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Aluna Behaviour Consultancy - Spring CPD Series


Aluna Behaviour Consultancy - Spring CPD Series


A collection of webinars, training courses and workshops to inform and support educators and professionals working with young people with a range of behavioural and emotional needs. Dip in and out, book them all or contact me for a bespoke package for your setting or organisation.

 

Sensory Processing & Behaviour: Supporting Autistic Young People

Autistic children and young people are likely to experience sensory processing issues while at school. Distressed behaviours in autistic children and young people can include what would usually be considered physically aggressive behaviour. It can also include other behaviours if they are having a negative impact on the young person or their family. There could be a number of reasons for this, including difficulty in processing information. Not being able to communicate their difficulties can lead to outbursts of distressed behaviour.

During the workshop 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 young people

  • Know how sensory processing issues can have a knock-on effect on young people

  • Understand the impact of sensory processing issues on young people’s happiness

  • Learn how sensory differences impact on behaviour

  • Know how to help autistic young people live happier, calmer lives

  • Have an opportunity to share and troubleshoot your experiences of supporting autistic young people


Thursday 29th February, 1:00 pm to 3:00 pm


Wednesday 13th March, 3:00 pm to 5:00 pm


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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 the child to manage their sensory sensitivities is extremely important for their behaviour, social, emotional and mental health needs and for their learning. This workshop is written from a behaviour perspective, rather than a clinical one. It is suitable for staff, parents, adults, professionals and older children with ADHD.

During the workshop 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

  • Know how sensory processing issues can have a knock-on effect on young people

  • Understand the impact of poor emotional dysregulation

  • Learn about how sensory experiences impact on behaviour

  • Know how to help young peoplewith ADHD have happier and calmer lives

  • Have an opportunity to share and troubleshoot your experiences of supporting young people with ADHD


Friday 1st March, 10:00 am to 12:00 pm


Tuesday 19th March, 3:30 pm to 5:30 pm


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De-escalation Training

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 managing extreme situations

  • To be aware of the situations in which children and young people benefit from help to de-escalate their behaviour


Tuesday 5th March, 3:30 pm to 6:30 pm

 

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 Building Resilience Training

This training is for professionals working with young people who display patterns of behaviour consistent with an inability to manage issues, conflicts and feelings. It can be used with small groups or whole classes of young people and adapted for any year group. It 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.

​The 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 which resilience may be needed

  • To have an understanding of the role of adults in the building young people’s resilience

  • To be equipped with skills to help young people build their resilience


Wednesday 6th March, 2:00 pm to 5:00 pm

 

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Positive & Permanent Approaches to Affecting Behavioural Change

Join me for an online webinar focused on understanding and implementing a positive and permanent approach to affecting behavioural change. The focus of this webinar is understanding, implementing and sustaining a positive and permanent approach to affecting behavioural change. This session demonstrates how targeted emotional and behavioural support can make a positive and permanent difference for children and young people.

I'll share with you:

  • Tried and tested methods from my 30-year teaching career;

  • The importance of meeting the needs for behavioural, social, emotional and mental health support for children and young people;

  • The significance of early intervention and the provision of comprehensive support that benefits pupils, school staff, educational settings, parents and professionals;

  • Alternative approaches to preventing exclusions for those who are vulnerable and at risk of harm or exploitation;

  • How the services I provide affect practical, preventative, positive and permanent change.

With an 'ask me anything' Q&A or a free 30-minute mini-consultation following the webinar to discuss how I can help. 


Monday 11th March, 5:00 pm to 6:00 pm


Monday 8th April, 6:00 pm to 7:00 pm

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Supporting Vulnerable Young People: A Trauma-Informed Approach

Young people who are very emotionally vulnerable have behaviours 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 display emotional dysregulation that may have developed through early childhood trauma, attachment disorder, neglect or abuse. There is often intersectionality, where children experience multiple significant disadvantages.

​The training includes:

  • Recognising the 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 impacts of adverse childhood experiences, intersectionality and SEND

  • The sensitivity spectrum and young people in a state of hypervigilance, demonstrating unpredictable, high-risk or sexualised behaviours


Tuesday 12th March, 3:00 pm to 6:00 pm 


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Positive Behaviour for Effective Learning: Supporting Additional Needs

The training offers educators 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. Barriers to learning are explored in order to reduce the impact of  persistent behaviour and demonstrate effective strategies 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, frustrated or agitated

  • To use knowledge of young people’s identified needs in order to consider specific behaviour goals for those young people.


Friday 15th March, 10:00 am to 1:00 pm


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Behaviour for Learning: Engaging Learners Workshop

For the majority of educational settings, behaviour that is very challenging for staff  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. Pencil tapping, swinging on chairs and humming can be very distracting for those who are trying to work.  During these sessions, strategies for dealing with poor engagement and lack of focus are likely to help those who are distracted and those responsible for distractions. 

​The training includes:

  • Recognising the 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 impacts of adverse childhood experiences, intersectionality and SEND

  • The sensitivity spectrum and young people in a state of hypervigilance, demonstrating unpredictable, high-risk or sexualised behaviours


Wednesday 20th March, 10:00 am to 12:00 pm

 

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Engendering Relational Practice: Supporting Care-Experienced Young People

Enabling young people, particularly those who are care experienced, to benefit from lasting, supportive relationships is fundamental. Engendering relational practice involves building and nurturing meaningful connections with young people to support their well-being and development. These practices contribute to creating lasting relationships that support care-experienced young people as they transition into adulthood and beyond. By prioritising relational practice and implementing these principles, you can create a supportive and nurturing environment where care experienced young people feel valued, understood, and empowered to thrive.

It includes:

  • Listening with purpose

  • Understanding and responding to behaviour

  • Showing unconditional positive regard

  • Embracing qualities such as open-mindedness, kindness, empathy, and perseverance

  • Understanding and managing our emotions, helping others to do this too 


Wednesday 20th March, 4:00 pm to 7:00 pm


I look forward to helping you with you CPD needs this Spring Term!!

 


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