Training for professionals

Managing self-harm in school:

• What do we mean by self-harm.
• Factors and reason for self-harming behaviours.
• What to do if you are worried about a young person self-harming

Supporting young people in school with Autistic Spectrum Condition (ASC):

• How you can support a young person with ASC in school
• Recognising the signs of a young person masking
• Useful strategies for young people with ASC.

Working with hard to engage families:

• Ideas for working effectively with families that show resistance, hostility or disguised compliance.
• Gain an understanding on how to recognise and make sense of lack of cooperation and reasons for non-cooperation families
• Understand the impact on the young person
• How to ensure effective multi-agency working from a school's perspective.

Working with young people affected by Trauma

• A brief introduction to the causes and effects of trauma on the adolescent brain
• How we work with young people affected by trauma within the Hope Service
• Some useful tools/ideas to engage and support young people at school who may have experienced trauma.

Creating an accessible learning environment

• Making the learning environment more accessible, inclusive and safer, whilst simultaneously improving behaviour management
• Recognising the various needs of our students
• Identifying simple 'quick wins' that appeal to different learners
• Consider the 'middle path' of behaviour management
• Tips and strategies that do not require hours of additional work but will help a variety of learners engage more fully in lessons

Non-Violent Resistance (NVR) approach in school

• To understand how a non-violent resistance approach can support young people who demonstrate complex patterns of disruptive, aggressive or even violent behaviours
• Reduce the traumatic impact of restraint and exclusion, through the approaches of: De-escalation, school presence, active resistance and activating networks of support.

Effective risk management in school to support young people with mental health needs

• To understand the elements of a robust risk assessment within the school environment
• To promote child-centred risk assessments
• To provide school staff with a risk assessment proforma
• To provide school staff with the tools to create robust risk assessments for young people with social, emotional and mental health presentations
• To provide school staff with the tools to create risk assessments which promote collaboration with parents and carers and young people