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Identify 5 strategies teachers may use to work effectively with vulnerable children and their families/carers,citing supporting evidence (e.g. What strategies might you use to support the range of vulnerable students in your classroom?); Schools have moved away from working on individuals at risk and are instead focusing on strength based approach. The term at risk can create a negative connotation and by moving towards a preventative rather that an intervention model we can focus on protective factors and can work with the strengths that individuals and families can bring with them (Bowes, Grace, 2009, Pg. 15; Butler, 2012, Lecture 1). Research has shown that children at risk can achieve good life outcomes; these children have shown resilience in the face of adversity (Bowes, Grace, 2009, Pg. 14). Mastern and Powell (as cited in Bowes, Grace, 2009, Pg. 14) caution against seeing resilience as a characteristic of an individual and suggest that resilience is a pattern of adaption. The experience of coping successfully in adversity teaches children a range of successful strategies, making it more likely that they will adapt successfully to later challenges. Shifting the focus to protective factors for children helps them to develop resilience. Strategy 1 Building Connections Resnick and associates (as cited in Gatehouse Project, 2005) have found that a sense of belonging, to both family and school, is a major protective factor. Building connections to both school and the community is an integral part of building resilience. From Isolation to Connection (Child Safety Commissioner, 2009, Pg. 12) suggests that building connections between children and their family, the wider community and society in safe and healthy ways could improve the behaviour of the child, the child may be more settled and make good decisions about their live, they

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may have more of capacity for positive peer relationships and enjoy their talent and skills. A strategy to help build connections is the PACE model (Playfulness, Acceptance, Curiosity and Empathy). The PACE model aims to help the child feel understood and that in turn helps to build trust. Playfulness aims to bring joy and with joy comes connection. Sometimes using playfulness in unexpected ways can help defuse tension, something a child may not be expecting. As teachers we need to be well regulated in our playfulness and be aware when to use sensitivity and when to calm down. In regulating ourselves we can also demonstrate appropriate behaviour to the children in our care. The use of acceptance can help reduce power struggles by allowing the child to see that you understand why they may be behaving the way they are but also helping them to do things differently. The use of acceptance can also reduce defensiveness and opposition. Curiosity can help us to understand the meaning behind childs behaviour and helping the child think though their behaviour, why they might be reacting like this and finally the use of empathy with a child can help to soften their defences, the use of empathy can be used to help connect with a child. Empathy is a powerful emotion as a teacher we should try to understand and empathise with the children in our classroom but still be able to have clear structure and consequences for vulnerable children without dismissing their behaviour. Strategy 2 Educating children about protective behaviours In working towards resilience children need to be educated on what protective behaviours can be used to keep themselves save, protective behaviours can provide a basis for helping children be safe at school and take pleasure from their learning.

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The Protective Behaviours Australia program aims to promote resilience in children using empowerment strategies, clear communication and awareness of safe behaviours (Margetts, 2002). The main ideas of the Protective Behaviours program are: We all have the right to feel safe all of the time, and: Nothing is so awful we cant talk about it with someone. It is important for children to know that they are able to speak to someone about their problems and their worries and for them to realise they are not alone, the hand exercise used during the day 1 lecture for this unit would be an effective tool to use with children to help them acknowledge who they feel safe speaking to.

Strategy 3 The 3 Rs As teachers it is important to take care of ourselves so we can give the most to our students, building a relationship with a child that displays aggressive or withdrawn behaviour can be disappointing and can we can become less effective as teachers when we are discouraged. Calmer Classroom introduces The 3 Rs concept for Reflection, Regulation, and Relaxation. This concept asks you to take the time for yourself to reflect on behaviour, understanding and learning. Regulate our emotions connected to experiences and Relaxation to know when you or others may need time out. When reflecting on behaviour it is important to not only reflect on the childs behaviour and to try and understand why they are behaving in this manner but also to reflect on your thoughts and feelings, how did I respond to the behaviour and what can I do in future to help build our connection. Self-regulation is a key concept, children learn from our behaviour and our behaviours and emotions can be transmittable to our students. When working with
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vulnerable children it is necessary to be calm and not escalate the situation with anger or by becoming upset. And finally relax, take the time to unwind and make time for hobbies and interests outside of work. A calmer teacher is a more effective teacher. Strategy 4 Safety It is vital for children to feel safe, routine, structure and support can help a child feel safe. From Isolation to connection has a range of strategies to help a child feel safe that would be effective tools within the classroom; ensuring that the abuse or other trauma has stopped begin to build a relationship, by being honest and reliable, and doing what you what you say you will do Use clear boundaries and logical consequences Use discipline without shaming

Children who are feeling unsafe may display fear masked by angry or dismissing behaviour. It is important to not dismiss the behaviour but seek to understand and help the child to regulate their behaviour. Using clear boundaries and logical consequences allows the child to make choices for their own behaviour without being confrontational. Strategy 5 Universal Design During the unit we discussed universal design, the concept of designing something that suits all purposes. I believe all of the strategies mentioned above are appropriate to be used as whole class strategies. As teachers we should promote resilence in all of our students by building relationships, helping them to feel safe
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and included in the classroom, teaching protective behaviours and having clear boundaries and routine to ensure all children feel safe. Not all children with behavioural or motional problems have suffered abuse or adversity, some children may just have difficult temperaments. Having a universal approach of patience, routine, clear boundries and keeping calm and in control of of our emotions can make a difference to all children, both for the individual and the class.

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Reflect on the key implications you have noted for your practice as a beginning teacher (e.g. How might what you have learnt in this unit inform your practice as a beginning teacher?); The unit helped me to develop an understanding of the impact of abuse, neglect and truama in childrens lives and how I can help children build positive connections with school and their peers. School plays an important role in childrens lives and building a connection to school is a significant protective factor for vulnerable children. The reseach shows children with a positive attachement to school have a sense of security, feelings of belonging and being positively regarding and both educational ad health outcomes are likely to be enhanced (Glover et al, 1998 as cited the Gateway project). Vulnerable children need consistancy, routine and security in their lives and as teachers we can help them in our classroom by being compassionate and empathitic and by seeking to understand why a child is behaving distantly or displaying anger. I found this unit has increased my understanding of the impacts of trauma and adversity and what are the risk factors for children and how it might manifest in a childs behaviour. By focusing on protective rather than risk factors we may be able to empower the child and help build their resilence. When teaching vulnerable children or any child it is important to utilize the resources around you. The unit demonstrated that as a beginning teacher I am not alone, I can use the support network around me to consult with and reflect on my actions as well as my students. There are also a large range of online resources and organisations that are able to provide information and support. The importance of compassionate relationships, patience, high expectations and inclusion cannot be underestimated and the unit have enabled me to feel more equipped to cope with difficult circumstances in my future teaching.

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[Word Count: 2138]

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References
Bowes, J., Grace, R. (2008). Children, families and communities: contexts and consequences. Oxford University Press, Melbourne, Australia. Butler, H. (2012), EDFD112 Children at Risk Day 1 Summer B 2012. Child Safety Commissioner (2007). Calmer Classrooms. Melbourne, Australia. Retrieved from http://www.kids.vic.gov.au/downloads/calmer_classrooms.pdf Child Safety Commissioner. (2009). From isolation to connection; a guide to understanding and working with traumatised children and young people. Melbourne, Australia. Child Safety Commissioner. (2010). Caring Classrooms. Melbourne, Australia. Child Wellbeing and Safety Act, 2005.Parliment of Victoria. Retrieved from http://www.eduweb.vic.gov.au/edulibrary/public/earlychildhood/ChildWellbeingSafetyAct0583a011.pdf Cross, D., Shaw, T., Hearn, L., Epstein, M., Monks, H., Lester, L., & Thomas, L. 2009. Australian Covert Bullying Prevalence Study (ACBPS). Child Health Promotion Research Centre, Edith Cowan University, Perth. Retrieved from http://www.deewr.gov.au/Schooling/NationalSafeSchools/Documents/covertBullyReports/Me thodOFSharedConcern.pdf Department of Community Services Centre for Parenting and Research. (2008). Parental mental health and its impact on children. NSW Department of Community Services. Retrieved from http://www.community.nsw.gov.au/docswr/_assets/main/documents/researchnotes_parenta l_mentalhealth.pdf Glover, S., Patton, G., Butler, H., Di Pietro, G. Begg, B., Ollis, D., Cahir, S., Watson, J. (2005). Gatehouse Project. Centre for Adolescent Health, Parkville, Victoria. Lamont, A. (2010). Effects of child abuse and neglect for children and adolescents. National Child Protection Clearinghouse. Australian Institute of Family Studies. Retrieved http://www.aifs.gov.au/nch/pubs/sheets/rs17/rs17.html Margetts, D. (2002). Protective Behaviours: A personal safety program. Retrieved from http://www.kidsmatter.edu.au/primary/programs-guide/protective-behaviours/

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Appendix

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