Supporting Trauma, ADHD, Autism and PDA in mainstream

Is it ADHD or child development gaps?

Is it autism or trauma?

Is it Pathological demand avoidance or choosing to work avoid?

These are the questions educators consistenly find themselves asking, referrals are the highest they have ever been and support taking too long.

Whilst we cannot and should not attempt to diagnose children as having additional needs or trauma, that automatically means we cannot diagnose them as not being present.

This course aims to help educatores understanding and empathy for children struggling, looking at comonalities and co-morbidities. Also looking at tools to best support those children during the time spent waiting for external professionals.

The course will cover:-

• Windows of tolerance model - the impact of frontal cortex underdevelopment on our young people, with an emphasis on addidional needs
• Low self-esteem - why this is a barrier for many of our children who find themselves a square peg in a round hole and how can we help them
• Impulse control - Co-regulation to self-regulation, our attunement to the children will help us to be proactive but can we teach children safe strategies and independence
• Emotional regulation - we must adapt our emotion coaching programmes to match up to the levels of emotional intelligence our children have
• Resilience building - how can we reframe resilience and grow it in our individuals with additional challenges

The children need equality, but before that they need equity. We need to best support these children to develop and access their learning opportunities

This course will benefit all school staff, but especially those working direct with complex young people

Host or Publisher Graham Chatterley