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UID:790@hcpc.scot
DTSTART;TZID=Europe/London:20210505T133000
DTEND;TZID=Europe/London:20210505T160000
DTSTAMP:20210303T114742Z
URL:https://hcpc.scot/courses/childhood-trauma-adversity-part-1-james-mcta
 ggart/
SUMMARY:Childhood Trauma & Adversity Part 1 (James McTaggart)
DESCRIPTION:There is increasing awareness that many children grow up in dif
 ficult circumstances\, and that this can have far-reaching impacts on heal
 th\, learning\, behaviour and well-being.\nSometimes less clear is what we
  can do about this – whether to help individuals or to prevent adverse e
 xperiences more widely. There are many competing approaches to the issues\
 , and many different metaphors – including “toxic stress”\, “attac
 hment disorder”\, “resilience” and even “internal sabre-toothed ti
 gers”.\nThe effects of childhood adversity and trauma often present “i
 n disguise”\, whether as substance misuse\, risk-taking\, behaviour issu
 es\, withdrawal\, anxieties\, or issues with learning.  \nUnderstanding an
 y presenting issues as related to past traumatic experiences\, or to other
  forms of childhood adversity\, can help with both intervention and preven
 tion.  While some work needs to be highly specialised\, significant differ
 ences can also be made by any practitioner through simple approaches to su
 pporting children.\nSession 1 will provide an understanding of psychologic
 al trauma\, what it is\, how it impacts on wellbeing\, and how we can all 
 help children to recover.  It will cover the knowledge elements of the fir
 st two levels of the National Trauma Training framework.\nSession 2 will s
 et trauma into a wider context of other kinds of childhood adversity\, inc
 luding community and socio-economic aspects\, from pre-birth to young adul
 thood\, and will show the impacts on brain\, mind and body so as to clarif
 y how they can be recognised and what kinds of do-able interventions can h
 elp and when.\nEach part is self-contained and can be attended without the
  other\, though it works best if done in order!\nBy the end of these sessi
 ons\, staff should:\n\n•	Know about the range of adverse experiences tha
 t can affect children’s well-being from pre-birth to teenage\n•	Recogn
 ise the kinds of issues that children or parents who have traumatic memori
 es can present with\, and how to assess and address these in their setting
 s\nUnderstand how adverse childhood experiences affect development\, learn
 ing\, behaviour and health and what this looks like in different contexts\
 , such as home\, school or community.\nHave clear ideas how\, in their rol
 e\, they can reduce or prevent the impacts of adverse childhood experience
 s\nUnderstand the roles of other staff\, agencies and services\, and how t
 o work together using a common language\nBe confident in applying knowledg
 e about trauma and adverse childhood experiences to joint planning for chi
 ldren\nHave a simple framework\, based on SHANARRI\, for communicating abo
 ut adversity and trauma safely and clearly to young people and families\n\
 nDelivered by: James McTaggart\, Educational Psychologist\n
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