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Training

We can deliver training for students, social workers and other professionals ranging from lectures and seminars to bespoke workshops. Our training is anchored by a trauma responsive approach; our Tutors can be accompanied by Peer Mentors to bring issues to life, providing an authentic opportunity for deeper learning.

 

Current Courses That We deliver to Professionals Include:

 

Disguised (non)compliance: How can professionals balance risk with relationship based practice in child protection?

 

Cost of Course £400 exc VAT

 

In recent years, high-profile cases of child abuse have provoked strong reactions from the public with regard to the role social workers have played. In England, the social construction process used to help others understand what has happened after a child has been seriously harmed or died is the Serious Case Review (SCR). However, although serious case reviews are beneficial, they can also be problematic as they work on the premise of hindsight. That is, they have the information after the event has occurred and therefore it is relatively straight forward to see what went wrong. In addition, although reviewers will be tasked with seeing what went wrong and identifying how it could have been avoided, the kind of report they are expected to write will inevitably appear to blame those who did not do what was expected of them. This can leave practitioners feeling a whole range of emotions that can act as barriers or blockers to taking on board the information they are presented with and digesting it in a helpful way.

 

In This Training Session We Will Cover: 

 

Why high profile cases provoke strong public reactions

  • The impact of such reactions on practitioners 

  • The key themes that emerge from Serious Case Reviews

  • Lessons that have been learned and applied in practice

The concept of ‘disguised compliance’:

  • Where did it generate from? 

  • What does it mean? 

  • What is it actually meant to mean? 

The impact dominant risk discourses and diagnostic labels can have on practice: 

  • What risk discourses have led to? 

  • Where do they come from? 

  • Where do they lead to? 

  • Who do they affect? 

  • The Rule of Optimism; Respectful Uncertainty; Setting up to fail

 

The challenges of working with families who appear resistant to receiving support or intervention:

  • What are the signs? 

  • What are the risks and how can we see them? 

  • How should we respond when we do see them? 

  • Exploring the different techniques we can use when working with parents or carers who appear resistant

  • Building a positive relationship with families

 

Feedback From Participants: 

"Please can I take this opportunity to say that I really enjoyed the training session today. I felt that it was very informative and made me think about situations in a different light. Jadwiga delivered the training very well and it was great to be able to experience the different roles, without realising that I was in that position."

 

Lyndsay Gregson, Social Worker, Wrexham Local Authority

 

 

 

Trauma Informed Practice: How can practitioners create therapeutically informed environments for parents and children in the child protection system?

 

Cost of Course: £400 exc VAT

 

 

At New beginnings, we realise that many parents find being a parent difficult because of issues they may have experienced in their own childhood. This may be because they have come from a disadvantaged background or found themselves in a situation where they have faced a number of different social, emotional, environmental and health related challenges. Collectively, these factors can affect parents' ability to provide what social care services may refer to as: ‘good enough care’. 

 

When parents find they are part of the child protection system they find themselves in an environment that they are familiar with but which is alien to them at the same time. They enter a world where they are familiar with the language but they are unsure of the meaning of what is being said. Furthermore, there is the issue of marginalisation and stigmatisation. The parents referred into New Beginnings have often been classified as parents who struggle to parent effectively, which is why they have become subject to child protection interventions. 

 

An intrinsic part of New Beginnings is, therefore, to deepen the parents’ understanding of who they are and who they have been through the telling and sharing of personal histories. This method is rooted in the recognition that if change is to occur in parenting practices, then individuals need to be able to articulate their perspectives on what has happened to them, be heard and also listened to. 

However, we also work closely with social workers to explore how dominant narratives can be created by professionals that support the idea that some parents are defensive, aggressive, passive or compliant. These narratives can lead social workers into believing that children will be safer in care when sometimes that is not the best outcome for the family. 

 

In this training session therefore, we will explore: 

  • How practitioners can use a trauma informed approach when working with families

  • The concept of narrative therapy and how it can be used effectively in everyday social work practice

  • Using video interactive guidance, a strengths based approach, to improve attunement between parent and child

  • How practitioners can have open and honest conversations with parents

  • The practice of bringing parents and professionals together so that rather than having separate objectives both are working towards the best interests of the child- and the family as a whole. 

Feedback From Participants: 

 

New Beginnings session was fantastic! Hearing from the mothers involved in the programme was very valuable…It was a real-life example of what social workers sometimes get wrong and how it can negatively affect people, and what we can do better. 

 

Student feedback, Lancaster University. 

 

Brilliant session. Thank you. Why is this model not practised everywhere? 

 

Participant feedback, Kings College, London.