educational psychology service training … · 5 a word on pricing in order to be as flexible as...

EDUCATIONAL PSYCHOLOGY SERVICE TRAINING 2017-2018

Building an Understanding of Emotions and Social Situations using Lego. . . . . .10Lego™ work . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11Sand play approaches . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12Sand play . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13Solution Focused Approaches – working with staff . . . . . . . . . . . . . . . . . . . . . . . .14Solution Focused Approaches – working with children and young people . . . . .15Solution focused group support work . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16Cognitive Behavioural Therapy (CBT) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .17Therapeutic Storywriting Training . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18Therapeutic Storywriting Groups . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19Story Massage in Schools . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20

Communication and interaction needsUnderstanding and supporting young people with ASC . . . . . . . . . . . . . . . . . . 22Quality circle time . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23An introduction to Pathological-Demand Avoidance . . . . . . . . . . . . . . . . . . . . . 24

Supporting children’s learningDeveloping growth mindsets . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25Literacy Support Assistant Course . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26Precision teaching and monitoring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27

Supporting children’s social, emotional and mental wellbeingAttachment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28Nurture Groups (Accredited course) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29Pastoral Support Assistant Course . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30Developing Resilience in Children . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31Developing resilient thinking skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32Self-harm . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33Zippy’s Friends (Key Stage 1) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34Apple’s Friends (Key Stage 2) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35Emotion coaching . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36Understanding trauma: the emotional wellbeing of newly arrived refugee children and young people . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37

PATH (Promoting Alternative Tomorrows with Hope) . . . . . . . . . . . . . . . . . . . . . . 39Big Picture . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40Setting SMART outcomes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41

Contents

Gloucestershire Educational Psychology Service

Working therapeutically

3

Bespoke training . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43Supporting newly qualified teachers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44Action Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45

Building capacity in schools

Person centred planning

Supporting whole school development

4



We are a professional psychological support service for children and young people, families, schools, communities and other settings. By applying psychology we encourage inclusive practice in educational settings. This can enable settings to educate, support and nurture all children and young people, particularly the most vulnerable. We support parents and carers and work closely with partner professionals and organisations. We can:

• Provide positive problem solving consultation sessions

• Help develop school policies and facilitate inclusive practice

• Contribute to planning and progress review meetings

• Assess children and young people’s learning, social and emotional needs

• Deliver therapeutic support work at individual and group level for both children and parents

• Deliver large-scale project work within a school or cluster around an identified area of need

• Provide professional supervision for school staff

• Deliver INSET training and contribute to whole school development work.

Here you’ll find some of the creative ways that we can work in partnership with your school. We offer evidence-based interventions and accredited training that aims to enable children and young people to have a well-balanced and happy school experience, a key factor in building resilience and increasing life chances.

We hope that this Training Booklet is of interest to you. More information about training courses can be found on our website: www.gloucestershire.gov.uk/eps

Here’s to happy partnership working!

Dr. Deborah Shepherd – Principal Educational Psychologist

5

A word on pricing

In order to be as flexible as possible for local schools, the educational psychology service offers the courses in this booklet in a variety of ways:

• Half day courses held at individual schools for staff occasions

• Full day courses held at individual schools for whole staff occasions

• Half or full day courses hosted by the EPS allowing schools to send a select number delegates to attend a course

Because of this flexibility there are several pricing options that you need to be aware of.

All pages in this booklet have quick reference tabs on the side that look like this.

Where prices are displayed in these reference tabs, this indicates two things:

1. The EPS hosts this course at fixed times across the year

2. This is the per person price for a member of staff to attend one of these training events.

As well as this, all courses in this booklet can be offered to individual schools on an INSET basis for groups of staff or the whole staff body.

Training

£70

Full range of educational

professionals

1 Day

Contact EP

Half Day Training Full Day Training

£490 £890

Reference Code


6


SPRING TERM 2017

Title and Venue Date and time Cost Code Page

Therapeutic Storywriting (3 day training) Battledown Centre, GL56 6PZ

Day 1: 17th JanuaryDay 2: 7th FebruaryDay 3: 14th March9.30am – 3.30pm

£395 009 P18

Solution focused approaches – working with children and young people (2 day training)The Pavillion, GL51 6PN

Day 1: 18th JanuaryDay 2: 1st March9.30am – 3.30pm

£220 006 P15

Solution focused approaches – working with staff (2 day training)The Pavillion, GL51 6PN

Day 1: 20th JanuaryDay 2: 3rd March9.30am – 3.30pm

£220 005 P14

Supporting Newly Qualified Teachers (2 x ½ day course)The Pavillion, GL51 6PN

Session 1: 9th FebSession 2: 9th June12.30pm – 4.00pm

£150 032A P44

Developing the use of Story Massage in Schools (1 day course) Delivery by Mary Atkinson and Sandra Hooper. Story Massage UK TrainersGLIC, GL1 2EA

20th February9.30am – 4.00pm

£130 011 P20

Understanding Trauma (1 day course)The Pavillion, GL51 6PN

22nd February9.30am – 3.30pm

£110 027 P37

The Theory and Practice of Nurture Groups (3 day training)GLIC, GL1 2EA

Day 1: 22nd February Day 2: 23rd FebruaryDay 3: 30th March9.30am – 4.00pm

£575 019 P29

An introduction to Pathological Demand Avoidance (PDA) (1 day training)Royal Forest Centre, Cinderford, GL14 2DB

21st March9.30am – 4.00pm

£110 014 P24

Developing growth mindsets (½ day training)GLIC, GL1 2EA

22nd March9.00am – 1.00pm

£70 015 P25

SUMMER TERM 2017

Solution focused approaches – working with staff (2 day training)The Pavillion, GL51 6PN

Day 1: 9th MayDay 2: 8th June9.30am – 3.30pm

£220 005 P14

Course calendar

7


Solution focused approaches – working with children and young people (2 day training)The Pavillion, GL51 6PN

Day 1: 10th MayDay 2: 7th June9.30am – 3.30pm

£220 006 P15

The Theory and Practice of Nurture Groups (3 day training)GLIC, GL1 2EA

Day 1: 22nd May Day 2: 23rd MayDay 3: 20th June9.30am – 4.00pm

£575 019 P29

Self-harm (½ day course) Pavillion, Raikes Room

12th June9.30am – 1.00pm

£70 023 P33

Using Lego to develop the social communication skills of children and young people with Autism Spectrum Condition (1 day course)TBC

20th June9.30am – 3.30pm

£110 001A

Developing Resilience in Children and Young People (1 day training)GLIC, GL1 2EA

5th July9.30am – 4.00pm

£110 021 P31

Emotion Coaching (1 day course)GLIC, GL1 2EA


£110 026 P36

Promoting resilient thinking using Cognitive Behavioural Strategies (1 day course) – needed to have attended ‘Developing Resilience in CYP’ courseGLIC, GL1 2EA


£110 022 P32

Sandtray play (2 day training)Location

Day 1: 13th JulyDay 2: 14th July9.30am – 4.00pm

£220 003 P12

AUTUMN TERM 2017

Therapeutic Storywriting (3 day training) Battledown Centre, GL56 6PZ

Day 1: 3rd OctoberDay2: 31st OctoberDay 3: 28th November 9.30am – 3.30pm

£395 009 P18

Developing growth mindsets (½ day training)GLIC, GL1 2EA

5th October 9.00am – 1.00pm

£70 015 P25

Zippy’s Friends (1 day course)Dockham Road, Cinderford

18th October £110* 024 P34

Apple’s Friends (1 day course)TBC

16th October 9.00am – 4.00pm

£110** 025 P35

* Plus £325 for all materials to deliver programme in school. ** Plus £250 for all materials to deliver programme in school.

Course calendar

8


Supporting Newly Qualified Teachers (3 x ½ day course)The Pavillion, GL51 6PN

Session 1: 10th NovemberSession 2: 8th February (2018)Session 3: 8th June 201812.30am – 4.00pm

£200 032B P44

Emotion Coaching (1 day course)GLIC, GL1 2EA

14th November 9.30am – 4.00pm

£110 026 P36

Developing Resilience in Children and Young People (1 day training)GLIC, GL1 2EA

21st November 9.30am – 4.00pm

£110 021 P31

Promoting resilient thinking using Cognitive Behavioural Strategies (1 day course) – needed to have attended ‘Developing Resilience in CYP’ courseGLIC, GL1 2EA

28th November9.30am – 3.30pm

£110 022 P32

SPRING TERM 2018

Solution focused approaches – working with children and young people (2 day training) The Pavillion, GL51 6PN

Day 1: 17th JanuaryDay 2: 7th March9.30am – 3.30pm

£220 006 P15

Solution focused approaches – working with staff (2 day training) The Pavillion, GL51 6PN

Day 1: 18th JanuaryDay 2: 8th March9.30am – 3.30pm

£220 005 P14

An introduction to Pathological Demand Avoidance (PDA) (1 day training) Royal Forest Centre, Cinderford, GL14 2DB

6th February9.30am – 4.00pm

£110 014 P24

Developing growth mindsets (½ day training) GLIC, GL1 2EA

21st March9.00am – 1.00pm

£70 015 P25


99

Workingtherapeutically

10

Building an Understanding of Emotions and Social Situations using Lego

OverviewA one day course to provide practitioners with ways of helping children to: (i) communicate their thoughts and feelings; and, (ii) explore and develop their understanding of social situations.

Outcomes• Identify ways in which children can creatively communicate their

thoughts and feelings.

• Learn ways in which children can practically explore curriculum concepts.

• Creatively explore ways to help children make sense of situations they find confusing or difficult.

AudienceThis course is intended for teachers, teaching assistants, advisory teachers, educational psychologists and the full range of professionals working with children.

BookingContact Pat Barnes (EPS admin assistant)

01452 328 075

[email protected]

Training

£120 p/p (includes Lego Kit

and Lunch) additional £30.00 cost to attend a follow-up interest group


professionals

1 Day

Ref 001


11

Lego™ work

Working Therapeutically

OverviewLego work is a flexible approach where a trained adult works one to one of with a small group of children. During Lego sessions children and young people construct different ‘scenes’ and are supported to think about how this relates to their current situation, feelings or hopes. Lego work can take a solution-focused approach to encourage children to visualise and work towards their preferred future.

Outcomes• Developed a greater understanding of emotions and social situations.

• Improved awareness of their aspirations.

• Developed problem solving skills and increased resilience.

AudienceThis intervention is delivered and led by an educational psychologist, in school.

ArrangementsTo arrange, contact your school EP.

Intervention

Therapeutic Package

£600

For children and young people

Ref 002

12

Sand play approaches

OverviewThis two-day training course for a range of educational professionals in both mainstream and special school settings provides you with the skills to incorporate sand play principles in to individual work with children and young people.

Outcomes• Have an understanding of the theory underpinning sand play work.

• Be able to use sand play techniques in one-to-one work with children.

• Participants will receive a sand tray to take away with them.

AudienceThis training is intended for Educational Psychologists, SENCOs, teachers, teaching assistants and other professionals working in mainstream or special school settings.


01452 328 075

[email protected]

Training

£220 p/p

For EPs, SENCOs, Teachers, TAs

2 Days

Ref 003


13

Sand play


OverviewDuring sand play children are invited to choose items that appeal to them and place them in the sand to create a picture or story. They can explore what they have created in a safe space. Sand play allows children to communicate non-verbally to work through things that are troubling them.

Outcomes• Children are supported to share their feelings or thoughts about

anything that is troubling them.

• Access thoughts and feelings that are ‘hard to reach’.

• Had the opportunity to work towards achieving specific and personalised targets and outcomes.

• Developed emotional awareness and wellbeing.



Ref 004

Therapeutic Package

£600

Intervention


14

Solution Focused Approaches – working with staff

OverviewThis introductory course to solution-focused approaches is for educational staff wishing to develop their skills in helping colleagues to develop their own strengths and personal resources to find solutions to common classroom problems.

Outcomes• Have an understanding of the basic principles of the solution

focused approach.

• Have ideas about working in a positive way with colleagues and adults.

• Will have developed solution focused support skills.

• Will be ready to join a more advanced course.

AudienceThis course is intended for the full range of educational staff including head’s of year, SENCOs, teachers, learning mentors, pastoral staff, EPs and other professionals in education and social care.


01452 328 075

[email protected]

Training

£220 p/p


professionals

2 Days

Ref 005


15

Solution Focused Approaches – working with children and young people

OverviewThis introductory course to solution-focused approaches is for educational staff wishing to develop their skills in helping children to achieve socially, emotionally and academically.

Outcomes• Have an understanding of the basic principles of the solution

focused approach.

• Have ideas about working in a positive way for children and adults.

• Will have developed solution focused support skills.

• Will be ready to join a more advanced course.



01452 328 075

[email protected]

Training

£220 p/p


professionals

2 Days

Ref 006


16

Solution focused group support work

OverviewSolution focused group sessions consist of between four and six children. The groups offer children the chance to reflect, talk and be listened to, as well as to receive positive endorsement and feedback from peers. An educational psychologist will deliver these sessions in school.

Outcomes• Improved social and academic confidence.

• Improved listening and communication skills.

• Improved self esteem.

• A more positive appreciation of change.

AudienceThis intervention is delivered directly by an EP in school for groups of four to six children.


Intervention


Ref 007


Therapeutic Package

£600

17

Cognitive Behavioural Therapy (CBT)OverviewCBT aims to encourage more positive self-belief and balanced thinking and to prevent or reduce mental health problems in children and young people. This approach is especially suited to children and young people who are experiencing anxiety, low mood, depression or low confidence.

Outcomes• Improvement in mental and emotional well-being and/or

educational attainment.

• Reduction in anxiety, low mood or psychological distress.

• Develop resilience and their skills in managing problem areas.

• Increase confidence and independence in social environments.

AudienceThis intervention is delivered directly by an EP in school for individuals or small groups. The intervention is suitable for children and young people aged 6-25 and adults (school staff, parents or families).


Intervention

Young people and staff

Ref 008


Therapeutic Package

£600

18

Therapeutic Storywriting Training (Accredited Training)

OverviewThrough Therapeutic Storywriting, pupils are encouraged to use their own Storywriting to process difficult emotions through the use of metaphor. Research shows the approach improves emotional well-being as well as increasing pupil’s motivation to write.

Outcomes• Ability to facilitate a therapeutic storywriting group.

• Have an understanding of psycho-therapeutic theory/approaches.

• Have practical tips and advice to support vulnerable children.

• Have an increased understanding of how to develop children’s writing skills.

AudienceThis course is intended for SENCOs, SEN teachers, teaching assistants, school counsellors, EP’s, mental health workers and other professionals.


01452 328 075

[email protected]

Training

£395 p/p

For SENCOs, SEN Teachers, TAs, EPs

3 Days

Ref 009


19

Therapeutic Storywriting Groups

OverviewThrough Therapeutic Storywriting, pupils are encouraged to use their own Storywriting to process difficult emotions through the use of metaphor. Research evidence shows the approach improves emotional well-being as well as increasing pupil’s motivation to write.

Outcomes• Greater emotional awareness.

• Opportunities to practice writing in a non-pressured environment.

• Greater handwriting fluency.

• Increased self-confidence through working in a small group.

AudienceThis intervention is delivered directly by and EP in school for group of four to six children.


Intervention


Ref 010


Therapeutic Package

£600

20

Story Massage in SchoolsDelivery by Mary Atkinson and Sandra Hooper. Story Massage UK Trainers

OverviewStory massage involves the use of simple movements (through clothes), associated with words that help to build a story. Story massage can be shared as a child to child or adult to child activity, and used in class e.g. to help teach numbers or letters.

Outcomes• Improved calmness and concentration in children.

• Increased self-confidence, self-awareness and self-esteem in children.

• Knowledge of 10 simple massage strokes which form the basis of all the stories.

AudienceThis course is intended for all primary, secondary and special school staff.


01452 328 075

[email protected]

Training

£130 p/p

All school staff

1 Day

Ref 011


in schoolsBuilding capacity

21

22

For Teachers and TAs

1 Day

Understanding and supporting young people with ASC

OverviewWith a range of different behaviours, children with ASC can often seem challenging to work with. This course hopes to understand the implications of ASC from the pupil’s perspective helping us to plan effectively to improve the learning experience.

Outcomes• Have an understanding of what ASC are.

• Have an awareness of the features of the condition.

• Have an awareness of recent research concerning ASC needs and interventions.

• Understand common strategies used in school and the psychology behind them.

AudienceThis course is intended for teachers and teaching assistant at primary and secondary level.


01452 328 075

[email protected]

£110 p/p

Training

Ref 012


23


Quality circle time (Jenny Moseley)

OverviewQuality Circle Time is a democratic and creative approach used to support teachers in managing a range of issues that affect the whole learning community. This practical training will give you the skills to promote self esteem, respect, positive behaviour and learning.

Outcomes• Understand how to run a positive circle time in your class.

• Be able to engage children in democratic classroom processes.

• Have ideas for different circle time approaches.

AudienceThis course is intended for the full range of schools staff including SENCOs, teachers, teaching assistant, learning mentors and other educational professionals.


01452 328 075

[email protected]

For SENCOs, Teachers and TA’s

1 Day

£110 p/p

Training

Ref 013

24

For Teachers and TAs

1 Day

An introduction to Pathological-Demand Avoidance

OverviewPDA is a description of a pattern of behaviours, characterised by high levels of anxiety, complex social interactions and a need to be in control. Given as a diagnosis by some clinicians across the country, PDA poses considerable challenges for families and settings to manage.

Outcomes• To understand the background to PDA and have an awareness of current

issues around diagnosis.

• To give practitioners practical approaches to use with children and young people who display behaviours associated with PDA.

• To consider ways to foster and develop the learning potential and emotional well being of children and young people who are highly anxious and demand-avoidant.

• To consider the challenges of parenting a child with these behaviours and to reflect on teaching style and develop skills.

AudienceThis full-day course is for all primary and secondary school staff who are interested in supporting children and young people whose “PDA” behaviours pose an interesting challenge to manage in the classroom.


01452 328 075

[email protected]

£110 p/p

Training

Ref 014


25


Developing growth mindsets

OverviewThis half-day course introduces the theory and practice of ‘mindsets’ to classroom contexts. Mindsets are those beliefs that people have about themselves and their approach to activities such as learning. Pupils with growth mindsets are reported to be more motivated by challenge.

Outcomes• Understanding of the types of mind-sets pupils have.

• Be able to interpret pupils behaviour in relation to the mind-sets they hold.

• Understand how to use failure to motivate pupils.

• Thoughts about ways to cultivate a ‘growth mind-set’ in school.

AudienceThis course is intended for the full range of school staff including SENCOs, teachers, teaching assistant, learning mentors and pastoral support staff.


01452 328 075

[email protected]


professionals

1/2 Day

£70 p/p

Training

Ref 015

26

Literacy support assistant course

OverviewThis five-day professional training course provides a comprehensive overview of how to support children’s literacy development and improve their literacy skill.

Outcomes• The skills to assess a young persons literacy profile using

standardised assessment tools as well as more interactive, dynamic methods.

• Knowledge and skills to teach and support children with literacy acquisition difficulties.

• Skills to apply a range of approaches and intervention to increase literacy competence.

AudienceThis course is suitable for teaching assistant, teachers and SENCOs.


01452 328 075

[email protected]

For TAs and SENCOs

5 Day

£500 p/p

Training

Ref 016


27


Precision teaching and monitoring

OverviewPrecision teaching focuses on developing accuracy, fluency and mastery of basic skills in a motivating way. This largely practical and interactive course provides you with the knowledge and resources to establish precision teaching programmes in school contributing to accelerated progress with literacy and numeracy skills.

Outcomes• Know and understand the principles of precision teaching.

• Have an insight in to the perspectives of children experiencing significant literacy or numeracy difficulties at school.

• Be able to set up/administer a precision teaching approach.

• Know how to ensure an optimal rate of learning and demonstrate this success over time.

AudienceThis course is intended for any adult who has a responsibility to ensure that a child or young person is making good progress in basic skills i.e. SENCOs, teachers or teaching assistants, in either single schools, or clusters.


01452 328 075

[email protected]

For SENCOs, TAs and teachers

2 x 1/2 Day

£110 p/p

Training

Ref 017

28

Attachment

OverviewDesigned with a wide range of school staff in mind and drawing on up-to-date research evidence, this course facilitates an understanding of how children develop secure and insecure attachments and considers how best to help children with potential attachment difficulties.

Outcomes• Have a basic understanding of children’s attachment needs.

• Identify appropriate strategies to support these children.

• Have greater confidence in meeting children’s emotional needs.

• Understand the role of a key adult.

AudienceThis course is intended for SENCOs, teachers and teaching assistants, family support workers, social workers including those working in residential settings, youth workers.


01452 328 075

[email protected]


professionals

1 Day

£110 p/p

Training

Ref 018


29


Nurture groups (Accredited Course)

OverviewNurture groups provide a safe and nurturing learning environment where each child is valued, understood and has their emotional needs met appropriately. They offer an experience of adults through which trust and confidence are built and learning begins to take place and have a foundation in attachment theory.

Outcomes• Accreditation through the Nurture Group Network.

• Knowledge of the theory and practice of nurture groups.

• The skills to establish a nurture group in your school.

• The ability to measure progress over time of children with emotional needs, including those placed in nurture groups.

AudienceThis course is intended for any professional at primary or secondary level who wishes to develop their understanding of nurture groups. We suggest that at least two members of staff attend this training, although this is not a compulsory requirement.


01452 328 075

[email protected]

For professionals at primary and secondary level

3 Days

£575 p/p

Training

Ref 019

30

Pastoral support assistant course

OverviewDeveloped from the highly successful Emotional Literacy Support Assistant (ELSA) programme, this five-day, highly practical course is designed to deepen the awareness of emotional well-being in the school environment and build the capacity of key staff to meet children’s emotional needs.

Outcomes• Understand the psychological theory of emotional literacy.

• Deepen skill levels and increase confidence in working with children with social, emotional and mental wellbeing needs.

• Have a broad knowledge of evidence based practical support techniques.

• Provide group supervision in order to develop reflective practice.

AudienceThis course is intended for teaching assistant or learning mentors at primary or secondary level.


01452 328 075

[email protected]

For TAs or learning mentors

5 Days

£500 p/p

Training

Ref 020


31


Developing Resilience in Children

OverviewAll children will experience events in their life that can be challenging and how they respond to these events is related to their levels of resilience. This course will highlight how resilience is a complex idea and encourage professionals to engage in strengths based practice.

Outcomes• Understand the psychological importance of resilience.

• Be able to identify vulnerable children.

• Have strategies to enhance children’s resilience.

• Awareness of how to foster resilience in all children through a whole school approach.

AudienceThis course is available for Primary and Secondary schools. It is suitable for all staff.


01452 328 075

[email protected]

All primary and secondary staff

1 Day

£110 p/p

Training

Ref 021

32

Developing resilient thinking skills

OverviewAll children will experience events in their life that can be challenging. How they respond is related to their levels of resilience and coping skills.

Outcomes• Developed an understanding of thinking resiliently.

• Understand the basic elements of cognitive behavioural approaches.

• Be familiar with one CBT based programme (GoStrengths).

• Developed skills in delivering a CBT based programme to children and young people.

AudienceThis course is intended for all primary and secondary schools staff.


01452 328 075

[email protected]

All primary and secondary staff

1 Day

£110 p/p

Training

Ref 022


33

Self-harm

OverviewThis course aims to raise awareness over the large increase in the number of young people who harm themselves. It focuses on key research in areas of self-harm and self-injury to support participants in understanding how to respond to a child or young person who is self-harming.

Outcomes• Understand self-harm and self-injurious behaviours.

• Be aware of vulnerable groups and risk factors for young people.

• Greater confidence in developing strategies and support networks.

• Consideration of whole school strategies.

AudienceThis course is intended for all professionals working with children and young people, both in schools and the community.


01452 328 075

[email protected]

For all professionals working with

children

1/2 Day

£70 p/p

Training


Ref 023

34

Zippy’s Friends (Key Stage 1)

OverviewStaff will be taught how to deliver Zippy’s Friends, a programme underpinned by research. It provides pupils with a weekly opportunity to explore their own emotions and how they relate to other. Attendees receive a pack that provides full lesson plans for a whole school year.

Outcomes• Have greater confidence in meeting children’s emotional needs.

• Have the knowledge and knowledge and skills to deliver a structured and comprehensive package that teacher social and coping skills to 5-7 year olds.

AudienceThis course is intended Key Stage 1 teachers, TAs or SENCOs. It is designed with the intention that those attending will deliver the Zippy’s Friends Programme in their educational provision.


01452 328 075

[email protected]

All primary staff

1 Day

£110 p/p*

Training

* Plus £325 for programme materials

Ref 024


35

Apple’s Friends (Key Stage 2)

OverviewThe follow-on from Zippy’s Friends, staff will be taught how to develop Apple’s Friends, a programme underpinned by research. It provides pupils with a weekly opportunity to explore their own emotions and how they relate to others. Attendees receive a pack that provides full lesson plans for a whole school year.

Outcomes• Have greater confidence in meeting children’s emotional needs.

• Have the knowledge and skills to deliver a structured and comprehensive package that teaches social and coping skills to 7-9 year olds.

AudienceThis course is intended for Key Stage 1 and 2 teachers, TAs, and SENCOs. It is designed with the intention that those attending will deliver the Apple’s friends Programme in their educational setting.


01452 328 075

[email protected]

KS2 primary school staff

1 Day

£110 p/p*

Training


* Plus £250 for programme materials

Ref 025

36

Emotion Coaching

OverviewEmotion coaching helps children to understand the different emotions they experience, why they occur and how to handle them. Consideration of emotions helps understandings of behaviour.

Outcomes• Developed an awareness of the theory underpinning emotion coaching.

• Understanding and experience of the techniques involved in emotion coaching.

• Have the skills to respond more sensitively and consistently to behaviours.



01452 328 075

[email protected]


professionals

1 Day

£110 p/p

Training

Ref 026


37

Understanding TraumaThe emotional wellbeing of newly arrived refugee children and young people

OverviewThis course will examine the emotional impact of the experiences that refugee children and young people face as they flee from their home countries and settle in the UK. It will provide the opportunity to examine the specific needs of refugee pupils and investigate strategies to support them.

Outcomes• Ways to plan and prepare for the arrival of refugee children or

young people.

• Consideration of the ‘refugee experience’ and the definition and assessment of trauma.

• Ways to support a refugee child or young person and create a ‘refugee-friendly school’.



01452 328 075

[email protected]

All school staff, social care professionals and Educational

psychologists

1 Day

£110 p/p

Training


Ref 027

planningPerson centred

38


3939

PATH (Providing Alternative Tomorrows with Hope)

OverviewWorking together with communities to promote emotional wellbeing, PATH is a catalyst for change and the follow up is built right into the process. The plan is right there for everyone to see. Because the PATH involves the people it is meant to serve, it will be followed.

Outcomes• An opportunity to explore the strengths of all those involved in change

for a young person.

• A clear way forward to kick start change with defined first steps.

• An inspiring graphic recording of the PATH session.

AudienceThis intervention is delivery by two experienced and trained PATH facilitators who believe that people have gifts and talents and can begin to solve their own problems with a little help from each other.


For all professionals working with

children

1/2 Day

Charge per session

Intervention

Ref 028

40

Big Picture

OverviewThe Big Picture involves a group of people working together to support the needs of a young person. The approach can be used when a single coordinated plan of action is required for a vulnerable young person whose needs are complex.

Outcomes• All key people working with a young person will have been able

to share ideas, information and views.

• Collaborative action points will have been developed.

• A young person’s needs will be considered holistically.



01452 328 075

[email protected]

All professionals and adults working

with children

Charge per session

Training

Ref 029


41

Setting SMART outcomes

OverviewTo reflect changes in the SEN Code of Practice, Gloucestershire now uses a graduated approach to the identification and assessment of Special Educational Needs. My Plan, My Plan + and Education, Health and Care Plans focus on the use of outcomes which are required to be SMART.

Outcomes• Understand how outcomes can be SMART.

• Understand the relationship between needs, outcomes and provision.

• Be able to write SMARTer plans.

• Have a bank of resources to refer to when writing plans.

AudienceThis training is suitable for all staff involved in writing plans for children and young people including teachers, SENCOs, and senior schools leaders.


01452 328 075

[email protected]

Teachers, SENCOs and school leaders

1/2 Day

£70 p/p

Training


Ref 030

42

developmentwhole school

Supporting

Training and Interventions Portfolio 2016-2017 4343

Bespoke training

OverviewGloucestershire Educational Psychology Service is able to offer a range of bespoke training packages, in schools, to:

• Build capacity among staff

• Raise awareness about individual pupil need

• Contribute to organisational/school development

Your exact training needs can be planned and developed with your school EP who will be able to work with you to determine your exact needs. Training can be delivered across all levels at school including:

• Whole school training

• Senior leadership

• Teaching staff

• Support staff

• Midday supervisors

ArrangementsPlease contact your EP for further information.

Training

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Supporting Newly Qualified Teachers

OverviewThrough a combination of teaching, group reflection on the principles of learning and practical activities this course will enhance newly qualified teachers knowledge and confidence in promoting the learning and development of children with Special Educational needs.

Outcomes• Developed an understanding of the range of special educational needs.

• Be able to plan a graduated approached to the needs of children with SEN.

• Developed reflective practice skills and understand group problem solving models.

AudienceThis course is intended for all teachers who are in their 1st, 2nd or 3rd NQT year.


01452 328 075

[email protected]

2x 1/2 Day

3 x 1/2 Day

£150 p/p

£200 p/p

Training

Ref 032A

Ref 032B

Teachers in their NQT year or

NQT +2


45


Action Learning

OverviewAction learning uses a small group of four to seven adults to provide challenge and support. Individuals bring a real issue or problem with them and the group uses non-directive questioning to develop insight and support them in implementing their own solutions. The individual then reflects on their actions.

Outcomes• Benefit from a safe and supportive environment to develop

comprehensive knowledge and reflect on actions.

• Gain new perspective on real issues.

• Enhanced confidence and well-being.

• Increased self-awareness.

AudienceThis intervention is delivered directly by an EP in school for small groups. The intervention is suitable for school staff and runs over a full term.


01452 328 075

[email protected]

Primary or secondary school staff

8 sessions (1 every two weeks)

4 EP Sessions from Subscriptions

Intervention

Ref 033

46

Contact usThe Educational Psychology Service can be

contacted via the numbers below:

Dr Deborah Shepherd Principal Educational Psychologist

Tel: 01452 583649

Area Educational Psychologists can be contacted at the following locality bases:

Cheltenham Tel: 01452 328771 / 2

Forest Tel: 01452 328910

Gloucester Tel: 01452 328004

Stroud Tel: 01452 328131

GCC PLUS is dedicated to providing a wide range of professional business support, facilities management and specialist support services to Schools, Colleges, Universities, Fire Service, Police, Local Authority, District Councils and other public

sector customers across Gloucestershire and beyond.

To find out more about any of our services please visit www.GCCPLUS.org where you will also find further telephone contact details for all these services.

Alternatively please email: [email protected]

www.GCCPLUS.org

Our wide range of Support Services include:

School Education Services

• Education Performance & Inclusion• Admissions• Advisory Teaching Service• Assessment• CLEAPSS• Educational Psychology Service• Free School Meals• Gloucestershire Healthy Living & Learning• Gloucestershire Music• Governors Services • Library Services• NQTs• Safeguarding• Subject Leader Network Meetings

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• Catering• Cleaning & Caretaking• Grounds Maintenance• Property Care

educational psychology service training … · 5 a word on pricing in order to be as flexible as...

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