CHALLENGING ASSUMPTIONS | STORIES

Prepare for Trauma before Trauma Finds You

dyarema@yahoo.com (David Yarema) — Wed, 29 Oct 2025 23:23:04 GMT

A poster is only as useful as its content.

Crafted to honour your time and simplify the learning experience, The Healing Trauma poster by DR.PEAT offers a concise overview of the healing journey. It provides you with essential insights needed to gain a foothold in the challenging ascent toward recovery and acceptance. This knowledge empowers you to derive meaning from suffering as you or a loved one navigates the path to renewed life.

Trauma elicits a range of reactions, including reduced creativity, persistent fatigue, and diminished capacity to navigate complexity. These trauma-induced responses complicate the process of understanding the effects of trauma itself. The Healing Trauma poster by DR.PEAT seeks to foster a greater awareness in each of us, empowering us to nurture both ourselves and those around us. Engaging with a book or participating in a lecture can demand more energy and focus than we are inclined to invest. This poster amplifies your potential as you strive for transformation and healing.

Hope and a Sense of Control

When we feel trapped, what we truly seek is hope. We long to regain our sense of power. If you aim to "combat" anxiety in your life, concentrate on something you can control. Engage in an achievable action. The key numbers 1, 2, and 3 remind us that recovery is not just a possibility, but a reality. Each step in the recovery process is within your control and serves as a marker of your progress. The colours also carry meaning; moving from red to green symbolizes the journey. Red denotes urgency, while green signifies health and fresh starts. The background imagery is designed to evoke tranquillity and calm—imagine serene waters and a peaceful sea where your thoughts can find solace. The bird represents either taking flight or landing at the final stage of healing. Flight symbolizes freedom, escape, and a sense of lightness. The typography is carefully crafted to honour your time, helping your overwhelmed mind to absorb and compare a wealth of information quickly. Its light tone is structured to convey a sense of advancement. Even the dimensions of the poster are designed to feel fitting when placed on a hallway bulletin board, affixed to an office door, or displayed on a waiting room wall. It can be printed at your local quick print vendor’s large-format printer on either coated or uncoated paper. Every detail in the design reflects our deep commitment to your mental and emotional well-being.

DR.PEAT is about transformational education. Can a poster make a difference? The answer is 'no' if you treat it only as an artifact occupying wall space, but this poster does more than that. It aims to deliver valuable, practical content you can apply immediately to recover from trauma. Maybe we can make this part of your day worth your attention.

If you want a printable version of this 24" x 36" poster, click here .

The Power of Systems Thinking Applied to Educational Reform

Wed, 05 Jun 2024 16:51:10 GMT

EdMetrix7™

I just became aware of the Brookings Institute , thanks to a posting, by Rebecca Winthrop (https://www.brookings.edu/initiative/center-for-universal-education-at-brooking/), Senior Fellow and Director, at the Center for Universal Education. I read several of their research reports, and found them comprehensive and insightful, particularly those addressing educational reform from a systems perspective. The InQ platform, based on EdMetrix7™ that we have developed for addressing full educational reform (drpeat.com), is a tool that addresses the multiple factors which contribute to educational quality as detailed in the Brookings papers. I highly recommend that those of you interested in Educational Reform take the time to read their research reports, view their tools and reflect on how to implement their recommendations.

Dealing with Student Anxiety

Wed, 23 Jun 2021 00:28:43 GMT

Preparing an intensive course for teachers to support students with high anxiety.

This video opens a dialogue about my thinking and asks for feedback whether, as educators, the course as outlined would be beneficial.

As I scan LinkedIN, DEVEX, blogs, newspapers, listen to the #CBC , and so on, there is a constant barrage of information about how the pandemic has contributed to the mental health decline of teachers, students and the general population. Teachers are not prepared to deal with this issue either for themselves or their students.

In light of this, a couple of colleagues and myself are designing an in-depth course for release in the fall that will support teacher in identifying high anxiety in their students and what to do about it. In addition, in depth, practical, classroom-based information will be provided about what instructional practices will address and reduce the anxiety and other mental health issue that have resulted in the prolonged lockdowns and on-line schooling. Some of the content of this book will be addressed, but also much more.

Let me know through the comments if you think this is a needed direction.
https://lnkd.in/gif4zHC

#theBigShift #instruction #trauma #schools #anxietyawareness #pedagogy #mentalhealth #anxiety #depression

Excellent Instruction Required

drpeat@gmail.com — Sun, 20 Jun 2021 23:29:43 GMT

Technology Must Support Learning

As an international curriculum advisor/developer, I have been amazed at the ability of people to make the shift from face-to-face instruction to Zoom or Skype. However, both platforms are a poor substitute for engaging instruction that is active, participatory, and one that uses multiple apps and e-tools to support instruction.

The shift in education HAS TO include a focus on excellent pedagogy, and the use of technology to ENHANCE learning. For most teachers, they have not been provided with the opportunity to gain the knowledge about how to do this. There are two major errors that become evident, neither of which are the teacher's fault since the shift to on-line learning came without warning. The first error is the emphasis on the technology, rather than effective instruction supported by technology, and the lack of effective in-service education or OJT (on the job training), the second. Schools and school divisions have been scrambling to provide the kind of support needed, but this is difficult due to a lack of funding, time and expertise.

A couple of years before the pandemic, while instructing in a post-degree teaching preparation programme, colleagues and I noted the need to provide information to our students and to a wider audience of instructional designers about how different instructional approaches could be enhanced, not replaced by coupling it with specific technologies. To meet this need, we produced a book entitled "Ten Strategies for Building Community with Technology: A Handbook for Instructional Designers and Programme Developers. The need for the information and guidance in this publication has never been greater.

Mob Violence: Reflecting on the Importance of Education

Tue, 26 Jan 2021 21:57:31 GMT

politico.com

Mental Health is Connected to Climate Change

Fri, 14 Feb 2020 02:03:45 GMT

The after effects resulting from natural disasters run deep

I am so glad that rainfall in Australia is reducing the number of fires. The news about these fires and the effects on the people made me think more about the link between climate change and mental health. This relationship was highlighted about a decade ago by Berry, Bowen and Kjellstron (International Journal of Public Health, April, 2010, Pp. 123-32). Climate change affects people's mental health both directly and indirectly. Directly by exposing people to trauma and indirectly by affecting their physical health and associated mental health (post-trauma anxiety resulting from an extreme cold exposure event which led to hypothermia with shivering, clumsiness, confusion, tiredness, and an ongoing increased risk of heart attacks). Just watching or listening the news demonstrates that within communities, climate change erodes physical environments which damages social environments. Vulnerable people and places, especially in low-income countries, are particularly badly affected.

My experience as a psychologist supporting those who have experienced trauma post-fires and suicide in the Arctic, in multiple countries post-tsunami and in Haiti post-earthquake, coupled with the academic literature, supported my arriving at this conclusion - that no matter what the trauma is, people respond following similar patterns; the timing and the severity of the effects may be different but basically they are expected (normal) responses to abnormal circumstances. On an individual level, I have found that simply sharing in an empathetic and kind way information about these patterns and responses to trauma can be an extremely helpful.

The direct and indirect effects of climate change worldwide means that the proportion of children that have experienced trauma and who are in schools require an environment that supports their healing from the MH effects. Teachers need much support in knowing what this looks like in their classrooms and schools. My concern is that this is not taught in teacher preparation programmes, or frequently in professional development resulting so most teachers not knowing how to respond to either individual children who have experienced trauma or in their classes after major traumatic events. This issue urgently needs to be addressed.

If, as a teacher, you need practical information about what to do to either prepare for supporting students who have experienced trauma or you need to know now what to do since your students have experienced trauma, our hope is that Crisis Relief provides the needed guidance for you.

We've Become Less Civilized

Fri, 14 Feb 2020 01:06:54 GMT

Your perception of weakness matters.

"The measure of the development of a civilization is how it treats its weakest link."

After being away from Canada for a number of years, I found that, over time, we have actually become ‘less civilized’, if you accept the measure described above - I’ve seen universities, due to lack of funding, eliminate their education subject specialties that taught prospective teachers how to support students with intellectual, social/emotional and learning difficulties. Support for those in poverty has been reduced, those with mental health issues are evident on the streets of all major cities. What was assumed to be the responsibilities of government in supporting its population has shifted to ‘charities’. Food Banks, Hospital Charities asking for funds for basic equipment, ambulance services, literacy support, and so on, all are now funded through charities. In my view --- inexcusable in a country that is one of the wealthiest in the world! It seems that the value of individuals is measured against their ability to make a financial contribution to society. Those who are ‘weak links’ in this pursuit of financial gain have little value.

Four Fundamental Questions about Education

Thu, 30 Aug 2018 21:16:29 GMT

These principles apply at all levels, with all people, in all cultures.

As I think about the design, delivery and evaluation of education at all levels, I find that there are four principles that are crucial for an education to meet the needs of students. As you work in classrooms, in schools, in school systems or at the national level, ask yourself these questions --

1. Equitable
Is what I am doing designed to eliminate ‘deficit thinking’ that blames the learner or their environment for their lack of performance? If so, replace this perspective with one that identifies what actually can be done to support their learning.

2. Research or Theoretically-based
Is what I am designing, delivering or evaluating based upon either sound research or sound theory? This applies to methodology, syllabi, systems, and leadership approaches.

3. Relationship-based
Is what I am doing, or recommending, based on establishing and maintaining positive relationships? Is it culturally relevant? Does the work address social and emotional needs of the recipients? Does my approach provide learners with the ability to control the pace and direction of their own learning? Is critical and creative thinking encouraged?

4. Proven and Practical
Although this is not always practical since it is important to be creative and ‘invent’ new approaches based on sound theory, it may be helpful to ask yourself these questions: Is what I am doing practical for teachers, parents, or for systems given their context, background and diversity? This is particularly critical with vulnerable populations in crisis situations.

Effective School Crisis Response

Mon, 09 Jul 2018 17:32:52 GMT

Teachers: What would you do?

Today I spent a glorious couple of hours walking with my wife and our dog, Bruno, on a winding trail through a forest after a downpour. The sun came out, outlining the canopy above us in bright yellow and red with the leaves from the top to the bottom of the canopy sparkling. Bruno met several dogs to romp with along the seashore and he, along with us, experienced a bit of heaven on earth.

As we were walking home Brett Dennen’s line from the song, So Much More came to mind – “in a world of suffering, why should I be so blessed”. As I travel and work in countries where war and disaster strike, I often think that I might have been born there instead of in Canada. As I work with the resilient survivors, I think, “how would I have responded if I were in their place?”

This week I think about those families in Somalia who have suffered loss and closer to home, those in Las Vegas. These thoughts bring me to what is written on various websites about our book, Crisis Relief: From Chaos to calm - A Teacher’s Guide —

If each time you hear of another mass shooting, or stabbings, suicide or natural disaster (fire, flood, earthquake), you wonder what you would do if there was a crisis in your school, then this book is for you.

Working in teacher preparation and with practising teachers worldwide, I find that, although they naturally display great empathy and kindness, they really do not know, in practical terms, what they would do, or how they could support students who have been through a traumatic experience. My hope is that the book will be picked up by many teachers and will be a resource for them so that they will know what do to when the unspeakable happens. Unfortunately, it seems that the need for this kind of information and teacher professional learning is rising.

Equality is WRONG!

Sat, 16 Jun 2018 21:42:00 GMT

Support Services are Using the Wrong Model

Listening to The Current on CBC this morning, I was very appreciative of the increased awareness of the diversity of learning needs in Canadian classrooms due to the airing of the programme on education.

However, while listening, I found that there were two issues that I did not hear about:

A : Addressing the diverse learning needs of students
Research clearly shows that the teacher is the most important variable in education. Over the past number of years, due to funding cuts at the UNIVERSITY level, most courses addressing the diverse learning needs of students have been eliminated. In most provinces, there are not specialties in inclusion at the Bachelor’s level and it is not even compulsory in most provinces for teachers to have taken even one course addressing how to teach diverse learning needs to obtain their degree! The same is true for reading specialists. Teachers do their best, but are lacking exposure and professional development about the many and varied ways that diverse learning needs can be met in the classroom.

B : The model is WRONG!
The model for implementation of support is WRONG. It is a diagnostic medical model; schools are not clinics; teachers are not doctors; learning differences are not diseases! The labelling and identification process is used to obtain dollars, not necessarily to design a comprehensive intervention approach. For example, medical doctors diagnosing ‘dyslexia’ knows little about teaching and learning - dyslexia is simply a Latin term for 'difficulty with reading!

Adopting a Non-Diagnostic Model
What is needed is a 'level of service’ model that is non-diagnostic; one that allows for the identification of areas and level of support required for students. There is much that then can be done at the classroom and individual level if the teacher is skilled and has been taught a wide variety of instructional approaches and strategies. As an example, many children have social skills issues; those with autism are identified with social issues and may receive support. A better approach would be for ALL students with social skills issues to receive appropriate support. How to support the teaching of social skills is crystal clear, but many teachers have not learned how to do this. A further example: Many students have difficulty learning to read for a multiplicity of reasons; should only those diagnosed as 'dyslexic’ received support? - of course not! In short, teachers need to be empowered with knowledge and practice so that they can be mobilized to teach a wide diversity of students. We have 100 years of literature about how to teach children with diverse needs — this knowledge needs to be deeply embedded in teacher preparation and on-going, continuous professional development.

C : A third issue

Actually, there is a third issue. Why are those with the greatest needs (e.g., those with a combination of social/emotional, intellectual and academic needs) served by those with the LOWEST level of education (i.e. teacher’s assistants)? They are doing their best, but the intervention model is WRONG. Those with the most complex needs should be served by those with the greatest degree of knowledge and experience as to how to meet their needs.

Further, not to be forgotten points:

Those students with learning needs are more like the other students than unlike;
RELATIONSHIPS are primary; without positive relationships between students and teachers, little learning takes place.

School Shootings: Here to Stay

Sat, 26 May 2018 04:41:31 GMT

The new image of education

I have finally decided to take the plunge and add a blog to my site. I always wanted an easy way to share information with visitors and I'm super excited to start this journey. Keep coming back to my site and check for updates right here on the blog.