1. Children in Scotland
Autumn Training
September – December 2012
For those working with children and families in Scotland
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2. Children in Scotland is the national
agency for voluntary, statutory and
we select our tutors for
their experience,
We can come to you ...
professional organisations and qualifications and innovation, At Children in Scotland we understand that our open programme of events might not meet everyone's needs all of the time so working
individuals working with children and, working with a network
Commissioned Training
with a range of expert tutors, we can deliver a range of topics tailored to the needs of you and your staff at your chosen location to
and their families in Scotland. of expert professionals and supplement your organisational CPD plan.
organisations, we can always
We are committed to leading the find the best person for the job. With our specialist events team and knowledge of the children’s sector, Children in Scotland, can help you to organise any event from a
way in the provision of high quality, small training session to a large scale conference.
innovative and continual Why our training is
professional development
opportunities across the whole of right for your staff How it works Training options
the sector. Developing and
delivering training and resources Our courses: initial consultation – you will be allocated a dedicated As well as courses featured in this brochure, we can also offer
that promote sharing and highlight current key issues member of our specialist event team, who will meet with you subjects including:
development of skills, integrated and changes in legislation. We and discuss your initial idea or requirements
working and innovative practice can ensure that practitioners Substance abuse
that contributes to improved lives stay ahead of the curve cost – following the initial consultation we will put together a Peer Mediation
for children and families across have a multi-agency approach quote. Our training is charged per course rather than per Children’s rights
Scotland. where delegates can share delegate, which makes it a more cost effective solution for Child Protection in an Arts Setting
knowledge and good practice larger groups Helping Children Cope with Loss
Our training programme is with colleagues across services ASL: Managing meetings with parents
designed for those involved in and professions coordination – our events team will coordinate all aspects Participation
policy making and planning for the provide opportunities to regarding organisation of the event including tutor Other children’s workforce CPD
range of children’s services and for analyse and examine communication, delegate materials and evaluations
those working directly with implications for new research If you have a particular topic in mind but can't find an event to fit, we
children and young people in the and debate policy issues. delivery – training is delivered at your chosen venue. All course can help.
statutory, voluntary and participants will receive an attendance certificate and we will
independent sectors. How to Book: carry out a post event evaluation with you. Study visits
Our training events address issues www.childreninscotland.org.uk/ Whether you want to meet high-level education planners or visit a
About Us
events
for those working in the sector by Training from only £50 per person per day single nursery, hold a one-day seminar or a week long fact-finding trip
disseminating innovative research, ☎ 0131 222 2446 here in Scotland, the UK or abroad, Children in Scotland can help
debating significant policy issues ! Print and and return the form organise a study visit that meet your needs and budget.
and exchanging models of best on page 22 to:
practice. inhouse@childreninscotland.org.uk
Training, Children in Scotland, ☎ 0131 222 2446
Princes House,
About us:
5 Shandwick Place,
we have more than 20 years Edinburgh EH2 4RG
experience helping
organisations meet their " Fax your booking form to “Our staff stated that it was one of the best courses they had attended, and many
training needs 0131 228 8585 thought it should be compulsory for all staff working with young people … the
for over 25 years we have
played a key role in policy, Children in Scotland is a registered CPD
provider with CPD Scotland, in association
right balance of discussion, information and strategies”
legislation and all aspects with Education Scotland
of service provision
Conflict, Anger and Aggression In-house Training, East Ayrshire Council, Feb 2012
2 3

3. Curriculum for Excellence
Date Event Categories Page Behaviour Management Curriculum for Excellence: Transition
from School
September
11 Cycle of Observation, Assessment and Planning 6 Child Protection
The support of young people in their transition from school settings to
13 (pm) Kitbag for Families 12 employment, training or further education opportunities will be Curriculum for Excellence: Building Skills for
considered and examined during this workshop, particularly those in
18 (am) Nature Kindergartens: Making a Start 16 Practitioner Skills
need of developing More Choices and More Chances. Delegates will
the 21st Century
18 (pm) Transforming Early Years Spaces on a Shoestring 17
25 Building Attachment: Theory into Practice 8 be supported and challenged to consider how the implementation of
This workshop will energise and focus delegates on practical
Curriculum for Excellence can facilitate positive approaches to the
27 Dealing with Conflict, Anger and Aggression (over 12) 18 Additional Support Needs means of supporting young people to develop skills that are
transition process as an integral part of learning for all young people
fundamental for learning, life and work in the 21st century.
October as they progress through the school experience. Delegates will engage
2 Curriculum for Excellence: Transition from School 5 in a range of interactive activities that will stimulate the development
Working with Families Delegates will explore the innovative and creative approaches
3 Child Protection for Managers and Designated Persons 9 of a variety of practical options that may be considered for
being undertaken in the implementation of Curriculum for
implementation at local level. The tutor a is former Senior Advisor from
4 Cognitive Exercises for Working with Challenging Young People 7 Excellence to establish contexts that will develop skills as an
the Determined to Succeed Team, Scottish Government.
5 An Introduction to Working with ADHD and the Autism Spectrum 14 Resilience and Wellbeing integral part of learning for all young people as they progress
10 GIRFEC and Culture Change 11 through the school learning experience. The workshop will be
Learning objectives: presented through a range of activities that will be high paced,
11 Working with Parents 13
Event Calendar
Curriculum for Excellence interactive and use a range of media.
26 Understanding Stress: Causes, Effects and Long Term Implications 7 gain an overview of the concept of ‘successful
for Young People **new course** transition’ as we move forward in the early part of
Learning objectives:
27 (am) Introduction to Child Protection **Saturday course** 9 Play and Outdoor the 21st century
Learning start to develop solutions to the issues and challenges
gain an overview of the concept of skills’ as defined
November that affect successful transition
within Curriculum for Excellence
7 Child Protection for Managers and Designated Persons 9 give consideration to case studies of transition in the
examine the place of ‘higher order skills’ within
8 Cycle of Observation, Assessment and Planning 6 Pre-Birth to Three context of Curriculum for Excellence
the curriculum
13 Curriculum for Excellence: Building Skills for the 21st Century 5 look ahead and in determine actions that might
analyse and look at proposed solutions of the
be undertaken.
14 (am) Nature Kindergartens: Making a Start 16 issues and challenges that affect successful
14 (pm) Making the Best Use of Our Outdoor Spaces **new course** 17 GIRFEC skills development
Tutor: Bob McGowan
15 Group Work with Young People 20 get an overview of approaches being adopted
Date: 2 October
16 Working with ADHD and the Autistic Spectrum: Present Practice 14 within Scotland
Location: Edinburgh
be presented with an approach that may solve
and New Developments practical issues of skill development in curriculum areas –
21 Child Protection: The use of Technology, Internet Safety and Social Media 10 getting back to basics – literacy, numeracy, health
22 New Routes to Managing Anger **new course** 19 and well-being, enterprise and employability
23 and 24 Preparing for Inspections 20 look ahead and determine actions that might be
27 Supporting Children with Attachment Issues 8 undertaken through the application of relevant
28 Introduction to the Children’s Hearings (Scotland) Act 2011 15 research evidence.
29 Working with Parents: Advanced Level Workshop **new course* 13
Tutor: Bob McGowan
December Date: 13 November
05 Inclusive Practice and the Equaliites Act 11 Location: Glasgow
06 Dealing with Conflict, Anger and Aggression (6-12) 18
All new course dates are available online at www.childreninscotland.org.uk/events
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4. Resilience and Wellbeing
The Cycle of Observation, Assessment Understanding Stress: Causes, Effects and
and Planning Long Term Implications for Young People
Supporting implementation of Pre-Birth to Three and early level **new course**
Curriculum for Excellence Cognitive Exercises with Challenging
Children suffer from stress just as much as adults do, but whereas Young People
‘Skillful and purposeful’ observation, planning and assessment is key to adults understand what is happening to them, children do not know
successful implementation of both Scotland’s pre-birth to three why they are feeling the way they are. When young people experience A child who has never been comforted or soothed will not understand
guidance and the early phase of Curriculum for Excellence. bullying, being shouted at or smacked, inconsistent parenting or an what relaxation means or what it means to relax. But through using a
unhappy home, feeling guilty, alcohol or drug abuse at home, violence programme of exercises which are enjoyable and fun, children can be
When time is so precious, how can you ensure that the process of or grief, they react in many ways that can be wrongly interpreted. helped to do just that.
observation, assessment and planning is valued? How can you build in
time to carefully observe children’s behaviours, gestures and actions, This workshop explores the help available and investigates new This workshop will enable staff to encourage the use of systematic
know which are significant, think deeply about what you see and use
Pre-Birth to Three
strategies to prevent stress from becoming depression, which can lead mental activity through a structured programme of exercises to help
this knowledge to shape planning? How can you ensure these to other mental health problems. children relax, concentrate better, understand and process emotions
observations are discussed in a meaningful way with parents? and begin to self manage some of the stress which causes so many
Learning Objectives: behavioural problems.
The day will take a common-sense and practical approach to ensuring
that the cycle of observation, assessment and planning becomes a stress from cradle to grave: the causes of stress in all The term ‘neuroplasticity’ is becoming increasingly familiar to those
meaningful part of the daily/weekly routine, and achieves better age-groups who work with children. It means that the brain is not ‘hard wired’ but
outcomes for young children. This course is suitable for staff at all levels. identify symptoms of stress at all developmental stages is plastic or malleable – its circuitry can be changed. Cognitive
how to help young people cope in stressful periods of therapies involve using our thinking brain to bring about changes in
Learning objectives: their lives and manage their reactions to it, using one to one our emotional states and resulting behaviours. Systematic mental
work, groupwork, and referring on activity (through the structured use of exercises) has been shown to be
The overall objective is how to integrate skillful and purposeful understanding resistance to stress: why some children are capable of altering the structure of the brain in therapeutic and
observation, assessment and planning into the daily/weekly routine. The immune to its effects, and ways to develop resistance. healing ways.
day will focus on how to:
Tutor: Gina Rotherford The workshop is practical and experiential; participants will work on a
build time in for observation range of exercises based on cognitive approaches and what has come
Date: 26 October, Edinburgh
understand what to observe/what is significant to be known as ‘mindfulness’.
use this knowledge to shape planning and achieve
more effective The programme will cover exercises which:
outcomes for children
discuss observations with parents in a meaningful way. help children understand the difference between
tension and relaxation
The content will be consistent with Scotland’s pre-birth to three help children improve concentration and lengthen
guidance, Curriculum for Excellence and the SSSC’s Care Standards. “Stan is an excellent and very their ‘focus time’
Tutor: Chris Miles knowledgeable trainer…a really help children develop empathetic skills
teach children ‘cooling down’ and calming exercises
Date: 8 November, Edinburgh useful and thought provoking day” teach children the use of visualisation techniques.
Tutor: Stan Godek
Previous course attendee, November 2011 Date: 4 October, Edinburgh
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5. Resilience and Wellbeing Building Attachment: Theory into Practice An Introduction to Child Protection
Procedure
Attachment theory offers a universal approach to understanding child
and human development from conception to adulthood. The rapidly This essential workshop for practitioners explores the steps
growing body of research informed by attachment theory organisations should take where there are concerns that a child could Child Protection for Managers and
demonstrates the impact of relationships in the early years on be at risk of harm or abuse. It explains where the recommended Designated Persons
neuropsychological, emotional, cognitive and social development procedures come from and why organisations should endeavour to
across the life span. follow them if they are to make an effective contribution to the This training offers participants the opportunity to examine the various
Supporting Children with Attachment Issues protection of children, and looks at the Scottish Government’s child roles and responsibilities of designated persons for child protection
This workshop offers participants an understanding of secure, insecure protection reform programme and key related publications. within the context of national policies and frameworks. Participants will
and disorganised attachment and, from this understanding, ways of Attachment is the tie or bond of affection which forms between the explore key themes around the role of the designated person for child
working with and caring for children who have experienced loss, child and his or her main carer. Insecure attachments leave children Learning objectives: protection: policy, referral procedures, support to staff, and best
separation, abuse and neglect: children who often consider vulnerable and their development processes are incomplete when practice in safeguarding children and young people.
themselves unlikeable and even unlovable. they reach school age impacting on those adults who are responsible to develop an awareness of relevant legislation and
for their care and education. define the role of the child protection agencies The workshop will include the key pieces of child protection legislation
The day will be a mix of input, individual and group exercises and small
Child Protection
understand the nature and classification of abuse and current national policy developments and their implications for
and large group discussion. It is suitable for all professionals and carers We Can and Must Do Better (2007) stresses the aim of the Scottish understand how concerns about abuse usually come to our participants’ own work, making reference to GIRFEC and risk
who work with children and families. Government to improve outcomes for looked after children, and attention and how they should be managed assessment, Equally Well and the Early Years Framework.
school establishment inspections will evaluate the degree to which understand the role of a designated person for child
Learning objectives: such improvements have been achieved. protection and internal and external referral procedure Learning objectives:
gain knowledge of good practice in relationships with
examine the process of secure attachment Learning objectives: parents and carers. examine the contribution participants can make to the
gain an increased recognition of how children feel and protection of children in their working environment
behave when they have experienced adversity in the explore infant attachment and the impact of insecure The workshop will be supported by a comprehensive resource pack. and more generally
early years attachment on future relationships establish what a ‘safe organisation’ is
examine insecure and disorganised attachment and the look at the importance of good quality parenting Tutor: Campbell Bell learn how to support a member of staff reporting concerns
behavioural indicators of distress gain an understanding of the challenges of supporting Date: 27 October **new Saturday morning course, and how to record a disclosure
learn how to support and care for children who have faced and including children with attachment issues on a day Edinburgh identify appropriate and effective systems of referral to the
adversity and assist them on their path to recovery to day basis statutory child protection agencies
learn the qualities of the skilled helper. examine how to establish a holistic behaviour reflect on the value and role of a designated person for
management approach to promote mutual respect, child protection within an organisation
Tutor: Edwina Grant cooperation and responsibility be aware of the systems for storing information and
Date: 25 September, Edinburgh explore how play, music and art therapy can be used improve confidence regarding confidentiality
to assist the young person work through their difficulties. identify any existing barriers (personal, institutional
and societal) to the effective implementation of child
Tutor: Gerry Shields protection policy
Date: 27 November, Edinburgh understand the role of the designated person for child
protection in relation to safe recruitment and the PVG scheme.
“Maureen is a very knowledgeable Tutor: Maureen Wylie
“An excellent and well presented course. Edwina gave a good insight into the trainer” … “very informative and well
Dates: 3 October, Glasgow
7 November, Edinburgh
topic and supported with her own experience” delivered training”
Previous course attendee, March 2012 Previous course attendees, January 2012
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6. Getting it Right for Every Child
Child Protection: The Use of Technology, GIRFEC and Culture Change
Internet Safety and Social Media. A participatory approach to culture change will give a clear
The internet is such an integral part of children and young people’s lives understanding of GIRFEC’s values, principles, practices – and of the
and it opens up so many educational and social opportunities, giving meaning behind ‘Getting it right’.
them access to a world of information and experiences. As technology
advances, the ways in which we communicate, receive and send A high level of awareness and self-awareness is key to developing our
information constantly change. This provides a great opportunity for practice. Current system and practice changes will be explored Inclusive Practice and the Equalities Act
organisations to promote their activities and communicate easily with through the lens of culture change and personal vision. Exploring
members but it can also put children and young people at considerable resistance to change aims to strengthen our capacities for working This training course will provide an understanding of how the Equality
risk, which is why safeguards must be put in place. with – and valuing – difference. We will benefit from dialogue with Act (EA) affects those working with children and young people. How
colleagues from differing professional backgrounds. A deepening of can staff fulfill their duties under the Act as well as embed this as a
Whether on a computer at school, a laptop at home, a games console or understanding and a reciprocal exchange of perspectives will enhance strong and positive attitude to inclusion? This course will help to
mobile phone, children and young people are increasingly accessing all of our working relationships - with our peers and colleagues, as well unpick the issues and explain in simple terms what you need to do to
the internet whenever they can and wherever they are. As you would as with children and their parents/carers. The tutor is Voluntary Sector comply with the EA.
Lead for GIRFEC in Edinburgh Implementation.
Child Protection
protect children and young people in the real world, you will want to
make sure that they are safe whatever they are doing. Learning objectives:
Learning objectives:
This workshop aims: understand the key changes in the new Equality Act 2010
gain practical knowledge of the GIRFEC approach, its examine what equality law means for schools and education
to raise awareness of the risks to children and young people principles and values providers and what is unlawful in the act
including online bullying, being sent offensive or inappropriate participate in a shared learning experience, based around gain an overview of key concepts in the act
materials, access to pornography, grooming for sexual abuse participants’ own practice environment and in the context of look at what ‘reasonable adjustment’ is?
and contact with children by adults with questionable intent inter-disciplinary working Learn how to do impact assessments on establishment
to explore how organisations use technology understand the roles of Named Person and Lead Professional, policy with reference to the act
(texts/emails/social media) as a means of communication and in the context of Scottish Government and Local Authority examine dispute resolution and enforcement.
promotion and consider potential risks and safeguards. decision-making
consider the concept of cultural change at agency and at Tutor: Gerry Shields
Tutor: Maureen Wylie professional/personal levels, exploring individual roles and Date: 5 December, Edinburgh
Date: 21 November, Edinburgh personal possibilities for growth
increase self awareness and explore our part in ‘resistance’
as a human response to change
explore GIRFEC implementation in terms of strategic
management issues, support structures and implications for
children, young people and their families.
Tutor: Marilyn Nicholl
Date: 10 October, Edinburgh
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7. Kitbag for Families Working with Parents
Kitbag for Families is an approach and a set of resources to help Working with parents and other caregivers is central to ensuring good
children grow up calm and confident, building relationships in families outcomes for children and young people both in a social and
of all shapes and sizes. Developed by health professionals and award- educational context, but many workers find it difficult, frustrating or Working with Parents: Advanced Level
Working with Families
Working with Families
prone to conflict. One of our most popular course, this training will
winning designers, Kitbag for Families can be used from the age of
three to adulthood. It would be an especially useful tool for those explain how involving parents can have far reaching implications for
Workshop **new course**
working with families experiencing turmoil or coping with distressing the whole family and examine ways of overcoming barriers faced by
This advanced workshop is intended for those who have already
events as it helps facilitate individual expression as well as encouraging both practitioners and parents.
attended working with parents training or who have significant
cohesiveness. However, any worker involved with children and/or experience in working with parents in their day-to-day work.
families trying to navigate changes would find it helpful. Learning objectives:
Following the different parenting styles explored in the first session,
This half-day introductory training session is for those who would like appreciate the barriers which deter parents from engaging
this workshop will explore the neglectful parenting style with which
to learn more about Kitbag for Families, its background philosophy, its in services
the most consistently negative outcomes for children are associated.
contents and how to use it. examine connecting with younger parents – positive models
We will also explore the concept of adult attachment, with particular
learn about promoting secure attachment
regard to the development of negative parenting styles.
Learning objectives: gain confidence working with angry or aggressive parents –
avoiding/resolving conflict
Learning outcomes:
become familiar with some of the thinking and influences gain strategies for working with uncooperative or
which shaped the concept of kitbag ‘silent’ parents
consider insecure attachment styles in children and how
be given a brief ‘tour’ of the various elements and some examine the effect of parental behaviour on children
they develop
guidance on how they might be used. learn strategies for engaging with and involving fathers
develop an understanding of adult attachment patterns, e.g.
experience personally the power of certain elements be able to start creating cooperation and encouraging
dismissing, autonomous, preoccupied, unresolved
be encouraged to work collectively and creatively on change.
explore the impact of negative parenting styles on
extending the initial ideas to suit their client group emotional and cognitive development
share thinking and the possibilities for development and Tutor: Stan Godek
examine the neglectful or uninvolved parenting style and
practice among the whole group Date: 11 October, Edinburgh
whether it is conscious or unconscious
be asked to use kitbag with a client or client group and help parents understand the impact of unregulated stress
feedback findings. learned behaviour and modeling: helping parents
understand how empathy develops and building resilience
All participants will be offered a free Kitbag for Families on the day, and what impedes these processes.
which they can use in their work.
Tutor: Stan Godek
Tutors: Joanie Robins and Anne Skene Date: 29 November, Edinburgh
Date: 13 September - half-day workshop (pm),
Edinburgh
“Very interesting and well facilitated
training programme…great opportunity
to have hands on experience of using “Excellent information” … “provided useful evidence to support and guidance
kitbag and learning from each other” given to other agencies” … “Stan was very engaging”
Previous course attendee, March 2012 Previous course attendees, Dec 2011
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8. Additional Support Needs
Additional Support Needs
An Introduction to Working with ADHD and Introduction to the Children’s Hearings
the Autism Spectrum (Scotland) Act 2011
Attention deficit hyperactivity disorder (ADHD) and autism spectrum This training offers an opportunity to consider the implications of
disorders (ASD) are two of the most commonly diagnosed childhood Working with ADHD and the Autistic new Children’s Hearings (Scotland) Act 2011 and to learn about
disorders. This introductory workshop is designed for those who want Spectrum - Present Practice and New the new structures, rules and systems being introduced by the
to expand their knowledge of working with children and young people legislation.
with these disorders and will look at a range of approaches for
Developments
understanding and addressing their needs. Scotland is immensely proud of the Children’s Hearings System
Intended for those who have attended Introduction to Working with
and it is an integral part of the work to improve outcomes for all
ADHD and the Autistic spectrum or who work regularly with these
Learning objectives: children and young people in Scotland. This new Act strengthens
groups of children and young people and their carers, this training
and promotes children’s rights putting the child at the centre of
session will examine recent developments in research and more
to understand definitions of ADHD and ASD the hearings system.
advanced techniques for working with these groups of young people
gain an outline knowledge of schools of thought about
and the challenges they can present.
treatment and behaviour management Learning objectives:
improve awareness of communication issues for carers
Attendees will benefit from the opportunity to share their own
and professionals increased understanding and awareness of the legal
professional experiences and knowledge and to exchange ideas.
examine recent case studies framework of the hearings system
learn how to identify useful networks have an overview of the Children’s Hearings (Scotland)
Learning objectives: Act 2011
to discuss planning for the future
gain an ability to set manageable goals and construct be aware of the changes introduced by the Act,
examine a range of present practices
action plans. particularly in relation to the grounds of referral, advocacy
gain an overview of schools of thought, treatment and
support, the definition of relevant person, and the impacts
behaviour management
Tutor: Peter Robinson in later life of accepting offence grounds, for example in
learn a range of positive responses to the challenging
Date: 5 October, Edinburgh relation to disclosure certificates.
behaviours these conditions can present
have a basic knowledge and understanding of the
review recent research on these conditions and its
changes in legislation and the impact on existing law.
implications for practice
be familiar with new roles, responsibilities and resources.
look at what helps families and carers and how we can
contribute to this
Tutor: Jon Bolton
plan our future practice.
Date: 28 November, Edinburgh
Tutor: Peter Robinson
Date: 16 November, Glasgow
“I have found this to be the most informative and user friendly training I have
attended in a long while”
Previous course attendee, Nov 2011
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9. Play and Outdoor Learning
Play and Outdoor Learning
Nature Kindergartens: Making a Start Transforming Early Years Spaces on a
Shoestring
It is widely accepted that unstructured outdoor play improves children’s
physical and emotional development, mental well being, social skills A quality environment for children’s development cannot just be
and opportunities for creative learning. bought ‘off the peg’. Enriching children’s learning environments
takes careful planning and consideration of the whole needs of the
Between 2006 and 2008 almost eighty nature kindergartens were child both physical and emotional. A balance between simply
developed in schools in Fife where children go out into woodland, providing new equipment on a regular basis and integrating this
forest or foreshore on a regular basis. within a philosophy of development is required. The tutor was pre- Making The Best of Our Outdoor Spaces
This half-day workshop will be facilitated by Chris Miles, who was
school education coordinator at Fife Council and was recently **new course**
awarded an MBE for services to Education and Young People.
instrumental in developing this initiative in Fife and who was recently In the current drive to get more children out more often into the
awarded an MBE for services to Education and Young People. At the This half-day workshop will give participants an understanding of outdoors and to see outside as a learning and doing space for
end of the day participants will go home determined to make what is, and what is not, required to provide rich and meaningful children, many of us struggle to know what is best to do, to
something happen, and confident of their ability to do it! early years experiences, and provide ideas as to how to achieve this. consider, to develop, in our outdoor spaces, such as school
playgrounds, which may be very stark, may be tarmac, may afford
Learning objectives: Learning objectives: little opportunity for planting and growing, may be very prone to
vandalism. How can we effect change?
gain some philosophical background to children and nature get back to a deeper understanding of children and
explore some of the perceived barriers to taking children their needs This half-day workshop will give participants an understanding of
into nature draw on your own experience and memories of what is, and what is not, required to provide rich and meaningful
understand the role of the outdoors in growing imagination childhood and play early years experiences, and provide ideas as to how to achieve this.
and resourcefulness look at how children respond to the kind of environments
get practical ideas on how to get started we create and what we can achieve Often the best spur to change is inspiration coupled with a ‘can do’
examine the role of the adult. plan what you can do next in their own practice. feeling.
Tutor: Chris Miles Tutor: Chris Miles Learning objectives:
Dates: 18 September - half-day workshop, Edinburgh (am) Date: 18 September, half-day workshop (pm),
14 November - half-day workshop, Edinburgh (am) Edinburgh examine children’s explorations of their environments and of
themselves, to better understand what they do and do not
need
look at what can be done to improve their outdoor areas on a
manageable scale, to make them richer places for children.
Tutor: Chris Miles
“Chris is an excellent and passionate trainer, Date: 14 November, half-day workshop (pm),
interesting and easy to listen to” … Edinburgh
“fantastic morning, I feel ALL staff should
attend this training as it really opened my
eyes” … “this course should form part of all
teacher and nursery training”
Quotes from previous course attendees, March 2012
© NHS Health Scotland, 2011
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10. Dealing with Conflict, Anger and Aggression New Routes to Managing Anger **new course**
(6-12s) Over recent years our knowledge of how the brain develops and functions has
“Outstanding and professionally delivered increased dramatically due to the work of Neuroscientists. This growing volume
Considering ways of working with children who are angry, aggressive
or who display other types of challenging behaviour, this training course…engaging trainer” of research has offered us significant insight into how emotions such as anger
workshop will offer an opportunity to develop an understanding of the can be effectively processed and indeed managed. The course will also
communicative function of some behaviours and why some children Previous course attendee, Feb 2012 examine the cognitive approach and cognitive behaviour therapy (CBT)
behave as they do. There will be an emphasis on strategies for techniques which can help young people alter their thought processes to bring
Managing Behaviour
Managing Behaviour
negotiation and de- escalation in difficult situations and promoting about changes in their emotional states.
positive models of behaviour.
The course format will be a combination of presentation, discussion and
Learning objectives: experiential work.
Dealing with Conflict, Anger and Aggression
Learning objectives:
examine challenging behaviour in the workplace and (over 12s)
feelings generated by anger and aggression
develop an understanding of why children become develop our understanding of how the brain works and concepts
Starting with adolescence as a concept, young people’s perception of
aggressive or display challenging behaviour such as Neuroplasticity
the adult world and the potential for conflict and confrontation with
explore functional analysis as a method of interpreting the explore how we ‘process’ emotions like anger and how breakdowns can
authority, this training will explore strategies for communicating
communicative function of occur in this processing and what causes these breakdowns
effectively with young people who display anger, aggression and/or
challenging behaviour and developing strategies for change explore the ‘red zone’ and ‘green zone’ in the Arousal Cycle: which part
challenging behaviour. The workshop will place an emphasis on de-
identify risk assessment and coping techniques. of the brain is working in these zones?
escalation strategies in dealing with challenging behaviour.
understand the impact of mental rehearsal on emotional states
Tutor: Stan Godek develop a programme involving visualisation, ‘safe harbour’ work,
Learning objectives: processing emotions and ‘mindfulness exercises.
Date: 6 December, Edinburgh
to examine sources of conflict in adolescence and
Tutor: Stan Godek
perceptions of authority
Date: 22 November, Edinburgh
to develop an understanding of adolescence and how to
communicate with angry or aggressive young people
“Extremely useful, looking forward to sharing examine the nature of aggression and how best to respond
knowledge with colleagues” analyse challenging behaviour and developing strategies
for coping and bringing about change
Previous course attendee, Jan 2012 look at personal safety planning and risk assessment
identify tools for coping.
Tutor: Stan Godek
Date: 27 September, Edinburgh
© NHS Health Scotland, 2011
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