Theoretical Perspectives that Currently Inform my Practice

Circle of Courage

Brentro, Brokenleg, & Vanbrockern (2002)

Neurosequential Model of Therapeutics

Perry, B. D., n.d.

Blooms Taxonomy
Original Revised

http://www.celt.iastate.edu/teaching/RevisedBlooms1.html

Instructional Core
O What Tasks Are Students Engaged In?

student

developmentally sensitive

meaningful task teacher

City, Elmore, Fiarman & Teitel, 2009

Attachment, SelfRegulation, and Competency

= Developmental

Competencies

= Self Regulation

Trauma Experience Integration Devt & Self Devt Identity & Identity

= Attachment

Executive Functions

Devtal Tasks

Affect Identification

Affect Modulation

Affect Expressio n
Routines and Rituals

Caregiver Affect Mgmt.

Blaustein & Kinniburgh, 2010

Attunement

Consistent Response

References
O

Blaustein, M. E.,& Kinniburgh, K. M. (2010). Treating traumatic stress in children and adolescents: How to foster resilience through attachment, self-regulation, and competency. New York, NY: The Guilford Press
Brentro, L., Brokenleg, M., & Vanbockern, S. (2002). Reclaiming Youth at Risk: Our Hope for the Future. Bloomington, IN: Solution Tree Press City, E. A., Elmore, R. F., Fiarman, S. E., Teitel, L. (2009). Instructional rounds in Education: A network approach to improving teaching and learning. Cambridge, MA: Harvard Education Press Heer, R. (2012). A taxonomy for learning, teaching, and assessing: A revision of Blooms taxonomy of educational objectives. Retrieved from http://www.celt.iastate.edu/ teaching/RevisedBlooms1.html Perry, B. D. (n.d.) Overview of the neurosequential model of therapeutics. Retrieved from http://childtrauma.org/wp-content/uploads/2013 /06/NMT_ Description _Overview_6_22_12x.pdf