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Search results Science to Practice
14 results for your search phrase: ‘Science to Practice’
Protected: How to lead student and staff recovery (A)
Importance of staying connected to a child’s experiences
Katherine Mautner, Play Therapist at the Anna Freud Centre , explains how foster carers can work towards establishing feelings of trust and safety with the children in their care.
The key role trust plays in learning
Professor Peter Fonagy, Chief Executive at the Anna Freud Centre, discusses why children who have experienced abuse and neglect struggle in educational environments.
How a child’s body tells the story
Tessa Baradon, Child Psychotherapist at the Anna Freud Centre, explains how children’s bodies can carry their experiences of childhood trauma.
What should professionals do when we disagree on how to help a child?
Dr. Dickon Bevington, Medical Director, Anna Freud National Centre for Children and Families, shares four things for professionals to think about when things start going wrong among professionals working with a young person.
How to help children who experience reward differently
Brenda McHugh, Co-Director of the Pears Family School at the Anna Freud Centre, gives some practical examples of how teachers can help children who may experience reward differently.
Childhood Trauma and the Brain for Teachers
Brenda McHugh, Co-Director of the Pears Family School at the Anna Freud Centre, shares how teachers can apply their understanding of the brain’s threat system with the Argument Pizza Method.
What to do when waiting for a diagnosis
Brenda McHugh, Co-Director, Pears Family School, discusses how science gives teachers new descriptions of behaviour that can improve their understanding of a child or young person.
How schools can combat social thinning
Brenda McHugh, Co-Director, Pears Family School, explains how a school can create their own ‘village to raise a child’ to help prevent exclusion.