What Other Evidence Do We Have?

There is more than one type of evidence and in an area of work as complex as this one, it is not possible to control of the key varaibles so instead we build our practices on well-established theory and evidence from decades of research that shows that high quality professional and parent education and support is key to outcomes for children, and then we observe caefully and try things out and adjust   Our Action Research Process uses the follwing ASPIRE Model


Assessmnent -  Plan -  Implement -  Review - Evaluate

Action Research - Practice Based Evidence

As an ex-primary teacher myself I know full well the challenges of addressing the needs of a mixed ability classroom. 

So when in the face of ever growing referral rates to specialist serices I returned to working more closely with achools it was clear that there were huge and growing unmet needs for informed support for children displaying complex challenging behaviour in schools and at home.

There was also a clear lack of understanding on the part of those making policies of the realitiy of what was happening in most classrooms and the extent of the challegges that most school teachers were experiencing on an everyday basis.   

I observed that the complexity of the average teachers classroom was often more challenging and more complex than a standard CAMHS or Psychology waiting list.  In the classroom I observed a toxic mix between this growing unmet social-emotional needs of the children and relentless top down pressures to deliver acaedmic results.

Many of the most escalated issues were involving teachers in considering safeguarding issues on an everyday basis.  However adequate traning and the tools and resources were not available and it was clear that providing online training for teachers or parents without support into this context would not deliver safe practice.

So we needed some tools that could help us to get a faster picture of the degree of escalation that was present in a specific situation.  We also needed tools that would support a process of engagement with families and a process over time.  Sngle session workshops were not enough when seeking to address long entrenched challenges.

It is imprtant to emphasise that I Matter is not offering a treatment or a therapy.,   It offers a training that is intended to empower individuals so the key challenge we work on involves helping adults develop their understanding and skills and abiliy to take responsibility for the quality of their own adult-child and adult-adult relationship health.  We are not fixing anything - we are seeking to enable.

Some people need more time and support with this process than others.   There can be ups and downs on the way.

We use our training to help inform and guide professionals and parents about the key steps that need to be taken.

We can't take those steps for others - so we are not in control of the outcomes.

However we encourage participants to review their own progress at intervals so that they can decide what to focus in on as priorities.

We are here to cheer and encourage as individuals take their own small steps

When we think about Relationship Recovery as a process we define a relationship as  'recovered' when there has a full year of a happier and healthier way of relating.

So though there can be quick wins we work on the longer time scales

Our Implementation Plan:

So the design of our training process includes this Action Research learning.

There is a careful regisration process that combines well validated tools with some inhouse bespoke toools.   These create a baseline and some initial discussions about what levels of study support are likely to be needed to see results.

We therefore use our registration questionnaires as part of a careful process of providing feedback so that participants can make informed decisions.. 

We design the delivery of the training in a manner that makes it possible for us to make recommendations about support

We have focussed on building the infrastructure that can support the provision of this sort of longer term neworked support.


We are now able to track changes over time and show processes of change.

These stories can illustrate and evidence change in less complex and more complex situations.

These stories also illustrate the complexity of the issues and the ups and downs on the way and some of the longer time scales involved.

We are excited by them.  We describe them as journeys out of the fog    More information coming shortly.

Here are some examples of longer-term feedback

It has been a joy to see our family blossom and heal.    I used to think my child had an empathy chip missing.  Yet with understanding from us, this side of her personality has really emerged now.   Parent

Title search:


It's quite simple really - we offer resources and encourage people to take time to think and learn about what is happening around them..

blog placeholder image


We carefully gather evidence of the impact of I Matter Training using a variety of formats and will be presenting more here very shortly.

Get Started: Learn why healthy adult-child relationships and healthy communities matter for mental health, positive behaviour and healthy child development at home and in school. Then.. Take Stock and Go for Results.


If I had understood these ideas earlier

I could have been a lot more effective

Family Support Worker



Which best applies? With this email is your interest as:

I Matter Training has a registered Trademark and logo. All rights reserved Copyright CBetoin 2019.