10 Educational Psychology courses in Chesham

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.

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?

Circle of Friends is an approach to enhancing the inclusion, in a mainstream setting, of any child or young person who is experiencing difficulties in school because of disability, personal crisis or because of their challenging behaviour towards others. The ‘circle of friends’ approach works by mobilising the young person’s peers to provide support and engage in problem solving with the person in difficulty. Online Course now available via Teachable Platform [https://inclusive-solutions-school.teachable.com/courses] – Creating Circles of  [https://inclusive-solutions-school.teachable.com/p/creating-circles-of-friends]Friends [https://inclusive-solutions-school.teachable.com/p/creating-circles-of-friends] Learn at your own pace… lots of text and video support COURSE CATEGORY Inclusion Peer Support Behaviour and Relationships Autism and Communication DESCRIPTION Circle of Friends is an approach to enhancing the inclusion, in a mainstream setting, of any child or young person who is experiencing difficulties in school because of disability, personal crisis or because of their challenging behaviour towards others. The ‘circle of friends’ approach works by mobilising the young person’s peers to provide support and engage in problem solving with the person in difficulty. ‘Circle of friends’ is not the same as ‘circle time’ but many of the skills and techniques used by teachers in ‘circle time’ can be used to support the ‘circle of friends’ process. Over the past 12 years Colin Newton and Derek Wilson have been encouraging the use of ‘circle of friends’ in a wide variety of primary and secondary schools, often with very successful outcomes. Some of these are described in their books ‘Circles of Friends’, (Folens, 1999) and ‘Creating Circles of Friends’ (Inclusive Solutions, 2005). This is an excellent opportunity to learn from Colin Newton and Derek Wilson the educational psychologists who brought this Department of Education endorsed approach to the UK. Learn how to build teams around challenging pupils by drawing on a resource which is always there…. other children. Enjoy participating in a multi media workshop that will challenge, entertain and reach for your emotions. Circles of support are for us all, for life…. and they work! TESTIMONIALS > ‘Absolutely fantastic session – so thought provoking and positive.’ > ‘Well presented excellent course’ > ‘Wonderful, mind blowing day. Lots of children and young people there we need > to really see – not treat’ > ‘Excellent presentation, lively, modern, current – definitely got the > attention. Course gave great food for thought and I feel confident that this > way of working will have a place in the future of our school. LEARNING OBJECTIVES 1. To be able to understand the values and wider context of inclusion 2. To be able to set up and run a ‘circle of friends’ to reduce likelihood of a pupil being excluded or segregated 3. To understand and be able to maximise the power of the peer group in supporting relationships, achievement and behaviour WHO IS IT FOR ? * Primary and secondary teachers * Heads and Deputies * SENCOs * Learning Support and Guidance staff * Advanced Skills Teachers * Parents * Local Authority Support Services * Community Development workers * Early Years and School based Practitioners COURSE CONTENT The course answers the questions: * What do you do with the child who is isolated by their aggression and anger, through being different, disabled or new to the school or community? * Practically how do we go about including high profile children or young people? * How can we help some children be friends? We will cover: * The importance of Welcome * Inclusion values underpinning this work * The Intentional Building of Relationships – ‘Circle of Friends’ work as an example * Not doing it alone – The Importance of Teams in developing inclusive practice * Practical setting up of circles of friends * Lessons learned * Stories of circles in primary and secondary mainstream schools ^ Circles of Friends Training in Kiev, Ukraine

This is a practical ‘non-medical’ day for front line practitioners working with children and young people who have experienced serious trauma in their life. We work to strengthen  understanding of children who have faced issues of trauma emerging from abuse, violence, loss and family breakdown. Online Course now available via Teachable Platform [https://inclusive-solutions-school.teachable.com/courses] – Impact of Trauma [https://inclusive-solutions-school.teachable.com/p/impact-of-trauma] Learn at your own pace… lots of text and video support https://inclusive-solutions-school.teachable.com/p/impact-of-trauma COURSE CATEGORY Meeting emotional needs Behaviour and Relationships Inclusion Teaching and Learning DESCRIPTION This is a practical ‘non-medical’ day for front line practitioners working with children and young people with serious issues arising from trauma. Drawing from the international research and literature 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 the language and key concepts of trauma and outline very practical classroom strategies. We look at what Psychology may help us in our understanding of children who have faced trauma. We explore the themes of: Hyperarousal Intrusive thoughts Constricted lives We look at triggers, self-regulation and unpack a range of strategies.  We explore what young people with these difficulties really need from us. We also spend time looking at the emotional impact on practitioners working with children with such needs and what helps at a personal and team level. We can all do something – we do not have to wait for expert therapists to arrive!  TESTIMONIALS I had no idea… It had a huge impact Belonging and feelings are so important Excellent! LEARNING OBJECTIVES * Increased confidence regarding developing inclusive practice for traumatised children in mainstream schools * Simple understandable explanation trauma understood * Access to a wider range of practical strategies to impact on social and behavioural needs * Deeper understanding of core values surrounding inclusion of emotionally disabled children * Opportunity to reflect on professional attitudes and behaviour towards parents and pupils with complex emotional needs * New skills, scripts and processes to make inclusion successful 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. Feel safe and secure 2. Mourn the past trauma 3. Reconnect with ordinary relationships with children and adults? * How can we start to develop an understanding of traumatised children? * What is the true impact of trauma? * What else can we do to go about including high profile children or young people with challenging emotional needs? * What useful psychological constructs can we use to guide us? This course also explores practical strategies, concepts and language for key adults rebuilding 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/]

Click to read more about this training, in which we demonstrate a live problem solving approach which is based on the active participation of family members. COURSE CATEGORY Inclusion Parents and Carers Behaviour and relationships Problem Solving DESCRIPTION In this training we demonstrate a live problem solving approach which is based on the active participation of family members. ‘Family Circles’ is an evolving new approach to problem solving with families and is based on our years of family work and the development and use of the Circle of Adults [https://inclusive-solutions.com/product/circle-of-adults-live-demo/] process. Inspired by our own Parent Solutions work and the Circle of Adults [https://inclusive-solutions.com/product/circle-of-adults-live-demo/] process as well as Family Group Conferencing and other Restorative Interventions we bring you Family Circles. Essentially the approach involves gathering a family together for a process that is facilitated but majors on the family members offering each other their wisdom and ideas. The approach is capacity focused, person centred approach to working with families rather than the dominant deficit oriented and ‘medical model’ of viewing and planning for or doing things to families. This training can be modelled with a group of professionals or better still with a family. In our work with families we develop the importance of naming stories or theories and seeking linkages and synthesis between what is found out and explored about the family situation and its history. We like participants to sit with the uncertainty, to reflect on the question ‘why’ but without judgement of each other. Deeper reflections may span a whole range of perspectives from ‘within person’ considerations, to situational or systemic possibilities. Health or emotional issues can be reflected on alongside organisational or transactional aspects of what is going on for the family. The better the shared understanding the better the strategy or actions which emerge from these meetings. Quality hypotheses with a close fit to reality lead to more effective implementation in the real world. We encourage ‘loose’ thinking, a search for connections, deeper listening, an ‘open mind’, speculation and exploration without moral judgements. From this stance self-reflection as well as reflection on the situation can produce remarkable insights. The quality of theories or new stories generated is directly influenced by family members’ experiences and the models of learning, behaviour and emotion, systems, educational development, change and so on that they have been exposed to.  LEARNING OBJECTIVES To provide opportunities for: * Shared problem solving in a safe exploratory climate in which the family will find its own solutions. * Individuals to reflect on their own actions and strategies * An exploration of whole-family processes and their impact * Emotional support and shared understandings of issues at a child, parent, family, school and community level. * Feed back to each other on issues, ideas and strategies that are agreed to be worth sharing with them. WHO IS IT FOR? * Anyone interested in working with families in a way that builds and makes use of their capacities rather than focus on their challenges and difficulties. * Social Care teams * School staff * Community organisers * Educational Psychologists COURSE CONTENT * True family empowerment * Deepening shared stories and understandings * Facilitating groups * Problem solving process * Handling family group communication * Allowing direct feedback and challenge between participants in a safe way * Building relationships Process: 1. Family members are welcomed: Introductions are carried out, ground rules and aims clarified whilst coffee is drunk. 2. A recap from the last session is carried out: To follow up developments and reflections after the last meeting. 3. One issue is selected for the main focus 4. Issue presentation: The family member who raised the concern is asked questions to tell the ‘story’ of the issue or problem. 5. Additional questions/information from the group about the problem are gathered: 6. Ground rules may need to be observed carefully here. Individual participants need to be kept focused and prevented from leaping to premature conclusions or to making ‘helpful’ suggestions about strategy.       7. Relationship aspects to the problem are explored. Metaphors and analogies are invited. How would a fly on the wall see your relationship? If you were alone together on a desert island, what would it be like? 8. Impact of previous relationships/spillage from one relationship to another are explored. Eg what situation they are reminded of? For instance, does this situation remind you of any of those angry but helpless feelings you had with your other son when he was an adolescent? This provides opportunities to reflect on how emotions rub off on other people. The parent feels really frustrated, and on reflection we can see that so does the child 9. System/Organisation factors (Family system/school and community systems and so on): What aspects help or hinder the problem? For instance, does the pastoral system of the local school provide space, or time and skilled personnel able to counsel this young person and work actively with their parents? 10. Synthesis. At this stage the Graphic facilitator summarises what they have heard. They then go on to describe linkages and patterns in what they have heard. This can be very powerful. The person doing the graphic work has been able to listen throughout the presentation process and will have been struck by strong messages, emotions and images as they have arisen. The story and meaning of what is happening in the situation may become a little clearer at this point. Typical links may be ‘mirrored emotions’ strong themes such as loss and separation issues, or repeated processes such as actions triggering rejection. This step provides an excellent grounding for the next process of deepening understanding. 11. What understandings/hypotheses/new stories can we draw out from the above? Developing hypotheses has a scientific background and psychologists have long found this a useful process when thinking about behaviour and emotions. In George Kelly’s words “All behaviour is an experiment” .Staying with uncertainty and not falling into the trap of jumping prematurely onto solutions is definitely valuable in our experience. The better the understanding the ‘better fit’ will be the action and strategies that emerge at the next stage of the meeting. Also this process allows for self reflection and exploration at the level of emotion and actions. The group at this stage has an opportunity to ask ‘why’, a time for deeper reflection. Hypotheses sometimes referred to as ‘theories’ or simply ‘understandings’ can range from reflections as to what a child or teacher is feeling inside, through family dynamics, to aspects of the system or situation that are maintaining or impacting upon the problem situation. The richer and the more varied the theories generated the sounder the likely grasp on the situation. Theories are influenced by family members’ reading, studies and experiences which will include models of behaviour, change and development. The richer and more diverse these are in the family’s experience the more powerful the impact on behaviour and relationships. Theories might include one family member’s need for love and attention, the impact of the loss of their father, perceived rejection from their mother, the influence of the peer group, lack of support at school, physical abuse two years ago and so forth.                   12. What alternative strategies/interventions are open to be used? Brainstormed and recorded. ’Either/ors’ need to be avoided at this time also. This needs to be a shared session in which the family member who is presenting the concern contributes as much as anyone. Care is needed to ensure that this person is not overloaded with other people’s strategies. 13. The final selection of strategy or strategies from the brainstormed list is the problem presenter’s choice.       Strategies might include: a special time for the young person, a meeting with the child’s parents to explore how she is being managed at home and to share tactics, a home-school diary, counselling, or an agreed action plan that all are aware of, agreed sanctions and rewards and so forth. Strategies may productively involve processes of restitution and restoration, when ‘sorry’ is not enough. Making it right, rather than punishments or rewards, may then becomes the focus.  14. First Steps. The problem presenter is finally asked to agree one or two first steps which they can carry out over the next 3-7 days. It can help to assign a ‘coach’ who will check in with them to ensure they have carried out the action they have named. This is a time to be very specific. Steps should be small and achievable. The person is just ‘making a start’. A phone call, or making an agreement with a key other person not present at the meeting would be ideal examples. 15. Final reflections. Sometimes referred to as a ‘round of words’ help with closure for all involved. Reflections are on the process not the problem. In large families this is best done standing in a circle. In smaller groups all can remain sitting. Passing around a ‘listening stick’ or something similar such as a stone or light heighten the significance of the process ending and improve listening. 16. Finally the problem presenter is handed the ‘Graphic’ this is their record of the meeting and can be rolled and presented ceremoniously by the facilitators for maximum effect! If you liked this course you may well like: Parent Solutions [https://inclusive-solutions.com/parents/]

This is a practical ‘non medical’ day for front line  practitioners working with children and young people with serious attachment issues arising from loss, trauma and abuse. We look at what Psychology may help us in our understanding of children who have faced issues with love and attachment. Splitting, handling projected feelings, constancy and permanence are explored. Online Course now available via Teachable Platform [https://inclusive-solutions-school.teachable.com/courses] – Understanding Attachment [https://inclusive-solutions-school.teachable.com/p/introduction-to-attachment] Learn at your own pace… lots of text and video support https://inclusive-solutions-school.teachable.com/p/introduction-to-attachment COURSE CATEGORY Meeting emotional needs Behaviour and Relationships Inclusion Teaching and Learning DESCRIPTION This is a practical ‘non medical’ day for front line  practitioners working with children and young people with serious attachment issues arising from loss, trauma and abuse. Drawing from the international research and literature 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 the language of attachment and outline very practical classroom strategies. We look at what Psychology may help us in our understanding of children who have faced issues with love and attachment. We explore the feelings of being on a desolate island of relational poverty or to imagine swimming with sharks. We  explore the themes of violence, anxiety and experience of being a victim as young people grow older. We look at telling lies and explore how we can respectfully understand this. We reveal the new and innovative compass of vulnerability – the cognitive errors to which some are much more vulnerable. We look at triggers, self regulation and unpack a range of strategies.  Transference and counter transference are examined along with splitting, handling projected feelings, constancy and permanence. We explore what young people with these difficulties really need from us. We also spend time looking at the emotional impact on practitioners working with children with such needs and what helps at an personal and team level. We can all do something – we do not have to wait for expert therapists to arrive!  TESTIMONIALS > Very moving presentation > I will always try and think behind the behaviour now > It had a huge impact on all levels > We all seem to need it > Belonging and feelings are so important > Very user friendly > Excellent! LEARNING OBJECTIVES 1. Increased confidence regarding developing inclusive practice for children with serious attachment needs in mainstream schools 2. Simple understandable explanation of attachment understood 3. Access to a wider range of practical strategies to impact on social and behavioural needs 4. Deeper understanding of core values surrounding inclusion of emotionally disabled children 5. Opportunity to reflect on professional attitudes and behaviour towards parents and pupils with complex emotional needs 6. New skills, scripts and processes to make inclusion successful 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 : * How can we start to develop an understanding of children with attachment needs? * What is the true impact of loss, trauma and abuse? * What else can we do to go about including high profile children or young people with challenging emotional needs? * What useful psychological constructs can we use to guide us? This course also explores practical strategies and language for key adults rebuilding 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.