T-PABC Coaches Foundation Level Training – Schools

Course Description

The Coaches Foundation programme enables candidates to cascade a range of T-PABC courses directly to staff within their schools/colleges. Candidates opting to take the theory plus RPI route will be proficient in teaching a range of one and two person holds and breakaways techniques in addition to the theory modules.

Course Duration

Theory only
Theory only Foundation Courses run for 3 or 5 days

Theory plus physical restraint and breakaway
These courses run for 5 or 7 days.
Course duration will be dependent upon the requirements of the school or college and the level of prior knowledge of delegates. This will be determined by discussion and a pre-training audit.

Who is this training suitable for?

School/college staff supporting students who present behaviours of concern ranging from low to moderate severity/intensity. We can assist schools in benchmarking their current levels by using a tool which provides a measure of episodic severity.

Methodology

Teaching methodology ensures that individual learning styles are fully engaged by applying VAK principles. This enhances optimal retention of new learning by participants. The teaching of physical restraint techniques is also informed by solid research evidence. Repetition and opportunities to teach that which has recently been learned are instrumental to both skill development and retention.

Instructors ensure that teaching is not just informative and enlightening, but also interactive and thoroughly enjoyable.

Course Outcomes

  • Coaches will have an in-depth understanding of the value base associated with Trauma and PABC informed approaches
  • Coaches will have an in-depth understanding of the main theories associated with the T-PABC modules
  • Coaches will be confident in cascading T-PABC theory and, where appropriate RPI and breakaway techniques
  • Coaches will be confident in coaching staff in applying the theory and RPI techniques in – situ

Generic Outcomes

Evidence indicates that implementing SWPBIS with fidelity into schools and colleges can have a very positive impact including,

  • A school-wide shift away from reactive approaches to more proactive approaches to behaviours of concern
  • Staff more confident and predisposed to respond proactively to behaviours of concern with a focus on reducing restrictive practices
  • Where taught, staff confident in the safe and ethical application of restrictive interventions, as an absolute last resort
  • Improved pupil behaviour
  • Fewer administrative referrals
  • Fewer school exclusions
  • Reductions in restrictive practices
  • Fewer critical incidents and injuries
  • Improved quality of life for both staff and students
  • Reduced staff stress / sickness/ improved staff retention
  • Improved student performance
  • Happier school environment for pupils and staff
  • Increased credibility with parents, local authorities, and regulators