{"id":68,"date":"2023-11-22T17:40:23","date_gmt":"2023-11-22T17:40:23","guid":{"rendered":"https:\/\/pressbooks.ccconline.org\/acctraumaed\/chapter\/educating-students-with-blocked-trust-with-dr-kim-golding-trauma-informed-education\/"},"modified":"2024-04-01T00:22:26","modified_gmt":"2024-04-01T00:22:26","slug":"educating-students-with-blocked-trust-with-dr-kim-golding-trauma-informed-education","status":"publish","type":"chapter","link":"https:\/\/pressbooks.ccconline.org\/acctraumaed\/chapter\/educating-students-with-blocked-trust-with-dr-kim-golding-trauma-informed-education\/","title":{"raw":"Educating Students with Blocked Trust","rendered":"Educating Students with Blocked Trust"},"content":{"raw":"<div class=\"bc-section section\">\r\n<div id=\"educating-students-with-blocked-trust-with-dr-kim-golding\" class=\"chapter standard\" title=\"Educating Students with Blocked Trust with Dr. Kim Golding\">\r\n<div class=\"chapter-title-wrap\">\r\n<div class=\"textbox textbox--learning-objectives\"><header class=\"textbox__header\">\r\n<p class=\"textbox__title\">Learning Objectives<\/p>\r\n\r\n<\/header>\r\n<div class=\"textbox__content\">\r\n\r\nType your learning objectives here.\r\n<ul>\r\n \t<li>First<\/li>\r\n \t<li>Second<\/li>\r\n<\/ul>\r\n<\/div>\r\n<\/div>\r\n<h1 class=\"chapter-title\">Educating Students with Blocked Trust with Dr. Kim Golding<\/h1>\r\n<\/div>\r\n<div class=\"ugc chapter-ugc\">\r\n\r\nHelping students feel safe is a hallmark of trauma-informed education. For some children, feeling secure in relationships is difficult. Well-intentioned teachers often lack the skills required to communicate and reinforce a sense of trust amongst these students. In this episode, we speak with Dr. Kim Golding about her book, <em>Working with Relational Trauma in Schools<\/em>.\r\n<div class=\"textbox textbox--exercises\">\r\n<div class=\"textbox__header\">\r\n<p class=\"textbox__title\"><span style=\"color: #000000\"><strong>Dr. Kim Golding<\/strong>\r\n<\/span><\/p>\r\n\r\n<\/div>\r\n<div class=\"textbox__content\">\r\n<p style=\"text-align: left\"><a href=\"https:\/\/kimsgolding.co.uk\" target=\"_blank\" rel=\"noopener\"><img class=\"alignright wp-image-259\" src=\"https:\/\/pressbooks.ccconline.org\/acctraumaed\/wp-content\/uploads\/sites\/166\/2023\/11\/GoldingHomePageQR-150x150-1.png\" alt=\"QR code Golding home page\" width=\"120\" height=\"120\" \/><\/a><img class=\"alignleft wp-image-186 size-thumbnail\" src=\"https:\/\/pressbooks.ccconline.org\/acctraumaed\/wp-content\/uploads\/sites\/166\/2023\/11\/Picture2-150x150-1.jpg\" alt=\"Kim Golding - a middle aged woman with long grey hair and glasses\" width=\"150\" height=\"150\" \/>Dr. Kim Golding received a doctorate in Clinical Psychology from Leicester University and has established and evaluated an integrated service for fostered and adopted children in Worchester, United Kingdom. The service provides support for foster, adoptive and residential parents, schools and a range of professionals around the children growing up in care or adoptive families. Dr. Golding has been trained and mentored by Dr. Daniel Hughes in using Dyadic Developmental Psychotherapy and Practice. Based on what we understand about the attachment and trauma needs of children, this approach underpins the support offered to foster, adoptive and residential parents, schools and professionals through consultation, training and supervision. Dr. Golding\u2019s book, <em>Working with Relational Trauma in Schools<\/em>, written with Sian Phillips and Louise Michelle Bomber, explores how educators can easily use Dyadic Developmental Practice to help vulnerable students thrive.<\/p>\r\nClick or scan the QR code to learn more about Dr. Golding\u2019s work .\r\n\r\n<\/div>\r\n<\/div>\r\n<span style=\"color: #2e74bf\"><strong><em>Dr. Krishnamoorthy<\/em><\/strong>: How has your own experience of school influenced the work you do now?<\/span>\r\n\r\n<em><strong>Dr. Golding<\/strong><\/em>: I was a product of the grammar school system \u2013 a private school that typically selects its pupils based on academic abilities. My sister wasn\u2019t chosen to attend the same school, so I have a first-hand experience of how divisive the school system can be and how the effects of that stay with you for life. I also completed school, and she didn\u2019t. At the grammar schools, we were frequently told we were the elite of the elite. My sister had the opposite experience in a public school where she was repeatedly told she wasn\u2019t good enough. I\u2019m the academic one of the family, and she\u2019s the creative one. She\u2019s always minimized that as a skill and her intelligence. The school system can do that to you in the early days. There\u2019s a lack of understanding of how children are experiencing the pressures of school systems and what that experience of passing or failing school means for students.\r\n<h2>Trauma, Attachment and Blocked Trust<\/h2>\r\n<span style=\"color: #2e74bf\"><em><strong>Dr. Krishnamoorthy<\/strong><\/em>: How do you make sense of trauma and interpersonal trauma in your work? And how do you conceptualize the idea of Blocked Trust that you discuss in your book?<\/span>\r\n\r\n<em><strong>Dr. Golding<\/strong><\/em>: As we speak, the world has experienced a significant trauma impact over the last 12 months with the COVID-19 pandemic. The pandemic is a trauma outside of the family, and children experience the family as a source of protection. Children have their family members to help them feel safe. They feel connected with their family, and this connection allows them to manage what feels like a very unsafe situation for them. One way to think about trauma is as being outside of the family. We can also think about trauma originating from family relationships. When you think of trauma this way, you\u2019re taking away that sense of family protection. You\u2019re removing the people who can support you through these traumatic events. Who protects you if the trauma comes from within the parenting you experience? Who comforts you? Who can you turn to when in need? Who can you trust? Who\u2019s got your back?\r\n\r\nThose people who should be there protecting you and comforting you are the ones that are scaring and frightening you. The experience for the child then is a profound sense of mistrust in the parenting they\u2019re experiencing, in the relationships that should be helping them to feel safe in the world. When that experience of trauma is pervasive, starting early in life, it becomes a block to trusting other relationships. Even if your parents are in a better position to keep you safe and protected later, or whether you\u2019re moving to alternative parents or moving out into the world and going into school, all relationships become a threat. That\u2019s what we mean by Blocked Trust. It has a biological substrate, and research shows that this sets in your nervous system. This is not just about learned behavior. It\u2019s more profound than that \u2013 a deep sense of \u2018I can\u2019t find anyone to trust in the world, so I have to do this myself.\u2019\r\n\r\n<img class=\"aligncenter wp-image-495\" src=\"https:\/\/pressbooks.ccconline.org\/acctraumaed\/wp-content\/uploads\/sites\/166\/2023\/11\/Blocked-Trust.jpg\" alt=\"A banner that says - blocked trust. What is blocked trust?\" width=\"600\" height=\"375\" \/>\r\n<div class=\"textbox textbox--exercises\">\r\n<div class=\"textbox__header\">\r\n<p class=\"textbox__title\"><span style=\"color: #000000\"><strong data-wp-editing=\"1\"><img class=\"alignnone wp-image-200\" src=\"https:\/\/pressbooks.ccconline.org\/acctraumaed\/wp-content\/uploads\/sites\/166\/2023\/11\/noun-read-3849459.png\" alt=\"\" width=\"49\" height=\"49\" \/>\u00a0 \u00a0<\/strong><\/span><span style=\"color: #000000\"><strong>Blocked Trust<\/strong><\/span><\/p>\r\n\r\n<\/div>\r\n<div class=\"textbox__content\">\r\n\r\n<a href=\"https:\/\/cavuhb.nhs.wales\/files\/resilience-project\/parent-group-resources\/12-blocked-trust-parents-english-pdf\" target=\"_blank\" rel=\"noopener\"><img class=\"alignright wp-image-205\" src=\"https:\/\/pressbooks.ccconline.org\/acctraumaed\/wp-content\/uploads\/sites\/166\/2023\/11\/BlockedTrustQR-150x150-1.png\" alt=\"QR code\" width=\"96\" height=\"96\" \/><\/a>Blocked Trust occurs when children have experienced abusive or neglectful relationships with their primary caregivers early in life, resulting in an inability to trust and experience safe relationships with others.\r\n\r\nClick or scan the QR code read about addressing blocked trust in children in this resource from the Mental Health Foundation in Wales.\r\n\r\n&nbsp;\r\n\r\n<\/div>\r\n<\/div>\r\n<span style=\"color: #2e74bf\"><em><strong>Dr. Krishnamoorthy<\/strong><\/em>: There\u2019s a lot of information about the development of attachment styles in children from safe and unsafe relationships with primary caregivers. What does blocked trust look like in the various types of insecure attachment that children experience?<\/span>\r\n\r\n<em><strong>Dr. Golding<\/strong><\/em>: If we think about attachment, we also have to think about intersubjectivity, two sides of a relationship experience that children need early in life. People who can offer you comfort at times of distress, a reciprocal relationship experience, and people who can share their experience of you and the experience of the world. Children learn about themselves and the world through their parent\u2019s eyes, which is the reciprocal part of the relationship experience. If we think about Blocked Trust, we must consider the impact on both people. The effect of attachment is that children develop an insecure attachment because they cannot feel safe. They don\u2019t have a source of comfort to turn to reliably. Hence, they find ways to adapt to that. Blocking trust with others is how children adjust to and develop an insecure attachment style. Children essentially find different ways to feel safe in the world because those relationships offer insecure patterns. For instance, if I feel wobbly, I turn to you, you might be less wobbly, but you\u2019re not available to me. Children will learn different ways of adapting when parents aren\u2019t available to comfort them. People will be familiar with avoidant attachment, where we become more self-reliant, and ambivalent attachment, where we become more attachment needy. Those are the two predominant styles of insecure attachment. The disorganized attachment style then takes avoidant and ambivalent attachment styles to a more extreme position. Additionally, suppose you\u2019re working hard to feel soothed in an attachment experience. In that case, you can\u2019t relax and enjoy the reciprocal relationships that may or may not be available to you to feel safe.\r\n<div class=\"textbox textbox--exercises\">\r\n<div class=\"textbox__header\">\r\n<p class=\"textbox__title\"><span style=\"color: #000000\"><strong><img class=\"alignnone wp-image-200\" src=\"https:\/\/pressbooks.ccconline.org\/acctraumaed\/wp-content\/uploads\/sites\/166\/2023\/11\/noun-read-3849459-150x150-1.png\" alt=\"\" width=\"49\" height=\"49\" \/>\u00a0 \u00a0<\/strong><\/span><span style=\"color: #000000\"><strong>What is Attachment?<\/strong><\/span><\/p>\r\n\r\n<\/div>\r\n<div class=\"textbox__content\">\r\n\r\n<a href=\"https:\/\/usq.pressbooks.pub\/traumainformedpractice\/chapter\/4-1-attachment\" target=\"_blank\" rel=\"noopener\"><img class=\"alignright wp-image-204\" src=\"https:\/\/pressbooks.ccconline.org\/acctraumaed\/wp-content\/uploads\/sites\/166\/2023\/11\/QR-4.1-150x150-1.png\" alt=\"\" width=\"120\" height=\"120\" \/><\/a>Attachment theory attempts to explain attachment and attachment behavior. Attachment behavior is the observable action that the person does to be able to be physically close to the attachment figure and remain there. Attachment behavior is evident throughout our life, and to know there is a significant \u2018attachment\u2019 person who will help us in times of need provides us with protection.\r\n\r\nLearn more about trauma from our book <a href=\"https:\/\/usq.pressbooks.pub\/traumainformedpractice\/chapter\/4-1-attachment\" target=\"_blank\" rel=\"noopener\"><em>Trauma Informed Behaviour Support<\/em><\/a> by clicking or scanning the QR code.\r\n\r\n<\/div>\r\n<\/div>\r\n<h2>Dyadic Developmental Practice (DDP) and PACE<\/h2>\r\n<span style=\"color: #2e74bf\"><em><strong>Dr. Krishnamoorthy<\/strong><\/em>: How would you describe the Dyadic Developmental Psychotherapy approach on which your book is based?<\/span>\r\n\r\n<em><strong>Dr. Golding<\/strong><\/em>: Dan Hughes originally developed DDP in America (check the box below for a video about DDP). Dan is a Clinical Psychologist working with adopted and foster children and found the usual ways of providing therapy for these children weren\u2019t helping them. So, Dan developed his model based on the experience of children who\u2019ve missed out on healthy relationship experiences early in life and finding ways of recovering that healthy relationship experience later in life or with foster or adoptive parents. The word Dyadic indicates that we can\u2019t work with children independently and must work with children and their parents within a safe relationship. Children need to work with safe parents to recover the relational experience they need for secure attachment and the trust that comes with that safe relationship. The \u2018Dyadic\u2019 in DDP represents the trust in the relational experience that the children didn\u2019t have early in life. The \u2018Developmental\u2019 within DDP is based on our understanding of child development. Helping children have a successful developmental pathway fundamental to the model. \u2018Psychotherapy\u2019 in DDP is because it is a therapy model with a therapeutic approach. Over time more and more professionals were being trained in the model who weren\u2019t psychologists but worked in Social Work, Residential Care, or Education which has prompted the name change to Dyadic Developmental Practice. There is now Dyadic Developmental Psychotherapy, Dyadic Developmental Parenting, and Dyadic Developmental Practice to highlight this is greater than just a therapy model. The therapy is still there, but around the therapy is a parenting model, and around that is a systems model that includes education systems. The goal is to bring the same principles into all the environments the children live in, with education and schools being an essential part of that environment.\r\n\r\nPACE is the attitude that is central to and underpins the DDP model. It\u2019s an attitude based on what we offer healthy relationship experiences to our young children. Within those healthy relationship experiences in DDP, we offer children an attitude of Playfulness, Acceptance, Curiosity and Empathy. We\u2019re interested in their inner world and what\u2019s going on within them, what they\u2019re thinking and feeling. Imagine having a conversation with a baby. We have the words they don\u2019t have yet. All our words are about what\u2019s happening inside them, for example, \u201cyou\u2019re feeling happy today\u201d, \u201cOh, no, no, now you\u2019re upset\u201d.\r\n<div id=\"attachment_419\" class=\"wp-caption alignright\" style=\"width: 300px\" aria-describedby=\"caption-attachment-419\">\r\n\r\n<img class=\"wp-image-419 size-medium\" src=\"https:\/\/pressbooks.ccconline.org\/acctraumaed\/wp-content\/uploads\/sites\/166\/2023\/11\/feet-gbb185187f_1920-300x200-1.jpg\" alt=\"Tiny feet of a toddler\" width=\"300\" height=\"200\" \/>\r\n<div id=\"caption-attachment-419\" class=\"wp-caption-text\"><a href=\"https:\/\/pixabay.com\/photos\/feet-children-s-feet-baby-barefoot-619399\" target=\"_blank\" rel=\"noopener\">\u201cImage\u201d<\/a> by <a href=\"https:\/\/pixabay.com\/users\/feeloona-694250\" target=\"_blank\" rel=\"noopener\">Esi Gr\u00fcnhagen<\/a> is in the <a href=\"http:\/\/creativecommons.org\/publicdomain\/zero\/1.0\" target=\"_blank\" rel=\"noopener\">Public Domain, CC0<\/a><\/div>\r\n<\/div>\r\nWe talk about what\u2019s going on internally and tend to do that naturally through infancy and toddlerhood. It tends to fade away after that, which is quite sad as we expect children to know by then they\u2019re in a world, and we don\u2019t need to make sense of it anymore. All children, and most adults, like to have our inner world made sense of by others. PACE, then, is an attitude that can apply to all relationships. Dan realized that if we\u2019re going to help children heal from relational traumas, then the PACE attitude is critical. Making sense of a child\u2019s inner world in a playful, accepting, curious and empathic way is essential to helping them feel understood. It\u2019s critical to assist them in learning to trust that others are reliable and can help them in their distress. When a child is distressed, good parenting feels like making the distress go away. To help a child, to help another colleague, another human, we must make them feel understood and heard. People want others to sit with them when it\u2019s uncomfortable. If you were expressing a level of sadness about a recent event to me, you don\u2019t want me to come in and say, \u201cit\u2019ll be all right\u201d, \u201cby next week, this will all be in the past\u201d, or \u201cwhy are you worrying\u201d?\u00a0 \u201cWhat you want is someone to say that sounds tough, you\u2019re having a tough time right now, and I get it, and I think it\u2019s making you very worried.\u201d Then I feel a bit better because you get it, you understand. I feel better because I know someone else understands what I\u2019m going through. That\u2019s at the heart of PACE. The PACE model is sitting compassionately with another person\u2019s experience. Within DDP, we talk a lot about slowing down, which we don\u2019t usually take the time to do. Slowing down looks like \u201clet me listen to you\u201d, \u201clet me hear and know your story\u201d. \u201cLet me share what I\u2019m hearing about your story and allow me to add a little to it with my curiosity into your story.\u201d\r\n\r\n&nbsp;\r\n<div class=\"textbox textbox--exercises\">\r\n<div class=\"textbox__header\">\r\n<p class=\"textbox__title\"><span style=\"color: #000000\"><strong><img class=\"alignnone wp-image-136\" src=\"https:\/\/pressbooks.ccconline.org\/acctraumaed\/wp-content\/uploads\/sites\/166\/2023\/11\/noun-video-1863915-150x150-1.png\" alt=\"Icon of play button\" width=\"49\" height=\"37\" \/>\u00a0 \u00a0<\/strong><\/span><span style=\"color: #000000\"><strong>Dyadic Development Practice<\/strong><\/span><\/p>\r\n\r\n<\/div>\r\n<div class=\"textbox__content\">\r\n\r\n<a href=\"https:\/\/vimeo.com\/292109115?embedded=true&amp;source=vimeo_logo&amp;owner=66040245\" target=\"_blank\" rel=\"noopener\"><img class=\"alignright wp-image-212\" src=\"https:\/\/pressbooks.ccconline.org\/acctraumaed\/wp-content\/uploads\/sites\/166\/2023\/11\/DDP-videoQR-150x150-1.png\" alt=\"\" width=\"98\" height=\"98\" \/><\/a>\r\n\r\nClick or scan the QR code to watch this interview of Daniel Hughes introducing Dyadic Developmental Practice\u00a0 from the Scottish Attachment in Action Conference [11:43].\r\n\r\n&nbsp;\r\n\r\n<\/div>\r\n<\/div>\r\n<span style=\"color: #2e74bf\"><em><strong>Dr. Ayre<\/strong><\/em>: From a teacher\u2019s point of view, unless a student is unsafe, we don\u2019t always have to act immediately, which is hard to do. Just because something\u2019s disrupting at the moment for you, you don\u2019t have to jump in straight away and do something to \u201cfix it\u201d. The word therapy instantly brings up thoughts: \u201cI\u2019m not a therapist; I can\u2019t do a therapeutic thing because I don\u2019t have training in it\u201d. You tend to quickly flick the responsibility outside your classroom because that\u2019s not something you know how to do.<\/span>\r\n\r\n<em><strong>Dr. Golding<\/strong><\/em>: Teachers have a whole classroom of children that need educating, and it can feel overwhelming, and you ask yourself, \u201chow have I got time to do this\u201d? \u201cYou\u2019re asking me to slow down, but I\u2019ve only got so many hours in the day, and I\u2019ve got so many children to attend to\u201d. An important message here is that slowing down is just about saying, \u201chave I understood or do I need to have a bit more understanding here\u201d? That can happen with an acknowledgement to the child, such as saying, \u201cyou\u2019re having a tough day, and I\u2019m here\u201d. That doesn\u2019t have to take very long. I knew a primary school teacher who would just put a note on the desk if he noticed a child struggling that said, \u201cI\u2019ve noticed\u201d, \u201cI\u2019m noticing you\u2019re struggling today\u201d. He often wouldn\u2019t even have a conversation with the student. Slowing down doesn\u2019t have to mean hours and hours of sitting and talking to a student.\r\n<div class=\"textbox textbox--exercises\">\r\n<div class=\"textbox__header\">\r\n<p class=\"textbox__title\"><span style=\"color: #000000\"><strong><img class=\"alignnone wp-image-200\" src=\"https:\/\/pressbooks.ccconline.org\/acctraumaed\/wp-content\/uploads\/sites\/166\/2023\/11\/noun-read-3849459-150x150-1.png\" alt=\"\" width=\"49\" height=\"49\" \/> \u00a0<\/strong><\/span><span style=\"color: #000000\"><strong>Attachment, School and Learning<\/strong><\/span><\/p>\r\n\r\n<\/div>\r\n<div class=\"textbox__content\">\r\n\r\n<a href=\"https:\/\/usq.pressbooks.pub\/traumainformedpractice\/chapter\/5-1-social-emotional-competence\" target=\"_blank\" rel=\"noopener\"><img class=\"alignright wp-image-215\" src=\"https:\/\/pressbooks.ccconline.org\/acctraumaed\/wp-content\/uploads\/sites\/166\/2023\/11\/QR-5.1-150x150-1.png\" alt=\"\" width=\"130\" height=\"130\" \/><\/a>Students who have attachment difficulties engage in misbehavior to cope by \u2018getting\u2019 control over people \u2013 adults and other children \u2013 through coercion, deception, and aggression (verbal, physical). These children may have learned to use such behavior's to get them access to preferred activities and objects and proximity to adults. Let us look at a framework of practice to support these students.\r\n\r\nLearn more about trauma from our book <a href=\"https:\/\/usq.pressbooks.pub\/traumainformedpractice\/chapter\/5-1-social-emotional-competence\" target=\"_blank\" rel=\"noopener\"><em>Trauma Informed Behaviour Support<\/em> <\/a>by clicking or scanning the QR code.\r\n\r\n<\/div>\r\n<\/div>\r\n<h2>The Two Hands of Teaching<\/h2>\r\n<em><strong>Dr. Golding:<\/strong><\/em> Dan Hughes initially talked about two hands of parenting, and the two hands of teaching is an adaptation of that. The phrase \u2018connection before correction\u2019 is one of Dan\u2019s phrases. The connection is the emotional connection with the person, and the importance of ensuring the relationship is there. Correction is about the doing. It isn\u2019t about punishment but learning and teaching. It might be changing something I\u2019m doing because what I\u2019m doing with you is not working; hence the correction is about action. The connection is my emotional relationship with you, which will help the doing happen more successfully. In schools, we have the connection, on the one hand, which includes warmth, empathy, nurturing, and curiosity about your internal experience. There is also the doing part. You hit your peer, which isn\u2019t an acceptable way of managing things. We need to think about how we can make sure that doesn\u2019t happen again and how we can help you repair the relationship with your peer. If we do that alongside the connection, the child will find it much easier to engage with and be less defensive. If students are less defensive, they\u2019re much more likely to learn from the experience where we\u2019re supporting them. We want a child to learn how to manage conflict with peers without hitting them or just going straight to the correction. If we go straight to discipline without connection, the child becomes defensive and starts feeling like they\u2019re bad. Children don\u2019t like feeling like they\u2019re bad, so they may go into shame. An experience of shame takes you away from learning about the world because it becomes very self-focused. Children can\u2019t learn when they\u2019re in a state of shame, they can\u2019t learn academically, and they can\u2019t learn how to resolve the conflict next time. Suppose we can put the second hand in there, connect with the child, and make sense of their experience of what got them so angry. In that case, we can work with the child to resolve the conflict experience. Remember that being angry is a feeling which is neither right nor wrong. We need to help the child understand and then empathise with that experience. Collaborative consequences[1], rather than coercive consequences[2] where the adult imposes a consequence on the child, are more effective in helping the child learn they can help make things better and repair relationships. This will help them learn how to deal with friendships and relationships in the real world as they grow older.\r\n\r\n<span style=\"color: #2e74bf\"><em><strong>Dr. Krishnamoorthy<\/strong><\/em>: One of the things I found powerful about the PACE model is that the focus is always on the relationship rather than just the doing of calming someone down. The focus is always on understanding the child and providing them with the experience of feeling understood.<\/span>\r\n\r\n<em><strong>Dr. Golding<\/strong><\/em>: The relationship is more important than the goal. In de-escalation, you have a clear purpose of calming yourself down. Then life is easier for all of us. It\u2019s not an unreasonable goal, but we go a step further than that. My goal is to understand and get to know you. I\u2019m hopeful that that will also help you calm down and make life easier for all of us. Then we talk about storytelling and finding the story or the narrative. I want to understand your experience here, so I\u2019m not just going to come in to calm you down. I can do that, and there are techniques for doing that, but I\u2019m going to do something additional. I want to help you calm down, but I also want to know you, and I want to know what\u2019s going on for you. I want to discover your story, the story of this moment, your story of this experience. I\u2019ll have a more profound empathy for you in understanding that story. When you receive empathy, you will feel more deeply understood, which will help the calming down process. It will also get your thinking brain working so we can figure out what went wrong and we can figure out what we could do another time. In that sense, it\u2019s much, much bigger than just de-escalation.\r\n\r\n<span style=\"color: #2e74bf\"><em><strong>Dr. Krishnamoorthy<\/strong><\/em>: With de-escalation, we often fall into the trap of stepping into that control and coercion, whereas with PACE, it\u2019s about relationship building and care and concern for the child.<\/span>\r\n\r\n<em><strong>Dr. Golding<\/strong><\/em>: De-escalation, at its best, isn\u2019t about controlling people, but it is focused on using techniques and is goal orientated. PACE is much broader than that with its relational focus. The central element of DDP is that it\u2019s a relational model. The relationship is more important than anything else. The belief is if we understand our students and have a relationship with them, that will calm their nervous systems down and help them feel safe. It will support their emotional well-being, so they\u2019re in a much better learning state. We can then achieve our secondary goal of teaching them. This can sound a little strange to teachers. Why would teaching be a secondary goal? If we think about how we work as human beings, we learn when we\u2019re emotionally safe. If we\u2019re not emotionally safe, our nervous system puts us in a state to deal with the danger, not to learn. While we have an overall goal to teach our children, our primary purpose must be to help them feel safe and emotionally supported to learn. When they feel safe and emotionally invested, then we can achieve our goal of teaching them. Unfortunately, that\u2019s not often understood in the education system.\r\n<div id=\"attachment_220\" class=\"wp-caption aligncenter\" style=\"width: 890px\" aria-describedby=\"caption-attachment-220\">\r\n\r\n<img class=\"wp-image-220 size-full\" src=\"https:\/\/pressbooks.ccconline.org\/acctraumaed\/wp-content\/uploads\/sites\/166\/2023\/11\/HeyImStuck.jpg\" alt=\"A cartoon of two characters the dark. One says 'Hey, I'm stuck, it's dark and I'm overwhelmed.' The character has a rain cloud pouring overs its head. The other character is next to a ladder that says 'I know what it's like down here and you're not alone.'\" width=\"890\" height=\"609\" \/>\r\n<div id=\"caption-attachment-220\" class=\"wp-caption-text\"><a href=\"https:\/\/www.thersa.org\/video\/shorts\/2013\/12\/brene-brown-on-empathy\" target=\"_blank\" rel=\"noopener\">\u00a0Still from video \u2018Bren\u00e9 Brown on Empathy\u2019<\/a>. All rights reserved. Used with permission from <a href=\"https:\/\/www.thersa.org\" target=\"_blank\" rel=\"noopener\">The RSA<\/a><\/div>\r\n<\/div>\r\n<div class=\"textbox textbox--exercises\">\r\n<div class=\"textbox__header\">\r\n<p class=\"textbox__title\"><span style=\"color: #000000\"><strong><img class=\"alignnone wp-image-136\" src=\"https:\/\/pressbooks.ccconline.org\/acctraumaed\/wp-content\/uploads\/sites\/166\/2023\/11\/noun-video-1863915-150x150-1.png\" alt=\"Icon of play button\" width=\"49\" height=\"37\" \/>\u00a0 \u00a0<\/strong><\/span><span style=\"color: #000000\"><strong>Empathy and Coregulation<\/strong><\/span><\/p>\r\n\r\n<\/div>\r\n<div class=\"textbox__content\">\r\n\r\n<a href=\"https:\/\/www.youtube.com\/watch?v=1Evwgu369Jw\" target=\"_blank\" rel=\"noopener\"><img class=\"alignright wp-image-222\" src=\"https:\/\/pressbooks.ccconline.org\/acctraumaed\/wp-content\/uploads\/sites\/166\/2023\/11\/BreneBrownVid-150x150-1.png\" alt=\"\" width=\"76\" height=\"76\" \/><\/a>\r\n\r\nClick or scan the QR code to watch this interview of Bren\u00e9 Brown speaking about empathy and coregulation [2:53].\r\n\r\n<\/div>\r\n&nbsp;\r\n\r\n<\/div>\r\n<h2>Practicing in the Moment<\/h2>\r\n<em><strong>Dr. Golding<\/strong><\/em>: The model starts with \u2018noticing\u2019. Notice if something needs attention, and take immediate action to keep everyone safe. For example, if Billy and Joe are fighting, we must break up the fight for safety. The fast route we usually take then, what\u2019s the consequence here for fighting? Maybe it\u2019s detention after school or at lunchtime. That\u2019s the quick route of managing the children but with no connection. I\u2019ve tried to show what the slow route looks like, which is more effective in emotion regulation. The next part of the process is to notice your reaction and focus on yourself. Ask yourself, how am I doing in this situation? Am I regulated enough to help these kids, or do I need to take care of myself first? If I need to take care of myself, can I hand the children over to someone else because these children need support right now? If I can\u2019t, can I at least take a breath, have compassion for myself, focus on the children, and breathe? I can remind myself this is hard, and it\u2019s okay. I might struggle, but we\u2019ll get through it. Compassion for yourself can allow you to be more open and engaged with the children. Instead of saying, \u201cwhat the heck is going on here\u201d? You can now calmly say, \u201chey boys, you\u2019re having a hard time today. Let\u2019s figure out what\u2019s going on here\u201d. Then it\u2019s essential to think about emotion regulation for the children. Are they regulated? If they\u2019re not emotionally regulated, it\u2019s no point in doing anything else because they\u2019re not in a state to receive it. We have to put our attention on regulation first. We might say, \u201ccome on, boys, we\u2019re going to go for a walk. I want one of you on either side of me, and while we walk, we\u2019ll think about what\u2019s going on\u201d. Walking and movement is doing something to help the regulation process. We know from occupational therapists that all sorts of things can help children regulate at a sensory and an emotional level.\r\n<div id=\"attachment_383\" class=\"wp-caption alignleft\" style=\"width: 300px\" aria-describedby=\"caption-attachment-383\">\r\n\r\n<img class=\"wp-image-383 size-medium\" src=\"https:\/\/pressbooks.ccconline.org\/acctraumaed\/wp-content\/uploads\/sites\/166\/2023\/11\/question-mark-463497_1920-300x225-1.jpg\" alt=\"Question mark\" width=\"300\" height=\"225\" \/>\r\n<div id=\"caption-attachment-383\" class=\"wp-caption-text\"><a href=\"https:\/\/pixabay.com\/photos\/question-mark-question-symbol-463497\" target=\"_blank\" rel=\"noopener\">\u201cImage\u201d<\/a> by <a href=\"https:\/\/pixabay.com\/users\/pix1861-468748\" target=\"_blank\" rel=\"noopener\">PIX1861<\/a> is in the <a href=\"http:\/\/creativecommons.org\/publicdomain\/zero\/1.0\" target=\"_blank\" rel=\"noopener\">Public Domain, CC0<\/a><\/div>\r\n<\/div>\r\nOnce the children are calm, you can say, \u201cOkay, you\u2019ve had a hard time, let\u2019s figure this out\u201d, which is Dan Hughes\u2019 favorite phrase! Another vital part of this process is to not immediately say, \u201cI want you to think about the other person and the impact on them\u201d. We need to start with ourselves first. If I\u2019m talking to Billy, who was going for Joe, it\u2019s no good to be asking Billy what you think Joe\u2019s feeling right now. Billy will go straight into shame and defensiveness, thinking shuts down, and I\u2019ve lost my opportunity to connect with him. Instead, starting with Billy, we ask something like, \u201cwhat was going on for you\u201d? \u201cI wonder what made you so angry\u201d? During this process, we must remember anger is just a feeling, and it\u2019s neither right nor wrong. It just is. We may say, \u201chelp me understand why you got so angry\u201d. When you understand, you give back with empathy, \u201cthat was hard for you when that happened\u201d. Now the child is feeling like you get it. He\u2019s not feeling shame now, he\u2019s starting to feel a bit of guilt, and he\u2019s starting to feel some remorse. Billy then thinks, \u2018I didn\u2019t want to hurt Joe. He\u2019s my friend, and I don\u2019t know what to do about that, but I feel it. Now Billy\u2019s receptive to some ideas. If we move from shame to guilt, guilt allows remorse and the desire to make amends. So now Billy is in a receptive state. We can think about Joe. \u201cJoe\u2019s upset with you. I don\u2019t want him to be upset with you. I wonder what we can do about that\u201d?\r\n\r\nThe next part of the sequence is the action part. What are we going to do about this? Here, the collaborative consequence comes in. The adult takes some responsibility here as well. It might be that maybe you guys aren\u2019t ready to play together for half an hour. Perhaps you need a little more supervision or structure to play together? That\u2019s my responsibility as an adult to put that in place, but maybe there\u2019s something you can do that lets Joe know that you are sorry you upset him. Something that lets him know that you want to be friends. I wonder what that could be? And Joe might not be quite ready to hear it yet. Can you be patient with that?\r\n\r\nThat leads us to the relationship repair part of the sequence, which is the last part, where we help the child repair the relationship. It\u2019s also the adult\u2019s role to think about and ask if there is anything we need to do to repair the relationship. We can reflect and realize that at the beginning, I wasn\u2019t so PACE-ful. I can then acknowledge that I was initially frustrated with you boys, and that\u2019s down to me. I\u2019m glad we managed in the end, though, and this is doing your repair of the relationship. Doing your part of the repair also shows children that repair is an excellent thing to do. We can always reach out and acknowledge we got something wrong. It\u2019s trying to capture PACE and the two hands mentioned earlier.\r\n<div class=\"textbox textbox--exercises\">\r\n<div class=\"textbox__header\">\r\n<p class=\"textbox__title\"><span style=\"color: #000000\"><strong><img class=\"alignnone wp-image-200\" src=\"https:\/\/pressbooks.ccconline.org\/acctraumaed\/wp-content\/uploads\/sites\/166\/2023\/11\/noun-read-3849459-150x150-1.png\" alt=\"\" width=\"49\" height=\"49\" \/> \u00a0<\/strong><\/span><span style=\"color: #000000\"><strong>Teaching in the Moment<\/strong><\/span><\/p>\r\n\r\n<\/div>\r\n<div class=\"textbox__content\">\r\n\r\n<a href=\"https:\/\/kimsgolding.co.uk\/backend\/wp-content\/uploads\/2016\/02\/Parenting-in-the-moment.pdf\"><img class=\"alignright wp-image-224\" src=\"https:\/\/pressbooks.ccconline.org\/acctraumaed\/wp-content\/uploads\/sites\/166\/2023\/11\/GoldingPDF-150x150-1.png\" alt=\"\" width=\"107\" height=\"107\" \/><\/a>\r\n\r\nHere is a full description of Dr. Golding\u2019s \u2018<a href=\"https:\/\/kimsgolding.co.uk\/backend\/wp-content\/uploads\/2016\/02\/Parenting-in-the-moment.pdf\" target=\"_blank\" rel=\"noopener\">Teaching in the Moment<\/a>\u2019 [PDF] framework \u2013 with prompts for each of the seven steps in the framework.\r\n\r\nClick or scan the QR code to access the resource.\r\n\r\n<\/div>\r\n&nbsp;\r\n\r\n<\/div>\r\n<h2>Teacher Self-Care<\/h2>\r\n<span style=\"color: #2e74bf\"><em><strong>Dr. Krishnamoorthy<\/strong><\/em>: For teachers to be able to implement this framework, they would need to be feeling safe themselves. Regulated and calm but on some level safe in the environment they\u2019re in as well. Safe in the knowledge that colleagues and administrators have their back when needed.\u00a0<\/span>\r\n\r\n<em><strong>Dr. Golding<\/strong><\/em>: Whole schools must use a consistent framework, so everyone supports everyone else in a very PACE-ful way. We can then build schools that are safe for everyone, including teachers and other staff. The well-being of the adults is critical to the well-being of the children. If we can\u2019t put well-being for adults in place, we\u2019re not going to get it right for the children. It\u2019s so important we look after the adults here. I\u2019ve also got to look after myself because if we\u2019re not in a safe world, we all go into our defensive nervous systems, which never goes well for anyone.\r\n\r\n<span style=\"color: #2e74bf\"><em><strong>Dr. Ayre<\/strong><\/em>: Commonly, teachers tend to put themselves last. The children always come first, and teachers are not consciously thinking about themselves. Suppose you\u2019ve got a school where everybody consistently supports each other and similarly responds to children. In that case, the mentality of \u2018this child is your problem because he\u2019s in your classroom\u2019 reduces. Everybody then takes on some responsibility for helping all students. It helps everybody to say we need great teachers with great well-being to be able to help each other and to help our students. Therefore, my priority as your colleague is ensuring you\u2019re okay.<\/span>\r\n\r\n<em><strong>Dr. Golding<\/strong><\/em>: The common phrase \u2018you put your oxygen mask on first, I can only support you if I look after myself\u2019 is relevant here. A story that helps define the importance of this is of the father in the desert. I don\u2019t know the story\u2019s author, but it\u2019s where a father and a son are walking in the desert, and they\u2019re lost. They can\u2019t find their way out. They\u2019ve got one bottle of water between them, and the son is getting thirsty because it\u2019s scorching, and the son says to his Dad, \u201cDaddy, can I have some water? I\u2019m thirsty\u201d. The father says, \u201cI\u2019m so sorry, my lad, I\u2019m going to drink the water\u201d. The son says, \u201cbut Daddy, that\u2019s not fair. I\u2019m thirsty. Why are you drinking the water when it\u2019s like this\u201d? The father says, \u201cIf I drink the water, I\u2019ll keep myself going, and I can find a way to get us out of this desert. If I give you the water, I won\u2019t be able to do that\u201d. That story shows us fundamental reasons why we take care of ourselves first.\r\n<h2>Social Emotional Schools<\/h2>\r\n<em><strong>Dr. Golding<\/strong><\/em>: There\u2019s a school that I\u2019ve supported in England called \u2018Nurture Learning\u2019. It\u2019s a very small school, and it\u2019s for children who are failing in mainstream schools because of social-emotional difficulties. The school has a wonderful group of teachers who offer the children a PACE-ful experience. What we see are children who settle and flourish in school. There was once a young girl who was 14 or 15 when she came into that school, and she was having a tough time. She had a complicated upbringing with her parents. She had failed in mainstream school, and her learning was compromised. She was significantly underachieving. What impressed me was how the staff could focus on her social and emotional support and how they didn\u2019t get preoccupied thinking they had to teach this girl academics. They knew this child wasn\u2019t in a place to learn right now. They felt able to give her the time and space she needed to feel safe in the school and to build relationships around her to improve her emotional well-being. Only after that were they able to see her start to flourish and move towards learning. She achieved the qualifications and all the things we wanted to put out at school. Without the initial focus on safety and her social-emotional well-being, she would never have achieved that learning.\r\n<div id=\"attachment_384\" class=\"wp-caption alignright\" style=\"width: 300px\" aria-describedby=\"caption-attachment-384\">\r\n\r\n<img class=\"wp-image-384 size-medium\" src=\"https:\/\/pressbooks.ccconline.org\/acctraumaed\/wp-content\/uploads\/sites\/166\/2023\/11\/kelly-sikkema-r2hTBxEkgWQ-unsplash-300x200-1.jpg\" alt=\"Child sitting cross-legged reading a picture book. She is wearing a mask.\" width=\"300\" height=\"200\" \/>\r\n<div id=\"caption-attachment-384\" class=\"wp-caption-text\"><a href=\"https:\/\/unsplash.com\/photos\/r2hTBxEkgWQ\" target=\"_blank\" rel=\"noopener\">\u201cImage\u201d<\/a> by <a href=\"https:\/\/unsplash.com\/@kellysikkema\" target=\"_blank\" rel=\"noopener\">kellysikkema<\/a> is in the <a href=\"http:\/\/creativecommons.org\/publicdomain\/zero\/1.0\" target=\"_blank\" rel=\"noopener\">Public Domain, CC0<\/a><\/div>\r\n<\/div>\r\nThere\u2019s a lot of preoccupation in schools, particularly for adolescents who need to get their Year 12 certificates or qualifications, on getting them to catch up if they\u2019ve had disrupted learning. There\u2019s an ongoing debate with the government, who are pushing to use some of the school holidays to help these kids catch up academically. These kids are frightened. They\u2019re coming back to school after being confined to home. They have been told there\u2019s something perilously dangerous in the world, and now we\u2019re saying go to school and catch up with your learning. We\u2019re missing some steps here. We need social-emotional safety for our adolescence just as much as for our younger children. We need to help them integrate back into schools and their peer groups. If we attend to their social and emotional needs, they\u2019ll catch up because they learn when they\u2019re in the right emotional state. Humans have a thirst for learning and will achieve what they need to succeed. That isn\u2019t always understood.\r\n\r\n<span style=\"color: #2e74bf\"><em><strong>Dr. Krishnamoorthy<\/strong><\/em>: When we think about big groups of people, we don\u2019t often consider their social-emotional safety. People\u2019s mental health was not well regarded in the COVID-19 pandemic response. Interestingly, the social-emotional needs of people are never a key feature of how things are managed in society.<\/span>\r\n\r\n<em><strong>Dr. Golding<\/strong><\/em>: And that\u2019s understandable, the crisis came, and we had to deal with it quickly. Like in my model, the first thing you must do is attend to the immediate danger. There is a knock-on effect, though. For example, we know that adolescent suicides are increasing now, and mental health everywhere has been compromised. As we ease out of this pandemic, we must attend to this. It can be easy to say, \u201ceverything\u2019s normal again\u201d, \u201cget the kids back into school, get them caught up on their learning, and they will be fine\u201d. It\u2019s not as easy as this. These kids have been through some awful trauma through this pandemic, whether it\u2019s touched them personally or whether they just watched it on the news and heard about it. We\u2019ve all been affected by the trauma of this and some children in a very, very personal way. They\u2019ve lost parents or family members, and this is an excellent example of working with massive trauma. We\u2019re going to help these children return to school, but we\u2019ve got to do it safely, in an emotionally healthy way.\r\n<h3>Chapter Summary<\/h3>\r\n<ul>\r\n \t<li>Trauma can occur from influences outside of the family and from within family relationships.<\/li>\r\n \t<li>Blocked trust develops out of pervasive trauma early in life, which creates a block to trusting other relationships.<\/li>\r\n \t<li>PACE principles help promote the experience of relational safety between adults and children.<\/li>\r\n \t<li>Collaborative consequences are effective in helping a child learn they can make things better and repair relationships.<\/li>\r\n \t<li>If students are understood and have a relationship with teachers, their nervous system will calm, and this will help them feel safe at school. Then they can learn academics.<\/li>\r\n \t<li>The well-being of teachers is crucial to the well-being of children. Teachers need to feel supported and safe to implement relational frameworks with students.<\/li>\r\n<\/ul>\r\n<div class=\"textbox textbox--exercises\">\r\n<div class=\"textbox__header\">\r\n<p class=\"textbox__title\"><span style=\"color: #000000\"><strong><img class=\"alignnone wp-image-160\" src=\"https:\/\/pressbooks.ccconline.org\/acctraumaed\/wp-content\/uploads\/sites\/166\/2023\/11\/noun-sound-button-904739-150x150-1.png\" alt=\"Sound icon\" width=\"49\" height=\"39\" \/> \u00a0<\/strong><\/span><span style=\"color: #000000\"><strong>Listen to the full interview on the <\/strong><strong>Trauma Informed Education Podcast<\/strong><\/span><\/p>\r\n\r\n<\/div>\r\n<div class=\"textbox__content\">\r\n<p style=\"text-align: left\" data-wp-editing=\"1\">Listen to our full interview with Dr. Kim Golding on our Trauma Informed Education Podcast [58:02].<\/p>\r\n<p style=\"text-align: left\">Click or scan the QR code to start listening.<\/p>\r\n<a href=\"https:\/\/soundcloud.com\/trauma-informed-education\/educating-students-with-blocked-trust-with-dr-kim-golding\"><img class=\"wp-image-321 alignnone\" src=\"https:\/\/pressbooks.ccconline.org\/acctraumaed\/wp-content\/uploads\/sites\/166\/2023\/11\/QRGoldingSoundcloud-150x150-1.png\" alt=\"\" width=\"113\" height=\"113\" \/><\/a>\r\n\r\n<\/div>\r\n<\/div>\r\n<h1>REFERENCES<\/h1>\r\n<p class=\"hanging-indent\">Ayre, K., &amp; Krishnamoorthy, G. (2020). <em>Trauma informed behaviour support: A practical guide to developing resilient learners<\/em>. University of Southern Queensland. <a href=\"https:\/\/usq.pressbooks.pub\/traumainformedpractice\" target=\"_blank\" rel=\"noopener\">https:\/\/usq.pressbooks.pub\/traumainformedpractice\/<\/a><\/p>\r\n<p class=\"hanging-indent\">Ayre, K. &amp; Krishnamoorthy, G. (Hosts). (2021, April 11). Educating students with blocked trust with Dr. Kim Golding [Audio podcast episode]. In <em>Trauma Informed Education<\/em>. SoundCloud.\u00a0<a href=\"https:\/\/soundcloud.com\/trauma-informed-education\/educating-students-with-blocked-trust-with-dr-kim-golding?utm_source=clipboard&amp;utm_medium=text&amp;utm_campaign=social_sharing\" target=\"_blank\" rel=\"noopener\">https:\/\/soundcloud.com\/trauma-informed-education\/educating-students-with-blocked-trust-with-dr-kim-golding?utm_source=clipboard&amp;utm_medium=text&amp;utm_campaign=social_sharing<\/a><\/p>\r\n<p class=\"hanging-indent\">Bomb\u00e8r, L. M., Golding, K., &amp; Phillips, S. (2020). <em>Working with relational trauma in schools: An educator\u2019s guide to using Dyadic Developmental practice<\/em>. Jessica Kingsley Publishers.<\/p>\r\n<p class=\"hanging-indent\">Cardiff and Vale University Health Board. (2022). <em>Blocked trust<\/em>. <a href=\"https:\/\/cavuhb.nhs.wales\/files\/resilience-project\/parent-group-resources\/12-blocked-trust-parents-english-pdf\" target=\"_blank\" rel=\"noopener\">https:\/\/cavuhb.nhs.wales\/files\/resilience-project\/parent-group-resources\/12-blocked-trust-parents-english-pdf\/<\/a><\/p>\r\n<p class=\"hanging-indent\">Golding, K. (2015). <em>Parenting in the moment: Connection first before responding to behaviour.<\/em> <a href=\"https:\/\/kimsgolding.co.uk\/backend\/wp-content\/uploads\/2016\/02\/Parenting-in-the-moment.pdf\" target=\"_blank\" rel=\"noopener\">https:\/\/kimsgolding.co.uk\/backend\/wp-content\/uploads\/2016\/02\/Parenting-in-the-moment.pdf<\/a><\/p>\r\n<p class=\"hanging-indent\">RSA Shorts. (2014). <em>Bren\u00e9 Brown on empathy<\/em>. [Video]. YouTube. <a href=\"https:\/\/www.youtube.com\/watch?v=1Evwgu369Jw\" target=\"_blank\" rel=\"noopener\">https:\/\/www.youtube.com\/watch?v=1Evwgu369Jw<\/a><\/p>\r\n<p class=\"hanging-indent\">Scottish Attachment in Action. (2018, September 27). <em>A Day with Dan \u2013 Conference themes<\/em>. [Video]. Vimeo. <a href=\"https:\/\/vimeo.com\/292109115?embedded=true&amp;source=vimeo_logo&amp;owner=66040245\" target=\"_blank\" rel=\"noopener\">https:\/\/vimeo.com\/292109115?embedded=true&amp;source=vimeo_logo&amp;owner=66040245<\/a><\/p>\r\n&nbsp;\r\n<div class=\"textbox interactive-content\">\r\n\r\n&nbsp;\r\n\r\nAn interactive H5P element has been excluded from this version of the text. You can view it online here:\r\n<a title=\"Icon attributions\" href=\"https:\/\/usq.pressbooks.pub\/traumainformededucation\/?p=183#h5p-2\">https:\/\/usq.pressbooks.pub\/traumainformededucation\/?p=183#h5p-2<\/a>\r\n\r\n<\/div>\r\n<\/div>\r\n<\/div>\r\n<\/div>","rendered":"<div class=\"bc-section section\">\n<div id=\"educating-students-with-blocked-trust-with-dr-kim-golding\" class=\"chapter standard\" title=\"Educating Students with Blocked Trust with Dr. Kim Golding\">\n<div class=\"chapter-title-wrap\">\n<div class=\"textbox textbox--learning-objectives\">\n<header class=\"textbox__header\">\n<p class=\"textbox__title\">Learning Objectives<\/p>\n<\/header>\n<div class=\"textbox__content\">\n<p>Type your learning objectives here.<\/p>\n<ul>\n<li>First<\/li>\n<li>Second<\/li>\n<\/ul>\n<\/div>\n<\/div>\n<h1 class=\"chapter-title\">Educating Students with Blocked Trust with Dr. Kim Golding<\/h1>\n<\/div>\n<div class=\"ugc chapter-ugc\">\n<p>Helping students feel safe is a hallmark of trauma-informed education. For some children, feeling secure in relationships is difficult. Well-intentioned teachers often lack the skills required to communicate and reinforce a sense of trust amongst these students. In this episode, we speak with Dr. Kim Golding about her book, <em>Working with Relational Trauma in Schools<\/em>.<\/p>\n<div class=\"textbox textbox--exercises\">\n<div class=\"textbox__header\">\n<p class=\"textbox__title\"><span style=\"color: #000000\"><strong>Dr. Kim Golding<\/strong><br \/>\n<\/span><\/p>\n<\/div>\n<div class=\"textbox__content\">\n<p style=\"text-align: left\"><a href=\"https:\/\/kimsgolding.co.uk\" target=\"_blank\" rel=\"noopener\"><img loading=\"lazy\" decoding=\"async\" class=\"alignright wp-image-259\" src=\"https:\/\/pressbooks.ccconline.org\/acctraumaed\/wp-content\/uploads\/sites\/166\/2023\/11\/GoldingHomePageQR-150x150-1.png\" alt=\"QR code Golding home page\" width=\"120\" height=\"120\" \/><\/a><img loading=\"lazy\" decoding=\"async\" class=\"alignleft wp-image-186 size-thumbnail\" src=\"https:\/\/pressbooks.ccconline.org\/acctraumaed\/wp-content\/uploads\/sites\/166\/2023\/11\/Picture2-150x150-1.jpg\" alt=\"Kim Golding - a middle aged woman with long grey hair and glasses\" width=\"150\" height=\"150\" \/>Dr. Kim Golding received a doctorate in Clinical Psychology from Leicester University and has established and evaluated an integrated service for fostered and adopted children in Worchester, United Kingdom. The service provides support for foster, adoptive and residential parents, schools and a range of professionals around the children growing up in care or adoptive families. Dr. Golding has been trained and mentored by Dr. Daniel Hughes in using Dyadic Developmental Psychotherapy and Practice. Based on what we understand about the attachment and trauma needs of children, this approach underpins the support offered to foster, adoptive and residential parents, schools and professionals through consultation, training and supervision. Dr. Golding\u2019s book, <em>Working with Relational Trauma in Schools<\/em>, written with Sian Phillips and Louise Michelle Bomber, explores how educators can easily use Dyadic Developmental Practice to help vulnerable students thrive.<\/p>\n<p>Click or scan the QR code to learn more about Dr. Golding\u2019s work .<\/p>\n<\/div>\n<\/div>\n<p><span style=\"color: #2e74bf\"><strong><em>Dr. Krishnamoorthy<\/em><\/strong>: How has your own experience of school influenced the work you do now?<\/span><\/p>\n<p><em><strong>Dr. Golding<\/strong><\/em>: I was a product of the grammar school system \u2013 a private school that typically selects its pupils based on academic abilities. My sister wasn\u2019t chosen to attend the same school, so I have a first-hand experience of how divisive the school system can be and how the effects of that stay with you for life. I also completed school, and she didn\u2019t. At the grammar schools, we were frequently told we were the elite of the elite. My sister had the opposite experience in a public school where she was repeatedly told she wasn\u2019t good enough. I\u2019m the academic one of the family, and she\u2019s the creative one. She\u2019s always minimized that as a skill and her intelligence. The school system can do that to you in the early days. There\u2019s a lack of understanding of how children are experiencing the pressures of school systems and what that experience of passing or failing school means for students.<\/p>\n<h2>Trauma, Attachment and Blocked Trust<\/h2>\n<p><span style=\"color: #2e74bf\"><em><strong>Dr. Krishnamoorthy<\/strong><\/em>: How do you make sense of trauma and interpersonal trauma in your work? And how do you conceptualize the idea of Blocked Trust that you discuss in your book?<\/span><\/p>\n<p><em><strong>Dr. Golding<\/strong><\/em>: As we speak, the world has experienced a significant trauma impact over the last 12 months with the COVID-19 pandemic. The pandemic is a trauma outside of the family, and children experience the family as a source of protection. Children have their family members to help them feel safe. They feel connected with their family, and this connection allows them to manage what feels like a very unsafe situation for them. One way to think about trauma is as being outside of the family. We can also think about trauma originating from family relationships. When you think of trauma this way, you\u2019re taking away that sense of family protection. You\u2019re removing the people who can support you through these traumatic events. Who protects you if the trauma comes from within the parenting you experience? Who comforts you? Who can you turn to when in need? Who can you trust? Who\u2019s got your back?<\/p>\n<p>Those people who should be there protecting you and comforting you are the ones that are scaring and frightening you. The experience for the child then is a profound sense of mistrust in the parenting they\u2019re experiencing, in the relationships that should be helping them to feel safe in the world. When that experience of trauma is pervasive, starting early in life, it becomes a block to trusting other relationships. Even if your parents are in a better position to keep you safe and protected later, or whether you\u2019re moving to alternative parents or moving out into the world and going into school, all relationships become a threat. That\u2019s what we mean by Blocked Trust. It has a biological substrate, and research shows that this sets in your nervous system. This is not just about learned behavior. It\u2019s more profound than that \u2013 a deep sense of \u2018I can\u2019t find anyone to trust in the world, so I have to do this myself.\u2019<\/p>\n<p><img loading=\"lazy\" decoding=\"async\" class=\"aligncenter wp-image-495\" src=\"https:\/\/pressbooks.ccconline.org\/acctraumaed\/wp-content\/uploads\/sites\/166\/2023\/11\/Blocked-Trust.jpg\" alt=\"A banner that says - blocked trust. What is blocked trust?\" width=\"600\" height=\"375\" \/><\/p>\n<div class=\"textbox textbox--exercises\">\n<div class=\"textbox__header\">\n<p class=\"textbox__title\"><span style=\"color: #000000\"><strong data-wp-editing=\"1\"><img loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-200\" src=\"https:\/\/pressbooks.ccconline.org\/acctraumaed\/wp-content\/uploads\/sites\/166\/2023\/11\/noun-read-3849459.png\" alt=\"\" width=\"49\" height=\"49\" \/>\u00a0 \u00a0<\/strong><\/span><span style=\"color: #000000\"><strong>Blocked Trust<\/strong><\/span><\/p>\n<\/div>\n<div class=\"textbox__content\">\n<p><a href=\"https:\/\/cavuhb.nhs.wales\/files\/resilience-project\/parent-group-resources\/12-blocked-trust-parents-english-pdf\" target=\"_blank\" rel=\"noopener\"><img loading=\"lazy\" decoding=\"async\" class=\"alignright wp-image-205\" src=\"https:\/\/pressbooks.ccconline.org\/acctraumaed\/wp-content\/uploads\/sites\/166\/2023\/11\/BlockedTrustQR-150x150-1.png\" alt=\"QR code\" width=\"96\" height=\"96\" \/><\/a>Blocked Trust occurs when children have experienced abusive or neglectful relationships with their primary caregivers early in life, resulting in an inability to trust and experience safe relationships with others.<\/p>\n<p>Click or scan the QR code read about addressing blocked trust in children in this resource from the Mental Health Foundation in Wales.<\/p>\n<p>&nbsp;<\/p>\n<\/div>\n<\/div>\n<p><span style=\"color: #2e74bf\"><em><strong>Dr. Krishnamoorthy<\/strong><\/em>: There\u2019s a lot of information about the development of attachment styles in children from safe and unsafe relationships with primary caregivers. What does blocked trust look like in the various types of insecure attachment that children experience?<\/span><\/p>\n<p><em><strong>Dr. Golding<\/strong><\/em>: If we think about attachment, we also have to think about intersubjectivity, two sides of a relationship experience that children need early in life. People who can offer you comfort at times of distress, a reciprocal relationship experience, and people who can share their experience of you and the experience of the world. Children learn about themselves and the world through their parent\u2019s eyes, which is the reciprocal part of the relationship experience. If we think about Blocked Trust, we must consider the impact on both people. The effect of attachment is that children develop an insecure attachment because they cannot feel safe. They don\u2019t have a source of comfort to turn to reliably. Hence, they find ways to adapt to that. Blocking trust with others is how children adjust to and develop an insecure attachment style. Children essentially find different ways to feel safe in the world because those relationships offer insecure patterns. For instance, if I feel wobbly, I turn to you, you might be less wobbly, but you\u2019re not available to me. Children will learn different ways of adapting when parents aren\u2019t available to comfort them. People will be familiar with avoidant attachment, where we become more self-reliant, and ambivalent attachment, where we become more attachment needy. Those are the two predominant styles of insecure attachment. The disorganized attachment style then takes avoidant and ambivalent attachment styles to a more extreme position. Additionally, suppose you\u2019re working hard to feel soothed in an attachment experience. In that case, you can\u2019t relax and enjoy the reciprocal relationships that may or may not be available to you to feel safe.<\/p>\n<div class=\"textbox textbox--exercises\">\n<div class=\"textbox__header\">\n<p class=\"textbox__title\"><span style=\"color: #000000\"><strong><img loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-200\" src=\"https:\/\/pressbooks.ccconline.org\/acctraumaed\/wp-content\/uploads\/sites\/166\/2023\/11\/noun-read-3849459-150x150-1.png\" alt=\"\" width=\"49\" height=\"49\" \/>\u00a0 \u00a0<\/strong><\/span><span style=\"color: #000000\"><strong>What is Attachment?<\/strong><\/span><\/p>\n<\/div>\n<div class=\"textbox__content\">\n<p><a href=\"https:\/\/usq.pressbooks.pub\/traumainformedpractice\/chapter\/4-1-attachment\" target=\"_blank\" rel=\"noopener\"><img loading=\"lazy\" decoding=\"async\" class=\"alignright wp-image-204\" src=\"https:\/\/pressbooks.ccconline.org\/acctraumaed\/wp-content\/uploads\/sites\/166\/2023\/11\/QR-4.1-150x150-1.png\" alt=\"\" width=\"120\" height=\"120\" \/><\/a>Attachment theory attempts to explain attachment and attachment behavior. Attachment behavior is the observable action that the person does to be able to be physically close to the attachment figure and remain there. Attachment behavior is evident throughout our life, and to know there is a significant \u2018attachment\u2019 person who will help us in times of need provides us with protection.<\/p>\n<p>Learn more about trauma from our book <a href=\"https:\/\/usq.pressbooks.pub\/traumainformedpractice\/chapter\/4-1-attachment\" target=\"_blank\" rel=\"noopener\"><em>Trauma Informed Behaviour Support<\/em><\/a> by clicking or scanning the QR code.<\/p>\n<\/div>\n<\/div>\n<h2>Dyadic Developmental Practice (DDP) and PACE<\/h2>\n<p><span style=\"color: #2e74bf\"><em><strong>Dr. Krishnamoorthy<\/strong><\/em>: How would you describe the Dyadic Developmental Psychotherapy approach on which your book is based?<\/span><\/p>\n<p><em><strong>Dr. Golding<\/strong><\/em>: Dan Hughes originally developed DDP in America (check the box below for a video about DDP). Dan is a Clinical Psychologist working with adopted and foster children and found the usual ways of providing therapy for these children weren\u2019t helping them. So, Dan developed his model based on the experience of children who\u2019ve missed out on healthy relationship experiences early in life and finding ways of recovering that healthy relationship experience later in life or with foster or adoptive parents. The word Dyadic indicates that we can\u2019t work with children independently and must work with children and their parents within a safe relationship. Children need to work with safe parents to recover the relational experience they need for secure attachment and the trust that comes with that safe relationship. The \u2018Dyadic\u2019 in DDP represents the trust in the relational experience that the children didn\u2019t have early in life. The \u2018Developmental\u2019 within DDP is based on our understanding of child development. Helping children have a successful developmental pathway fundamental to the model. \u2018Psychotherapy\u2019 in DDP is because it is a therapy model with a therapeutic approach. Over time more and more professionals were being trained in the model who weren\u2019t psychologists but worked in Social Work, Residential Care, or Education which has prompted the name change to Dyadic Developmental Practice. There is now Dyadic Developmental Psychotherapy, Dyadic Developmental Parenting, and Dyadic Developmental Practice to highlight this is greater than just a therapy model. The therapy is still there, but around the therapy is a parenting model, and around that is a systems model that includes education systems. The goal is to bring the same principles into all the environments the children live in, with education and schools being an essential part of that environment.<\/p>\n<p>PACE is the attitude that is central to and underpins the DDP model. It\u2019s an attitude based on what we offer healthy relationship experiences to our young children. Within those healthy relationship experiences in DDP, we offer children an attitude of Playfulness, Acceptance, Curiosity and Empathy. We\u2019re interested in their inner world and what\u2019s going on within them, what they\u2019re thinking and feeling. Imagine having a conversation with a baby. We have the words they don\u2019t have yet. All our words are about what\u2019s happening inside them, for example, \u201cyou\u2019re feeling happy today\u201d, \u201cOh, no, no, now you\u2019re upset\u201d.<\/p>\n<div id=\"attachment_419\" class=\"wp-caption alignright\" style=\"width: 300px\" aria-describedby=\"caption-attachment-419\">\n<p><img loading=\"lazy\" decoding=\"async\" class=\"wp-image-419 size-medium\" src=\"https:\/\/pressbooks.ccconline.org\/acctraumaed\/wp-content\/uploads\/sites\/166\/2023\/11\/feet-gbb185187f_1920-300x200-1.jpg\" alt=\"Tiny feet of a toddler\" width=\"300\" height=\"200\" \/><\/p>\n<div id=\"caption-attachment-419\" class=\"wp-caption-text\"><a href=\"https:\/\/pixabay.com\/photos\/feet-children-s-feet-baby-barefoot-619399\" target=\"_blank\" rel=\"noopener\">\u201cImage\u201d<\/a> by <a href=\"https:\/\/pixabay.com\/users\/feeloona-694250\" target=\"_blank\" rel=\"noopener\">Esi Gr\u00fcnhagen<\/a> is in the <a href=\"http:\/\/creativecommons.org\/publicdomain\/zero\/1.0\" target=\"_blank\" rel=\"noopener\">Public Domain, CC0<\/a><\/div>\n<\/div>\n<p>We talk about what\u2019s going on internally and tend to do that naturally through infancy and toddlerhood. It tends to fade away after that, which is quite sad as we expect children to know by then they\u2019re in a world, and we don\u2019t need to make sense of it anymore. All children, and most adults, like to have our inner world made sense of by others. PACE, then, is an attitude that can apply to all relationships. Dan realized that if we\u2019re going to help children heal from relational traumas, then the PACE attitude is critical. Making sense of a child\u2019s inner world in a playful, accepting, curious and empathic way is essential to helping them feel understood. It\u2019s critical to assist them in learning to trust that others are reliable and can help them in their distress. When a child is distressed, good parenting feels like making the distress go away. To help a child, to help another colleague, another human, we must make them feel understood and heard. People want others to sit with them when it\u2019s uncomfortable. If you were expressing a level of sadness about a recent event to me, you don\u2019t want me to come in and say, \u201cit\u2019ll be all right\u201d, \u201cby next week, this will all be in the past\u201d, or \u201cwhy are you worrying\u201d?\u00a0 \u201cWhat you want is someone to say that sounds tough, you\u2019re having a tough time right now, and I get it, and I think it\u2019s making you very worried.\u201d Then I feel a bit better because you get it, you understand. I feel better because I know someone else understands what I\u2019m going through. That\u2019s at the heart of PACE. The PACE model is sitting compassionately with another person\u2019s experience. Within DDP, we talk a lot about slowing down, which we don\u2019t usually take the time to do. Slowing down looks like \u201clet me listen to you\u201d, \u201clet me hear and know your story\u201d. \u201cLet me share what I\u2019m hearing about your story and allow me to add a little to it with my curiosity into your story.\u201d<\/p>\n<p>&nbsp;<\/p>\n<div class=\"textbox textbox--exercises\">\n<div class=\"textbox__header\">\n<p class=\"textbox__title\"><span style=\"color: #000000\"><strong><img loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-136\" src=\"https:\/\/pressbooks.ccconline.org\/acctraumaed\/wp-content\/uploads\/sites\/166\/2023\/11\/noun-video-1863915-150x150-1.png\" alt=\"Icon of play button\" width=\"49\" height=\"37\" \/>\u00a0 \u00a0<\/strong><\/span><span style=\"color: #000000\"><strong>Dyadic Development Practice<\/strong><\/span><\/p>\n<\/div>\n<div class=\"textbox__content\">\n<p><a href=\"https:\/\/vimeo.com\/292109115?embedded=true&amp;source=vimeo_logo&amp;owner=66040245\" target=\"_blank\" rel=\"noopener\"><img loading=\"lazy\" decoding=\"async\" class=\"alignright wp-image-212\" src=\"https:\/\/pressbooks.ccconline.org\/acctraumaed\/wp-content\/uploads\/sites\/166\/2023\/11\/DDP-videoQR-150x150-1.png\" alt=\"\" width=\"98\" height=\"98\" \/><\/a><\/p>\n<p>Click or scan the QR code to watch this interview of Daniel Hughes introducing Dyadic Developmental Practice\u00a0 from the Scottish Attachment in Action Conference [11:43].<\/p>\n<p>&nbsp;<\/p>\n<\/div>\n<\/div>\n<p><span style=\"color: #2e74bf\"><em><strong>Dr. Ayre<\/strong><\/em>: From a teacher\u2019s point of view, unless a student is unsafe, we don\u2019t always have to act immediately, which is hard to do. Just because something\u2019s disrupting at the moment for you, you don\u2019t have to jump in straight away and do something to \u201cfix it\u201d. The word therapy instantly brings up thoughts: \u201cI\u2019m not a therapist; I can\u2019t do a therapeutic thing because I don\u2019t have training in it\u201d. You tend to quickly flick the responsibility outside your classroom because that\u2019s not something you know how to do.<\/span><\/p>\n<p><em><strong>Dr. Golding<\/strong><\/em>: Teachers have a whole classroom of children that need educating, and it can feel overwhelming, and you ask yourself, \u201chow have I got time to do this\u201d? \u201cYou\u2019re asking me to slow down, but I\u2019ve only got so many hours in the day, and I\u2019ve got so many children to attend to\u201d. An important message here is that slowing down is just about saying, \u201chave I understood or do I need to have a bit more understanding here\u201d? That can happen with an acknowledgement to the child, such as saying, \u201cyou\u2019re having a tough day, and I\u2019m here\u201d. That doesn\u2019t have to take very long. I knew a primary school teacher who would just put a note on the desk if he noticed a child struggling that said, \u201cI\u2019ve noticed\u201d, \u201cI\u2019m noticing you\u2019re struggling today\u201d. He often wouldn\u2019t even have a conversation with the student. Slowing down doesn\u2019t have to mean hours and hours of sitting and talking to a student.<\/p>\n<div class=\"textbox textbox--exercises\">\n<div class=\"textbox__header\">\n<p class=\"textbox__title\"><span style=\"color: #000000\"><strong><img loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-200\" src=\"https:\/\/pressbooks.ccconline.org\/acctraumaed\/wp-content\/uploads\/sites\/166\/2023\/11\/noun-read-3849459-150x150-1.png\" alt=\"\" width=\"49\" height=\"49\" \/> \u00a0<\/strong><\/span><span style=\"color: #000000\"><strong>Attachment, School and Learning<\/strong><\/span><\/p>\n<\/div>\n<div class=\"textbox__content\">\n<p><a href=\"https:\/\/usq.pressbooks.pub\/traumainformedpractice\/chapter\/5-1-social-emotional-competence\" target=\"_blank\" rel=\"noopener\"><img loading=\"lazy\" decoding=\"async\" class=\"alignright wp-image-215\" src=\"https:\/\/pressbooks.ccconline.org\/acctraumaed\/wp-content\/uploads\/sites\/166\/2023\/11\/QR-5.1-150x150-1.png\" alt=\"\" width=\"130\" height=\"130\" \/><\/a>Students who have attachment difficulties engage in misbehavior to cope by \u2018getting\u2019 control over people \u2013 adults and other children \u2013 through coercion, deception, and aggression (verbal, physical). These children may have learned to use such behavior&#8217;s to get them access to preferred activities and objects and proximity to adults. Let us look at a framework of practice to support these students.<\/p>\n<p>Learn more about trauma from our book <a href=\"https:\/\/usq.pressbooks.pub\/traumainformedpractice\/chapter\/5-1-social-emotional-competence\" target=\"_blank\" rel=\"noopener\"><em>Trauma Informed Behaviour Support<\/em> <\/a>by clicking or scanning the QR code.<\/p>\n<\/div>\n<\/div>\n<h2>The Two Hands of Teaching<\/h2>\n<p><em><strong>Dr. Golding:<\/strong><\/em> Dan Hughes initially talked about two hands of parenting, and the two hands of teaching is an adaptation of that. The phrase \u2018connection before correction\u2019 is one of Dan\u2019s phrases. The connection is the emotional connection with the person, and the importance of ensuring the relationship is there. Correction is about the doing. It isn\u2019t about punishment but learning and teaching. It might be changing something I\u2019m doing because what I\u2019m doing with you is not working; hence the correction is about action. The connection is my emotional relationship with you, which will help the doing happen more successfully. In schools, we have the connection, on the one hand, which includes warmth, empathy, nurturing, and curiosity about your internal experience. There is also the doing part. You hit your peer, which isn\u2019t an acceptable way of managing things. We need to think about how we can make sure that doesn\u2019t happen again and how we can help you repair the relationship with your peer. If we do that alongside the connection, the child will find it much easier to engage with and be less defensive. If students are less defensive, they\u2019re much more likely to learn from the experience where we\u2019re supporting them. We want a child to learn how to manage conflict with peers without hitting them or just going straight to the correction. If we go straight to discipline without connection, the child becomes defensive and starts feeling like they\u2019re bad. Children don\u2019t like feeling like they\u2019re bad, so they may go into shame. An experience of shame takes you away from learning about the world because it becomes very self-focused. Children can\u2019t learn when they\u2019re in a state of shame, they can\u2019t learn academically, and they can\u2019t learn how to resolve the conflict next time. Suppose we can put the second hand in there, connect with the child, and make sense of their experience of what got them so angry. In that case, we can work with the child to resolve the conflict experience. Remember that being angry is a feeling which is neither right nor wrong. We need to help the child understand and then empathise with that experience. Collaborative consequences[1], rather than coercive consequences[2] where the adult imposes a consequence on the child, are more effective in helping the child learn they can help make things better and repair relationships. This will help them learn how to deal with friendships and relationships in the real world as they grow older.<\/p>\n<p><span style=\"color: #2e74bf\"><em><strong>Dr. Krishnamoorthy<\/strong><\/em>: One of the things I found powerful about the PACE model is that the focus is always on the relationship rather than just the doing of calming someone down. The focus is always on understanding the child and providing them with the experience of feeling understood.<\/span><\/p>\n<p><em><strong>Dr. Golding<\/strong><\/em>: The relationship is more important than the goal. In de-escalation, you have a clear purpose of calming yourself down. Then life is easier for all of us. It\u2019s not an unreasonable goal, but we go a step further than that. My goal is to understand and get to know you. I\u2019m hopeful that that will also help you calm down and make life easier for all of us. Then we talk about storytelling and finding the story or the narrative. I want to understand your experience here, so I\u2019m not just going to come in to calm you down. I can do that, and there are techniques for doing that, but I\u2019m going to do something additional. I want to help you calm down, but I also want to know you, and I want to know what\u2019s going on for you. I want to discover your story, the story of this moment, your story of this experience. I\u2019ll have a more profound empathy for you in understanding that story. When you receive empathy, you will feel more deeply understood, which will help the calming down process. It will also get your thinking brain working so we can figure out what went wrong and we can figure out what we could do another time. In that sense, it\u2019s much, much bigger than just de-escalation.<\/p>\n<p><span style=\"color: #2e74bf\"><em><strong>Dr. Krishnamoorthy<\/strong><\/em>: With de-escalation, we often fall into the trap of stepping into that control and coercion, whereas with PACE, it\u2019s about relationship building and care and concern for the child.<\/span><\/p>\n<p><em><strong>Dr. Golding<\/strong><\/em>: De-escalation, at its best, isn\u2019t about controlling people, but it is focused on using techniques and is goal orientated. PACE is much broader than that with its relational focus. The central element of DDP is that it\u2019s a relational model. The relationship is more important than anything else. The belief is if we understand our students and have a relationship with them, that will calm their nervous systems down and help them feel safe. It will support their emotional well-being, so they\u2019re in a much better learning state. We can then achieve our secondary goal of teaching them. This can sound a little strange to teachers. Why would teaching be a secondary goal? If we think about how we work as human beings, we learn when we\u2019re emotionally safe. If we\u2019re not emotionally safe, our nervous system puts us in a state to deal with the danger, not to learn. While we have an overall goal to teach our children, our primary purpose must be to help them feel safe and emotionally supported to learn. When they feel safe and emotionally invested, then we can achieve our goal of teaching them. Unfortunately, that\u2019s not often understood in the education system.<\/p>\n<div id=\"attachment_220\" class=\"wp-caption aligncenter\" style=\"width: 890px\" aria-describedby=\"caption-attachment-220\">\n<p><img loading=\"lazy\" decoding=\"async\" class=\"wp-image-220 size-full\" src=\"https:\/\/pressbooks.ccconline.org\/acctraumaed\/wp-content\/uploads\/sites\/166\/2023\/11\/HeyImStuck.jpg\" alt=\"A cartoon of two characters the dark. One says 'Hey, I'm stuck, it's dark and I'm overwhelmed.' The character has a rain cloud pouring overs its head. The other character is next to a ladder that says 'I know what it's like down here and you're not alone.'\" width=\"890\" height=\"609\" \/><\/p>\n<div id=\"caption-attachment-220\" class=\"wp-caption-text\"><a href=\"https:\/\/www.thersa.org\/video\/shorts\/2013\/12\/brene-brown-on-empathy\" target=\"_blank\" rel=\"noopener\">\u00a0Still from video \u2018Bren\u00e9 Brown on Empathy\u2019<\/a>. All rights reserved. Used with permission from <a href=\"https:\/\/www.thersa.org\" target=\"_blank\" rel=\"noopener\">The RSA<\/a><\/div>\n<\/div>\n<div class=\"textbox textbox--exercises\">\n<div class=\"textbox__header\">\n<p class=\"textbox__title\"><span style=\"color: #000000\"><strong><img loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-136\" src=\"https:\/\/pressbooks.ccconline.org\/acctraumaed\/wp-content\/uploads\/sites\/166\/2023\/11\/noun-video-1863915-150x150-1.png\" alt=\"Icon of play button\" width=\"49\" height=\"37\" \/>\u00a0 \u00a0<\/strong><\/span><span style=\"color: #000000\"><strong>Empathy and Coregulation<\/strong><\/span><\/p>\n<\/div>\n<div class=\"textbox__content\">\n<p><a href=\"https:\/\/www.youtube.com\/watch?v=1Evwgu369Jw\" target=\"_blank\" rel=\"noopener\"><img loading=\"lazy\" decoding=\"async\" class=\"alignright wp-image-222\" src=\"https:\/\/pressbooks.ccconline.org\/acctraumaed\/wp-content\/uploads\/sites\/166\/2023\/11\/BreneBrownVid-150x150-1.png\" alt=\"\" width=\"76\" height=\"76\" \/><\/a><\/p>\n<p>Click or scan the QR code to watch this interview of Bren\u00e9 Brown speaking about empathy and coregulation [2:53].<\/p>\n<\/div>\n<p>&nbsp;<\/p>\n<\/div>\n<h2>Practicing in the Moment<\/h2>\n<p><em><strong>Dr. Golding<\/strong><\/em>: The model starts with \u2018noticing\u2019. Notice if something needs attention, and take immediate action to keep everyone safe. For example, if Billy and Joe are fighting, we must break up the fight for safety. The fast route we usually take then, what\u2019s the consequence here for fighting? Maybe it\u2019s detention after school or at lunchtime. That\u2019s the quick route of managing the children but with no connection. I\u2019ve tried to show what the slow route looks like, which is more effective in emotion regulation. The next part of the process is to notice your reaction and focus on yourself. Ask yourself, how am I doing in this situation? Am I regulated enough to help these kids, or do I need to take care of myself first? If I need to take care of myself, can I hand the children over to someone else because these children need support right now? If I can\u2019t, can I at least take a breath, have compassion for myself, focus on the children, and breathe? I can remind myself this is hard, and it\u2019s okay. I might struggle, but we\u2019ll get through it. Compassion for yourself can allow you to be more open and engaged with the children. Instead of saying, \u201cwhat the heck is going on here\u201d? You can now calmly say, \u201chey boys, you\u2019re having a hard time today. Let\u2019s figure out what\u2019s going on here\u201d. Then it\u2019s essential to think about emotion regulation for the children. Are they regulated? If they\u2019re not emotionally regulated, it\u2019s no point in doing anything else because they\u2019re not in a state to receive it. We have to put our attention on regulation first. We might say, \u201ccome on, boys, we\u2019re going to go for a walk. I want one of you on either side of me, and while we walk, we\u2019ll think about what\u2019s going on\u201d. Walking and movement is doing something to help the regulation process. We know from occupational therapists that all sorts of things can help children regulate at a sensory and an emotional level.<\/p>\n<div id=\"attachment_383\" class=\"wp-caption alignleft\" style=\"width: 300px\" aria-describedby=\"caption-attachment-383\">\n<p><img loading=\"lazy\" decoding=\"async\" class=\"wp-image-383 size-medium\" src=\"https:\/\/pressbooks.ccconline.org\/acctraumaed\/wp-content\/uploads\/sites\/166\/2023\/11\/question-mark-463497_1920-300x225-1.jpg\" alt=\"Question mark\" width=\"300\" height=\"225\" \/><\/p>\n<div id=\"caption-attachment-383\" class=\"wp-caption-text\"><a href=\"https:\/\/pixabay.com\/photos\/question-mark-question-symbol-463497\" target=\"_blank\" rel=\"noopener\">\u201cImage\u201d<\/a> by <a href=\"https:\/\/pixabay.com\/users\/pix1861-468748\" target=\"_blank\" rel=\"noopener\">PIX1861<\/a> is in the <a href=\"http:\/\/creativecommons.org\/publicdomain\/zero\/1.0\" target=\"_blank\" rel=\"noopener\">Public Domain, CC0<\/a><\/div>\n<\/div>\n<p>Once the children are calm, you can say, \u201cOkay, you\u2019ve had a hard time, let\u2019s figure this out\u201d, which is Dan Hughes\u2019 favorite phrase! Another vital part of this process is to not immediately say, \u201cI want you to think about the other person and the impact on them\u201d. We need to start with ourselves first. If I\u2019m talking to Billy, who was going for Joe, it\u2019s no good to be asking Billy what you think Joe\u2019s feeling right now. Billy will go straight into shame and defensiveness, thinking shuts down, and I\u2019ve lost my opportunity to connect with him. Instead, starting with Billy, we ask something like, \u201cwhat was going on for you\u201d? \u201cI wonder what made you so angry\u201d? During this process, we must remember anger is just a feeling, and it\u2019s neither right nor wrong. It just is. We may say, \u201chelp me understand why you got so angry\u201d. When you understand, you give back with empathy, \u201cthat was hard for you when that happened\u201d. Now the child is feeling like you get it. He\u2019s not feeling shame now, he\u2019s starting to feel a bit of guilt, and he\u2019s starting to feel some remorse. Billy then thinks, \u2018I didn\u2019t want to hurt Joe. He\u2019s my friend, and I don\u2019t know what to do about that, but I feel it. Now Billy\u2019s receptive to some ideas. If we move from shame to guilt, guilt allows remorse and the desire to make amends. So now Billy is in a receptive state. We can think about Joe. \u201cJoe\u2019s upset with you. I don\u2019t want him to be upset with you. I wonder what we can do about that\u201d?<\/p>\n<p>The next part of the sequence is the action part. What are we going to do about this? Here, the collaborative consequence comes in. The adult takes some responsibility here as well. It might be that maybe you guys aren\u2019t ready to play together for half an hour. Perhaps you need a little more supervision or structure to play together? That\u2019s my responsibility as an adult to put that in place, but maybe there\u2019s something you can do that lets Joe know that you are sorry you upset him. Something that lets him know that you want to be friends. I wonder what that could be? And Joe might not be quite ready to hear it yet. Can you be patient with that?<\/p>\n<p>That leads us to the relationship repair part of the sequence, which is the last part, where we help the child repair the relationship. It\u2019s also the adult\u2019s role to think about and ask if there is anything we need to do to repair the relationship. We can reflect and realize that at the beginning, I wasn\u2019t so PACE-ful. I can then acknowledge that I was initially frustrated with you boys, and that\u2019s down to me. I\u2019m glad we managed in the end, though, and this is doing your repair of the relationship. Doing your part of the repair also shows children that repair is an excellent thing to do. We can always reach out and acknowledge we got something wrong. It\u2019s trying to capture PACE and the two hands mentioned earlier.<\/p>\n<div class=\"textbox textbox--exercises\">\n<div class=\"textbox__header\">\n<p class=\"textbox__title\"><span style=\"color: #000000\"><strong><img loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-200\" src=\"https:\/\/pressbooks.ccconline.org\/acctraumaed\/wp-content\/uploads\/sites\/166\/2023\/11\/noun-read-3849459-150x150-1.png\" alt=\"\" width=\"49\" height=\"49\" \/> \u00a0<\/strong><\/span><span style=\"color: #000000\"><strong>Teaching in the Moment<\/strong><\/span><\/p>\n<\/div>\n<div class=\"textbox__content\">\n<p><a href=\"https:\/\/kimsgolding.co.uk\/backend\/wp-content\/uploads\/2016\/02\/Parenting-in-the-moment.pdf\"><img loading=\"lazy\" decoding=\"async\" class=\"alignright wp-image-224\" src=\"https:\/\/pressbooks.ccconline.org\/acctraumaed\/wp-content\/uploads\/sites\/166\/2023\/11\/GoldingPDF-150x150-1.png\" alt=\"\" width=\"107\" height=\"107\" \/><\/a><\/p>\n<p>Here is a full description of Dr. Golding\u2019s \u2018<a href=\"https:\/\/kimsgolding.co.uk\/backend\/wp-content\/uploads\/2016\/02\/Parenting-in-the-moment.pdf\" target=\"_blank\" rel=\"noopener\">Teaching in the Moment<\/a>\u2019 [PDF] framework \u2013 with prompts for each of the seven steps in the framework.<\/p>\n<p>Click or scan the QR code to access the resource.<\/p>\n<\/div>\n<p>&nbsp;<\/p>\n<\/div>\n<h2>Teacher Self-Care<\/h2>\n<p><span style=\"color: #2e74bf\"><em><strong>Dr. Krishnamoorthy<\/strong><\/em>: For teachers to be able to implement this framework, they would need to be feeling safe themselves. Regulated and calm but on some level safe in the environment they\u2019re in as well. Safe in the knowledge that colleagues and administrators have their back when needed.\u00a0<\/span><\/p>\n<p><em><strong>Dr. Golding<\/strong><\/em>: Whole schools must use a consistent framework, so everyone supports everyone else in a very PACE-ful way. We can then build schools that are safe for everyone, including teachers and other staff. The well-being of the adults is critical to the well-being of the children. If we can\u2019t put well-being for adults in place, we\u2019re not going to get it right for the children. It\u2019s so important we look after the adults here. I\u2019ve also got to look after myself because if we\u2019re not in a safe world, we all go into our defensive nervous systems, which never goes well for anyone.<\/p>\n<p><span style=\"color: #2e74bf\"><em><strong>Dr. Ayre<\/strong><\/em>: Commonly, teachers tend to put themselves last. The children always come first, and teachers are not consciously thinking about themselves. Suppose you\u2019ve got a school where everybody consistently supports each other and similarly responds to children. In that case, the mentality of \u2018this child is your problem because he\u2019s in your classroom\u2019 reduces. Everybody then takes on some responsibility for helping all students. It helps everybody to say we need great teachers with great well-being to be able to help each other and to help our students. Therefore, my priority as your colleague is ensuring you\u2019re okay.<\/span><\/p>\n<p><em><strong>Dr. Golding<\/strong><\/em>: The common phrase \u2018you put your oxygen mask on first, I can only support you if I look after myself\u2019 is relevant here. A story that helps define the importance of this is of the father in the desert. I don\u2019t know the story\u2019s author, but it\u2019s where a father and a son are walking in the desert, and they\u2019re lost. They can\u2019t find their way out. They\u2019ve got one bottle of water between them, and the son is getting thirsty because it\u2019s scorching, and the son says to his Dad, \u201cDaddy, can I have some water? I\u2019m thirsty\u201d. The father says, \u201cI\u2019m so sorry, my lad, I\u2019m going to drink the water\u201d. The son says, \u201cbut Daddy, that\u2019s not fair. I\u2019m thirsty. Why are you drinking the water when it\u2019s like this\u201d? The father says, \u201cIf I drink the water, I\u2019ll keep myself going, and I can find a way to get us out of this desert. If I give you the water, I won\u2019t be able to do that\u201d. That story shows us fundamental reasons why we take care of ourselves first.<\/p>\n<h2>Social Emotional Schools<\/h2>\n<p><em><strong>Dr. Golding<\/strong><\/em>: There\u2019s a school that I\u2019ve supported in England called \u2018Nurture Learning\u2019. It\u2019s a very small school, and it\u2019s for children who are failing in mainstream schools because of social-emotional difficulties. The school has a wonderful group of teachers who offer the children a PACE-ful experience. What we see are children who settle and flourish in school. There was once a young girl who was 14 or 15 when she came into that school, and she was having a tough time. She had a complicated upbringing with her parents. She had failed in mainstream school, and her learning was compromised. She was significantly underachieving. What impressed me was how the staff could focus on her social and emotional support and how they didn\u2019t get preoccupied thinking they had to teach this girl academics. They knew this child wasn\u2019t in a place to learn right now. They felt able to give her the time and space she needed to feel safe in the school and to build relationships around her to improve her emotional well-being. Only after that were they able to see her start to flourish and move towards learning. She achieved the qualifications and all the things we wanted to put out at school. Without the initial focus on safety and her social-emotional well-being, she would never have achieved that learning.<\/p>\n<div id=\"attachment_384\" class=\"wp-caption alignright\" style=\"width: 300px\" aria-describedby=\"caption-attachment-384\">\n<p><img loading=\"lazy\" decoding=\"async\" class=\"wp-image-384 size-medium\" src=\"https:\/\/pressbooks.ccconline.org\/acctraumaed\/wp-content\/uploads\/sites\/166\/2023\/11\/kelly-sikkema-r2hTBxEkgWQ-unsplash-300x200-1.jpg\" alt=\"Child sitting cross-legged reading a picture book. She is wearing a mask.\" width=\"300\" height=\"200\" \/><\/p>\n<div id=\"caption-attachment-384\" class=\"wp-caption-text\"><a href=\"https:\/\/unsplash.com\/photos\/r2hTBxEkgWQ\" target=\"_blank\" rel=\"noopener\">\u201cImage\u201d<\/a> by <a href=\"https:\/\/unsplash.com\/@kellysikkema\" target=\"_blank\" rel=\"noopener\">kellysikkema<\/a> is in the <a href=\"http:\/\/creativecommons.org\/publicdomain\/zero\/1.0\" target=\"_blank\" rel=\"noopener\">Public Domain, CC0<\/a><\/div>\n<\/div>\n<p>There\u2019s a lot of preoccupation in schools, particularly for adolescents who need to get their Year 12 certificates or qualifications, on getting them to catch up if they\u2019ve had disrupted learning. There\u2019s an ongoing debate with the government, who are pushing to use some of the school holidays to help these kids catch up academically. These kids are frightened. They\u2019re coming back to school after being confined to home. They have been told there\u2019s something perilously dangerous in the world, and now we\u2019re saying go to school and catch up with your learning. We\u2019re missing some steps here. We need social-emotional safety for our adolescence just as much as for our younger children. We need to help them integrate back into schools and their peer groups. If we attend to their social and emotional needs, they\u2019ll catch up because they learn when they\u2019re in the right emotional state. Humans have a thirst for learning and will achieve what they need to succeed. That isn\u2019t always understood.<\/p>\n<p><span style=\"color: #2e74bf\"><em><strong>Dr. Krishnamoorthy<\/strong><\/em>: When we think about big groups of people, we don\u2019t often consider their social-emotional safety. People\u2019s mental health was not well regarded in the COVID-19 pandemic response. Interestingly, the social-emotional needs of people are never a key feature of how things are managed in society.<\/span><\/p>\n<p><em><strong>Dr. Golding<\/strong><\/em>: And that\u2019s understandable, the crisis came, and we had to deal with it quickly. Like in my model, the first thing you must do is attend to the immediate danger. There is a knock-on effect, though. For example, we know that adolescent suicides are increasing now, and mental health everywhere has been compromised. As we ease out of this pandemic, we must attend to this. It can be easy to say, \u201ceverything\u2019s normal again\u201d, \u201cget the kids back into school, get them caught up on their learning, and they will be fine\u201d. It\u2019s not as easy as this. These kids have been through some awful trauma through this pandemic, whether it\u2019s touched them personally or whether they just watched it on the news and heard about it. We\u2019ve all been affected by the trauma of this and some children in a very, very personal way. They\u2019ve lost parents or family members, and this is an excellent example of working with massive trauma. We\u2019re going to help these children return to school, but we\u2019ve got to do it safely, in an emotionally healthy way.<\/p>\n<h3>Chapter Summary<\/h3>\n<ul>\n<li>Trauma can occur from influences outside of the family and from within family relationships.<\/li>\n<li>Blocked trust develops out of pervasive trauma early in life, which creates a block to trusting other relationships.<\/li>\n<li>PACE principles help promote the experience of relational safety between adults and children.<\/li>\n<li>Collaborative consequences are effective in helping a child learn they can make things better and repair relationships.<\/li>\n<li>If students are understood and have a relationship with teachers, their nervous system will calm, and this will help them feel safe at school. Then they can learn academics.<\/li>\n<li>The well-being of teachers is crucial to the well-being of children. Teachers need to feel supported and safe to implement relational frameworks with students.<\/li>\n<\/ul>\n<div class=\"textbox textbox--exercises\">\n<div class=\"textbox__header\">\n<p class=\"textbox__title\"><span style=\"color: #000000\"><strong><img loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-160\" src=\"https:\/\/pressbooks.ccconline.org\/acctraumaed\/wp-content\/uploads\/sites\/166\/2023\/11\/noun-sound-button-904739-150x150-1.png\" alt=\"Sound icon\" width=\"49\" height=\"39\" \/> \u00a0<\/strong><\/span><span style=\"color: #000000\"><strong>Listen to the full interview on the <\/strong><strong>Trauma Informed Education Podcast<\/strong><\/span><\/p>\n<\/div>\n<div class=\"textbox__content\">\n<p style=\"text-align: left\" data-wp-editing=\"1\">Listen to our full interview with Dr. Kim Golding on our Trauma Informed Education Podcast [58:02].<\/p>\n<p style=\"text-align: left\">Click or scan the QR code to start listening.<\/p>\n<p><a href=\"https:\/\/soundcloud.com\/trauma-informed-education\/educating-students-with-blocked-trust-with-dr-kim-golding\"><img loading=\"lazy\" decoding=\"async\" class=\"wp-image-321 alignnone\" src=\"https:\/\/pressbooks.ccconline.org\/acctraumaed\/wp-content\/uploads\/sites\/166\/2023\/11\/QRGoldingSoundcloud-150x150-1.png\" alt=\"\" width=\"113\" height=\"113\" \/><\/a><\/p>\n<\/div>\n<\/div>\n<h1>REFERENCES<\/h1>\n<p class=\"hanging-indent\">Ayre, K., &amp; Krishnamoorthy, G. (2020). <em>Trauma informed behaviour support: A practical guide to developing resilient learners<\/em>. University of Southern Queensland. <a href=\"https:\/\/usq.pressbooks.pub\/traumainformedpractice\" target=\"_blank\" rel=\"noopener\">https:\/\/usq.pressbooks.pub\/traumainformedpractice\/<\/a><\/p>\n<p class=\"hanging-indent\">Ayre, K. &amp; Krishnamoorthy, G. (Hosts). (2021, April 11). Educating students with blocked trust with Dr. Kim Golding [Audio podcast episode]. In <em>Trauma Informed Education<\/em>. SoundCloud.\u00a0<a href=\"https:\/\/soundcloud.com\/trauma-informed-education\/educating-students-with-blocked-trust-with-dr-kim-golding?utm_source=clipboard&amp;utm_medium=text&amp;utm_campaign=social_sharing\" target=\"_blank\" rel=\"noopener\">https:\/\/soundcloud.com\/trauma-informed-education\/educating-students-with-blocked-trust-with-dr-kim-golding?utm_source=clipboard&amp;utm_medium=text&amp;utm_campaign=social_sharing<\/a><\/p>\n<p class=\"hanging-indent\">Bomb\u00e8r, L. M., Golding, K., &amp; Phillips, S. (2020). <em>Working with relational trauma in schools: An educator\u2019s guide to using Dyadic Developmental practice<\/em>. Jessica Kingsley Publishers.<\/p>\n<p class=\"hanging-indent\">Cardiff and Vale University Health Board. (2022). <em>Blocked trust<\/em>. <a href=\"https:\/\/cavuhb.nhs.wales\/files\/resilience-project\/parent-group-resources\/12-blocked-trust-parents-english-pdf\" target=\"_blank\" rel=\"noopener\">https:\/\/cavuhb.nhs.wales\/files\/resilience-project\/parent-group-resources\/12-blocked-trust-parents-english-pdf\/<\/a><\/p>\n<p class=\"hanging-indent\">Golding, K. (2015). <em>Parenting in the moment: Connection first before responding to behaviour.<\/em> <a href=\"https:\/\/kimsgolding.co.uk\/backend\/wp-content\/uploads\/2016\/02\/Parenting-in-the-moment.pdf\" target=\"_blank\" rel=\"noopener\">https:\/\/kimsgolding.co.uk\/backend\/wp-content\/uploads\/2016\/02\/Parenting-in-the-moment.pdf<\/a><\/p>\n<p class=\"hanging-indent\">RSA Shorts. (2014). <em>Bren\u00e9 Brown on empathy<\/em>. [Video]. YouTube. <a href=\"https:\/\/www.youtube.com\/watch?v=1Evwgu369Jw\" target=\"_blank\" rel=\"noopener\">https:\/\/www.youtube.com\/watch?v=1Evwgu369Jw<\/a><\/p>\n<p class=\"hanging-indent\">Scottish Attachment in Action. (2018, September 27). <em>A Day with Dan \u2013 Conference themes<\/em>. [Video]. Vimeo. <a href=\"https:\/\/vimeo.com\/292109115?embedded=true&amp;source=vimeo_logo&amp;owner=66040245\" target=\"_blank\" rel=\"noopener\">https:\/\/vimeo.com\/292109115?embedded=true&amp;source=vimeo_logo&amp;owner=66040245<\/a><\/p>\n<p>&nbsp;<\/p>\n<div class=\"textbox interactive-content\">\n<p>&nbsp;<\/p>\n<p>An interactive H5P element has been excluded from this version of the text. You can view it online here:<br \/>\n<a title=\"Icon attributions\" href=\"https:\/\/usq.pressbooks.pub\/traumainformededucation\/?p=183#h5p-2\">https:\/\/usq.pressbooks.pub\/traumainformededucation\/?p=183#h5p-2<\/a><\/p>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n","protected":false},"author":32,"menu_order":3,"template":"","meta":{"pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[],"contributor":[],"license":[],"class_list":["post-68","chapter","type-chapter","status-publish","hentry"],"part":3,"_links":{"self":[{"href":"https:\/\/pressbooks.ccconline.org\/acctraumaed\/wp-json\/pressbooks\/v2\/chapters\/68","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/pressbooks.ccconline.org\/acctraumaed\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/pressbooks.ccconline.org\/acctraumaed\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/pressbooks.ccconline.org\/acctraumaed\/wp-json\/wp\/v2\/users\/32"}],"version-history":[{"count":4,"href":"https:\/\/pressbooks.ccconline.org\/acctraumaed\/wp-json\/pressbooks\/v2\/chapters\/68\/revisions"}],"predecessor-version":[{"id":171,"href":"https:\/\/pressbooks.ccconline.org\/acctraumaed\/wp-json\/pressbooks\/v2\/chapters\/68\/revisions\/171"}],"part":[{"href":"https:\/\/pressbooks.ccconline.org\/acctraumaed\/wp-json\/pressbooks\/v2\/parts\/3"}],"metadata":[{"href":"https:\/\/pressbooks.ccconline.org\/acctraumaed\/wp-json\/pressbooks\/v2\/chapters\/68\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/pressbooks.ccconline.org\/acctraumaed\/wp-json\/wp\/v2\/media?parent=68"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/pressbooks.ccconline.org\/acctraumaed\/wp-json\/pressbooks\/v2\/chapter-type?post=68"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/pressbooks.ccconline.org\/acctraumaed\/wp-json\/wp\/v2\/contributor?post=68"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/pressbooks.ccconline.org\/acctraumaed\/wp-json\/wp\/v2\/license?post=68"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}