Berry Street Web Docs Berry Street School Practice Approach | Page 13

DOMAIN 5 – KEY CONCEPTS CONTINUED
4. Character
o Helping students articulate their own values.
o Finding personal meaning in those values.
o Including others.
o Understanding self and others in the context of community.
o Identifying personal strengths and practicing those strengths.
o Exploring strengths through stories, narratives, and heroes.
o Relating strengths to future pathways.
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Active participation with a student’s care team, which can include carers, casemanagers, teachers, education-support workers, and other members as required.

Individual Education Plans (IEPs) for students include goals for learning, well being, and
future pathways.

Trauma-informed positive Body
Theory/Rationale
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The ‘developmentally informed, age respectful’ principle explains that children are
served well by healing experiences that replicate a sequential process of
development (Perry, 2006).

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Trauma impacts all elements of a child’s development (Australian Childhood
Foundation, 2010).

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Self-regulation and self-discipline are predictors of academic success (Duckwoth &
Seligman, 2005).

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Attachment is a co-regulatory attunement process (Hughes, 2004).

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Self-regulation refers to:
o sensory processing
o executive functioning
o emotional regulation (Kuypers, 2011).

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Incorporating rhythm and repetition reminds teachers of the use-dependent
properties of neural pathways (brain plasticity) (Perry, 2006).