Children Who Have Experience Loss or Trauma

A series of online CPD Units that aim to increase the understanding and knowledge of individuals who interact and look after with children and young people who have experienced loss or trauma within their lives.
CEL&T Children
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All units will be based online and run over 10 week period. Upon obtaining your log in details to the Virtual Learning site, SunSpace, where it will be hosted, you will have unlimited access to the material for this period of time. In order to obtain a University Certificate of Completion, you must submit a piece of work before the 10 week period is up. The standard cost per unit is £39.60 (inc. VAT).
All of the CPD units below are suitable for a wide range of individuals including, but not limited to, professionals (Healthcare, Social Services and Education) as well as support workers, para-professionals, parents, carers, corporate parents, foster parents, kinship carers and adoptive parents or those seeking to understand children and young people in a holistic way.
 To book a place on one of the units, please visit our online shop on the following link: Click Here
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An Introduction to Children who have Experienced Loss and Trauma: What This Means for Children

Provided by: Dr Wendy Thorley, National Teaching Fellow and Senior Lecturer, University of Sunderland
This unit introduces thematic reasoning for children experiencing loss and trauma and what this means for children and young people. The unit includes the theoretical basis from which to appreciate how this impacts upon a high percentage of children and young people both Nationally and Internationally and what this means for those working with these children and young people.
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The BioPsychoSocial Model of Trauma

Provided by: Ms Stephanie Hunter, Senior Lecturer, University of Sunderland

This unit explores understanding of why children and young people behave in the way they do and helps to build understanding form the child or young person’s perspective. This unit includes a range of suggestions for supporting children and young people from within both a school and home environment.
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An Introduction to Therapeutic Parenting (1):It’s All About Them, It’s All About Us

Provided by: Sally Donovan, Parent representative on DfE expert steering group, Blogger, author of No Matter What and The Unofficial Guide to Adoptive Parenting

This unit introduces parenting children who have experienced loss and trauma and how this differs from ‘normative’ parenting approaches. This unit includes good practice suggestions and coping strategies and approaches for living with or working with children.

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An Introduction to Therapeutic Parenting (2): Routines, Transitions and Supporting Families
Provided by: Sally Donovan, Parent representative on DfE expert steering group, Blogger, author of No Matter What and The Unofficial Guide to Adoptive Parenting
This unit introduces parenting and how this differs from ‘normative’ parenting approaches. In addition to good practice suggestions, coping strategies and approaches for living with or working with children; this unit covers the importance of routines and how this can support children and young people alongside the consequence of disruption to established routines. Furthermore, this unit will reflect upon what transition may mean for children and young people and why this may not always be viewed as a positive thing.
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An Introduction to Therapeutic Parenting (3): Anger, Aggression and Repetitive Strain

Provided by: Sally Donovan, Parent representative on DfE expert steering group, Blogger, author of No Matter What and The Unofficial Guide to Adoptive Parenting

This unit introduces parenting children who have experienced loss and trauma and how this differs from ‘normative’ parenting approaches. This unit will cover good practice suggestions, coping strategies and approaches for living with or working with children and young people. This unit also explores how anger and aggression may be displayed by children and young people and some of the reasons behind these emotive displays.
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My Designated Teacher: My View

Provided by: Voices Making Choices: Northumberland Local Authority; Advocacy and Participation Group

This unit has been designed by young people who are part of the LAC care system, however the points they raise and the good practice indicators they suggest have wider application than that solely for children who are Looked After by the Local authority. This unit provides a good foundation basis form which understanding and working with these children and young people can be developed and built.

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Multi-Agency Partnerships to Support Children and Young People

Provided by: Ms Stephanie Hunter, Senior Lecturer, University of Sunderland and Mr David Harrop DFW Adoption Agency

This unit explores good practice and meaningful relationships that help provide for children who have experienced loss or trauma; including shared practice, supporting children in a range of settings, understanding the need for co-operative and collaborative working, and how to initiate this for children and young people.
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My Carer is Mint

Provided by: Voices Making Choices: Northumberland Local Authority; Advocacy and Participation Group

This unit has been designed by young people who are part of the LAC care system, however the points they raise and the good practice indicators they suggest have wider application than that solely for children who are Looked After by the Local authority. This unit provides a good foundation basis form which understanding and working with these children and young people can be developed and built.
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Attachment and the Impact of Loss or Trauma

Provided by: Dr Wendy Thorley, National Teaching Fellow and Senior Lecturer, University of Sunderland

This unit introduces the impact of trauma or loss on brain development in the early years and then at key further developmental stages (6-8 and teens). The unit explores how such impact manifests and influences children’s overall development including language, cognitive functioning, social and emotional development and ability to function successfully within normative environments such as a classroom.


The unit includes the theoretical basis from which to appreciate how this impacts upon a high percentage of children and young people both Nationally and Internationally and what this means for those working with these children and young people.