Therapeutic Parenting

Delegates will learn how to develop or enhance their therapeutic relationships and improve engagement. Working with children or young people who are in ‘blocked trust’ is not easy as many present with behaviours that challenge, from active resistance of support offered, to extreme behaviours that pull you in or push you away. Sadly, ‘blocked trust’ is often the default setting for young people who have experienced relational trauma, many of whom reside within our care system.

This training aims to improve empathy for children and young people, to see behind the behaviour and to understand that it takes time and commitment to build the relationships that will enable them to recover from their trauma and learn to trust again.

Suitable for:
Anyone who has regular and intensive contact (fostering, residential or community services) with children and young people who have experienced childhood trauma.

Time:
2 days

Delivery:
Face-to-face or online

Learning Outcomes:

• Understand what is meant by relational trauma and when this might occur

• Understand how early relationships with primary carers affects the developing brain

• Understand changes that happen to the brain during adolescence

• Understand the principals of attachment theory and how attachment strategies help children to get their needs met

• Understand what is meant by ‘blocked trust’ in young people and ‘blocked care’ in practitioners

• Understand what is meant by ‘toxic shame’ and how young people guard against it

• Review Kim Golding’s House Model of Parenting (for practitioners working in residential settings)

• Review the Trauma Recovery Model (Skuse and Matthews)

• Understand what is meant by ‘two hands of parenting’ and how this helps to create safety

• Understand the acronym PACE (Hughes and Golding) and how we can apply this in everyday practice

• Understand the importance of adult led, relational repair in which we ‘connect before correct’

• Reflect on how they might apply the principals of therapeutic parenting in their practice

• Reflect on their own attachment style and how this may impact their practice

• Reflect on their own needs for self-regulation and self-care

Please contact us to discuss your training needs and requirements.