROWS! A guest post by @HLucas8 on healing school communities

Heather Lucas is an SEMH specialist working within primary and a school governor. She has been a huge source of wisdom throughout our journey through Boy Raised and here reflects on ‘Healing Communities’, the second of two chapters that Dr. Perry added to later editions of the book. In the current Covid19 pandemic arrows andContinue reading “FOLLOW THE ARROWS! A guest post by @HLucas8 on healing school communities”

Towards a pastoral pedagogy fit for the pandemic age – a final reflection on The Boy who was Raised as a Dog

All of the children that make up the enthralling chapters of Boy Raised are, to varying degrees, misunderstood and marginalised within communities that are blinded by what Dr. Perry calls ‘child illiteracy’. This includes clinical, judicial, child protection, educational as well as social and family communities. Ostracised at school, Peter, the subject of the final chapter,Continue reading “Towards a pastoral pedagogy fit for the pandemic age – a final reflection on The Boy who was Raised as a Dog”

The risk of misdiagnosing distress & three key questions that educators must ask – a reflection on Chapter 9 of ‘Boy Raised as a Dog’

This week at our ‘Boy Raised’ book club we met ‘James’, a six year old who was severely abused for almost all of his life by his adoptive mother. It transpired that she suffered from Munchausen syndrome by proxy, or Factitious Disorder Imposed on Another (FDIA), and all of her children were swiftly removed followingContinue reading “The risk of misdiagnosing distress & three key questions that educators must ask – a reflection on Chapter 9 of ‘Boy Raised as a Dog’”

School recovery through PACE and a plea to policy makers – inspired by chapter 8 of Boy who was Raised as a Dog

Chapter 8 illustrates the impact of toxic stress on an adolescent more vividly than anything most of us at book club last week had ever read.  The aim of this post is to use Amber’s story as a reference point against which to consider the lockdown-fuelled stressors bearing down on vulnerable children right now andContinue reading “School recovery through PACE and a plea to policy makers – inspired by chapter 8 of Boy who was Raised as a Dog”

Five ways to harness emotional contagion when schools reopen. (A reflection inspired by Chapter 7 of Boy who was Raised as a Dog)

Our book club arrived at Chapter 7 and with that a fascinating discussion about emotional contagion last week. This is clearly a topic of particular relevance in the context of Covid-19, with families confined to their homes and the impact of this on children largely dictated by the adults’ capacity to regulate their own emotionalContinue reading “Five ways to harness emotional contagion when schools reopen. (A reflection inspired by Chapter 7 of Boy who was Raised as a Dog)”

The Problem of Child Illiteracy – a reflection on Chapter 6 of ‘The Boy who was Raised as a Dog’

Apart from the problem-focused ‘Scourge’ paragraph (mine), this is a guest post from friend and book study group member, Dr. Geoff James – ‘The Solutions Focused coach’. The case-studies – Justin and Connor This chapter carries the title of the book and tells us we’re entering a world of extreme trauma, maybe new to theContinue reading “The Problem of Child Illiteracy – a reflection on Chapter 6 of ‘The Boy who was Raised as a Dog’”

Five ways to help children heal when schools reopen

We may not yet know when schools will reopen for all, but one thing is certain; they will need to be therapeutic. We are living a financial catastrophe; a public health emergency; a mass community trauma. And trauma always falls hardest on still-developing children. The notion that they are naturally resilient is supported by none ofContinue reading “Five ways to help children heal when schools reopen”

SEMH Provision – who is it really for? A reflection on Chapter 5 of ‘Boy who was Raised as a Dog’

It was really lovely to see familiar faces as well as a new one (good to finally meet you Mark Goodwin!) during this period of social distancing. The pleasing symmetry of Dr. Perry’s book, about the importance of human connection, being the inspiration for our get-together was not lost on any of us. It’s fairContinue reading “SEMH Provision – who is it really for? A reflection on Chapter 5 of ‘Boy who was Raised as a Dog’”

Professional Hugs – A reflection on Chapter 4 of Boy Raised as a Dog

Those following this blog will know about our book-study group; a number of us meet monthly to discuss a chapter from Dr. Perry’s iconoclastic The Boy Raised as a Dog and I try to convey a sense of the chapter and our discussion afterwards. Our most recent get-together focused mainly on the issue of physicalContinue reading “Professional Hugs – A reflection on Chapter 4 of Boy Raised as a Dog”