edpsy.org.uk

CAMHS National Summit 2024: Transforming mental health services for children & young adults- in person
2024-12-06 10:00 - 17:00 (Europe/London) | Hallam Conference Centre, London, United Kingdom
This national conference focuses on transforming mental health services for children and young people, ensuring early intervention, and developing integrated services with clear care pathways from first intervention to crisis and inpatient care. We will also see the latest in national developments, how we can improve mental health and wellbeing support in schools, and will also focus on suicide prevention and safety, self harm, co-production involvement of children and families in CAMHS, and inter-agency working and access to services.

Literacy: A Path For All - online CPD course for educational psychologists
2024-12-10 08:00 - 17:00 | Online
Cost plus VAT.
Literacy: A Path for All is led by Dr Joanna Stanbridge, an experienced Senior Educational Psychologist specialising in cognition and learning. She has a wealth of experience and immense enthusiasm and passion around the complex topic of literacy development and difficulties.
From an overview of what literacy is, to the models behind literacy difficulties & dyslexia, Joanna’s course then focuses on EP practice at different levels; from how we can achieve the best outcomes within casework and consultation to systemic approaches we can support schools with to create a system which works for all.
• In an eLearning format which can be taken at your own pace, and used as a reference guide to come back to over time.
• Broken down into seven core Chapters to increase knowledge and skills across key areas relating to literacy difficulties and our role as an Educational Psychologists.

Reed webinar series: Compassion focussed approaches and the EP role – a theoretical and practical webinar workshop
2024-12-11 12:00 - 13:00 | Online
Interested in compassion focused approaches?
Looking for inspiration to augment your individual work, consultation or systemic work?
Feeling like you want to reflect on your practice as an EP?
Join Reed Educational Psychology & Dr Jo Taylor for a warm, interactive and applicable workshop exploring how Compassion Focussed Approaches relate to the EP role. We will have:
– time to introduce theory and models,
– opportunity to get creative and use an approach
– space to consider our individual context.as practitioners.
Dr Jo Taylor is a Child and Educational Psychologist and Director of Constellations Psychology. He has advised organisations like The Foundation for Education Development and The Queens Commonwealth Trust and is currently completing a Churchill Fellowship, researching compassion as a facilitator for caregiving. In June 2024, Jo co-published an article detailing the development and delivery of a novel compassion focussed supervision model.
We will cover:
• Defining compassion
• How does compassion relate to the EP role?
• Compassion Focussed Approaches
• Compassionate Attributes and Qualities
• Mapping the flow of compassion in situations – as part of EP work
• Discussion: Compassion Focussed Approaches in our individual context
• Next steps
To register your interest in attending this webinar, please contact Reed Educational Psychology’s Practice Director, Alex Beese, at alex.beese@reed.com.

How to use dynamic assessment remotely
2024-12-11 14:00 - 16:00 | Online
We will demonstrate how dynamic assessment can be implemented online, using the usual online platforms, like Teams, Zoom, remotely. A number of handy tips and strategies are provided so that you can begin to use DA in situations where you are not able to work face-to-face with the child or young person.

Executive Functions: Connecting into practice - online course for educational psychologists
2024-12-13 08:00 - 17:00, 2025-02-18 08:00 - 17:00 | Online
Cost plus VAT
The course will guide you through the layers of understanding the concept of executive functions, how we assess these skills, and bring it all together in a formulation that makes sense.
The Executive Functions CPD course is lead Dr Rebecca Ashton, an experienced Educational Psychologist specialising in neuropsychology. She has a wealth of experience working with executive functioning issues in school casework and is excited to be sharing her knowledge and understanding in this area.
The Executive Functions: Connecting into Practice CPD course is in an eLearning format which can be taken at your own pace, and used as a reference guide to come back to over time. It also includes a host of useful resources which can be utilised in your practice, reflective activities to facilitate your learning, and a space for the EP community to ask questions and share thoughts between us.
What is included?
• Training: The course is broken down into six core chapters to increase knowledge and skills across key areas relating to executive functions and our role as an Educational Psychologist. Each module encompasses a series of subchapters, containing short animated videos, links and resources, which you can view at your own pace.
• Content Packed: Defining what we mean by executive functions at different levels of specificity, and understanding how those functions typically develop in children, leads us on to how we can assess those skills in individual children. You won’t need to rush out and buy lots of expensive equipment – Dr Rebecca Ashton explains how you can gather data about executive functioning in a range of ways and bring it together in a coherent formulation. The course then goes on to get you thinking about how you talk about executive functions within consultations, in order to come to a shared understanding about areas of strength and need. And, of course, we will talk about interventions that might feed into your action planning.
• Assessments: There are a range of observational, informal and standardised assessment approaches we look at in the course, including a number of ideas and resources that can be utilised directly from your psychological toolkit.
• Strategies: A detailed look at a range of evidence-based and practice-based strategies and interventions, alongside practical ideas on how we can talk about Executive Functions with consultations to gain a shared understanding and jointly formulate helpful accommodations and interventions.

Coaching Foundations
2025-01-15 09:30 - 16:30 | Online
Learn or refresh essential foundation principles, skills, and practical methods that will equip you to begin (or continue) offering coaching conversations to others about a range of themes.
Suitable for anyone seeking to incorporate coaching into their work or conversations, or for those who would value a refresher.

Relational classrooms – A whole-school neuro-developmental and trauma informed approach to education
2025-01-17 | Online
This 7-day course takes relevant concepts from neurodevelopmental research and attachment theory, brings them into the classroom, and empowers school staff to apply this knowledge to the teaching and learning process, promoting the inclusion of all children.
During the course we explore the work of Dr Bruce D. Perry, Kim Golding, Karen Treisman, Dan Hughes, Stephen Porges (and more) and demonstrate how it can be applied in the practical integration of a relational approach in schools.
Reflection is actively encouraged in each session as we work towards developing a whole-school action plan, or if working directly with children, an individual relational support plan.
It is aimed at all school staff, whether working directly with children, or working strategically and systemically.

Cognitive and affective learning principles
2025-01-17 09:00 - 11:00 | Online
On this course we consider how children learn, and which aspects of their behaviour should be observed, nurtured and developed. These are called Cognitive and Affective Learning Principles. We will look at some video clips to understand how best to analyse and intervene with these aspects of learning and emotion.

Mediated Learning
2025-01-17 11:30 - 13:30 | Online
We delve into the concept of ‘mediation’ or ‘mediated learning’, demonstrating its potential effectiveness as an approach to teaching and learning. We will break ‘mediated learning’ down into 17 components, or ‘principles’, analyse video clips of mediated learning and gain a better understanding of how to put this powerful approach into practice.

Reed Webinar Series: RESTA is one year old; An update on the RESTA project
2025-01-21 15:30 - 17:00 | Online
Last year I, Dr Esther Borrett, had the pleasure of speaking to Educational Psychologists on the Reed webinar about the resilience building project RESTA (https://edpsy.org.uk/blog/2024/working-collaboratively-to-develop-resilience-an-educational-resilience-programme/ ). I am pleased to be asked to report on the outcomes of the project and to update EPs on the development of the programme which now includes a primary school pilot and whole school approach to building resilience. The webinar will be an opportunity for EPs to familiarise themselves with RESTA and Resilience Support Organisation (RESO) and discuss the impact for students struggling to engage with education. There will be an opportunity to hear from RESTA and RESO practitioners and see some of the feedback from students.

The Brain / Blame Dichotomy: Narratives and responses to children's behaviours
2025-01-29 15:45 - 16:45 | Online
As part of our Big Feelings. Big Behaviours. series, Dr Frances Willis gives an EPs perspective on behaviour and consequence systems with her previously sold out event.
Using her reflections on a case study of schools seeking EP advice and support to reduce exclusions and improve engagement, Frances welcomes you to consider the following with her:

Who do typical behaviour systems not work for?
What are the assumptions and narratives around young people made by behaviour systems?
What does behaviour communicate?
What are the implications of an inflexible behaviour system?
How do ACEs (adverse childhood experiences) and home lives relate to success in behaviour systems?
Why ‘differentiation’ is not a dirty word in behaviour systems

Frances’ key reflections on this event considered that with differentiation we make the big distinction between treating everyone exactly the same or treating them fairly, according to what they need as a person so they that they can be successful.
Book tickets here
Here’s some of the thoughts from previous attendees at this event:
“It’s making people think about how to change the culture around chosen behaviour.”
“It allows students to falling under the radar to meet the school’s requirements for participation.”
“Great presentation!”

EP Reach-Out webinar - Unlock the power of play: An introduction to LEGO®-Based Therapy with Dr Keith Houghton
2025-01-30 16:30 - 17:00 | Online
Join us for a virtual session exploring Lego Based Therapy – a dynamic, collaborative play therapy/social developmental programme designed to aid, teach and promote social communication and social competence in a range of children and young people.
Come and discover how structured play becomes a transformative tool for children with a range of challenges and its potential to build social confidence, communication skills and collaborative abilities.
The session will provide an Introduction to Lego Based Therapy, whilst highlighting different roles, modes and key psychological underpinnings.

Working with bilingual, multilingual and EAL children: Implications for practice
2025-01-31 09:30 - 16:00 | Online
In this workshop, we look at some of the theory and concepts of bilingualism and multilingualism and EAL learning, consider some of the advantages and disadvantages of being raised bilingual according to the literature, and explore implications and practical issues for educational psychologists and related professionals who work with these groups of children and young people.

Theraplay® Level One & Group Training
2025-02-03 - 2025-02-07 | The Three Swans, The Three Swans, Market Harborough, Leicestershire, LE16 9QQ, United Kingdom
Theraplay® workshops are intensive, active and rewarding. The number of participants is limited so that each person can receive the special attention that makes for a good training experience. There are opportunities to:
– Observe the live treatment of a family, including the assessment via the Marschak Interaction Method, feedback to the parents, and several Theraplay sessions.
– Watch videotapes of treatment with a variety of clients
– Practice the use of Theraplay techniques
– Plan how each participant can use Theraplay with their clients at home
– Completion of Theraplay and MIM training is the first step in the Theraplay® therapist certification process.

Compassion-focused approaches for Educational Psychologist Practice
2025-02-07 09:00 - 16:00 | Online
An introductory workshop for Educational Psychologists looking to incorporate compassion-focused approaches into their practice.
The training facilitators are Charlie Heriot-Maitland (a Clinical Psychologist & CFT expert) and Dr Jo Taylor (a Child & Educational Psychologist completing a Churchill Fellowship into compassion and caring roles)
We will cover:

An introduction to Compassion Focussed Therapy and Compassion Focused Approaches.
Mapping compassionate attributes onto the EP role.
Practical activities using two models to support with the understanding and unpicking of emotions in EP work (3 circles, multiple selves).
Use compassionate qualities as a planning tool, to create next steps for your work as an EP.

This course might be for you if you want to…

Receive an introduction to compassion focussed approaches
Develop your skills for talking about suffering and distress
Broaden your options for helping people understand emotions
Practice using tools & approaches with other EPs
Plan your work through the lens of compassionate practice

Book a place
For further reading on this model, please see our recent publication:
Heriot-Maitland C, Taylor J. Developing a Compassion Focused Supervision Model for Senior Leaders in Education. OBM Integrative and Complementary Medicine 2024; 9(2): 033; doi:10.21926/obm.icm.2402033

Using the applied trauma responsive classroom model (ATRCM) in supporting education settings
2025-02-11 16:30 - 18:00 | Online
edpsy hosts: Dr Jemma Carter, Senior Educational Psychologist – Suffolk County Council
CPD overview
The applied trauma responsive classroom model (ATRCM) was developed considering the trauma and resilience literature, the experiences of local authority educational psychologists, and a desire to empower education settings to deliver the support that the evidence suggests will make a difference. This webinar will consider how we can use the ATRCM to support consultation, intervention, and assessment for those supporting education settings.
Learning outcomes:

Understand the content of the ATRCM and how the theory informed its development.
Understand ways to apply the ATRCM to consultation, intervention, and assessment.
Be confident in using the model and observation schedule alongside education staff.
Contribute to the ongoing evolution of tools that support the delivery of trauma responsive practice.

Booking and discounts

Group booking discount of 20%
Ideal for services and groups of professionals, benefit from a 20% discount when 5 or more places are booked at the same time.
Use promo code ‘EDPSY20‘
TEPs and students
Trainee EPs, trainee psychologists and students can benefit from a 40% discount.
To benefit from this you must:

Register for the event using your university email address
Use promo code ‘EDPSYTEPS40‘

If you do not use your university email address to book, we may ask you to confirm that you are a trainee/student.
Dr Jemma Carter
Dr Jemma Carter is a Senior Educational Psychologist working in The Psychology and Therapeutic Services at Suffolk County Council. Jemma has held specialist roles related to supporting organisational trauma-informed change, trauma-informed practice, bereavement, and loss. Jemma has undertaken creative trauma therapy training and continues to be passionate about trauma-informed care within supervisory spaces.

EBSA Horizons: Emotional Based School Avoidance online CPD course for educational psychologists
2025-02-12 08:00 - 17:00 | Online
Cost plus VAT.
The EBSA Horizon online course for Educational Psychologists developed by Dr Jerricah Holder, seeks to continue to build on the shift in the narrative, moving away from the language of school refusal, and to present an alternative model of EBSA, in which the child’s voice is at the heart of assessment and intervention, and emphasis is placed on understanding EBSA in the context of interacting, child, home and school-based factors.
– The course is in an eLearning format which can be taken at your own pace, and used as a reference guide to come back to over time.
Includes chapters on Motivational Interviewing, Entrenched EBSA and Systemic Change Model.

Healing Relational Trauma with Kim Golding – Reflecting on and exploring the practice of DDP
2025-02-12 09:30 - 16:30 | The Three Swans Hotel, The Three Swans Hotel, Market Harborough, Leicestershire, LE16 9QQ, United Kingdom
In this seminar Kim will explore DDP with the help of reflections and dialogues from the Healing Relational Trauma Workbook by Dan Hughes and Kim Golding. This will include providing DDP interventions with the children, building therapeutic alliance with the parents, and also how DDP informed parenting support can help the caregivers to emotionally connect with their children in ways which increase feelings of safety and security.

We will explore the impact of developmental trauma on the children and families and consider what is needed to help the children recover and thrive.
We will consider the principles central to DDP interventions and how these can inform the support we offer. Central to these will be cultivating the attitude of PACE (playfulness, acceptance, curiosity, and empathy). This exploration will include reflecting on cultural variations in the attitude of PACE and working with families from cultures different to our own.
This will provide us with models for DDP in therapy, in parenting and as parenting support in the moment.

Reed Webinar Series: Promoting belonging for refugee children
2025-02-13 15:30 - 17:00 | Online
This presentation explores the critical issue of school belonging for refugee children, with a focus on how Educational Psychologists (EPs) and school professionals can support these children and their families. With increasing numbers of refugee and asylum-seeking children in the UK, many face unique challenges such as trauma, language barriers, and cultural adjustment. A sense of belonging is crucial for their emotional wellbeing, social integration, and academic success. We’ll examine current research on school belonging, practical examples of EP engagement with refugee groups, and discuss ethical considerations when supporting refugee children. By the end of the session, participants will gain insights into how they can help create inclusive, supportive school environments that foster a sense of belonging for refugee children and their families.

PTMF_Education Special Interest Group session #11
2025-02-26 15:00 - 16:30 | Online
This group is an opportunity to come together as educational professionals to collaboratively explore ways in which the Power Threat Meaning Framework (PTMF; Boyle & Johnstone, 2018; 2020) can be applied within education.
The aim of this Special Interest Group is to explore the following questions and ideas:

How is the PTMF relevant to our roles in supporting children and young people, families and school systems?
How can the PTMF inform our practice?
In what ways is the PTMF currently being used, applied, and adapted to support children and young people, families and school systems?
How can the PTMF be explained in accessible language, from an education perspective?
What future directions could we envisage?

The session is spilt into two parts. We invite you to join the whole session or a part to suit your time capacity
Part 1: 3.00pm – 4pm
Exploring the relevance and application of the PTMF in education. This may involve a guest speaker or a discussion around a specific area of the PTMF
Part 2: 4pm – 4.30pm
Reflective practice. An opportunity to share and think about work, projects and hopes around using the PTMF in our work.
Please email us to join our mailing list and receive the link for the session. We look forward to you joining us.

EP Reach-Out webinar - “It takes a village to raise a child”: A whole system approach to developing resilience in education (RESTA and RESO) with Dr Esther Borrett
2025-02-27 16:30 - 17:00 | Online
On January 7th, 2025, the BBC published an article titled “Child Mental Health Crisis: Better Resilience is the Solution,” highlighting the increasing mental health issues among young people in the UK, including rising cases of anxiety, depression, and self-harm. Experts in the article suggested that building resilience, rather than solely focusing on mental health awareness, could be key to addressing this crisis.
In this webinar, Dr. Esther Borrett will explain her research on educational resilience and discuss why developing resilience is seen as a sustainable approach to help young people thrive despite adversity. She will describe an intervention for schools and colleges that views resilience as a skill that can be nurtured over time through intervention and support. This intervention, named the Resilience Support Teaching Assistant (RESTA), along with its whole school approach (RESO), involves training school staff to embed resilience-building practices into school curriculums and cultures. Dr. Borrett will outline the context of the intervention, its use, and its impact, as well as discuss future developments.
Dr Esther Borrett – Brimstone Psychology, Founder of Resilience Support Teaching Assistants

Theraplay® 2 day group training
2025-03-17 - 2025-03-18 | The Three Swans Hotel, The Three Swans Hotel, Market Harborough, Leicestershire, LE16 9QQ, United Kingdom
Theraplay is an attachment based, trauma-informed method of interacting with children. Theraplay is adult-directed, structured play that incorporates playful, cooperative and nurturing activities that enhance the emotional well-being of children.
Theraplay is beneficial to all children, not just those with behavioural, emotional or developmental problems. Workers with children create an atmosphere of fun, caring, acceptance and encouragement which allows the child to grow socially, emotionally and intellectually. Theraplay has been accepted by the U.S. Substance Abuse and Mental Health Services Administration as an evidence-based practice and can be done with an individual child and her caregiver or a worker, in families or with groups of children in pre- schools, and Primary and Secondary schools.
Unlike other play group approaches, Theraplay learning takes place on a non-verbal level. Instead of talking about positive social behaviour, the group leaders and children EXPERIENCE positive social interaction. Gradually, positive messages from the groups become a part of the child’s internal sense of himself.
The Theraplay approach can very quickly and dramatically improve the quality of the classroom or other group setting and provide teachers, counsellors and therapists with resources to maintain an emotionally positive and cognitively enriched environment.

Reed Webinar Series: An introduction to PANS and PANDAS
2025-03-18 12:00 - 13:30 | Online
– PANS (Paediatric Acute-onset Neuropsychiatric Syndrome)
– PANDAS (Paediatric Autoimmune Neuropsychiatric Disorder Associated with Streptococcal Infections)
Join Tina Coope from PANS PANDAS UK as she provides an overview of these conditions, how they affect children and young people and what education professionals can do to help identify and support those struggling with these conditions.
PANS and PANDAS are post-infectious autoimmune and neuro-inflammatory conditions that impact both physical and mental health. They can be triggered by common infections like strep throat, chickenpox, or influenza and require diagnosis by a medical professional. Whilst PANDAS predominantly affects children, typically between the ages of 3 and 13, PANS can also occur in adults, and symptoms can persist beyond age 16.
Both conditions are known for their relapsing and remitting nature, with symptom exacerbations colloquially referred to as flares. Despite recognition by the NHS and increasing awareness, many families struggle to access diagnosis, treatment and tailored educational supports for their children and young people.
With ongoing efforts to establish Royal College of Paediatrics and Child Health (RCPCH) and NHSE endorsed clinical guidelines, guidance for Local Authorities and a UK-wide surveillance study, early intervention and awareness across education, health, and social care is crucial to improving outcomes for affected children, young people and their families.

edpsy hosts Dr Fraser Lauchlan: practitioner skills in dynamic assessment
2025-03-18 16:30 - 18:00 | Online
CPD Overview
This webinar will focus on the practitioner skills that are necessary for building up one’s skills in the use of dynamic assessment and mediated learning. Using animation and video clips, we will consider how to put the powerful ideas of dynamic assessment into practice and look at the kinds of resources that are available for EPs to help them incorporate the approach into their daily practice.
Learning Outcomes

Understand what makes dynamic assessment distinguishable and valuable compared to other assessment approaches.
Understand the key aspects of mediated learning and how these skills can be developed by practitioners.
Be confident in using resources that are available for gathering valuable information during a dynamic assessment.
Understand how the information can be reported (or carried forward) in a way that best meets the needs of children and young people with the aim of making a positive difference to their learning.

This session is not recorded.
Booking and discounts

Group booking discount of 20%
Ideal for services and groups of professionals, benefit from a 20% discount when 5 or more places are booked at the same time.
Use promo code ‘EDPSYGROUP20‘
TEPs and students
Trainee EPs, trainee psychologists and students can benefit from a 40% discount.
To benefit from this you must:

Register for the event using your university email address
Use promo code ‘EDPSYTEP40‘

If you do not use your university email address to book, we may ask you to confirm that you are a trainee/student
Dr Fraser Lauchlan

Dr Fraser Lauchlan is the Director of Dynamic Assessment UK, which offers various training courses and bespoke resources related to DA work. Fraser worked as an EP in a local authority setting in Scotland for many years and was a tutor on the University of Strathclyde EP training course.
He is the co-author of “Improving Learning through Dynamic Assessment” (with Donna Carrigan, 2013) and “Applying Dynamic Assessment in Schools” (with Clare Daly, 2023). From 2017 to 2023 he was General Editor of Educational and Child Psychology.

Solution-Focused Coaching
2025-03-19 09:30 - 16:30 | Online
Learn or refresh essential principles and practices of Solution-Focused Working, while gaining hours of coaching CPD (practice, observation, participation) and the opportunity to apply the ENABLE model of Solution-Focused Coaching (Adams, 2015, 2016).
Participants and the facilitator will share and analyse examples of SFC in practice. The aim is to provide a deeper learning experience than simply covering what might already be known.

The psychology of Autistic burnout: for educational and school psychologists
2025-03-19 13:30 - 16:00 | Online
This webinar is specifically tailored to the needs of Educational Psychologists (worldwide). It focuses on how we can identify autistic burnout in young people, how we can support families and educational settings to put in place targeted support (especially as research shows there are specific needs, unique to this cohort), and implications for writing Psychological Advice for a young person who has experienced autistic burnout.
You will leave the session confident in exploring autistic burnout as a hypothesis in your work with young people, and confident in implementing evidence based strategies for those young people either in or recovering from autistic burnout.
The session includes a live Q and A with Joanne. Joanne is a neurodivergent Educational Psychologist, who specialises in neuro-affirming practice and candidly shares her lived experience. Joanne is a member of the Autistic Burnout Network – a group of international multi-disciplinary professionals, with expertise in this topic. Joanne has spoken to crowds of 1000 delegates, on the topic of autistic burnout.
The session is recorded and you will have access to the recording for 28 days, to watch at a time convenient to you.

Motivational Interviewing for Ed Psychs: Intermediate skills
2025-03-21 09:00 - 16:00 | Online
Additional ticket prices available online.
A one-day online intermediate skills course for developing confidence and mastery of MI in educational psychology practice.
In this course, Cathy Atkinson and Fi Coley, members of the international Motivational Interviewing Network of Trainers (MINT) will offer a lively, informative and interactive opportunity to explore how to use MI in daily practice.
We will explore MI in EP consultation, individual work with children and young people, and how to use MI more creatively and in different areas of EP practice.
The day will include:
Recap of key principles (MI spirit, tasks and skills)
How to work collaboratively to set agendas for change
Eliciting change talk and softening sustain talk
Applying MI in everyday EP practice (including EHCNAs!)
The aim of the day will be to allow participants to develop further confidence and mastery in using MI within different aspects of their EP work.
This training is for those who have already engaged in at least one day of CPD in MI (training, reading or skills practice). You will need a secure understanding of the spirit, skills and tasks of MI.* This event is open to Educational Psychologists, Trainee Educational Psychologists, and Assistant Psychologists. We are unable to accommodate aspiring EPs at this event.
*Our one-day introductory course is running next on Friday 6th June 2025 and will include:
An outline of the theoretical and research background to MI
Consideration of the spirit, tasks and skills involved in MI
Experiential work, to develop skills and confidence
Guidance on the application of MI to EP practice
More information here: https://www.eventbrite.co.uk/e/820115205657/

Sensory Attachment Intervention foundation module (Part one)
2025-03-24 | Online
This three-day course will look at the theories that provide the framework for SAI. Emphasis will be on the impact of trauma on sensory processing, and on the capacity for self and co-regulation. Participants will learn the neurosequential approach to intervention; that is, when it is most effective to use interventions such as narrative work, play therapy, and education. They will learn the principles of up-regulation and down-regulation to enable physiological adaptation for social engagement and academic learning.
The foundation module is taught in two parts, Part 1 and Part 2. Each part is also a stand-alone course and can be done in any order.
Both parts have to be completed before proceeding on the training pathway and attending other SAI courses.

EP Reach-Out webinar - Understanding the views of children with complex learning and communication needs with Dr Kate Farmer
2025-03-26 16:30 - 17:00 | Online
In this webinar, I will tell you about my doctoral research exploring how adults understand the views of children with complex learning and communication needs who are not yet using a formal communication system. I will tell you about my work with one special school and how I took a social constructionist perspective to explore the relationship between child and adult as communication partners when an adult infers meaning and interprets a child’s communicative intent. I will offer some practical suggestions from my research for adults seeking to understand the views of children and young people with complex learning and communication needs.
