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9781538135990

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Anchored in principles of interpersonal neurobiology, Dr. Phillips and Dr. Hughes again inspire readers to reconsider trauma repair from the lens of neuroscience. This research-informed roadmap invites parents, stewards, practitioners, and allies to work in concert with schools and educators to co-create a trauma-informed path toward posttraumatic growth of children. This is a brilliantly crafted call to action!--Jennifer Shaw, Gil Institute Belonging is an exciting contribution to the growing, international emphasis on neuroscience-informed schooling. The ways of doing school outlined in this book will benefit not only children and young people living with the outcomes of trauma but also their classmates and all the wonderful people working hard to educate them. The authors have drawn from the real worlds of students and translated vital areas of theory in a way that can be incorporated easily into any classroom and any school. I look forward to sharing this work with our schools in Australia!--Judith Howard, senior academic, Queensland University of Technology The book belonging is a must read for educators, principals, teachers, educational assistants, administrators, parents and social service professionals. It offers a hands-on, how-to guide for transforming a classroom and school into trauma-informed safe-spaces for our vulnerable children. All day treatment and small behavior classes need to adopt this model. I have had the privilege of attending the Belong classroom on several occasions and am always amazed at the wonderful relationship the classroom staff has developed with these children who have attachment/trauma issues. Their method is tried and true.--Duane Durham, program manager, Therapeutic Family Care, Cobourg, Ontario This book offers educators a window into the minds of children who come to school playing defense, children who deeply mistrust the intentions of the very people who so want to teach and guide them. In these pages, educators will find what they need to know to help these students experience school as a safe-enough place to let down the walls to learning and start to reap the benefits of being in school. Please read Belonging and pass it along to everyone you know who wants to make school a safe haven for all children.--Jonathan Baylin, coauthor of The Neurobiology of Attachment-focused Therapy

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Sian Phillips, Ph.D., C.Psych. is a clinical psychologist in Kingston, Ontario. She is a certified DDP therapist, consultant and trainer, providing training internationally. She also has a private practice, specializing in the assessment and treatment of children who have experienced developmental trauma. Dr. Phillips is currently involved in helping her local school boards develop trauma informed classrooms and schools using Dan Hughes’s model of Dyadic Developmental Practice. She has two chapters in Art Becker Weidman’s book Dyadic Developmental Psychotherapy Casebook published by Jason Aronson. Daniel Hughes, Ph.D. is a clinical psychologist and a member of the American Psychological Association and the Dyadic Developmental Psychotherapy Institute. Dr. Hughes is the author of many professional books, including Building the Bonds of Attachment, 3rd ed. With Rowman & Littlefield, Brain-Based Parenting, The neurobiology of attachment focused therapy, and Healing relational trauma with attachment-focused interventions with WW Norton. He has been the keynote speaker at many conferences in the US, Canada, UK, and Australia, while also presenting at many other conferences and seminars. His website is danielhughes.org. Deni Melim is an elementary teacher in Kingston, Ontario (primary/junior/intermediate qualifications, special education specialist). She received her Bachelor of Arts (Honours) from Queen's University, Bachelor of Education from the University of Windsor and Master of Education from Queen's University. She began as a primary classroom teacher and quickly transitioned into special education supporting students with a variety of learning needs. She then moved to a consulting position at the Algonquin and Lakeshore Catholic District School Board intensively supporting staff and administration working with students on the autism spectrum as well as students with developmental disabilities. Deni is starting her sixth year as the teacher in the Belong class using the PACE© model to support students with developmental trauma. She collaborates with school boards, mental health organizations across the province and community partners to support students with developmental trauma. Deni presents at the DDPI international conference and is part of community organizations supporting children and youth.

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