Sensory Attachment Intervention Training
This three-day course will look at the theories that provide the framework for SAI. Emphasis will be on the impact of trauma on sensory processing, and on the capacity for self and co-regulation. Participants will learn the neurosequential approach to intervention; that is, when it is most effective to use interventions such as narrative work, play therapy, and education. They will learn the principles of up-regulation and down-regulation to enable physiological adaptation for social engagement and academic learning.
Tessa Scully works with children and young people who have developmental trauma and sensory processing difficulties. This includes children who are fostered or adopted, or attend schools for emotional and behavioural difficulties, as well as children in mainstream settings. She works as a consulting therapist for Adoption Support in Hertfordshire with a team of social workers, providing therapeutic programmes for adoptive parents and their children. She also works in home and school settings. Tessa provides workshops and training for professionals and parents in the United Kingdom and internationally.
Over the course of the three days you will learn:
◊ Understand the impact of Developmental Trauma and Insecure Attachment on behaviour and regulation.
◊ A basic understanding of Sensory Processing.
◊ An understanding of Levels of Self Regulation and how these inform our choice of intervention/s.
◊ How to provide enriched regulating environments in the home, school, clinic and contact centres.
◊ The benefits of a trans-disciplinary approach – case study illustration
Dates: 27th & 28th February and 5th March
Venue: Wodson Park, Ware
Whilst this course is open to support staff as well as teachers, all partipants must have a higher education, i.e. degree. DSPL3 is offering generous part funding toward the cost of this course. The normal cost would be £525 per person, however DSPL3 will pay £325, so schools will be invoiced for £200.
Hertfordshire Steps is a therapeutic approach to positive behaviour management and is well established in many DSPL3 schools. Steps is based on the following shared principles:
- A focus on inclusion of children and young people
- A set of values and beliefs about understanding behaviour
- Open communication
- A commitment to diversion and de-escalation
- Risk Reduction Planning
- Reparation, reflection and restoration
Mainstream Tutors 3 day tutor training
This training will enable you to become a mainstream Steps Tutor certificated to provide Step On training and consultancy within your own setting. This course is aimed at staff from mainstream schools and services. This training costs £400 per person. DSPL3 offers 75% funding (i.e. £300) for up to two members of staff in primary schools and three in secondary schools. DSPL3 fully funds the cost of refresher training (£125 per person)
Please contact steps at firstname.lastname@example.org to enquire about future training dates
Understanding and supporting the emotional and behavioural needs of pupils with Autistic Spectrum Condition
Date: Thursday 23rd January 2020
Time: 9:30 a.m. to 12:30 p.m.
Venue: Wodson Park Wadesmill Road Ware, SG12 0UQ
Audience: Teachers, SENCOs and/or Learning Support & Teaching Assistants supporting a child with Autistic Spectrum Condition across all key stages.
- To develop an understanding of the emotional and behavioural needs of children on the autistic spectrum.
- To develop a range of practical strategies and approaches to support effective behaviour management and improve outcomes for pupils.
Schools booked on to attend so far:
Abel Smith, All Saints, Chauncy, Hertford St Andrew, Hertingfordbury Cowper, Hollybush, Hunsdon, Jenyns, Mill Mead, Presdales, Ralph Sadleir, Rivers ESC, Sele, Simon Balle All-through School, St Andrew’s (MH), St Mary’s Junior, St Michael’s and Widford
Network Meetings 1:1 Support
Due to demand we are restarting our half termly network meetings to support staff who are working 1:1 with children who present with SEMH needs. This will mainly include children who are in receipt of ENF, but staff working with children being funded exclusively by school are also welcome. We are aware that particularly in the case of children who present with challenging SEMH needs there are often a couple of 1:1 support staff who work with the child at different times/days, so if this is the case both members of staff are welcome to come along. Class teachers and SENCOs are also welcome to attend with the 1:1 member of staff, but please remember this session is aimed at the staff who are actually providing the 1:1 support.
The meetings will be from 1.00 – 3.00 p.m. on the third Wednesday of each half term. These are the dates for the whole year, but we are only taking bookings now for the first session (just click on the link):
18th September 2019 – PAST EVENT
20th November 2019 – PAST EVENT
22nd January 2020
11th March 2020
6th May 2020
17th June 2020
In line with the DSPL3 SEMH Expectations that were agreed by DSPL3 Primary Headteachers last Autumn, we expect that all children who require 1:1 support to have the following STEPS paperwork in place: a risk reduction plan, anxiety mapping and Roots and Fruits. The first session will focus on ensuring this paperwork is ready for the term ahead, so it is important that attendees bring it along to the session. If any Secondary colleagues would like further information about this, just drop me an email.
Emotion Coaching – PAST EVENT
Following on from our Attachment and Trauma training earlier this year, we have arranged with Kate Cairns Associates to deliver Emotion Coaching from 9.00 a.m. – 4.00 p.m. on Tuesday 19th November at Wodson Park, Ware. The training will be delivered by Susan Blomley.
Using emotional co-regulation and guidance to enable children and young people to develop prosocial behaviour: This course enables learners to understand how adult responses to the behaviour of children and young people have an impact on the brain development of the child, to recognise different styles of response, and to use the practical approach of Emotion Coaching to address behaviour in the moment in a way that promotes positive brain development and pro-social behaviour.
Trainer: Susan Blomley – Susan is a scientist with a specialism in human biology and a keen interest in neuroscience, who is also a committed and enthusiastic teacher, and a parent. Her career in education has included work across the age ranges both in the UK and overseas, and has involved demanding pastoral roles and innovative approaches to science teaching.
Staff are attending from: Amwell View, Bayford, Birchwood, Chauncy, Christ Church, Freman College, Hertford Heath, Hertford St Andrew, High Wych, , Hillmead, Hockerill, Hollybush, Hunsdon, Jenyns, Leventhorpe, Mandeville, Millfield, Morgans, Pinewood, Presdales, Priors Wood, Ralph Saldeir, Reedings, Richard Whittington, Rivers ESC, St Thomas of Canterbury, Stapleford, Tewin, The Sele School, Thorn Grove and Windhill2.
Youth Mental Health First Aid
Who’s it for: Mental health leads and/or deputy in schools or other pastoral staff. Due to the high demand for this course, places are limited to one representative per school.
How long is it: 9.30am til 4.00pm – Two full days (both days must be completed)
How many people? Maximum 16
About: This course works on the basis that there is a role in our communities for mental health first aiders – people that feel confident to go to someone experiencing emotional distress, provide initial help and guide them towards more specialist support. This accredited evidence-based course covers how to respond to 8 to 18 year-olds experiencing mental and emotional distress.
- Spot the early signs of mental health problem
- Feel confident helping someone experiencing a mental health problem
- Provide help on a first aid basis
- Help prevent someone from hurting themselves or others
- Help stop a mental health problem from getting worse
- Help someone recover faster
- Guide someone to the right support
- Reduce the stigma of mental health problems
Refreshments: Refreshments and lunch are provided
Cost: The course is being funded as part of the CAMHS Transformation, venues are kindly being provided by local areas. A charge of £100 will be made for participants that fail to attend without giving at least one week’s prior notice. (except in extenuating circumstances)
|1||11th and 14th June||Stevenage||11||6th and 13th December||Welwyn|
|2||21st and 28th June||Hoddesdon||12||16th and 19th December||Stevenage|
|3||2nd and 10th July||Watford||13||10th and 17th January||Broxbourne|
|4||5th and 12th July||St Albans||14||13th and 16th January||St Albans|
|5||6th and 13th September||Hemel Hempstead||15||24th and 31st January||Hemel Hempstead|
|6||20th and 27th September||Letchworth||16||7th and 14th February||Letchworth|
|7||4th and 11th October||Hatfield||17||10th and 24th February||Hatfield|
|8||18th and 25th October||Potters Bar||18||28th Feb and 6th March||Potters Bar|
|9||8th and 15th November||Ware||19||13th and 20th March||Ware|
|10||22nd and 29th November||Watford||20||26th and 27th March||Watford|
To book a place on the course in your local area, please email SchoolMHTraining@hertfordshire.gov.uk
Understanding Trauma – FULLY BOOKED
Tom Pyne from Kate Cairns Associates to deliver an ‘Understanding Trauma’ course on 24th June.
In summary the course will cover: Understanding Trauma: Promoting recovery from toxic stress
Toxic levels of stress can injure our brains, changing the way we think, feel and behave until we have recovered from the injuries. This can happen to anyone. This course enables learners to understand key issues in working with the significant minority of children and young people who are living with brain injuries from which they have not yet recovered. It also provides opportunities to practise and develop skills in working effectively with trauma.
Understand the impact of unregulated stress on brain development and function
- Identify key areas of child development that may be affected by trauma
- Summarise the key difficulties that may affect traumatised children and young people
- Explain the phases of recovery from trauma
- Identify key principles in promoting recovery from trauma