Child Development, Attachment and Resilience Level 2
A 2 day course - attendance at both days is required
This practically focused workshop will reinforce and add to knowledge gained in the 3 day Introcuction to CYPPC child protection course "Working Together". It willexamine the importance of early attachment relationships and the implications they have in the development of a child's emotional well being. It aims to provide practitioners with a practical strategies for promoting resilience and positive outcomes for children and young people who have experienced disrupted childhoods.
Target audience
Practitioners, and line managers, who work with children/young people and/or adults who are parents/carers where children/young people's development may have been disrupted by harmful and abusive experiences and/or traumatic events. If you require further advice Please discuss with your line manager or agency child protection training co-ordinator .
Pre-requisite knowledge
Participants will require to have a clear knowledge of their own agency's policies and procedures and have attended previous child protection training e.g. Working Together the CYPPC 3 day Introduction to Child Protection or equivalent.
Learning outcomes:
Partiicpants will: -
- build on their knowledge of healthy development in
childhood and understand the impact on those experiencing
disrupted childhoods.
- recognise those children and young people who present
with challenging and difficult behaviours arising from
poor attachments.
- be able to assess the quality of the attachment
relationship between parent/carer and child/young
person.
- be able to apply concepts of resilience and vulnerability in
understanding the needs of individual children.
- provide strategies that will help practitioners positively
intervene to develop resilience thereby providing a clear
focus for care plans ensuring the needs of each individual
child/young person are addressed.
Source Scottish Gov't Child Protection & Learning Framework
| The contents of this course meets the following |
|
S2-6, S2-7 |
| objectives |
|
S2-8, S2-14 |

|