“There is evidence that appropriately-trained and supported staff such as teachers, school nurses, counsellors, and teaching assistants can achieve results comparable to those achieved by trained therapists in delivering a number of interventions addressing mild to moderate mental health problems”

Course Aim: The course will focus on evidence-based research and cutting-edge knowledge regarding how children and teenagers become mentally unwell and troubled and what assists their recovery.  From this knowledge base, delegates will develop rational and conversational skills to help children move into emotional and relational health, with positive impacts for behaviour and learning. This course will empower whole school teams to adopt an integrated approach for identifying and supporting children with underlying trauma or mental ill health. It will enable staff to recognise when challenging behaviour and explosive outbursts are likely to be trauma triggers and how to calm children in this state.

This course will challenge current thinking and existing practice regarding the way schools deal with challenging behaviour.

By the end of the course, participants will: 

• Gain an understanding of the neuroscience, psychology and physiology linked to trauma and mental ill health. They will explore the impact trauma has on a child’s ability to learn and the effects on social and emotional development.
• Explore ‘Blocked Care, Blocked Trust and Blocked Grief’ and the power of relational and conversational interventions that heal. ‘No correction in behaviour, until connection’
• Understand the absolute importance of the ACE Study (Adverse Childhood Experiences) and how the findings can be used when considering ‘why’ some children are presenting behaviour that is deemed to be challenging.
• Explore the significance and implications of ACE scores in relation to underlying trauma, learning difficulties, low educational attainment, poor attendance, exhibiting challenging or violent behaviour and the misdiagnosis of specific conditions e.g. ADHD, CD, ODD
• Examine how schools can reduce suffering for children who have experienced trauma, loss or who have mental health difficulties, through the improved provision of protective factors in the school environment and the vital importance of the ‘Emotionally Available Adult.’

• Use the narrative of a child/ parent/ colleagues to build a ‘real picture’ by linking together their ACE score and the available ‘Protective Factors’ (Resilience & Emotionally Available Adults).
• Explore ‘Motional.’ As Motional ambassadors, we will provide trial access to this online tool for assessing, improving and measuring change in emotional health and wellbeing.
• Learn about the importance of ‘Panksepp’s Emotions;’ the genetically ingrained pro-social and alarm systems, and their relevance for child mental health and child mental ill-health. 
• Develop their understanding of Dr Stephen Porges’ ‘Polyvagal Theory’ and Neuroception and how to keep children feeling psychologically and physiologically safe. Staff will explore how children become ‘socially engaged’ or ‘socially defensive’ and the implications for the whole school environment.
• Understand the brain’s CARE system (Attachment), and the importance for schools to address children’s unmet attachment needs. (Ambivalent Attached, Avoidant Attached, Disorganised Attached)