Understanding symptom overlap – Trauma/ Attachment/Autism/ADHD/Sensory Processing difficulties (with a focus on hyperactivity)

Everyone in the children’s workforce needs to be able to communicate effectively with children and young people. The Communicating with Children and Young People course enables learners to understand how the general principles of effective communication can be applied specifically to work with children and young people. It also addresses record keeping and confidentiality in the context of communicating with children.

Safeguarding Children Living With Foster Carers,-Learning from case reviews 2007-2019

To enable foster carers and practitioners looking after BME children in foster care placements develop a stronger working knowledge of children from BME backgrounds. The aim is to enhance relationships between looked after children and those who care for them so placements can meet the cultural needs of children. Participants will work in syndi-cates/break-out rooms to examine case studies, enhancing their knowledge and confidence in looking after BME children in care placements.

Leaving care training- The transition for young people from fostering to leaving care. How can you help the transiting process as a foster carer.

This training course will provide delegates with an understanding of the different types of exploitation and awareness of the grooming processes used by perpetrators. The course will also explore the signs and indicators of exploitation

Contextual safeguarding is an approach to understanding and responding to young people’s risk of harm beyond their families, and into social contexts.

What is it: PACE is a training programme for people who work with and/or care for children and adolescents who have experienced abuse, neglect and disruptions to their primary caregiver relationship. It is rooted in Attachment Theory and is evidenced-based, especially with work with children in foster care or adopted. PACE was developed by Dan Hughes and stands for Playfulness, Acceptance, Curiosity and Empathy.

Course Aim: To enable foster carers and practitioners looking after BME children in foster care placements develop a stronger working knowledge of children from BME backgrounds. The aim is to enhance relationships between looked after children and those who care for them so placements can meet the cultural needs of children. Participants will work in syndicates/break-out rooms to e

To enable foster carers and practitioners looking after BME children in foster care placements develop a stronger working knowledge of children from BME backgrounds. The aim is to enhance relationships between looked after children and those who care for them so placements can meet the cultural needs of children. Participants will work in syndicates/break-out rooms to examine case studies, enhancing their knowledge and confidence in looking after BME children in care placements

Internet Safety

To explore the issue of Female Genital Mutilation (FGM) and the impact on child victims. Practitioners will also gain further knowledge around the socio-cultural and religious factors underpinning the practice and develop skills in identifying individuals at risk. The training will also explore current debates around informed consent and male circumcision.

Many young people in care have experienced a range of difficulties in their lives. Some may be from homes where they may have experienced trauma and where regular use of drugs is common place. This may in turn affect their own attitudes towards substance use. This course provides a practical guide to foster carers and social workers on current drug trends and how to provide advice and support to young people in their care.

When a person comes to read their records, care experienced adults will want to read what has been written to support them to make meaning of the events that happened in childhood.

This course provides comprehensive training on the theoretical aspects of moving and handling

This course enables participants to understand what FASD is,the latest terminology, the prevalence, guidance from DHSC, SIGN and NICE, how FASD presents across the lifespan and how to get a FASD diagnosis. The course is interlaced with UK policy documents, academic literature and lived experience

The training session is bespoke and therefore designed to meet your needs. The session takes into account the different learning styles of participants and has aspects that are auditory, visual and kinaesthetic