supporting professionals to be trauma informed

Delegates will explore Trauma Informed Practice enabling them to identify and recognise trauma responses, whilst aiding recovery, building resilience and avoiding re-traumatisation. We will
explore vicarious trauma and the importance of self-care.

Suitable for:
Anyone working directly or caring for children and young people in care who have experienced childhood trauma or adverse childhood experiences (ACE’s).

Time:
1 Day

Delivery:
Online or Face to Face

Learning Outcomes:

• The nature and widespread occurrence of trauma is understood

• The impact of Adverse Childhood Experiences (ACE’s) is understood

• The impact of trauma on individuals is recognised and understood at a neurological, psychological and social level

• Key principals for aiding recovery, building resilience and avoiding re-traumatisation are understood and applied to own area of work

• The impact of vicarious trauma is recognised

• The importance of working within a compassionate, strengths based, reflective systems is understood

• Workers demonstrate good self-care and professional boundaries and can access appropriate workplace support

Please contact us to discuss costings and your training requirements

Delegates will explore Trauma Informed Practice in more depth neurologically, socially, and psychologically. We will explore ‘complex behaviours’ and how to look behind them and interpret the emotions driving the behaviour. Delegates will have the opportunity to link theory into practice with live case scenarios facilitated through reflective practice, organisational assessment, and action planning.

Suitable for:
Anyone with regular and intensive contact with children and young people in care who have experienced childhood trauma or adverse childhood experiences (ACE’s).

Time:
2 Days

Delivery:
Online or Face to Face

Learning Outcomes:

• The nature and widespread occurrence of trauma is understood

• The impact of Adverse Childhood Experiences (ACE) is understood

• The impact of trauma on individuals is recognised and understood at a neurological, psychological and social level

• Different forms of trauma such as childhood relational trauma, one-off events and domestic abuse are explored (can be tailored according to the learners needs)

• Clinical consequences of trauma, such as PTSD, Developmental Trauma and mental health difficulties are explored (can be tailored according to the learners needs)

• Challenging behaviour is understood as a symptom of distress; the importance of ‘looking behind the behaviour’ is recognised

• Learners are aware of how to support people affected by trauma to safely disclosure, where appropriate

• Learners are aware of when, where and how to signpost those affected by trauma to support services

• Key principals for aiding recovery, building resilience and avoiding re-traumatisation are understood, including the concept of ‘safety’ and the need to avoid shame

• Following a ‘gap-analysis’, an action plan will be drafted to improve the trauma-responsiveness of the learner’s own workplace

• The impact of vicarious trauma on the individual and the wider system is recognised and managed in the workplace

• The importance of working within a compassionate, strengths based, reflective system is understood through experiential learning

• Workers demonstrate good self-care and professional boundaries

Please contact us to discuss costings and your training requirements

Delegates will explore some of the mental health challenges for this group of children and young people and how mental health outcomes are different for this group. Delegates will learn some of the definitions and terminology related to LGBTQ+ and ways to support children and young people who are struggling.

Suitable for:
Anyone working directly with children and young people who identify as LGBTQ+ in the community or residential settings.

Time:
3 hours

Delivery:
Online

Learning Outcomes:

• To become aware of some definitions and terminology related to the Lesbian, Gay, Bisexual, Transgender and Queer+ (LGBTQ+) communities

• To have an awareness of the differences in mental health outcomes for this group, compared to others

• To understand some specific mental health challenges for this group

• To understand ways in which you can support young people who are struggling

• To understand ways in which you can adapt the environment to support young LGBTQ+ people

Please contact us to discuss your training needs and requirements.

Delegates will explore the emotions behind self-harming behaviour and learn how to manage and effectively communicate with children and young people who self-harm in the community or residential settings. The course can be tailored depending on the work context and the level of interaction the organisation has with children, young people and their families/carers.

Suitable for:
Anyone working directly with children and young people who self-harm, either in the community or residential settings.

Time:
1 day (9.30am-4.30pm)

Date:
Monday 3rd February 2025

Cost: £125 p/person (tutor led - online course)

Learning Outcomes:

• Understand what is meant by self-harm and its relationship to para-suicide and suicide

• Understand the risk factors for self-harm

• Explore their own assumptions, beliefs and attitudes to self-harm

• Gain a greater awareness of why young people self-harm

• Consider what is meant by the ‘contagion effect’ and the impact of the media on self-harm

• Understand how to assess self-harm and talk about suicidal ideation

• Understand what is meant by risk minimisation and safety planning

• Consider how best to respond, ‘in the moment’, to young people who are self-harming or threatening to self-harm

• Explore techniques to support young people to manage self-harm such distraction, displacement and delaying

• Explore support services and resources that are available both for young people and those supporting them

• Consider how working with young people who self-harm impacts them and the importance of self-care and reflective practice

Please contact us to discuss your training needs and requirements.

Delegates will learn how to develop or enhance their therapeutic relationships and improve engagement. Working with children or young people who are in ‘blocked trust’ is not easy as many present with behaviours that challenge, from active resistance of support offered, to extreme behaviours that pull you in or push you away. Sadly, ‘blocked trust’ is often the default setting for young people who have experienced relational trauma, many of whom reside within our care system.

This training aims to improve empathy for children and young people, to see behind the behaviour and to understand that it takes time and commitment to build the relationships that will enable them to recover from their trauma and learn to trust again.

Suitable for:
Anyone who has regular and intensive contact (fostering, residential or community services) with children and young people who have experienced childhood trauma.

Time:
2 days

Delivery:
Face-to-face or online

Learning Outcomes:

• Understand what is meant by relational trauma and when this might occur

• Understand how early relationships with primary carers affects the developing brain

• Understand changes that happen to the brain during adolescence

• Understand the principals of attachment theory and how attachment strategies help children to get their needs met

• Understand what is meant by ‘blocked trust’ in young people and ‘blocked care’ in practitioners

• Understand what is meant by ‘toxic shame’ and how young people guard against it

• Review Kim Golding’s House Model of Parenting (for practitioners working in residential settings)

• Review the Trauma Recovery Model (Skuse and Matthews)

• Understand what is meant by ‘two hands of parenting’ and how this helps to create safety

• Understand the acronym PACE (Hughes and Golding) and how we can apply this in everyday practice

• Understand the importance of adult led, relational repair in which we ‘connect before correct’

• Reflect on how they might apply the principals of therapeutic parenting in their practice

• Reflect on their own attachment style and how this may impact their practice

• Reflect on their own needs for self-regulation and self-care

Please contact us to discuss your training needs and requirements.

Delegates will review the sensory and attachment theories and how this relates to those individuals they are working with. Consideration is given to the impact of sensory and attachment issues on relationships, and on the impact to engage in everyday activities. Participants will learn about the core principles of regulation and co-regulation used to regulate emotional states and behaviour. The course can be tailored depending on the work context and the level of interaction the organisation has with children, young people, and their families/carers.

Suitable for:
Anyone working with children and young people in the fields of Education, Health, and Social Care, including the community, and residential homes.

Time:
1 day

Learning Outcomes:

• Introduction to Sensory Attachment Intervention (SAI)

• The SAI Impact of Trauma Model

• Overview of contributing theories

• Introduction to Self-Regulation & Co-Regulation

• The Use of Calming & Alerting Stimuli to Regulate Arousal States

• The regulating properties of food and daily activities

• Enriched Environment Provision in the home, school, and clinical settings

• Case Study Example and Intervention Planning: An Integrative and Sequential Approach to Choosing Interventions

• How to consider Sensory Attachment Intervention principles in your models of practice

The trainer delivering course is Chris West who is a Consultant Occupational Therapist. She works in the field of mental health, fostering, adoption, looked after children, and secure care settings, where they have experienced developmental trauma.

Please contact us to discuss costings and your training requirements