Course Page - 12 Hour Schools Course (Special Schools & PRU's)

12 Hour Course (Special Schools)

Trauma-Informed & Attachment Aware Behaviour Support Training for the classroom

The 12-Hour +ProActive Approaches Schools Course provides you with a classroom-specific solution to offer your staff behaviour support training that focuses on understanding the reasons for behaviour and teaches effective de-escalation strategies.

The 12-Hour +ProActive Approaches Course (Special Schools) is designed to assist staff in identifying, understanding and responding confidently to behaviour using a wide range of proactive strategies and techniques.

The 12-hour +ProActive Approaches Course (Special Schools) includes the following:

Behaviours of concern in the context of child development (sometimes referred to as “challenging behaviour”, we’ll explain why that’s not helpful and may even be creating a toxic culture).
The significant impact of childhood trauma & unmet attachment needs.
Effective and practical ‘classroom specific’ de-escalation techniques including help scripts.
The legal context.
Responding safely to behaviours of concern, keeping children, and yourself safe.
Low-level guiding & escorting techniques using +ProActive Building Blocks©
1 and 2-person physical interventions using +ProActive Building Blocks©

See below for course content.

Effective Behaviour Support relies on Empathy. a Healthy Culture. Consistency. Effective Communication. Great Team Work. #AimingForZero

The philosophy behind +ProActive Approaches is one of understanding, empathy and adopting a proactive mindset in relation to behaviours of concern. Through empowering staff members to become inquisitive about behaviour and consider it from a context of either being an unmet need, frustration, anxiety, trauma & attachment issues, environmental factor or communication difficulties, they will be able to understand the behaviours correctly and subsequently develop the correct support plans that will limit the likelihood of behaviour in the first place. This approach will ensure that your service effectively focuses on supporting young people rather than trying to manage them.

The +ProActive Approaches courses draw heavily on contemporary research, PBS (Positive Behaviour Support) principles and direct practice experience. All courses will allow you to confidently meet Ofsted requirements.

Staff teams will be able to correctly understand the behaviours and subsequently develop the correct support plans that will limit the likelihood of behaviour in the first place. This approach will ensure that your school effectively focuses on supporting students rather than trying to manage them.

The +ProActive Approaches courses draw heavily on contemporary research, PBS (Positive Behaviour Support) principles and direct practice experience. All courses will allow you to confidently meet Ofsted requirements.

You can access a training package that provides practical solutions to serious issues and regularly achieves significant increases in not only course participants’ knowledge but, more importantly, their SKILLS & CONFIDENCE.

This is achieved through a blend of the following:

Experiential Learning
Video Case Studies
Group Exercises
Pairs Exercises
Group Discussions

Course Overview

The What
We take learners on a journey to expose them to the complexities of supporting children with SEMH & SEND – we do this by considering the legacy of their lived experiences (ACEs – Adverse Childhood Experiences) and recognising them as real barriers to getting their needs met – a child in crisis who is not getting their needs met, rather than a naughty child.
The Why
We then examine how their lived experiences (including environment and parenting) have shaped them to respond differently or more intensely to the environment around them. We enable your learners to understand brain architecture, neuroscience, and attachment behaviours – and how these can change as they move from childhood to adolescence.
The How
With this understanding in place, we then look at how we can practically apply this knowledge into daily work practice and more importantly into providing positive experiences for children, so they can thrive both socially, emotionally and academically.

Course Content

The 12-Hour Special Schools Course will give your staff a clear insight into the reasons for the behaviours they see in the classroom. During the course, delegates gain significant benefit from the dynamic nature of the interactive learning, as well as the positive impact on understanding and information retention from the experiential exercises and video case studies.

The modules outlined below can be delivered during INSET days or twilight sessions. The course content is modular and can therefore be delivered in a way that meets the current training needs of your workforce.

The course covers the following:

The What – Impact on development

Introduction & Welcome (setting the scene).
Establishing healthy ‘values’ and a robust foundation for practice.
Exploring Culture and recognising the importance of child-focused language and attitude for informing daily practice
Defining therapeutic practice and how to implement it within your service.
Defining Behaviours of Concern; (historically referred to as ‘Challenging Behaviour’) and adopting a therapeutic mindset.
Understanding ‘Lived Experiences’ (ACE’s). The significant impact of childhood trauma, attachment and shame. Child Development in a context of understanding behaviour and children’s ‘responses’.
Trauma-informed & Attachment aware practice. An attachment-aware service is one where the staff understand the neuroscience behind attachment to be able to develop relational strategies and recognise trauma that prevents vulnerable children from accessing care & learning.
Understanding Toxic Shame and how it is likely to significantly influence a young person’s behaviour. Understanding shame helps staff identify why children lie, blame, minimise and rage.

The Why – The Science behind the outcome of impact

Defining ‘Behaviours’ or ‘Responses’ through a Therapeutic Lens – ACES, brain architecture, neuroscience, lived experiences, attachment, trauma, shame.
Understanding how brain architecture leads to the forming of maladaptive strategies.

The How – Practical Application of a Trauma and Attachment Lens

Developing an understanding of the need for a therapeutic culture and language among adults.
What to do when a child becomes dysregulated – strategies to support lowering of stress and anxiety through:
a. Bottom-up approach (Perry’s 3 R’s – Regulate, Relate, Reason)
Relationships – recognising that sensitive and authentic attuned relationships can calm anxiety and get back on track (use of PACE).
Mindfulness – A reminder for adults to remain self-aware when faced with crisis behaviours. Includes the ‘STOP’ strategy.
Using Stages of an Incident to understand what happens to a person in crisis during an incident – to inform us how to respond appropriately at any point.
How to respond therapeutically to behaviours such as lying or blaming.
Consider behaviours for adults to avoid when supporting children in crisis, becoming a ‘trusted adult’ and therapeutic responses to crisis.
How to include children and young people in behaviour planning (promoting inclusion, choices and considering a therapeutic approach to behaviour plans)

Positive Handling and Restrictive Practices

The law & legal context and understanding restrictive practices. (including the Education and Inspections Act 2006, Education Acts 2002 and 2011).
The health risks associated with physically holding children (including positional asphyxiation).
Developing the use of low arousal approaches.
Introduction to our research-based teaching methodology +ProActive Building Blocks©. Proven to increase skill acquisition AND retention.
Breakaway (disengagement) techniques taught using +ProActive Building Blocks©.
Low-level guiding & escorting techniques taught using +ProActive Building Blocks©.
1 and 2-person holds taught using +ProActive Building Blocks©.

Please Note – We will complete a full behavioural audit with you prior to the course. This will ensure that we teach the correct techniques for your setting, i.e. Primary versus Secondary etc.

FAQs

Q: Is the course Accredited?

A: Yes, this course is fully certificated by BILD Act under the RRN Training Standards.

Q: How long does the course last?

A: 12 Hours. The usual start and finish times are 9.30 am – 4.30 pm, however, this can be flexible depending on your needs. There will be a mid-morning & mid-afternoon break as well as a lunch break. Lunch not provided.

Q: Where are the courses run?

A: Venue supplied by yourselves – we come to you! We will supply you with a detailed venue specification to make a venue easier to source.

Q: Is the course certificated?

A: Yes, all delegates who pass the course will be issued with a certificate as part of the course fee. Your certificates will include a BILD Act logo. Certificates are issued based on competence and not attendance.

Q: Is the theory part of the course just Powerpoint?

A: Absolutely NOT! The course utilises a unique blend of video, case studies, group exercises, personal reflection, experiential exercises to effectively impart the required knowledge and skills in order to empower staff to support children and young people effectively.

Q: How many delegates can attend?

A: 12 people with 1 Trainer, up to 18 people with 2 Trainers. These ratios are in line with the RRN Training Standards.

Q: How much does it cost?

A: Click on the ‘Download Info Pack’ button below to receive your copy of our PDF Info pack (delivered instantly via email). The pack includes full course details and costs.

Get More Info & Book Your Course

For more information on the course and for details on pricing and upcoming dates, please click the “Download Info Pack” button below, or email us on
support@proactiveapproaches.co.uk.

Alternatively, if you have unanswered questions or want to discuss if this course is right for you, use the “Book A Call With The Team” button to arrange a convenient time to speak with us.