Training and Workshop Offer

Introductory & understanding Trauma

1. Flagship/ foundational course- Relational and developmental trauma, abuse, and neglect.
   The impact of childhood trauma, abuse, and neglect/ thinking about the impact of relational and developmental trauma, stress, adversity, and loss on children’s bodies, brains, behaviours, emotions, sensory worlds, and relationships. Please note this is much more interactive and richer over 2 days- so a 2-day package is strongly recommended. However, over 3 allows for much more in depth information and reflection. When done online, this can be done in bitesize modules over a longer period in time. So, for example, a morning or day on different types of trauma or spotlighting on certain aspects. E.g. A morning or day on behaviour is communication, trauma in the body, understanding hotspots and things that activate, the impact on emotional and sensory regulation, on brain development, on child development etc. This focuses on foundational knowledge and understanding- often incredibly important before tools (see direct tool options in the next section on direct work).
2. The power of language, labels, and storying.
   This is a powerful and thought-provoking day reflecting on the power of the words we use and how we use them- including how we write reports, talk in team meetings, the acronyms we use, etc (also an online module available). This can be combined into the above workshop if 3 days. Dr Treisman also offers follow up thinking spaces, for example, looking specifically at language in care plans, court reports, websites, emails, brochures etc.
3. Introduction to trauma experienced within an asylum-seeking, trafficked, and refugee context.
   Thinking about, reflecting on, understanding and working within an asylum-seeking, refugee, and trafficked context. This can be delivered in a series of workshops which cover a range of areas such as working effectively with interpreters, the role of the media, therapeutic options, reflecting on the pre, during, and post migration experiences, and considering experience within school etc.
4. An introduction to organizational and system trauma.
   This can be combined with the second day on either wellbeing and our own anchoring or on organizational healing. Some also combine with focusing on aspects such as supervision.
5. An introduction to community and collective trauma.
6. An introduction to single event trauma.
7. An introduction to medical or health trauma.
8. An introduction to intergenerational, inherited, and historical trauma.
9. An introduction to cultural and identity trauma.
10. Trauma within pregnancy and maternity settings.
11. Older adult abuse and trauma-informed nursing homes and older adult services.
12. Trauma within educational settings.
    The impact of trauma and disrupted attachments within learning and educational contexts. This workshop can be delivered as a package, alongside: Practical strategies to making classrooms more attachment and trauma-informed, and/or making whole-wide schools more attachment and trauma sensitive and friendly. Please note this can be several days long depending on the school aims and goals.
13. The impact of trauma and disrupted attachment on emotion development and on emotional regulation.
    This can be paired with a workshop on practical ways of building children’s emotional vocabulary and emotional intelligence; and practical and creative ways for talking about feelings. I also have an online module about this.
14. The impact of trauma and disrupted attachment on multi-levelled safety (Emotional, physical, and felt safety).
    This can be paired with a workshop on practical ways of working towards multi-levelled safety.
15. Parental “mental illness”.
    The possible impact of parental mental illness on developing children or Domestic abuse and parenting-the impact of domestic abuse on developing children.
16. Understanding and/or assessing unresolved loss and trauma.
    Thinking about the impact of past unresolved trauma and loss of birth parents/foster carers/ adoptive parents/ professionals, and how this can be re-activated when working with and caring for children who have experienced trauma.
17. Working with young people who are involved in youth violence, and/or offending behaviours.
    This holds an attachment and trauma perspective in mind.
18. Working with complex, complicated, and disenfranchised loss and grief.
    Including working with birth parents who have had their children removed during care proceedings.

Direct Work & Therapeutic & Creative Ways of Working

1. A Therapeutic Treasure box.
   Creative and expressive tools, techniques, and direct-working activities to support children and adolescents who have experienced relational and developmental trauma. This course can range from an intro of 1 day in a particular area through to a much more in depth 15 days and is based on the bestselling book by Dr Treisman. Unless in exceptional situations, this is offered following attendance of the above course on the theory of relational and developmental trauma. The longer courses allow for more layering and enriched exploration. Contact us to discuss options for the longer courses.
2. Question and Answer sessions on the direct work tools and resources.
   Very interactive session to practice some of the tools such as the cards, the therapeutic treasure box and the children’s workbooks.
3. Creative and expressive ways of working with children has have experienced a bereavement, death, loss- responses to grief.
   Using tools from Ollie the Octopus. This can be a day session but ideally a 2-day sessions allows for much more richness.
4. More general anchoring, grounding, soothing, regulating tools and techniques.
5. More general creative ways of identifying, talking about and expressing feelings.
6. Endings, goodbyes, moving on, and transitions.
   Thinking about placement, school, and therapy endings and beginnings. This includes considering why endings may be difficult, what they may represent, and reflects on how we can support reparative endings/transitions.
7. Start of a “placement”/ building relationships.
   This workshop provides practical ideas of getting to know a young person/ this is me/ all about me/ helping a child adjust to a new home.
8. The voice of the child.
   Creative and engaging ways to gain the voice, wishes, hopes, and feelings of the child- available within an “assessment” context, as well as in other contexts.
9. Cleo the Croc.
   For children who have been hurt and who show this pain through “anger” and pushing relationships away- particularly useful in fostering, adoption, and residential context. This is a whole package designed around teaching the skills, tools, and resources from the best-selling Cleo the Croc story and workbook. I also do Q and A sessions around this workbook for those who have it.
10. Binnie the Baboon.
    A resource focused on anxiety, stress, worry, and fear. This is a whole package designed around teaching the skills, tools, and resources from the best-selling Binnie the Baboon story and workbook. I also do Q and A sessions around this workbook for those who have it.
11. Neon the ninja.
    Nightmares and sleep difficulties– This is a whole package designed around teaching the skills, tools, and resources from Binnie the Baboon story and workbook. I also do Q and A sessions around this workbook for those who have it.
12. Presley the Pug.
    Emotional regulation, relaxation, mindfulness, and the safe place exercise. This is a whole package designed around teaching the skills, tools, and resources from the best-selling Presley the Pug story and workbook. I also do Q and A sessions around this workbook for those who have it. There is also an online module available.
13. Gilly the Giraffe.
    A course going through the bestselling workbook around tools and resources for supporting children with their self-esteem, belief, and confidence. Strengths focused. I also do Q and A sessions around this workbook for those who have it. There is also an online module available.
14. Taya the tortoise.
    Supporting children who clam up, bottle-up, retreat, disconnect.
15. Working with interpreters in therapy or in direct work.
16. The power of language, labels, and storying
    This is a powerful and thought-provoking day reflecting on the power of the words we use and how we use them- including how we write reports, talk in team meetings, the acronyms we use, etc. There is also an online module available.
17. Strengths-based approaches, hope, and protective factors.
    This discusses ways to celebrate, notice, and embrace children’s resiliencies, skills, and positive qualities. This workshop also offers practical ways to boost children’s self-esteem and build resilience. This workshop has also been successfully applied to professionals and parents to support them in recognising their own strengths and skills.
18. Therapeutic re-parenting and/or strategies to improve caregiver-child relationships.
    This workshop focuses on understanding the importance of therapeutic re-parenting hurt children and offers ways of re-parenting in a therapeutic way. This workshop draws on a range of approaches to support the building and strengthening of the parent-child/ professional-child relationships, including Dyadic Developmental Psychotherapy, Theraplay, Narrative therapy, Sensory interventions, and Brain-based parenting. This can be tailored for social workers and supervising social workers around assessing for therapeutic re-parents and strengthening therapeutic re-parenting; or for therapeutic re-parents (e.g. Adoptive parents, foster carers, residential workers, and teachers) around using therapeutic re-parenting techniques.
19. Making “contact”/ family time more trauma-informed and relational for social care practitioners and “contact” supervisors.
20. Making care plans and reports more trauma informed and relational.
21. Direct working to address specific difficulties and behavioural concerns
    Both the theory base and practical strategies are offered. For example, the workshop may be around (each one is a day or two if meaningful) e.g. Working with “anger/aggression/ outbursts”/ low mood etc.
22. Direct working skills with engaging with children and adolescents.
    This offers a range of creative and expressive tools and strategies for communicating sensitively and effectively with children. This can be tailored to a specific age groups such as under 5s or adolescents. Workshops can also focus on a particular medium such as on using masks, clay, or puppets.
23. Engaging children and adults when working virtually or online.
24. Supporting children who bottle-up, clam up, or retreat.
25. An introduction for professionals on carrying out complex, robust, and thorough child-based and/or parenting assessments.
26. A workshop into using the treasure decks of cards
    e.g. Either the regulating and grounding cards, the sentence completion and feelings ones, or the parenting patchwork cards. There are also online modules available on these.
27. Report-writing skills for professionals.
28. An introduction to carrying out therapeutic life story work.
29. An introduction to using the Tree of Life technique from Narrative Therapy with parents, professionals, or children.
30. Creative and expressive genograms.
31. Creative ways of using puppets/ Russian and muslin Dolls/ masks (each separate).

Systemic & Organizational Focus

1. Adversity/Culturally/Trauma-informed and trauma-responsive organizations.
   Supporting organizations to learn about the principles, models, and components of being adversity, culturally, & trauma-informed, infused and responsive at an organizational level. Please note this can be tailored to a specific setting such as trauma informed school, residential home, dentist, church, local authority etc. This training can be a brief intro but is much better anchored and understood if it comes after the initial individual trauma training as it is hard to discuss organizational aspects without first having the foundational concepts. This can be a whole series- some organizations do this as a longer course- contact for more info.
2. The difference between trauma specific vs trauma informed, and trauma informed at a practice level vs trauma informed at an organizational level.
3. An introduction to the values and principles of trauma informed approaches.
   This can be either at an organizational level or a practice level- for example, going through safety, collaboration, strengths etc- ideally a 2-day but can be a 1-day intro.
4. Staff or carer wellbeing, anchoring, and regulation.
   “Self-care”, vicarious trauma, secondary trauma, and compassionate fatigue– Thinking about work stress, vicarious trauma, moral injury, and burnout. This can be adapted for different audiences including parents and carers.
5. The impact of trauma on organizations and teams.
   Working within traumatised organizations. (This can be extended to away days activities).
6. Trauma-informed team meetings & supervision / reflective practice.
   There is also an online module available.
7. Trauma-informed “assessments”.
   There is also an online module available.
8. Trauma-informed physical environments, spaces, and buildings.
   There is also an online module available.
9. Trauma-informed leadership and management- often a bespoke series.
10. Trauma informed ways of supporting people through re-structures, changes, and redundancies for HR departments and leaders.
    There is also an online module available.
11. Organizational responses to when a staff has experienced a bereavement or a trauma.
12. The power of language, labels, and storying.
    This is a powerful and thought-provoking day reflecting on the power of the words we use and how we use them- including how we write reports, talk in team meetings, the acronyms we use, etc. There is also an online module available.