PLEASE NOTE THERE WILL BE NO WORKSHOP ON MONDAY 25TH OCTOBER DUE TO THE NID-TERM BREAK
With a background in both education and psychology, Lucy has worked with children and adults who have significant social, emotional and mental health (SEMH) difficulties in Ireland, Western Australia and the UK.
Having completed a B.Ed. in her hometown of Dublin, Lucy has since earned two postgraduate psychology degrees, which support her evidence-based approach to overcoming barriers to learning. The second of these brought her to the UK – a Masters in Forensic Psychology from Kingston University. Studying this field and working in a forensic mental health service greatly developed her understanding of the relationship between attachment and antisocial/offending behaviour, ultimately leading her to realise her passion for preventative work. She has since worked with vulnerable children and young people who are affected by adversity, trauma and toxic stress.
Lucy currently works across a group of schools and services in London, leading on the development of therapeutic education for children and young people who cannot access mainstream learning because of their complex needs. Previously, Lucy worked as Head of Education in a sector-leading therapeutic primary school for pupils with severely challenging behaviours relating to their complex trauma backgrounds or autism spectrum conditions.
Webinar Series - Mondays - 4th, 11th & 18th October (Mid term 25th Oct NO WORKSHOP), 1st, 8th, 15th & final session 22nd November 2021 7- 8.30pm
04/10/21: Recovery & Change: Returning to School amidst a Pandemic
11/10/21: Adverse Childhood Experiences (ACEs) & Toxic Stress
18/10/21: Neuroscience of Attachment & Developmental Trauma
01/11/21: Trauma-informed Teacher Toolkit (1): A Therapeutic Approach
08/11/21: Trauma-informed Teacher Toolkit (2): Emotional Literacy
15/11/21: Trauma-informed Teacher Toolkit (3): A Sensory Approach
22/11/21: Cultivating Resilience in Teachers and Learners
1. Recovery & Change: Returning to School amidst a Pandemic
Covid-19 has fundamentally altered the way we live our lives and there is no avoiding the fact that when schools reopen this September, they are going to be hives of anxiety and trauma – not just for pupils, but for educators and families too. As we navigate a time of grave uncertainty, educators are under more pressure than ever to ‘do it all’. For real recovery to happen, we must incorporate a trauma perspective, acknowledging the impact of these
unprecedented changes on our own emotions and practice. This webinar explores what can be expected in returning to school amidst a pandemic, in terms of pupils, families, staff and whole communities and how we can heal together by focusing on relationships and connection. We will explore key strategies that support the process of reintegration, including confronting our own apprehension, as we move towards a period of post-traumatic growth.
2. Adverse Childhood Experiences (ACEs) & Toxic Stress
How do we define adverse childhood experiences (ACEs) and how do we recognise symptoms of them in the classroom? How does toxic stress differ to other forms of stress and what happens inside our bodies when we experience it? If there were any questions I could choose to have had answered during my teacher training programme over a decade ago, they would be these. Once you understand the answers to these questions, you will never look at problematic behaviours in your classroom in the same way again. Interpreting behaviour from an ACEs or trauma-informed perspective will indelibly change the way you interact with your pupils and ultimately transform the culture of your classroom. Whilst ACEs are extremely common, these children are not irreparably damaged. This session will begin to explore how you as an educator can identify behavioural symptoms of ACEs and toxic stress and how you can help to mitigate their impact. In doing so, you will play a role in reducing negative outcomes in adulthood, including criminality and a range of physical and mental health disorders.
3. Neuroscience of Attachment & Developmental Trauma
Continuing from the previous session on ACEs and toxic stress, we will take a deeper dive into the brain science that supports attachment theory and the impact of developmental trauma on the architecture of the brain. Why do educators need to know about brain science? Because once we know the science, we will begin to understand many classroom behaviours as normal brain/bodily reactions following adversity. We will examine different attachment styles and seek to identify those conveyed by the behaviours of our pupils. We will also explore Dr. Bruce Perry’s “seven-piece jigsaw puzzle” of developmental trauma and how the emotional world relates to outward behaviours. This will enable us to consider how we can help pupils with their trauma using the “neuro-sequential model of therapeutics”, a model that seeks to repair and recover each part of a child’s brain in a specific, phased order.
4. Trauma-informed Teacher Toolkit (1): A Therapeutic Approach
· Unconditional Positive Regard
· Praise & Shame
· Emotion Coaching
5. Trauma-informed Teacher Toolkit (2): Emotional Literacy
· Zones of Regulation
· Size of the Problem
· Visuals & Social Stories
6. Trauma-informed Teacher Toolkit (3): A Sensory Approach
a. What is sensory processing?
b. How trauma impacts sensory integration
c. Organising, alerting & calming activities
7. Cultivating Resilience in Educators and Learners
Although teaching and supporting those with special educational needs can be highly rewarding careers, educators experience multiple and complex challenges. Now more than ever, educators face contextual challenges that put our resilience to the test – COVID-19 has intensified our workload and created an increased accountability for protecting physical and mental health, as well as quality education. What enables educators to persist in the face of all the challenges they encounter daily? How do we overcome stress, burnout and attrition? How do we instead maintain engagement, commitment and motivation? This session will help us to understand our individual risk and protective factors, and how the dynamic relationship between these factors underpins our levels of resilience in the classroom, and in life generally. This session looks at recent research into interventions that can foster resilience in teachers and pupils, to ensure that educators not only survive, but thrive.
|Course Date||04-10-2021 7:00 pm|
|Course End Date||22-11-2021 8:30 pm|
|Registration Start Date||19-08-2021 12:00 am|
|Registration fee / cost||€50.00|
Registered with the Charities Regulatory Authority CRA No. 20051921