Understanding the impact of relational and developmental trauma and disrupted attachment on children's brains, bodies, emotions, relationships and behaviours.

Please note: This is a two day training event that requires attendance on both days.

Summary:

This 2-day training package offers an abundance of learnings around the multi-layered impact of trauma, neglect, toxic stress, and disrupted attachment on children, adolescents, and on their surrounding adults.  Including on the impact of trauma and disrupted attachment on the body (physical and sensory), brain (cognitive and neuropsychological), emotions, behaviours, learning, and relationships.  This workshop will also have a spotlight on the importance of language, words, and how we story people in our written and verbal communications.  Although the content of this workshop can be emotive and potentially triggering; there will also be an emphasis on hope, resilience, and survivorship.  This day uses a range of metaphors, props, video clips, experiential learning, and case studies to bring the contents alive.  This workshop also draws on the latest evidence-base and neuroscience findings but delivers them in an accessible engaging and applicable way.  This training draws on the attachment, loss, stress, and trauma theory base, however, with a focus of translating the findings into day-to-day child protection and children in care case work and practical tips.

Self-care reminder:

Please note this workshop does discuss potentially emotive and triggering material around domestic violence, neglect, sexual abuse, physical abuse, and emotional abuse - so please be mindful of your own wellbeing.  We ask you to note the following:

Paragraph about wellbeing and timings (including choosing whether to attend and things to hold in mind- please read and reflect):

We are really looking forward to your attending the event and hope you find it useful, interesting, fruitful and engaging. We are so pleased you will share this learning experience with us and are excited to learn from you. This is a rich, informative, and multi-layered unique training opportunity.

It feels important to acknowledge and to give a pre warning that this course is focusing on relational and developmental trauma including sexual abuse, physical abuse, domestic violence, and neglect. Therefore, there will be discussion and examples around trauma, human rights injustices, and so forth. There will be experiential activities which support people to get into the shoes and eyes of the child in a place of trauma; including emotive and powerful images and stories. We feel this is important to know before choosing to attend. Whilst, the course aims to be as safe and regulating as possible, it can also understandably for some be triggering personally and professionally- so, it is important that people come prepared and make an informed decision about whether to attend. This is even more so as it is a lot of information being condensed into a short space, so, it is fast paced; it is also online so less physical access to the presenter within breaks; and due to the current context of the pandemic and Black Lives Matter where people’s window of tolerance might be narrower; and juggling other things such as home schooling etc.

If you decide to come and there are things which you feel will help you, such as being in pyjamas, having a comfy cushion, having snacks, a fidget toy etc please feel welcome and encouraged to do so. You can also choose to have your camera off or on which ever feels most comfortable. There will be breakout rooms (spaces for small group discussions) these are encouraged however you will have the option to opt out should this not feel helpful to you on the day.

Also, it is worth being mindful about what you have planned afterwards (e.g. not going to a visit, going onto a shift, or having nurturing activities planned after etc). The days will end in uplifting ways focusing on resilience, survivorship, and hope; so please ensure you can stay till the end of the day and not leave before, so that you can benefit from this ending, and not leave without having the discussions around hope.

I will be available virtually throughout the breaks and lunch and at the end of the day should anyone wish to discuss anything further; and there will be some regulating activities throughout. There will also be someone available to call or make contact with should you wish and their details will be made available nearing the time.

Please also be mindful and respectful of timings, this is a jam packed, face pace course. So please make sure you arrive early and ready to start on time. This ensures you are regulated, and that people can all settle in. This is the same as endings, we finish on debriefing and uplifting information, so leaving early, it is likely you will leave not having time to balance the information out. Please if committing to attend you are present, if you are in and out on phone calls or have an emergency going on, it is highly likely and understandable that you will not be able to absorb the information. Even though this is virtual it is important to protect the time and space and allow yourself time to be present and not distracted.

Thank you and positive vibes

Outline of the Course:

• Explore what is meant by the terms relational and developmental trauma?
• Provide a rational and framework for relationship-based trauma-informed practice.
• Consider and reflect on some of the trauma and loss experiences which many of these children have faced and still face.
• Learn about why children's social and emotional age may be different to their chronological age.
• Consider some of the multi-layered impact that these experiences have on children's brains, bodies, relationships, behaviours, and emotions.  Including on areas such as emotional-regulation, sensory processing, and impulse control.
• Reflect on key elements such as "behaviour as communication" and identifying children and our own multi-layered triggers.
• Reflect and explore some of the power around language and words.
• Reflect on some of the wider impact of trauma on the surrounding systems such as the family, school, and organisations.
• Consider some of the literature and examples around resilience, hope, and strengths-based practice.

Learning Methods:

The day will utilise an array of learning and teaching styles including small group discussions, experiential hands-on learning, multimedia methods, and lecture delivery.  Case studies and live examples will be interwoven throughout.

Props and interactive learning materials will also be used to model the model of being whole-brain informed.

Handouts, additional learning resources, and recommended reading will be provided.

Aims and Objectives of the Course:

• Develop further knowledge and understanding about the impact of early trauma and disrupted attachment on children's overall development.
• Gain further insight into the latest brain science and neurobiology around childhood trauma and neglect.
  
• Link trauma and attachment theories to real life case examples.
  
• Consider how emotional regulation develops in childhood, and how it can be influenced by trauma and disrupted attachment.
  
• Reflect on how trauma can impact a child's development trajectory and 'age'.
  
• Consider typical behavioural presentations within this client group and how these can be formulated from an attachment and trauma perspective.
  
• Learn about how to identify children's multi-sensory triggers and emotional hotspots.
  
• Consider the impact of the words and language we use in verbal and written communication.
  
• Gain further understanding as to why therapeutic re-parenting and relationship-based trauma-informed practice is so fundamental to children's progress.
  

About the Presenter:

Dr Karen Treisman is a highly specialist clinical psychologist who has worked in the NHS and children's services for several years. Karen has also worked cross-culturally in both Africa and Asia with groups ranging from former child soldiers to survivors of the Rwandan Genocide.

Karen has extensive experience in the areas of trauma, parenting, and attachment, and works clinically using a range of therapeutic approaches with families, systems, and children in or on the edge of care, unaccompanied asylum-seeking young people, and adopted children.

In addition to holding a doctorate in Clinical Psychology, Karen has undergone a range of specialist trainings including in EMDR, Narrative Therapy, Dyadic Developmental Psychotherapy, Sensory Attachment Intervention, and Theraplay.

Karen has previously worked in both Milton Keynes's and Kensington and Chelsea's Looked after Children (LAC) and fostering services, and within the National Implementation Service for evidence-based interventions for Looked after children, children on the edge of care, and children in custody at the Michael Rutter Centre in the Maudsley Hospital; and as a Clinical Lead for a court assessment and intensive parenting intervention team for children on the edge of care and in proceedings within Islington.

Karen is the director of Safe Hands and Thinking Minds training and consultancy services.

Karen is an external consultant, trainer, and assessor to Barnardos, PAC-UK, Hope for families, Three Steps Ireland, Pause, CoramBAAF, Grandparents Plus, and the Fostering Network.

Karen is a member of the CoramBAAF health group advisory committee, and a reviewer for the Journal of Adoption and Fostering.

Karen regularly presents at local, national, and international trauma, parenting, and attachment conferences, including being a TEDx speaker.

Karen was awarded a Winston Churchill Fellowship Award to research best and innovative practice in supporting organisations to become more adversity, culturally, and trauma-informed, infused, and responsive. Karen was awarded Psychologist of the Year in 2018.

Karen is the best-selling author of "Working with children and adolescents who have experienced relational and developmental trauma" (Routledge, 2016); and "A Therapeutic Treasure Box for Working with children and adolescents who have experienced developmental trauma." (2017); and two sets of therapeutic treasure deck of cards (2018). Karen is also the author of the therapeutic treasure collection including Gilly the Giraffe (Self-esteem, self-belief, and confidence), Neon the Ninja (Nightmares and sleep difficulties), Presley the Pug (relaxation and emotional regulation), Cleo the Croc (trust, and relationships), and Binnie the Baboon (anxiety, fear, and stress).

www.safehandsthinkingminds.co.uk

Cancellation Policy: Tickets must be paid in full and are non-refundable. You can transfer your ticket to another attendee up to 48 hours before the event time – in order to do this please contact us via email with full details.

Break the Silence reserve the right to change the programme or platform or to cancel an event. If an event has to be cancelled or rescheduled we will contact you as soon as possible to notify you of the change. In this instance you will be offered an alternative date or a full refund less any irrecoverable costs. Break the Silence will not be able to reimburse any additional costs you may have incurred in relation to your booking.

Break the Silence assume no liability if an event is cancelled or rescheduled resulting from fire, strike, terrorism, industrial action, extreme weather, public health concerns, or any cause which is beyond our control.

Break the Silence has discretion in the admission of participants and reserve the right to decline any registrations.