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<p>In these three chapters, you are going to learn further about the importance to establish relationships with the youngsters affected by early trauma. In these case studies, Dr Bruce Perry uses three case stories not only to illustrate the correlations between early brain stimulation and brain structure but also to introduce us to two different kinds of responses to the trauma exhibited by the youngsters. Learning about it could help you in your work in the small schools, as you gain an understanding of the reasons why your students react in a certain way, not only while facing some potential triggers but also in a given setting (during lessons, practical actions, etc).</p>
In this part of the book, it is also interesting to read about Dr Perry&rsquo;s constructive arguments against the current medical trend, where psychiatrists tend to give multiple diagnoses to youngsters as a description of their symptoms, rather than addressing their cause(s) or the trauma itself, which he thinks is more damaging than helpful. Many of the youngsters with whom you are working are in a similar situation: they have multiple diagnoses, have had multiple placements prior to being where they are now and attend therapies to help regulate their behavior. Although it might be tempting to ask the teachers and pedagogues about the diagnosis for each student, it is worth considering Dr Perry&rsquo;s explanation about how a diagnosis can become a limitation, as well as the pedagogy practiced at Another Kind of School when it comes to building relationships with your students. Within this framework, it is important to support the students in building their potentials as the human beings they are rather than the diagnosis they have become.

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