THE SOLUTION: TRAUMA SENSITIVE SCHOOLS 3. These presentations, based on the latest brain research, provide a wealth of practical interventions that will enable these troubled children to thrive. Trauma Informed Schools UK. Dr Margot Sunderland, a child psychologist neuroscience expert, is director of education and training at the Centre for Child Mental Health, a not-for-profit provider of CPD and training programmes for school staff. Covid-19 Resources Co Produced by Sheffield Hallam Universtiy, Trauma Informed Schools and South Yorkshire Futures: Zoom Safety For Parentsfrom National Online Safety, Explaining Covid-19 to ChildrenIlustrated by Axel Scheffler, Explaining Covid-19 to Childrenby Manuela Molina @MINDHEART.KIDS. Guide to Supporting Bereaved Children during the lockdown From Penhaligon's Friends; Some Helpful Advice for Parents During the Lockdown.From Dr Lynette Rentoul, Supporting Children's and Our Own Wellbeing From Action for Children, The Power of PlayIdeas from Great Ormond Street Hospital, Looking After Our Lost and Found Things in the Time of CoronavirusFrom the Australian Childhood Foundation, While We Can't Hug - by Eoin McLaughlin and Polly Dunbar, Explaining face coverings to young children- Austrailian Childhood Foundation, Copyright © 2020. Yet, this issue has largely been ignored by our education system. Teenagers have never been under more pressure, so it’s vital that professionals and parents are tooled with the latest research and skills in terms of what works! Childhood trauma can have a direct, immediate, and potentially overwhelming impact on the ability of a child to learn. Feel free to click on their links to learn more about their efforts and implementation processes: Schools: Lincoln High School (Walla Walla, Washington) Missouri Model for Trauma Informed Schools Agencies/Organizations: It serves a diverse catchment and prides itself on responding to individual children’s needs, based around a Trauma and Mental Health Informed Schools approach. A trauma-informed approach in schools is designed to create a systematic model for schools to decrease the impact of trauma on students (Wiest-Stevenson & Lee, 2016) and more appropriately address academic, behavioral and socio-emotional problems by recognizing and responding to student behavior from a trauma-informed perspective. These deeply moving presentations will equip you with cutting edge knowledge about attachment and attachment difficulties, and the vital interventions for supporting children/teenagers through traumatic loss, separation and difficult transitions. Covid-19 Resources Co Produced by Sheffield Hallam Universtiy, Trauma Informed Schools and South Yorkshire Futures: Zoom Safety For Parents from National Online Safety. Key emotional and physiological regulation interventions, Relational stress and relational poverty: The long term impact on the child’s mind and brain and interventions that work, ‘Trauma informed’ schools/organisations: Why they are essential, The neuroscience of attachment and attachment disorders: Interventions that work, Frightened to love: Awakening attachment needs in troubled children and teenagers, Working with attachment difficulties, trauma and loss in troubled children, Too much loss, too much change, too much pain: Helping children with life transitions, traumatic losses and separations, Children with broken hearts: From loss and traumatic separations to psychological Interventions that work, Mental Health demystified: what is essential to know and practical interventions, Understanding the needs of children with mental health problems and vital responses to improve learning, The role of Mental Health Champions in schools and why they can change so much, Life changing conversations with children with mental health problems, Relational approaches to mental health problems in schools to improve learning, Effective interventions, risk assessments and conversational tools for children with mental health problems, The neuroscience and psychology of learning difficulties: How to help for long-term change, The neuroscience of emotion: how it impacts on a child’s capacity to learn, How children learn: Understanding the key enablers, Improving children’s behaviour to impact learning: key strategies, Transforming the challenging child: Why they challenge and how to help, Challenging behaviour/children who cause hurting: Making the shift from behaviourial to relational interventions that work, Challenging behaviour: Creative interventions, tools and techniques, The emotional rollercoaster of working with troubled children: Prevention and intervention, Working with children/teenagers locked in rage and hate: Interventions that work, The science and art of therapeutic parenting, Therapeutic parenting for troubled children/teenagers: Key tools and techniques, The neuroscience of adoption and fostering: Why its essential to know, From surviving to thriving: nurturing healthy emotional development and wellbeing in adopted/fostered children, The impact of trauma and loss on adopted and fostered children: How to be, what to say and how to respond, Key tools for building secure attachments in fostering/adoption placements, Teenagers: stressed, depressed and messing up: Interventions that work, Promoting positive mental health in teenagers: Working with teenagers who have social, emotional and mental health issues, Enabling troubled teenagers to thrive: The science, the psychology and practical interventions that work, Teenagers in turmoil – working effectively with anxiety, anti-social behaviour and depression, The emotional rollercoaster of working/living with teenagers: key brain science, psychology, tools and techniques, The psychology and neuroscience of early years: From vital knowledge to practical interventions, The emotional needs of infants: The science, psychology and what to do, Neglect or Abuse: The importance of the early years and what can be done through relationships that heal, Attachment and loss in the early years, how to heal minds and brains, The Science of Parenting: what every parent and child professional needs to know, Healing troubled parent-child relationships, Key interventions in getting the best out of parent-child relationships, Using storytelling as a therapeutic tool with children, Attachment play as medicine for troubled children: Key tools and techniques, Why mindfulness, attachment play, accompanied drumming and being with nature and animals heal troubled children, Sandplay therapy to heal troubled children, Changing children’s lives through conversations that matter, Helping troubled children/teenagers to speak about feelings, How to talk to children and teenagers about the painful stuff, Why empathy heals troubled children and teenagers, The art and science of healing conversations with children/teenagers, Key counselling tools and techniques for work with children/teenagers, Empathy and emotional regulation: Why they are key to change in troubled children, How people change people for better or worse and what we can do to repair and heal, Relationships that hurt and relationships that heal: The latest neuroscience, psychology and effective interventions, Emotional Intelligence in schools: Making it a reality, informed by brain science and psychological research, Bullying: What neuroscience and psychological research can tell us about prevention and intervention. Trauma-Informed Classrooms & Transformational Schools Maura McInerney, Esq. Conversations that Matter/Counselling Interventions for Troubled Children. Our vision is to provide appropriate training for schools,communities and organisations so that they become trauma informed and mentally healthy places for all. You don’t need to be a counsellor to use these healing conversational tools with troubled children and young people, and really make a difference. Jill Mahon, Senior Trainer and Head of TISUK Training Devon talks about: Supporting Parents to Talk to Children About COVID-19. Uk Co Director Julie Harmieson talks about: Supporting Parents to Talk to children about COVID-19 also... Look at behavior with students in Schools – teaching resources that educators use... Can suffer on so many levels of TISUK Training Devon talks about Supporting! Property of its rightful owner outside organizations and agencies that are actively trauma-sensitive! 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