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Courses for Children’s Settings

Trauma-Informed & Attachment Aware Behaviour Support

The Introductory Courses have been specifically developed for staff who are supporting children and young people with behaviours of concern. Lowering stress and anxiety for children & adults. #AimingForZero

The 2, 3 and 4 day courses use an evidenced based platform for understanding children's responses (behaviour), improving quality of life, lowering staff stress and reducing restrictive practices. Improving quality of life is promoted as an intervention and an outcome.

The Courses provides you with a bespoke solution to easily deliver ‘Trauma-informed & Attachment aware behaviour support training to your staff teams. The course is designed to assist staff to identify, understand and respond confidently to behaviours of concern using a wide range of proactive strategies and techniques.

The Courses (Children’s Services Editions) include 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.
  • Functions of behaviour (why people do what they do).
  • Effective and practical de-escalation techniques including help scripts.
  • Incorporates PACE (Playfulness, Acceptance, Curiosity & Empathy).
  • The legal context.
  • Low-level guiding & escorting techniques using +ProActive Building Blocks©.
  • 1 and 2-person physical interventions using +ProActive Building Blocks©.
  • Therapeutic post-crisis support (including understanding sympathy, empathy, shame & guilt) and…
  • Now fully ‘mapped’ to the Level 3 Diploma in Childcare Award – The course content creates evidence against 19 of the 21 units for both the City & Guilds & RCC. 9 of the 19 units have significant levels of evidence produced. Your delegates get access to our online Academy (portal) where they can download all of the worksheets for each module and create their evidence. Also includes HOW to create reflective statements. We literally walk them through how to create the evidence for their Level 3.

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 child-centered, human rights based and 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, unmet attachment needs, environmental factors 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 chidren and 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.

You can access a training package that provides practical solutions to serious issues and regularly achieves significant increases in not only course participant’s 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

Courses 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 courses cover the following:

The What – Impact on development

  • Establishing healthy ‘values’ and a robust foundation for 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 and 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.
  • Exploring Culture and recognising the need for balance between Restraint Reduction and Duty of Care.
  • Understanding the ‘arousal-relaxation cycle’.

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.
  • Recognising types and causes of behaviour (Functions of Behaviour).
  • Understanding the different forms of aggression.
  • Understanding ‘Setting Events‘ & ‘Triggers‘.

The How – Practical Application of a Trauma and Attachment Lens 

  • Developing an understanding of the need for a therapeutic culture and language among adults.
  • House Model of Parenting, incorporating PACE into behaviour support.
  • What to do when a child becomes dysregulatedstrategies to support lowering of stress and anxiety through:
    a. Bottom-up approach (Perry’s 3 R’s – Regulate, Relate, Reason)
    b. Sensory circuits
    c. Brain integration
  • Relationships – recognising that sensitive and authentic attuned relationships can calm anxiety and get back on track (‘felt safety’ cues and 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.
  • Developing a robust set of strategies to use once a child has been triggered into dysregulation (De-Escalation) and choosing the correct responses.
  • Why children lie and how to respond therapeutically.
  • Consider behaviours for adults to avoid when supporting children in crisis, becoming a ‘trusted adult’ and therapeutic responses to crisis.
  • Developing individualised support plans that will support children in relation to their behaviour.
  • 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.
  • 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©.


  • 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 and RRN logo. Certificates are valid for 12 months.

  • 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: 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 Accredited?

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

Q: How long does the course last?
A: 2, 3 or 4-Days (the duration will depend on your needs). 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: 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

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.