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”
Category Archives: Pastoral Care
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”
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’”
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”
“Give me someone I can talk to” Reflecting on Chapter 2 of Boy who was Raised as a Dog
Last week our Think2Speak based book-study group met for the second time to discuss Chapter 2 of Dr. Perry’s ‘The Boy who was Raised as a Dog’. It was lovely to welcome new participants and it’s worth reiterating that people are free to join our conversation at any stage – either by coming along to Gainsborough or virtually, via a Zoom link.Continue reading ““Give me someone I can talk to” Reflecting on Chapter 2 of Boy who was Raised as a Dog”
Chapter 1 of ‘The Boy who was Raised as a Dog’ & key messages for educators
Our book-study group I read ‘The Boy who was Raised as a Dog’ (TBWWRAAD) on a family holiday this year and I found that I really wanted to talk about it. Strangely though, apart from one animated discussion about the fact that people will always speak English with a foriegn accent if they learn it afterContinue reading “Chapter 1 of ‘The Boy who was Raised as a Dog’ & key messages for educators”
How & why we must meet the attachment needs of adolescents in school.
WHY? Many studies confirm that secure attachment, the foundation of socioemotional wellbeing, is associated with higher grades and standardised scores compared to insecure attachment. Secure attachment is also associated with greater emotional regulation, social skills and willingness to accept challenges. (e.g. Bergin & Bergin, 2009) Because these effects tend to be greater for high-risk pupils,Continue reading “How & why we must meet the attachment needs of adolescents in school.”
Helping vulnerable pupils cope with managed moves, or other transitions
Most Local Authorities have Fair Access panels or similar collaborative arrangements through which troubled and troubling pupils are afforded the opportunity of a ‘fresh start’ when things are going badly in their current school. Some may be referred to the LA’s PRU through this process whilst others will transfer to neighbouring schools. Parents and pupilContinue reading “Helping vulnerable pupils cope with managed moves, or other transitions”
Mary Meredith 