Safeguarding Children within Residential Care

This training provides delegates with the opportunity to expand their current knowledge and skills relating to preventing and managing self-harm in young people. It supports delegates to learn and practice crisis management skills to discourage young people from harming themselves and consider the appropriate responses when a young person has self-harmed. The training provides a clear step-by-step guide to preventing and managing self-harm, and opportunities throughout for learning to be applied to the specific young people that the delegates support. A variety of learning methods are used throughout the training to aid training transfer, like case studies, discussions, and role-play.

This is an introductory day, which incorporates understanding the principles of restorative approaches, how to engage young people in understanding the impact of their behaviour and how to link this to the use of consequences. Participants will gain some understanding of how restorative practice links to the current regulations and guidance. The day will enhance professional confidence when implementing a restorative approach.

This is a non-presentation, learner led, research based session of learning and development. It covers various perspectives of child development, touches on neuro science and looks at research led evidence based frameworks to support positive holistic development.

This course is designed to provide and improve a framework for practice including the introduction to resources that the workers may use post training to work effectively with children and young people. The framework for practice is an application of the See Me Hear Me model developed by the Office of the Children's Commissioner as part of the two year research project into child sexual exploitation in gangs and groups.

This course is part of a CPD framework, The Aspiring Leadership Programme, it covers theoretical models of leadership and management within a Children’s Residential Care context. It also then dovetails into the application of specific models in practice to ensure a functional context. This course covers, and has cohesion with, learning outcomes 1.1 – 1.4 of unit 3 of the Pearson level 5 Diploma in Leadership and Management for Residential Childcare (England).

This course is designed to provide and improve a framework for practice in this area when working as part of a multi-disciplinary team. Including the introduction to resources that the workers may use post training to work effectively with children and young people.

This session will give an overview of the main elements of GDPR (with reference to schools) and increase awareness in relation to the rights of data subjects and the steps needed to achieve compliance.

This session will give an overview of the main elements of GDPR and increase awareness in relation to the rights of data subjects and the steps needed to achieve compliance.

The core focus of this course is on how to effectively support the positive development of children and young people who have suffered developmental and or emotional trauma under a cohesive evidence based framework for practice.

To increase awareness in relation to children and young people who may display Harmful Sexual Behaviour and know how to respond if concerns arise.

This highly practical and interactive course aims to support practitioners in developing the skills and competencies needed to support children and young people who have experienced loss and or bereavement.

The focus of this training is to offer a greater insight into burnout and how it may present itself, alongside the impact of burnout and stress. It is an introduction into anxiety, worry and stress and how thoughts, feelings and behaviours can contribute to a vicious cycle of stress. Practical strategies are offered to manage anxiety, worry and stress, alongside strategies to better understand how to maintain general wellbeing.

This session emphasises that for supervision to be effective, it must be located within an overall performance management framework. Whilst supervision is the most important performance management tool, it evaluates other performance management elements which work in conjunction with formal and non-formal supervision structures. This course is theoretical and research led, but still provides practical ideas, suggestions, and resources to apply directly to practice.

This training provides attendees with an introduction to Autism Spectrum Disorder (ASD) focusing on autistic young people. It supports attendees to understand the relationship between ASD and forensic issues, and provides them with knowledge of therapeutic parenting, and how this parenting style can be used with autistic young people. A variety of learning methods are used throughout the training, such as case studies, discussions, videos, role-plays, and workshops. The latter are used to aid training transfer.

The first part of the training will focus on understanding attachment. This training provides an overview of, developmental trauma and the impact on the brain, alongside the core difficulties associated with developmental trauma. An introduction to attachment theory and attachment styles are detailed, with insight provided to the development of the self-regulation system. The second half of the training will focus upon working with attachment difficulties. The impact of shame will be, explored and how this can affect a young person who has experienced developmental trauma. Therapeutic parenting principles are outlined and strategies to implement are covered with a focus on hidden and expressed needs and how to respond. PACE therapeutic parenting strategies are covered in depth with practical exercises to implement learning.