To celebrate BLACK HISTORY MONTH: Meet Dr Elaine Arnold, whose extraordinary & unique career in education, social work, counselling, attachment, migration & culture, family separation & intergenerational trauma spans, amazingly, some seven decades.
Presenting the Reach4CARE App - for foster carers, adoptive parents, special guardians and input from those living & working with children looked after and adopted
Presenting the Reach4CARE App - for foster carers, adoptive parents, special guardians and input from those living & working with children looked after and adopted
How our bodies play a part in releasing trauma, and how to go about helping the process with children and young people. With Dr Dan Hughes and Jay Vaughan from Family Futures
This is a unique opportunity to spend time with Dr Heather Geddes who has spent her working life enabling children and young people settle to learn, especially those whose attachment difficulties and experience of extremely difficult early lives first moved her to focus on their predicament and challenges.
B.A.S.E.® Babywatching programme creates unique experiences for whole classes, whilst also embracing and supporting the journey of each unique pupil. This deceptively simple programme creates conscious and subconscious links for individual children and groups, because the atmosphere it creates that has a huge impact.
Children (and adults) are engaged and drawn in by the process: it provides opportunities for sustained shared watching, talking. listening, and critical thinking; and it provides focus on the development of relationships through attunement and empathy. In gentle, unobtrusive ways, the B.A.S.E.® Babywatching programme enhances pupils and community experience and capacity in a lasting manner.
An interactive webinar including a visit from a 15 week old baby and his parents to enable us to have a live session.
B.A.S.E.® Babywatching programme creates unique experiences for whole classes, whilst also embracing and supporting the journey of each unique pupil. This deceptively simple programme creates conscious and subconscious links for individual children and groups, because the atmosphere it creates that has a huge impact.
Children (and adults) are engaged and drawn in by the process: it provides opportunities for sustained shared watching, talking. listening, and critical thinking; and it provides focus on the development of relationships through attunement and empathy. In gentle, unobtrusive ways, the B.A.S.E.® Babywatching programme enhances pupils and community experience and capacity in a lasting manner.
Worth Publishing/CourseWeDo interview Heather Geddes, an educational therapist and author of Attachment in the Classroom, drawing on a wealth of experience, explores the significance of the relationship between the pupil, the teacher and the learning task, linking it to emotional development, behaviour and attachment experiences.
This webinar will explore our relationship with nature, through the eyes of some who have promoted and explored the benefits in different ways over time, with children, young people and adults, what they have been given as well as given back: alongside an opportunity for all of us to share what we have experienced personally, loved and appreciated, through Covid..And what happens when our own empathy gets blocked? How can we free ourselves up again to empathise with our pupils and clients, carers and parents, our colleagues, our community and ourselves?
Trainer, author, presenter and former Virtual School Head, Sheila Mulvenney discusses her book Overcoming Barrier to Learning and shows how relationships with staff in school are critical to enabling pupils and students to feel secure.
A Worth Publishing / CourseWeDo webinar that shares experiences on how the 'schools re-opening week' and the 'recovery curriculum' have been going; even whilst we know schools have been open, with staff working imaginatively and incredibly hard in so many ways, all through pandemic lockdown.
And what happens when our own empathy gets blocked? How can we free ourselves up again to empathise with our pupils and clients, carers and parents, our colleagues, our community and ourselves?