Educational Psychologist Professional Learning Offer for all Education Staff:
EPS Offer 1: Core themes for training offers to clusters from cluster EP(s)
| Title | Description/ aims/ learning outcomes | Target Group |
Time Commitment |
Co-ord EPs |
| Five core roles of Support for Learning Teachers |
Participants will be able to summarise the five roles and be familiar with the factors that are important in considering options for delivering and monitoring these roles in their own school context. This will include examples of how the five roles can be used to foster inclusive approaches with colleagues and partners to build capacity. This training is informed by the five roles promoted nationally by Education Scotland and used as the starting point for evaluation of impact and outcomes for SfLTs. |
SfLTs in primary or secondary establishments in a cluster. The initial training session may also be of interest to school managers and staff interested in applying for a SfLT role. |
1.5 hour initial session with post-sessional task to self-evaluate delivery of five roles in own practice context in order to identify possible ways to extend impact. Optional offer for follow up session |
Roger Barrow & Tim Glockling |
| Emotionally based school avoidance |
Attendance, This workshop considers the ways in which complex non-attendance can be understood. It begins with theoretical explanations of the factors involved with particular reference to anxiety and neuro diversity. It progresses to consider practical approaches to managing the issue, including the importance of multi-professional working. The workshop draws upon Included, Engaged and Involved, Part 1 as well as psychological and theoretical accounts and aligns with SBC’s revised Attendance Policy. |
Any staff with specific responsibilities for responding to attendance issues: including Pastoral Teachers, SMT and teachers. Max 12 in number |
Initial session – twilight 1 hr 30 mins – 30.1.23 Follow-up session: twilight 1 hr 30 mins
|
Christie Brown, Laura Cassidy and Gillian Gibson |
| ANA programme | This session EPS will be supporting a pilot initiative in Tweeddale (and also Earlston) to develop programmes of support suitable for ANAs. This will involve scoping out requirements and developing programmes suitable for clusters which can incorporate core competencies as well as cluster specific needs. This initiative will be collaborative and multi-agency with other local partners including Cluster Heads. Over time it is anticipated that this programme will be developed across all clusters. | ANAs employed to support young people in mainstream settings | As agreed in pilot clusters but will be provided on standard inservice days. | Ian Sargison with Michelle Bradley |
| Trauma & wellbeing informed practice for schools | This training is available and is developed from material developed under the auspices of Education Scotland linked Connected Compassionate Communities programme and NHS materials. More and more in our schools CYP are evidencing distressed behaviour and this programme is designed to complement the general emphasis on relationship based approaches including Nurture being developed at a universal level across the EA. A programme offer is being developed through the HWB group and this training will take account of this. | RQTs and other groups by request. | Single 1.5 hour session on date tba and by separate negotiation. | Ian Sargison, Laura Cassidy and Christie Brown (linking also to Health & Wellbeing Group) |
EPS Offer 2: Supplement themes for training offers to clusters from cluster EP(s)
| Title | Description/ aims/ learning outcomes | Target Group |
Time Commitment |
Co-ord EPs |
| Dyslexia |
Supporting Learners with Literacy Difficulties & Dyslexia This material has been designed to complement the Dyslexia Scotland online module 1 and support its application to practice. Following this training participants will have a greater understanding of: ´ what dyslexia is and how it affects learners ´ how dyslexia should be assessed and supported in SBC schools ´ what their own role is in assessing and teaching learners with literacy difficulties/dyslexia ´ some recommended classroom support strategies and literacy interventions, and ´ where to get further information and support |
Primary and Secondary Teaching Staff and PSAs |
1 to 3 hours as agreed between school and cluster EPs Content can be adapted according to identified CLPL needs of your school |
Michelle Bradley and Tim Glockling |
|
IEPs and Goal Attainment Scaling (GAS) for individual pupils
|
Following this training participants will have a greater understanding of: ´ the delivery of targeted interventions through robust IEPs ´ what GAS can offer to support measurement of impact from targeted interventions with particular reference to wellbeing targets. ´ What GAS can offer to promoting through supporting collaborative approaches to target setting to improving positive outcomes ´ How advice and recommendations from professionals such as AHPs may be included in IEP level plans and strategies. |
Support for Learning Teachers This training will be available centrally but will also be available to clusters. The training has an operational focus but may also be of interest to managers and other staff. |
1.5 hour initial session with inter-sessional reading and development task to develop a plan. This session is usually followed by a follow up workshop to review and discuss and plans developed. Alternative bespoke formats may be considered for clusters as appropriate to context.
|
Roger Barrow |
EPS Offer 3: Additional specialist and repeat offers available through centralised training directory from EP team
| Title | Description/aims/learning outcomes | Target Group | Time commitments | Co-ordinating EPs |
|
Connecting with Parents Motivations (CwPM)
|
To have increased your knowledge and skills of strength based communication approaches • To feel confident at feeding back an observation of a child’s difficult behaviour to a parent / carer using the OARS communication process • To feel confident at engaging and sign posting parents / carers in relation to support for parents, including PoPP groups • To have increased knowledge of PoPP aims and PoPP delivery
|
Early Years Practitioners
|
Full day Available on request |
Gillian Gibson and Michelle Bradley in conjunction with Marjorie Hutton, EYT) |
| Lego Club |
Introductory session explores research around Lego Therapy as an intervention to support young people with ASD to develop their social skills. Session 2 and 3 support staff to implement Lego Club within their establishment. This includes needs analysis (criteria for accessing the group), target setting, tips on running your own Lego Club and evaluation of impact. An initial introduction to Lego Club with two follow up sessions to support attending staff to implement (session 2) Lego Clun in their setting and evaluate the impact of this (Session 3). |
All staff |
3x Twilights Session 1 (26/09/23) 4-6 |
Gillian Gibson and Michelle Bradley |
| Selective Mutism |
Sessions explore research around Selective Mutism and strategies that can be used to support young people in education. Participants will have the opportunity to plan and implement strategies to support young |
All staff |
1x Twilight 06/09/23 4-6pm |
Gillian Gibson |
| Pathological Demand Avoidance: A signpost for Support | This session will explore how we can use the description of Pathological Demand Avoidance in literature (PDA is not yet a diagnosis) as a ‘signpost for support’. The session plans to look at strategies to support children and young people in education and work closely with parents to promote engagement in learning. | All staff |
1 x Twilight 19/09/23 4-6pm |
Gillian Gibson |
|
Supporting loss, grief and bereavement |
These sessions will be of benefit to professionals working with children and/or young people who have experienced loss, grief and bereavement. The sessions will cover theory and practical strategies to support children and/or young people. |
All staff |
1.5 hour twilight session which will be repeated on a termly basis Dates TBC |
Christie Brown |
|
IEPs and Goal Attainment Scaling (GAS) for individual pupils |
Following this training participants will have a greater understanding of: ´ the delivery of targeted interventions through robust IEPs ´ what GAS can offer to support measurement of impact from targeted interventions with particular reference to wellbeing targets. ´ What GAS can offer to promoting through supporting collaborative approaches to target setting to improving positive outcomes How advice and recommendations from professionals such as AHPs may be included in IEP level plans and strategies. |
Support for Learning Teachers |
1.5 hour initial session with inter-sessional reading and development task to develop a plan. This session will be followed by a workshop session to review and discuss and plans developed. | Roger Barrow |
| ASD in girls | Please see listing under Leader Valley offer | Gillian Gibson with Donna Nicholls |
