This week’s episode of This American Life is called “Not It.” In this episode, reporters relay three true stories in which instead of solving a problem in the community, officials simply shuttled that problem off to someone else. While the specific stories aren’t directly relevant to youth with challenging behaviors, as I listened I couldn’t
A new report out of the Clearinghouse on Early Education and Parenting provides an interesting distinction between “academic” versus “intellectual” goals in early education settings. Under the definitions used in this report, academic goals are, for instance, learning to read, while intellectual goals are, for instance, learning to use reasoning to predict outcomes to existing
Collaborative Problem Solving as Trauma-Informed Care: The Impact of Trauma on Brain Development and What to Do About it There is renewed interest in the effects of chronic, overwhelming stress and trauma on children’s development. Trauma-informed care is emphasized more than ever. Yet, parents, educators, clinicians, mental health workers and law enforcement alike still struggle to understand
You may know that many therapeutic schools and psychiatric settings seclude and/or restrain children for the purposes of de-escalation and regaining behavioral control. “Seclusion” typically refers to the removal of an individual into a specifically designated space used for de-escalation (e.g., a small bare room with padded walls), while “restraint” encompasses a range of interventions
Congratulations to our colleagues, Drs. Holmes, Stokes and Gathright, for their recent publication of a case series describing their use of CPS on an inpatient unit with children who have experienced complex trauma. We have been focusing a lot lately on the applications of CPS to treating traumatized children thanks to our collaboration with Dr.