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UID:722@hcpc.scot
DTSTART;TZID=Europe/London:20210119T130000
DTEND;TZID=Europe/London:20210119T150000
DTSTAMP:20201110T105715Z
URL:https://hcpc.scot/courses/childhood-trauma-adversity-part-2-james-mcta
 ggart-2/
SUMMARY:Childhood Trauma & Adversity Part 2 (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. Sometimes less clear is what we 
 can do about this – whether to help individuals or to prevent adverse ex
 periences more widely. There are many competing approaches to the issues\,
  and many different metaphors – including “toxic stress”\, “attach
 ment disorder”\, “resilience” and even “internal sabre-toothed tig
 ers”.\nThe effects of childhood adversity and trauma often present “in
  disguise”\, whether as substance misuse\, risk-taking\, behaviour issue
 s\, withdrawal\, anxieties\, or issues with learning.  Understanding prese
 nting issues as related to past traumatic experiences\, or to other forms 
 of childhood adversity\, can help with both intervention and prevention.  
 While some work needs to be highly specialised\, significant differences c
 an also be made by any practitioner through simple approaches to supportin
 g children.\nSession 1 will provide an understanding of psychological trau
 ma\, what it is\, how it impacts on wellbeing\, and how we can all help ch
 ildren to recover.  It will cover the knowledge elements of the first two 
 levels of the National Trauma Training framework.\nSession 2 will set trau
 ma into a wider context of other kinds of childhood adversity\, including 
 community and socio-economic aspects\, from pre-birth to young adulthood\,
  and will show the impacts on brain\, mind and body so as to clarify how t
 hey can be recognised and what kinds of intervention can help and when.\nB
 y the end of these sessions\, staff should:\n\n•	Know about the range of
  adverse experiences that can affect children’s well-being from pre-birt
 h to teenage\n•	Recognise the kinds of issues that children who have tra
 umatic memories can present with\, and how to assess and address these\nUn
 derstand how adverse experiences affect development\, learning\, behaviour
  and health and what this looks like in different contexts\, such as home\
 , school or community.\nHave clear ideas how\, in their role\, they can re
 duce or prevent the impacts of adverse childhood experiences\nUnderstand t
 he roles of other staff\, agencies and services\, and how to work together
  using a common language\nBe confident in applying knowledge about trauma 
 and adverse childhood experiences to joint planning for children\nHave a s
 imple framework\, based on SHANARRI\, for communicating about adversity an
 d trauma safely and clearly to young people and families\n\n
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