"This book focuses on three important and comprehensive areas of theory and research that provide a theoretical, clinical, and integrated intervention model for developing the relationships and a sense of safety for children with developmental trauma need"-- Provided by publisher.

Part I --1. Lessons from Polyvagal Theory: If a Child Could Do Better, He or She Would -- Safety -- The Shaping of Our Nervous System and Implications for the Classroom -- 2. Lessons from Interpersonal Neurobiology -- The Vertical Bridge -- The Reptilian Brain -- The Limbic System -- Limbic System Bridges -- The Cortex -- Horizontal Bridge -- Safety Is the Engineer -- Interpersonal Bridge -- 3. Lessons from Attachment Theory -- Blocked Trust -- Blocked Care -- Attachment Patterns -- Secure -- Insecure Patterns of Attachment -- Avoidant -- Ambivalent -- Disorganized -- 4. Lessons from Intersubjectivity -- 5. Dyadic Developmental Practice and Its application to Education -- Playfulness, Acceptance, Curiosity, and Empathy (PACE) -- Playfulness -- Acceptance -- Curiosity -- Empathy -- Consequences -- 6. Co-regulation of Affect: The Affective/Reflective (A/R) Dialogue -- Storytelling Prosody -- Follow-Lead-Follow -- Talking About -- Talking For -- Use of Touch -- Connect-Break-Repair -- Elephant in the Room -- 7. Using A/R Dialogue to Explore and Discover the Meanings of the Child's Behavior -- Part II -- 8. Belong: A Classroom for Children with Attachment and Trauma Difficulties -- The Belong Program -- Staff -- Children -- Program -- 9. Our Day: Structured Flexibility -- Sample Day Schedule -- Welcome Activity -- Group Language -- Break -- Structured Language Tasks -- Recess/Break -- Math -- Lunch -- OTTER (Our Time To Enjoy Reading) -- Science -- Social Studies or Art -- Transition Toward End of Day -- After Children Leave -- 10. Meeting Challenging Behavior with PACE -- Stealing -- Collecting -- Swearing -- Aggression -- Bragging, Exaggerating, and Lying -- Running Away -- Need for Control -- Receiving Feedback (Corrective or Praise) -- Correction -- Positive Evaluation -- Making Mistakes -- Safety -- Sabotaging -- Loyalty Binds -- Separating Environments -- Food -- The Bus -- Fathers -- 11. Lesson Planning -- Lesson Planning that Incorporates Social and Emotional Learning -- Sunglasses Activity -- Core Beliefs -- You're Such Rubbish! -- Timeline -- Preparing for Transition (graduation) -- Feels Like -- I am Pharaoh, Ruler of Egypt. These Are My Rules! -- Paper Dream Catcher -- Upstairs-Downstairs -- Tell It to Me Straight... -- Technology and Attachment -- Mindfulness and Yoga -- 12. Working with Parents and Community Supports -- Parents -- Everyday -- Each Week -- Occasionally -- Monthly -- Working with Broader Community Systems -- 13. Case Study -- Update (One-Year Postgraduation) -- Two-Year Postgraduation -- Stevie's Story -- 14. What Have We Learned in Six Years? -- Belong Program Evaluation: Initial Data Summary -- BRIEF -- BERS -- Anecdotal Evidence or "Stories" -- Summary -- 15. Bloopers: Where We Got It Wrong -- Part III -- 16. The Journey of Three DDP-Informed Elementary Schools and One Alternative High School -- Our Children and Families -- Why Dyadic Developmental Practice? -- Training and Consultation: Three Areas of Focus -- Information -- Safety -- Support and Mentoring -- Principal and staff perspectives -- High School -- Where Are We in Our Journey? -- 17. PACE and A/R Dialogues in a Regular Classroom Setting -- Tensions for Educators within the Classroom -- Examples of PACE and A/R Dialogues -- 18. Two R's: Relationship and Resources -- Relationships -- Resources -- PACE -- Curiosity: What Lies Underneath Behavior? -- Reflections and Role-Plays -- Role-Plays -- 19. What Have We Learned? -- Leadership -- Looking After Teacher's Brains -- The Power of Relationship -- Need to Include Parents -- Need to Include Students -- System Issues: Educational Policies and Procedures -- Curriculum -- Implications for Different Cultures and Races -- Working with Community Systems -- Working in Collaboration with Other Models -- Evaluation and Research Findings -- Timing -- Dose Dependency -- 20. Alarmed.