Friday 23rd November 2018 | Sandy Park Conference Centre, Exeter | 09:00 - 15:45
Children need to experience relationships with an adult which enable them to develop feelings of safety and security and develop their own ability to self-regulate. Children with unmet needs may see the world as comfortless and unpredictable and respond by shrinking from it or doing battle with it. Designed to meet the Social, Emotional and Mental Health (SEMH) needs of all children, the conference will:
- Focus on ensuring positive relationships are at the heart of everything we do when working with children and young people
- Help delegates learn how to facilitate real behavioural change
- Explore the many reasons why a child may feel insecure in a relationship, and the unexpected result traditional behaviourist approaches may have Provide a greater understanding of the needs of children who have experienced less sensitive, consistent and responsive care
- Demonstrate how to use relational responses, which provide compassion, empathy and understanding
- Establish how to retain clear boundaries whilst we strive to build bridges and support some of the most vulnerable children in our care
Key Reasons to Attend
- Explore a range of practical approaches and interventions through a range of keynote presentations and workshops
- Learn how to support some of the most vulnerable children in our care
- Hear from expert keynote speakers Louise Bomber and Phil Beadle
Who Should Attend?
Primary and Secondary:
- Senior Leaders
- Educational Psychologists
- Pastoral Leaders
- Teaching Assistants
About Louise Michelle Bomber
Louise Michelle Bombèr is qualified as both a specialist teacher and a therapist. She works with individual pupils, classes, whole school settings, local authorities, teachers and support staff across both the primary and secondary phases. She provides consultations and training for education, social services and health.
Louise and her team offer a range of services supporting children and young people who have experienced significant relational traumas and losses to move towards learned security and recovery. Louise also works as a clinical supervisor for counsellors/therapists working in schools. She created the 7-day intensive course, accredited by the University of Brighton, for staff wanting to become Attachment Leads in their schools and authorities. There is now an extensive network of Attachment Leads all over the UK who come together as a group in Brighton (ALN Brighton) and Milton Keynes (ALN Central) at present.
Louise’s work is informed, in the main, by Attachment Theory and Intersubjectivity Theory. She promotes and uses PACE, DDP, Theraplay and SAI interventions within her practice and has also developed her own Developmental Trauma Assessment for schools which includes an Individual Development Plan for 2 to 3 years – ‘Seguridad’.
As well as having written many articles, she is the author of the very popular book ‘Inside I’m Hurting’, now translated into French and Italian. She also wrote ‘What About Me?’. Louise contributed to the book ‘Teenagers & Attachment’. She has co-authored ‘Settling Troubled Pupils to Learn: Why Relationships Matter in School’ together with Dan Hughes. Louise contributed to a specialist family law book ‘Capacity to Change’ outlining what needs to be considered for traumatized children and their lives in school. More recently Louise has written the ‘Attachment Aware Schools Series – Bridging the gap for troubled pupils’ to support schools to create effective small teams around pupils – Team Pupil. Louise is a strong advocate for attachment aware and trauma informed interventions within education, as at present many pupils who have experienced toxic stress are misunderstood and even excluded from schools.
She contributed to the recommendation paper advocating for attachment, neuroscience and child development to be included in all teacher training under the Consortium for Emotional Well-Being in Schools.
Her interest in inclusion began when she worked in Newham as a class teacher, when she became aware of a cohort of children who found it very difficult to settle to learn, because they were preoccupied with past issues of relational trauma and loss. Her awareness and curiosity about this further developed during a year of working with street children in Bolivia. Determined to understand more about these children’s internal worlds, she came back to London to study mental health and therapy, whilst being employed within education to promote inclusion. She became especially interested in the area of attachment and in 2000 was employed on the Attachment Project in Brighton & Hove – a mental health initiative funded and staffed by health, education and social services. She also set up and ran a therapy service to schools in Brighton & Hove for children who were at risk of exclusion or who had been excluded. Louise worked within the Adoption & Permanency Team for a number of years.
Her curiosity, passion, experiences and trainings have enabled her to get alongside children, young people and adults impacted by relational trauma and loss in creative ways, enabling them to make the most of all that family and school life has to offer.
About Phil Beadle
Phil Beadle is an expert in three fields: literacy/English teaching, behaviour management and creativity. He provides hugely entertaining and challenging training, along with knowledgeable consultancy in each of these areas and is one of the most experienced and well thought of education speakers in the United Kingdom and beyond.
As a teacher, every school or academy he works in reports substantial rises in results (this includes having taught at the most improved school in the country one year, followed by the highest CVA in London the next year). As a consultant, he specializes in literacy audits that lead to reports outlining whole school recommendations and to training sessions tailored to the needs of the institution. He is expert in the barriers facing white working class students, in feedback and is currently working on implementing aspects of game theory into professional football coaching.
He is the author of 10 books about teaching and learning. These include the influential and best selling ‘How to Teach’, which was awarded 10/10 by the TES; the successful and well reviewed ‘How to Teach Literacy’; ‘Literacy Through Football Skills’ in which he outlines how to teach sentence structure by playing football; ‘The Book of Plenary’ which is the first serious text by any British teacher about metacognition. His recently completed book ‘Rules for Mavericks: A Manifesto for the Disobedient’, which is out in April, examines how orthodoxies respond to maverick stances and how to live life profitably outside the mainstream.
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I look forward to this conference each year as it is great to have time to reflect on my own and whole school practice. The key note speakers are always excellent and very inspirational!
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