All Training & Workshops Offered – 2024
These training packages and workshops have been developed for a range of areas relating to behavioural change. They are applicable to a wide range of school staff, pupils, professionals and parents. Existing content can be tailored to fit the needs of each setting and bespoke training can be devised if requested.
1. CDI Strategy
The course offers an opportunity to use the CDI (Choice, Decision, Instruction) Strategy to address low-level and medium-level behaviour issues. Children benefit from understanding basic concepts that will help with making the right decisions and choices. Following instructions will enable them to focus on necessary skills for successful interaction with adults and children in the school, and home, environment. This strategy establishes a simple, whole-school structure for promoting these concepts. Aims of the training:
To establish the purpose of the strategy
To identify and use appropriate language and terminology
To demonstrate understanding of the concepts
To apply learning to practical situations in the classroom, school and home
2. De-escalation Techniques
De-escalation is a targeted intervention for children who are likely to escalate low-level incidents into aggressive or dangerous behaviour. It is carried out by a staff member using calm, non-threatening verbal communication, gestures and body language to diffuse, re-direct, or de-escalate a situation during which there is conflict. This training gives experience of using the techniques effectively to reduce the likelihood of incidents escalating into extreme situations involving inappropriate behaviour. Aims of the training:
To recognise when children are anxious and in need of support with calming strategies
To practise techniques and strategies for de-escalation and addressing extreme situations
To be aware of the situations in which children benefit from help to de-escalate their behaviour
3. Positive Behaviour for Effective Learning
The training offers staff members the opportunity to consider the learning environment and its effects for children with dysregulated behaviour. Participants consider the ideal environment and how it is possible to realistically adapt their current setting to optimise effective learning. Barriers to learning are explored in order to reduce the impact of behaviour that challenges and demonstrate effective responses to address disruptive incidents. Participants are able to formulate a clear framework to support pupils in achieving their behavioural goals. Aims of the training:
To appreciate the impact of a positive learning environment
To develop strategies to support children with particular needs affecting their behaviour
To identify the actions staff should use consistently when a pupil is becoming anxious or agitated
To use knowledge of children’s identified needs in order to consider specific behaviour goals for those children.
4. Addressing High Risk Behaviour
This training is relevant for any school or group of schools who experience high risk behaviour. It outlines the purpose for a consistent and comprehensive process to addressing high risk behaviour throughout schools and across clusters of schools to avoid conflicting messages being given to children about the expectations of their behaviour. It provides useful strategies for teaching children about behaviour that can be applied alongside all of their learning. It aims:
To promote effective behavioural approaches to address high risk behaviour
To increase understanding of the motivation behind Tier 3 behaviour
To recognise the need for the teaching and learning of desired behaviour
To develop a toolkit to enable a consistent approach to addressing high risk behaviour
To foster positive responses to potentially problematic behaviour
To develop skills and encourage the use self-regulation wherever possible
5. Building Resilience Training for Staff
The training is for any school or group of schools where children Year 5 and above display patterns of behaviour consistent with an inability to manage issues, conflicts and feelings. This is particularly relevant where pupils are known to have challenging lifestyles or difficult situations outside of school that influence their behaviour within school. The training provides staff with theoretical support and practical strategies for building pupils’ resilience. Its aims are:
To develop an understanding of the psychology of resilience and why it is important
To have an awareness of the challenges for many children for whom resilience may be needed
To have an understanding of the role of adults in the building children’s resilience
To be equipped with skills to help children build their resilience
6. Transactional Analysis: Child, Adult & Parent Relationships
This training course is an introduction to Transactional Analysis which is specifically tailored to the needs of the school. The course highlights for Senior Leadership, Teaching Staff, Teaching Assistants, Learning Support Assistants and One-to-One Support Staff how to address the behaviour of children and using psychological models for encouraging healthy emotional development and relationships. The activities included enable staff members to appreciate how their responses to children can be beneficial or detrimental to the development of children’s behaviour and emotional well-being. The training helps to:
Provide an insight into the motivation of the behaviour of others
Develop and maintain effective relationships between adults and children
Identify the most beneficial perspective to employ in addressing behaviour that challenges
7. Supporting Emotionally Vulnerable Children
Emotional dysregulation describes responses that are poorly regulated and don't fall within the usual accepted range of emotional reaction. It may be seen where there is a marked fluctuation of mood, angry outbursts and separation anxiety; affecting social interactions, group dynamics and relationships at home and school. Children demonstrating emotional dysregulation may have experienced early childhood trauma, attachment disorder, neglect or abuse. This may include children with Autism, ADHD or conditions such as Foetal Alcohol Syndrome, Neonatal Abstinence Syndrome, Pathological Demand Avoidance or Oppositional Defiant Disorder. The training includes:
Signs of emotional dysregulation
An understanding of detached emotional development
Identifying the behaviour of children with high levels of guilt, shame and anger
The effects of excessive substance and alcohol use on children's behaviour and learning
Supporting vulnerable children, those in a state of hypervigilance, demonstrating unpredictable, high-risk or sexualised behaviours
8. Sensory Processing & Behaviour: Supporting Autistic Children
Autistic children are likely to experience sensory processing issues while at school. Distressed behaviours in autistic children include what would normally be considered physically aggressive behaviour, such as slapping, biting, spitting or hair pulling. It can also include other behaviours if they are having a negative impact on the person or their family. They could be a number of reasons for this, including difficulty in processing information. Not being able to communicate their difficulties can lead to outbursts of distressed behaviour. During the session you will:
Be aware of sensory processing issues
Develop an understanding of sensory dysregulation
Have an appreciation of causes of stress and anxiety for autistic children
Learn how sensory differences impact on behaviour and children’s learning
Understand the impact of sensory processing issues on children’s emotional wellbeing
Know how to help autistic children live happier, calmer lives
9. ADHD Traits & Behaviour: Identifying Sensory Needs & Supporting Self-Regulation
Children with ADHD may display inattentiveness where they will have difficulty concentrating and focusing or hyperactivity and impulsiveness. Some children will experience both. The ability to recognise and help children to manage their sensory sensitivities is extremely important for their behaviour, social, emotional and mental health needs and for their learning. This workshop is written from a behaviour perspective, rather than a clinical one. It is suitable for staff, parents, adults, professionals and older young people with ADHD. During the session you will:
Be aware of the typical traits for ADHD
Develop an understanding of sensory dysregulation
Have an appreciation of the causes of stress and anxiety for children with ADHD
Understand the impact of poor emotional dysregulation
Learn about how sensory experiences impact on behaviour and children’s learning
Know how to help children with ADHD have happier and calmer lives
10. Training for Anti-Racist Practice in Education - TARPIE™
There are three levels of delivery. The Growth Zone includes senior staff and stakeholders who can use the content to influence anti-racist conduct on a wide scale within their organisation. The Learning Zone is for those who are very aware and participating allies, who demonstrate non-racist practice and are moving towards anti-racist practice in their settings. The Basic Zone helps those who want or need to have a greater awareness of the issues relating to racism in education. This training is suitable for all practitioners from early years to higher education. It aims to:
Explore non-racist awareness and the culture diversity, equity and inclusion
Recognise unconscious bias, conscious bias, microaggressions, racist behaviour and language
Provide the knowledge and skills needed to demonstrate anti-racist practice in education
Respectfully challenge the barriers and myths used to block anti-racist practice
11. Workshop for Anti-Racist Practice in Education - WARPIE™
This workshop can be delivered as an introduction to Training for Anti-Racist Practice in Education TARPIE™. It includes elements of adultification, unconscious bias, microaggressions, White privilege, equity and intersectionality. It is an interactive session and aims to:
Explore an equitable approach to discrimination and examine cultural competency
Help to move from non-racist to anti-racist practice
12. Exclusions & Ethnicity: Black British and Gypsy, Roma & Traveller Learners
In 2021-2022 pupils with Black Caribbean ethnicity faced disproportionately high exclusion rates in the UK. Black Caribbean students experienced exclusion rates up to six times higher than their white peers in some local authorities. In the same school year, Gypsy and Roma pupils, along with Travellers of Irish heritage, had the highest permanent exclusion rates. The aims of this training are to:
Examine the cultural parallels between these two ethnic groups
Explore the social factors that influence this trend
Identify where discrimination is demonstrated within education
Define how it is possible to influence the trajectory for pupils facing exclusion
Celebrate the success for Black British & Gypsy, Roma & Traveller pupils
13. The Effects of Poverty on Learning
Financial disadvantage has significant effects on learning outcomes in the UK. Addressing the effects of poverty on learning requires a multifaceted approach that considers individual circumstances, provides support and promotes inclusivity in schools. Whilst most adverse childhood experiences [ACEs] affect the learning outcomes for young people, poverty can also hinder aspirations, undermine self-belief and limit life choices. It shortens life expectancy and perpetuates inequality. This training aims to:
Highlight the necessity for learners to have better opportunities and support
Help practitioners equip young people with the skills, knowledge and motivation to challenge social norms and break the cycle of poverty
Address child poverty through holistic approaches to education and emotional wellbeing
Foster a wholly inclusive space in which opportunities are equitable and fair
14. The School-to-Prison Pipeline: Stemming the Flow
The concept of the school-to-prison pipeline disproportionately affects certain learners, leading them from educational institutions into the criminal justice system. In the UK, this issue is a cause for concern, particularly for people of colour and those from marginalised backgrounds. Potentially, they face a trajectory from school exclusion to eventual involvement in substance abuse, criminalisation, exploitation, mental ill-health and ostracism from society. Learners who are supported to disrupt and eventually eradicate “the self-fulfilling prophecy” will lead satisfying and successful lives. This training:
Explores strategies to address and mitigate the school-to-prison pipeline
Helps to identify at-risk students and provides early and targeted interventions
Promotes the processes for addressing behavioural issues promptly rather than resorting to exclusion
Explores alternative approaches that reject punitive measures of isolation, exclusion and suspension
Advocates restorative justice practices that focus on repairing harm and building relationships
15. Deconstructing Diversity: Why Representation Matters
The practice of deconstructing diversity involves examining and challenging existing notions of diversity, identity and cultural representation. It is important to change the narrative of outdated cultural archetypes and reveal the multifaceted and fluid nature of how people identify today. Identity is not solely driven by personal heritage but also by culture, broadening the possible connection points beyond race and ethnicity alone. By deconstructing stereotypes and biases, we promote true inclusion and understanding. This training:
Deconstructs aspects of diversity that include historical inaccuracies
Involves critically examining existing norms
Promotes authentic representation and understanding across diverse identities
Helps with understanding how issues of race, gender, sexual orientation, disabilities, and other identities impact relationships and decision-making processes
16. Developing Cultural Competency: Awareness & Accountability
Cultural competency is essential for professionals and learners in ethnically diverse settings. It enables them to navigate cultural nuances, challenge harmful practices and promote accountability while respecting diversity and human rights. Adopting a trauma-informed approach as opposed to a judgmental stance, will foster positive action against discrimination and practices of Female Genital Mutilation (FGM), Honour-Based Abuse (HBA), Forced Marriage, Trafficking, Enforced Labour and Radicalisation. It includes:
Learning about the cultural contexts in which these practices occur
Enabling professionals to differentiate between vocabulary that is accurate and narratives that are disrespectful or discriminatory
Recognising acts may be rooted in tradition, are harmful and violate victims’ human rights
Holding perpetrators responsible and witnesses accountable for challenging justifications for behaviours that are unacceptable and illegal
Empowering victims by providing emotionally safe spaces, empathy and support
17. Hidden Children: The Impact on Adulthood of Adverse Childhood Experiences (ACEs)
Adverse Childhood Experiences (ACEs) relate to the set of ten adverse experiences that individuals may face during their childhood. These experiences are associated with an increased risk of negative health outcomes and other problematic areas in later life. It is possible to explore early lived experiences to address the impact of ACEs on adulthood. The content aims to:
Understand the impact of ACEs on early childhood experiences
Recognise the necessity for promoting healthier outcomes in adulthood
Address unresolved issues relating to ACEs in adult behaviours
Recognising and mitigating the impact of childhood adversities to support individuals as they navigate challenges and change
18. Reframing History: Authentic Learning For and About People of Colour
Developing cultural awareness is an ongoing process, requiring commitment, openness and a willingness to learn and grow. Embracing diversity and promoting understanding creates a more inclusive and enriching learning environment for all. Fostering a fully inclusive ethos for people of colour is crucial for promoting equity understanding and positive learning experiences. This training includes:
Understanding cultural competence in the context of authentic lived experiences of learners, including those of colour
The ability to interact effectively with people from diverse cultures and respond to their unique needs
Informing educators and learners about cultural diversity, biases and stereotypes
Addressing microaggressions and supporting educators and learners to recognise and challenge them
19. Diversity & Mental Health in Education
The correlation between diversity and mental health raises important issues within education that have significant implications for educators, learners and society. Embracing diversity involves the recognition and appreciation of backgrounds, identities, cultures, perspectives and experiences. Mental ill-health encompasses the emotional, psychological, and social well-being of individuals, which affects how we think, feel and act. Both diversity and mental health are essential for creating an inclusive and supportive learning environment that fosters academic achievement, personal growth, and social responsibility. The content includes:
Fostering a culture of respect, inclusion and belonging for all
Enriching learning experiences and the quality of education by exposing learners to different viewpoints, challenging their assumptions and expanding their horizons
A positive approach to the well-being, academic performance and social development of students and educators
Raising awareness, prevention and intervention strategies to support emotional and psychological needs
Reducing the stigma and discrimination associated with emotional wellbeing and mental health issues
20. Reflections: The George Floyd Effect
The killing of George Floyd sparked a global wave of anti-racism protests. Thousands of people demanded justice and an end to racial discrimination and triggered an examination of Britain's own history of slavery and colonialism. Many activists, academics and politicians have called for a review of the curricula of learning establishments to include more diverse perspectives and acknowledge the legacy of racism in British society. This training explores:
The global impact of the George Floyd case
The increased awareness and discussion of racism and discrimination in various sectors and institutions
The continued work to address racism in the UK education system
The lived experiences of migrants, asylum seekers and refugees
The necessity for proactive support for anti-racism, transparency and action to eradicate its presence in education
21. Emotional Wellbeing & Mental Health Awareness for Staff Teams
As an accredited Mental Health First Aider this training is designed to equip individuals with the skills and knowledge to identify, support and advocate for those experiencing mental health issues in educational settings and workplaces. The state of well-being in which a person copes with stress, works productively and contribute to their community is important for all concerned. It affects a person's thinking, feeling, mood or behaviour and can interfere with their daily functioning. The training aims to:
Help to create a mentally healthy organisation
Identify some of the common mental health disorders that may be experienced
Provide information about the warning signs of poor emotional wellbeing
Support participants to respond to a mental health crisis at the earliest stage possible
Help to reduce the stigma and discrimination that is often unfairly associated with mental ill-health
To promote positive mental health practices and emotional self-care
22. Exploitation and Intersectionality
Awareness of the relationship between exploitation and intersectionality can have significant positive impacts in various contexts. Exploitation and intersectionality understanding contribute to a more informed, compassionate and equitable environment. They empower individuals to recognise and combat harmful practices while fostering a culture of respect and acceptance. The training aims to:
Help individuals recognise signs of exploitation in the workplace and professional relationships
Understanding exploitative tactics and take proactive steps to address victimisation
Empowers individual to set boundaries and avoid situations where they might be unfairly treated
Enable individuals and organisations to explore the complex ways in which forms of discrimination intersect
23. Behaviour Mentor Training
The Behaviour Mentor is - or works alongside the Behaviour Co-ordinator, Learning Mentor, SENCo, Mid-day Supervisors and Support Staff - and is likely to be in a similar role in school. This training can be delivered in one setting, though may be more valuable if staff members from other schools, federations or a number of schools attend together. School-to-school support is actively promoted. The training includes:
Exploring the qualities, skills and experience necessary for the role.
Consideration of the role as a mentor/coach and where it fits with other pastoral staff
How working with parents has a positive impact on behaviour in school and at home
The opportunity to explore new skills and strategies to support a group or workshop setting
24. Support Staff Training
The training for Teaching Assistants, Learning Support Assistants and One-to-One Support Staff explores the challenges facing those working with children who regularly demonstrate behaviour they are challenged by which adversely affects their learning and, often, the learning of others. De-escalation techniques are included, with identification of the optimum times for using such interventions. Support is given in using positive approaches and behavioural change skills where children’s inappropriate behaviour is risk of reaching crisis, with useful suggestions and examples of good practice. By the end of the session, participants will:
Have considered their role as members of the support staff in their school
Have explored some of the qualities, skills and strategies necessary for their role
Have the opportunity to explore new approaches to support children with whom they work
25. Mid-day Supervisor Training
This training focuses on the qualities, skills, roles and responsibilities of the Mid-day Supervisor. It gives the opportunity for participants to explore good, effective practice helps in establishing authority, considering clear rules and boundaries and implementing appropriate rewards and consequences. This empowers Mid-day Supervisors to make clear expectations for the children’s behaviour that is consistent with the expectations of all staff during other times of the school day. By the end of the session, participants will:
Have considered their role as a Mid-day Supervisor
Have explored some of the qualities, skills and strategies necessary for their role
Have had the opportunity to explore new skills and strategies to support children’s behaviour at lunchtime
26. Positive Playground Behaviour
The training is designed for staff working with pupils who find regulating their behaviour in the playground challenging. These pupils are often or excluded during outside play on a regular basis due inappropriate behaviour. In extreme circumstances the behaviour may be aggressive or dangerous. The course is delivered to school staff in a 2-hour training session with demonstrations of activities where appropriate. Following the initial training, Positive Playground Behaviour will be delivered to school staff only and may be used with children in school in four 1-hour sessions or eight 30-minute sessions according to the needs of the school and children involved. Children are helped to explore issues such as:
Likes and dislikes, similarities and differences, points of view
Getting on and falling out
27. Positive Behaviour for Effective Learning
The training offers staff members the opportunity to consider the learning environment and its effects for children demonstrating behaviour that challenges. Participants consider the ideal environment and how it is possible to realistically adapt their current setting to optimise effective learning taking place. Barriers to learning are explored in order to reduce the impact of behaviour that challenges and demonstrate effective measures to address disruptive incidents. Participants are able to formulate a clear framework to support pupils in achieving their behavioural goals. Aims of the training:
To appreciate the impact of a positive learning environment
To develop strategies to support children with particular needs affecting their behaviour
To identify the actions staff should use consistently when a pupil is becoming anxious, frustrated or agitated
To use knowledge of children’s identified needs in order to consider specific behaviour
28. CDI Strategy Parent Workshop
Similar to the CDI (Choice, Decision, Instruction) Strategy and Coaching Skills Approach for schools, this training helps to address low-level and medium-level behaviour issues in the home. Children benefit from understanding basic concepts that will help them in regulating their behaviour. Supporting children in making appropriate choices, making the right decisions and in following instructions will enable them to focus on necessary skills for successful interaction with adults and other children in the home. This strategy establishes a simple, structure for promoting these concepts that may be used by parents and carers. Aims of the training:
To establish the purpose of the strategy
To identify and use appropriate language and terminology
To demonstrate understanding of the concepts
To apply learning to practical situations in the home
29. Building Resilience Workshop for Parents
This training offers support for parents to understand and facilitate the opportunity for children to benefit from understanding basic concepts that will help them in managing their own behaviour. It is helpful where family members routinely display patterns of behaviour consistent with an inability to address issues, conflicts and feelings. This is particularly relevant where pupils are known to have challenging lifestyles or difficult situations outside of school that influence their behaviour within school. The training provides parents with a range of activities to help with practical strategies for building their children’s resilience and support for families to appreciate why the behaviours of children and their families can be more suitably addressed. Its aims are:
To have an awareness of some of the challenges that can affect children’s behaviour
To be equipped with problem-solving skills to help build their resilience
To develop an understanding of why resilience is important
30. Getting On and Falling Out Workshop
This is ideally suited for children with limited social skills, poor communications skills and behaviour that is best supported in a nurture environment. The work is delivered individually or in small groups to learn the simple skills demonstrated in the session. When the child returns to their usual environment, they have the opportunity to practice and perfect these skills. The workshop includes:
Using a range of practical resources during role play, storytelling and puppetry sessions
Being 'coached' by the adult to open or continue conversations using suitable vocabulary
Using conventions such as taking turns and asking and answering questions
Responding to small manageable tasks given by staff members
31. Rules, Rights, Respect and Responsibilities
Rules, Rights, Respect and Responsibilities is designed for pupils who exhibit behaviour that challenges; pupils with an inability to regulate their emotions and who struggle to make positive choices. These pupils tend not to take admit to their behaviour, who show no remorse and hold others responsible for their actions. The training provides:
A safe place in which pupils can let down their barriers
Setting ground rules for the session and future experiences
Activities to define rules, rights, respect and responsibility
Why rules are necessary and why following them in school matters
An understanding of the school's behaviour policy
32. Learning to Think, Feel and Respond
Some children and young people struggle when it comes to making appropriate choices in a range of situations. While some children will take some time to think before acting, others find it difficult to be discerning and impulsive urges dominate. This workshop will help children to consider alternative actions. The training includes:
Learning techniques for controlled breathing to slow down the spontaneous impulses
Using mindfulness to allow them to experience free-flowing thoughts
The use of visualisation to promote positive thoughts and action
33. Why Do I Feel Like This? Listening to My Feelings
This workshop is Covid-19 inspired. Its content has the flexibility to be delivered to all age groups from Key Stage 1 to adults. It's suitable for a class, small groups or individuals and includes the thoughts and feelings of the participants at the outbreak of the pandemic, during the lockdown periods and subsequently as social restrictions have been lifted. There is signposting to individual and group support for children and young people, including therapeutic interventions through telephone and video (eg: online counselling). Targeted individual and group support for vulnerable groups through telephone and video consultation from qualified practitioners. The workshop includes:
Feeling able to put their anxieties in perspective
Learning strategies for calming down and managing intrusive negative thoughts
Accepting and recognising that everyone has, in some way, been affected by Covid-19
Understanding the loss of control, isolation and anxiety they are likely to have been feeling
34. Conflict Resolution: Owning My Actions
This is ideally suited for children with limited social skills, poor communications skills and behaviour that is best supported in a nurture environment. The work is delivered individually or in small groups to learn the simple skills demonstrated in the session. When the child returns to their usual environment, they have the opportunity to practice and perfect these skills. The workshop includes:
Exercises for children to explore a range of familiar scenarios they have difficulty managing
Learning to think ahead about the potential consequences of undesired behaviour
Strategies help them make better choices and long-term decisions
A restorative approach to resolving issues with other children and adults
35. When I Get Angry: Seeing Red
This workshop is for children's whose behaviour is characterised by impulsive, irregular and irrational acts. Where children's behaviour is verbally or physically aggressive, includes insults, threats or swearing often describe an episode similar to 'the red mist' coming down before they have the thought process or opportunity to stop themselves. The training provides:
An awareness of a range of negative feelings
Identifying that frustration, disappointment and failure are natural feelings
Developing their emotional intelligence and emotional literacy
Recognising negative feelings in others and building their tolerance
Learning to use patience, willpower, time out and similar strategies to calm their feelings
36. Why Should I? Workshop for Key Stage 1
Whilst most young children welcome and thrive where routines and rules are clear, some children find this a challenge. Most often these children don't have well-enforced boundaries at home; they don't understand the expectations adults have that they do the right thing when asked and usually don't respect the feelings or property of others. The workshop includes:
Role play and humour that the children will enjoy
An understanding that routines include what is happening now and next
Recognising that respect should be given to everyone and practice using suitable language
37. Addressing Aggression, Bullying and Coercive Behaviours
This work can be adapted for children from upper Key Stage 2 to Key Stage 4. Where children's natural behaviour appears to be aggressive and intimidating, sometimes influencing - or being influenced by - the behaviour of others, this work begins with individual sessions. During the subsequent sessions, each one gives more challenge to the way in which the child behaves and introduces others with similar behaviours. Implementing and monitoring ground rules is necessary. Its content has the flexibility to be delivered to all age groups from Key Stage 1 to adults. The workshop includes:
Understanding why the child is aggressive or violent
An appreciation of the point of view of those who receive aggression
Frank and honest discussions about the bullying or aggressive behaviour to child displays
Addressing the risky behaviours that may be associated with the expectations of others placed on the child
38. My Time is Now!
As children move through Key Stage 2 their friendships often change, they begin to like different things and think in different ways from their friends. This can sometimes leave children feeling isolated and they begin to worry unnecessarily about who they are and if they are worthy of being a friend. This workshop will help children to feel more positive about themselves and recognise their strengths and qualities. The workshop includes:
Exploring the qualities of being a good person
Acknowledging that they have strengths and qualities that others don't
Working along others to celebrate their positive characters
Giving and receiving complements and celebrating praise
39. Understanding Citizenship Workshop
As children move through Key Stage 2 and beyond, they are often given additional responsibilities and sometimes privileges. It is important that children understand that these responsibilities are to be earned and taken seriously as much as the children are aware of their rights they need to know the correlation between one and the other. The workshop includes:
Knowing what responsibilities are entail when being selected for a role
Being clear that for 'senior' positions in school excellent behaviour is expected
Consistent sanctions where the undesired behaviour occurs
40. Children's Behaviour for Learning Workshop
For most educational settings extreme behaviour that challenges staff and pupils has clear consequences that are defined in the Behaviour Policy. However, some of the most troublesome behaviour is the persistent disruptive incidents occurring in the classroom during lesson time. Pencil tapping, swinging on chairs and humming can be very distracting for those who are trying to work. During these sessions, strategies for dealing with poor engagement and lack of focus are likely to help those who are distracted and those responsible for distractions. The sessions include:
Using strategies and suitable resources to absorb the effect of disruption
Clear and achievable expectations of behaviour for learning for behaviour
Consistent sanctions where the undesired behaviour continues
Understanding and taking responsibility of the effects of persistent disruptive behaviour on the learning of all of the children
41. The Blue Balloon Workshop
This workshop is designed for pupils who present with emotional dysregulation; responses that are poorly modulated and outside of the accepted range of emotive response. Emotional dysregulation can be associated with an experience of early psychological trauma, neglect and abuse. These pupils often struggle to make positive choices and are drawn to risky behaviours and may demonstrate traits of ADHD or Autism. The training provides:
Practical strategies to encourage positive motivation and readiness for change
A greater awareness of emotional intelligence and emotional literacy
Empowering children to consider their thoughts, feelings and responses to challenge
Pupils embracing respect for themselves and for others
To reduce the impulsive nature of risky behaviours and consider alternative actions
42. Feelings and Emotions Workshop
The workshop is suitable as a whole class PSHE session, small group work or as a series of sessions in a nurture group. It is designed to help children in Key Stage 1 to be able to name and recognise a range of positive and negative feelings. The use of puppets and/or dolls helps the children to be able to project their feelings and talk about when they have felt that way. The workshop includes:
Knowing about the emotions, happy, sad, angry, frightened, excited, pleased etc:
Recognising their own emotions and those of others
An understanding that their feelings are linked to what is going on around them
Being aware of what do if they are overwhelmed by their feelings
Learning skills of self-regulation
Breathing skills, mindfulness and visualisation
43. Peer Mediation Training
This training is for schools who wish to include their Year 5 and/or Year 6 pupils in positive and effective behaviour in school. It takes place following the school’s recruitment and selection process to equip pupils with skills to support desired behaviour in the playground and other areas of the school. The selected pupils are recruited into the roles of Feelings Detective, Problem Solver and Peer Mediator in order to recognise the range of skills needed and to provide children with appropriate support for the issues that may arise. The training is delivered to selected pupils in four 90-minute sessions and includes aspects such as:
Skills of observation
Understanding perception
Openers
Role plays
44. Building Resilience Support for Pupils
This training offers support for groups of children Year 5 and above who display patterns of behaviour consistent with an inability to manage issues, conflicts and feelings. This is particularly relevant where pupils are known to have challenging lifestyles or difficult situations outside of school that influence their behaviour within school. The training provides pupils with a range of activities to help with practical strategies for building pupils’ resilience. Its aims are:
To have an awareness of some of the challenges that can affect children’s behaviour
To be equipped with problem-solving skills to help build their resilience
To develop an understanding of why resilience is important
45. Transition Support for Year 2 & Year 6 Pupils
The training is offered for pupils in Year 2 and Year 6 and delivered in the Summer Term prior to their move to secondary education. Transition support is offered as a single one-and-a–half hour session delivered in the form of a short drama, poem and discussion. The pupils are then given 40 situations in which they might find themselves before or during their first few weeks in Year 3 and Year 7 and can add 10 of their own. Ongoing work with their class or year group enables them to find the solutions to the problems or dilemmas they may face, producing a ‘Survival Guide to Year 3’ or ‘Survival Guide to Year 7’ for them to refer to as they may need to. The issues explored include:
Worries, fears and anxieties
Hopes, dreams and expectations
Resolving problems and dilemmas
Knowing when and where to go for help
46. Developing the Behaviour Policy
This training is delivered along a framework, incorporating guidance from: Behaviour and Discipline in Schools - Advice for Headteachers and School Staff. It is tailored to the individual needs of the school and uses the current Behaviour Policy as a basis for reviewing and updating good practice within the school. It can be delivered as a whole school package or with members of senior staff. It includes developing a Behaviour Policy which aims to:
Give clear and concise expectations of behaviour for pupils and parents
Promote good behaviour, self-discipline and respect
Regulate the conduct of pupils and approach of staff members
47. Behaviour Coaching
This is delivered on a one-to-one basis and is tailored to the needs of the participant. It will include positive approaches and strategies that will help to affect permanent behavioural change and improve pupils' behaviour in school. Coaching opportunities include:
Attachment and Nurture
Behaviour for Learning
Seeing Beyond Disguised Compliance
The Profile of a Looked After Child
Social and Emotional Aspects of Learning
48. Training in children’s social care, children’s homes and fostering
So far these training sessions have been delivered to staff working in children’s residential care settings and foster carers:
Building Resilience
Caring for Asylum-Seeking & Refugee Children
Child Protection & Safeguarding
Diversity
Equality & Diversity
Learning Disabilities
Addressing Behaviour That We Are Challenged By
Positive Behaviour & De-escalation
Restorative Practice
Sensory Integration
Team Building
Valuing Differences
Additional bespoke training can be devised if required. Training and workshops can be requested via the contact form on this website, quoting the corresponding number or contact me by email: zelpher@aluna-abc.co.uk or phone: 07401 082019
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