Art  Child-Adolescent Psychotherapy  Education

Deborah Shaer​: artist & Arts Therapist 


Copyright Deborah Shaer 2016. All Rights Reserved. 

The intention of the mind map below is to encourage governmental bodies in education to develop a holistic approach to education. By engaging with neurobiological and psychotherapeutic understandings the relevant questions may throw some light into issues such as gang violence, anxiety, bullying behaviours and suicide. Why do so many pupils in secondary school hate it? What needs to change within the existing institutionalisation of education? What is the acting out behaviour communicating? How does punishment impact a traumatised child and young person? And why is there a disproportionate level of learning disabilities, emotional and mental issues, and deficits in age-related intellectual capacity? Etc. Teachers don't have the training to recognise the complexities involved in the psychological layers beyond normal child or adolescent angst. Neither is it their professional role. However, even some basic professional development in these areas can be applied in which curiosity, empathy and awareness may grow. 

“One thing is certain:  Yelling at someone who is already out of control can only lead to further dysregulation.”                                                                                                                                            Neuroscientist, Dr Bessel van der Kolk (p.85) 


CREATING HEALTHIER ENVIRONMENTS FOR CHILDREN AND ADOLESCENTS IN SCHOOLS

Author: Deborah Shaer, 5 March 2016, London

Reference:

Van der Kolk, B (2014) The Body Keeps the Score: Mind, Brain and Body in the Transformation of Trauma, London, Allen Lane, Penguin Books Ltd.