| 0845 – 0925 | Registration and refreshments on arrival |
| 0925 – 0930 | Introduction and welcome [Chair] |
| 0930 – 1010 | Childhood trauma and the behaviours that challenge • Understanding childhood trauma and how trauma can impact on behaviour • Approaches to low level challenging behaviour & how best to respond Tony France, Director, Headsight Services UK |
| 1010 – 1015 | Questions |
| 1015 – 1055 | Responding to distress presenting as challenging behaviour in children with a learning disability and / or autism using a trauma informed lens Children with a learning disability and / or autism are significantly more likely to be exposed to experiences which may cause trauma but the impact of trauma is often missed due to a lack of awareness and diagnostic overshadowing leading sometimes to interventions that may compound harm rather than promote healing. Trauma informed practice is thus critically needed in this population. Dr Brodie Paterson, Consultant trainer |
| 1055 – 1105 | Questions and discussion |
| 1105 – 1130 | Refreshments |
| 1130 – 1200 | Supporting young people’s mental wellbeing post-COVID Christine will talk about the concept of trauma within the post-COVID era as well as the importance of attachment theory and emotional literacy Dr Christine Hadfield, Lecturer, School of Education, University of Glasgow |
| 1200 – 1205 | Questions |
| 1205 – 1235 | Nurture: A whole school approach
Gerry Diamond, Teacher of Nurture, Clydebank High School |
| 1235 - 1245 | Questions and discussion |
| 1245 – 1335 | Lunch |
| 1335 – 1340 | Introduction and welcome [Chair] (As Before) |
| 1340 – 1410 | Harmful & problematic sexual behaviour – Ways to support children & young people
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| 1410 – 1415 | Questions |
| 1415 – 1445 | “It’s All My Fault” - Ashamed and Afraid Children who experience trauma often feel shame, a chronic feeling or emotional state of feeling bad, worthless, inferior, and fundamentally flawed. Left unaddressed these feelings can persist into adulthood. Tony will discuss the link between shame and trauma, impact on behaviour and what we can do to help children build resilience to shame. Tony France, (as before) |
| 1445 – 1455 | Stretch and fruit juice break |
| 1455 – 1525 | Keeping the child at the centre: Using psychological formulation to respond to developmental trauma and adversity within early years residential care Formulation is a dynamic and collaborative process, used to support the team around the child to develop a shared understanding of their complex needs and inform the child-centred supports and therapeutic interventions provided. Dr Lise Forsyth, Clinical Psychologist & Sarah Doe, Art Therapist, Kibble |
| 1525 – 1555 | “You just didn’t see me.” Natalie will provide you with her own personal story reeling from one adverse childhood experience to another and what helped her when all around was chaos. Natalie Logan Maclean, CEO, SISCO |
| 1555 – 1610 | Questions, discussion and approximate close |