Events & Training For Professionals

Bookable training sessions


Promoting Friendships and Reducing Isolation: Circle of Friends

Date: Tuesday 23rd March 12.30pm-2pm

Presenters: Elaine Perry

Circle of Friends is an approach to support a student who is in danger of feeling isolated or left out. The Circle of Friends approach works by developing a support network around the individual by asking the young person’s peers to provide support and engage in problem solving with the person in difficulty.


An introduction to Selective Mutism for educational professionals

Date: Wednesday 24th March 1pm-3pm

Presenters: Emily Strong, Jennie Craddock and Alison Egerton (both from the Outreach Service)

Selective Mutism is an anxiety disorder whereby individuals speak freely in some situations, such as home, but persistently fail to speak in others where speech is typically expected, such as in school. With early identification and sensitive intervention, many children and young people successfully overcome Selective Mutism however, without this, difficulties can persist through school and into adulthood. This session will increase your understanding of Selective Mutism and provide practical strategies to support children and young people who are affected, so they can thrive and become confident communicators in school.


Teenagers, Attachment and Trauma

Date: 22nd April 9.30pm -12pm

Presenters: Elaine Perry

This session is focused on understanding teenage development and reflecting on this alongside attachment theory and trauma-informed practice. You will learn about how attachment difficulties may affect a young person, the teenage brain, styles of attachment and the impact of trauma. The session uses ‘real life’ cases to explore these issues and we will discuss things that you can do to support the teenagers who you work with.


Promoting Social Skills: GRASP Intervention

Date: 27th April - 1-3pm

Presenters: Gemma Hemming and Emily Cobb

GRASP is a 6 session programme that is designed to provide pupils with a range of skills and understanding, such as problem solving and assertive expression, which will enable them to make confident, positive decisions in social situations with peers.


Attachment in the Early Years

Date: 11th May 2-4pm

Presenters: Stephanie Herriotts- Smith

This session aims to develop an understanding of attachment theory and the different types of attachment, highlighting how this impacts the brain and child development. The session focuses on children from 0-5 years old and how to identify their needs, work with their families and provide support and the secure base that they need.


Using Mindfulness to support Children and Young People who are anxious

Date: 13th May - 1.30pm–3pm

Presenters: Yuvender Prashar

Research findings show that regular mindfulness meditation significantly reduces anxiety. Mindfulness involves paying more attention to the present moment, to your own thoughts and feelings, and to the world around you. We will share strategies that you can support children and young people to use.


Using Counselling Skills to Support Children and Young People

Date: 24th May – 3pm-4pm

Presenters: Claire Kenyon and Randeep Kaur

There has been an increasing awareness of the impact of children and young people’s emotional well-being on their engagement in school and being able to reach their full potential. The use of counselling skills is one effective way to support emotional well-being. Central to counselling is the relationship between skilled helper and client, therefore school staff are in a great position to provide this support as they already have established relationships with the children/ young people. It is important for staff to have an understanding of counselling skills so that they can provide safe and helpful support.


Getting it Right: Positive Steps to Support Behaviour and Wellbeing

Date: 25th May - 1pm-2.30pm

Presenters: Abbie Roberts and Emily Cobb

This workshop introduces the Getting it Right approach and supports you in, creating learning environments to promote emotional wellbeing and positive behaviour, identifying and responding to SEMH needs using a graduated approach and using the tools provided in Getting it Right, including the Behaviour and Wellbeing Environmental Checklist and Multielement Support Plans. The guidance aligns with the SEND Code of Practice and provides a framework for a graduated response to identifying needs and implementing support.


Anger: how do we understand and manage this complex emotion?

Date: 14th June 9.30-11.30pm

Presenters: Chris Wood/Emily Cobb

Anger is not a bad emotion; however it is challenging when anger is expressed in potentially harmful ways. Learn more about how to respond to anger and how to support children and young people to understand it and express it in more helpful ways.


Inclusion for Gender and Sexual Diversity

Date: 24th June – 1.30 – 3pm

Presenters: Yuvender Prashar/Sian Spare

Research suggests that LGBTQI+ young people are more at risk of being bullied, and experience a greater risk of school dropout, social isolation, mental health difficulties and suicide. 80% of transgender adults were aware they were transgender before they left primary school, suggesting a need for staff in both primary and secondary school settings to have awareness of gender identity and potential issues faced by individuals who identify as transgender. This session will provide an introduction into how schools can support the needs of LGBTQI+ children and young people


Autism and Mental Health

Date: Available online

Presenters: Julie Metcalf

People with autism are more likely to experience mental health problems than the general population. However, the mental health of people with autism is often overlooked or ignored. That’s why it’s really important that the services people with autism use, are able to properly identify their social, emotional and mental health needs so people can get the right support at the right time. This session will increase your understanding of autism and mental health issues and increase your confidence in identifying and supporting the social, emotional and mental health needs of children and young people with autism.


Understanding Trauma informed Practice and Attachment

Date: w/c 10th May

Presenters: Randeep Kaur/Robyn Bullingham

This session aims to develop an understanding of attachment theory and the different types of attachment, highlighting how this impacts the brain and can affect classroom behavior. This session also provides practical strategies to support vulnerable children and young people with attachment difficulties to provide the secure base that they need.


Using Counselling Skills to Support Children and Young People

Date: w/c 24th May

Presenters: Claire Kenyon

There has been an increasing awareness of the impact of children and young people’s emotional well-being on their engagement in school and being able to reach their full potential. The use of counselling skills is one effective way to support emotional well-being. Central to counselling is the relationship between skilled helper and client, therefore school staff are in a great position to provide this support as they already have established relationships with the children/ young people. It is important for staff to have an understanding of counselling skills so that they can provide safe and helpful support.


Supporting Attendance: Support for Emotionally based school avoidance

Date: To be released soon

Presenters: Jan O’Connor/Sian Spare

Some children and young people find it extremely difficult to attend school due to emotional and mental health needs. This can lead to significant periods of time out of education and can impact very negatively on a wide range of outcomes for children and young people. This session will introduce the broad area of Emotionally-based School Avoidance and help you to think about how you can support children and young people who you work with.


Current Training

E-learning sessions

Course Overview:

  • Attachment theory
  • Neuroscience and attachment
  • Attachment styles
  • Supporting children with different attachment styles in the classroom

This course is led by Dr Randeep Kaur (Educational Psychologist) and Robyn Bullingham (Trainee Educational Psychologist) and lasts approximately 50 minutes and there are a number of opportunities to pause the training to reflect on and discuss the content (if completing within a larger group). We recommend completing this training before the ‘Trauma-informed Practice’ training.


Trauma Informed Practice

Course Overview:

  • Definitions of trauma
  • Adverse Childhood Experiences (ACEs)
  • Resilience
  • Being trauma-informed within the setting

This course is led by Dr Randeep Kaur and Dr Chris Wood (Educational Psychologists) and lasts approximately 45minutes and there are a number of opportunities to pause the training to reflect on and discuss the content (if completing within a larger group).  We recommend completing this training after the ‘Attachment in the Classroom’ training, but before the PACE training.


Supporting children and young people using the PACE model during the return from the partial closure of schools

The PACE model is grounded in trauma-informed practice and is a method that guides adults in how to help children feel safe, secure and trust in them. It focuses on the strengths and positive attributes of the child. PACE stands for playfulness, acceptance, curiosity and empathy. This is a free introductory training video developed by the Educational Psychology Service. If you would like this session to be delivered live to your staff or would like a follow-up Q&A session once this has been watched, please contact your link Educational Psychologist.


Psychological First Aid

Psychological First Aid is a humane, simple and powerful way of helping someone in distress during and after a crisis event, such as the coronavirus pandemic. Psychological First aid involves paying attention to the person’s reactions, active listening and if relevant, practical assistance to help address immediate problems and basic needs. It gives a framework for supporting people in ways that respect their dignity, culture and abilities. This training video has been developed by the Educational Psychology Service and directly links the use of Psychological First Aid to support people who may have been affected by the coronavirus pandemic, including a case-study for practical application of knowledge.

Psychological First Aid Guide


Autism and Emotional Wellbeing

People with autism are more likely to experience mental health problems than the general population. However, the mental health of people with autism is often overlooked or ignored. That’s why it’s really important that the services people with autism use, are able to properly identify their social, emotional and mental health needs so people can get the right support at the right time. This session will increase your understanding of autism and emotional wellbeing/ mental health issues and increase your confidence in identifying and supporting the social, emotional and mental health needs of children and young people with autism.

Course Overview:

  • Autism and Mental Health
    • How are they linked?
    • Why are they linked?
  • Impact of Covid 19
  • What can you do?

This course is led by Julie Metcalf, a Specialist Senior Educational Psychologist with a specialism in Autism. This session is a narrated PowerPoint presentation that you can work through at your own pace. It is likely to take you around 45 minutes to 1 hour.

Autism and Emotional Wellbeing Powerpoint


Return to School Workshops

Following the meetings held by the Inclusion Service with most schools in Wolverhampton in Summer 2020 to discuss supporting vulnerable learners during the return to school, we put together an offer of 1-hour workshops addressing some of the key issues raised. Sessions were led by members of the Outreach Service, Educational Psychology Service and Inclusion Team. Recordings of these sessions are available here.

Workshop Focus

Description

Delivered by

Duration

MS Teams Link

ADHD

Adaptations you can make to support a child with ADHD on their return to school.

Amanda Moran (Outreach)

1 hour

Watch again

Anger

Responding to Anger using De-escalation Strategies

Emily Cobb (EP Service)

1 hour

Watch again

Anxiety

Managing anxiety in the classroom

Eve Griffiths (Outreach)

1 hour

Watch again

Autism (Primary focus)

How can we successfully reintegrate a child with Autism into a primary classroom following the C-19 lock down?

Angela Gallagher (Outreach)

1 hour

Watch again

Bereavement

Supporting children who have experienced a bereavement on their return to school.

Eve Griffiths (Outreach)

1 hour

Watch again

Cognition and Learning

Adaptations you can make to support a child with MLD or SLD on their return to school.

Isabel Blower (Outreach)

1 hour

Watch again

Planning a successful Transition

Returning a child with SEND to school post C-19 lock down. A suggested transition document will be shared.

Eve Griffiths (Outreach)

1 hour

Watch again

Restorative Conversations

Using Restorative Conversations within Inclusion Meetings

Elaine Perry (EP) and Daljit Dhamia (Inclusion Team)

1 hour

Watch again

SEMH (Primary focus)

Supporting primary aged children with SEMH needs on their return to school.

Amanda Taylor and Sarah Jacks (Outreach)

1 hour

Watch again

SEMH (Secondary focus)

Supporting secondary aged children with SEMH needs on their return to school.

Outreach

1 hour

Watch again

Sensory and Physical needs

Meeting sensory and physical needs during school transition.

Kate Rogers (Outreach)

1 hour

Download presentation



Training available on request

Autism and Mental Health

People with autism are more likely to experience mental health problems than the general population. However, the mental health of people with autism is often overlooked or ignored. That’s why it’s really important that the services people with autism use, are able to properly identify their social, emotional and mental health needs so people can get the right support at the right time. This session will increase your understanding of autism and mental health issues and increase your confidence in identifying and supporting the social, emotional and mental health needs of children and young people with autism.


Creative Ways of Working with Children and Young People

The aim of the training is to introduce participants to a Creative Way of supporting children and young people to express themselves, in a safe and confidential environment. This is demonstrated in a number of ways through Expression, Art and Visualisation and Therapeutic stories; and will help them to develop their therapeutic skills and understanding of the benefits of using these techniques with children and young people in order to:

  • Understand and help resolve issues
  • Increased knowledge and skills through experiential learning
  • The impact of creative techniques
  • Assess the indications and contraindications for using creative techniques

Understanding Trauma informed Practice and Attachment

This session aims to develop an understanding of attachment theory and the different types of attachment, highlighting how this impacts the brain and can affect classroom behaviour. This session also provides practical strategies to support vulnerable children and young people with attachment difficulties to provide the secure base that they need.


Getting it Right: Positive Steps to Support Behaviour and Emotional Wellbeing in Schools

The Inclusion Support Service have developed guidance and resources for schools on identifying and supporting children and young people with social, emotional and mental health (SEMH) needs. We are offering free training to all schools. This course covers how to identify children with SEMH needs, creating learning environments to promote emotional wellbeing and positive behaviour, assessing and planning for SEMH needs, strategies that can be implemented to support SEMH needs. All delegates will receive a copy of the Getting it Right Good Practice Guidance Resource. This course is for school leaders SENCOs and pastoral leads and other agencies working with schools to support them in meeting the needs of children with SEMH needs.

Open for booking in Summer 2021, Please contact Noreen Khan: Nooreen.Khan@wolverhampton.gov.uk


Using Counselling Skills to Support Children and Young People

There has been an increasing awareness of the impact of children and young people’s emotional well-being on their engagement in school and being able to reach their full potential. The use of counselling skills is one effective way to support emotional well-being. Central to counselling is the relationship between skilled helper and client, therefore school staff are in a great position to provide this support as they already have established relationships with the children/ young people. It is important for staff to have an understanding of counselling skills so that they can provide safe and helpful support.


Promoting Friendships and Reducing Isolation: Circle of Friends

Circle of Friends is an approach to support a student who is in danger of feeling isolated or left out. The Circle of Friends approach works by developing a support network around the individual by asking the young person’s peers to provide support and engage in problem solving with the person in difficulty.


Promoting Social Skills: GRASP Intervention

GRASP is a 6 session programme that is designed to provide pupils with a range of skills and understanding, such as problem solving and assertive expression, which will enable them to make confident, positive decisions in social situations with peers.


Understanding and Supporting C&YP who are refugees and migrants

This session will increase your knowledge of the journey of refugees and migrants who come to Wolverhampton, the impact of this journey and how we can support children and young people following this. The session is being run by Dr Heather Thomas from the Wolverhampton Refugee and Migrant Centre alongside the Educational Psychology Service.


Developing and Writing Multi-element Support Plans

Multi-element Support Plans are a tool that focuses on a number of factors and elements that can contribute to improved wellbeing and/or behaviour. They form part of the graduated response to identifying needs and implementing support for children with Social, Emotional and Mental Health (SEMH) need outlined in the Getting it Right Guidance. This session will support you to develop and write effective multi-element support plans using examples, case studies and allowing you to reflect on children and young people who you support.


Preventing Escalation of Challenging Behaviour: Emotion Coaching

Emotion coaching is a method of enabling children and young people to manage their own behaviour through helping them to understand the different emotions they experience, why they occur, and how to handle them.


Attachment in the Early Years

This session aims to develop an understanding of attachment theory and the different types of attachment, highlighting how this impacts the brain and child development. The session focuses on children from 0-5 years old and how to identify their needs, work with their families and provide support and the secure base that they need.


Inclusion for Gender and Sexual Diversity

Research suggests that LGBTQI+ young people are more at risk of being bullied, and experience a greater risk of school dropout, social isolation, mental health difficulties and suicide. 80% of transgender adults were aware they were transgender before they left primary school, suggesting a need for staff in both primary and secondary school settings to have awareness of gender identity and potential issues faced by individuals who identify as transgender. This session will provide an introduction into how schools can support the needs of LGBTQI+ children and young people.


Dealing with Conflict and Bullying: Restorative Conversations

A restorative conversation is a useful way of bringing people together following an incident to explore what has happened, discuss the impact of this and agree ways forward. They have been used to successfully resolve conflict, improve relationships and prevent fixed term exclusions.


Responding to Anxiety: Mindfulness

Research findings show that regular mindfulness meditation significantly reduces anxiety. Mindfulness involves paying more attention to the present moment, to your own thoughts and feelings, and to the world around you. We will share strategies that you can use to support children and young people.


Supporting Attendance: support for Emotionally-based School Avoidance

Emotionally-based school refusal (EBSR) is an umbrella term used to describe children and young people (CYP) who have severe difficulty attending school due to emotional factors. There is a broad range of research that has outlined the negative impact of EBSR on outcomes for C/YP. However, it has been found that intervening early and working with parents, schools and CYP themselves is associated with positive outcomes for CYP who have severe difficulty attending school.


Anger: how do we understand and manage this complex emotion?

Anger is not a bad emotion, however it is challenging when anger is expressed in potentially harmful ways. Learn more about how to respond to anger and how to support children and young people to understand it and express it in more helpful ways.


Training provided by Specialist Teachers


Precision Teaching

Wednesday 10th June 2020, 1:30 – 3:00 pm

This course will cover activities and ideas that can be used by teaching assistants to support the delivery of the ‘teaching’ part of a Precision Teaching intervention. Training will then move on to discuss the ‘testing’ part of Precision Teaching and how results can be used to support pupils and move their learning forward.
Venue: Inclusion Support Office, Woodhouse Fold, Alfred Squire Road, Wednesfield, WV11 1XU
Cost:  £70 per delegate


Planning for Ofsted: Using case studies to evidence impact

Friday 7th February 2020, 1:30pm – 4:30pm

This will be a dialogic session for SENCos where you will be presented with a number of different ‘cases’ as exemplar material to discuss and analyse; as well as having the opportunity to discuss ideas with colleagues from across the city.
Venue: Graiseley Strengthening Families Hub, Pool Street, Blakenhall, Wolverhampton, WV2 4NE
Cost:  £80 per delegate


Training provided through Outreach Services


Autism Practitioner’s Award (APA)

23rd March 2020, 15th June 2020

3 day course for teachers and TAs. Focus on practical classroom strategies for pupils with ASD. This course is delivered for free. Delegates must attend all 3 sessions. Book directly with Eve Griffiths by email at egriffiths@pennfields.com


Autism Leader's Award (ALA)

2nd March 2020, 20th April 2020, 18th May 2020

Masters level qualification in Autism Leadership accredited by the University of Wolverhampton. Aimed at SENDCos and Senior Leaders. University charge £395 for their accreditation. All dates at Penn Fields School, 1pm-4:30pm. Delegates must attend all 6 sessions. Book directly with Eve Griffiths by email at egriffiths@pennfields.com


Getting it Right: Leading Mental Health in Schools Award


February 2020 – February 2021

This is a Masters Level Accredited Leading Mental Health in Schools Award in collaboration with Wolverhampton University. It hopes to offer the opportunity for experienced setting staff to develop their knowledge, understanding of SEMH and develop skills and approaches, including whole-school approaches to support practice in their setting to promote emotional wellbeing and respond to mental health needs.

20 Masters Credits

To register your interest and to sign up please confirm your intention to attend our Introductory Workshop on 13th December 2019 at 3pm at our Alfred Squire Office.

3 hour monthly sessions, with an assessed piece of work to be submitted.

Venue: Alfred Squire Office, Woodhouse Fold, WV11 1XU (TBC dependent on numbers)
Cost: £360