Self-Harm / Self Injury
course addresses the reasons why people self-harm or injure. It explores the
distinction between self-injury and suicide whilst challenging and developing
the participants understanding of the subject. We define self-harm and the role
it plays in peoples lives. Develop clarification for developing personal
criteria for when self-harm, in the context of substance use, becomes a
safeguarding concern. We describe the personal impact upon the practitioner or
supporting person in working with self-harm and the method for assisting
service users to find alternatives from self-harm and injury.
Attachment Theory, Neuroscience and Parenting
To gain a better understanding of early childhood attachments based on Bowlbys’ Attachment Theory. To better understand how these early childhood attachments create a template for all future adult attachments. To gain an understanding of how clients with chronic substance dependency, who are resistant to change, can often be helped by having an understanding of early childhood patterns. To better understand how drugs, from a neuropsychological perspective, are sometimes used counteract these imbalances.
Understanding and working with Personality Disorders
This course with
give the attendee an understanding of the difficulties of working with someone
with PD. What is it? What are the behavioural characteristics, and how do we as
workers avoid those behaviours challenging our sense of safety and competency,
and how to use Dialectic Behaviour Therapy techniques to aid your work.
Understanding and managing stress
What is stress? How do we
respond to it physically and emotionally and what to do about it. Don’t worry,
this is not a meditation course. No need to bring the beads!! Whilst we all
experience stress, our perception of, and response to it can differ widely.
Autistic Spectrum Disorder Awareness
This course aims
to help you recognise signs and symptoms of autism spectrum disorder and to
become familiar with the diagnostic criteria of Autism and the diverse spectrum
of behaviours, abilities and differences. When you've met one person with
autism, you've met one person with autism. It will help you to explore some of
the theories about the causes of autism and dispel the myths and stereotypes …
including lack of empathy, lack of interest in relationships, lowered emotional
experience, lack of creativity, inability to learn. To learn how best to work
effectively with a person on the autism spectrum – understanding barriers to
engagement and differences in the pace of change and to appreciate that Autism
is a high anxiety condition that often presents without discernible or expected
Understanding Depression and Anxiety
This one day course is for anyone with an interest in gaining insight
into the subjective experience of depression and anxiety; the links between
these states; suggested causes of dysfunctional anxiety and depression; and an
overview of some of the most widely used treatment approaches.
These conditions are often, but not always linked and may be
considered the fraternal twins of mood disorders. In one study, 85% of those
with major depression were also diagnosed with generalized anxiety disorder.
What is depression? What is anxiety? Statistics for both disorders
showing different presentations of depression and anxiety and links between the
two states. Suggested causes of anxiety and depression, some of the most widely
used treatment approaches
Cognitive Behavioural Treatment
Humanist and integrative counselling
How do we help someone with anxiety or depression? How do we help
Understanding Anger and Assertiveness
as a 'negative emotion', this course considers the value and usefulness of
anger- if channelled appropriately. Participants will be encouraged to
consider what we have been taught about anger, and how these thoughts can lead
to depressive and aggressive patterns of behaviour. The aims are to be
able to identify the differences between feelings, thoughts and behaviours,
describe the function of anger as a 'contact' emotion and explore a model which
explains the cognitive process through which anger can be denied and/or
exaggerated resulting in harmful behaviours directed towards the self or others.
PTSD & Complex Trauma
Anyone working with people who
find it difficult to cope with mainstream life, such as those working in
homeless settings, substance misuse services, social workers, mental health
workers, doctors, nurses and teachers. Also, anyone who has experienced trauma
will benefit from a more informed neurological explanation of what has happened
to them, what symptoms they may be struggling to understand and how to regain
equilibrium and reduce the pain. A basic understanding of the neuroscience
of trauma. How does trauma occur and why do people apparently react differently
to the same situation? What are the symptoms of trauma? Understanding vicarious
trauma. Relationship between trauma and mental health, substance misuse and
physical health. Early childhood attachments and trauma.
Flashbacks and re-living trauma.
Treatments for trauma. Trauma first aid – how to reduce the impact on an
individual after they have experienced a traumatic event.
Positive Psychology & Wellbeing
This course introduces participants to the movement of
positive psychology as first made popular by Professor Martin Seligman. This
relatively new psychological approach focuses on strengths rather than
weaknesses and asserts that happiness can be cultivated by identifying and
utilising the strengths and personality traits already possessed. The course
will describe the fundamentals of positive psychology which attempts to shift
the focus of psychology from pathology, victimology and mental illness to
positive emotion, virtue and strength.
with and understanding Schizophrenia and Psychosis
Hearing voices or feeling paranoid are common experiences which can often be a reaction to trauma, abuse or deprivation. These experiences are often called psychosis or schizophrenia. Up to 10 per cent of the general population hear voices at some point in their life. Many people also have ideas and beliefs that those around them find strange. However only one in 100 people receive a diagnosis of schizophrenia. Our understanding of psychosis has come a long way in the last 20 years.
Themes for the day
Definition of psychosis and schizophrenia
Understanding the other 'mental health' diagnoses that may include psychotic experiences
Becoming familiar with definitions of common terminology such as hallucinations, delusions, psychosis
Examining recent research into the genetic, environmental, developmental and social variables which are thought to contribute to the onset of psychosis.
How best to engage with someone who is experiencing delusions or hallucination
Who can be affected – prevalence studies
Treatment options and focus has changed over the past 20 years. It is becoming more acceptable that trauma has a strong link to many psychotic reactions, but not all. Causation is thought to have multiple contributing factors which will be explained and explored throughout the day.
Finally we will explore some of the treatment regimes, from drugs to talking therapies.
Understanding & Working with Eating Disorders
Objectives: By the end of the session participants will be able to:
Recognise the range of eating disorders currently classified
Be aware of the proposed causes of eating disorders, including biological and environmental explanations
Identify the link between certain types of trauma and eating disorders
Recognise the higher prevalence of certain types of eating disorders with Learning Disabilities
Become familiar with various approaches to treatment and support for those with an eating disorder
with Children with Sexualised Behaviours
Sexual behaviour is the most common behavioural indicator of child sexual abuse. However, not all sexual abuse correlates with sexualized behaviour and not all sexualized behaviour is correlated with sexual abuse. Other precursors to this behaviour could include:
- Nudity and sexuality in the media
- Domestic violence
- Physical abuse
This one day course is designed to introduce participants to some of the causes of sexual behaviour in children, how to engage with children about their behaviour, and be able to differentiate between normal exploratory activities and behaviours that may point to deeper concerns about the child's well-being.
& Working with Dementia
Domestic Abuse & Sexual Violence
The major themes covered in this one day course are as followed.
- What is sexual violence
- Understanding the diversity of domestic abuse
- How prevalent is sexual violence and abuse
- What are the effects of sexual violence and domestic abuse on survivors
- How best to support survivors
- Let's examine some of the underlying factors which contribute to creating an abusive relationship …with an improved understanding of the pathology of the abuser, we can offer greater insight and relief for survivors and reduce the levels of self-blame and shame that often accompanies those who have been abused
- The power of being heard and understood and to make sense of the abuse
This course is facilitated by an experienced psychologist who has worked with both survivors of sexual violence and domestic abuse as well as working in prison settings with perpetrators.
Adverse Childhood Experiences (ACE)
Childhood experiences, both positive and negative, have a tremendous impact on future violence victimization and perpetration, and lifelong health and opportunity. As such, early experiences are an important public health issue. This one day course examines how adverse childhood experiences (ACE) can impact on a child's future development, extending into adulthood. Under consideration will be definitions of child abuse and neglect; risk and protective factors for childhood abuse and neglect; and strategies and techniques for reducing the likelihood and impact of ACE. We will look at physical, sexual and emotional abuse, as well as the various areas of intentional and unintentional neglect. To fully appreciate the impact of adverse childhood experiences, we will briefly revisit Bowlby's Attachment Theory to remind us of the child's trauma and stress and the ongoing emotional and behavioural difficulties which spring from the adaptations and conclusions the child makes about how to exist in a world that may seem all too hostile and unpredictable.