Training for Foster Carers & Social Workers

We offer specialist training for Foster Carers and Social Workers within Fostering, Children Services and Children’s Homes.

Our courses are designed to develop skills, improve attitudes and increase confidence. We use evidence-based best practice so that foster carers can understand and improve the social inclusion, health, independence and wellbeing of some of the most vulnerable in our society.

All training for foster carers is Ofsted compliant and covers The Fostering Services (England) Regulations 2011, The Children’s Homes Regulations (England) 2015 and Children’s Homes Quality Standards 2015.

Read about each course below, or download a prospectus to share with your team. (Don’t worry, we won’t share your email address or spam you)

Download our Fostering Prospectus

Trauma Informed Courses for Foster Carers and Social Workers

Learning Aims: To identify concerns about parenting capacity that may contribute to neglect What will the outcomes be? What are the common mental health challenges? What will the effect be on the child? How common are they? How should we respond?

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Learning Aims: To identify concerns about parenting capacity that may contribute to neglect What will the outcomes be? What are the common mental health challenges? What will the effect be on the child? How common are they? How should we respond?

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This course gives carers both the understanding and theoretical tools to support their young people during transitions. We look at how children and young people in the care system have had to adapt to their previous trauma through Dissociation and Hypervigilance. Then, we explore the concept of ‘the window of tolerance‘. We will learn strategies to aid young people to widen this “window of tolerance”, so they may continue on their therapeutic journey.

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This course gives carers both the understanding and theoretical tools to support their young people during transitions. We look at how children and young people in the care system have had to adapt to their previous trauma through Dissociation and Hypervigilance. Then, we explore the concept of ‘the window of tolerance‘. We will learn strategies to aid young people to widen this “window of tolerance”, so they may continue on their therapeutic journey.

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Learning Outcomes: Recognising PTSD and Complex Developmental Trauma How common is it? Who is most at risk? What treatments are effective?

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Learning Outcomes: Recognising PTSD and Complex Developmental Trauma How common is it? Who is most at risk? What treatments are effective?

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PACE (Playfulness, Acceptance, Curiosity, Empathy) is a form of caring/parenting. It helps create and support secure attachments with children and young people who may have experienced difficulties in early life. PACE is being recognised more and more as an effective model of care for both fostering agencies and residential resources when working directly with children within their care. See full course description below  You can read more about PACE in this article

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Learning Outcomes for the Positive Caregiving course: Increase your confidence in your own ability to “care” Help the relationship between you and your child be even better than it is now Teach skills for helping your children be more mature emotionally and raise their self-esteem Identify the best way to discipline your child effectively

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Learning Outcomes for the Positive Caregiving course: Increase your confidence in your own ability to “care” Help the relationship between you and your child be even better than it is now Teach skills for helping your children be more mature emotionally and raise their self-esteem Identify the best way to discipline your child effectively

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PACE (Playfulness, Acceptance, Curiosity, Empathy) is a form of caring/parenting. It helps create and support secure attachments with children and young people who may have experienced difficulties in early life. PACE is being recognised more and more as an effective model of care for both fostering agencies and residential resources when working directly with children within their care. See full course description below  You can read more about PACE in this article

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Learning objectives: Brief focus on the neurobiology of trauma in children  What is trauma, and how does Developmental Trauma present itself? Responses to trauma  Implications for trauma-informed practice and healing trauma  Practice considerations: How we can help (across systems)  Rethinking behaviour and zero tolerance relationship  Helping the child calm the body/brain. Supporting emotional regulation Developing competency

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Learning Outcomes: 1. Understanding the national profile of trauma 2. The biological and psychosocial implications of experiencing trauma 3. Identify the symptoms of exposure to trauma 4. How to establish a therapeutic relationship 5. Understand the roots of negative behaviours in young people 6. Overview of Adverse Childhood Experiences (ACE), PTSD and Hypervigilance 7. Gain strategies to help support children and young people through change 8. Explore the strategy of trauma recovery and what constitutes therapeutic care

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The primary learning objectives of the Adverse Childhood Experience course are as follows: To identify the proportion of people in the United Kingdom affected by ACE. To identify what ACE are and how they are formed. To discover how we can facilitate the right therapeutic relationship. Recognise how the stress response system activates “fight, flight or freeze” and becomes conditioned over time especially in high-stress situations. Understand the concept of trauma-informed care and how it creates safety for those impacted by violence and trauma. Learn ways to build resiliency in young people. Discover how we can facilitate the right therapeutic relationship. Gain support strategies to help support children and young people with ACE challenges.

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The primary learning objectives of the Adverse Childhood Experience course are as follows: To identify the proportion of people in the United Kingdom affected by ACE. To identify what ACE are and how they are formed. To discover how we can facilitate the right therapeutic relationship. Recognise how the stress response system activates “fight, flight or freeze” and becomes conditioned over time especially in high-stress situations. Understand the concept of trauma-informed care and how it creates safety for those impacted by violence and trauma. Learn ways to build resiliency in young people. Discover how we can facilitate the right therapeutic relationship. Gain support strategies to help support children and young people with ACE challenges.

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The primary learning objectives of the Adverse Childhood Experience course are as follows: To identify the proportion of people in the United Kingdom affected by ACE. To identify what ACE are and how they are formed. To discover how we can facilitate the right therapeutic relationship. Recognise how the stress response system activates “fight, flight or freeze” and becomes conditioned over time especially in high-stress situations. Understand the concept of trauma-informed care and how it creates safety for those impacted by violence and trauma. Learn ways to build resiliency in young people. Discover how we can facilitate the right therapeutic relationship. Gain support strategies to help support children and young people with ACE challenges.

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Learning Outcomes for the PACE Model course: Understand attachment, trauma and brain development Explore what PACE actually is Explore and understand why PACE is a useful approach for children and young people who have experienced trauma Explore the 4 elements of PACE (Playfulness, Acceptance, Curiosity and Empathy) and how foster carers and childcare workers can integrate PACE into their work Understand how foster carers and childcare workers can help children with attachment difficulties Discuss the difficulties that may be involved in using PACE as a model of care Putting PACE into practice and troubleshooting

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Learning Outcomes: To improve understanding and develop practical strategies to help support children and young people who experience significant loss or bereavement in their lives Understand more about the responses to the loss experienced by children, including bereavement, separation, divorce and illness Be able to apply a range of practical support systems to children and families dealing with loss Understand how to apply an effective approach to working with children and families where loss has occurred Identify the range of support available to bereaved children and families

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Learning Outcomes: To improve understanding and develop practical strategies to help support children and young people who experience significant loss or bereavement in their lives Understand more about the responses to the loss experienced by children, including bereavement, separation, divorce and illness Be able to apply a range of practical support systems to children and families dealing with loss Understand how to apply an effective approach to working with children and families where loss has occurred Identify the range of support available to bereaved children and families

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Learning Objectives: Know the signs and symptoms that a child or young person may have been sexually abused and how sexual abuse impacts on their development Understand usual sexual development for children and young people Respond to children and young people who tell or talk about sexual abuse Identify some strategies for caring for a child or young person who has, or may have been, sexually abused Understand why some children display harmful sexual behaviour and how to deal with this Know how to respond to children who make a disclosure of sexual abuse Understanding of potential warning signs of child sexual abuse Grooming cycle Perpetrators and how they operate Links with exploitation

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Learning Objectives: Know the signs and symptoms that a child or young person may have been sexually abused and how sexual abuse impacts on their development Understand usual sexual development for children and young people Respond to children and young people who tell or talk about sexual abuse Identify some strategies for caring for a child or young person who has, or may have been, sexually abused Understand why some children display harmful sexual behaviour and how to deal with this Know how to respond to children who make a disclosure of sexual abuse Understanding of potential warning signs of child sexual abuse Grooming cycle Perpetrators and how they operate Links with exploitation

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Learning Aims:  Understand the key principles of attachment and bonding which are critical for healthy development Understand how healthy attachment is facilitated Understand the various ways that neglect and abuse negatively influence attachment, exploring the consequent challenging behaviours Understand how foster carers can help children with attachment difficulties

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Learning Aims:  Understand the key principles of attachment and bonding which are critical for healthy development Understand how healthy attachment is facilitated Understand the various ways that neglect and abuse negatively influence attachment, exploring the consequent challenging behaviours Understand how foster carers can help children with attachment difficulties

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Learning Aims: Improved understanding of the experience of being an unaccompanied asylum-seeking or refugee child Explore the UK asylum-seeking process and legal framework Increase awareness of the needs of unaccompanied asylum-seeking or refugee children How to meet the needs of these children more effectively Explore your own values and beliefs about this client group

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Learning Aims: Improved understanding of the experience of being an unaccompanied asylum-seeking or refugee child Explore the UK asylum-seeking process and legal framework Increase awareness of the needs of unaccompanied asylum-seeking or refugee children How to meet the needs of these children more effectively Explore your own values and beliefs about this client group

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Learning Aims: Improved understanding of the experience of being an unaccompanied asylum-seeking or refugee child Explore the UK asylum-seeking process and legal framework Increase awareness of the needs of unaccompanied asylum-seeking or refugee children How to meet the needs of these children more effectively Explore your own values and beliefs about this client group

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Health, Safety and Wellbeing Courses for Foster Carers and Social Workers

Learning Aims: Health and Safety Legislation and how this links to the Fostering Standard Risk Assessments Basic food safety information – What is in your Fridge? Reporting and recording of Health and Safety Incidents

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Learning Aims: Health and Safety Legislation and how this links to the Fostering Standard Risk Assessments Basic food safety information – What is in your Fridge? Reporting and recording of Health and Safety Incidents

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Intervention Techniques for Foster Carers and Social Workers

This program aims to assist participants to understand how UK gang culture has developed and how a young person’s sense of self-identity can be related to gang culture.

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This program aims to assist participants to understand how UK gang culture has developed and how a young person’s sense of self-identity can be related to gang culture.

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Education Related Courses for Foster Carers and Social Workers

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Skills Development for Foster Carers and Social Workers

Learning Aims: To better understand ADHD and its effects on the child in your care Enable you to better manage your child’s behaviour Increase your confidence in the skills and abilities to ‘parent’ Develop an even better relationship between you and your child Have key basic techniques for effective interventions

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Learning Aims: To understand the importance of siblings To understand sibling relationships in abusive or neglectful families To be aware of the benefits of placing siblings together To be aware of the barriers to placing siblings together To know the practices for keeping siblings together in placement To know what to do when siblings cannot live in the same home To know how to maintain ties between separated siblings To recognise sibling issues within care

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Learning Aims: To understand the importance of siblings To understand sibling relationships in abusive or neglectful families To be aware of the benefits of placing siblings together To be aware of the barriers to placing siblings together To know the practices for keeping siblings together in placement To know what to do when siblings cannot live in the same home To know how to maintain ties between separated siblings To recognise sibling issues within care

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Learning Objectives: Explore the ways in which the changes to family dynamics brought about by fostering causes stress Identify ways of maintaining positive elements of “pre-fostering life” and self-care Explore how the stresses caused by Covid may manifest themselves for carers and children and how to minimise these stresses Analyse factors that lead to compassion fatigue in your work Identify coping strategies that you can use to increase your resiliency Develop ways to find support for yourself and give support to your colleagues

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Learning Objectives: Explore the ways in which the changes to family dynamics brought about by fostering causes stress Identify ways of maintaining positive elements of “pre-fostering life” and self-care Explore how the stresses caused by Covid may manifest themselves for carers and children and how to minimise these stresses Analyse factors that lead to compassion fatigue in your work Identify coping strategies that you can use to increase your resiliency Develop ways to find support for yourself and give support to your colleagues

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The Dark Web Training – Learning Outcomes: To understand what the Dark Web is How does the Dark Web work? Why must carers understand the Dark Web better? What threats exist on the Dark Web? What steps can staff and carers take to minimise these threats?

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The Dark Web Training – Learning Outcomes: To understand what the Dark Web is How does the Dark Web work? Why must carers understand the Dark Web better? What threats exist on the Dark Web? What steps can staff and carers take to minimise these threats?

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1. Examine various ways in which family members are affected by fostering. 2. To enable foster carers to communicate the challenges and dilemmas that are inherent in fostering with family members. 3. To clearly explain the role that family members can play in supporting foster children. 4. To encourage foster carers to reflect on the emotions likely to arise for family members. 5. To demarcate roles and responsibilities that are delegated to family members usually sons and daughters living at home. 6. To point out the pitfalls of fostering which may include allegations against family members and discuss how they will be supported. 7. To examine the effects of separation on birth children who are left behind if a placement breaks down. 8. To support foster carers in developing positive strategies that will encourage birth children to cope with a wide range of possible emotions negative, i.e. envy, resentment and loss.

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1. Examine various ways in which family members are affected by fostering. 2. To enable foster carers to communicate the challenges and dilemmas that are inherent in fostering with family members. 3. To clearly explain the role that family members can play in supporting foster children. 4. To encourage foster carers to reflect on the emotions likely to arise for family members. 5. To demarcate roles and responsibilities that are delegated to family members usually sons and daughters living at home. 6. To point out the pitfalls of fostering which may include allegations against family members and discuss how they will be supported. 7. To examine the effects of separation on birth children who are left behind if a placement breaks down. 8. To support foster carers in developing positive strategies that will encourage birth children to cope with a wide range of possible emotions negative, i.e. envy, resentment and loss.

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The primary aims of the course are: To look at the aims of contact for looked-after children To explore how carers can develop skills in relation to contact To provide a safe space to discuss experiences and in order to problem solve and support others To enable carers to build effective strategies for dealing with contact difficulties To address contact within an anti-discriminatory framework Format: Taught sections, small group work, work in pairs, whole group discussion Hand-outs: Full hand-outs and sources of further information will be provided

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The primary aims of the course are: To look at the aims of contact for looked-after children To explore how carers can develop skills in relation to contact To provide a safe space to discuss experiences and in order to problem solve and support others To enable carers to build effective strategies for dealing with contact difficulties To address contact within an anti-discriminatory framework Format: Taught sections, small group work, work in pairs, whole group discussion Hand-outs: Full hand-outs and sources of further information will be provided

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The primary learning objectives of the course are as follows: Be able to describe what advocacy is and why it’s important Have identified the key principles of advocacy and understand why independence is important Understand the role of the police when young people are arrested Understand the role of the Appropriate Adult when called to the police station Understand Redbridge YOS/police Appropriate Adult protocol

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The primary learning objectives of the course are as follows: Be able to describe what advocacy is and why it’s important Have identified the key principles of advocacy and understand why independence is important Understand the role of the police when young people are arrested Understand the role of the Appropriate Adult when called to the police station Understand Redbridge YOS/police Appropriate Adult protocol

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Learning Outcomes: What is conflict? What is workplace conflict? Identify common styles of conflict Identifying preferred conflict style informed by SFC Identify behaviours that are likely to trigger events leading to conflict Identify how to apply solution-focused conversations on a one to one basis

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Learning Outcomes: What is conflict? What is workplace conflict? Identify common styles of conflict Identifying preferred conflict style informed by SFC Identify behaviours that are likely to trigger events leading to conflict Identify how to apply solution-focused conversations on a one to one basis

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Learning Outcomes for the Cognitive Behavioural Therapy course: Support youth in developing an appreciation and understanding of feelings, body states, and associated thoughts and behaviours; Helping youth develop an increased capacity to tolerate and manage physiological and emotional experience; and Enhancing tolerance for and skill in building a relational connection.

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Learning Outcomes for the Cognitive Behavioural Therapy course: Support youth in developing an appreciation and understanding of feelings, body states, and associated thoughts and behaviours; Helping youth develop an increased capacity to tolerate and manage physiological and emotional experience; and Enhancing tolerance for and skill in building a relational connection.

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Learning Outcomes for the Autism (ASC) and Anxiety course: Explore why anxiety is so prevalent for those with Autism Spectrum Condition Look at the possible causes of anxiety (sensory, social etc) Share ideas of releasing stress in ASC Offer a selection of methods and resources to address anxiety in ASC to make training easy to apply Understand and implement the ASC acceptance model Explore the balance of compensating vs overcompensating Look at how modern technologies are supporting those with ASC Understand the importance of self-care and how to do this

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Learning Outcomes for the Autism (ASC) and Anxiety course: Explore why anxiety is so prevalent for those with Autism Spectrum Condition Look at the possible causes of anxiety (sensory, social etc) Share ideas of releasing stress in ASC Offer a selection of methods and resources to address anxiety in ASC to make training easy to apply Understand and implement the ASC acceptance model Explore the balance of compensating vs overcompensating Look at how modern technologies are supporting those with ASC Understand the importance of self-care and how to do this

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Learning Outcomes for the Autism and Sexuality course: 1. Define sexuality 2. Explore common myths 3. Consider challenging behaviour patterns 4. Look at challenges in conversation 5. Become familiar with key research 6. Consider possible risks both to the young person and wider community 7. Explore assessment methods 8. Identify issues in sex education 9. Discuss social and life skills and the role of the family

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Learning Outcomes for the Autism and Sexuality course: 1. Define sexuality 2. Explore common myths 3. Consider challenging behaviour patterns 4. Look at challenges in conversation 5. Become familiar with key research 6. Consider possible risks both to the young person and wider community 7. Explore assessment methods 8. Identify issues in sex education 9. Discuss social and life skills and the role of the family

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Learning Outcomes: The meaning of evidence-based management and why it’s important The use of analytical skills The nature of logical reasoning, when planning social care work The quality of critical thinking The kind of critical evaluation, when planning placements, working with professionals and other partnerships agencies The skills required by external and internal staff

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Learning Aims:  What is assertive communication? Why use assertive communication? The advantages of assertiveness in communication What assertive communication is not Identifying behavioural choices and how we support a young person to use them Characteristics of assertiveness in communication

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Learning Aims:  What is assertive communication? Why use assertive communication? The advantages of assertiveness in communication What assertive communication is not Identifying behavioural choices and how we support a young person to use them Characteristics of assertiveness in communication

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Learning Aims:  To understand the social model of disability To understand the inclusive needs of young people To support a vulnerable young person and the various different ways their needs may present themselves To understand how discrimination may affect these groups To explore strategies as to how to support young people in your care to reach their full potential    

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Learning Aims:  To understand the social model of disability To understand the inclusive needs of young people To support a vulnerable young person and the various different ways their needs may present themselves To understand how discrimination may affect these groups To explore strategies as to how to support young people in your care to reach their full potential

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Learning Aims: To better understand ADHD and its effects on the child in your care Enable you to better manage your child’s behaviour Increase your confidence in the skills and abilities to ‘parent’ Develop an even better relationship between you and your child Have key basic techniques for effective interventions  

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Learning Outcomes: Understand the term ‘Autistic Spectrum Disorder (Condition)’ Have more of an awareness of the challenges associated with the ASD and the triad of impairments Effectively understand the ASD perspective Have a better understanding of triggers and behaviours “Think and speak autistic” (Lawson)

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Learning Outcomes: Understand the term ‘Autistic Spectrum Disorder (Condition)’ Have more of an awareness of the challenges associated with the ASD and the triad of impairments Effectively understand the ASD perspective Have a better understanding of triggers and behaviours “Think and speak autistic” (Lawson)

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Learning Aims: To better understand ADHD and its effects on the child in your care Enable you to better manage your child’s behaviour Increase your confidence in the skills and abilities to ‘parent’ Develop an even better relationship between you and your child Have key basic techniques for effective interventions

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Learning Outcomes: Understand the term ‘Autistic Spectrum Disorder (Condition)’ Have more of an awareness of the challenges associated with the ASD and the triad of impairments Effectively understand the ASD perspective Have a better understanding of triggers and behaviours “Think and speak autistic” (Lawson)

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Learning Objectives: To increase your understanding of delegated authority and the legislative context To consider the issues surrounding the sharing and balance of responsibilities when delegating authority To consider the implications for care planning and practice in your service To explore the practical implementation in everyday life

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Learning Objectives: To increase your understanding of delegated authority and the legislative context To consider the issues surrounding the sharing and balance of responsibilities when delegating authority To consider the implications for care planning and practice in your service To explore the practical implementation in everyday life

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Learning Aims: To understand what constitutes therapeutic care and how to establish a therapeutic relationship To provide an introduction to the Secure Base model To consider ways of applying the model to practice To explore the five dimensions of the Secure Base Model To understand how to facilitate healthy attachment To identify how carers can help children with attachment difficulties by developing self-awareness and coping strategies

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Learning Aims: To understand what constitutes therapeutic care and how to establish a therapeutic relationship To provide an introduction to the Secure Base model To consider ways of applying the model to practice To explore the five dimensions of the Secure Base Model To understand how to facilitate healthy attachment To identify how carers can help children with attachment difficulties by developing self-awareness and coping strategies

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Positive Sexual Health: Training for Foster Carers, Social Workers, Drug Workers and Social Housing Teams This course is for anyone working with young people but particularly those in targeted youth support, pupil referral units or those working with l …

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This course looks at how to work with excluded, looked-after and targeted young people to nurture their resilience, maintain their sexual health and wellbeing and minimise their involvement in risk-taking behaviour.

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This course will demystify these conditions and explore strategies to support the child.

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This course will demystify these conditions and explore strategies to support the child.

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Learning Outcomes: Recognise and understand the additional support needs for Looked After Children and Care Leavers to enable you to work sensitively with adolescents Discuss the issues for young people as they face transitions and how to support young people through these transitions Identify ways to help young people think ahead and make sure they have a clear idea about what to expect, in terms of budgeting and finance Demonstrate how to support young people to develop confidence and motivation as they move towards independence Describe the range of skills young people need to develop in preparation for leaving care/ adulthood and of their role in supporting skills development (social, practical and emotional) Explain how to support young people to reach their potential in terms of education, training and employment

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