Berry Street Web Docs Berry Street School Practice Approach | Page 14

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Mindfulness improves student attention, concentration, creativity, and selfregulation (Burke, 2010).

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Sensory integration and the coordination of fine and large motorskills improves a
student’s ability to learn in a coherent and organised manner (Heibert et al., 2013).

Campus Examples
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Patterned Repetitive Activities (PRAs) within a relational context.

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Somatosensory activities, sensory integration.

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Circle routines (which flow throughout Domain 5).

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Exercise, cardio activities, stationary equipment (bike, treadmill).

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Heart rate activities, heart rate monitors.

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Sensory table - puzzles, hands on sensory toys.

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Rocking chairs.

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Mindfulness strategies.

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Rhythmic sense to the lesson, day, week, and school year, including celebrations,
open days, and other events.

Trauma-informed positive Stamina
Theory/Rationale
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Nurturing stamina is building the muscles of learning, one repetition and one day at
a time (Witter, 2013).

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It is essential to chart stamina success, whether that is minutes of reading or minutes
of participation in morning circle.

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Goleman (1996) offers a multilayered definition of emotional intelligence (EI):
o to motivate oneself and persist in the face of frustrations
o to control impulses and delay gratification
o to regulate one’s moods and keep distress from overwhelming the ability to
think.

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EI is a consistent predictor of positive social and academic outcomes (Eisenberg et
al., 2000; Schultz, Izard, & Bear, 2004).

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Resilience is a cumulative process that employs biological, psychological, and social
resources to overcome adversity, which can facilitate consequential growth (Ungar &
Perry, 2012).

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Explanatory style is the habitual way people make sense of events that occur. A
trauma affected explanatory style is often pessimistic. That can change over time
with practice and support (Peterson & Steen, 2009; Seligman, 1990; Reivich &
Shatte, 2002).