Help and support for anyone who wants to affect positive and permanent behavioural change for the better.

The fundamental objective of Aluna Behaviour Consultancy is to affect behavioural change for happier and more fulfilling lives.

My work is with children, families, adults and professionals giving practical support and insight, delivering specialist training, workshops and coaching opportunities. As a Behaviour Strategist with 30 years’ teaching and education experience, I have a range of skills, comprehensive knowledge and expertise to provide specialist support in promoting positive and inclusive behaviour. Effective intervention at the earliest stage possible is key to breaking the cycle of behaviour dysregulation.

Identifying, understanding and addressing issues for children, young people and adults provides effectual strategies for reducing the impact of undesired behaviours. Skills can be developed to recognise triggers and regulate emotions effectively. Individualised programmes for those demonstrating behavioural issues and for enhancing emotional intelligence, wellbeing and mental health have been developed. This approach has had a positive impact on addressing persistent disruptive behaviour and has been successful in changing the outcome for young people at risk of exclusion.

Behavioural traits associated with Autism and ADHD can be explored to identify sensory differences and the unique needs of each young person. My areas of specialism include provision for neurodivergent young people effectively with positive strategies for self-regulation. This includes working closely with staff members, pupils, parents and adults in school as well as at home to shift the focus of problematic behaviours and celebrate the positive qualities. Fostering wholly inclusive and anti-racist practice in all sectors of the education system is very much at the heart of Aluna Behaviour Consultancy.

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Understanding the Origins of Behaviours

There is motivation in every behaviour, conscious or not. We are born with two innate reflexes: instinctive reactions to falling and loud noises. As we mature these reflexes become naturally occurring behaviours. We learn how these occurrences look, how they make us feel and what we can do to avoid them wherever possible.

The same can’t be said for a fear of the dark, heights or spiders. So how have these behaviours come about? Why are they experienced by so many people? Why do some people have such extreme reactions to these events or even just the concept of them? How might these learned behaviours develop into debilitating phobias?

Knowing where issues with our behaviour start is the key to addressing, modifying and endeavouring to make positive steps to eliminating negative behaviours. Where physiological, psychological, neurological or emotional factors are present, understanding the triggers is of great value in accepting and affecting permanent change.

Many households experienced stress due to Covid-19 and the lockdown periods. Sadly this has led to increased conflict, aggression and physical harm. Domestic abuse can be inflicted by any family member and, increasingly, there are school-age children needing support who have been violent to their siblings and in some cases their parents. There are extensive levels of traumatic stress caused and exacerbated by the pandemic which it will be necessary to address ... and sooner rather than later.

Begin Your Journey

Arrange a Consultation Meeting

Please explore the website to find out more about what I can do to help. For a free 30-minute mini-consultation to discuss your needs, book an appointment below.

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Zelpher Ferguson, B.Ed. Honours BEHAVIOUR STRATEGIST • 30+ YEARS’ EXPERIENCE

Ethos, Background & Expertise

About Aluna Behaviour Consultancy

A warm welcome to you. Thank you for taking the time to learn more about Aluna Behaviour Consultancy and the work that I do.

What Does "Aluna" Mean?

Aluna is a Kenyan word, meaning 'approach' as in 'welcome' or 'come to me'. The name represents important concepts in effecting lasting changes in behaviour to contribute to the happy and healthy lives of children, young people and adults. Among all of the positive outcomes, I strive for my work to enable those needing support to experience:

A — Advocacy
L — Liberty
U — Understanding
N — Nurturing
A — Aspiration

My Professional Experience

My work in education has spanned 30+ years in the state sector, the independent sector and in business. This has been predominately teaching in primary schools in a number of local authorities around the country, but also in secondary schools, further education settings and delivering training and support to adult learners.

I have worked as an Advisory Teacher for Elective Home Education in two neighbouring local authorities in the West Midlands for nine years where I gained a valuable insight into the numerous ways in which children learn. I found that there are as many ways to home educate as there are children. I met parents who discovered creative and innovative ways of educating their children; it has been one of the most enlightening roles in my career.

During eight years as a Specialist Advisory Teacher for the Behaviour Support Service in two local authorities in the Black Country I provided schools with support for all aspects of positive behaviour management. In addition to whole school support, general classroom management, parental engagement and enhancing pupils’ behaviour for learning, I developed interventions for individual pupils demonstrating behavioural issues.

Specialist Training & Expertise

I have undertaken specialist training in:

• Attachment

• Child Advocacy

• Child Criminal Exploitation

• Child Protection

• Child Sexual Exploitation

• Disguised Compliance

• Domestic Abuse and Children

• Dyslexia

• Forensic Psychology

• Leadership and Management

• Nurture

• Offender Profiling

• Parent Mental Illness

• Restorative Practice in Schools

• Safeguarding

• Support for Bereaved Children

• Supporting Parents with Learning Difficulties

Areas of Expertise

• ADHD

• Anti-Racist Practice in Education

• Autism Spectrum Condition

• Building Resilience

• Children’s Mental Health

• Coaching Skills for Children

• De-Escalating Behaviour

• Diversity and Equity

• Dramatherapy and Visualisation

• Emotional Well-being

• Inclusive Practice

• Leading Behaviour for Learning

• Managing Risky Behaviours

• Professional Coaching for Adults

• Special Educational Needs and Disabilities

• Transactional Analysis

• Trauma Informed Practice

Why Choose Aluna Behaviour Consultancy?

My work in the area of behaviour support has had a positive impact on managing persistent disruptive behaviour in schools, whole-school behaviour management approaches and intensive interventions for pupils; particularly children with Autism Spectrum Condition and those at risk of exclusion. As a consultant I have a range of skills, comprehensive knowledge and expertise to provide specialist and bespoke support for schools, families, professionals and adults in promoting positive and inclusive behaviour.

Donations & Family Support Fund

Autism and ADHD Subsidised Support

Whilst the majority of my work is via mainstream schools in the UK, funded from the schools' budget, some of my work is directly with families, particularly where children display behaviours typical of Autism Spectrum Condition. From my experience in Behaviour Support and in Elective Home Education I have met many children who have sadly been defined by their special needs alone. Educators in school have often said they would just like the child to "do what everyone else is doing" which is unhelpful when working with children who have Autism, ADHD or AuDHD.

I'm working with:

Children who are neurodivergent to regulate their emotions and reactions to change, over-stimulation and other triggers
Parents to be well-informed and have professionals and other parents to talk with
School staff and other professionals to help understand the traits associated with neurodiversity, but also the idiosyncrasies of each individual child.

Professional support for families with a child who has additional needs can be costly and a long drawn out process. Therefore, I'm offering practical, hands-on support to parents at a reduced cost. In order for these families to receive the help needed there is the opportunity to have subsidised support provided. Therefore, I have established a dedicated page for donations to a family fund for children with ASC.

Autism Awareness

A diagnosis of autism can leave a family with more questions than answers. Many parents suddenly find themselves facing a scary and uncertain future. Autism awareness training sessions on how autism can affect people’s lives are available from specialist services. Parents are signposted to information for families through the tough times and support that offers a helping hand along the way.

Children's Mental Health

Children need appropriate access to support for their emotional well-being and mental ill-health. Children and young people with mental health problems, their families and carers want timely access to evidence-based, high quality care in the right setting. Signposting to services and charities is provided.

The Emotional Impact of Covid-19

Children’s experiences of the pandemic and their socio-emotional wellbeing, language, and numeracy skills have been a subject of recent research. Results identified that the schools surveyed declared at the start of the school year that they were concerned about pupils' personal, social and emotional development, as well as their communication and language skills. The Covid-19 pandemic has impacted most people in some way and parents have requested emotional support for the whole family. This is also offered subsidised where possible.

Children's Education in Ghana

The Ghanaian education system is divided into three parts: basic education, secondary education and tertiary education. The academic year usually goes from August to May and lasts 40 weeks in primary and senior high school, and 45 weeks in junior high school. Lessons are taught primarily in English.

This provision can only be accessed by children in cities and major towns in Ghana. I visited the villages of Mpraeso in the south and Larabanga in the north; approximately 375 miles apart. In neither of these villages was formal education provided, the school was very basic and there is often no teacher if volunteers from other parts of the world don't visit.

While volunteering in Ghana in 2019 I met a 13 year-old boy called Nurudeen who said: "Madam, I would like my education to be better. There are too many children and nothing to learn with. In the rainy season the village floods and the teacher can't come. So I just wait." I made a personal vow that at the very least I would try to help Nurudeen to achieve what he wants most in his young life.

On 28th March 2022 Nurudeen finally went to school. Modern Preparatory School in Savannah Region is four hours drive from his home and he will be a boarder. I pay his school fees and expenses of approximately £1500 per year. I’ll be returning to Ghana to visit Nurudeen and see how his education is going and I hope to set up more scholarships for children just like him.

Volunteering & Global Philanthropy

Equally as important is my voluntary work, which has extended for 40 years with a number of charities and organisations both in the UK and overseas. This includes delivering training in emotional support for inmates in a Category B prison in the south of England, several weeks on an Elephant Conservation Project in Sri Lanka and four years as a volunteer mentor to a young person with special needs leaving the care system into semi-independent living ..... to name but a few.

Tailored Consultancy Services

Offer of Support

Offer of Support to Schools and Educational Settings

Would you like a free, 30-minute mini consultation for staff in your school about managing challenging behaviour?
Would your school benefit from a whole-school behaviour management approach?
Would your staff benefit from behaviour management coaching?
Would your school like bespoke assemblies and PSHE lessons delivered about citizenship, anti-bullying and a range of personal, social and emotional issues?
Would the parents of your pupils benefit from workshops to help with managing their children’s behaviour?
Would your Year 2 and Year 6 pupils benefit from transition support into Key Stage Two and Key Stage Three?

Offer of Support to Parents

Does your child have behavioural difficulties that you and their school would benefit from help with?
Would you benefit from parents workshops at your child’s school to help with managing your child’s behaviour at home?

Offer of Support to Children’s Groups

Would you like to facilitate a free information-sharing coffee morning or afternoon about behaviour for the parents of the children in your group?

Offer of Support to Adults

Have adverse childhood experiences (ACEs) affected your life as an adult?
Do aspects of your behaviour make you feel uncomfortable in social situations?
Would you like to improve personal or work-based relationships that affect your behaviour?

Offer of Support to Professionals

Would you and your service benefit from specialist training about behaviour?
Would you like to be able to signpost parents to workshops and training that will help with implementing strategies that work?

Contact me to discuss how we can work in partnership

Professional Development & Courses

Training & Workshops

Training & Workshops Offered to Education Settings & Professionals (2026–2027)

These training packages and workshops have been developed for a range of aspects of behaviour management in schools, early years settings, and social care. They are designed to address a variety of issues applicable to school-based staff, early years practitioners, foster carers, professionals, parents, and children.

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. Children 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 children 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 children 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 children 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 children 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 children 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.

Aims of the training:

To appreciate the impact of a positive learning environment
To develop strategies to support children 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 children's identified needs in order to consider specific behaviour goals

4. Addressing High Risk Behaviour

This training 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 children about the expectations of their behaviour.

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 develop skills and encourage the use of self-regulation wherever possible

5. Building Resilience Training for Staff

The training is for schools where children Year 5 and above display patterns of behaviour consistent with an inability to manage issues, conflicts and feelings, especially for pupils with challenging lifestyles.

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 children for whom resilience is needed
To have an understanding of the role of adults in building children's resilience
To be equipped with skills to help children build their resilience

6. Transactional Analysis: Child, Adult & Parent Relationships

An introduction to Transactional Analysis tailored to the needs of the school to encourage healthy emotional development and relationships.

The training helps to:

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

7. Supporting Emotionally Vulnerable Children

Focuses on emotional dysregulation, trauma, attachment disorders, and supporting children with Autism, ADHD, or FASD.

The training includes:

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

8. Emotion Coaching

An approach used to support children and young people in recognising and regulating their own emotions through coping strategies.

It aims to:

Engender emotionally resilient young people who can manage their own emotions
Improve self-esteem and positive contributions to young people's self-worth
Increase emotional awareness and enhance social interactions
Reduce behavioural challenges and promote calm
Enable proactive teaching and learning

9. Engendering Relational Practice: Supporting Care Experienced Young People

Enabling care-experienced young people to benefit from lasting, supportive relationships and nurturing environments.

The training includes:

Building an understanding of young people's lived experiences
Establishing trust-based and respectful relationships
Actively engaging young people in changes and transitions

10. Sensory Processing & Behaviour: Supporting Autistic Young People

Explores sensory processing differences, dysregulation, stress triggers, and helping autistic learners live calmer lives.

During the session you will:

Be aware of sensory processing issues
Develop an understanding of sensory dysregulation
Appreciate causes of stress and anxiety for autistic young people
Understand the impact of sensory processing on learning
Know how to help autistic children live happier, calmer lives

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

Written from a behavioral perspective to help recognize and manage sensory sensitivities for those with ADHD.

During the session you will:

Be aware of typical traits for ADHD
Develop an understanding of sensory dysregulation
Appreciate causes of stress and anxiety for children with ADHD
Understand impact of poor emotional dysregulation
Know how to help children and young people with ADHD have calmer lives

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

Delivered across Growth, Learning, and Basic Zones to establish anti-racist conduct, cultural diversity, and equity.

It aims to:

Explore non-racist awareness and aspects of culture, diversity, equity and inclusion
Recognise unconscious bias, microaggressions, racist behaviour and language
Provide knowledge and skills for anti-racist practice in education
Respectfully challenge barriers and myths used to block anti-racist practice

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

Interactive session exploring adultification, unconscious bias, microaggressions, White privilege, equity, and intersectionality.

It is an interactive session to:

Explore an equitable approach to discrimination and examine cultural competency
Help move from non-racist to anti-racist practice
Inform the setting's future good practice
Develop approaches to ensure the achievement of all learners

14. Behavioural Change in Early Years - Supporting Children with Additional Needs

Incorporates Sensory Integration, Relational practice, and Restorative practice tailored for early years.

This session helps to:

Give a guide to understanding sensory integration and its impact on behaviour
Know how trust-based and respectful relationships can enhance learning
Understand benefits of a restorative approach for children's wellbeing in early years

15. Child Development and SEND in Early Years

Equips early years practitioners with understanding of special educational needs and disabilities (SEND).

It aims to:

Develop awareness of special educational needs and disabilities for young children
Recognise and implement requirements to support children with additional needs
Explore the role of the SENCo
Identify support strategies for children with additional needs

16. Communication and Language in Early Years

Examines typical stages of speech and language development and support in EYFS.

The aims are to:

Identify typical stages of language development in babies, toddlers and young children
Consider how to promote speech and language development in early years
Examine how practitioners can support communication skills
Work effectively in partnership with parents and related services

17. Outdoor Play-Based Learning in Early Years

Explores space, fresh air, and freedom essential for children's emotional and social wellbeing.

It covers:

The importance and benefits of outdoor play in the early years
The richness of sensory experiences for children engaged in outdoor play
Understanding how outdoor play can be beneficial for children with additional needs
Exploring integration of the outdoor play curriculum

18. Supporting Positive Behaviour for Learning in the Early Years

Enables early years practitioners to adapt learning environments and reduce challenging behaviour.

The session helps to:

Appreciate the impact of a positive learning environment
Identify actions practitioners can use consistently when a child is becoming anxious
Use knowledge of children's behaviours to meet unique needs

19. Safeguarding & Child Protection Training in Early Years (Level 1 & Level 2)

Covers child protection law, practice, domains of abuse, and professional curiosity in early years.

The training aims to:

Understand what safeguarding and child protection procedures are
Know the domains of abuse
Be aware of protective behaviours
Explore the necessity for professional curiosity

20. De-Escalation Techniques in Early Years

Focuses on behavior de-escalation and co-regulation for children in the EYFS.

The aims of the training are to:

Recognise when young children are anxious and in need of support with calming strategies
Practise techniques and strategies for de-escalation
Be aware of situations in which children benefit from help to de-escalate

21. Supporting Emotionally Vulnerable Children in Early Years

Addresses emotional dysregulation, trauma, and ACEs in young children.

The aims are:

Recognising signs of emotional dysregulation in young children
Understanding detached emotional development
Identifying behaviour of children with high levels of guilt, shame and anger
The effects of ACEs within the child's household
Supporting vulnerable children in a state of hypervigilance

22. Children See, Children Do: How Children in Early Years Mirror Adult Behaviours

Focuses on how young children learn through observation and imitation of adults.

It aims to:

Raise awareness to help adults understand the profound influence their actions have on children
Promote positive behaviours that equip caregivers with tools to model constructive behaviours
Support holistic development and encourage growth
Encourage reflection on adult behaviours

23. Oppositional Behaviours: Saying No Without Triggering a Meltdown

Provides practical tools for managing oppositional behaviours without escalation.

The course aims to:

Increase awareness and empower participants with an understanding of oppositional behavior
Equip adults with techniques for clear, empathetic communication
Enhance emotional resilience and facilitate strategies to help children manage strong emotions
Foster an environment where children acquire self-regulation

24. Promoting Emotional Intelligence in Early Years

Nurtures emotional and social development in young children through structured activities.

The aims are:

Promote emotional awareness that helps young children recognise and understand emotions
Support co-regulation and encourage self-regulation
Support holistic development laying foundations for wellbeing
Provide adults with tools to model emotional intelligence effectively

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

Examines disproportionately high exclusion rates, cultural parallels, and social factors.

The aims of this training are to:

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

26. The Effects of Poverty on Learning

Explores how financial disadvantage hinders aspirations and requires holistic educational approaches.

This training aims to:

Highlight necessity for learners to have better opportunities and support
Help practitioners equip young people to break the cycle of poverty
Address child poverty through holistic approaches
Foster an inclusive space where opportunities are equitable

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

Explores strategies to address the pipeline, providing early interventions and restorative justice practices.

This training:

Explores strategies to address and mitigate school-to-prison pipelines
Helps identify at-risk students and provides early interventions
Promotes processes for addressing behavioural issues rather than exclusion
Explores alternative approaches rejecting punitive measures
Advocates restorative justice practices focused on repairing harm

28. Deconstructing Diversity: Why Representation Matters

Examines and challenges existing notions of diversity and cultural representation.

This training:

Deconstructs aspects of diversity including historical inaccuracies
Involves critically examining existing norms
Promotes authentic representation across diverse identities
Helps understand how issues of race, gender, and orientation impact relationships

29. Developing Cultural Competency: Awareness & Accountability

Focuses on navigating cultural nuances, trauma-informed approaches, and challenging harmful practices like FGM and HBA.

It includes:

Learning about cultural contexts in which practices occur
Enabling professionals to differentiate between accurate vocabulary and discriminatory narratives
Recognising acts may be rooted in tradition, are harmful and violate human rights
Holding perpetrators responsible and witnesses accountable
Empowering victims by providing safe spaces and support

30. Hidden Children: The Impact on Adulthood of Adverse Childhood Experiences (ACES)

Explores early lived experiences associated with increased risk in later life.

The content aims to:

Understand the impact of ACES on early childhood
Recognise necessity for promoting healthier outcomes in adulthood
Address unresolved issues relating to ACEs in adult behaviours
Mitigate impact of childhood adversities

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

Promotes cultural awareness, competence, and inclusive learning environments.

This training includes:

Understanding cultural competence through lived experiences of people of colour
Interacting effectively with diverse cultures
Informing educators about cultural diversity and biases
Respecting and valuing cultural differences
Addressing microaggressions

32. Diversity & Associated Mental Health in Education

Covers the correlation between diversity and mental health, fostering inclusion and belonging.

The content includes:

Fostering a culture of respect, inclusion and belonging
Enriching learning experiences by exposing learners to different viewpoints
A positive approach to wellbeing, academic performance and social development
Raising awareness and intervention to support emotional and psychological needs
Reducing stigma and discrimination associated with mental health

33. Reflections: The George Floyd Effect

Explores the global impact of anti-racism protests and institutional reviews.

This training explores:

The global impact of the George Floyd case
Increased awareness of racism and discrimination in institutions
Continued work addressing racism in UK education
Lived experiences of migrants, asylum seekers and refugees
Proactive support for anti-racism and action to eradicate it in education

34. Exploitation and Intersectionality

Empowers individuals to recognize signs of exploitation and combat harmful practices.

The training aims to:

Recognise signs of exploitation in the workplace and professional relationships
Understand exploitative tactics and take proactive steps
Empower individuals to set boundaries
Explore complex intersectional discrimination

35. Behaviour Mentor Training

Explores qualities, skills, and school-to-school collaboration for Behaviour Mentors and pastoral staff.

The training includes:

Exploring qualities, skills and experience necessary for the role
Consideration of role as mentor/coach alongside pastoral staff
Understand positive impact of working with parents
Explore new skills and strategies for group settings

36. Support Staff Training

Tailored for TAs and LSAs working with students displaying challenging behaviors and de-escalation.

Participants will:

Consider role as support staff members
Explore qualities, skills, and strategies necessary for role
Explore new approaches to support children with whom they work

37. Mid-day Supervisor Training

Focuses on roles, authority, clear boundaries, rewards, and consequences during lunchtime supervision.

By the end of the session, participants will:

Consider role as Mid-day Supervisor
Explore necessary skills and strategies for lunchtime behavior
Establish clear rules, boundaries, rewards, and consequences

38. Creating an Effective Learning Environment

Combines physical, emotional, and mental spaces to promote effective learning and personal growth.

The aims are:

Helping young people succeed in education and development
Supporting emotional wellbeing where learners feel secure
Using positive approaches that motivate engagement
Creating an environment to promote respect and collaboration

39. Positive Playground Behaviour

Designed for staff and pupils who find regulating behavior in the playground challenging.

Pupils are helped to explore:

Likes and dislikes, similarities and differences
Respecting others' points of view
Getting on, falling out and reducing conflict
Knowing when and where to seek adult help

40. CDI Strategy Parent Workshop

Helps parents address low and medium-level behavior issues at home using Choice, Decision, and Instruction concepts.

The aims are:

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

41. Building Resilience Workshop for Parents

Equips parents with problem-solving skills and practical strategies to build resilience in young people.

Its aims are:

To have awareness of challenges affecting children's behaviour
To be equipped with problem-solving skills to help build resilience
To develop understanding of why resilience is important

42. Safeguarding Workshop for Parents

Focuses on protective behaviours, personal safety, and open communication for parents.

The aims are:

Knowing definition and importance of safeguarding
Considering safe environments including school and online spaces
Protection from those intending harm
Providing for physical, emotional, health and wellbeing needs

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

Covid-19 inspired workshop addressing anxieties, lockdown impacts, and emotional self-care across age groups.

The workshop includes:

Putting anxieties in perspective
Learning strategies for calming down and managing negative thoughts
Accepting and recognizing impact of Covid-19
Understanding feelings of isolation and anxiety

44. When I Get Angry: Seeing Red

For children prone to impulsive aggression ('red mist'), developing emotional intelligence and patience.

The training provides:

Awareness of negative feelings
Identifying frustration and disappointment as natural
Developing emotional intelligence and literacy
Learning to use patience, willpower, and timeout

45. Getting On and Falling Out Workshop

Suited for children with limited social skills in a nurture environment using roleplay and conversation coaching.

The workshop includes:

Using practical resources during role play and puppetry
Being coached by adults to open or continue conversations
Using conventions like taking turns and asking/answering questions
Responding to small manageable tasks

46. Rules, Rights, Respect and Responsibilities

Provides a safe space for pupils with emotional dysregulation to understand rules and accountability.

The training provides:

Letting down barriers in a safe space
Setting ground rules for sessions
Defining rules, rights, respect, and responsibility
Understanding why rules matter

47. Learning to Think, Feel and Respond

Teaches controlled breathing, mindfulness, and visualisation to help impulsive young people.

The training includes:

Learning techniques for controlled breathing to slow impulses
Using mindfulness to experience free-flowing thoughts
Using visualisation to promote positive thoughts and action

48. Conflict Resolution: Owning My Actions

Nurture workshop helping children explore familiar conflict scenarios and practice restorative resolution.

The workshop includes:

Exploring familiar scenarios they have difficulty managing
Thinking ahead about potential consequences
Making better choices and long-term decisions
Using restorative approach to resolve issues

49. Why Should I? Workshop for Key Stage 1

Fun, role-play based workshop helping young learners understand routines and respect for others.

The workshop includes:

Role play and humour
Understanding routines include now and next
Recognising respect should be given to everyone

50. Addressing Aggression, Bullying and Coercive Behaviours

Individual and group sessions tackling aggressive habits and understanding the perspective of others.

The workshop includes:

Understanding why a child is aggressive or violent
Appreciating point of view of those receiving aggression
Honest discussions about bullying behaviour
Addressing risky behaviors associated with expectations of others

51. My Time is Now!

Helps Key Stage 2 learners navigate changing friendships, recognize strengths, and celebrate positive traits.

The workshop includes:

Exploring qualities of being a good person
Acknowledging strengths and qualities others don't have
Celebrating positive characters
Giving and receiving compliments

52. Understanding Citizenship Workshop

Connects responsibilities and privileges for senior roles in school, emphasizing behavioral expectations.

The workshop includes:

Knowing responsibilities entailed when taking senior roles
Understanding senior positions require excellent behaviour
Consistent sanctions for undesired behavior

53. Feelings and Emotions Workshop

Uses puppets and dolls for Key Stage 1 learners to name feelings and practice self-regulation.

The workshop includes:

Knowing about emotions (happy, sad, angry, excited)
Recognizing own emotions and those of others
Understanding feelings link to surroundings
Learning skills of self-regulation, breathing, and mindfulness

54. Children's Behaviour for Learning Workshop

Tackles persistent classroom disruptions and helps students take responsibility for engagement.

The sessions include:

Using strategies and resources to absorb disruption effects
Set clear and achievable expectations of behaviour for learning
Understand and take responsibility for effects of persistent disruption

55. The Blue Balloon Workshop

Practical strategies for children with emotional dysregulation and trauma histories.

The training provides:

Practical strategies for positive motivation
Greater awareness of emotional intelligence
Empowering children to consider thoughts and feelings
Reduce impulsive nature of risky behaviors

56. Peer Mediation Training

Equips Year 5/6 pupils as Feelings Detectives and Problem Solvers to support positive behaviour.

Includes aspects such as:

Peer support
Skills of observation
Understanding perception
Openers and role plays

57. Building Resilience: Support for Pupils

Provides groups of Year 5+ learners with practical problem-solving activities to build resilience.

Its aims are:

To have awareness of challenges affecting behavior
Be equipped with problem-solving skills to build resilience
Develop understanding of why resilience is important

58. Transition Support for Year 2 & Year 6 Pupils

Summer term transition support using drama and problem-solving scenarios to create a Survival Guide.

The issues explored include:

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

59. Developing the Behaviour Policy

Framework for headteachers and senior staff to review and update school behavior policies.

Aims to:

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

60. Emotional Wellbeing & Mental Health Awareness for Staff Teams

Equips individuals with skills and knowledge as a Mental Health First Aider to support workplace wellbeing.

The training aims to:

Help create a mentally healthy organisation
Identify common mental health disorders
Provide info on warning signs of poor emotional wellbeing
Promote positive mental health practices and emotional self-care

61. Behaviour Coaching for School-based Staff Members

One-to-one coaching covering attachment, nurture, behavior for learning, and disguised compliance.

Coaching opportunities include:

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

62. Behaviour Support & Coaching for Adult Clients

Individualised support for adults seeking behavioral change, emotional support, and ADHD coaching.

Sessions may include:

Weekly, bi-monthly or monthly sessions
Advanced ADHD coaching and executive function skills
Support for emotional wellbeing, mindfulness, relaxation and breathing techniques

63. Adolescent Development: Working with Teenagers

Explores adolescent brain development and the impact of trauma for carers.

The aims are:

Discuss what typical adolescent behaviours are
Look at what happens in a teenage brain
Explore impact that trauma has on adolescent development
Consider how carers can help adolescents understand their behaviour

64. Anti-Discriminatory Practice

Counteracts negative effects of discrimination and combats discrimination in all forms.

It aims to:

Understand the Equality Act 2010 and Protected Characteristics
Explore range of discriminations and relevant theories
Analysis of skills required to practice effectively
Integrating Anti-Discriminatory Practices into methods

65. Caring for Asylum-Seeking & Refugee Children

Specialist training on unique experiences and needs of asylum-seeking and refugee children.

Main learning objectives:

Improve understanding of experiences of unaccompanied children
Explore UK asylum-seeking process and legal framework
Increase awareness of needs and how to meet them effectively

66. Childhood Trauma

Examines impact of trauma on child development, PTSD, and ACEs.

Its aims are:

Be aware of statistics about childhood trauma
Learn about developing brain and stress responses
Understand trauma, triggers, PTSD, and ACEs

67. Child Protection & Safeguarding

Basic awareness of child protection issues, abuse recognition, and reporting.

Main learning aims:

Know different types and symptoms associated with abuse
Understand recording, reporting processes, and duty of care
Know groups and agencies involved in protection

68. Child Sexual Exploitation

Explores recognition, assessment, and multi-agency response to CSE.

Learning outcomes:

Assess indicators suggesting risk of sexual exploitation
Analyse factors increasing vulnerability like trauma
Develop trauma-informed approaches supporting resilience

69. Contextual Safeguarding

Framework to protect young people experiencing vulnerabilities outside the home in wider communities.

The aims are:

Understand meaning and relevance of contextual safeguarding
Know risk factors such as CSE, CCE, gangs, knife crime, and radicalisation
Understand multi-agency benefits and support

70. Cultural Awareness

Helps participants develop understanding of culture, ethnicity, race, and diversity.

It aims:

Gain understanding of equality, diversity, prejudice and discrimination
Develop cultural sensitivity, competence, and cross-cultural relationships

71. Diversity & Cultural Competence

Promotes equality, diversity, and rights while challenging racism and bias.

It aims to:

Describe how preconceptions influence outcomes
Introduce legislation and explore trans-racial placements
Provide practical strategies for inclusive services

72. Equality & Diversity

Explores fairness, inclusion, prejudice, and unconscious bias.

Its aims are:

A deeper understanding and enhanced practice in creating inclusive environments
Empower youth to challenge discrimination and inequality

73. Every Disabled Child Matters

Support needs of disabled children, learning disabilities, and inclusion.

It aims to:

Know barriers in society that disabled young people face
Understand learning disabilities and support levels
Consider safeguarding implications

74. Helping Children Build Emotional Intelligence & Empathy

Critical attributes for forming healthy relationships and navigating social situations.

The aims of the training are:

Understand emotional intelligence, regulation, and recognition
Learn empathy building techniques
Create nurturing environments for emotional growth

75. Addressing Behaviour That We Are Challenged By

Explores impact of trauma, attachment, and unmet needs behind challenging behavior.

The aims are:

Understand underlying reasons behind behavior
Differentiate challenging vs. age-appropriate behavior
Track and identify triggers objectively

76. Positive Behaviour & De-escalation

Assists professionals in promoting positive behavior and constructive responses.

The aims are:

Develop understanding of factors influencing behavior
Take away practical strategies for positive behavior
Develop understanding of de-escalation skills and techniques

77. Restorative Practice

Enables building, maintaining, and repairing relationships with a common language and approach.

This training aims to facilitate:

Define a restorative approach and various methods
Understand features and models of restorative practice
Apply in the context of problematic behaviours

78. Sensory Integration

Comprehensive guide to sensory integration and understanding Sensory Processing Disorders (SPD).

The training's aims are:

Understand how sensory processing differences affect emotions and learning
Recognise signs of sensory seeking, avoiding, and overload
Develop practical strategies to support sensory regulation

79. Team Building

Explores positive team culture, roles, responsibilities, and team building models.

The aims are:

Know what team building is and its importance
Understand roles, responsibilities, and effective strategies
Promote and evaluate positive team culture

80. Valuing Differences

Looks at attachments, cultural influences, and bias to build authentic relationships.

The aims are:

Learn how to manage diversity and promote equality
Understand prejudice, discrimination, and protected characteristics under Equality Act 2010

81. Attachment & Trauma: What You Need to Know for Education Professionals

Explores impact of insecure attachments and childhood trauma on brain development.

The aims of this training are to:

Understand role of attachment, relational safety and co-regulation
Know how trauma affects brain development and emotional regulation
Apply trauma-informed principles of safety, trust and empowerment

82. Incel & Misogyny Training

Explores online influence, incel culture, misogyny, and gender-based hostility on young people.

Participants will be able to:

Understand what incel culture means and how it connects to misogyny
Recognise how online communities influence young people's attitudes
Apply trauma-informed approaches to conversations about gender and identity

83. ADHD Traits & Sensory Processing Differences for Adults

Helps adults understand ADHD characteristics, executive functioning, and practical strategies.

The aims are:

Develop knowledge of ADHD characteristics in adulthood
Identify individual ADHD profiles, strengths, and challenges
Equip participants with techniques for organisation, time management, and emotional regulation

84. The Value of Early Intervention in Supporting Emotional Wellbeing

Identifies emerging emotional and behavioural needs early before escalation occurs.

The aims of this training are:

Develop knowledge of factors influencing emotional wellbeing
Identify early indicators of emotional distress and poor mental wellbeing
Equip participants with practical strategies promoting resilience

Training and workshops can be requested via this website, quoting the corresponding course number.

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