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Children in Scotland Training Programme Autumn 2012
 

Children in Scotland Training Programme Autumn 2012

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    Children in Scotland Training Programme Autumn 2012 Children in Scotland Training Programme Autumn 2012 Presentation Transcript

    • Children in ScotlandAutumn TrainingSeptember – December 2012For those working with children and families in Scotland 1 ge2 Pa t rs un fe o l Of isc D y r e cia ird ok b t fo Sp B o p f rly B Se of Ea 30 10%
    • 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 everyones 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 cant 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 aAbout 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
    • 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 13Event 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 4 5
    • 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 usePre-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 6 7
    • 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 8 9
    • 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 10 11
    • 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 LevelWorking 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 12 13
    • 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 14 15
    • 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 16 17
    • 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 BehaviourManaging 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 18 19
    • Preparing for Inspections Booking information Special OffersSupporting Practitioners This training workshop will give participants (primary and secondary) Book any training before 30 Sept 2012 and receive an additional 10% the opportunity to explore the process of preparation for inspection early bird discount. Buy now, train later ... Children in Scotland CPD and establish thinking and practice most likely to show them at their Training Vouchers best. Inspections can be seen as creating work and stress but should 10% early also help develop and improve practice. Group Work with Young People bird discount COURSE Our CPD Training Vouchers can offer you up to 20% off any full or half day training courses being held from September-December 2012. Booking Information HMIE no longer require a pre-inspection written report. Instead the Aimed at teachers, support staff, youth workers and others working Half day Full day new inspection process has been developed to be more responsive to with children and young people, this workshop will cover theoretical Plan your CPD programme block booking discount schools own ways of working. At the start of the inspection a scoping perspectives but will also focus on practical aspects of group working Discount A * £50 £95 meeting is used to brief the inspection team on the impact of the skills. The day will look at all sorts of group working from activity based Member If you have three or more members who want to attend a course, we approach to improvement through self-evaluation, which also covers work to task centred work and will be a mix of presentation, discussion Discount B ** £65 £125 can organise a group discount. Call us to find out how much you can the outcomes for all learners who attend the establishments. This day and experiential work. will guide you through the process and help take the fear out of save 0131 222 2411. inspections. Learning objectives: Discount C * £65 £125 Non-member This programme will cover: understand theoretical perspectives and the strengths and Full price £80 £155 limitations of working with groups reference to key resources look at the purpose, nature and aims and objectives of groups how well do you know your school / establishment? examine organisational skills, communication skills, group * Discount A and C - individuals/small voluntary agencies (inc. nursery and self evaluation tools and techniques dynamics and dealing with resistance and conflict primary schools) ** Discount B - statutory bodies and large voluntary organisations (inc. secondary self evaluation in practice understand what happens in groups: content, process schools) learning and teaching review systems and maintenance exploration of how to establish a successful pupil focus group distinguish types of groups: task centred, activity based, how to survive and excel during the inspection week. discussion, peer education Cancellations: understand leadership skills and behaviours. Cancellations received in writing three weeks before the event will be refunded less a £20 processing charge. No refunds can be made after this date although substitutions Tutor: Gerry Shields may be made. Children in Scotland reserves the right to amend a delegate rate if the wrong selection is made e.g. non-member selecting member rate. Date: 23 and 24 November (Friday full-day Tutor: Stan Godek and Saturday half-day morning), Edinburgh Date: 15 November, Edinburgh Reduced rates: Reduced price places may be available to individuals and small voluntary organisations or students especially those from rural and remote areas. Please contact us for further information and availability. Confirmation details: Delegates will receive written confirmation of the event, information about the programme, timings, venue and travel by email approximately 3 weeks before the event. We can also provide further information regarding reduced accommodation rates in Edinburgh. Please contact us on 0131 222 2446 for further information. Course materials: At each event delegates will be issued with the course programme, attendee list, course materials (where available) and evaluation form. If any materials are not available at the time, these will be sent by email after the event has taken place. We will provide all training course attendees with an attendance certificate. Course catering: For full day courses we will provide lunch as well as refreshments on arrival, mid morning and mid afternoon. Lunch will not be provided for half day course attendees unless they are attending both a morning and afternoon session. Please advise our team on booking should you have any specific dietary requirements. “Gave me a great overview and answered all my questions…has allowed the HMIE experience to become a less daunting one than previously perceived” Previous course attendee, March 2012 20 21
    • (Book before 30 September 2012 to receive an early bird discount) Online www.childreninscotland.org.uk/events Email training@childreninscotland.org.uk Telephone 0131 222 2446 Fax 0131 228 8585 Post Training, Children in Scotland, Princes House, 5 Shandwick Place, Edinburgh EH2 4RG When I grow up ... ! "#$% & () * +,*-. /0 &%. /,,"#12 .3.1&4 5+,.*$. 6$. (,-) -*+#&*,$7 8#&,. / .3.1&4 99999999999999999999999999999999999999999999999999999999999999999 :*&. / .3.1&4 9999999 ; 9999999 ; 9999999 8#&,.4 99999999999 <*=.4 9999999999999999999999999999999999999999999999999999999 >$#&#14 999999999999999999999999999999999999999999999999999999999999999999999 ?02*1#$*&#14 99999999999999999999999999999999999999999999999999999999999999999 @AA0.$$4 999999999999999999999999999999999999999999999999999999999999999999999 9999999999999999999999999999999999999999999999999999999999999999999999999999 8., 5A*B74 9999999999999999999999999999999999 C*D4 999999999999999999999999999999 E=*#,4 99999999999999999999999999999999999999999999999999999999999999999999999 @AA#&#1*,F0.G6#0.=.1&$4F99999999999999999999999999999999999999999999999999999999 Help Scotland’s one million childrenBooking Form ☐ ! .1-,$. * -%.G6.F/0 H 999999999999 =*A. +*B*(,. & I%#,A0.1 #1 J-&,*1A ☐ ! "#$% & (. #13#-.A /0 99999999999999 +,*-.5$7 *& * 0*&. / H999999999999999 achieve their dreams Membership !13#-. & (. $.1& &4 5#/ A#//.0.1& /0= *(3.7 <*=.4 99999999999999999999999999999999999999999999999999999999999999999999999 and fulfill their potential. ?02*1#$*&#14 99999999999999999999999999999999999999999999999999999999999999999 @AA0.$$4 999999999999999999999999999999999999999999999999999999999999999999999 Join Children in Scotland today >%1.4 99999999999999999999999999999999999999999999999999999999999999999999999 E=*#,4 99999999999999999999999999999999999999999999999999999999999999999999999 Booking confirmation will be sent to you approximately two weeks before the event Reduced price places are available at most events – please apply in writing Children in Scotland membership is a practical and valuable Children in Scotland reserves the right to alter event programmes at any time resource – join today to start enjoying the rewards of our Cancellations received in writing three weeks before first date of the event will be refunded less a £20 processing charge. No refunds can be made after this date although substitutions may be made extensive benefit package Children in Scotland reserves the right to amend a delegate rate if the wrong selection is made e.g. non-member selecting member rate. Start saving today – you could save your membership fee with From time to time we may approach you with information about other projects, events, publications and magazines that Children in Scotland produces or organises. If you do not wish to be contacted, please tick your very first booking this box . We may occasionally wish to make your details available to other not-for-profit organisations. Please tick this box if you do not wish us to do this . Children in Scotland – Working for children and their families. Registered Charity in Scotland No. 83383 Inland Revenue Charity No. SCO3527 To find out more or sign up contact us on: """K-%#,A0.1#1$-&,*1AK02K6) Book online at www.childreninscotland.org.uk/events 0131 228 8484 or membership@childreninscotland.org.uk © NHS Health Scotland, 2011 22 23