‘Moving organisations away from reactive cultures of care toward proactive cultures of care’
Values
All T-PABC courses are underpinned by a firm values base informed by child centred behaviour support planning, an adherence to human rights and a commitment to forming trusting empathic relationships with looked after vulnerable young people. Our driving passion is to move organisations away from reactive cultures of care towards more proactive cultures of care.
Who is this course for?
Residential care staff, foster carers working, community-based support teams and others working with young people who may display behaviours of concern.
Level
This foundation level course provides and introduction to trauma and PBS informed approaches to behaviours of concern.
This is a good starting point for staff who have no previous knowledge of the subject matter who then may also wish to progress onto the intermediate 2-day course and instructor level training.
Core content
Staff will be introduced to Trauma and Attachment theory as a platform for understanding behaviours of concern as well as the idea of functions of behaviour.
The links between diminished quality of life, behaviours of concern and restrictive practices are explored.
The importance of quality of life, wellbeing, and happiness interventions in reducing restrictive practices and behaviours of concern are also covered. When children are happy, cared for, and connected to the people around them they engage in less behaviour of concern. Recovery from past trauma can then begin.
The Value base and key components of Trauma and PBS informed approaches. Values
Delegates are introduced to the core values which underpin a trauma and PBS informed approach to behaviours of concern. This session also provides participants with an introduction the key theories and practices utilised by the approach.
Understanding behaviours of concern
The primary focus is on trauma, attachment and genetic based theories. We make the links between diminished quality of life and the impact this has on behaviours of concern and increases in restrictive practices.
Unlocking the message behind the behaviour.
Understanding the meaning and purpose of behaviours of concern.
Understanding slow and fast triggers and how our own responses to behaviours of concern can influence their future frequency and or intensity.
The importance Quality of Life and Wellbeing Interventions in reducing restrictive practices and behaviours of concern
Understanding what is meant by quality of life and wellbeing. The importance of improving quality of life, wellbeing and happiness as a vehicle for reducing restrictive practices and behaviours of concern.
**Please note there are no physical restraint techniques taught during this course. Restraint training can be provided as part of a two-, three- or four-day delegate course and instructor (train the trainer) programmes (link)
Course Outcomes
Staff will be able to understand and describe what is meant by
Key values underpinning good quality child centred thinking, planning and action
A PBS and Trauma informed approach to behaviours of concern
The difference between proactive preventative, proactive developmental and reactive strategies.
Underlying causes for behaviours of concern within the population of looked after children with an emphasis on adverse childhood experiences, attachment, and genetic factors.
The concepts of quality of life, wellbeing, and happiness interventions as a platform for reducing behaviours of concern and restrictive practices.
Understanding ‘functions’ of behaviour from a trauma informed perspective and how this understanding helps with proactive behaviour support planning.
The difference between restrictive and none-restrictive strategies and when a strategy may be aversive
What is meant by ‘attuned relationships’ and the importance of re-attunement post crisis
The principle that punishment-based strategies are counter therapeutic and to be avoided
The importance of taking a strengths-based position on behaviour support and recovery from trauma
The importance of promoting equality of access
The principle of least restriction
The principle of social validity
Generic Outcomes
The positive outcomes of implementing practices based on Trauma and PBS theory and research include-
Organisations can be confident their staff are working within an evidence-based framework, one which is more like to succeed.
Improvements to health, wellbeing, and the quality of life of both looked after children and those supporting them including practitioners, carers, and family members
Improvements in staff confidence in creating environments that meet children’s needs better
Staff more skilled in redirecting behaviour which may be heading towards crisis.
Reductions in behaviours of concern and critical incidents.
Reductions in restrictive practices.
Happier more stable placements, improved staff retention
Increased credibility with commissioners and regulators.
Better overall organisational and financial outcomes.
