|Event/course Code||SFVSS 19/017
|Event/course type||Training course|
|Event Introduction||Attention deficit hyperactivity disorder (ADHD) ‘is thought to affect 3–9% of school-age children and young people in the UK’ (NICE 2013). It is essential that these individuals have a positive experience of care and support. For this to be achieved staff need a good understanding of ADHD and how to work effectively with the difficulties in their role.
Children with ADHD often need particular support and this programme will provide practitioners will key hints and tips on how they can best support young people who have a diagnosis of ADHD. In addition practitioners ought to be supporting parents of children with ADHD in understanding their child’s behaviour and how they can develop strategies to manage it.
This comprehensive training and development programme is designed to follow on from ADHD level 1 and ADHD level 2. It will be delivered by professionals and practitioners who have a strong understanding of ADHD. The course facilitators will equip staff with the knowledge, skills and techniques that can be applied in a variety of settings and which are relevant to children, young people and their families with a range of needs.
|Event Content||‘Many toddlers and young children are restless and excitable. This is normal, as they have lots of energy and are constantly learning about the world and moving from one experience to the next’ (Young Minds, 2016). Children who have been diagnosed with ADHD may not grow out of these kinds of behaviours and therefore need additional support; they may be experiencing problems with their concentration, organisational skills and ability to follow instructions. Making it challenging for them to manage and make sense of their world, particularly their time at school.
The training will be delivered through multimedia; PowerPoint, DVD clips and experiential exercises including case studies and small group work.
The program is delivered over 6 different sessions and the content will include:
Day 1 Understanding & supporting ADHD
This day provides a review and more in depth coverage of level 1 and 2.
Day 2 Behavioural Interventions (Part 1)
The day explores behaviour in relation to ADHD. The impact of ADHD on behaviour will be considered and we will look at how to design and implement appropriate interventions.
Day 3 Understanding ADHD in education and understanding the role of medication in ADHD
In the morning we will explore the impact of ADHD in educational settings and how and when to access additional support. In the afternoon the role of medication in treating ADHD will be the focus.
Day 4 Supporting parents and the family
This day will consider the significant impact of living with a child with ADHD on parents, siblings and other family members.
Day 5 Adolescence and adulthood
This day will specifically address the challenges of ADHD in adolescence and adulthood.
Day 6 ADHD and ASC
This day will focus on ADHD and ASC
The facilitators for this training session are:
Claire Berry, Mental Health Nurse, CBT Therapist and Clinical Specialist for the Neurodevelopmental Pilot Project in Richmond. Claire has many years experience working in the field of child and adolescent mental health including Tier 2 and Tier 3 CAMHS. Claire is currently involved in leading an innovative pilot assessing children and young people for ADHD and ASD.
Dr Amrita Basu is a Chartered Counselling Psychologist with several years of experience working in the field of child and adolescent mental health including Tier 2 and Tier 3
CAMHS. Amrita has worked with a number of young people who have also had a diagnosis of ADHD and has worked within a multidisciplinary settings to support young people and their families with some of the challenges that come with having ADHD.
Delegates must have completed Introduction to ADHD -
Level 1 and Working with ADHD - Level 2 before attending this programme.
|Event Learning Outcomes||Delegates attending these sessions will be able to :
• Demonstrate an increased understanding of key concepts and theories relating to autism, as well as feeling confident to describe and explain autism to others.
• Explain how to adapt communication in order to encourage interaction, shared attention and effective communication
Identify sensory processing differences and consider ways to support children/young people
• Describe key ideas relating to emotional well-being and have knowledge of evidence-based interventions and strategies for promoting positive well-being.
• Use (and support others to use) a variety of behaviour analysis tools and plan appropriate behaviour interventions.
• Demonstrate increased confidence in identifying and making changes to their own practice to positively support people with ASD.
|Trainers||Amrita Basu / Claire Berry / Jo Steer|
|Course categories||SEND, Inclusion and Behaviour|
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