JOIN US FOR THE 67th NATIONAL SEBDA CONFERENCE
LIVE AND ONLINE!

 More speakers, more workshops, support and connections. Join us!

The impact of the Covid-19 pandemic on children’s mental health and well-being has been, is and will be hugely significant. Our conference will aim to understand this impact and consider the best way forward for professionals and non-professionals who support children with social, emotional and mental health issues. Contributions come from experts in the sectors of education, social care, therapeutic intervention, psychology, youth justice and research.
Together we have the answers, together we can prepare for ‘the new normal’. 

With thanks to our sponsor:

Routledge, Taylor & Francis is the world-leading publisher of educational research. Routledge values academic integrity, transparency, and fairness, while striving to improve established publishing practices in scholarly research. 
Routledge is proud to be the publishing partner of SEBDA and works with them to support the social and emotional well-being of children and young people.
DISCOUNTED PRICE!
£
55
FULL TIME STUDENTS AND SEBDA MEMBERS ONLY!
  • 3 Key Note Speakers
  • 10+ Workshops  
  • SEBDA's Latest Wellbeing E-Books
  • Wellness | Mental Health | Lego Therapy | Anxiety | Covid Mental Wellness

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SPECIAL OFFER FOR NON-MEMBERS!
£
85
Plus Free Membership worth £55!
  • 3 Key Note Speakers
  • 10+ Workshops  
  • SEBDA's Latest Wellbeing E-Books
  • Wellness | Mental Health | Lego Therapy | Anxiety | Covid Mental Wellness

Register via PayPal:

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Why Attend?

  • ​Benefit from a wide range of lectures and workshops
  • ​Learn about and discuss new mental health, wellbeing and wellness techniques
  • ​Connect with other practitioners, therapists, teachers, researchers and more
  • ​​Support children's mental health and wellbeing
  • ​​Contribute to the development of SEBDA as a national/international organisation
  •   All professionals working with children with SEMH issues 
  • ​Teachers | Educational support staff | Foster Carers | Social Workers | Residential Care-workers | Youth Justice Workers | Psychologists | Therapists | Lecturers | Health workers | Managers in Children’s Mental Health and Education establishments 
  • ​ Anyone wishing to be part of the thriving, influential, national organisation that is SEBDA 

Why Attend?

  • Benefit from a wide range of lectures and workshops
  • Learn about and discuss new mental health, wellbeing and wellness techniques
  • Connect with other practitioners, therapists, teachers, researchers and more
  • Support children's mental health and wellbeing
  • Contribute to the development of SEBDA as a national/international organisation

Who is This For?

  •  All professionals working with children with SEMH issues 
  • Teachers | Educational support staff | Foster Carers | Social Workers | Residential Care-workers | Youth Justice Workers | Psychologists | Therapists | Lecturers |Health workers | Managers in Children’s Mental Health and Education establishments 
  •  Anyone wishing to be part of the thriving, influential, national organisation that is SEBDA 

The Programme

MORNING SESSION

8 : 30 - 9 : 00
Registration

9 : 00 - 9 : 10
Introduction by Bob Law, Chair of SEBDA.

9 : 10 - 10 : 10
Including an introduction to:
What next? Beyond ‘Covid Catch up’ - the Road to Recovery - Tina Rae. 

All key notes and workshop presentations will conclude with a  10 min Q & A

10 : 10 - 10 : 30
BREAK

10 : 30
WORKSHOPS

1. Being Kinder to Myself: Dr Elaine Beaumont
2. “It’s the Stage not the Age that counts”: Steve Russell
3. The impact of bereavement and loss on children and young people: Helen Millar
4. Positive Psychology, Wellbeing and SEMH: Dr Rob Long
5. Lego Based Therapy: Amanda Barrie

11 : 30 
BREAK

11: 45
Everyday Magic: Promoting Emotional Well-Being in Children and Young People?
 Professor Helen Cowie & Dr Carrie-Anne Myers

AFTERNOON SESSION

12 : 45 
LUNCH

1 : 15 
WORKSHOPS

1.The Return to School and Beyond: Tom Vodden
2. Supporting Mental Health & Wellbeing in a Mainstream Setting: Wendy Figes
3. Developing a Mental Health and Wellbeing Training Programme: Brendan Loughnane
4. Vision to Reality, bring it all together for SEMH children in Early Years: Randa Williams
5. Supporting the effects of loss and trauma for children and young people with SEMH difficulties: Juliet Taylor

2 : 15
 BREAK

2 : 30
Keynote:  The Future is Not Over Dr Rob Long

3 : 30 
Plenary Session Bob Law, Chair of SEBDA

3 : 45 
Close of Conference

This year it is easier than ever to join us here at SEDBA

Live workshops and keynote presentations from leading lecturers, practitioners and therapists

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Join Us!
June 29th 2021
You will receive 2 ebooks and access to the conference a few days before the event. All workshops and Keynotes will be available for a limited time after the event.

OUR KEYNOTES 


The Future is Not Over


The ever increasing number of young people with mental health issues highlights the need for a deeper understanding of the causes.  We know how adverse environmental factors can lead to mental health problems.  Such retrospective analysis provides useful information for therapies and interventions.  An understanding of, how in our ‘affluent’ society, so many young people struggle with SEMH issues will help us make a difference at different levels.  But we need to know of those  factors that will help our young people achieve their future potential.  I will, in this talk, challenge SEMH assessments and argue for new models to better understand and support our children and young people who face SEMH difficulties.

What next?  A SEBDA Invite

A Conference like this can inform and enthuse, but does it make a difference? Back in our work place tomorrow the same demands exist and the best of intentions can quickly be lost.  I am, on behalf of SEBDA, inviting you to join in a project.  
You may 

a) take part in an action research project of your choosing, or 

b) present an account of good practice that you implement or know of, that impacts on young people with SEMH.


The future belongs to those who prepare for it today.

Dr. Rob Long

Dr. Rob Long is an Educational Psychologist who provides independent training to teachers and other professionals concerned with children and young adults. He also offers individual advice and support to young people and their families.

  Rob's main area of interest is supporting children who face social, emotional and mental health difficulties. He is committed to developing, through training, project work and publications an understanding of these children and providing solutions and practical help to school staff and families/carers.

  He is a tutor on a distance learning course in Social, Emotional and Mental Health issues run by Oxford Brookes University and the Social, Emotional, Behavioural Difficulties Association (SEBDA).  He is also an active member of SEBDA.


 Everyday Magic: Promoting Emotional Well-being in Children and Young People?


The COVID pandemic has highlighted current threats to young people’s emotional health and well-being from experiences such as lockdown, school closure, separation from friends and extended family, parental anxiety and stress around the economy, fears about the health of family members, and many other issues. 

The pandemic has also served to increase the extent of inequalities in our society with widespread calls for action at local, regional and central government levels to prioritise children’s well-being. Some have given dire warnings of a ‘lost generation’. 

 In this talk, I emphasise the need to view this situation as an opportunity to affirm our deep human need for connectedness and to draw on the strengths within ourselves as individuals and within the people and systems around us to develop positive approaches to promote the emotional health and well-being of all children and young people.

I will review evidence from current research on the impact of the COVID-19 pandemic on the lives of children and young people, consider the views of young people themselves, and propose evidence-based interventions to ensure a better future for this generation. 

These include providing a platform for the voice of the child, the recognition of children’s talents and abilities through the creative arts, physical activity and access to open spaces and nature. Facilitation of peer support, strengthening young people’s resilience, and creating opportunities for the enhancement.

Professor Helen Cowie

Helen is Emerita Professor at the University of Surrey in the Faculty of Health and Medical Sciences. She is a Fellow of the British Psychological Society and a Chartered Counselling Psychologist.
She has researched and published widely in the field of anti-bullying interventions at school and university, as well as books and articles on the emotional health and wellbeing of children and young people, to include From Birth to Sixteen (second edition) in 2019 and a Monograph on peer support, Cowie, H. (2020). Peer Support in Schools. Malta: University of Malta. Helen Cowie Peer Support in School final Online.
She co-edited School Bullying and Mental Health: Risks, Intervention and Prevention, published by Routledge in 2018 as the first in a new series entitled The Mental Health and Well-being of Children and Adolescents. She also co-authored (with Carrie-Anne Myers) Bullying Among University Students, Routledge, 2016. In Managing School Violence, Helen and her co-author Dawn Jennifer designed training for a whole-school approach to reduce and prevent bullying. In New Perspectives on Bullying she emphasised the importance of fostering positive relationships in the school community as a whole and provided a wealth of evidence-based good practice for professionals. 
Currently, she is member of a team at City, University of London investigating the issue of violence among students at university.

Dr Carrie-Anne Myers

Carrie is the Undergraduate Programme Director for the Department of Sociology at City, University of London and a Senior Lecturer in Criminology. She has extensive research experience in a number of key areas including: Youth Crime, School Violence and Bullying, Cyberbullying Across the Educational Lifespan and Victimisation Processes. 
Her research on Cyberbullying at University considers the intersections between Criminological and Psychological theory, gaps in policy and the legal boundaries that need to be acknowledged with this particular age group (those over 18). Her research has attracted both national and international acclaim and has fed into policy initiatives globally. 
 She recently was an expert witness for the Law Commission on their review of communications offences and a review of the law as it relates to taking, making and sharing intimate images without consent.  She is currently working with Universities UK, NatCen and academic partners to develop and pilot a survey to measure violence, in all of its forms, among university students and her most recent publications are being used as part of the Prevent Cyberbullying in HE initiative in Australia. 


 What next? Beyond ‘Covid Catch up’ – the Road to Recovery


In this keynote I will focus on the need to connect, soothe and nurture as we return fully to the classroom learning context. I will make a case in psychological terms for the rejection of any notion of ‘academic catch up’ first whilst also not buying into the current narrative which pathologises all our children and feeds them the message that they will all have fallen behind and will all be at risk of severe mental health difficulties both now and in the future.

I will provide a framework for building a whole school ethos of recovery and ways we can all effectively resource the Recovery curriculum. This will include recognition of the 3 R’s – the Rules, Resources and Rituals that build mental health and wellbeing at a whole school level and ensure relational safety, self-efficacy, connection and hope.

I will hopefully generate thinking around the need to develop more flexible, blended learning opportunities and whole school frameworks for mental health support in house highlighting the fact that at its most basic level, the current education system is an exam-based peer ranking scheme, designed to determine who should succeed and who should fail. It favours the structured academic and penalises the creative and neurologically diverse.

I will reflect on the fact that in the pandemic, with many children at home, learning may have had the opportunity to diversify, sprawl-out across a range of topics, forming a network of gained knowledge, connections and real-world experience. All left unmeasured and so unacknowledged and uncelebrated by the system. It is unlikely, therefore, that standardised testing can accurately determine a child’s learning, let alone indicate future prospects. With a rigid education system unable to tick predefined boxes, children are told they are falling behind – not a hopeful or helpful message

They now need to benefit from urgent education reform, much like the Education Act 1944, with access to resources, a reliable connection to the digital world, to be fed, safe, supported and believed in. From this basic foundation of nurture and nourishment, all children can flourish, following their passions and developing interests and excellence in topics far beyond the National Curriculum.

I will finally reinforce the fact that if we, the parents, teachers, communities and government, embraced the reality that there is more to education and learning than Maths, English and test scores then this could aid the process of recovery and ensure that we can effectively internalise that every child is innately equipped with the curiosity and ability to thrive and engage in the post traumatic growth necessary to ensure they can navigate their own road to recovery.

Dr. Tina Rae

Dr Tina Rae has 35 years’ experience working with children, adults and families in clinical and educational contexts within local authorities and specialist services. She is currently working as a Consultant Educational and Child Psychologist in a range of SEMH and mainstream contexts and for Fostering agencies as a Consultant Psychologist supporting foster carers, social workers and Looked after children. 
She was an Academic and Professional tutor for the Doctorate in Educational and Child psychology (University of East London) from 2010-16. She is a registered member of the Health and Care Professions Council, a member of ENSEC (European Network for Social and Emotional Competence) and a former trustee of Nurture UK.
Tina is a member of the editorial board for the journal Emotional and Behavioural Difficulties and for the International Journal of Nurture in Education. She is also a member of the Advisory board for Fresh Start in Education.

OUR WORKSHOPS 

Developing a Mental Health and Wellbeing Training Programme


Never has it been more important than now to nurture a wider understanding of children’s 
mental health and well-being for those supporting children on a professional level.

The challenge to offer relevant and reliable training in this area can sometimes seem insurmountable for schools, fostering agencies, residential care homes, youth justice agencies, therapeutic services and any organisation working with children. 

The Wellbeing Toolkit is a comprehensive training resource that could help with this.

Brendan Loughnane

Brendan has worked within the field of SEMH/SEBD for over 35 years, initially as a Residential Social Care Worker in a special school in St. Helens, Merseyside and later as Head of Care/Vice Principal/Director of Outreach and Development at The William Henry Smith School in Brighouse, West Yorkshire.
 Brendan now lives in Cumbria and works independently with BLOC Training & Consultancy, delivering training and advice to schools and foster care agencies on Mental Health and Well-Being of Children.

Overview

This workshop will offer:
  • ​An introduction to the Well Being Toolkit
  • ​An understanding of the benefits of this training programme
  • ​Suggestions for how to implement the training in a range of establishments
  • ​Cost effective and practical ideas for implementing the training
  • ​Support and advice for implementing ‘post-conference’

Being Kinder to Myself: Creative and compassionate ways to boost wellbeing.


Learning to be kinder to ourselves may sound straightforward, but it’s a skill that many people need to spend time practising so that they can become their own best friend, rather than worst enemy.

Dr Elaine Beaumont

Elaine is a Cognitive Behavioural Psychotherapist, Compassion Focused Therapist and Europe-approved Eye Movement Desensitisation and Reprocessing Practitioner. She is a lecturer at the University of Salford, where her research explores the impact Compassionate Mind Training and Compassion Focused Therapy has in educational and clinical settings.

Elaine provides a variety of workshops regarding mental health, compassion and wellbeing for organisations, and her research has been presented worldwide.

Elaine is the co-author of the best-selling books The Kindness Workbook: Compassionate and Creative Ways to Boost Your Wellbeing (co-written with Dr Mary Welford) and The Compassionate Mind Workbook. A step-by-step guide to developing your Compassionate Self (co-written with Dr Chris Irons).

Overview

This workshop will explore:

  • How we can use creative and compassionate interventions to help young people navigate difficult times and boost wellbeing
  • ​How practical exercises such as guided imagery, mindfulness, music and pre, during and after plans can be used to help young people be kinder to themselves and others 

The impact of bereavement and loss on children and young people


With life potentially returning to some semblance of normality, children and young people are returning to school and college. It is likely that many are returning having experienced many losses and changes that the pandemic lockdown has created. We have all had to undergo immense changes and adjust our way of life and being throughout this time. 
Unfortunately, many children and young people may have paid the ultimate price and be significantly affected by the loss of a loved one. Under normal circumstances bereavement and loss in childhood is a particularly difficult time and children will often require support to navigate their way through this. 
The lockdown restrictions have added complications such as access to and time spent with their loved one, restrictions in involvement and attending the funeral, accessing support, increased isolation which only serves to magnify the impact on children and young people. Many may also have experienced a traumatic bereavement as a consequence of the pandemic and as such may need more support from the adults around them.

Helen Millar

Helen Millar is a counsellor/psychotherapist /lecturer with a specialist interest in working with children and young people impacted by trauma. She also works as an NHS counsellor in a neonatal intensive care unit supporting parents and siblings through the impact of this which also includes bereavement counselling.


Overview

In this Workshop We Will Cover:

  • The impact of bereavement and loss on children and young people
  • How it effects them in relation to their understanding and meaning from a developmental perspective
  • How best to support them and their families through this
  • ​It will also provide strategies and resources for professionals working in a range of settings in how to support children and young people through their grief.

'It’s the Stage not the Age that counts’
An optimistic view of social, emotional and behavioural challenges
children and young people present with’


It is becoming increasingly accepted within schools that behaviour needs to be seen through the lens as being a communication of needs. As such, colleagues are looking for ways to be more responsive rather than reactive to ‘behaviour’, in particular by identifying what needs underpin specific behaviours. 

The Cycle of Development offers a rich model to support with this, offering a framework whereby troubling behaviours can be linked to yet-to-be-met developmental needs, including those connected to attachment, self-esteem and social skills. Using the Behaviour Wall, participants will be guided through the main features of the Cycle of Development before focusing on how key developmental needs can be best met within a busy classroom/school. 

Steve Russell

Steve is passionate about drawing out the best in others, and those they teach/support/lead. He has dedicated himself to developing a well-informed understanding of 'behaviour', be it that of pupils or indeed that of the adults working with them (on the premise that the only person’s behaviour you can control is your own).

What drives him is translating sound theory into practical strategies colleagues can implement the next day. Whether training a group of staff, coaching an individual or teaching pupils, he seeks to hold uppermost his belief in people’s intrinsic worth and their potential to grow/learn.

Overview

As a result of participating in this workshop, participants will:
  • Have an understanding of the Cycle of Development theory and how it offers a lens through which to make better sense of young people’s behaviour
  • Be able to pinpoint developmental gaps - and have considered next steps in addressing these
  • ​Take away a range of practical strategies to a) help pupils develop their trust of adults i.e. attachment and b) build their self-esteem
  • ​Have resources to support not only their own practice but that of colleagues.

The Return to School and Beyond: Supporting anxious pupils with changes and transitions


In addition to providing a framework to reflect on the impact and changes brought about by the pandemic on children’s development, self-understanding, emotions and experience of the world around them, the workshop will:

  • Offer an opportunity to reflect upon and develop existing policies and practice
  • Discuss sustainable strategy and planning to address children’s anxiety
  • Highlight practical ways to support anxious learners in both the short and long term
  • ​Identify obstacles and barriers facing children as they re-adjust and return to school using a resource aiming to foster co-produced strategies

Tom Vodden

Tom has a background in mainstream and special education. He has taught in schools in England and Australia and run projects for young people permanently excluded from school.

A director of the School Software Company, he is the originator of the Sleuth Tracking System a software solution designed track pupils' behaviour and attendance, personal development and safeguarding. The software has been implemented in over a thousand schools across the UK and the Republic of Ireland.

Tom specialises in working with schools and organisations to develop and review effective whole school approaches to behaviour, personal and social development, Inclusion and SEND. He also delivers training with a focus on classroom management and supporting learners with neuro-developmental conditions.

Co-opted Governor for SEND at Bristol’s largest autism specialist school, Tom is also an SEN Parent, holds a Masters Level degree in Psychology in Education and is an occasional TES contributor.

Overview

In this workshop Tom will look at:
  • Practical ways to ease the return to school  
  • Ways to help children manage their anxiety as they re-engage with school as a physical and social environment
  • Build on past and current practice to ensure positive sustainable long-term outcomes for schools and children.

LEGO Based Therapy: The views of pupils


The ups and downs of playing LEGO with children, letting them take photographs and then interviewing them about their experiences.

Amanda Barrie

Amanda is a specialist advisory teacher for SEMH in the West Midlands and a tutor on the Sebda post graduate certificate courses in SEMH. She is close to completing a professional doctorate. In this workshop she will share some of the details of her research with is based on LeGoff et al (2014) LEGO Based Therapy

Over 30 years teaching experience in primary settings. She has worked in mainstream and specialist settings. She has been in her current role for 15 years and a SEBDA tutor for 7 years.

Amanda has an interest in how professionals can best access the voice of the child - which is a central element of her research. She used photo elicitation interviews to gain the pupils' views of LEGO Based Therapy. 

Overview

In this workshop we will cover:
  • Overview of my research using photo elicitation interviews - accessing pupil voice
  • ​What is Lego Based Therapy?
  • ​Q and A

Positive Psychology, Wellbeing and SEMH
With Dr Rob Long


This workshop will detail those key concepts that link to SEMH, such as mental health and resilience. Then we will consider how young people with pre-existing SEMH difficulties are especially vulnerable to increased distress on account of this pandemic.

It will then explore the origins of positive psychology and reasons for its 
growing relevance as we seek to support young people with SEMH difficulties.

The function of both positive and negative emotions, and how one helps young people to survive and the other for them to thrive, will be examined.    

Finally, using Positive Psychology as a framework, a multi-faceted intervention toolbox to support young people will be provided to ensure that participants leave this session with renewed confidence to support young people through this storm.

Dr Rob Long

Dr Rob Long is an Educational Psychologist who provides independent training to teachers and other professionals concerned with children and young adults. He also offers individual advice and support to young people and their families.

  Rob's main area of interest is supporting children who face social, emotional and mental health difficulties. He is committed to developing, through training, project work and publications an understanding of these children and providing solutions and practical help to school staff and families/carers.

  He is a tutor on a distance learning course in Social, Emotional and Mental Health issues run by Oxford/ Brookes University and the Social, Emotional, Behavioural Difficulties Association (SEBDA).  He is also an active member of SEBDA.

Overview

With this workshop you will:
  • Have an understanding of how positive and negative emotions impact on SEMH behaviours
  • ​Be able assess the vulnerability of some young people and the need for targeted support
  • Explore ​the theory and practical implications of wellbeing and resilience
  • ​Leave with a range of practical ideas to support the wellbeing and resilience of those young people who face social, emotional and mental health difficulties

Vision to reality, bringing it all together for SEMH children in Early Years


Maslow's hierarchy of needs states that basic needs (physiological, safety, love, belonging and esteem) need to be met before self actualisation (a desire to become the most that you can be) can take place. 

What we have found in this distinctive holistic environment is that what works for our children works equally well for SEMH children, including the ones that have yet to be identified. 

We have learned on this journey that it's not the breaths you take but it's the moments watching our children truly grow that take your breath away.

Randa Williams

Principal Children's House Montessori

Overview

At Children's House Montessori we provide for these needs by offering a holistic environment through a unique and carefully judged approach that combines:
  • ​A Montessori approach - A child centred approach with high quality teaching to a low ratio of children. 
  • ​Forest School - Authentic forest school with a work cycle, use of bladed tools, fire and true freedom.
  • ​UNICEF Rights Respecting School - where children's rights are taught, learned ,lived and children's voices are heard.
  • ​Empowered Parenting - true partnership with parents by equipping them with the tools to support their greatest asset..their children.
  • ​A Centre of Excellence - which combines professionals to support our children in one setting. These include Speech and Language, play therapy , paediatric and occupational therapy.

Supporting Mental Health & Well-being in a Mainstream Setting


 For many, Cumbria is seen as an idyll, and in many ways, it is. However, the beauty of the landscape often distracts the eye from needs within the area in terms of deprivation and socio-economic need. In 2019, a report stated that 27.1% children living in Copeland (our constituency area) were living below the poverty line. Just under 50% of pupils in my school are eligible for Pupil Premium funding as a result of economic deprivation. Services in the area also struggle to maintain high standards and there are many vacancies in key services which support the community.
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The impact of the rural landscape, poor transport links and bad weather means that many communities are quite insular and the school is one of the few services which is reliable and consistent. 
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Families tend to stay in the area and traditional views regarding mental health and wellbeing are the norm in the majority of families. One of our key focuses is around educating families, parents and grandparents, around wellbeing and healthy lifestyles. We drip feed this throughout our communications, in an attempt to change the perception of our families and help them to act to help themselves.
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During the recent pandemic, the school cemented itself as a hub of outstanding community support, providing much needed practical and emotional support and guiding families towards wider services, holding their hands every step of the way.

Wendy Figes

 I am the Executive Head teacher at Arlecdon and Thornhill Primary Schools. We are part of West Lakes Multi Academy Trust based in beautiful West Cumbria.
My schools are small, one is a traditional Victorian village school and the other is near a market town and the large nuclear processing site at Sellafield

Overview

I will be speaking with you about:

  • My experiences over the last year or so during the pandemic and the efforts we have made to support the behaviour and wellbeing of the children in our care
  • ​I will place this in the context of our core values as a trust and as a school within that trust
  • ​What we are currently doing to ensure that we minimise the impact of the recent traumatic events on our communities as we move into the new post-pandemic world.

Supporting the effects of loss and trauma for children and young people with SEMH difficulties


Loss and trauma, including the ‘collective trauma’ of this current global pandemic, have an impact on families, communities and children and young people (CYP). As a result, various common characteristics may be exhibited by CYP experiencing personal anguish and its ramifications. To each of these individual emotional responses witnessed, there are practical supportive interventions that may be employed.

Juliet Taylor

Juliet Taylor is an affiliate tutor on the Postgraduate Certificate course in Social, Emotional and Mental Health (SEMH) difficulties, provided by Oxford Brookes University in partnership with SEBDA. She is a member of SEBDA’s National Council, has organised a National SEMH conference, and has written articles for the SEBDA newsletter, website and other. Juliet has a Master’s degree in Education, Learning and Teaching: Understanding, Managing and Teaching pupils with SEMH difficulties. Her research has focused on investigating short and long-term supportive interventions and their impact on pupil well-being.

Additionally, Juliet is a KS 3-5 teacher and key worker at a multi-site, specialist, city school. SEND pupils, with a medical condition and SEMH diagnosis, are supported and educated utilising a graduated approach to offer a personalised curriculum and bespoke pathway. She regularly engages in multi-agency collaboration, individual pupil reviews, and EHCP writing as part of the support process. Juliet is a peer mentor and wholeschool lead for Unicef’s Right Respecting School Award; she works with an ethos aimed at building resilience and confidence, within a safe and inspiring place to learn, enabling CYP to become active citizens.

Overview

In this session Juliet Taylor will consider:


  • Why and how those emotions occur
  • Recognise that pupils’ life experiences (and ‘attachment’) impact their responses and focus on describing possible approaches and hands-on support strategies.
  • ​You'll come away with easily implementable practical strategies for supporting CYP with loss and trauma,
  • ​An understanding on the theory behind the emotions and behaviours of CYP, and interventions described.

Learn Online With SEBDA and Oxford Brookes University


Accredited Master's Level Courses

Post graduate study in SEMH difficulties
Do you wish to develop your professional knowledge and understanding around SEMH Difficulties at Masters Level? SEBDA, in partnership with Oxford Brookes University, can help you achieve your goal. 
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