1. CDI Strategy

The course offers an opportunity to use the CDI (Choice, Decision, Instruction) Strategy to address low-level and medium-level behaviour issues. Young people benefit from understanding basic concepts that will help with making the right decisions and choices. Following instructions will enable them to focus on necessary skills for successful interaction with adults and young people in the school, and home, environment. This strategy establishes a simple, whole-school structure for promoting these concepts.

Aims of the training:

• To establish the purpose of the strategy
• To identify and use appropriate language and terminology
• To demonstrate understanding of the concepts
• To apply learning to practical situations in the classroom, school and home

2. De-escalation Techniques

De-escalation is a targeted intervention for young people who are likely to escalate low-level incidents into aggressive or dangerous behaviour. It is carried out by a staff member using calm, non-threatening verbal communication, gestures and body language to diffuse, re-direct, or de-escalate a situation during which there is conflict. This training gives experience of using the techniques effectively to reduce the likelihood of incidents escalating into extreme situations involving inappropriate behaviour.

Aims of the training:

• To recognise when young people are anxious and in need of support with calming strategies
• To practise techniques and strategies for de-escalation and addressing extreme situations
• To be aware of the situations in which young people benefit from help to de-escalate their behaviour

3. Positive Behaviour for Effective Learning

The training offers staff members the opportunity to consider the learning environment and its effects for young people with dysregulated behaviour. Participants consider the ideal environment and how it is possible to realistically adapt their current setting to optimise effective learning. Barriers to learning are explored in order to reduce the impact of behaviour that challenges and demonstrate effective responses to address disruptive incidents. Participants are able to formulate a clear framework to support pupils in achieving their behavioural goals.

Aims of the training:

• To appreciate the impact of a positive learning environment
• To develop strategies to support young people with particular needs affecting their behaviour
• To identify the actions staff should use consistently when a pupil is becoming anxious or agitated
• To use knowledge of young people’s identified needs in order to consider specific behaviour goals for them

4. Addressing High Risk Behaviour

This training is relevant for any school or group of schools who experience high risk behaviour. It outlines the purpose for a consistent and comprehensive process to addressing high risk behaviour throughout schools and across clusters of schools to avoid conflicting messages being given to young people about the expectations of their behaviour. It provides useful strategies for teaching young people about behaviour that can be applied alongside all of their learning.

It aims:

• To promote effective behavioural approaches to address high risk behaviour
• To increase understanding of the motivation behind Tier 3 behaviour
• To recognise the need for the teaching and learning of desired behaviour
• To develop a toolkit to enable a consistent approach to addressing high risk behaviour
• To foster positive responses to potentially problematic behaviour
• To develop skills and encourage the use self-regulation wherever possible

5. Building Resilience Training for Staff

The training is for any school or group of schools where learners of Year 5 and above display patterns of behaviour consistent with an inability to manage issues, conflicts and feelings. This is particularly relevant where pupils are known to have challenging lifestyles or difficult situations outside of school that influence their behaviour within school. The training provides staff with theoretical support and practical strategies for building pupils’ resilience.

Its aims are:

• To develop an understanding of the psychology of resilience and why it is important
• To have an awareness of the challenges for many young people for whom resilience may be needed
• To have an understanding of the role of adults in building young people’s resilience
• To be equipped with skills to help young people build their resilience

6. Transactional Analysis: Child, Adult & Parent Relationships

This training course is an introduction to Transactional Analysis which is specifically tailored to the needs of the school. The course highlights for Senior Leadership, Teaching Staff, Teaching Assistants, Learning Support Assistants and One-to-One Support Staff how to address the behaviour of young people and using psychological models for encouraging healthy emotional development and relationships. The activities included enable staff members to appreciate how their responses to young people can be beneficial or detrimental to the development of their behaviour and emotional well-being.

The training helps to:

• Provide an insight into the motivation of the behaviour of others
• Develop and maintain effective relationships between adults and young people
• Identify the most beneficial perspective to employ in addressing behaviour that challenges

7. Supporting Emotionally Vulnerable Children

Emotional dysregulation describes responses that are poorly regulated and don't fall within the usual accepted range of emotional reaction. It may be seen where there is a marked fluctuation of mood, angry outbursts and separation anxiety; affecting social interactions, group dynamics and relationships at home and school. Young people demonstrating emotional dysregulation may have experienced early childhood trauma, attachment disorder, neglect or abuse. This may include young people with autism, ADHD or conditions such as Foetal Alcohol Syndrome, Neonatal Abstinence Syndrome, Pathological Demand Avoidance or Oppositional Defiant Disorder.

The training includes:

• Signs of emotional dysregulation
• An understanding of detached emotional development
• Identifying the behaviour of young people with high levels of guilt, shame and anger
• The effects of excessive substance and alcohol use on young people's behaviour and learning
• Supporting vulnerable young people, those in a state of hypervigilance, demonstrating unpredictable, high-risk or sexualised behaviours

8. Sensory Processing & Behaviour: Supporting Autistic Young People

Young people with autism are likely to experience sensory processing issues while at school. Distressed behaviours can include what would usually be considered physically aggressive behaviour, such as hitting out at someone who is too close or pushing them away. Other behaviours may include stimming (soothing self-stimulationary patterns) or meltdowns (often at home) that are likely to have a negative impact on the young person or their family. During the session you will:

• Be aware of sensory processing issues
• Develop an understanding of sensory dysregulation
• Have an appreciation of causes of stress and anxiety for autistic learners
• Learn how sensory differences impact on behaviour and young people's learning
• Understand the impact of sensory processing issues on their emotional wellbeing
• Know how to help autistic learners to live happier, calmer lives

9. ADHD Traits & Behaviour: Identifying Sensory Needs & Supporting Self-Regulation

Young people with ADHD may display inattentiveness where they will have difficulty concentrating and focusing or hyperactivity and impulsiveness. Some young people will experience both. The ability to recognise and help them to manage their sensory sensitivities is extremely important for their behaviour, social, emotional and mental health needs and for their learning. During the session you will:

• Be aware of the typical traits for ADHD
• Develop an understanding of sensory dysregulation
• Have an appreciation of the causes of stress and anxiety for young people with ADHD
• Understand the impact of poor emotional dysregulation
• Learn about how sensory experiences impact on young people's behaviour and learning
• Know how to help young people with ADHD have happier and calmer lives

10. Training for Anti-Racist Practice in Education - TARPIE™

There are three levels of delivery. The Growth Zone includes senior staff and stakeholders who can use the content to influence anti-racist conduct on a wide scale within their organisation. The Learning Zone is for those who are very aware and participating allies, who demonstrate non-racist practice and are moving towards anti-racist practice in their settings. The Basic Zone helps those who want or need to have a greater awareness of the issues relating to racism in education. This training is suitable for all practitioners from early years to higher education.

It aims to:

• Explore non-racist awareness and cultural diversity, equity and inclusion
• Recognise unconscious bias, conscious bias, microaggressions, racist behaviour and language
• Provide the knowledge and skills needed to demonstrate anti-racist practice in education
• Respectfully challenge the barriers and myths used to block anti-racist practice

11. Workshop for Anti-Racist Practice in Education - WARPIE™

This workshop can be delivered as an introduction to Training for Anti-Racist Practice in Education TARPIE™. It supports settings with moving from Non-Racist to Anti-Racist Practice and can be the precursor to the setting developing the Inclusion Policy or the Diversity, Equity and Inclusion Policy. It includes elements of adultification, unconscious bias, microaggressions, White privilege, equity and intersectionality.

It is an interactive session and aims to:

• Explore an equitable approach to discrimination and examine cultural competency
• How to sit comfortably with your discomfort and an opportunity for self-reflection
• Inform the setting's future good practice
• Develop approaches to ensure the achievement of all students

12. Exclusions & Ethnicity: Black British and Gypsy, Roma & Traveller Learners

In 2021-2022 pupils with Black Caribbean ethnicity faced disproportionately high exclusion rates in the UK. Black Caribbean pupils experienced exclusion rates up to six times higher than their white peers in some local authorities. In the same school year, Gypsy and Roma pupils, along with Travellers of Irish heritage, had the highest permanent exclusion rates.

The aims of this training are to:

• Examine the cultural parallels between these two ethnic groups
• Explore the social factors that influence this trend
• Identify where discrimination is demonstrated within education
• Define how it is possible to influence the trajectory for pupils facing exclusion
• Celebrate the success for Black British & Gypsy, Roma & Traveller pupils

13. The Effects of Poverty on Learning

Financial disadvantage has significant effects on learning outcomes in the UK. Addressing the effects of poverty on learning requires a multifaceted approach that considers individual circumstances, provides support and promotes inclusivity in schools. Whilst most adverse childhood experiences [ACEs] affect the learning outcomes for young people, poverty can also hinder aspirations, undermine self-belief and limit life choices. It shortens life expectancy and perpetuates inequality.

This training aims to:

• Highlight the necessity for learners to have better opportunities and support
• Help practitioners equip young people with the skills, knowledge and motivation to challenge social norms and break the cycle of poverty
• Address child poverty through holistic approaches to education and emotional wellbeing
• Foster a wholly inclusive space in which opportunities are equitable and fair

14. The School-to-Prison Pipeline: Stemming the Flow

The concept of the school-to-prison pipeline disproportionately affects certain learners, leading them from educational institutions into the criminal justice system. In the UK, this issue is a cause for concern, particularly for people of colour and those from marginalised backgrounds. Potentially, they face a trajectory from school exclusion to eventual involvement in substance abuse, criminalisation, exploitation, mental ill-health and ostracism from society.

This training:

• Explores strategies to address and mitigate the school-to-prison pipeline
• Helps to identify at-risk students and provides early and targeted interventions
• Promotes the processes for addressing behavioural issues promptly rather than resorting to exclusion
• Explores alternative approaches that reject punitive measures of isolation, exclusion and suspension
• Advocates restorative justice practices that focus on repairing harm and building relationships

15. Deconstructing Diversity: Why Representation Matters

The practice of deconstructing diversity involves examining and challenging existing notions of diversity, identity and cultural representation. It is important to change the narrative of outdated cultural archetypes and reveal the multifaceted and fluid nature of how people identify today. Identity is not solely driven by personal heritage but also by culture, broadening the possible connection points beyond race and ethnicity alone.

This training:

• Deconstructs aspects of diversity that include historical inaccuracies
• Involves critically examining existing norms
• Promotes authentic representation and understanding across diverse identities
• Helps with understanding how issues of race, gender, sexual orientation, disabilities, and other identities impact relationships and decision-making processes

16. Developing Cultural Competency: Awareness & Accountability

Cultural competency is essential for professionals and learners in ethnically diverse settings. It enables them to navigate cultural nuances, challenge harmful practices and promote accountability while respecting diversity and human rights. Adopting a trauma-informed approach as opposed to a judgmental stance, will foster positive action against discrimination and practices of Female Genital Mutilation (FGM), Honour-Based Abuse (HBA), Forced Marriage, Trafficking, Enforced Labour and Radicalisation.

It includes:

• Learning about the cultural contexts in which these practices occur
• Enabling professionals to differentiate between vocabulary that is accurate and narratives that are disrespectful or discriminatory
• Recognising acts may be rooted in tradition, are harmful and violate victims’ human rights
• Holding perpetrators responsible and witnesses accountable for challenging justifications for behaviours that are unacceptable and illegal
• Empowering victims by providing emotionally safe spaces, empathy and support

17. Hidden Children: The Impact on Adulthood of Adverse Childhood Experiences (ACEs)

Adverse Childhood Experiences (ACEs) relate to the set of ten adverse experiences that individuals may face during their childhood. These experiences are associated with an increased risk of negative health outcomes and other problematic areas in later life. It is possible to explore early lived experiences to address the impact of ACEs on adulthood.

The content aims to:

• Understand the impact of ACEs on early childhood experiences
• Recognise the necessity for promoting healthier outcomes in adulthood
• Address unresolved issues relating to ACEs in adult behaviours
• Recognising and mitigating the impact of childhood adversities to support individuals as they navigate challenges and change

18. Reframing History: Authentic Learning For and About People of Colour

Developing cultural awareness is an ongoing process, requiring commitment, openness and a willingness to learn and grow. Embracing diversity and promoting understanding creates a more inclusive and enriching learning environment for all. Fostering a fully inclusive ethos for people of colour is crucial for promoting equity understanding and positive learning experiences.

This training includes:

• Understanding cultural awareness and competence in the context of authentic lived experiences of learners, including those of colour
• The ability to interact effectively with people from diverse cultures and respond to their unique needs
• Informing educators and learners about cultural diversity, biases and stereotypes
• Recognising, respecting, valuing and harnessing cultural differences for the benefit of individuals and organisations
• Addressing microaggressions and supporting educators and learners to recognise and challenge them

19. Diversity & Mental Health in Education

The correlation between diversity and mental health raises important issues within education that have significant implications for educators, learners and society. Embracing diversity involves the recognition and appreciation of backgrounds, identities, cultures, perspectives and experiences. Mental ill-health encompasses the emotional, psychological, and social well-being of individuals, which affects how we think, feel and act.

The content includes:

• Fostering a culture of respect, inclusion and belonging for all
• Enriching learning experiences and the quality of education by exposing learners to different viewpoints, challenging their assumptions and expanding their horizons
• A positive approach to the well-being, academic performance and social development of students and educators
• Raising awareness, prevention and intervention strategies to support emotional and psychological needs
• Reducing the stigma and discrimination associated with emotional wellbeing and mental health issues

20. Reflections: The George Floyd Effect

The killing of George Floyd sparked a global wave of anti-racism protests. Thousands of people demanded justice and an end to racial discrimination and triggered an examination of Britain's own history of slavery and colonialism. Many activists, academics and politicians have called for a review of the curricula of learning establishments to include more diverse perspectives and acknowledge the legacy of racism in British society.

This training explores:

• The global impact of the George Floyd case
• The increased awareness and discussion of racism and discrimination in various sectors and institutions
• The continued work to address racism in the UK education system
• The lived experiences of migrants, asylum seekers and refugees
• The necessity for proactive support for anti-racism, transparency and action to eradicate its presence in education

21. Emotional Wellbeing & Mental Health Awareness for Staff Teams

As an accredited Mental Health First Aider this training is designed to equip individuals with the skills and knowledge to identify, support and advocate for those experiencing mental health issues in educational settings and workplaces. The state of well-being in which a person copes with stress, works productively and contributes to their community is important for all concerned.

The training aims to:

• Help to create a mentally healthy organisation
• Identify some of the common mental health disorders that may be experienced
• Provide information about the warning signs of poor emotional wellbeing
• Support participants to respond to a mental health crisis at the earliest stage possible
• Help to reduce the stigma and discrimination that is often unfairly associated with mental ill-health
• To promote positive mental health practices and emotional self-care

22. Exploitation and Intersectionality

Awareness of the relationship between exploitation and intersectionality can have significant positive impacts in various contexts. Exploitation and intersectionality understanding contribute to a more informed, compassionate and equitable environment. They empower individuals to recognise and combat harmful practices while fostering a culture of respect and acceptance.

The training aims to:

• Help individuals recognise signs of exploitation in the workplace and professional relationships
• Understanding exploitative tactics and take proactive steps to address victimisation
• Empowers individual to set boundaries and avoid situations where they might be unfairly treated
• Enable individuals and organisations to explore the complex ways in which forms of discrimination intersect

23. Behaviour Mentor Training

The Behaviour Mentor is - or works alongside the Behaviour Co-ordinator, Learning Mentor, SENCo, Mid-day Supervisors and Support Staff - and is likely to be in a similar role in school. This training can be delivered in one setting, though may be more valuable if staff members from other schools, federations or a number of schools attend together. School-to-school support is actively promoted.

The training includes:

• Exploring the qualities, skills and experience necessary for the role.
• Consideration of the role as a mentor/coach and where it fits with other pastoral staff
• How working with parents has a positive impact on behaviour in school and at home
• The opportunity to explore new skills and strategies to support a group or workshop setting

24. Support Staff Training

The training for Teaching Assistants, Learning Support Assistants and One-to-One Support Staff explores the challenges facing those working with young people who regularly demonstrate behaviour they are challenged by which adversely affects their learning and, often, the learning of others. De-escalation techniques are included, with identification of the optimum times for using such interventions.

By the end of the session, participants will:

• Have considered their role as members of the support staff in their school
• Have explored some of the qualities, skills and strategies necessary for their role
• Have the opportunity to explore new approaches to support young people with whom they work

25. Mid-day Supervisor Training

This training focuses on the qualities, skills, roles and responsibilities of the Mid-day Supervisor. It gives the opportunity for participants to explore good, effective practice helps in establishing authority, considering clear rules and boundaries and implementing appropriate rewards and consequences.

By the end of the session, participants will:

• Have considered their role as a Mid-day Supervisor
• Have explored some of the qualities, skills and strategies necessary for their role
• Have had the opportunity to explore new skills and strategies to support young people’s behaviour at lunchtime

26. Positive Playground Behaviour

The training is designed for staff working with pupils who find regulating their behaviour in the playground challenging. These pupils are often excluded during outside play on a regular basis due to inappropriate behaviour. In extreme circumstances the behaviour may be aggressive or dangerous.

Learners are helped to explore issues such as:

• Likes and dislikes, similarities and differences
• Respecting others' points of view
• Getting on and falling out
• Reducing conflict

27. Positive Behaviour for Effective Learning

The training offers staff members the opportunity to consider the learning environment and its effects for young people demonstrating behaviour that challenges. Participants consider the ideal environment and how it is possible to realistically adapt their current setting to optimise effective learning taking place.

Aims of the training:

• To appreciate the impact of a positive learning environment
• To develop strategies to support young people with particular needs affecting their behaviour
• To identify the actions staff should use consistently when a pupil is becoming anxious, frustrated or agitated
• To use knowledge of young people’s identified needs in order to consider specific behaviour

28. CDI Strategy Parent Workshop

Similar to the CDI (Choice, Decision, Instruction) Strategy and Coaching Skills Approach for schools, this training helps to address low-level and medium-level behaviour issues in the home. Young people benefit from understanding basic concepts that will help them in regulating their behaviour.

Aims of the training:

• To establish the purpose of the strategy
• To identify and use appropriate language and terminology
• To demonstrate understanding of the concepts
• To apply learning to practical situations in the home

29. Building Resilience Workshop for Parents

This training offers support for parents to understand and facilitate the opportunity for young people to benefit from understanding basic concepts that will help them in managing their own behaviour. It is helpful where family members routinely display patterns of behaviour consistent with an inability to address issues, conflicts and feelings.

Its aims are:

• To have an awareness of some of the challenges that can affect young people’s behaviour
• To be equipped with problem-solving skills to help build their resilience
• To develop an understanding of why resilience is important

30. Getting On and Falling Out Workshop

This is ideally suited for young people with limited social skills, poor communications skills and behaviour that is best supported in a nurture environment. The work is delivered individually or in small groups to learn the simple skills demonstrated in the session.

The workshop includes:

• Using a range of practical resources during role play, storytelling and puppetry sessions
• Being 'coached' by the adult to open or continue conversations using suitable vocabulary
• Using conventions such as taking turns and asking and answering questions
• Respond to small manageable tasks given by staff members

31. Rules, Rights, Respect and Responsibilities

Rules, Rights, Respect and Responsibilities is designed for pupils who exhibit behaviour that challenges; pupils with an inability to regulate their emotions and who struggle to make positive choices. These pupils tend not to admit to their behaviour, show no remorse and hold others responsible for their actions.

The training provides:

• A safe place in which pupils can let down their barriers
• Setting ground rules for the session and future experiences
• Activities to define rules, rights, respect and responsibility
• Why rules are necessary and why following them in school matters
• An understanding of the school's behaviour policy

32. Learning to Think, Feel and Respond

Some young people struggle when it comes to making appropriate choices in a range of situations. While some will take some time to think before acting, others find it difficult to be discerning and impulsive urges dominate. This workshop will help young people to consider alternative actions.

The training includes:

• Learning techniques for controlled breathing to slow down the spontaneous impulses
• Using mindfulness to allow them to experience free-flowing thoughts
• The use of visualisation to promote positive thoughts and action

33. Why Do I Feel Like This? Listening to My Feelings

This workshop is Covid-19 inspired. Its content has the flexibility to be delivered to all age groups from Key Stage 1 to adults. It's suitable for a class, small groups or individuals and includes the thoughts and feelings of the participants at the outbreak of the pandemic, during the lockdown periods and subsequently as social restrictions have been lifted.

The workshop includes:

• Feeling able to put their anxieties in perspective
• Learning strategies for calming down and managing intrusive negative thoughts
• Accepting and recognising that everyone has, in some way, been affected by Covid-19
• Understanding the loss of control, isolation and anxiety they are likely to have been feeling

34. Conflict Resolution: Owning My Actions

This is ideally suited for young people with limited social skills, poor communications skills and behaviour that is best supported in a nurture environment. It includes why taking responsibility for one's behaviour is necessary. The work is delivered individually or in small groups.

The workshop includes:

• Exercises for young people to explore a range of familiar scenarios they have difficulty managing
• Learning to think ahead about the potential consequences of undesired behaviour
• Strategies to help them make better choices and long-term decisions
• A restorative approach to resolving issues with other children and adults

35. When I Get Angry: Seeing Red

This workshop is for young people whose behaviour is characterised by impulsive, irregular and irrational acts. Where young people's behaviour is verbally or physically aggressive, includes insults, threats or swearing often describe an episode similar to 'the red mist' coming down before they have the thought process or opportunity to stop themselves.

The training provides:

• An awareness of a range of negative feelings
• Identifying that frustration, disappointment and failure are natural feelings
• Developing their emotional intelligence and emotional literacy
• Recognising negative feelings in others and building their tolerance
• Learning to use patience, willpower, time out and similar strategies to calm their feelings

36. Why Should I? Workshop for Key Stage 1

Whilst most young learners welcome and thrive where routines and rules are clear, some find this a challenge. Most often these young children don't have well-enforced boundaries at home; they don't understand the expectations adults have that they do the right thing when asked and usually don't respect the feelings or property of others.

The workshop includes:

• Role play and humour that learners will enjoy
• An understanding that routines include what is happening now and next
• Recognising that respect should be given to everyone and practice using suitable language

37. Addressing Aggression, Bullying and Coercive Behaviours

This work can be adapted for children from upper Key Stage 2 to Key Stage 4. Where young people's natural behaviour appears to be aggressive and intimidating, sometimes influencing - or being influenced by - the behaviour of others, this work begins with individual sessions.

The workshop includes:

• Understanding why the child is aggressive or violent
• An appreciation of the point of view of those who receive aggression
• Frank and honest discussions about the bullying or aggressive behaviour the young person displays
• Addressing the risky behaviours that may be associated with the expectations of others placed on the young person

38. My Time is Now!

As learners move through Key Stage 2 their friendships often change, they begin to like different things and think in different ways from their friends. This can sometimes leave young people feeling isolated and they begin to worry unnecessarily about who they are and if they are worthy of being a friend.

The workshop includes:

• Exploring the qualities of being a good person
• Acknowledging that they have strengths and qualities that others don't
• Working alongside others to celebrate their positive characters
• Giving and receiving compliments and celebrating praise

39. Understanding Citizenship Workshop

As learners move through Key Stage 2 and beyond, they are often given additional responsibilities and sometimes privileges. It is important that they understand that these responsibilities are to be earned and taken seriously, as much as the young people are aware of their rights they need to know the correlation between one and the other.

The workshop includes:

• Knowing what responsibilities entail when being selected for a role
• Being clear that for 'senior' positions in school excellent behaviour is expected
• Consistent sanctions where the undesired behaviour occurs

40. Young People's Behaviour for Learning Workshop

For most educational settings extreme behaviour that challenges staff and pupils has clear consequences that are defined in the Behaviour Policy. However, some of the most troublesome behaviour is the persistent disruptive incidents occurring in the classroom during lesson time.

The sessions include:

• Using strategies and suitable resources to absorb the effect of disruption
• Clear and achievable expectations of behaviour for learning
• Consistent sanctions where the undesired behaviour continues
• Understanding and taking responsibility for the effects of persistent disruptive behaviour

41. The Blue Balloon Workshop

This workshop is designed for pupils who present with emotional dysregulation; responses that are poorly modulated and outside of the accepted range of emotive response. Emotional dysregulation can be associated with an experience of early psychological trauma, neglect and abuse.

The training provides:

• Practical strategies to encourage positive motivation and readiness for change
• A greater awareness of emotional intelligence and emotional literacy
• Empowering children to consider their thoughts, feelings and responses to challenge
• Pupils embracing respect for themselves and for others
• To reduce the impulsive nature of risky behaviours and consider alternative actions

42. Feelings and Emotions Workshop

The workshop is suitable as a whole class PSHE session, small group work or as a series of sessions in a nurture group. It is designed to help learners in Key Stage 1 or young people with limited emotional intelligence to be able to name and recognise a range of positive and negative feelings.

The workshop includes:

• Knowing about the emotions, happy, sad, angry, frightened, excited, pleased etc.
• Recognising their own emotions and those of others
• An understanding that their feelings are linked to what is going on around them
• Being aware of what to do if they are overwhelmed by their feelings
• Learning skills of self-regulation, breathing skills, mindfulness and visualisation

43. Peer Mediation Training

This training is for schools who wish to include their Year 5 and/or Year 6 pupils in positive and effective behaviour in school. It takes place following the school’s recruitment and selection process to equip pupils with skills to support desired behaviour in the playground and other areas of the school.

Includes aspects such as:

• Skills of observation
• Understanding perception
• Openers and role plays

44. Building Resilience Support for Pupils

This training offers support for groups of learners of Year 5 and above who display patterns of behaviour consistent with an inability to manage issues, conflicts and feelings. This is particularly relevant where pupils are known to have challenging lifestyles or difficult situations outside of school.

Its aims are:

• To have an awareness of some of the challenges that can affect young people’s behaviour
• To be equipped with problem-solving skills to help build their resilience
• To develop an understanding of why resilience is important

45. Transition Support for Year 2 & Year 6 Pupils

The training is offered for pupils in Year 2 and Year 6 and delivered in the Summer Term prior to their move to secondary education. Transition support is offered as a single one-and-a-half hour session delivered in the form of a short drama, poem and discussion.

The issues explored include:

• Worries, fears and anxieties
• Hopes, dreams and expectations
• Resolving problems and dilemmas
• Knowing when and where to go for help

46. Developing the Behaviour Policy

This training is delivered along a framework, incorporating guidance from: Behaviour and Discipline in Schools - Advice for Headteachers and School Staff. It is tailored to the individual needs of the school and uses the current Behaviour Policy as a basis for reviewing and updating good practice.

Aims to:

• Give clear and concise expectations of behaviour for pupils and parents
• Promote good behaviour, self-discipline and respect
• Regulate the conduct of pupils and approach of staff members

47. Behaviour Coaching

This is delivered on a one-to-one basis and is tailored to the needs of the participant. It will include positive approaches and strategies that will help to affect permanent behavioural change and improve pupils' behaviour in school.

Coaching opportunities include:

• Attachment and Nurture
• Behaviour for Learning
• Seeing Beyond Disguised Compliance
• The Profile of a Looked After Child
• Social and Emotional Aspects of Learning

48. Training in children’s social care, children’s homes and fostering

To date these training sessions have been delivered to staff working in children’s residential care settings and foster carers across multiple topics:

• Building Resilience
• Caring for Asylum-Seeking & Refugee Children
• Child Protection & Safeguarding
• Diversity & Equality
• Learning Disabilities
• Addressing Behaviour That We Are Challenged By
• Positive Behaviour & De-escalation
• Restorative Practice, Sensory Integration, Team Building & Valuing Differences