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UID:797@hcpc.scot
DTSTART;TZID=Europe/London:20211012T133000
DTEND;TZID=Europe/London:20211012T160000
DTSTAMP:20210922T093356Z
URL:https://hcpc.scot/courses/childhood-trauma-adversity-part-2-james-mcta
 ggart-6/
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.\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 any 
 presenting issues as related to past traumatic experiences\, or to other f
 orms of childhood adversity\, can help with both intervention and preventi
 on. While some work needs to be highly specialised\, significant differenc
 es can also be made by any practitioner through simple approaches to suppo
 rting children.\nSession 1 will provide an understanding of psychological 
 trauma\, what it is\, how it impacts on wellbeing\, and how we can all hel
 p children to recover. It will cover the knowledge elements of the first t
 wo levels of the National Trauma Training framework.\nSession 2 will set t
 rauma into a wider context of other kinds of childhood adversity\, includi
 ng community and socio-economic aspects\, from pre-birth to young adulthoo
 d\, and will show the impacts on brain\, mind and body so as to clarify ho
 w they can be recognised and what kinds of do-able interventions can help 
 and when.\nEach part is self-contained and can be attended without the oth
 er\, though it works best if done in order!\nBy the end of these sessions\
 , staff should:\n\n• Know about the range of adverse experiences that ca
 n affect children’s well-being from pre-birth to teenage\n• Recognise 
 the kinds of issues that children or parents who have traumatic memories c
 an present with\, and how to assess and address these in their settings\nU
 nderstand how adverse childhood experiences affect development\, learning\
 , behaviour and health and what this looks like in different contexts\, su
 ch as home\, school or community.\nHave clear ideas how\, in their role\, 
 they can reduce or prevent the impacts of adverse childhood experiences\nU
 nderstand the roles of other staff\, agencies and services\, and how to wo
 rk together using a common language\nBe confident in applying knowledge ab
 out trauma and adverse childhood experiences to joint planning for childre
 n\nHave a simple framework\, based on SHANARRI\, for communicating about a
 dversity and trauma safely and clearly to young people and families\n\nDel
 ivered by: James McTaggart\, Educational Psychologist
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