Jonathan’s training
programmes are relevant,
evidence based, and
delivered in an informative
and engaging manner.right quote mark
Jane Cohen-Cramp
Fostering Team Manager
London Borough of Camden

Foster Carer courses

Click on training course title opposite to see:
Title
Course aims
Learning outcomes
Duration

All training is delivered within the context of current legislation and research, and can be tailored to meet the specific needs of your agency.

Standard course length is 10am-3pm in order to meet the aims and learning outcomes specified. However shorter cources can be arranged depending on your individual requirements.

High quality training
solutions for staff
working in residential
children’s homes

Curve Solutions also provides high quality training solutions
for staff in residential children’s homes.

See Curve Residential Childcare Training 2018 for a full list of courses.

Strategies for De-escalating Anger & Aggression in Children & Young People

Training, Support and Development Standards for foster care: 3.4 a, b, c, 4.1 a, b, c, 4.2 a, b, 7.3 b, c, d

Aims

Identify the different stages of an aggressive incident or behaviour and a range of strategies for de-escalating and managing anger

Learning outcomes

By the end of the course participants will:

Have explored what the difference is between anger, aggression and assertiveness
Have gained awareness of their own anger ‘triggers’
Have a clear understanding of the physical sensations linked to anger
Have identified ways in which they can manage their responses and feelings arising from the aggression and challenging behaviour the children and young people display
Have gained an understanding of the area of the brain known as the amygdala and its relevance to the ‘fight-flight’ response in children and young people
Be conversant with Kaplan and Wheeler’s six-stage de-escalation model of a violent incident
Have developed practical anger management strategies (including assertiveness) that they can teach to the children and young people they foster

Duration
One Day


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Caring for Children and Managing their Challenging Behaviour (Under 8’s)

Training, Support and Development standards for foster care: 3.3 c, 3.4 a, b, c, 3.5 a, 4.1 a, b, c, 4.2 a, b, 5.1 a, 5.7 a, 7.3 b, d 7.5 b

Aims

To provide a toolkit of skills and techniques for working with children who exhibit challenging behaviour

To develop participant’s confidence in applying a range of skills to manage the challenging behaviour of children

Learning outcomes

By the end of the course participants will:

Have explored the meaning behind a child’s behaviour
Have gained an understanding of the principles of ‘attending’ when a foster child is playing, in order that the child can learn how to receive positive attention from their foster carer
Have gained an understanding of when praise and rewards works best with a foster child
Have explored a range of strategies for promoting positive behaviour in the foster child
Have had the opportunity to consider when it is appropriate to encourage the foster child’s positive behaviour by using a star chart
Have gained an understanding of when and how to use ‘logical consequences’ with a foster child
Have learned how to use ‘time out’ with foster children appropriately and successfully
Be able to use a resource list of websites providing further information about how best to promote positive behaviour in the foster child

Duration
One Day


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Caring for Young People & Managing their Challenging Behaviour (Over 9’s)

Training, Support and Development standards for foster care: 3.3 c, 3.4 a, b, c, 3.5 a, 4.1 a, b, c, 4.2 a, b, 5.1 a, 5.7 a, 7.3 b, d 7.5 b

Aims

To provide a toolkit of skills and techniques for working with young people who exhibit challenging behaviour

To develop participant’s confidence in applying a range of skills to manage the challenging behaviour of young people

Learning outcomes

By the end of the course participants will:

Have explored the meaning behind a young person’s behaviour
Have increased their understanding of why a young person exhibits challenging behaviour
Have considered a number of scenarios involving challenging behaviour and looked at ways of responding to them
Have explored a range of strategies for promoting positive behaviour in the young person
Have begun to develop skills in reflective listening to help the young person to understand their own behaviour
Have considered strategies that can be employed for developing a young person’s positive self-esteem
Be able to use a resource list of websites providing further information about how best to respond to young people who exhibit behavioural difficulties

Duration
One Day


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The Emotional Significance of Food

Training, Support and Development standards for foster care: 3.3 a, 3.4 b, 5.1 a, 7.3 d, e

Aims

Provide the opportunity for participants to gain a clear understanding of the emotional significance of food especially when caring for fostered children and young people.

Provide the opportunity for participants to explore their own patterns, habits and attachments to food.

Learning outcomes

This course will enable participants to:

Have considered the role of food beyond nutrition and how it links to high quality therapeutic care
Have explored how food can be a useful tool in helping fostered children and young people recover from past neglectful and abusive experiences
Have gained a greater understanding of why fostered children and young people steal or hoard food
Have considered the inextricable link between food, feelings and relationships and how this begins from birth
Have considered how through food, fostered children and young people can experience a sense of consistency and nurture and how food can be used to demonstrate care

Duration
One Day


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Understanding & Caring for the Traumatised Foster Child & Young Person

Training, Support and Development Standards for foster care: 3.4 a, b, c, 4.1 a, b, c, 4.2 a, b, 7.3 b, c, d

Aims

To provide an opportunity for foster carers to consider how trauma impacts on many foster children and young people

Learning outcomes

By the end of the course participants will:

Be able to define trauma
Have gained a greater understanding of the symptoms and behaviour associated with exposure to trauma
Have developed a greater understanding of the impact of trauma on children’s development
Have considered a number of scenarios concerning children exposed to traumatic events and looked at a range of ways of responding to them
Have explored how the application of Dan Hughes’ PACE approach and Bruce Perry’s ‘Guidelines for caring for traumatised children’, can begin to meet the needs of traumatised children and young people
Be able to use a resource list of books, DVDs, and websites for gaining further insight and information about how best to respond to fostered children and young people, who have been traumatised

Duration
One Day


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Secondary Traumatic Stress — Mindfulness & Other Strategies for Looking After Yourself

Training, Support and Development Standards for foster care: 7.3 a, b, c, d, e

Aims

To provide an opportunity for participants to identify sources of secondary traumatic stress and how these can best be managed

Learning outcomes

By the end of the course participants will:

Have developed their understanding of secondary traumatic stress and its effects
Have gained a clear understanding of some of the reasons they may be at risk of developing secondary traumatic stress
Have identified the signs and indicators of secondary traumatic stress
Have identified the specific nutrients the body needs and uses when responding to stress
Have a clear understanding of mindfulness and its value when managing secondary traumatic stress
Have gained a clear understanding of the concept of ‘flow’ and its importance in responding to secondary traumatic stress
Have gained a clear understanding of the strategies to manage secondary traumatic stress
Have developed a manageable action plan to respond effectively to secondary traumatic stress

Duration
One Day


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Understanding Attachment

Training, Support and Development Standards for foster care: 3.4 b, 5.1 a, b, c, 5.6 c, 6.3 b, 7.3 d, e

Aims

To provide an opportunity for foster carers to consider how the quality of the attachments the child and young person has experienced impacts on the fostering placement

Learning outcomes

By the end of the course participants will:

Be able to define what is meant by attachment
Have gained a thorough understanding of attachment theory
Be able to recognise what constitutes an attachment disorder diagnosis
Have developed a greater understanding of the different types of attachment styles the fostered child and young person may have experienced
Have considered a range of strategies for responding to the different insecure attachment styles the foster child and young person exhibits, in order to give them the best opportunity of forming secure attachments
Have gained an understanding of recent research carried out on the impact of severe neglect on brain development and its implications for children’s attachments
Be able to use a resource list consisting of books, DVDs, and websites for gaining further insight and information about how best to respond to fostered children and young people who have attachment difficulties

Duration
One Day


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Safer Caring — Protecting Children & Minimising the Risk of Allegations

Training, Support and Development Standards for foster care: 2.2 a, b, 2.6 a, c, 3.1 b, 3.2 a, 4.5 b, 6.1 a, b, 6.2 b, c, d

Aims

Develop strategies, knowledge and understanding that ensures safer caring

Learning outcomes

This course will enable participants to:

Have a clear understanding of the reasons why a foster child or young person may make a false allegation against them or someone in their family
Be clear about why allegations always need to be taken seriously
Be clear about where to go for support, information and advice following an allegation
Have obtained a thorough understanding of the 2011 National Minimum Standards for Fostering Services in relation to agency procedures on allegations
Have developed strategies that can be used in order to minimise the risk of an allegation being made against them and/or their family
Be clear about what needs to be included in their safer caring household rules
Be able to complete a ‘risk assessment plan’ with their supervising social worker on the specific foster child or young person placed with them

Duration
One Day


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Street Gangs, Sexual Exploitation & Child Trafficking

Training, Support and Development Standards for foster care: 6.1a, b, 6.2a, b, c, 6.3a, b, c, d, e, 6.4a

Aims

To develop strategies for keeping the fostered child or young person safer in your care

Learning outcomes

By the end of the course participants will:

Be clear as to why children and young people join street gangs
Have identified the possible ‘tell-tale’ signs of children and young people’s involvement with gangs
Have considered how best to prevent a child or young person from becoming involved in street gangs
Have explored what action to take if a child or young person is already involved in a street gang
Have defined child sexual exploitation and child trafficking
Have identified the possible signs of child sexual exploitation and child trafficking and how these can be connected to gang membership
Have examined the reasons why children or young people are trafficked
Have considered how best to help a child or young person who is being sexually exploited or trafficked

Duration
One Day


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Building Emotional Resilience in Fostered Children

Training, Support and Development Standards for foster care: 5.2 a, 5.4 a, b, 5.5 a, b

Aims

Gain a clear understanding of the theory of resilience and how it can be practically applied

Learning outcomes

By the end of the course participants will:

Be able to define what is meant by resilience
Have gained a greater understanding as to why and how some fostered children and young people bounce back from adversities while others do not
Have gained a thorough understanding of the risk and adversity factors that can undermine a child or young person’s resilience
Have gained a greater understanding of the key protective factors of resilient children in relation to individual, family and extra familial support factors
Have considered the different ways in which they can build the three ‘building blocks’ of resilience (self-esteem, self-efficacy and a secure base), with the children and young people they care for
Have gained an understanding of Edith Grotberg's I HAVE, I AM, I CAN model for promoting resilience
Be able to use a resource list consisting of books, DVDs and websites providing further information for applying resilience theory when working with children and young people

Duration
One Day


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Child Protection — The Safeguarding Role of Foster Carers

Training, Support and Development Standards for foster care: 3.5a, 6.1a, b, 6.2a, b, c, 6.3a, b, c, d, e, 6.4a

Aims

To familiarise foster carers with the Child Protection process

To enable foster carers to have an understanding of the different types of abuse and neglect

Learning outcomes

By the end of the course participants will:

Have identified the possible signs and symptoms of child abuse and neglect
Have gained a clear understanding of what abuse and neglect is; as outlined in ‘Working Together to Safeguard Children’
Have explored and examined ways of managing ‘disclosure’ by a child
Have identified the possible signs and symptoms of bullying, including cyber-bullying
Have considered strategies for dealing effectively with bullying and cyber-bullying
Have developed internet safety guidelines for children and young people in the home
Be familiar with anti-bullying and internet safety websites in their safeguarding role as a foster carer
Have considered how best to safeguard children and young people when they are using social networking sites

Duration
One Day


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Transitions and Endings for the Foster Child and Foster Carer

Training, Support and Development Standards for foster care: 5.1a, 5.3a, b, c, & 5.6c

Aims

To provide an opportunity for foster carers to understand how best to support foster children and young people going through transitions and change

Learning outcomes

By the end of the course participants will:

Have a greater understanding of the process of loss and grief, when a foster child or young person moves on
Have gained an understanding of the impact of secure and insecure attachment patterns on the foster child’s or young person’s ability to deal effectively with transitions and endings
Have recognised the importance of planned transitions and endings and how these can impact on the foster child, carer and their family
Have a greater understanding of how to help foster children and young people to face change and loss
Have gained an understanding of the importance of resilience in helping a child or young person to manage transitions successfully
Have gained an understanding of how to assist a foster child or young person to create a positive ‘script’ around transitions and endings

Duration
One Day


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The Positive Role of Men Who Foster

Training, Support and Development Standards for foster care: 1.2 a, c, 5.4 a, b, 5.5 a, b, 6.2 a, b, c, 6.3 a, 6.5 a, b, 7.1 a, b, c, 7.3 c

Aims

The opportunity for participants to identify how they can most effectively provide a positive role model as a male carer

Learning outcomes

By the end of the course participants will:

Have explored and examined what constitutes a positive male role model
Have explored how gender may influence work in child care
Have considered the most effective ways to challenge prejudicial attitudes expressed by others
Have identified how they can protect children and young people effectively
Have explored what practices can be developed to minimise allegations being made against you and/or your family

Duration
One Day


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Safer Caring for Men Who Foster

Training, Support and Development Standards for foster care: 2.2 a, b, 2.6 a, c, 3.1 b, 3.2 a, 4.5 b, 6.1 a, b, 6.2 b, c, d

Aims

Develop strategies, knowledge and understanding that ensures safer caring

Learning outcomes

By the end of the course participants will:

Have a clear understanding of the reasons why a foster child or young person may make a false allegation against them or someone in their family
Be clear about why allegations always need to be taken seriously
Be clear about where to go for support, information and advice following an allegation
Have obtained a thorough understanding of the 2011 National Minimum Standards for Fostering Services in relation to agency procedures on allegations
Have developed strategies that can be used in order to minimise the risk of an allegation being made against them and/or their family
Be clear about what needs to be included in their safer caring household rules
Be able to complete a ‘risk assessment plan’ with their supervising social worker on the specific foster child or young person placed with them

Duration
One Day


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Young People, Alcohol, Drug & Solvent Misuse — Signs, Symptoms & Strategies

Training, Support and Development Standards for foster care: 3.3b, c, & 3.5a

Aims

To provide skills and techniques for working confidently with young people who are misusing alcohol, drugs and solvents

Learning outcomes

By the end of the course participants will:

Be clear about which drugs are most commonly used by young people
Understand the effects and risks of psychoactive substances (legal highs)
Have explored why children and young people misuse alcohol, drugs and solvents
Be able to identify possible signs and symptoms of alcohol, drug and solvent misuse
Have separated the facts from the myths in relation to alcohol, drug and solvent misuse
Have considered effective ways of communicating with and responding to children who are misusing alcohol, drugs and solvents
Have considered what tips can be given to young people to minimise their drinks being ‘spiked’
Be able to use a range of websites for gaining further information about how best to respond to fostered children and young people who are misusing drugs, alcohol or solvents

Duration
One Day


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Looking After Yourself — Mindfulness & Other Strategies for Managing Stress

Training, Support and Development Standards for foster care: 7.3 a, b, c, d, e

Aims

To provide an opportunity for participants to identify sources of stress and how these can best be managed

Learning outcomes

By the end of the course participants will:

Have developed their understanding of stress and its effects
Have identified the signs and indicators of stress
Have developed a clear understanding of what happens to them physically and psychologically when they become stressed
Have identified the specific nutrients the body needs and uses for responding to stress
Have gained a clear understanding of mindfulness and its value in managing stress
Have gained a clear understanding of the concept of ‘flow’ and its importance in responding to stress
Have gained a clear understanding of the strategies to manage stress
Have developed a manageable action plan for responding effectively to stress

Duration
One Day


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Promoting Positive Mental Health in Fostered Children & Young People

Training, Support and Development Standards for foster care: 3.3 a, b, c, 3.4 c, 3.5 a, 4.1 a, b, 4.2 a, b, 5.2 a, 6.3 b

Aims

To provide an opportunity for participants to develop their understanding of how best to promote the mental health of children and young people they foster

Learning outcomes

By the end of the course participants will:

Be able to define what is meant by ‘good mental health’ and be introduced to the definitions used by the Mental Health Foundation and the National Association for Mental Health
Be able to identify the risk and adversity factors that may result in some children and young people being prone to develop poor mental health
Have gained an awareness of the prevalence of mental disorders in looked-after children and young people and the importance of placement stability as a factor in improving the mental health of children and young people
Have considered strategies that can be employed in the understanding and management of a range of mental health problems experienced by some fostered children and young people such as attempted suicide, depression, eating disorders and self-harm
Have gained an understanding of the importance of resilience and the associated protective factors in promoting good mental health in children and young people
Be able to use a resource list of websites providing further information about how best to respond to fostered children and young people who have poor mental health

Duration
One Day


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Preparation for Independence and the Transition to Adulthood

Training, Support and Development Standards for Foster Care: 2.4 b, c, 4.1 a, d, 5.2 a 5.3 a, b, c

Aims

For foster carers to have an opportunity to consider their particular role and responsibilities in preparing young people for leaving care

Learning outcomes

By the end of the course participants will:

Have a thorough understanding of the 2011 National Minimum Standards requirements vis–à–vis preparing young people for leaving care and independence
Be conversant with the Children (Leaving Care) Act 2000
Have an understanding of the pathway planning process and their role in this
Be conversant with the Children and Families Act 2014 in relation to Staying Put arrangements
Have an understanding of John Coleman’s focal theory and its’ relevance to young people leaving care
Have an understanding of the practical issues related to working with young people who are leaving care and living independently
Have explored how to support the young person to manage the transition to adulthood

Duration
One Day


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Advanced Parenting Skills

Training, Support and Development Standards for foster care: 3.3c, 3.4a, b, c, 3.5a, 4.1a, b, c, 4.2a, b, 5.1a, 5.7a, 7.3b, d, 7.5b

Aims

To provide a toolkit of skills and techniques for working with young people who exhibit challenging behaviour

To develop participant’s confidence in applying a range of skills to manage the challenging behaviour of young people

Learning outcomes

By the end of the course participants will:

Have explored the meaning behind a young person’s behaviour
Have increased their understanding of why a young person exhibits challenging behaviour
Have considered a number of scenarios involving challenging behaviour and looked at ways of responding to them
Have begun to develop skills in reflective listening to help the child understand their own behaviour
Have explored a range of strategies for promoting positive behaviour in the young person
Have considered strategies that can be employed for developing a young person’s positive self-esteem
Be able to use a resource list of websites providing further insight and information about how best to respond to young people who exhibit behavioural difficulties

Duration
One Day


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Communicating Effectively with Children — Active Listening & Responding Skills

Training, Support and Development Standards for foster care: 4.1 a, b, c, 4.2 a, b, 4.4 b

Aims

To provide an opportunity for participants to develop their active listening and responding skills

Learning outcomes

By the end of the course participants will:

Have recognised and understood why active listening skills are essential when caring for children and young people
Have gained an understanding of Carl Rogers’ ‘core conditions’ of congruence, unconditional positive regard, and empathy
Have developed active listening and responding (e.g. clarifying, paraphrasing, reflecting, and summarising) skills
Have understood the difference between ‘open’ and ‘closed’ questions and know how and when to use these questioning techniques
Have gained the skills to accurately interpret non-verbal communication from the children and young people they foster
Have practiced active listening and responding skills using case scenarios

Duration
One Day


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Understanding Teenagers

Training, Support and Development Standards for foster care: 5.1 a, b, c, 7.3 b, c, d

Aims

To explore a range of assumptions and theories held about teenagers and consider the most effective ways to empower them to reach their full potential

Learning outcomes

By the end of the course participants will:

Have explored the considerable pressures that a teenager experiences in society today
Have considered a range of theories about adolescent development and explore the value of these theories in day-to-day practice
Have gained an understanding of adolescent developmental milestones
Have explored how attachment theory can help make sense of adolescent behaviour
Have gained an understanding of the recent research findings that highlight the significant changes that occur in the brain during adolescence

Duration
One Day


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Promoting and Supervising Contact in Foster Care

Training, Support and Development Standards for foster care: 2.3a, b, 4.3a, b, c, 4.5c, 5.6a

Aims

Explore the benefits and challenges of facilitating contact within the foster home

Learning outcomes

By the end of the course participants will:

Be able to define what is meant by contact
Have gained a greater understanding of the importance of contact for fostered children
Have developed strategies for facilitating a positive relationship during contact with the foster child’s birth family
Be conversant with the legal framework underpinning contact
Have a thorough understanding of the 2011 National Minimum Standards requirements for promoting and supporting contact with fostered children
Be clear about when and how contact ought to be supervised
Have clarity on how to accurately complete a contact report
Have covered a useful checklist of questions to consider when being asked to report back on a supervised contact session
Have gained an awareness of the popularity of social networking sites and the possible impact this may have on contact plans and the safety of the foster child

Duration
One Day


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Communication, Negotiation & Influencing Skills

Training, Support and Development Standards for foster care: 4.4a, b, 7.3a, b, c, d, e, 7.4a, b, c, d

Aims

Examine the most effective ways to negotiate and influence other professionals

Learning outcomes

By the end of the course participants will:

Understand why influencing & negotiating skills are essential to a foster carer
Be able to identify their own dominant influencing style
Have explored the components that can make you an effective influencer and negotiator
Have gained the necessary skills and confidence to influence others in meetings
Understand the most effective and persuasive ways to deal with resistance when attempting to influence other professionals

Duration
One Day


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Getting Your Point of View Across — Assertion Skills for Foster Carers

Training, Support and Development Standards for foster care: 4.4a, b, 7.3b, d, e, 7.4a, c, d, 7.5b

Aims

To provide skills and techniques that assist foster carers to behave assertively

Learning outcomes

By the end of the course participants will:

Have a clear understanding about what it means to be assertive and understand its importance
Be able to recognise when they are behaving in an assertive, aggressive or passive manner
Be able to recognise the non-verbal aspects of passive, aggressive, and assertive behaviour
Have gained and applied the techniques of saying ‘no’, the ‘broken record’ and the ‘workable compromise’ to assist them in behaving assertively
Have learned how to apply the four-part ‘I’ message when giving feedback to another person about their behaviour
Have learned the skills and techniques for resisting manipulation and coping with criticism through the application of ‘fogging’, ‘negative assertion’ and ‘negative enquiry’
Be more confident about choosing to behave assertively in their fostering role
Have practiced being more assertive using case scenarios

Duration
One Day


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Life Story Work

Training, Support and Development Standards for foster care: 2.3 a, 5.6 a

Aims

To consider the issues involved in undertaking life story work with children and young people and develop skills to do this work

Learning outcomes

By the end of the course participants will:

Be clear about what memory book and life story work is
Understand why memory book and life story work with children and young people is so important
Be clear about why life story work is a process, rather than simply the production of a life story work book
Have explored the difficult feelings that life story work can provoke in children & young people and those doing the life story work
Have a range of practical exercises and resources that they can use with children when completing life story work

Duration
One Day


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Child Development for Foster Carers

Training, Support and Development Standards for foster care: 5.1a, b, c

Aims

Gain a thorough understanding of what constitutes ‘normal’ development in children and young people

To provide foster carers with the skills and knowledge necessary to begin to identify when children and young people's development may be impaired

Learning outcomes

By the end of the course participants will:

Be able to identify the key developmental milestones in a child’s and young person’s development
Be able to identify practical ways in which to provide a stimulating and nurturing environment that enables children and young people to achieve their key developmental milestones
Have explored the impact of neglect and abuse on attachment patterns in children and young people
Have gained an understanding of the recent research carried out on the impact of neglect on brain development
Be able to define what is meant by resilience and gained a greater understanding of the key protective factors associated with resilient children
Be able to use a resource list of books and DVDs providing further information about the key developmental milestones in child and adolescent development

Duration
One Day


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An Introduction to Understanding Social Pedagogy

Aims

To provide an opportunity for foster carers to have an introduction to the concept of social pedagogy and how it pertains to the fostering task.

Learning outcomes

By the end of the course participants will:

Be able to define what is meant by social pedagogy
Be conversant with the social pedagogic concept of ‘Head, Heart and Hands’
Have a clear understanding of the core concepts and theories in social pedagogy including: Diamond Model, Learning Zone Model, Zone of Proximal Development, Common Third
Have considered and examined the relevance of reflective practice within a social pedagogic framework
Be able to consider how to apply the principles of social pedagogy in their day-to-day task of caring for children and young people
Have a resource list of books and websites providing further information to underpin knowledge and their understanding of social pedagogy

Duration
One Day


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Effective Record Keeping

Training, Support and Development standards for foster care: 1.4, 4.5 a, b, c, d

Aims

Provide an opportunity for foster carers to develop their knowledge and practice of record keeping

Learning outcomes

By the end of the course participants will:

Be clear about the agency’s expectations of what records need to be kept
Have a thorough understanding of Standard 26 of the 2011 National Minimum Standards for Fostering Services requirements in relation to record keeping
Be clear about the importance of keeping records on the children and young people in their care
Be able to identify the key records that need to be kept
Gain helpful tips for recording information effectively
Be able to identify the differences between fact, opinion and avoid inappropriate value judgements
Understand the importance of storing appropriate records on Looked After Children in a secure and confidential place

Duration
One Day


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Train the Trainer

Training, Support and Development Standards for foster care: 7.4a, c, 7.5a, b

Aims

To gain the necessary skills and confidence to run or co-run training sessions and courses

Learning outcomes

By the end of the course participants will:

Have an understanding of the necessary skills to design and deliver effective training
Have looked at some theoretical frameworks about how people learn
Have considered the implications of working with different learning styles and the opportunity to explore their own learning style
Be conversant with techniques and skills regarding how to handle resistant and difficult participants
Have had the opportunity to learn about and practice some training/facilitation skills and techniques
Have had the opportunity to give a 10 minute presentation incorporating their learning
Have received constructive feedback from their peers and the course facilitator, following completion of a 10 minute presentation

Duration
Two Days


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