A Step-By-Step Approach: Becoming A Trauma Informed School
The becoming a trauma informed school training course is designed to provide participants with a step-by-step guide on becoming a trauma informed school. During the day, key skills and strategies will be looked at to help support students who suffer with trauma and/or mental health concerns so that they are able to engage in life and learning. Information will be given to enhance participants’ knowledge and understanding around childhood trauma and how to further develop the school ethos. They will leave with reassuringly uncomplicated strategies and techniques including a whole school approach.
‘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 (such as anxiety, conduct disorder, substance use disorders and post-traumatic stress disorder)’
Government’s Green Paper ‘Transforming Children and Young People’s Mental Health Provision’ (December 2017)
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Gain knowledge of the main facts and figures around trauma;
Understand the impact trauma has on a student’s learning;
Introduce different assessment tools to help support students;
Develop effective relational and conversational skills in line with trauma informed practice;
Look at interventions for individuals and groups;
Understand the impact on the whole school including approaches;
Unpick a trauma informed schools relationship school policy;
Ways to support school staff to prevent them suffering from toxic stress or experiencing secondary trauma.
Aimed at anyone who works directly or indirectly with students and who wants to become a trauma informed school. Ideal for school-based staff including teachers, head teachers, deputy headteacher, SENCO, special education teacher, school support staff, classroom assistant, educational psychologists and pastoral care staff and pastoral lead teacher. As well as multidisciplinary teams i.e. looked after children, foster care, adoption agencies, social services.
BSc (Hons), QTS, MEd, MA
Karen is currently working part-time in a mainstream Primary School as SENDCO, while the remaining part of her week is spent supporting and training. Karen started teaching science at a... mainstream secondary school in 2000 but moved into the SEND environment, working with children and parents to help them overcome their barriers to education to give them the skills to achieve their full potential. The majority of her training was on the job, which showed the need for training in this area. She was appointed as a Specialist Leader in Education for Autism, and this allowed her to disseminate good practice and deliver training in the field of SEND. Karen offers various SEND, Neurodivergent and condition specific training, including Autism, ADHD and Dyslexia. She has continued her professional development throughout the years, including a Master in Arts, Master in Education, Dyslexia, ADHD, Autism and PDA formal qualifications. She is currently working towards her NPQSEN. Karen believes that a better understanding of SEND, Neurodivergence and complex needs can be achieved through information sharing, and she is committed to ensuring that education is developed and delivered to as many people as possible.
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In-House Training
We currently have no upcoming dates for this course - Please contact us for more information or if you would like this course delivered as in-house training.
