Targeted Mental Health in Schools (TaMHS)

A cognitive behavioural approaches programme to promote resilience and coping skills in children and young people.

This training runs over 2 days. Delegates must attend training on both dates. Please book your place for both days.

About the course

We know that research into promoting and developing resilience shows that Cognitive Behavioural Therapy helps children and young people cope better with challenges in their lives.

The Northamptonshire EPS have therefore written a programme for Key Stage 2 and Key Stage 3 students, underpinned by cognitive behavioural approaches, which aims to:

• teach life skills for coping with challenging situations
• normalise states of emotional distress and develop self-regulation and self-soothing skills
• build positive social networks and role models, and teach constructive peer relationship skills, thus reducing bullying
• improve attitudes to learning and academic performance

This programme can be delivered at the universal level or to small groups. All staff who attend this training will receive a PDF of session plans including resources that can be used in each session, which will enable them to deliver the programme.

They will also be signposted to other resources that will further support the implementation of the programme.

This course is aimed at teachers, teaching assistants and pastoral support staff who work with all children and young people, and those with social, emotional and mental health needs. This training runs over 2 days.

Delegates must attend training on both dates. Please book your place for both days.

Aims

This online training aims to enable school staff to:

• facilitate this programme within their educational settings
• understand the theoretical underpinnings of the programme including the cognitive behavioural therapy model and the relationship between risk and preventative factors and resilience
• identify the skills needed to run the programme within their setting

Where delegates sign up for a course but do not cancel within 5 working days of the course commencing, and do not attend the training, the person’s organisation (school or another setting) will be charged a flat fee of £80.

About the course

As of May 2025, it is estimated that 741,000 children and young people (aged 5 to 24 years old) have ADHD (NHS, 2025). This includes those who do not yet have a diagnosis. The global prevalence of ADHD is around 5% (NHS England, 2024) - equivalent to an average of 1 to 2 pupils in every classroom.

Research shows that children and young people with ADHD are more likely to have a co-occurring mental health condition, such as anxiety or depression. People with ADHD also often experience low self-esteem.

With the prevalence of ADHD, and long waiting lists for diagnosis, as well as co- occurring mental health needs, it is important that professionals understand how to support children and young people in school. This course will explore what ADHD is, as well as the co-occurring difficulties that children and young people might experience. Importantly, it will give attendees the opportunity to consider how we can support children at primary and secondary school, both with and without a diagnosis.

Aims

Bearing in mind the group of children and young people with an ADHD diagnosis and those who demonstrate needs often associated with ADHD, by the end of this session, participants will:

• be aware of the research and theory around ADHD, including how this may present differently in different children, as well as between boys and girls
• understand the challenges children and young people face, and how this affects emotional wellbeing
• recognise the lived experiences of children and young people with ADHD
• develop appropriate strategies to support children with ADHD at school, including their emotional wellbeing

Where delegates sign up for a course but do not cancel within 5 working days of the course commencing, and do not attend the training, the person’s organisation (school or another setting) will be charged a flat fee of £80. 

What do you do with it?

About the course

Anxiety is a natural feeling we all experience from time to time which can be useful when we face new or stressful situations. It can be our body’s way of preparing us to face a challenge by releasing a hormone called adrenaline which causes an alert and ready to react response sometimes known as ‘fight or flight’.

All children and young people can get anxious, and this is a normal as they grow up to develop their survival skills.

However sometimes Anxiety can occur too often and at the wrong time and this may affect a child’s everyday life, development and relationships.

Recent research suggests that as many as 1 in 6 young people will experience an anxiety condition at some point in their lives, this means that up to 5 people in a class may be living with higher levels of anxiety, whether that be OCD (obsessive compulsive disorder), social anxiety and shyness, exam stress, worry or panic attacks.

This course is aimed at professionals working with children and young people in a range of settings.

Aims

This half-day training aims to enable school staff to:

• understand that anxiety can be adaptive and part of the normal development of children and young people
• know that anxiety has cognitive, physiological and behavioural components
• be aware of ways to support children experiencing higher levels of anxiety and where further help and resources can be accessed

Where delegates sign up for a course but do not cancel within 5 working days of the course commencing, and do not attend the training, the person’s organisation (school or another setting) will be charged a flat fee of £80.

About the course

Emotional Regulation is an essential process for all children, helping them to be in a brain state for learning.

The pressures of 21st Century living have increased the prevalence of anxiety in children, which is transferred to their lived experience in school, where we may experience their behaviour as angry outbursts or ‘inappropriate responses.’

As educators and carers of children we can understand what is happening in their brains and bodies and model a range of techniques that children can use in order to improve their emotional regulation.

Emotional Regulation Toolkits can be used in the home, across the whole school, with whole classes, with small groups and with individual children.

Aims

This online training aims to enable participants to become aware of: 

• the importance of co-regulating emotions with children, as in a healthy attachment
• the relationship between the brain, feelings and the body
• the importance of labelling feelings and recognising when children don’t feel safe
• techniques to help regulate feelings with children using the 7 points of Relax Kids
• ways of helping those children who have experienced adverse childhood experiences
• mindfulness and other techniques to use with children
• what might go into the box?

Where delegates sign up for a course but do not cancel within 5 working days of the course commencing, and do not attend the training, the person’s organisation (school or another setting) will be charged a flat fee of £80. 

How can schools be prepared?

About the course

This session serves to help schools prepare for the unwelcome but possible occurrence of a critical or tragic event happening at school or within the school community and adversely affecting the school.

Unfortunately, incidents such as a child / student / staff death or other sudden tragic events affecting the school community traumatically, can happen when we least expect it.

In our experience of supporting schools, the benefits of being prepared to ensure the best possible response to supporting the school community have been found to greatly enhance positive outcomes.

This course is suitable for anyone within the school community who already has or is considering having a role in taking a lead in an incident or supporting staff and / or students following an incident.

Aims

This half-day training session will introduce participants to:

• guidance materials which consider the need for addressing necessary organisational structures, communication issues, and need for psychological support for those experiencing distress
• the focus of interventions that help the school to cope with the impact of a critical incident
• strategies and approaches which help to bring the school back to normal routines and functioning as quickly as possible

Where delegates sign up for a course but do not cancel within 5 working days of the course commencing, and do not attend the training, the person’s organisation (school or another setting) will be charged a flat fee of £80. 

Supporting developmental trauma and adverse childhood experiences.

About the course

Developmental trauma can occur when a child experiences prolonged and repeated neglect or adversity within their early life, and this can have significant impacts on a child’s wellbeing, emotional development, relationships, and learning.

This course will address adverse childhood experiences (ACEs) and look at what developmental trauma is and how it affects the developing brain.

The course will explore the wide range of impacts that may be observed on a child’s learning and behaviour and go on to address how we can support these children within schools and settings, sharing strategies for including and nurturing the child or young person.

This course is suitable for anyone who works closely with children and young people, either within primary or secondary settings, that may have experiences of developmental trauma or adversity. 

Aims

This half-day training session will introduce participants to:

• what is meant by developmental trauma
• the stress response system and the developing brain
• the impact of developmental trauma on children and young people
• how to support pupils who have experienced developmental trauma or adverse childhood experiences (ACEs)

Where delegates sign up for a course but do not cancel within 5 working days of the course commencing, and do not attend the training, the person’s organisation (school or another setting) will be charged a flat fee of £80. 

About the course

The United Nations Convention on the Rights of the Child acknowledges the family as the fundamental unit of society. It stresses the role of parents as the primary caregivers with responsibility for the up bringing of their children and obliges governments to support parents in fulfilling their essential role.

Why is it important to understand Emotional Well-being in younger children? It is a common misperception that infants and toddlers are too young to remember or be impacted by domestic violence, but the Adverse Childhood Experiences (ACEs) study tells us that what happens early in life matters.

Research in neuroscience (brain and nervous system) tells us that infants and toddlers are most vulnerable because trauma that occurs during this stage impacts a child’s well-being.

Studies show that far from watching passively, children experience the abuse with all of their senses entire system, including those systems that help infants build capacity for self-regulation. A quarter (25%) of children in high-risk domestic abuse households are under 3 years old.

On average, high-risk abuse has been going on for 2.6 years, meaning these children are living with abuse for most of their life. Research has shown that infants as younger as one year old can experience trauma symptoms as a result of witnessing domestic violence (Bogat, G.A., 2005).

Children’s age and developmental stage is a vital factor often not taken into account by mainstream services, particularly with children under 3.

For teachers and support staff working with children in Early Years, Reception or Year 1, this course is aimed at developing understanding of factors for healthy emotional development in younger children and strategies for enhancing this.

Aims

Delegates will:

• develop an understanding of what healthy emotional development looks like in younger children
• develop an understanding of factors that can help and hinder healthy emotional development in younger children
• develop an understanding that adult emotional availability is pivotal to younger children’s emotional health
• develop an understanding of disrupted care and likely effect on younger children: may become anxious; may complain of tummy-aches or start to wet their bed; may include eating problems, sleep disturbances, lack of normal responsiveness to others, difficulty going to sleep, have temper tantrums and start to behave as if they are much younger than they are - They may also find it difficult to separate when they start nursery or school
• have practical guidance on how early years settings, child minders and schools can create nurturing environments that support emotional well-being (e.g., nurturing relationships, kindness, fun, safe spaces, key adults, Educational Psychology Service)
• increase their knowledge of effective techniques for enhancing emotional well-being e.g., EPS EY SEMH project; The Solihull Approach; Emotion Coaching – using CONNECT model for younger children; ELSA
• highlight how working in partnership with families strengthens emotional well-being

Where delegates sign up for a course but do not cancel within 5 working days of the course commencing, and do not attend the training, the person’s organisation (school or another setting) will be charged a flat fee of £80. 

About the course

In this half-day workshop, you will be introduced to the concept, the terminology and the functions of 'Emotionally Based School Avoidance’ (EBSA). You will have an insight into the research that focuses on the risk factors leading to its occurrence, learn how to identify the beginning signs of young people experiencing EBSA and explore resources to support at an early stage.

By the end of the course, you’ll have the knowledge and confidence to implement universal and practical strategies that support your students and staff with EBSA.

This course is aimed at senior leaders, teachers, teaching assistants, SENCOs and pastoral support staff who work with all children and young people, and those with social, emotional and mental health needs. 

Aims

The session’s objectives: 

• To increase understanding of the terminology around ‘emotionally based school nonattendance (EBSA)
• To be able to identify potential risk factors in the young person, family, home, and the school environment that can lead to EBSA
• To be able to identify and support children and young people experiencing EBSA at a much earlier stage

Where delegates sign up for a course but do not cancel within 5 working days of the course commencing, and do not attend the training, the person’s organisation (school or another setting) will be charged a flat fee of £80. 

About the course

This course is aimed at professionals as an introduction to Emotion Coaching- it is not the complete training package. Following this introduction, whole-staff training can be arranged by the Educational Psychology Service.

“Much of today’s popular advice about children’s behaviour ignores the world of emotions. Instead, it relies on child-rearing theories that address the child’s behaviour but disregards the feelings that underlie the behaviour.” (John Gottman, 1997)

Research at Bath Spa University has demonstrated that Emotion Coaching helps:

• children to regulate, improve and take ownership of their behaviour
• children to calm down and better understand emotions
• practitioners to be more sensitive to children’s needs
• create more consistent responses to children’s behaviour
• practitioners to feel more ‘in control’ during incidents
• promote positive relationships between adults and children

Research has shown that emotion-coached children achieve more academically in school, are more popular, have fewer behavioural problems, and are more emotionally stable and resilient (Gottman, et al 1996).

Aims

This half-day training aims to enable school staff to:

• explore the benefits of Emotion Coaching and increase understanding of the impact of relationships between children and adults upon behaviour
• consider aspects of attachment theory relevant to Emotion Coaching
• discuss opportunities to receive whole school staff training in Emotion Coaching
• develop a plan in relation to how Emotion Coaching may be implemented successfully in their school

Where delegates sign up for a course but do not cancel within 5 working days of the course commencing, and do not attend the training, the person’s organisation (school or another setting) will be charged a flat fee of £80. 

About the course

Executive Functions (EF) help us to complete a task, filter distractions, resist inappropriate or non-productive impulses, and sustain attention during a particular activity.

We use them to set goals and plan ways to meet them, assess our progress along the way, and adjust the plan, if necessary, whilst managing emotions, such as frustration.

These skills are important for all of us to be able to respond to the demands of everyday life and are hugely important for learning.

This course is aimed at teachers, teaching assistants and pastoral support staff who work with all children and young people, and those with social, emotional and mental health needs.

Aims

The session’s objectives: 

• to develop an understanding of what executive functions are and why they are important
• to understand what difficulties in executive functioning look like
• to find out about activities and strategies you can use in school to support children’s executive functions and as a result their readiness to learn

Where delegates sign up for a course but do not cancel within 5 working days of the course commencing, and do not attend the training, the person’s organisation (school or another setting) will be charged a flat fee of £80. 

About the course

LEGO® Based Therapy is a highly structured evidence-based intervention, aimed at developing the social communication skills of children aged 5 to 14 from a variety of backgrounds.

The intervention draws on the predictability and interest of LEGO®, allowing for an adult to facilitate problem solving and social communication learning.

In LEGO® Based Therapy, social skills are learnt and practiced from peers within an environment which mimics real life, overcoming a key limitation on many social interventions.

The training in Northamptonshire was developed and is delivered by our Educational Psychologists who have substantial research and practical expertise within the intervention.

It has been designed to focus on how this clinical intervention can be successfully implemented in a school environment and be accessible to school staff. This training is underpinned by an evidence-based approach ensuring a better chance of witnessing the benefits which include: 

• shared attention
• collaboration
• listening
• social communication
• shared enjoyment

This course is aimed at teachers, teaching assistants and pastoral support staff who work with all children and young people, and those with social, emotional and mental health needs.

Aims

Training overview:

• an understanding of the underlining theories and principles
• training on peer-led adult facilitation
• practical applications and setting up in school
• identification and monitoring progress
• intervention fidelity
• unique resources created for successfully implementing in school

Where delegates sign up for a course but do not cancel within 5 working days of the course commencing, and do not attend the training, the person’s organisation (school or another setting) will be charged a flat fee of £80. 

About the course

92% of young people in the UK will experience a significant bereavement before the age of 16 and 4-7% will lose a parent through death. (Ribbens, McCarthy & Jessop 2005).

With the high prevalence of bereavement and other significant losses experienced by children and young people, it is important that school staff develop their thinking and resources to be able to support these children most effectively.

Hence, school staff being able to support children who have experienced a significant loss, separation or bereavement is one of the Building Blocks for Mentally Healthy Schools at the Wave 2 / Targeted Level within the Northamptonshire TaMHS Programme.

This course is for anyone who wishes to explore the issues that may children and young people experience and to discover strategies and resources to help. The course should enable participants:

• to be aware of the wide range of losses experienced by children and young people
• to be aware of a range of strategies and resources to help children deal with loss – including the Northamptonshire Child and Adolescent bereavement Service
• to recognise the importance of different ages that affect how children deal with loss

Aims

The session’s objectives: 

• to understand range of bereavements and loss in children and young people’s lives
• to be aware of models and theories about bereavement
• to see things from the children and young people’s perspective and raise awareness about the important role of teachers
• to be aware of a range of strategies and resources to help children deal with loss
• recognise importance of self-care.

Where delegates sign up for a course but do not cancel within 5 working days of the course commencing, and do not attend the training, the person’s organisation (school or another setting) will be charged a flat fee of £80. 

About the course

A sense of belonging, the feeling of being valued and accepted within a group, is a fundamental human need. It is ranked just below safety and physiological needs in Maslow’s Hierarchy. It plays a vital role in emotional wellbeing, especially during later childhood and adolescence, when peer acceptance becomes increasingly important. As school is a central environment for young people, it significantly shapes their sense of belonging. Still, recent research suggests just 60% of students report feeling that they belong at school, while national data demonstrates that exclusion rates continue to rise.

This training will:

• define sense of belonging and school belonging
• explore the difference between belonging and fitting in
• reflect on personal experiences to understand what fosters belonging
• consider the belonging needs of individuals such as, children who have experienced care
• discuss how unmet belonging needs can lead to unsafe connections (e.g., gangs, online groups)
• collaboratively develop an action plan to strengthen belonging in your school community

Aims

By the end of this session, participants will:

• understand what is meant by a sense of belonging
• know why a sense of belonging is important
• explore the link between reduced belonging and the possible pursuit of identity and acceptance in harmful environments
• explore factors which may positively and negatively influence a sense of belonging
• explore individual differences such as, being care-experienced, which may impact upon a child’s sense of belonging
• create an action plan for enhancing a sense of belonging in your school

Where delegates sign up for a course but do not cancel within 5 working days of the course commencing, and do not attend the training, the person’s organisation (school or another setting) will be charged a flat fee of £80. 

About the course

Digital resilience is important for children and young people because it helps them navigate the challenges and risks of the online world in a healthy way.

Recent research (Ofcom, 2024) showed that more young people (ages 5-16) are actively using messaging, voice chats, video calls, and live-streaming. A more recent survey by the British Standards Institute (BSI, 2025) found that young people increasingly live their lives online, with many spending over two hours daily on social media, yet nearly 70% feel worse about themselves afterward.

With the increasing use of online spaces both in education, for personal use and for future employment, it is clear there is a growing need for continuous learning and proactive support to protect young people’s physical and emotional wellbeing and ensure that engaging in social media is a beneficial and positive experience.

This course will explore how digital resilience can equip pre-school children to secondary students with the skills, confidence, and emotional strength to cope with negative experiences like cyberbullying, online pressure, or harmful content. Digital resilience allows them to recover from setbacks, make safer choices, and continue to engage positively with digital spaces. Ultimately, digital resilience supports their emotional wellbeing, helping them grow into confident, responsible users of technology.

Aims

By the end of this session, participants will:

• be aware of the research and data involving the use of digital spaces both nationally and locally
• understand that the use of digital spaces can be both a positive and negative influence on emotional wellbeing
• be aware of how to proactively support children and young people in your settings , their families and carers to become more digitally resilient

Where delegates sign up for a course but do not cancel within 5 working days of the course commencing, and do not attend the training, the person’s organisation (school or another setting) will be charged a flat fee of £80. 

About the course

Transitioning to secondary school is a major milestone for children. While it can be exciting, it can also bring uncertainty, anxiety, and a sense of loss. This training equips school staff with the knowledge and tools to support pupils through this critical period - both as they prepare to leave primary school and as they settle into Year 7.

Northamptonshire Educational Psychology Services have developed a four-session programme to support this transition. This four- session programme includes group discussions, reflective activities, and practical tasks designed to help pupils:

• reflect on their personal strengths and achievements
• capture and celebrate important memories from primary school
• acknowledge and normalise feelings of loss when leaving friends, staff, and familiar routines
• recognise and explore worries about starting secondary school
• embrace and express feelings of excitement about new opportunities ahead

The training also offers psychoeducational insights and resources to help staff deliver the programme effectively.

Teachers, teaching assistants, and pastoral staff working with Year 6 and Year 7 pupils, including those with social, emotional, and mental health needs..

Aims

The session aims to provide staff with;

• an understanding of potential difficulties that come with transitions
• an understanding of the research into transitions and rationale behind the transition programme
• knowledge and skills to deliver the programme to support pupils with a more successful transition

Where delegates sign up for a course but do not cancel within 5 working days of the course commencing, and do not attend the training, the person’s organisation (school or another setting) will be charged a flat fee of £80. 

About the course

This half day workshop is an initial exploration into promoting wellbeing for ourselves at work. We will start by reflecting upon the factors that impact upon public service professionals and the interplay between these and our personal wellbeing.

In the second part we will take a look at several approaches to promoting our own wellbeing and use a reflective tool to analyse our personal situation.

During the morning there will be time to share your thoughts, plan ahead and learn some relaxation techniques. This workshop is a pre-cursor to the tailor-made development programme the EPS can design for staff teams and organisations who are addressing staff wellbeing as part of their service development plan.

It is suitable for both individuals or small groups and will be an enjoyable session in a safe space with professionals from similar working environments.

This course is aimed at professionals working in education, health and social care.

Aims

This half-day training aims to enable staff to:

• recognise the potential impact of our work on staff well-being
• reflect on stress, anxiety and compassion fatigue
• learn about factors that promote positive mental health and emotional well-being
• explore some resources that support staff both as individuals and as a whole team
• consider how your organisation could further promote staff well-being in the future

Where delegates sign up for a course but do not cancel within 5 working days of the course commencing, and do not attend the training, the person’s organisation (school or another setting) will be charged a flat fee of £80. 

About the course

Relational Approaches are all about building relationships and underpinned by values of empathy, respect, honesty, acceptance, responsibilities and mutual accountability (Hull, 2012).

Practicing RA in school is inspired by the philosophy and practices of restorative justice, which values and focusses on repairing the harm done to relationships and people over and above the need for blame and punishment.

It is not a one-off intervention but an ethos. A whole school restorative approach is seen as one which embeds the restorative values and principles within teaching, learning, interacting and working together on a daily basis.

RA can make schools safer, happier places for staff and pupils through creating a culture of inclusion, improving relationships and a greater sense of belonging.

They enhance emotional literacy and enable a forward thinking, problem solving, community focused, peaceful process for resolving conflict.

This course is aimed at teachers, teaching assistants and pastoral support staff who work with all children and young people, and those with social, emotional and mental health needs.

Aims

This 2 hour session will give participants an awareness of:

• what are Relational Approaches?
• the benefits of implementing Relational Approaches in school
• how your school can embed Relational Approaches

Where delegates sign up for a course but do not cancel within 5 working days of the course commencing, and do not attend the training, the person’s organisation (school or another setting) will be charged a flat fee of £80. 

About the course

The aims of this course are to give delegates a brief insight into attachment theory, in conjunction with implications for learning. The primary aim of attachment behaviour is to feel safe, so let’s help children and young people in care to feel safe!

We will be exploring a variety of practical strategies to help support children and young people in care across the age range (pre-school to secondary and post 16) that you can put into practice straight away.

These will include anxiety reduction, the “5 Golden Rules” for Shame Busting, developing a relationship through task, Shared Attention, Matching Affect and PACE (Playfulness, Acceptance, Curiosity and Empathy).

Suitable resources will also be suggested, together with the overarching message that due to the neuroplasticity of the brain, as well as providing a safe haven at school for children and young people in care, there is indeed hope for improved life chances. You can make a difference!

This course is aimed at teachers, teaching assistants and pastoral support staff who work with all children and young people, and those with social, emotional and mental health needs.

Aims

This workshop will enable professionals who work with children and young people in any key stage to:

• explore attachment theory and what this means for our Children with a Social Worker
• understand how a lack of secure attachment may contribute towards feeling unsafe and what behaviours you may see in the classroom / setting
• consider ways to support children and young people in care within the school environment in order to help them feel safe, thereby enhancing their life chances. (Difficulties experienced are likely to become more complex with age and especially if some areas of need are not met.)
• have hope that they can make a difference

Where delegates sign up for a course but do not cancel within 5 working days of the course commencing, and do not attend the training, the person’s organisation (school or another setting) will be charged a flat fee of £80. 

Foundation training

‘Drawing and talking’ is an experiential rather than theory-based training programme designed for anyone working with children, young people or adults who may be suffering from trauma or poor mental health.

Participants learn how to put this simple technique into practice including how to get started, how to run a session and how to deal with common problems which can arise. The training also aims to enable participants to:

• understand the importance of giving pupils time and space to draw and talk in the presence of a supportive and attentive adult
• know how to use the process to help children who are struggling to process difficult emotions and possibly displaying worrying behaviour
• know where further help and resources can be accessed

Advanced training

This training enables adults to gain a greater understanding of the therapeutic nature of the work involved and to be able to apply it in a variety of situations, including groups and sand play. Questions can be asked about the current work you are doing 1:1 with children, building and affirming the skills already learnt in foundation training.

The advanced training also aims to enable participants to:

• review the process of Drawing and Talking (Foundation Level)
• learn how to use Drawing and Talking with small groups of children
• evaluate the progress of pupils using this process
• access support/advice in running group interventions

Professionals must have completed the foundation training to access the advanced training.

Further information

More information can be found on the Drawing and Talking website.

Action for Happiness- a movement for positive social change, with the goal of happiness for everyone- have reviewed the latest research from psychology and related fields considering what influences our levels of happiness.

Everyone's path to happiness is different, but the evidence suggests that there are some commonalities in what can help us to experience greater levels of happiness.  

Action for Happiness have brought together this research to develop the ‘Ten Keys for Happier Living’ all of which consistently have a positive impact on people's happiness and well-being.

Further information

More Information can be found on the Action for Happiness website.

Protective Behaviours (PBs) provides a framework for personal safety, self- esteem, resilience and confidence building. PBs is for anyone who lives and / or works with children, young people, or adults.

While the Northamptonshire TaMHS Programme provides an in county 1-day Introductory course, Protective Behaviours Foundation is a 2-day course which covers this approach in greater depth - including the 5 elements of the PB process and provides opportunities to experience the 7 strategies in action.

Attending a 2-day course provides individuals with an opportunity to develop their knowledge of Protective Behaviours and build confidence in applying it – while also helping to identify areas for future development.

Further information

More information can be found on the Protective Behaviours Website.

The Solihull Approach is a nationally recognised and locally endorsed theoretical approach to working with children and their families that enhances team working within and across services. It focuses attention on promoting the emotional well-being and mental health in infants, children, adolescents and families.

The Solihull Approach draws on theories of psychotherapy, child development, including attachment and behaviourism, and brings them together in a practical way. As part of the course participants will view video footage and discuss baby and adolescent brain development.

The model integrates the concepts of Containment; Reciprocity and Behaviour Management into a reflective model that informs practice.

It supports practitioners in their work with children and families and helps parents and carers to understand their child.

It provides a framework for thinking about children's behaviour that develops practice and consistent approaches across agencies and within services.

Further information

More information can be found on the Solihull Approach website.

A nationally recognised and locally endorsed theoretical approach to working practically with children of school age and their parents / carers The Solihull Approach focuses attention on promoting the emotional well-being and mental health in infants, children, adolescents and families.

It draws on psychodynamic theories, child development, including attachment and behaviourism, and brings them together in a practical way. The model integrates the concepts of Containment, Reciprocity & Behaviour Management.

Solihull Parent Group Facilitator Training

Solihull Approach Parenting Group is designed for families with children age 0 to 18 years. Groups, for parents / carers, are usually run in the following age ranges: approx. 0 to 4 years; 5 to 11 years; 12 to 18 years.

The aim of the group is to promote understanding of children’s behaviour within the context of their developmental age and issues; to increase confidence and self-esteem in both parent and child; to develop a framework for thinking about parent/child relationships, which can be developed into a life-long skill.

It gives parents / carers strategies for repair when things go wrong; promotes reciprocity in parent/child relationships, alongside reflective, sensitive and effective parenting.

Further information

More information can be found at the Solihull Approach website.

Zippy’s Friends, Apples Friends and Passport are evidence-based international programmes for teaching primary school children social and coping skills. Developed by ‘Partnership for Children’, they are engaging mental health promotion programmes which are suitable for children of all abilities.

Zippy’s Friends

Zippy’s Friends teaches children aged 5 to 7 years old (years 1 or 2) how to cope with everyday difficulties, to identify and talk about their feelings and to explore ways of dealing with them through using role-play, drawing and discussion activities and games, and stories featuring characters of a similar age.

The programme covers themes: feelings, communication, friendship, solving problems, changes, and moving forward. It also encourages children to help other people with their problems.

The programme is based on extensive research and has been evaluated in many countries. It has also been endorsed by the World Health Organisation and national governments.

Apple’s Friends

Apple’s Friends  builds on what has been taught in Zippy’s Friends and is suitable for children aged 7 to 9 years (years 3 or 4). The programme covers themes similar to those in Zippy’s Friends.

The activities in Apple’s Friends give children the chance to practice and develop effective coping and social skills. Once again, there are role-play, drawing and discussion activities and games, and stories featuring the same characters, but this time with Apple the hamster.

Passport

Passport is for 9 to 11 year olds (years 5 or 6).The programme is based on the same theory as Zippy’s Friends and Apple’s Friends – the Concept of Coping – but looks quite different. It covers the following themes: emotions, relationships, difficult situations, change and loss and fairness, justice and what is right.

Children develop their own positive strategies to deal with problems through engaging activities: reading the comic strips, discussion, role-play and games. They use the colourful game board to find as many solutions as possible. There are also Home Activities to reinforce learning at home with the family.

Further information

More information can be found on the Partnership for Children website.