14 Educational Psychology courses

Trauma Informed Practice in Education is a research evidence based whole school systems approach that starts with you. Improved attendance, improved learning outcomes, reduced suspensions and exclusions and better staff recruitment, retention and wellbeing all begin from a place of understanding child development, the impact of adversity on child development and the role of us as educators in supporting opportunities for growth and resilience. Systems change takes teamwork, however the most important member of that team is you. On this Trauma Informed Practice Day you will learn the why and how to keep you well and resourced in order to support the emotional and academic progress of the children in your school. You may already have some knowledge or you may be coming as a complete novice. Either and anything in between is fine. Numbers are limited to keep the group small for the benefit of more enriched learning. On this practice day you will; • Take a deep learning dive into the nervous system and how this applies to you, your setting and the progress of your learners. • Learn practical skills and strategies to support yourself and others. • Have opportunities to discuss children you are working with through small group supervision sessions • Benefit from a day of immersion into the topic with two highly qualified and experienced practitioners.

All person centred planning tools and processes are driven by a commitment to achieve inclusive outcomes for the person whose plan it is, and the young people involved are always present throughout their planning session. The focus of all person centred approaches is the whole person irrespective of the label they carry. Two people, a process facilitator and a graphic facilitator, typically facilitate plans. COURSE CATEGORY Person Centred Planning Inclusion Strategic Work Visioning and Problem Solving DESCRIPTION Person centred planning is a way of expressing a set of inclusive values through a unique range of tools and techniques. The most commonly used person centred tools – MAPS [https://inclusive-solutions.com/product/maps-process-step-by-step-guide/] and PATH [https://inclusive-solutions.com/product/path-process-step-by-step-guide/] – create a hands-on demonstration of these values in action. All person centred planning tools and processes are driven by a commitment to achieve inclusive outcomes for the person whose plan it is, and the young people involved are always present throughout their planning session. The focus of all person centred approaches is the whole person irrespective of the label they carry. Two people, a process facilitator and a graphic facilitator, typically facilitate plans. The role of the support service staff in this work is as a facilitator not as an expert participant, problem solver, assessor or provider of consultation. MAPS [https://inclusive-solutions.com/product/maps-process-step-by-step-guide/] and PATH [https://inclusive-solutions.com/product/path-process-step-by-step-guide/] are especially effective tools in planning transitions and annual review processes for young people with additional support needs and for through-care planning for young people who are looked after or accommodated. Over time person centred working will reveal areas of unmet need in current provision and thereby inform the ongoing strategic planning within any particular region. TESTIMONIALS > “Thanks again for a superb day which from my perspective as Principal > Educational Psychologist has been a real boost and uplifted my spirits about > helping move the Educational Psychology Service forward as well as gaining > greater insight and understanding of individual Educational Psychologists. > Several EPs have said that they are planning to use MAPS > [https://inclusive-solutions.com/product/maps-process-step-by-step-guide/] and PATHS > [https://inclusive-solutions.com/product/path-process-step-by-step-guide/] in > their work and I will be joining them.” > > DR MICHAEL HYMANS, PRINCIPAL EDUCATIONAL PSYCHOLOGIST, LONDON BOROUGH OF LEARNING OBJECTIVES 1. To Explore the values underpinning person centred working 2. To show how person centred planning naturally captures young people’s strengths and capacities 3. A demonstration of how person centred planning encourages meaningful consultation and participation with young people (particularly for those who cannot make their views known in typical ways 4. To show how Person Centred Planning leads to the building of stronger parent/school partnerships 5. To indicate how person centred planning can promote multi-agency teamwork and shared responsibilities 6. To increase understanding the how of process and graphic facilitation in person centred work. WHO IS IT FOR ? * Teachers and School Staff * Education Services * Social Care Staff * Health Professionals * Transition Coordinators * Family Support Workers * Link Workers COURSE CONTENT * An introduction to the person centred planning tools * PATH [https://inclusive-solutions.com/product/path-process-step-by-step-guide/] live demonstration in action followed by real time coaching of facilitation skills. We would stress that this is an introductory day and that participants will be expected to make plans for their own follow up and further practice of the tools covered in the course of the day.

Trauma Informed Practice in Education is a research evidence based whole school systems approach that starts with you. Improved attendance, improved learning outcomes, reduced suspensions and exclusions and better staff recruitment, retention and wellbeing all begin from a place of understanding child development, the impact of adversity on child development and the role of us as educators in supporting opportunities for growth and resilience. Systems change takes teamwork, however the most important member of that team is you. On this Trauma Informed Practice Day you will learn the why and how to keep you well and resourced in order to support the emotional and academic progress of the children in your school. You may already have some knowledge or you may be coming as a complete novice. Either and anything in between is fine. Numbers are limited to keep the group small for the benefit of more enriched learning. On this practice day you will; • Take a deep learning dive into the nervous system and how this applies to you, your setting and the progress of your learners. • Learn practical skills and strategies to support yourself and others. • Have opportunities to discuss children you are working with through small group supervision sessions • Benefit from a day of immersion into the topic with two highly qualified and experienced practitioners.

Hypnotherapy with Children Accredited CPD course; Paediatric Hypnotherapy

Hypnotherapy with Children Accredited CPD course; Paediatric Hypnotherapy

Online Course now available via Teachable Platform [https://inclusive-solutions-school.teachable.com/courses] –  How do People Learn? [https://inclusive-solutions-school.teachable.com/p/howdopeoplelearn?affcode=550546_drmv7wip] Learn at your own pace… lots of text and video support COURSE CATEGORY Inclusive education Neurodiversity DESCRIPTION The course offers a rare opportunity to learn from two eminent educators -one a widely esteemed and talented trombone player and teacher and the other a very experienced inclusive educational psychologist. Drawing upon shared knowledge and direct experience the two educators explore dominant psychological models of learning and how they make sense in the real world of teaching trombone or children and young people with the most complex needs in our schools.  By listening deeply and making connections to your own experiences you will be able to consider more deeply how to improve your own or the teaching of others. The day involves an exploration of major learning theories and their applications in the real world. There will be a range of practical activities designed to  deepen your understanding of the best teaching and learning. Dennis Rollins MBE https://www.dennisrollins.com/ [https://www.dennisrollins.com/] A passionate performer and educator, British trombone player Dennis Rollins MBE has established a reputation as an artist of excellence, and has lent his unique and stylish talents to some of this country's, and indeed the world's top jazz and pop personalities such as Courtney Pine, Maceo Parker, Jamiroquai, US3, The Brand New Heavies, Blur, Monty Alexander, Pee Wee Ellis and Jean Toussaint, amongst others. As a bandleader, in 2006 his jazz/funk outfit Badbone & Co won a prestigious BBC Jazz Award in the Best Band category. In the following year he picked up both Trombonist of the Year at the British Jazz Awards and Ronnie Scott's Jazz Awards.  Dennis was nominated twice in the 2008 Parliamentary Jazz Awards for Jazz Musician of the Year and for Jazz Education; he won the latter.  Other awards include British Trombone Society (BTS) Player of the year Award 2013 and JazzYorkshire Award 2012 Best Band for his band Velocity Trio. In his hometown of Doncaster UK, Dennis was given Honorary Freedom of the Borough in recognition of his successful musical career and for his constant inspiration to the regions musical youth. As part of Her Majesty the Queen’s Birthday Honours 2018, Dennis was honoured with an MBE for Services to music.  Most recently in June 2022, he was awarded an Honorary Fellowship from the Royal Welsh College of Music and Drama, Wales, UK.   Colin Newton Colin has over 40 years experience as a teacher of children and adults and as an educational psychologist across the UK as well as some work internationally. He has written books on a range of subjects mainly related to inclusive education of those with most complex behaviour and learning needs. He is know for his passion for the inclusion of all children in mainstream schools, and for his practical applied work around person centred planning, restorative justice and in depth problem solving. Colin loves to demonstrate approaches as well as provide training with often very large groups - always with a clear focus on facilitation and inclusion of all. His love of drama and participation are as clear as his drive to revolutionise educational psychologist practice across the UK. Colin says: ‘Instinctively from an early age I was against children being sent away to boarding schools and later to special schools and settings. Later I was inspired by disabled activists and Canadian and North American inclusionists who were working to change the world of education with radical innovative thinking and approaches  - the work was political, social and spiritual - I was in and never looked back!’ Colin’s career has been values driven, but also practical using applied psychology in training and real life problem solving with schools, families and individual children and young people. LEARNING OBJECTIVES * Formulate deeper  understanding of learning processes for all children and adults * Differentiate understandings and insights into emotional complexity of teaching and learning * Learn Techniques to support teaching and learning * Invite reflection on importance of relationships for effective learning * Gain key phrases, key questions and key processes to support teaching and learning with adults and children * Appraise  different psychological models of learning * Conjecture on how to inspire deeper learning and motivation in students * To create insights into thinking of exceptional teachers teaching complex skills * Differentiate  inclusive insights and reflections on the learning of all children whatever their barriers may be * Critique psychological models of learning and how they can be applied in a teaching context  * Investigate how to inspire deeper learning and motivation in students  * Formulate insights into the emotional complexity of teaching and learning WHO IS IT FOR ? Any Teacher, Psychologist or Educator who wishes to understand the learning processes of children or adults COURSE CONTENT 1. Fun, engagement and interest are key ingredients of the the most memorable learning. 2. Imitation - (Bandura) Social learning theory- we can assume that 80%of learning is done by imitating others around us in the social world. We are particularly drawn learning from our peers as well as significant role models and key adults in our lives. We copy each other. 3. Learning takes place In meaningful contexts. (Bruner argued that you cannot strip learning of its content, nor study it in a ‘neutral’ context. It is always situated, always related to some ongoing enterprise. 4. Learning and motivation to learn can be sparked or inspired by people around us including teachers but not only them.  5. Structured steps help to facilitate and scaffold learning in most children and adults. 6. With person centred encouragement eg a focus on interests and passions - individuals are more likely to learn effectively. This also ensures motivation and ‘buy in’ from the learner. 7. The ultimate goals for teachers is to nurture self-efficacy and confidence in learners to the point whereby they can set their own goals

Need a PATH? A person-centred plan?  This is a planning process not a training day. Let us facilitate your planning and refocus your story whilst strengthening you and your group, team, family, staff or organisation.  This tool uses both process and graphic facilitation to help any group develop a shared vision and then to make a start on working out what they will need to do together to move towards that vision.  * Is your team or family stuck?  * Want to move on, but haunted by the past and cannot get any useful dialogue started about the future?  * Facing a challenging transition into a new school or setting?  * Leaving school?  * Bored with annual reviews, transition plans and review meetings?  * Want to find a way of making meetings and planning feel more real and engaging?  * Need an approach, which engages a young person respectfully together with his or her family and friends?  * Want the ultimate visual record of the process of a meeting, which will help everyone, keep track?  * Want to problem solve and plan for the future of a small or large group, service or organisation up to the size of an LA  Give your team the opportunity to pause and reflect on what matters most to them about the work they do. The act of listening to each other creates relationship and strengthens trust and inclusion within the team – in creating a shared vision, groups of people build a sense of commitment together. They develop images of the future we want to create together, along with the values that will be important in getting there and the goals they want to see achieved along the way. Unfortunately, many people still think vision is the top leader’s job. In schools, the vision task usually falls to the Headteacher and/or the governors or it comes in a glossy document from the local authority or the DfES. But visions based on authority are not sustainable.  Using the planning tool PATH [https://inclusive-solutions.com/product/path-process-step-by-step-guide/] (Pearpoint, Forest and OBrien 1997) and other facilitation sources we use both process and graphic facilitation to enable the group to build their picture of what they would love to see happening within their organisation/community in the future and we encourage this to be a positive naming, not just a list of the things they want to avoid.  Outcomes  1. To create a shared vision  2. To name shared goals  3. To enrol others  4. To strengthen the group  5. To explore connections and needs  6. To specify an Action Plan  7. To create a visual graphic record of the whole event  Process Content  PATH [https://inclusive-solutions.com/product/path-process-step-by-step-guide/] is a creative planning tool that utilises graphic facilitation to collect information and develop positive future plans.  PATH [https://inclusive-solutions.com/product/path-process-step-by-step-guide/] goes directly to the future and implements backwards planning to create a step by step path to a desirable future. (Inclusion Press, 2000). These tools were developed by Jack Pearpoint, Marsha Forest and John O’Brien to help marginalised people be included in society and to enable people to develop a shared vision for the future.  PATH [https://inclusive-solutions.com/product/path-process-step-by-step-guide/] can be used with individuals and their circle of support, families teams and organisations.  Both MAP and PATH [https://inclusive-solutions.com/product/path-process-step-by-step-guide/] are facilitated by two trained facilitators – one process facilitator who guides people through the stages and ensures that the person is at the centre and one graphic facilitator who develops a graphic record of the conversations taking place in the room.  Follow the link below to read a detailed thesis by Dr Margo Bristow on the use of PATH [https://inclusive-solutions.com/product/path-process-step-by-step-guide/] by educational Psychologists in the UK.  AN EXPLORATION OF THE USE OF PATH (A PERSON-CENTRED PLANNING TOOL) BY EDUCATIONAL PSYCHOLOGISTS WITH VULNERABLE AND CHALLENGING PUPILS [https://inclusive-solutions.com/blog/evaluation-use-path-educational-psychologists-margo-bristows-doctorate-2014/]  The findings indicate that PATH [https://inclusive-solutions.com/product/path-process-step-by-step-guide/] impacted positively and pupils attributed increased confidence and motivation to achieve their goals to their PATH [https://inclusive-solutions.com/product/path-process-step-by-step-guide/]. Parents and young people felt they had contributed to the process as equal partners, feeling their voices were heard. Improved pupil- parent relationships and parent-school relationships were reported and the importance of having skilled facilitators was highlighted. Although participants were generally positive about the process, many felt daunted beforehand, possibly due to a lack of preparation. Pre-PATH [https://inclusive-solutions.com/product/path-process-step-by-step-guide/]planning and post-PATH [https://inclusive-solutions.com/product/path-process-step-by-step-guide/] review were highlighted as areas requiring further consideration by PATH [https://inclusive-solutions.com/product/path-process-step-by-step-guide/] organisers. Recommendations to shape and improve the delivery of PATH [https://inclusive-solutions.com/product/path-process-step-by-step-guide/] are outlined together with future research directions.

Peer Support as an anti-bullying strategy for schools is now routinely recommended by the DCSF and Ofsted. Many schools in the UK have individual schemes which show good practice within their own setting. However, it is rare to find co-ordination of multiple schemes within a Local Authority , or part of a Local Authority, or even within families or clusters of schools. COURSE CATEGORY Behaviour and Relationships Inclusion Peer Support Meeting emotional needs DESCRIPTION Peer Support as an anti-bullying strategy for schools is now routinely recommended by the DCSF and Ofsted. Many schools in the UK have individual schemes which show good practice within their own setting. However, it is rare to find co-ordination of multiple schemes within a Local Authority , or part of a Local Authority, or even within families or clusters of schools. Coordination of schemes provides opportunities for networking, sharing ideas, and mutual support amongst both adults and young peer supporters creates excellent practice. This approach also leads to: * Stability and consistency of training * A wealth of back up materials for adults and young people * Consistent telephone and email support * Opportunities for professional development for teachers, Teaching assistants and Learning Mentors * Opportunity for national accreditation from MBF TESTIMONIALS The Mentoring and Befriending Foundation described this scheme as “a benchmark for Local Authorities LEARNING OBJECTIVES 1. To discover how a centrally led Peer Support scheme enhances and promotes anti-bullying work across a number of schools. 2. To take away from the day the means and the inspiration to set up a local scheme. 3. To deepen insight into impact of strategic approach to peer support 4. To learn about a real way of reducing bullying across a Local Authority WHO IS IT FOR ? Suitable for * Anti-Bullying Leads * Behaviour Support staff * CAHMS * TAHMS * Learning Support and Guidance Staff * Childrens Services Support Services * Educational Psychologists COURSE CONTENT The training day will be led by Inclusive Solutions, and a representative from a Local Authority who has successfully managed such a scheme for 10 years. This will be an interactive day with lots of opportunity for questions and exploration. What the day includes: * How this work fits with an Inclusive Local Authority * Key aspects and issues in running multiple Peer Support schemes from the centre * Graphics workshop * The 3 legged stool of Peer Support: Selection, Training and Supervision * A chance to view and purchase some of the nationally accredited materials successfully used and developed over many years. f you liked this course you may well like: PEER COUNSELLING AS AN ANTI-BULLYING STRATEGY [https://inclusive-solutions.com/training/peer-counselling-as-an-anti-bullying-strategy/]

This is a workshop focused on getting the welcome right for children who are starting for the first time at a new school when we know the welcome will be difficult. Perhaps they have been excluded from elsewhere, they are new to this culture, they have complex needs or they are just very different or highly anxious? COURSE CATEGORY Meeting emotional needs Behaviour and Relationships Inclusion NOW AVAILABLE AS AN ONLINE COURSE https://inclusive-solutions-school.teachable.com/p/welcome-team/ DESCRIPTION This is a practical ‘non-medical’ day or half day workshop or twilight session for front line practitioners working with children and young people that will find starting at a new school or setting difficult.  Drawing from international research and literature, reports from inclusive schools and our own experience over many years as educational psychologists of the challenges of children with major social and emotional needs, we will explore together what the best practice can and could look like.  We explore: 1. Creating a welcoming team or ‘committee’ of young people 2. Training the team in effective ‘welcoming’ and supporting 3. Building a support circle around a new child and running this circle effectively 4. Auditing what makes for a successful welcome of any new child at the school 5. Facilitating the involvement of young people in successful welcoming activities and preparation 6. Links between this work and building ‘circles of friends’ and peer mediator training TESTIMONIALS Belonging and feelings are so important Definitely made me reflect a lot on the go-to behaviour management techniques we use! Excellent! Never thought of it like this before LEARNING OBJECTIVES * Increased confidence regarding developing inclusive practice for newcomer children in mainstream schools * The challenge of a good ‘welcome’ fully understood * Access to a wider range of practical strategies to impact on settling an individual’s social and behavioural needs on joining a new setting * Deeper understanding of core values surrounding inclusion of emotionally disabled children * Opportunity to reflect on involving children and young people in effectively welcoming and including new students * New skills, scripts and processes to make inclusion and relationships in school fulfilling and restorative  WHO IS IT FOR? * Practitioners working in schools and other settings with children and young people of all ages * Key workers * Teaching Assistants with support roles * Heads and deputies * SENCOs * Advanced skills teachers * Primary and secondary classroom teachers * Parents * Local authority support services COURSE CONTENT The course explores the questions : * What does it take for a child to: 1. 1. Feel safe and secure as they transition into a new school or setting? 2. Feel supported by their new peer group? 3. Understand how a new setting or school operates and to feel confident there? 4. What else can we do to go about including high profile children or young people with challenging emotional needs? 5. How can we best enlist the involvement of children and young people in the early work of inclusion with a new member of the school or setting?  This course also explores practical strategies, concepts and language for key adults building relationships with individual pupils. This is a participative day that aims to be explorative and practical. Opportunities to develop empathy with the children of concern will be created. If you liked this course you may well like: FRESH APPROACHES TO BEHAVIOUR AND RELATIONSHIPS [https://inclusive-solutions.com/training/behaviour-fresh-approaches-to-behaviour-and-relationships/]

This training is aimed at developing Person Centred Planning – for Local Authority, School or Multi Academy Trust professional  teams. Parents and carers can also participate in this training. One day introduction to underlying values and practicalities of approach in schools – 100 people 2 Day skill training for 30 participants to learn PATH [https://inclusive-solutions.com/product/path-process-step-by-step-guide/] planning skills 1 day follow up after 3 months to problem solve issues and celebrate what achieved. Person Centred Planning (PCP) is a way of expressing a set of inclusive values through a unique range of tools and techniques. The most commonly used person centred tool with children is a PATH – and it shows these values in action. Why now? The Children and Families Act 2014 sets out clear principles for supporting and involving children and young people in all aspects of the support and planning of their special educational need. The Special Educational Needs and Disability Code of Practice: 0 – 25 years provides the statutory guidance relating to part 3 of the Children and Families Act 2014. Embedded in its principles is the need for a stronger focus on the participation of children, young people and their parents/carers in decision making at both individual and strategic levels. The use of Person Centred Approaches provides the opportunity to fulfil those principles. Working in this way ensures the CYP and their parents/carers are at the centre of all decision making and future planning. It provides an opportunity to engage directly with children and young people to discuss their needs, and plan how they can achieve the best possible outcomes. This should be integral to all planning for children and young people with Special Educational Need and Disability (SEND) throughout their lives. Education Health Care Planning processes are required to be truly person centred at every stage, including annual reviews, so understanding this way of working has never been more essential. Is this different to what we do already? This person-centred way of working offers a radical new approach to visualising planning, empowering and directly involving children and those that care about them throughout planning meetings and allowing for inclusive, creative methodology which builds on and challenges existing practice in schools. Core principles The focus of inclusive, person-centred working is first and foremost on ordinary needs and not solely on special needs. – Being somebody – Contributing by sharing gifts and capacities – Knowing people and having relationships – Having choice and control – Sharing ordinary places – being present in local spaces and having a valued role there The training is delivered by Inclusive Solutions who are Educational Psychologists with a national reputation for training and person centred planning with schools over the last 16 years. In this training, you will learn how to facilitate with a child, family, team or an organisation to think together around their preferred future or about a challenge or issue. Here is an opportunity to experience first-hand the person centred, futures planning tool – PATH [https://inclusive-solutions.com/product/path-process-step-by-step-guide/] (Pearpoint, Forest et. al. 1989). This course will provide participants with a practical introduction to person centred planning and approaches, including examples of best practice in using person centred approaches in schools. The course will explore the underlying values of person centred approaches, provide an introduction to the person centred planning tools and link this to national policy and guidance. Participants will gain: 1 Knowledge of person centred planning and approaches 2 An understanding of how person centred approaches can be used in schools 3 A basic knowledge of the person centred review process and where to find out more information 4 The skills to gather information about what is important to and for the children and young people they support 5 An understanding of PATH [https://inclusive-solutions.com/product/path-process-step-by-step-guide/] and situations in which this process could be used in school The course answers these questions: • What are person centred approaches? • How can we use person centred approaches in our school? • What is person centred thinking and how can it be used in schools? • How can we learn about what is important to and for the child or young person and share this information? • How can we make sure that the child is at the centre of their annual/transition review?