Childhood adversity is so common that adopting a trauma-informed lens is a basic requirement of any healthy school and society. An increasing number of schools are now recognising that educators need to understand and adequately respond to children who have been exposed to traumatic experiences to mitigate the risks of negative outcomes across the lifespan. This five-part course introduces learners to the knowledge, theories and strategies that underpin trauma-informed practice in schools.
The course will help learners to realise the prevalence of adverse and traumatic childhood experiences and equip them with knowledge to recognise trauma symptoms in schools, as well as the skills to respond with appropriate support. It will begin by discussing what it really means to become ‘trauma-informed’, in the context of attachment theory and relationships. It will then explore how the human stress-response system operates, enabling learners to recognise how traumatic stress can show up in school environments. It will offer a range of practical approaches and strategies for supporting self-regulation and building connections, which draw upon a range of theories and research within psychology and associated therapeutic disciplines (including occupational, speech and language and psychodynamic psychotherapies). Finally, it will discuss how to work with families in a trauma-informed way and explore the extent to which educators’ own states of mind impact upon their daily practice.
1. What It Means to Be ‘Trauma-Informed’ & the Importance of Attachment
2. How Trauma Impacts Learning, Relationships & Behaviour in School
3. Supporting Self-Regulation
4. Building Connections
5. Working with Families & the Importance of Self-Exploration
Workshops take place on Mondays 26th Sept, 3rd, 10th, 17th, 24th October 2022
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