Brampton House, 10 Queen St, Newcastle, Staffordshire, ST5 1ED, UK

©2019 by Summit Psychology Services

ACEs, ATTACHMENT AND TRAUMA

FOUR DAYS CPD FOR SCHOOLS

''It doesn't matter who you are as long as somebody loves you.'' (Roald Dahl: The Witches)

Four Days CPD over Four Months

Friday 27th March 2020:  Friday 1st May 2020:  Wednesday 10th June 2020:  Friday 10th July 2020

VENUE: Summit Hospitality

Day 1 of 4

POSITIVE PSYCHOLOGY GROWTH AND RESILIENCE

From Surviving to Thriving:

The Development of Identities

During day 1 you will explore resilience and models of resilience. You will identify where you personally and professionally draw your resilience from. You will also learn how to be able to support adults to identify and develop their own resilience and protective factors.

We then translate this to children and young people and look at how children and young people’s identities are developed and how they may see themselves. We learn how to look for children and young people’s risk and resilience factors and draw from the field of positive psychology for promoting happiness, well being and positivity to move children and young people from surviving to thriving.

Advanced Attachment and Trauma Training: Day 5

Part of a series of training days for educators and other child welfare professionals who are involved in promoting children's learning and development. This training focusses on the theory and applied practice of emotion coaching.

 

Emotion Coaching is also available as a day of training without the additional advanced attachment and trauma training. It is also available to schools as part of INSET training / CPD.

Advanced Attachment and Trauma Training: Day 5

Part of a series of training days for educators and other child welfare professionals who are involved in promoting children's learning and development. This training focusses on the theory and applied practice of emotion coaching.

 

Emotion Coaching is also available as a day of training without the additional advanced attachment and trauma training. It is also available to schools as part of INSET training / CPD.

MEET THE TRAINERS

Day 2 of 4

WORDS THAT HARM AND WORDS THAT HELP HEALING

The Power of Language and Meaning Making


Day 2 builds on from day 1. You will learn the power of language and learn to be a more critical and careful language user. You will develop an understanding that language is a transformative tool that can subjugate and oppress, as well as empower and liberate.


We focus on the narratives of mental illness and draw from a model of psychology which asks you to critically reflect on how power is operationalised and imposed over children and young people through both words and actions.

 

We also examine the rapid increase of psychiatric diagnosis of disorders in children and young people and explore alternatives to prescription pharmaceuticals.
 

Day 3 of 4

REACTIONS AND RESPONSES TO THE SELF AND OTHERS

Trust, Advocacy and Self-Efficacy

Day 3 builds on from days 1 and 2. You will explore the concept of shame and how we protect ourselves from it through behavioural responses and reactions to others. You will understand how devastating it can feel to children and young people to live with shame and why building trusting relationships is vital to well being.

You will also understand the importance of building trusting relationships with colleagues, children and young people and learn how to support advocacy. You will also learn how to support children and young people to develop self-efficacy and to experience competency in multiple domains.

Group of Friends Going on Excursion

Day 4 of 4

SCHOOLS AS A SECURE BASE

Embedding Relational Care in Education to Build Resilience

Day 4 concludes with psychological models that demonstrates how your school can be the ‘secure base’ for children and young people with relational, attachment and trauma needs.

You will learn the importance of, and how to embed relational care within your interpersonal relationships, through to systemic approaches that operate at the level of the whole school community.

Dr Elaine Shone, Educational and Child Psychologist (B.Sc (Hons) Psych; PGCE Psych (FE); QTS (Secondary); DEdCPsy; C.Psychol.; MBPsS.) HCPC Registered

Elaine has worked within children’s services for 28 years in Local         

Authorities, schools and colleges as well as with alternative provisions and residential social care settings. She was a teacher, teacher trainer, foster carer and education consultant before completing her doctoral research into the psychology of co-working between professional groups at Personal Education Planning Meetings for young people and children who are looked after.


Elaine held a specialist lead role for LACYP in Nottingham City and continues to work collaboratively with the Virtual School Team in Staffordshire. Her current research involves the value of Personal Construct Psychology within coaching for people who work in education as part of the Coventry Constructivist Centre.

 

Elaine has tremendous skill in applying psychological theory and interpersonal skills to facilitate group processes and continues to offer supervision to both psychologists and education professionals.

Dr Dawn Bradley, Educational and Child Psychologist (B.Sc Dual Hons., QTS (Secondary), EdD, MBPsS, C. Psychol, AFBPsS, HCPC Registered

 

Dawn has worked in education since 1998. Originally a secondary school teacher of English, Drama, and Child Development, Dawn went on to teach in the Prison Service (Young Offenders) before training as a Child and Educational Psychologist.

For the past eight years, Dawn has developed specialist knowledge and skills in childhood adversity, attachment and trauma, the needs of looked after children, the psychological and wellbeing needs of vulnerable populations and how educational communities can build resilience and support the social, emotional, and wellbeing needs of children and young people.

Dawn is strong advocate for change and has spoken at conferences at regional, national, and international levels. She has researched, developed and delivered highly valued training programmes, and supports and advises educational communities on how to become agents of change in the lives of  children and young people and how to support resilience and wellbeing.

Dawn is currently an advisory Educational Psychologist for the ARC (Attachment Research Community), a registered and accredited training provider for the national ELSA programme, a member of the national ELSA steering committee, and is an Emotion Coach (UK). She is also a registered applied practice supervisor with the BPS and continues to provide  psychological supervision to psychologists and non-psychologists.

 

Dawn has been published in ‘Critical Educational Psychology’ (Wiley BPS Textbooks, November 17, 2016.) and in 2018, successfully bid for a research    commission for  Staffordshire’s Virtual School for LAC to research, write and develop the Staffordshire Trauma Informed and Attachment Aware SEF for Educational Settings.

Tim Watson, Educational and Child Psychologist (MA Hons, PGCE, MEd Ed Psych, MBPsS), HCPC Registered

Tim has been working professionally with children and young people and their families in Education and Social Care settings for 25 years.

 

Initially Tim worked as a primary school teacher in the South West of England and then developed his career, becoming a Senior Educational Psychologist working within a local authority in the North West of England.  

These experiences have led Tim to develop particular interests and skills in social and emotional aspects of learning, supervision, and attachment as well as research experience focused on resilience.

 

Tim is committed to evidence based practice and believes in building emotionally healthy relationships that are purposeful and meaningful. Tim believes that applying psychology as part of a partnership at all levels is the most effective way to bring about positive change.

Tim works with an independent fostering agency and an independent provider of residential homes, in the North of England. He provides training, assessment and consultation within both organisations. Tim has particular experience in working with post adoption situations and children who are in the care of the local authority. He currently supervises a range of education, social care and safeguarding professionals. 

 

Tim has delivered regional and national seminars and workshops and is a contributor to further education courses at Edge Hill University.

Tim considers it a privilege being a facilitator of conflict transformation training (Integrative Complexity - IC) and being an external reviewer of some recent publications. IC has been developed and licensed through the University of Cambridge and is focused on reducing radicalisation and extremism .