Berry Street Web Docs Berry Street School Practice Approach | Page 8

DOMAIN 3 Recognising and negotiating boundaries, goals, and outcomes Key Concepts x Students need to understand, and be able to respond to, the boundaries set by society. In a school setting this means: o a clear and consistent structure that provides safety and security for all members of the school community o clear and consistent expectations of behaviour and conduct, and restorative practices if expectations are breached o support in learning, understanding, and responding to the rules of society o predictability in the daily life of the school. x The Individual Education Plan (IEP) clearly articulates a student’s short and long-term goals, a plan for achieving their goals, and measures of success. x Relational strengths identified by Dr Bruce Perry: o ATTACHMENT: forming healthy relationships o SELF-REGULATION: impulse control/frustration responses o AFFILIATION: join/contribute to a group o ATTUNEMENT: be aware of needs, strengths, and values of others. Theory/Rationale x Literature emphasises the importance of combining flexibility with well defined boundaries, articulating limits and consequences, and realistic goal setting (Downey, 2007). x The ‘Time In, not Time Out’ principle recognises that trauma affected students are sensitive to processes that replicate the rejection they have often experienced. Rejection reinforces the child’s internal working model of self as unlovable. When asking a student to be separate from the group, an adult is present at all times to continue needed one-on-one work that prepares the student to re-enter the classroom. x Whole school systems are based on pro-social values, social competencies, incentives, and positive peer relationships (DEECD, 2009).