Training & Events

We provide a wide range of training courses. These range from generic training events, to those developed bespoke for an organisation’s needs. If you require any assistance with your training requirements, please contact us at training@ccats.org.uk.

Our training

Has a developed research/theoretical background that is up to date and relevant;
Is delivered by experienced trainers, and whose quality of delivery is continually reviewed;
Is delivered in a manner that is of value and accessible;
Has practical application when required, where attendees are able to develop new skills, or enhance those already present.

Our trainers

Trainers within our organisation are carefully selected. All have a previous background in extensive training delivery nationally and/or internationally. We pride ourselves not only in offering trainers who have extensive knowledge in the area of the training topic, but who are also specifically trained in effective training delivery.

Often these trainers have published in the topic of training delivery and/or have extensive publication backgrounds that are relevant.

Course outlines

Training can be delivered across a wide range of topics, and examples of our course outlines are provided below. In addition to the below events, we also offer training in respect of motivational interviewing, mental health (e.g., emerging personality issues), autism spectrum disorders, becoming an effective supervisor and supervisee, and training to be a trainer.

Attachment and PACE

For practitioners who work with young people. It covers attachment, the different styles, how to promote secure attachments, and the impact on people. This training event also includes focus on using the PACE approach (playfulness, acceptance, curiosity and empathy). Within the training event is much opportunity for reflection on applying knowledge and skills to young people being worked with.

Attachment and trauma

For practitioners who work with young people. It covers experiences and life events that contribute to the development of trauma, the role of the care environment. This includes attachment, trauma theory, how young people might present if they have experienced trauma, the process of resilience and how this can be supported.

Autism and Attention Deficit Hyperactivity Disorder (ADHD)

For practitioners who work with individuals with Autistic Spectrum Disorder (ASD) and/or Attention Deficit Hyperactivity Disorder (ADHD). The training explores features of these neurodevelopmental conditions and associated strategies to support individuals with ASD and ADHD. The training includes opportunities for formulation and links to Positive Behavioural Support planning.

Child sexual exploitation

For practitioners who work with young people. It aims to raise awareness and understanding, improve professional practice and promote effective partnership working. It looks at the definition of child sexual exploitation, vulnerability factors and recommendations for practice.

Good lives and managing resistance

Covers an approach often used with young people and adults – the good lives model. This is a holistic strengths-based framework of rehabilitation. The training package also includes a focus on recommended ways to support young people and adults who present with resistance.

Harmful sexual behaviour in young people

For practitioners who work with young people. It covers a range of areas such as theories of sexual offending, introduction to risk factors and treatment needs, identifying treatment needs and recommendations for practice.

Managing aggression in young people

For practitioners who work with young people. It explores the development of controlling and aggressive behaviours in young people from an attachment theory perspective, provides strategies to effectively manage such behaviours, and considers the role of the practitioner. There is a focus on building resilience in the practitioner and young person.

Managing disclosures

Develops knowledge and skills in relation to how to respond to victim disclosures. Trainees will gain understanding of the impact on victims of the responses they receive when they make a disclosure. Trainees will develop skills to identify when disclosures are made indirectly. Trainees will also develop knowledge of how to respond to disclosures in a trauma-informed way, and put this knowledge into practice through skills-based exercises. Trainees will also gain understanding of how to record and report disclosures.

Positive behavioural support

Explores how behaviour can be shaped by our environments. Using this knowledge, attendees are tasked with understanding what needs their clients challenging behaviours are meeting and how these can be altered in a motivational manner. The training explores various concepts, including punishment and reinforcement principles, trauma-informed care and functional analysis.

Professional boundaries

This training considers what professional boundaries are, why they are important, how boundary breaches occur, and the impact they have. A significant portion of the training is spent assisting attendees to reflect on their own boundaries and ways to continue their positive maintenance.

Radicalisation

Provides an overview of radicalisation based on the latest available evidence. It covers definitions and the nature and development of radicalisation, signs of potential radicalisation, and suggested courses of action.

Self-injurious behaviour in young people

Provides attendees with an introduction to a range of considerations, such as definitional issues associated with deliberate self-injury, risk and protective factors for deliberate self-injury in young people. This looks to complete functional assessments of self-injurious behaviour, providing the knowledge, skills and strategies for managing incidents.

Theraplay awareness (short workshop)

Aims to provide trainees with an overview of what Theraplay is and why it might be used, and how Theraplay principles can be used within one’s own practice and workplace setting.

Understanding and managing trauma (trauma-informed care)

Focuses on supporting trainees to use a strengths-based approach of working with those who have experienced trauma. This is a well evidenced approach informed by neuroscience, psychology, social science, and attachment and trauma research.

Working with transgender young people

Provides an introduction to transgender and gender dysphoria. It includes current understanding of gender, gender dysphoria, recommended practice, areas for further research and ongoing debate.

Vicarious trauma

For practitioners who support people who have experienced traumatic events. For example, people who work with victims of historical abuse and neglect. It covers a range of areas including what vicarious trauma is; how to identify it; the factors which can cause it; and what steps can be taken to manage it.

Attendee

"I enjoyed how the facilitator incorporated theory and models in to practice"

Attendee

"Lots of information and very well presented. Interactive sessions were valuable and made you think about the issues/indicators relating to this subject"

Attendee

"Training and delivery was off the scale. Enthusiastic and relatable trainer!"

What our trainees say

We always ensure that training events are evaluated. This can include a traditional reflection on training immediately after the event, or more substantial evaluation dependent upon the training need. Yet, some immediate reflections from attendees at events include:

Training & Events

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Course outlines

What our trainees say

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