KCA training can cater for:

• Conference style events (up to 200 participants)
  If a large venue is available training costs can be reduced by inviting others to participate, sharing the learning and sharing the cost
• Whole staff group training
  Training staff from across an organisation promotes consistency of purpose and integrated practice development
• Breakfast/twilight/evening sessions
  Bite-size sessions engage hard-to-reach learners by providing relevant and inspiring training at a time and a venue appropriate to their needs
• Training events/case clinics for the network around a child
  Develop a shared understanding and shared language around the needs of a child or young person by engaging the network, including family members if appropriate

Of the 160 different courses delivered in the last year, the most frequent were:

• 1. Understanding Trauma: Promoting recovery from toxic stress

  School staff · School leaders · Early Years practitioners · Early Years managers · College staff · College leaders · Social workers · Foster carers · Youth Justice workers Toxic levels of stress can injure our brains, changing the way we think, feel and behave until we have recovered from the injuries. This can happen to anyone. This course enables learners to understand key issues in working with the significant minority of children and young people who are living with brain injuries from which they have not yet recovered. It also provides opportunities to practise and develop skills in working effectively with trauma.

• 2. Emotion Coaching: Using emotional co-regulation and guidance to enable children and young people to develop prosocial behaviour

  School staff · College staff · Early Years practitioners · Foster carers · Adoptive parents · Residential workers · Social workers This course enables learners to understand how adult responses to the behaviour of children and young people have an impact on the brain development of the child, to recognise different styles of response, and to use the practical approach of Emotion Coaching to address behaviour in the moment in a way that promotes positive brain development and pro-social behaviour.

• 3. Attachment and Brain Development: Recognising and developing relationships that support optimal brain function

  School staff · School leaders · Early Years practitioners · Early Years managers · College staff · College leaders · Foster carers · Social workers Current research on brain development makes it clear that the first four years of life, from conception to the end of year three, is the most critical period for brain development. This course will enable anyone who works with children and young people to understand the impact of this early experience. It also provides insight into ways of working that can enable new patterns to form, so that children and young people at any age can begin to recover from early adversity.

• 4. Brain Development and Positive Parenting: Five to Thrive as a model for promoting secure attachment

  Early Years practitioners · Early Years managers · Health Visitors Helping parents and carers to understand the impact they have on the developing brain of their children can develop responsiveness and confidence. This understanding truly promotes positive parenting. This course will enable anyone who works with families to integrate this understanding into practice so that they can explain and consistently model the activities that build and maintain healthy brains.

• 5. Attachment, Trauma and Resilience in Practice: Developing plans for effective evidence-based work with vulnerable children and young people

  School staff · Foster carers · Social care staff This one-day whole-school training event requires participants to be able to work together in small groups, each of which takes responsibility during the day for applying the knowledge base around attachment, trauma and resilience to developing a plan for work with a specific vulnerable child or young person. The Designated Teacher/Attachment Lead Team can then use these plans to track the progress of this cohort of children across an agreed time period. The KCA system provides resources to enable the DT/ATL to support staff to understand and implement the plans made during the day.