Connecting a trauma informed approach to practice - virtual
Working with children, young people and families often means working with experiences of loss, grief, neglect or trauma. While these experiences don’t always lead to negative outcomes we know that the impacts of trauma can be significant and long lasting and require specific responses from us. This virtual learning program reviews our understanding of trauma and its impacts but also reflects on what this means for our practice. This program both reinforces previous learning and adds to our toolkit.
Description
The focus of the program is on applying theory into practice so we will have opportunities for discussion and application to current practice challenges and issues, as well as sharing successes and next steps.
This is a virtual version of the 2 day in-person program which gives you easier access to the content in a shorter and more accessible format.
By completing this program, it is expected you will be able to:
- Reinforce your knowledge of child development, incorporating a neurobiological perspective
- Define trauma and articulate the impacts of trauma on children and young people
- Identify practices and strategies that fit within trauma informed practice principles
- Analyse current practice from a trauma informed perspective
- Review current documentation and processes through the lens of trauma informed practices
- Articulate the importance of wellbeing and self-care in the context of a trauma informed approach
Who should attend?
This session is suitable for all professionals and carers working with children, young people and families where there have been experiences of abuse, violence and trauma.
It does review key concepts so is of value to those who have completed trauma informed practice training in the past, as well as those who are seeking to build their understanding of this way of working so you can best support those you are working with.
Please contact me regarding group discounts (for groups of 3 or more) or other discount requests.