Download - Giraffe training 2016 17

“Getting your head above the crowd.”

Giraffe Training Schedule 2016/2017

Wellbeing ToolkitPart 29th September 2016

Emotional Literacy & Emotion Coaching14th September 2016 & 1st January 2017

Attachment, anxiety and trauma29th September 2016 & 7th February 2017

Using LEGO therapy as an intervention29th September 2016, 8th November 2016 & 26th January 2017

Building resilience using CBT with children and young people8th November 2016, 31st January 2017 & 18th May 2017

Understanding self harm and providing school based support15th November 2016 & 7th March 2017

An introduction to Mindfulness15th November 2016, 31st January 2017 & 7th February 2017

An introduction to The Boxall Profile6th December 2016 & 7th March 2017

Solution focused brief therapy6th December 2016, 2nd March 2017 & 6th June 2017

Team TeachOpen Course28th April 2017, 14th October 2016

Positive Body Image:A practical Programme for Schools21st November 2016 (Essex) & 3rd February 2017 (Kent)

NLP13th July 2017

“Getting your head above the crowd.”“Getting your head above the crowd.”

The Well Being Tool Kit for Professionals working with children and young people - A programme of

professional development to promote and maintain resilience and personal effectiveness.

Removing Barriers to Learning and Achievement – ensuring staff well being.

Many families today are exposed to high level of daily stress and the incidence of childhood depression is increasing.

An estimated ten per cent of children in any school experience serious depression, such as going through extended

periods of despair and even engaging in suicidal thoughts. Young people do not enjoy carefree childhoods but

instead have to cope with the devastating effects of divorce, exposure to drugs and bullying amongst other

significant stressors. Young people are most vulnerable to negative emotions and at risk of developing depression

at the age of 11, when they move from primary to secondary education (Reivich and Shatte, 2002).

Such factors clearly also increase the level of stress experienced by teachers and support staff who are tasked with

ensuring young people’s well-being and in removing any barriers to learning and achievement. This is also coupled

with a relentless inspection regime and a culture of target-setting which some professionals feel is damaging

teachers’ mental health with many reporting symptoms of stress and exhaustion, according to the Association

of Teachers and Lecturers (ATL) survey (2014). At the same time, the ATL reported more and more teachers are

complaining of “unacceptable workloads” and insufficient support from schools over “challenging parents”. More

specifically, over a third - 38% - of school and college staff reported having seen a rise in mental health issues among

colleagues in the past two years and 55% said their job had a negative impact on their mental health.

The key aims of this innovative and comprehensive publication are therefore to allow professionals and staff who

work with children and young people to:

A culture change?

In June 2015, the National Institute for Health and Care Excellence (NICE) published new guidelines entitled

Workplace Policy and Management Practices to Improve the Health and Wellbeing of Employees. The aims are

to explore the positive and negative effects an organisation’s culture can have on people’s health and wellbeing,

promote leadership that supports the health and wellbeing of employees and help line managers achieve this and

strengthen their role in ensuring the health and wellbeing of employees.

Among the recommendations NICE makes is to have a support base in place for all teaching staff and to make

health and wellbeing a core priority for senior management.

A paradigm change

Well-being for both students AND teachers can no longer be seen as a ‘fluffy’ concept. Well-being in schools is a

fundamental pre-requisite for healthy, constructive and productive quality teaching and learning. Both students and

teachers need to be supported, fit and well to be inspired and inspiring. This does not happen without the right

support mechanisms and mindsets for all involved in the teaching and learning process.

Wellbeing Toolkit -Part 2

Course Code:

1614

Tutor:

Dr Tina Rae

Date:

09.09.2016

Time:

09.30 - 15.30

Cost:

£95.00 pp

Venue:

Hilton Dartford Bridge

Masthead Close

Crossways Bus. Park

Dartford



Setting in the national context

Work related Stress, Anxiety and Depression Statistics in Great Britain 2015 were published by the Health and

Safety Executive in October 2015. The latest estimates from the Labour Force Survey show:

• The total number of cases of work related stress, depression or anxiety in 2014/15 was 440,000 cases, a

prevalence rate of 1380 per 100,000 workers.

• The number of new cases was 234,000, an incidence rate of 740 per 100,000 workers. The estimated number

and rate have remained broadly flat for more than a decade.

• The total number of working days lost due to this condition in 2014/15 was 9.9 million days. This equated to

an average of 23 days lost per case.

• In 2014/15 stress accounted for 35% of all work related ill health cases and 43% of all working days lost due

to ill health.

• Stress is more prevalent in public service industries, such as education; health and social care; and public

administration and defence.

• By occupation, jobs that are common across public service industries (such as health; teaching; business,

media and public service professionals) show higher levels of stress as compared to all jobs.

• The main work factors cited by respondents as causing work related stress, depression or anxiety (LFS,

2009/10-2011/12) were workload pressures, including tight deadlines and too much responsibility and a lack

of managerial support.

Work related stress depression and anxiety continue to represent a significant ill health condition in the workforce of

Great Britain. Work related stress accounts for 35% of work related ill health and 43% of days lost, in 2014/15. The

occupations and industries reporting the highest rates of work related stress remain consistently in the health and

public sectors of the economy. The reasons cited as causes of work related stress are also consistent over time with

workload, lack of managerial support and organisational change as the primary causative factors.

The need for a programme of support

In the current climate it is therefore more pertinent and important than ever that we address these issues in a

proactive manner and set up systems of support that ensure individual well-being within a supportive and nurturing

context. We only have to make reference to the above statistics – the number of teachers leaving the profession

and the number of professionals retiring from teaching and subsequently suffering physical and mental ill health as

a result of the stress levels that they have had to cope with over a sustained period of time.

The 20 sessions in this second Well-being tool kit for professionals therefore aims to provide the necessary

resources to enable staff to maintain and further enhance their own well-being so that, in essence, they can describe

themselves as fit, well and flourishing – both personally and professionally.

Each of the key topics will provide a package of training and resources which will include information leaflets,

strategies, skills-based activities, and a power point presentation.

Course Code:

1614

Tutor:

Dr Tina Rae

Date:

09.09.2016

Time:

09.30 - 15.30

Cost:

£95.00 pp

Venue:


Masthead Close

Crossways Bus. Park

Dartford



Design by www.danmeasor.com

Course Code:

1614

Tutor:

Dr Tina Rae

Date:

09.09.2016

Time:

09.30 - 15.30

Cost:

£95.00 pp

Venue:


Masthead Close

Crossways Bus. Park

Dartford

The topics covered in the resource are as follows:

Topic 1 Understanding and assessing your Mental Health and Well-being

Topic 2 Developing a Growth Mindset

Topic 3 Understanding the impact of Trauma and how to utilise Psychological debriefing

Topic 4 The role of Emotional literacy in your life

Topic 5 How to be an Emotion Coach

Topic 6 Understanding the impact of bereavement

Topic 7 Managing your Stress– building your tool box

Topic 8 Understanding issues of Vicarious trauma when supporting children and young people with mental health

difficulties

Topic 9 Defining and Asserting yourself

Topic 10 Managing conflict

Topic 11 The resilience snake - Building Resilience Using key Tools of Positive Psychology

Topic 12 Using strategies from Cognitive Behaviour Therapy to build resilience

Topic 13 Using strategies from Appreciative Inquiry to support the change process

Topic 14 Using Mindfulness Approaches to reduce stress

Topic 15 Developing Well-being through Creative Activities – creating your ‘flow’ plan

Topic 16 Using tools from Neuro-Linguistic Programming (NLP) to foster a positive mindset in young people

Topic 17 Developing Circles of support

Topic 18 Using and developing your communication skills

Topic 19 Using Coaching to maintain Staff Well-being

Topic 20 Developing Reflective practice

Cost: £95.00 per person

For further details please contact: Nicki Jennings

Tel: 0781 3323980Email: [email protected]: www.giraffe-training.co.uk

When & Where

Course Code: 1614Date: 9th September 2016Time: 9.30 - 15.30Hilton, Dartford Bridge, Masthead Close, Crossways Bus. Park Dartford


Course Codes:

1613

1623

Tutor:

Dr. Tina Rae

Dates:

14.09.2016

26.01.2017

Time:

9.30 - 15.30

Cost:

£95.00 pp

Venue:

14.09.2016

Ashford

International

Hotel,

Simone Weil Way

Ashford

26.01.2017

Holiday Inn

Abbotts Lane

Eight Ash Green

Emotional Literacy is the term used to describe the ability to understand and express feelings. Emotional Literacy

as a term was first used by Steiner (1997). It refers to ‘the ability to understand your emotions, the ability to listen

to others and empathise with their emotions, and the ability to express emotions productively. To be emotionally

literate is to be able to handle emotions in a way that improves your personal power and improves the quality

of life around you. Emotional literacy improves relationships, creates loving possibilities between people, makes

co-operative work possible, and facilitates the feeling of community’.

Steiner, C. and Perry, P. (1997) Achieving Emotional Literacy. London: Bloomsbury.p11

Emotional Literacy involves having self-awareness and recognition of one’s own feelings and knowing how to

manage them, such as the ability to stay calm when angered or to reassure oneself when in doubt. It includes

empathy, i.e. having sensitivity to the feelings of other people and it has been said that emotionally literate people

are able to employ self-discipline in order to harness their emotions and identify and reach their personal goals.

Emotional Literacy also includes being able to recognise and adapt to the feelings of other people, whilst at the

same time, learning how to manage and express one’s own emotions effectively. This is helpful to developing

good communication skills and the enhancement of our relationships with other people.

Emotional intelligence is learned, and a child’s first teacher about emotions is his or her parents. Parents and

carers can help their child develop emotional intelligence by “coaching” him, using principles researchers have

found work well. “Emotion coaching” can help avoid common pitfalls as they guide children toward becoming

successful, happy adults.

What Is Emotion Coaching?

Emotion coaching is predominantly about helping children understand the different emotions they experience,

why they occur, and how to handle them. In the simplest terms, we can coach our children about emotions

by comforting them, listening and understanding their thoughts and feelings, and helping them understand

themselves. As we do this, our children will feel loved, supported, respected, and valued. With this emotionally

supportive foundation, we will be much more successful at setting limits and problem solving.

In this 1 day course, Tina will introduce the concept of emotional Literacy and present activities and strategies

to measure and develop our skills. She will then proceed to present Gottman’s Emotion Coaching philosophy

and practices as a means of developing positive relationships with children and young people. Learning How

to Emotion Coach will therefore be a key focus of the day.

Tina will present the key steps to emotional coaching as developed by Gottman:

Step 1: Understand how you deal with feelings. Before you can become an emotion coach, you must first

understand your own approach to emotions. Some parents, for example, are uncomfortable with their child’s

negative emotions. If a child feels sad, you might think that if you fix the problem that created the sadness,

the sadness will go away. You might be uncomfortable with your own anger because it makes you feel out of

control, and in turn you discourage anger in your children.

Emotional Literacy & Emotion Coaching





Emotional Literacy & Emotion Coaching

When & Where

Course Code: 1613Date: 14th September 2016Time: 9.30 - 15.30Ashford International Hotel, Simone Weil Way Ashford

Course Code: 1623Date: 1st January 2017Time: 9.30 - 15.30Holiday Inn, Abbotts Lane, Eight Ash Green, Colchester

Course Codes:

1613

1623

Tutor:

Dr. Tina Rae

Dates:

14.09.2016

26.01.2017

Time:

9.30 - 15.30

Cost:

£95.00 pp

Venue:

14.09.2016

Ashford

International

Hotel,

Simone Weil Way

Ashford

26.01.2017

Holiday Inn

Abbotts Lane

Eight Ash Green

Step 2: Believe that your child’s negative emotions are an opportunity for closeness and teaching. Reasoning

away your child’s emotion with logic rarely works. Parents who try to do this usually end up arguing with their

child. Instead, a child’s negative feelings are more likely to go away when children talk about them, label

them, and feel understood. When children feel understood by their parents AND TEACHERS, they feel closer

to them.

Step 3: Listen with empathy and understanding, then validate your child’s feelings. In the book Between

Parent and Child, psychologist Haim Ginott discusses his belief that children need to be understood before

they can accept correction. If you want to understand your child, you need to put yourself in his or her shoes.

Empathetic listening can help you do this. Empathetic listening is the heart of emotion coaching.

Step 4: Label your child’s emotions. Children often don’t know what they’re feeling. If you label an action –

observe aloud that they seem “angry” or “sad” or “disappointed” – you can help your child transform a scary,

uncomfortable feeling into something identifiable and normal. Researchers have shown that the simple act of

labelling an emotion has a soothing effect on the nervous system, which helps children recover more quickly

from an upsetting experience.

Step 5: Set limits while exploring possible solutions to the problem that caused the negative emotion. Tina will

present this approach and provide participants with opportunities to develop key skills. She will particularly

focus on how teachers and support staff in schools can and should make use of emotion coaching in order to

foster the development of emotionally intelligent and resilient children and young people. The benefits for us

as adults will also be highlighted.


Course Code:

1615

1627

Tutor:

Dr. Tina Rae

Date:

29.09.2016

07.02.2017

Time:

09.30 - 15.30

Cost:

£85.00 pp

Venue:

29.09.2016

Holiday Inn

Abbotts Lane

Eight Ash Green

07.02.2017

Angel Centre

Angel Lane

Tonbridge

Suitable for: This course is designed for head teachers, SLT and all staff who work with children who have

experienced loss and bereavement.

Are you ready for the unexpected? Is your school prepared to deal with a critical incident in your community?

How will you support children, young people and adults through this crisis? This course will focus upon the nature

of critical incidents and how school based staff and the community can cope most effectively when the worst

happens. The nature of grief, loss and bereavement will be explored and we will focus also on the impact and

nature of attachment disorders and trauma and the impact that these have on children’s development – both in

emotional and cognitive terms.

All delegates will be provided with a grab pack of resources to enable them to develop an action plan for their

school and to provide support to children and young people coping with loss and bereavement.

Aims of the course:

To clarify the nature of attachment disorders and trauma and the impact that they have upon development and

learning in the classroom.

• To clarify the nature, variety and impact of critical incidents, death, loss and bereavement

• To develop a critical incident policy and have an increased awareness of the need for a critical incident

management plan

• Develop an understanding of best practice in terms of classroom management following a crisis and have

an increased awareness of helpful strategies and systems to support bereaved children

• To develop an understanding of the diffusing and debriefing process and how this can effectively be used

with young people

• To ensure clarification of children’s understanding of death and the grief cycle

Attachment, anxiety and trauma




When & Where

Course Code: 1615Date: 29th September 2016Time: 9.30 - 15.30Holiday Inn, Abbotts Lane, Eight Ash Green, Colchester

Course Code: 1627Date: 7th February 2017Time: 9.30 - 15.30Angel Centre, Angel Lane,Tonbridge


Course Code:

1616

1618

1624

Tutor:

Nicki Jennings

Date:

29.09.2016

08.11.2016

26.01.2017

Time:

15.30 - 17.00

Cost:

£25.00 pp

Venue:

29.09.2016

Holiday Inn

Abbotts Lane

Eight Ash Green

08.11.2016

Angel Centre

Angel Lane

Tonbridge

26.01.2017

Holiday Inn

Abbotts Lane

Eight Ash Green

Suitable for: All staff that work with children, young people

What is Lego therapy?

• A social development programme

• Collaborative play based intervention where children work together to build Lego models

• Supports joint attention, shared goals, social communication and interaction

• Common purpose and shared interest in Lego

• Emphasis can be tailored to the needs of the group

Who will Lego therapy interventions help?

• Children with other social interaction difficulties

• Anxiety disorders

• Depression

• Difficulties engaging with peers or adults.

• Shy or will not actively seek out interaction with others.

• Poor or low levels of language ability.

Lego therapy can also help EAL pupils with learning an additional language

In this experiential afternoon course Nicki will cover:

• History, theory and uses of LEGO® therapy

• Room set up, resources and practical tips

• Delegates will gain the confidence and knowledge to set up and use LEGO® as an intervention within their setting

Using LEGO® therapy as an intervention




When & Where

Course Code: 1616Date: 29th September 2016Time: 15.30 - 15.30Holiday Inn, Abbotts Lane, Eight Ash Green

Course Code: 1624Date: 26th January 2017Time: 15.30 - 17.00Holiday Inn, Abbotts Lane, Eight Ash Green

Course Code: 1618Date: 8th November 2016Time: 15.30 - 17.00Angel Centre, Angel Lane,Tonbridge


Course Code:

1617

1625

1633

Tutor:

Dr. Tina Rae

Date:

08.11.2016

31.01.2017

18.05.2017

Time:

09.30 - 15.30

Cost:

£85.00 pp

Venue:

08.11.2016

Angel Centre

Angel Lane

Tonbridge

31.01.2017

Holiday Inn

Canterbury Rd

Ashford

18.05.2017

Holiday Inn

Abbotts Lane

Eight Ash Green


Half of all mental health issues start in childhood and we all have a collective responsibility to support children’s

emotional, psychological and social well-being. Early and targeted intervention is key to avoiding long term

mental health issues. CBT is one of the most effective tools in developing resiliency and fostering emotional

well-being.

The course will help to develop your own skills and knowledge of cognitive behavioural therapy (CBT) and enable

you to apply the tools of CBT to develop children and young people’s emotional wellbeing in a range of settings.

Aims of the course:

To clarify the nature of attachment disorders and trauma and the impact that they have upon development and

learning in the classroom.

• Understand how emotional, psychological and social well-being impacts on children and young people’s lives

• Understand the key factors of building resiliency

• Understand the main theoretical concepts underpinning cognitive behavioural therapy

• To be able to run a short intervention programme using the tools of CBT with children and young people

• To be able to apply the key concepts of CBT within your professional role working with children and

young people

Building resilience using CBT with children and young people




When & Where

Course Code: 1617Date: 8th November 2016Time: 09.30 - 15.30Holiday Inn, Canterbury Rd,Ashford

Course Code: 1633Date: 18th May 2017Time: 09.30 - 15.30Holiday Inn, Abbotts Lane, Eight Ash Green

Course Code: 1625Date: 31st January 2017Time: 09.30 - 15.30Angel Centre, Angel Lane,Tonbridge


Course Code:

1619

1630

Tutor:

Dr. Tina Rae

Date:

15.11.2016

07.03.2017

Time:

09.30 - 15.30

Cost:

£85.00 pp

Venue:

15.11.2016

Holiday Inn

Abbotts Lane

Eight Ash Green

07.03.2017

Angel Centre

Angel Lane

Tonbridge

Suitable for: This workshop is relevant for all professionals who work with young people who self harm or

are at risk of self harming- SENCOs, learning mentors, inclusion managers, teachers, SMT and TAs within

Gravesham and Dartford Primary and Secondary Schools. It will be a highly practical and interactive session

and participants will be able to take away some tried and tested ideas and resources for use in their own

school/context.

During this one day workshop participants will:

• Identify the risk factors for self harm and the prevalence of such behaviours amongst children and young

people, dispelling myths around this topic

• Explore approaches to support young people to manage such behaviours via school based intervention

programmes and the development of whole school policy and practice in this area

• Consider strategies and interventions for the most vulnerable young people and the route for referral to

specialist agencies

• Develop an understanding of resilience theory and how to use CBT (Cognitive Behaviour Therapy approaches)

and Positive Psychology approaches to enhance pupil engagement and wellbeing and provide preventative

approaches for managing stress and anxiety in school and at home

• Participate in interactive sessions to explore, discuss and share useful resources and ideas for supporting

young people

Understanding self harm and providing school based support




When & Where

Course Code: 1619Date: 15th November 2016Time: 9.30 - 15.30Holiday Inn, Abbotts Lane, Eight Ash Green, Colchester

Course Code: 1630Date: 7th March 2017Time: 9.30 - 15.30Angel Centre, Angel Lane,Tonbridge


Course Code:

1620

1626

1628

Tutor:

Nicki Jennings

Date:

15.11.2016

31.01.2017

07.02.2017

Time:

15.30 - 17.30

Cost:

£25.00 pp

Venue:

15.11.2016

Holiday Inn

Abbotts Lane

Eight Ash Green

31.01.2017

Holiday Inn

Abbotts Lane

Eight Ash Green

07.02.2017

Angel Centre

Angel Lane

Tonbridge


What is Mindfulness?

“The awareness that emerges through paying attention on purpose, in the present moment, and nonjudgmentally

to the unfolding of experience moment by moment”

-Jon Kabat-Zinn (2003) “Wherever you Go, There you are”.

How can it help in schools?

• Reduces levels of stress, anxiety, fatigue and depression

• Improves emotional regulation and self-esteem

• Can increase level of trust between adult and child & make communication much easier.

• Develops emotional understanding & interpersonal awareness/skills

• Often we say “pay attention” but don’t teach children how to do this

• Less reactive and more compassionate to others

• Improved working memory


• History, theory and uses of Mindfulness

• Mindful staff create mindful children this will help your pupils self regulate and manage their behaviour giving

them resilience, enabling them to be in the present and lowering anxiety levels and improving their progres

An introduction to Mindfulness




When & Where

Course Code: 1620Date: 15th November 2016Time: 15.30 - 17.30Holiday Inn, Abbotts Lane,Eight Ash Green

Course Code: 1628Date: 7th February 2017Time: 15.30 - 17.30Angel Centre, Angel Lane,Tonbridge

Course Code: 1626Date: 31st January 2017Time: 15.30 - 17.30Holiday Inn, Abbotts Lane,Eight Ash Green


Course Code:

1622

1631

Tutor:

Nicki Jennings

Date:

06.12.2016

07.03.2017

Time:

15.30 - 17.30

Cost:

£25.00 pp

Venue:

06.12.2016

Angel Centre

Angel Lane

Tonbridge

CO4 5PA

07.03.2017

Angel Centre

Angel Lane

Tonbridge


The Boxall Profile provides a framework for the precise assessment of children who have social, emotional and

behavioural difficulties (SEBD), social, emotional and mental Health issues (SEMH) and are failing at school. It

helps teachers to plan focused intervention for those children whose behaviour seems to make no sense. The

profile provides the teacher with insights and suggests points of entry into the child’s world — it makes people

think about what lies behind the behaviour.

The Boxall Profile is, from a practical point of view, very easy to use. The two-part check list, which is completed

by staff who know the child best in a classroom situation, is quick — and, very importantly, it is constructive.


History, theory and uses of the Boxall profile, each delegate will complete a profile for a pupil known to them,

Nicki will then guide them how to use these results to build strategies for individual pupils.

The Boxall profile assessment tool is recognised by Ofsted to assess developmental progress for all pupils

including those whose academic progress is lower than expected.

An introduction to The Boxall Profile




When & Where

Course Code: 1622Date: 6th December 2016Time: 15.30 - 17.30Angel Centre, Angel Lane,Tonbridge

Course Code: 1631Date: 7th March 2017Time: 15.30 - 17.30Angel Centre, Angel Lane,Tonbridge


Solution-focused brief therapy (SFBT) is a talk therapy that highlights desired outcomes in the present and

future, rather than focusing on the symptoms or issues of the past. SFBT was developed in the 1980s at the Brief

Family Therapy Centre in Milwaukee by Steve de Shazer, Insoo Kim Berg and their team, originally focusing on

the inconsistencies of problem behaviour. The team found that focusing on exceptions rather than the problem

situation seemed to make their work with families more effective. It also seemed to make the therapy faster so

it is ‘brief by outcome, not design’.

Solution-focused brief therapy encourages the client to imagine their future as they want it to be and then

collaborates with them to create manageable steps to achieve that goal. The therapist reviews elements of the

client’s life that they wish to alter and also those elements that they want to leave unchanged – what is important

is that the client holds a clear picture in their mind of the future they are working towards. The therapist then

guides the client in finding specific moments in their life in which they felt similar to what they may experience in

their desired future. Correlating the two visions, or experiences, allows the client to identify which actions they

took in the past to achieve a similar outcome in the future. This form of therapy involves exploring and reviewing

the client’s vision, and determining what skills, resources and abilities the client will develop and use to attain his

or her desired outcome. Some key ideas of solution-focused brief therapy include:

• Work with the person not the problem

• Look for resources not deficits

• Explore possible and preferred futures

• Explore what is already contributing to those preferred futures

• Treat people as experts in all aspects of their lives

Solution focused brief therapy

Course Code:

1621

1629

1634

Tutor:

Dr. Tina Rae

Date:

06.12.2016

02.03.2017

06.06.2017

Time:

09.30 - 15.30

Cost:

£85.00 pp

Venue:

06.12.2016

Angel Centre

Angel Lane

Tonbridge

02.03.2017

Holiday Inn

Canterbury Rd

Ashford

06.06.2017

Holiday Inn

Abbotts Lane

Eight Ash Green


These approaches can be extremely useful when working with young people, in terms of developing their sense

of personal agency and responsibility. Though school-based staff members who are not clinically trained will not

be engaging in any traditional therapeutic approach, the strategies outlined here will prove extremely useful in

one-to-one mentoring sessions – particularly when students have identified any personal problems or behaviours

that they wish to change – in order to access the curriculum and social contexts in a more positive and effective

manner.

This one day course will introduce the key elements to the approach and enable participants to use these in their

practice. It will be an interactive day with opportunities to use the tools and ultimately run a solution focused

interview with a child or young person.




Course Code: 1634Date: 6th June 2017Time: 9.30 - 15.30Holiday Inn, Abbotts Lane, Eight Ash Green

Course Code: 1629Date: 2nd March 2017Time: 9.30 - 15.30Holiday Inn, Canterbury Rd, Ashford

Solution focused brief therapy

When & Where

Course Code: 1621Date: 6th December 2016Time: 9.30 - 15.30Angel Centre, Angel Lane,Tonbridge

Course Code:

1621

1629

1634

Tutor:

Dr. Tina Rae

Date:

06.12.2016

02.03.2017

06.06.2017

Time:

09.30 - 15.30

Cost:

£85.00 pp

Venue:

06.12.2016

Angel Centre

Angel Lane

Tonbridge

02.03.2017

Holiday Inn

Canterbury Rd

Ashford

06.06.2017

Holiday Inn

Abbotts Lane

Eight Ash Green


Suitable for: All school staff

Course outline: This six hour foundation course, covers the full Team Teach accredited course and include:

• Behaviours that challenge

• De-escalation skills and positive handling

• Positive listening and learning

• Personal safety

Delegates will need to bring a packed lunch, drinks will be provided.

* Tonbridge event is planned for end of April or early May.

Team TeachOpen Course

Course Code:

1632

1638

1640

1641

Tutor:

Nicki Jennings

Date:

28.04.2017

TBC

14.10.2016

TBC

Time:

09.00 - 15.30

Cost:

£75.00 pp

Venue:

28.04.2017

Godmersham &

Crundale Village Hall

Kent

TBC

Essex Venue TBC

19.10.2016

Angel Centre

Angel Lane

Tonbridge

TBC

Kent Venue TBC




Course Code: 1640Date: 19th October 2016Time: 9.00 - 15.30Angel Centre, Angel Lane,Tonbridge

Course Code: 1641Date: TBCTime: 9.00 - 15.30Kent Venue TBC

Course Code: 1638Date: TBCTime: 9.00 - 15.30Essex Venue TBC

When & Where

Course Code: 1632Date: 28th April 2017Time: 9.00 - 15.30Godmersham & Crundale Village Hall, Kent


Team-Teach is the only training company, providing physical intervention techniques as part of its course

delivery, to have received the highest level of award in the U.K - a National Training Award. This government

supported award is presented to entries who have demonstrated exceptional achievement through training and

development. Judges were impressed by the support infrastructure and the robust quality control and assurance

processes. They observed that it was a clearly needed service and its innovative approaches have delivered

significant benefits to schools/services and local authorities/employers. If you wish to know more, please refer

to the National Training Award document: “Helping Teachers Manage Challenging Behaviour” within the Case

Study/Research area of the web site.

Positive Handling Strategies are constantly being evaluated, with safety being paramount. The number of serious

incidents / restraints should decrease following training. Training will help employers and employees meet their

obligations under Health and Safety legislation thus reducing potential liability claims. Learning outcomes and

behaviour should improve through the provision of safe learning and caring.

The training also has a fun element. It will reduce stress, enhancing team-work, co-operation and staff morale.

Courses are quality controlled and assured with all training summary evaluation reports being produced as

evidence of best value. These summary reports are sent to the Director of Team Teach for acknowledgement and

comment.

The Positive Handling Strategies have sufficient range and flexibility to be appropriate across the age and

development range, for both the intentional and non-intentionally “challenging” individual. Training enables staff

to feel more confident and competent in their management of disruptive and “challenging” behaviour , reducing

stress by increasing safety and security for all involved.

Nicki Jennings is a certified Team-Teach Trainer. She has delivered training in Team Teach for 3 years to 65

education establishments and 2,000 delegates, 60 of those establishments have been for mainstream schools.

Nicki’s own practice as a qualified teacher has included working in environments where physical intervention had

to be used on a daily basis, she therefore has a sound understanding and wealth of experience with challenging

children. Nicki uses that breadth of experience to tailor the days training to meet the needs of your staff team.

Team TeachOpen Course

Course Code:

16AA

Tutor:

Nicki Jennings

Date:

TBC

Time:

TBC

Cost:

12 delegates | £825

24 delegates | £1175

25+ is £325 per

additional 12 delegates

Venue:

TBC

Commissioning

School

When & Where

Course Code: 16AADate: TBCTime: TBCTBC

Cost:12 delegates | £82524 delegates | £117525+ is £325 per additional 12 delegates


Numerous studies suggest that, on a daily basis, children receive a numerous messages from advertisers, magazines, songs, films

and TV that purport to tell them about the thin-ideal. And the grip that social media has on their attention is tighter and starts earlier

than ever before. There is no doubt that the self-image, ambitions and values of numerous children have been damaged by the

commercial frenzy that hammers into them that what matters most is how they look. Part of this frenzy can be contributed to the

impact of the media with its unrealistic imagery, airbrushing and proliferation of size zero models. The media has created an image

obsessed world where messages about the right looks are delivered to children everyday without discrimination and there is ample

evidence that the more mainstream media children and young people, both boys and girls, consume the more importance they place

on how they look.

The escalating estimates of appearance – distress in children makes for scary reading. The All Party Parliamentary Group on Body

Image which was formed in 2012 and its subsequent report Reflections on Body image suggest that body image dissatisfaction

affects children at an increasingly early age and can diminish children’s self-esteem and demand their attention when it should be

available for crucial developmental tasks. The report confirms that once established body dissatisfaction is difficult to reverse. In this

climate it is important that professionals working with children and young people are equipped with a practical approach and the

knowledge that will enable them to intervene before unhealthy attitudes have a chance to become entrenched. Providing children

with practical interventions at an early age that are designed to reinforce the building blocks of healthy living and celebrate their

talents and innate body esteem is our greatest hope of preventing the development of body dissatisfaction. Children need to hear

clear messages from the key adults in their lives that enable them to navigate successfully through the plethora of high powered

advertising and media messages that convey to them that what matters most is how they look.

This half – day workshop has been designed provide participants with an understanding of body image and its implications for the

development of children’s healthy self - esteem and well-being. Following a brief introduction the session will provide an opportunity

for questions and answers and discussion on how the programme Positive Body Image can be delivered in schools both as a stand

alone evidence –based intervention and as part of a school’s overall approach to PHSE and contribution to their safeguarding duties

in line with Working Together to Safeguard Children (2015) and Keeping Children Safe in Education (2015).

Positive Body Image:A practical Programme for Schools

Course Code:

1642

Tutor:

XX

Date:

21.11.2016

03.02.2017

Time:

TBC

Cost:

£65.00 pp

Venue:

21.11.2016

Holiday Inn

Abbotts Lane

Eight Ash Green

03.02.2017

Holiday Inn

Canterbury Rd

Ashford




When & Where

Course Code: 1642Date: 21st November 2016Holiday Inn, Abbotts Lane, Eight Ash Green, Colchester

Course Code: 1642Date: 3rd February 2017Holiday Inn, Canterbury Rd,Ashford


Understanding NLP-Using key tools to enhance personal and team performance

NLP (Neuro Linguistic Programming) is a set of concepts which illuminates how we individually view and make

sense of the world around us.

Based on the premise that we have thoughts, that produce feelings, which in turn create behaviours-how can we

ensure that our thoughts are positive when all studies of individual mind chatter show these to be overwhelmingly

negative?

After all, as thinking human beings we have a choice and NLP enables us to harness positivity and reframe our

view of the world in order to be at our best.

This one day course will cover

• Understanding the key principles of NLP

• Using key tools to enhance our individual performance-Anchoring, Reframing and Circle of Excellence

• Using key tools to release positivity and creative thinking in our teams-The Disney Creative Strategy

• Using Key tools to resolve conflct-Perceptual Positions

We’ll also look at compelling case studies where NLP has been used in Education, Sport and the Performing Arts

to enhance individual and team performance.

“Billy Rae is a highly experienced, motivated and skilled Leadership Coach and Trainer.

A former Public Sector Chief Executive, Billy now works across Public and private Sectors to enable individuals

and teams to reach their full potential.

Billy works with a diverse range of clients ranging from Children’s Services, Adult Social Care and Public Health to

the Construction Industry and Care providers.

In addition to his coaching qualifications, Billy is also a certified NLP practitioner.”

Neuro-linguistic programming

Course Code:

1643

Tutor:

Billy Rae

Date:

13.07.2017

Time:

09.30 - 15.30

Cost:

£115.00 pp

Venue:

13.07.2017

Holiday Inn

Abbotts Lane

Eight Ash Green




“Getting your head above the crowd.”www.giraffe-training.co.uk

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