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Training course

Training & Qualifications

Welcome to our Training & Qualifications page. Here you’ll find a range of accredited courses and professional development opportunities designed to support confident, trauma-informed practice across education, health, and care settings.

 

If you’re interested in any of the training or qualifications we offer, please contact us using the button below or call 0161 510 0111 and a member of our team will be happy to help.

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Or visit our scheduled training and webinars calendar.  

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Understanding Therapeutic Parenting & PACE

  • What is nurture and why is it important?

  • Attachment theory

  • Attachment styles and behaviours

  • Trauma and the effects of trauma

  • An introduction to the PACE approach (Dan Hughes)

  • Adversity and trauma informed practice

Understanding-Therapeutic-Parenting-&- PACE

Level 2 Accredited Award: Therapeutic Skills for Trauma Informed Practice

  • Foundations of Therapeutic Care

  • Trauma-Informed Practice

  • Therapy vs Therapeutic

  • Therapeutic Stages of Change

  • Foundations of Therapeutic Frameworks

  • Transactional Analysis

  • Cognitive Behavioural Therapy

  • Person-Centred Approach

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Therapeutic Parenting and PACE

  • Understand how trauma can impact behaviours

  • Expore and understand the PACE model (Dan Hughes)

  • How PACE can impact the brain

  • Understanding consequences when working with PACE

  • How to implement PACE when interacting with young people

  • Introducing PACE within the child’s documentation

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Self Injurious Behaviour

  • Definitions of self-harm

  • Risk factors in self-injury

  • Functions of self-injury

  • Suicidal behaviour

  • Risk assessment in suicidal behaviour

  • Working with self-injury – how to help

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Harmful Sexual Behaviours

  • Understanding child sexual development

  • Understanding of categories of harmful sexual behaviour

  • AIM3 assessment – domains, factors and identifying targets for intervention

  • Protective Factors and strengths: what and how can we promote resilience?

  • Managing resistance and denial: how to work effectively when we encounter these psychological defences

bMindful Psychology

Introduction to Autism Spectrum Condition

  • Understand life seen through an autistic spectrum lens

  • Understand the biological and genetic influences

  • Understand the common features and impact on communication, social interaction and imagination

  • Demonstrate knowledge of behaviours related to communication and how to support those with ASC

  • Dealing with obsessions, difficult behaviours and sensory needs

Autism Schools Manchester Stockport

Child Sexual Exploitation (CSE)

  • Definitions of CSE

  • Models of grooming

  • Common experiences leading to vulnerability

  • Common behaviours associated vulnerability

  • How attachment and developmental trauma explain the vulnerability

  • Using the CSE key working pack: Emotional literacy and self-esteem, Thought – feeling – behaviour cycles, Sharing the formulation, Safety plans, Further strategies to promote safety

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Food: Pleasure or Guilt? Understanding Eating Difficulties

  • To support your understanding around what we mean by eating difficulties (including Eating disorders (ED) and disordered eating)

  • To develop an understanding of possible factors that can contribute to young people developing eating difficulties as well as related issues e.g. ED, disordered eating or body image issues

  • To support you to feel more confident in addressing eating difficulties and related issues

  • To raise awareness around resources that can be used to support children and young people with these difficulties

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Impact of Trauma on Childhood Development & Promoting Secure Attachments

  • Childhood development – What are the processes and the expected achievements for different developmental domains and stages?

  • Attachment – What is it? Why is it important? Explore theory, styles and behaviours.

  • Childhood trauma – How can abuse and neglect affect the developing child? Adverse childhood experiences and the impact on the developing brain and child development.

  • What can be done to help? -  Interventions for the individual and the system around them. Containment and safety to reprocessing and meaning making of the traumas experiences.

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Level 3 Accredited Award: How to Build a Therapeutic Environment

  • How Group Identities Form and Functions of Groups

  • Attachment Styles and Group Dynamics 

  • Effective Communication Skills

  • Relational Factors in Effective Communication 

  • Blocked Care/DDP​

  • Applying Motivational   Interviewing Skills with Staff​

  • Understanding Formulation​

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Uncovering Youth Violence & Exploitation

  • What makes a young person vulnerable?

  • The latest laws, strategies and key definitions of knife crime and serious youth violence in the UK

  • Understanding the current gangs’ landscape in the UK

  • Why people join?

  • Roles and structures of child crime exploitation

  • Influence of social media, music, language and discourse

  • Recognising indicators of exploitation

  • Safeguarding and recognising teachable/reachable moments

  • Intervention, prevention and how young people can exit gangs

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Child Sexual Abuse 

  • Understanding the signs and signals children and young people may exhibit when they have experienced sexual abuse.

  • Understand the impact of sexual abuse on a child or young person and their behaviour.

  • Demonstrate enhanced knowledge and skills in caring for children who have experienced sexual abuse.

  • Demonstrate an increased understanding of the role of professional and other support services

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Building Your Own Resilience

  • To gain an understanding of the factors that contribute to work related stress

  • To gain an understanding of resilience

  • To gain further understanding of burn-out

  • To identify coping styles and values

  • To understand and apply well-being and resilience techniques in practice

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Learning Disabilities and Challenging Behaviour

  • Recognising intellectual disabilities

  • Breaking down myths of neurodiversity

  • Identifying types of learning difficulties

  • How to support young people with academic difficulties and non-verbal learning difficulties

  • Trauma and academic difficulties

  • Sensory Processing and trauma

ELSA Training

Understanding the Psychological Formulation

  • What is a Formulation?​

  • Why do we use Psychological Formulations?​

  • How are Psychological Formulations Created?​

  • Psychological Formulations for Young People in Care​

  • The benefits of Formulation for Young People in Care​

  • The 5 ‘P’s Model

Educ8 ASC Schools
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