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

This training is intended for practitioners and professionals who work with children and young people that have experienced, and who may still be living with significant adversity. This is particularly helpful for mental health and safeguarding leads, designated teachers for looked after children and social care.

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.

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

Ela

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

 

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