Children’s & Young People’s Services
Courses & Training.

Breaking The Cycle offer a wide range of innovative, engaging high quality courses tailored to children & young people. All of our course can be delivered both face to face and virtually.

Children & Young People

 Breaking The Cycle deliver training for those working with children and young people and we have long term relationships with councils and private organisations providing support in addressing complex and critical cases.

All of our training is based around Social Pedagogic principles placing a person-centred approach front and centre in order to deliver effective outcomes in a manner which is both positive for adults and young people and is also inspection ready.

children-and-young-people

Overview of our courses.

Introduction to Solution-Focused therapy

Course Overview

Solution-focused therapy approaches allow for a genuine person-centred approach in intervention planning. The model is based on the principle that true change should be driven form the individual themselves and not for services or professionals. When working with some people they work very well if support has got ‘stuck in a rut’ and you are looking for a different approach.

In order to support real change, it is essential that one considers the challenge of relationship building. Person-centred approach modelling such as Social Pedagogy help assist in achieving constructive and positive relationships based on mutuality and respect. In order to assist in ‘finding a purpose’, models such as Motivational Interviewing and SFT provide clear and evidence-based approaches to positive change.

This training course aims to develop participants’ knowledge of solution-focused therapies and to enable participants to practice some of the skills used in its delivery.

Learning Outcomes
By the end of the course participants will be able to:

  • Describe the key elements of brief solution-focused therapy.
  • Demonstrate an understanding of the history and development of SFBT.
  • Demonstrate an understanding of the use of ‘Motivational Interviewing’.
  • Demonstrate an understanding of the appropriate use of ‘Scaling Questions’.
  • Recognise the benefits and limitations of a SFBT and how these fit in with a services policies and procedures.
  • An understanding of basic Cognitive Behavioural Therapy through the Internal/External Locus of Control model and the use of ‘the Snap Chat Board’.
Substance Misuse and Legal Highs

Course Overview
Breaking The Cycle has designed this package to raise awareness of legal highs and to empower participants to effectively engage with service users. This course will explore the social, psychological and health implications as well as the risks associated with legal highs. It is imperative that everyone who works with young people and adults have an understanding of legal highs and the impact that it has. In addition course participants will learn how new thinking with Social Pedagogy can address legal highs in a much more focused and empowering way. We will also introduce interventions designed to assist users make positive choices to assist them live free of legal highs and substance misuse.

Learning Outcomes

  • An overview of Social Pedagogy and an increased knowledge of drugs, legal highs and the impact they have on users.
  • An understanding of psychological, social and health effects of legal highs.
  • Understanding substance misuse treatment within a social pedagogic framework.
  • Participants will also be given up to date links and resources for information and development.
Intervention Models

Course Overview
Breaking The Cycle has designed this package to raise awareness of social pedagogic principles and to empower participants to effectively engage with service users. This course will explore the social, psychological and educational implications of embracing this successful methodology. It will demonstrates how everyone who works with young people and adults can achieve great outcomes for themselves and the young people by using models of practice steeped in social pedagogic processes. In addition course participants will learn how new thinking with Social Pedagogy can address a whole manner of difficult practice issues in a much more focused and empowering way. We will also introduce intervention models designed to assist users make positive choices to assist them make better choices and gain better outcomes.

Learning Outcomes

  • An overview of Social Pedagogy and examples of the impacts they have on users.
  • An understanding of the power of Intervention Models and how they can improve practice.
  • Understanding key issues in individual practice and designing models to improve outcomes.
  • Participants will also be given up to date links and resources for information and development.
motivational interviewing

Course Overview

Motivational Interviewing offers a directive, person centred approach to counselling to assist individuals achieve successful change in behaviour. The course aims at recognising ambivalence and assist in overcoming the blocks to change through encouraging self-motivation and individual planning. The course promotes mutuality and respect and is backed with clear research which demonstrates positive outcomes proven to be even more successful when a person is encouraged to plan for their own change.

Most plans for change focus, predominantly on the External Locus of Control, whereas Motivational interviewing offers an opportunity to consider the Internal Locus of Control and as such assist in developing long term change.

This proven method of supporting change provides a none threating style of communication which will be supported with an introduction to Solution Focussed Therapy.

Learning Outcomes

  • An introduction to the history and research which underpins Motivational Interviewing.

  • Understanding the Key Four Interaction Skills (OARS).

  • Considering the Spirit of Motivational Interviewing.

  • Putting the principles together, participants will reflect upon the DEAR’S of Motivational Interviewing culminating in the formal process providing measurable person-centred planning.

  • Using clear methods, professionals will consider the added merit of planning for change in a manner which is inspection ready and valuable to the individual.

  • An introduction to the Internal/ External Locus of Control and how this assist in understanding behaviour and work towards change.

  • Participants will devise an effective intervention plan using Solution Focussed Planning.

Introduction to social pedagogy

Course Overview
Social Pedagogy is an academic discipline that draws on core theories from various related disciplines, such as education, sociology, psychology and philosophy. In essence, it is concerned with well being, learning and growth. This is underpinned by humanistic values and principles which view people as active and resourceful agents, highlighting the importance of including them into the wider community and aim to tackle or prevent social problems and inequality Breaking The Cycle has designed this
package to raise awareness of the issues surrounding this methodology and how it can be applied in a caring environment. The course will provide parents, carers and staff with a clear understanding of the benefits of using social pedagogic approaches and how they can achieve better outcomes for young people.

Learning Outcomes

  • Understand what Social Pedagogy is.
  • Understand the benefits of using it in practice.
  • Explore the ways that Social Pedagogy is being used to achieve better outcomes.
  • Identify available, useful and helpful resources.
  • Understand the role that Social Pedagogy can assist in building holistic meaningful relationships.
Unaccompanied Child Asylum Seekers

Course Overview

This course will aim to assist carers to gain an understanding the complexities and challenges associated with Unaccompanied Child Asylum Seekers. Reflecting on legislation, personal stories and factual data, the course aims to identify and explore the issues currently faced by young people, foster carers and professionals. Participants will cover areas of social and cultural isolation faced by young people who have been displaced from their country of birth and their families, whilst exploring the issues faced by carers and the young people as they approach adulthood. 

In recognising that Unaccompanied Child Asylum Seekers are among the most vulnerable young people in society, the course explores the risk and safeguarding concerns pertaining to discrimination, sexual exploitation, child trafficking, forced marriage, genital mutilation.

Participants will reflect on the myths and misconceptions prevalent in wider society; and by using a social pedagogic framework the course will focus on allowing carers to work in the most effective child-centred way.

Learning Outcomes

This course will help carers understand the following:

  • The laws and processes related to Child Asylum Seekers and Refugees, reflecting both their status and their time in care.
  • The advantages of a person-centred approach in supporting this most vulnerable group of young people.
  • The law surrounding immigration and current safeguarding concerns pertaining to child Asylum Seekers.
  • An understanding of the current pathways for Child Asylum seekers as they approach adulthood.
  • The need to have an increased awareness of the methodology and research that impacts on Equality and Diversity whilst recognising the current political and social discourses which may impact upon individuals.
  • An understanding of the techniques models and research that allow workers to engage with young Asylum Seekers.
  • How to assess situations and work with young people in order to address cultural and personal isolation.
  • How to recognise and use the skills and motivation tools to help young people explore their identity and empower them to achieve better outcomes.
  • How to access support services and appropriate resources in order to address social and cultural isolation.
LAC Permanency and Care Planning for Practitioners

Course Overview

The course will consider the importance of the Permanency Planning Meeting and reflect on the benefits of having it convened at the earliest appropriate opportunity in order to maximise outcomes. Research indicates that greater attention needs to be given during the transition both in and out of care and when managing any move for a child and young person.  The course considers who should be consulted during these crucial times whilst considering the processes, the values and concerns regarding the current assessment and planning practices and the value defensible decision making can add to the risk management process. As the course is aimed at practitioners a clear emphasis will be placed upon the young person, person centred planning and relationship building. In order to develop an effective relationship, need to understand behaviours which are expressed due to attachment issues. Understanding why children behave the way they do helps effective engagement in a fair and non-judgemental manner.

The purpose of a Permanency Planning Meeting is to consider the most effective route to securing permanency placements for a child or young person and practitioners should consider the most appropriate route to promote the best outcomes for the child. Therefore, utilising a person-centred model is essential in delivering quality support whilst considering care as the best or only option available. This course will use Social Pedagogic principles to explore this complex, yet important part of the planning process of considering care through the eyes of the child and understanding how mental wellbeing and attachment can impact on the child’s capacity to engage constructively. Meetings held without the young person are necessary and legal components of the planning process and these meetings should remain person centred in their aim of placing a child in care in the most positive manner possible whilst following the legal timescales and processes.

Practitioners need to consider how best to communicate with young people during a challenging time in their life therefore the course will explore models including motivational interviewing and solution focused therapy in order to ensure the young person’s views are paramount. Care planning is an important balance of being person centred, effective and clear and the models provide plans which are interactive and inspection ready.

Practitioners need to consider how the planning process should be undertaken with children of various ages, identities and abilities to deliver individual plans underpinned by the principles of ‘Every Child Matters’. Accurate assessments and planning result in the most appropriate placements thus increasing the opportunities for all concerned therefore developing an effective relationship is key to gathering the best information from young people. 

 The course will explore the roles of relevant others in the planning process including the Independent Review Officer, Social Worker, Foster Carers, children, and families. Ensuring these meetings are managed in a manner which increases the chance that all will be able to contribute and engage effectively.

By the end of the course practitioners will have reflected on the policies, research, and practice in order support young people in the most effective manner and be skilled and equipped to support young people and relevant others in the most effective way.

Learning Outcomes

This course will help carers understand the following:

  • Participants will have an increased understanding of assessments and planning processes for children and young people in care or entering the care system including the national and legal requirements and timescales.
  • Participants will be able to identify the relationship all the key players have in the planning process and how risk should be addressed in order to maximise outcomes.
  • Delegates will be able to understand how assessments and planning can have a negative impact upon children and young people and consider alternative models’ staff can utilise to increase positive outcomes.
  • Delegates will be able to identify person-centred models and how to improve the input children, young people, carers, and families have in any process.
  • Delegates will be able to consider the relevance of effective target setting, set with the young person themselves, in a manner which increases participation.
  • Participants will consider the most effect way to record and evidence outcomes in line with ‘evidence-based practice’ through the development of a vibrant and useable plan which is inspection ready.
  • Participants will consider some of the issues may impact upon the young person’s ability to engage such as attachment theory and how this impacts upon their ability to engage.
preparation for independence

Course Overview

The Care Act 2014 and the Children and Families Act 2014 capture the principles of personalisation, inclusion, participation and co-production in law.  Both the Children and Families Act 2014 and the Care Act 2014 deal with support for young people with care and support needs preparing for adulthood. These two pieces of legislation now provide the context in which transition occurs.

This course gives focus to young people whose support services will start to end during adulthood and those who will be transferring into the adult care estate. 

Learners will explore all elements that contribute to a successful transition including entering adult services and leaving care.  Through discussion we will think holistically about each individual child or young person being supported to ensure that practitioners make the connection of wellbeing, safeguarding and quality of life when completing planning for and supporting the transition.   

Throughout this course professional codes, regulating conduct, legislation and systemic practice is embedded.

This course is delivered using a range of methods and resources including:

Group discussions, small group activities, example Care and Pathway Plans using methods which have been proven to be effective through research and analysis.

  • This course has been developed and mapped to:
  • The Children and Families Act 2014
  • The Care Act 2014
  • The Mental Capacity Act 2005
  • The Deprivation of Liberty Safeguards 2008
  • Social pedagogic Methods
  • Person centred planning through Motivational Interviewing and Solution Focussed Therapy

Learning Outcomes

  • Which legislation directs us?
  • Overarching principles of transition.
  • Co-production and power-sharing in effective service planning.
  • The role of adult services.
  • Transition planning involving young people.
  • Building independence.
  • Building good relationships with young people and their families.
  • Support before, during and after transition.
  • The role of the named worker.
  • Person-centred approaches.
  • The consequences and costs of poor transition.
  • Transitions in special groups.
  • Factors that help or hinder purposeful and planned transitions from children to adult services.
  • Young people and their carers’ views and experiences.
Parenting and Family Work

Course Overview
A course designed specifically for those that believe in working holistically and raises awareness of the issues surrounding parenting and the dynamics of family life. The course will provide parents, carers and staff with a clear understanding of the benefits of understanding how stresses and pressures impact on family life. There will also be opportunity to explore different parenting models and how they can provide better outcomes for young people and their families.
This course uses models that include effective communication and understanding anger as well as the internal/external locus of control. All of this is placed within the context models of a practical of working within families. It will use group work and practical exercises that will inform and empower and can be used with both service users and staff.

Learning Outcomes

  • Understand different parenting models.
  • Understand the benefits of a holistic approach.
  • Explore the ways that family work is being used to achieve better outcomes.
  • To provide caregivers with a thorough knowledge of the content, themes, core concepts and strategies of positive parenting models.
  • To empower carers in developing problem solving and assertiveness skills in families.
  • To provide caregivers with simple practical teaching activities designed to increase the ability of young people to flourish in the family environment.
Protective Behaviours

Course Overview

Social Pedagogy is an academic discipline that draws on core theories from various related disciplines, such as education, sociology, psychology and philosophy. In essence, it is concerned with well-being, learning and growth. This is underpinned by humanistic values and principles which view people as active and resourceful agents highlighting the importance of including them into the wider community, and aim to tackle or prevent social problems and inequality. Breaking The Cycle has designed this package to raise awareness of the issues surrounding this methodology and how it can be applied in a caring environment to assist in promoting protective behaviours. The course will provide parents, carers and staff with a clear understanding of the benefits of using social pedagogic approaches and how they can provide better protective environments and achieve better outcomes for young people.

Learning Outcomes

  • Understand the Social Pedagogy framework.
  • Understand the benefits of using it in practice.
  • Explore the ways that Social Pedagogy is being used to achieve better outcomes.
  • To provide caregivers with a thorough knowledge of the content, themes, core concepts and strategies of the Protective Behaviour within a social pedagogic framework.
  • To empower carers in developing problem solving and assertiveness skills in children.
  • To provide caregivers with simple practical teaching activities designed to increase their child’s/children’s and young people’s personal safety.
skills to foster

Course Overview
Using the Fostering Network course, Breaking the Cycle deliver a social pedagogic course that puts the young person at the heart of the training.  Using group work exercises, video and interactive techniques, this course takes potential carers through the legal, practical, administrative, and emotional steps involved in fostering.  Using our comprehensive experience of foster care and working with carers, the course has been constructed to involve potential carers and allow them to reflect on their role.  From attachment to social pedagogy, childcare law to safeguarding, foster carers have enjoyed the innovative training provide by breaking of cycle. The course focuses on the practical, day-to-day skills that all foster carers need. It links into the Training, Support and Development Standards in England and other professional development qualifications. The course is an essential resource for anyone involved in preparing new applicants for the challenges of fostering. It provides a flexible resource that supports all foster carers taking on different types of placements, including family and friends foster carers.

Learning Outcomes

The course will allow carers to understand the following:

  • Law for foster carers and child protection procedures.
  • Identify and belonging, heritage and life chances.
  • The team around the child and a foster carer’s responsibilities.
  • Understanding young people’s behaviour.
  • Safer caring.
  • Ending a placement.
  • Reflection and managing feelings.

7 sessions over 3 days

The course will allow carers to understand the following:

  • Session 1: What do foster carers do?
  • Session 2: Identity and life chances
  • Session 3: Working with others
  • Session 4: Understanding and caring for children
  • Session 5: Safer caring
  • Session 6: Transitions
  • Session 6a: Review and conclusion
  • Session 7: My family fosters (for sons and daughters)

The Skills to Foster will prepare carers for a career in fostering by:

  • Explaining what being a foster carer involves
  • Enabling carers to consider how fostering will affect their family and their way of life helping you to decide whether fostering is right for them and their family.
  • Introducing them to the skills and knowledge they need to develop when they become a foster carer.
  • Helping them to appreciate the difference that good foster care can make to a child’s life.
Secure Base and Attachment

Course Overview

This course was designed in order for participants to understand the processes and key principles of attachment. It is designed to raise awareness of the issues surrounding the research and the methodology of attachment and how it can be applied in a caring environment. The course will provide staff with a clear understanding of the benefits of understanding attachment and how they can achieve better outcomes for young people and support adults who have suffered negative issues surrounding attachment.
The course uses research to provide participants with a complete understanding of the indicators of negative attachment. It also looks to explore the long term effects of both positive and negative attachment and how to develop appropriate relationships in order to achieve better outcomes.

Learning Outcomes

  • Understand the key principals of attachment and bonding critical for healthy development
  • Understand how healthy attachment is facilitated
  • Understand the various ways that neglect and abuse negatively influence attachment, exploring the consequent challenging behaviours
  • Understand how foster carers can help children with attachment difficulties
NEGLECT

Course Overview

This course will cover key areas of neglect and how the signs of neglect can be recognised and appropriately assessed in order to positively address any concerns. This course will explore initial assessments and how they feed into an effective person-centred plan. This training culminates in how to devise an effective plan which both recognises and categorises levels of neglect. Any work undertaken should be person centred working towards outcomes which are proven to be proportionate to the risk identified.

This course aims to recognise that families, even those with complex needs love their children but that love is not the only key need for any child. With this in mind professionals have to consider the ‘best interest’ options for the children involved. ‘Best Interest’ is a complex discourse which requires a high level of critical reflection supported by effective assessment and planning. Some children are best placed in their home setting but at time others are not and participants need to understand policy and legislation in order to justify any decisions made. Decisions are best made using a holistic approach which involves the child, family and other agencies and this course aims to explore what multi-agency working and ‘added value’ mean. The course aims to recognise the inherent strengths and areas for improvement in the current multi-dimensional approach to this subject.

It has long been recognised that poor and inconsistent care result in attachment and behavioural issues within the child and this course seeks to explore how neglect effects a child’s ability to engage and move forward. With all of this in mind one needs to consider how personal ‘framing’ of neglect affects ones professional response. The course also looks to develop an understanding of a ‘systems approach’ to professional child safeguarding practice explore common systems issues that are relevant to child neglect with an emphasis on ‘what works’.

It is well recognised that complex families are known to several services and have been subject to intervention for a long period of time. This can result in a level of complication and confusion which can result in repetition and poor joined up working. This can have a negative effect on relationships and does not always result in value for money or effective outcomes. Families may also know how to ‘play the system’ and disguise the true issues prevalent within the home environment. These issues are often framed as ‘drift’ and ‘start again syndrome’.  This course considers what this means to the professional and how to pursue an approach with is open, fair, and yet honest, this often centres around effective relationship building with very complex people. Targets should be SMART and reviewed in order to assess progress made and help inform the long-term decision-making process.

It is recognised that the issue of the ‘toxic trio’ is a common dilemma that impacts upon complex families lives and this course aims to address the areas of mental health and substance abuse and how to recognise these concerns and deliver effective family intervention. These issues are known to impact upon a parents ability to have the capacity to fully support their family and the course aims to reflect on this issue in a clear yet non-judgemental way.

The course will encourage participants to reflect on the common blocks and challenges which impact on family intervention whilst promoting professional judgements. Through discussions and the use of case studies the course aims to increase knowledge and confidence when managing such sensitive and potentially confrontational situations whilst honestly identifying barriers and considering the best course of action. 

Learning Outcomes

  • Introduction to social pedagogy and person-centered assessment.
  • Understanding the principles of neglect and defensible decision making.
  • Understanding and recognising the signs of neglect.
  • Developing effective plans which build into a multi-agency framework and provide measurable outcomes.
  • Gaining an understanding of the ‘toxic trio’ and its clear impact on children.
  • Understanding the local policies and legal frameworks which both guide and inform professional practice.
  • Consider the common issues of ‘drift’ and ‘start again’ syndrome and why this takes place.
LAC Permanency and Care Planning for Managers

Course Overview

The course will consider the importance of the Permanency Planning Meeting and reflect on the benefits of having it convened at the earliest appropriate opportunity in order to maximise outcomes. Research indicates that greater attention need to be given during the transition both in and out of care and when managing any move for a child and young person.  The course considers who should be consulted during these crucial times whilst considering the processes, the values and concerns regarding the current assessment and planning practices and the value defensible decision making can add to the risk management process.

The purpose of a Permanency Planning Meeting is to consider the most effective route to securing permanency placements for a child or young person. Therefore, utilising a person-centred model is essential in delivering quality support whilst considering care as the best or only option available. This course will use Social Pedagogic principles to explore this complex, yet important part of the planning process of considering care through the eyes of the child and understanding how mental wellbeing and attachment can impact on the child’s capacity to engage constructively. Meetings held without the young person are necessary and legal components of the planning process and these meetings should remain person centred in their aim of placing a child in care in the most positive manner possible whilst following the legal timescales and processes.

Managers will consider what is meant by the term ‘effective Care Planning’ and which models of care planning deliver the best outcomes according to research, providing clear evidence on ‘what works’. Care planning is an important balance of being person centred, effective and clear. Using internal external Locus of Control and Solution Focussed Therapy, Managers will be able to support their teams to improve the quality of their plans and provide evidence for inspection processes.

Managers need to consider how the planning process should be undertaken with children of various ages, identities and abilities to deliver individual plans underpinned by the principles of ‘Every Child Matters’. Accurate assessments and planning result in the most appropriate placements thus increasing the opportunities for all concerned.

The course will explore the roles of relevant others in the planning process including the Independent Review Officer, Social Worker, Foster Carers, children and families. Ensuring these meetings are managed in a manner which increases the chance that all will be able to contribute and engage effectively.

By the end of the course Managers will have reflected on the policies, research and practice in order support staff in the most effective manner and be skilled and equipped to transfer learning to colleagues.

Learning Outcomes

  • Participants will have an increased understanding of assessments and planning processes for children and young people in care or entering the care system.
  • Participants will be able to identify the relationship all the key players have in the planning process
  • Delegates will be able to understand how assessments and planning can have a negative impact upon children and young people and consider the models staff can utilise to increase positive outcomes.
  • Delegates will be able to identify person-centred models and how to improve the input children, young people, carers, and families have in any process.
  • Delegates will be able to consider the relevance of effective target setting in a manner which increases participation.
  • Participants will consider the most effect way to record and evidence outcomes in line with ‘evidence-based practice’ through the development of a vibrant and useable plan which is inspection ready.
  • Participants will consider some of the issues may impact upon the young person’s ability to engage and how staff could increase their participation whilst developing an effective partnership.

Testimonials

“Excellent service, exceptional training, feedback has always been the best – we have never worked with a better training company’ “

Director of Happy Children’s Home, 2021

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