Session 1.9
Tracks
Track 9
| Thursday, October 31, 2024 |
| 2:00 PM - 3:30 PM |
| Plaza Auditorium |
Overview
Plaza Auditorium
Details
2:00pm – 2:25pm Developing a readiness culture for effective implementation of trauma informed restorative practice - Ms Margaret Thorsborne (OAM), Ms Sue Attrill & Ms Beverley Turner, Restorative Practice International; Australian Association of Restorative Justice
2:30pm – 2:55pm The [un]conditioning of the behaviour: Moving beyond behaviourism to embrace trauma informed practices - Dr Amy Claughton, Federation University Australia
3:00pm – 3:25pm Trauma-aware strategies in disability and inclusive education - Mr Andrew Zakrzewski, Berry Street, Melbourne
Speaker
Ms Beverley Turner
Department of Education
Developing a readiness culture for effective implementation of trauma informed restorative practice
2:00 PM - 2:25 PMAbstract
Is your educational organisation ready to move towards a relationship-base culture? If not, what do you need to do?
Before implementing Restorative Practice it is vital to understand the ‘state’ of relationships within the educational organisation and how Restorative Practice aligns with the organisational values and key priorities such as student engagement and whole school wellbeing.
In this workshop you will preview tools and processes the authors have constructed to ensure ‘cultural readiness’ before the implementation of RP. Cultural readiness for RP can be defined as the extent to which the school culture fits within an authoritative or RP framework. The quality of relationships and beliefs about discipline and problem-solving need to be congruent with restorative philosophy in order for the practices to take root, grow and thrive.
We have developed a broad RP Readiness Framework to assist educational organisations to evaluate, values, systems, policies and practices and to decide if they are ready to implement. It provides an educational organisation with the opportunity to conceptualise, consider and increase readiness for change by having a ‘birds-eye’ view of their organisational culture, exploring some of the factors that impact a staff’s readiness for implementation and identifying the appropriate next steps to maximise success. Participants will be invited to use the tools and provide feedback about their usefulness.
Before implementing Restorative Practice it is vital to understand the ‘state’ of relationships within the educational organisation and how Restorative Practice aligns with the organisational values and key priorities such as student engagement and whole school wellbeing.
In this workshop you will preview tools and processes the authors have constructed to ensure ‘cultural readiness’ before the implementation of RP. Cultural readiness for RP can be defined as the extent to which the school culture fits within an authoritative or RP framework. The quality of relationships and beliefs about discipline and problem-solving need to be congruent with restorative philosophy in order for the practices to take root, grow and thrive.
We have developed a broad RP Readiness Framework to assist educational organisations to evaluate, values, systems, policies and practices and to decide if they are ready to implement. It provides an educational organisation with the opportunity to conceptualise, consider and increase readiness for change by having a ‘birds-eye’ view of their organisational culture, exploring some of the factors that impact a staff’s readiness for implementation and identifying the appropriate next steps to maximise success. Participants will be invited to use the tools and provide feedback about their usefulness.
Biography
With a background in psychology and over 20 years of experience in the field of education, Beverley has worked with some of the most vulnerable children and young people in the US, the UK and now Queensland. Previous professional roles include: Principal; Deputy Principal; Head of Department; Positive Behaviour for Learning Regional Coordinator; and Behaviour Consultant. The ‘on the ground’ experience Leanne has gained, has enabled her to work with evidence informed approaches which provide positive and sustained outcomes for students, many of whom come from a complex trauma background. Her philosophical beliefs are underpinned by Positive Behaviour Support, Restorative Practice and Trauma Informed Practice.
Ms Margaret Thorsborne
Director
Margaret Thorsborne and Associates
Co-presenter: Developing a readiness culture for effective implementation of trauma informed restorative practice
Biography
Margaret Thorsborne is a restorative justice author, trainer and consultant with a background in education and counselling. She was a pioneer of, and played an important role in, the introduction of restorative practice into schools in Australia and New Zealand in the mid–late 1990s and has since trained conference facilitators in education, police and justice sectors across Australia, New Zealand, Britain, the USA, SE Asia and Canada. She remains involved in this important reform in schools. She is currently consultant to various state and national government bodies and agencies in Australia, New Zealand, the USA and the UK and has an office in London.
Ms Sue Attrill
Director
Relationships@School
Co-presenter: Developing a readiness culture for effective implementation of trauma informed restorative practice
Biography
Sue Attrill has worked in education for 35 years as a Teacher, Leader, Advisor and Consultant. She is passionate about working with schools and teachers and has worked extensively assisting schools to build robust relationship systems. Sue facilitates training for educators in the areas of Positive Relationship Building, Restorative Practices and Circle Work. As the Director of Relationships @ School Pty. Ltd., Sue continues to assist schools to develop safe and supporting learning environments.
Dr Amy Claughton
Lecturer
Federation University
The [un]conditioning of the behaviour: Moving beyond behaviourism to embrace trauma informed practices
2:30 PM - 2:55 PMAbstract
This research received funding from the Victorian Department of Education as part of the Access Quality Teaching project.
There are a range of challenges that teachers face in the classroom, including how the impacts of trauma affects children’s experiences in the classroom and contribute in diverse ways to the classroom dynamic. Creating safe and supportive learning environments can develop a classroom culture that supports children’s emotional and physical regulation and prioritises relational approaches. While there is evidence about in-service teachers engaging in training on trauma aware approaches, there has been scant research undertaken about supporting pre-service teachers to develop and implement trauma aware practices in the classroom
This presentation explores how prepared pre-service teachers (PSTs) felt after engaging in professional development through the Access Quality Teaching (AQT) project. The project supported PSTs to learn about trauma aware approaches and provided placement in low Index of Community Socio-educational advantage (ICSEA) schools where there was a high probability of teaching children living with the impacts of trauma. This research used interpretive perspectives to gain insight into the experiences of PSTs. A mixed method approach of surveys and semi-structured interviews was used to gather data.
Several themes became evident from the data analysis and these will be explored through the presentation. These themes include 1) PSTs internal conflict regarding the use of trauma-informed practices, especially given their own experiences in schools. 2) PSTs searching and hoping for an all-encompassing strategy that would work with students all the time. Additionally, there were some challenges for PSTs to navigate including their own experiences in schools and internal beliefs that aligned with behaviourism. however, generally PSTs felt more confident and empowered in working in classrooms with their new trauma-aware approaches than prior engaging in the AQT project.
There are a range of challenges that teachers face in the classroom, including how the impacts of trauma affects children’s experiences in the classroom and contribute in diverse ways to the classroom dynamic. Creating safe and supportive learning environments can develop a classroom culture that supports children’s emotional and physical regulation and prioritises relational approaches. While there is evidence about in-service teachers engaging in training on trauma aware approaches, there has been scant research undertaken about supporting pre-service teachers to develop and implement trauma aware practices in the classroom
This presentation explores how prepared pre-service teachers (PSTs) felt after engaging in professional development through the Access Quality Teaching (AQT) project. The project supported PSTs to learn about trauma aware approaches and provided placement in low Index of Community Socio-educational advantage (ICSEA) schools where there was a high probability of teaching children living with the impacts of trauma. This research used interpretive perspectives to gain insight into the experiences of PSTs. A mixed method approach of surveys and semi-structured interviews was used to gather data.
Several themes became evident from the data analysis and these will be explored through the presentation. These themes include 1) PSTs internal conflict regarding the use of trauma-informed practices, especially given their own experiences in schools. 2) PSTs searching and hoping for an all-encompassing strategy that would work with students all the time. Additionally, there were some challenges for PSTs to navigate including their own experiences in schools and internal beliefs that aligned with behaviourism. however, generally PSTs felt more confident and empowered in working in classrooms with their new trauma-aware approaches than prior engaging in the AQT project.
Biography
Amy researched in the field of Disability Studies in Education, with interests in the area of inclusive and trauma-aware education, play and disability. She explores the connections between disability studies and childhood studies to explore the social constructs around play, learning, disability and childhood. She has expertise in the field of play-based learning for children with impairments, including nature play. Her research draws on critical ethnographic methodologies and incorporates the Mosaic Approach in developing inclusive methods to work for and with children. Amy has an interest in praxis and how knowledge and theory can influence the decisions and actions of educators. She is currently expanding her trauma-aware research and pedagogy in higher education.
Mr Andrew Zakrzewski
Senior Consultant
Berry Street
Trauma-aware strategies in disability and inclusive education
3:00 PM - 3:25 PMAbstract
This session will provide trauma-aware disability and inclusion strategies for educators from mainstream, flexible learning, and special education settings to provide safe, positive learning environments for all students. Recent findings suggest schools are reporting increases in student cohorts, both diagnosed with disability and as reported in Nationally Consistent Collection of Data (NCCD), that require support and intervention (Australian Institute of Health and Welfare (AIHW), 2022). Students who contend with disability needs are also more likely to have experienced adverse childhood experiences resulting in trauma (AIHW, 2022). The need for the continued development of trauma-aware disability and inclusion strategies is therefore critical to supporting student learning success.
Trauma-aware inclusive education seeks to eliminate barriers to learning and promote equitable access and participation of all students, regardless of their backgrounds, diverse characteristics, and unique needs (Swancutt, 2023). Our vision is to transform educational settings to ensure that disability and diversity are respected and valued and that all students can access enriching learning in supportive environments (Cologon, 2019; Shyman, 2015). By prioritising belonging, inclusive education creates environments where students feel accepted, supported, and valued (Prince & Hadwin, 2013). Trauma-aware education aims to re-envision the education experience for students with disability or diverse learning needs from children’s rights-based and strengths-based perspectives.
Strategies you will learn include:
• Practical strategies to support all students in and out of the classroom.
• Effective coregulatory practices informed by consideration of sensory and communication needs.
• Approaches for enhancing the psychological capacities of students with disabilities through strengths-based strategies.
• Strategies for building stamina in special or inclusive settings.
References
Australian Institute of Health and Welfare. (2024). Australia’s Disability Strategy 2021–2031 Outcomes Framework: Second annual report. Retrieved from https://www.aihw.gov.au/reports/australias-disability-strategy/australias-disability-strategy-outcomes-framework
Brunzell, T., & Norrish, J. (2021). Creating Trauma-Informed, Strengths-Based Classrooms: Teacher Strategies for Nurturing Students’ Healing, Growth, and Learning. Jessica Kingsley Publishers.
Cologon, K. (2019). Towards inclusive education: a necessary process of transformation. Children and Young People with Disability Australia (CYDA). https://apo.org.au/node/265286
Prince, E., & Hadwin, J. (2012). The role of a sense of school belonging in understanding the effectiveness of inclusion of children with special educational needs. International Journal of Inclusive Education. 17. 1-25. 10.1080/13603116.2012.676081.
Shyman, E. (2015). Toward a Globally Sensitive Definition of Inclusive Education Based in Social Justice. International Journal of Disability, Development and Education. 62. 1-12. 10.1080/1034912X.2015.1025715.
Swancutt, L. (2023). Inclusive Education for Students with Disability. Personal communication November 9, 2023
Trauma-aware inclusive education seeks to eliminate barriers to learning and promote equitable access and participation of all students, regardless of their backgrounds, diverse characteristics, and unique needs (Swancutt, 2023). Our vision is to transform educational settings to ensure that disability and diversity are respected and valued and that all students can access enriching learning in supportive environments (Cologon, 2019; Shyman, 2015). By prioritising belonging, inclusive education creates environments where students feel accepted, supported, and valued (Prince & Hadwin, 2013). Trauma-aware education aims to re-envision the education experience for students with disability or diverse learning needs from children’s rights-based and strengths-based perspectives.
Strategies you will learn include:
• Practical strategies to support all students in and out of the classroom.
• Effective coregulatory practices informed by consideration of sensory and communication needs.
• Approaches for enhancing the psychological capacities of students with disabilities through strengths-based strategies.
• Strategies for building stamina in special or inclusive settings.
References
Australian Institute of Health and Welfare. (2024). Australia’s Disability Strategy 2021–2031 Outcomes Framework: Second annual report. Retrieved from https://www.aihw.gov.au/reports/australias-disability-strategy/australias-disability-strategy-outcomes-framework
Brunzell, T., & Norrish, J. (2021). Creating Trauma-Informed, Strengths-Based Classrooms: Teacher Strategies for Nurturing Students’ Healing, Growth, and Learning. Jessica Kingsley Publishers.
Cologon, K. (2019). Towards inclusive education: a necessary process of transformation. Children and Young People with Disability Australia (CYDA). https://apo.org.au/node/265286
Prince, E., & Hadwin, J. (2012). The role of a sense of school belonging in understanding the effectiveness of inclusion of children with special educational needs. International Journal of Inclusive Education. 17. 1-25. 10.1080/13603116.2012.676081.
Shyman, E. (2015). Toward a Globally Sensitive Definition of Inclusive Education Based in Social Justice. International Journal of Disability, Development and Education. 62. 1-12. 10.1080/1034912X.2015.1025715.
Swancutt, L. (2023). Inclusive Education for Students with Disability. Personal communication November 9, 2023
Biography
Bachelor Arts/ Bachelor Teaching with Special Educational Needs (SEN) | Certificate IV Training and Assessment | Currently studying Graduate Certificate in Steiner Education
Andy has extensive experience as an educator and leader of inclusive practice, including serving as Head Teacher in Special Education and the Wellbeing Suspension Centre, and as Learning and Support and Visiting Behaviour Teacher across primary and secondary schools. His altruistic and creative approach towards inclusive practices has empowered students to develop strong relationships and flourish in mainstream, special education, and special assistance settings. Andy’s heartfelt use of trauma-informed, strength-based, and inclusive philosophies for students with and without additional needs has facilitated systems-level change and paved the way for students to heal, learn and grow.
Session chair
Emma-Lee Steindl
Academic, Counsellor, and Educator
Queensland University of Technology
