Systemic Ideas and Models for Education Settings

The Government Green Paper, Transforming children and young people’s mental health provision, published in 2017, sets out the ambition that children and young people who need help for their mental health are able to get it when they need it. It includes the aim for every school to have a designated lead in mental health by 2025.

At the Institute of Family Therapy (IFT) we have a passion to support professionals working with children and their families, as we believe that educational settings are vital arenas to develop a child’s emotional, cognitive and social capacity. For this reason, we have developed a training programme which will provide practical techniques and ideas that bring about positive changes for pupils, staff and families. By accessing this training you will gain an overview on attachment models, communication theory and systemic approaches to working with trauma.

You will be taught by first class tutors who have extensive experience in this area of work. They will provide you with a variety of ways to apply these ideas to practice in any educational environment.

Overview of the concepts

Communication theory (Day 1 and 6)

We will be examining communication theory in detail, looking at the patterns of communication and techniques to create more collaborative conversations with staff, pupils, parents and other agencies.

Aims of the days

  • You will obtain insight into how we miss each other when communicating and the reasons why;
  • We will examine how communication interactions occur in schools settings;
  • We will look at communication theory as a tool to help us understand the different interactions;
  • You will get an opportunity to practice approaches which will help you manage communication difficulties.

Attachment model (Day 2 and 3)

We will focus on the attachment models which examine the pupil-staff relationship. In addition, there will be time to reflect on particular behaviours, which might be better explained as attachment strategies, which can be responded to in specific ways.

Aims of the days

  • To examine how relationships affect learning;
  • To consider the attachment strategies available to children during the school years, and begin to develop interventions to help the process of change;
  • To consider possible ways of intervening where the attachment is a relational issue;
  • To be able to describe attachment strategies available in school age children;
  • To learn to develop hypotheses around the contexts in which strategies arise with the potential for change;
  • To learn to develop interventions designed to widen the repertoire of attachment strategies and begin to repair relationships.

Systemic approaches to working with trauma (Day 4 and 5)

We will be drawing on cutting edge theories and research to consider how trauma can contribute to brain development and challenging behaviour. You will gain better insight into the behaviours exhibited in school settings and gain a series of techniques to employ at your disposal.

Aims of the days

  • To begin to apply systemic and narrative practices to work with children and families who have experienced trauma;
  • To develop a working definition of trauma and tools for recognition;
  • Apply safe and containing techniques to move work forward at a safe pace;
  • To begin to examine our own relationship to trauma and our ability to work with it and recognise the support we may need to undertake this work;
  • To examine the neurobiology of trauma and how to work with it.

Who should attend: Teachers, teaching assistants, behavioural support staff, SENCOs, EWOs, head teachers, and attendance officers.

Durations and times: We will meet for 6 whole day sessions over the course of 6 months.

Course dates: 2020 – to be confirmed.

Please email to express your interest:

Course fee: £595