Places on the Free Trial of I Matter Online are going fast! I am very excited to have got a great mixed group of professionals who have signed up to work through the online course as an extension to their studies at Kendal College. And even someone in Devon! Distance learning can be very exciiting as a medium!
Free places are now almost taken up, but it seems a pity to disappoint people, so I have decided that though I cannot offer any more free places, I am going to offer some REDUCED PRICE places for the same trial period (just £95pp) for an intensive 6 weeks of relevant engaging content.
Closing date for these places is 20th December 2013
Time is running out to register to take part in the first I Matter Online Training Course running in the first half term of 2014.
Due to level of expressed interest, I have decided to open some additional reduced fee places - still offered in exchange for good quality feedback - just £95 per person for a full 6 week plus 1 study course including access to weekly phone Q and A
On completion of the course participants will:
1. Understand what is meant by a complex child, and what is meant by well-being in the I Matter Project
2. Demonstrate a deeper awareness of why complex children behave the way they do.
3. Have a practical back to basics integration of well-established theory and practices to support decision making.
4. Demonstrate awareness of the impact of their own attitudes and behaviours on the well-being and outcomes for complex children.
5. Demonstrate increased understanding of why self-awareness, and self-care is essential for those who live or work with complex children.
Don't hang about! Click here to apply; Closing date 15th December for Free places and 20th December for reduced fee places.
Its not rocket science! An Adult-Child Well-Being Approach to supporting young people with complex needs in any home or work setting, emphasises that there is a close relationship between the well-being and confidence of the adult and the well-being and progress of the young person.
An Adult-Child Well-Being Approach is not however just a traditional parent training approach. An Adult-Child Well-Being 'I Matter' Approach is a psycho-educational, community based learning experience. It starts from the premise that our children develop their social competence in systems or networks of relationships and proposes that if we want to improve the well-being of children in general and complex children in particular, then the evidence suggests that we must ensure that the widest possible systems are informed and sensitive to the needs of the developing child and to the relationships between key adults.
One of the most established research findings in the area of mental health and well-being is the importance and value of a secure attachment between a child and his/her key carers. Yet too many services become drawn into work with complex children without adequately supporting the key adults with the knowledge and support necessary to make a difference. The poster above was stimulated by this observation, that many well-meaning services say they want to support the child, but fail to grasp the importance of engaging with "The Missing Link" - the key adult or adults who have responsibility for the child on a day to day basis.
So how does an Adult-Child Well-Being 'I Matter' Approach differ from traditional parent training?
It is not:
1. A quick add on or after thought - it is a planned, robust, long-term view
2. A quick fix to long-term challenges - it involves a sustained commitment to a new way of being
3. Magic dust that removes all conflicts and lets us live happily ever after
What it is:
1. An ACWB Approach is a framework based on well-established evidence about what young people need to develop and thrive.
2. An ACWB approach emphasises adult's key role and responsibilities for creating an atmosphere of well-being in a home or work or community setting. A child or children may offer the adult substantial challenges but it still remains the role of the adults to take the lead in creating the climate that they want.
3. An ACWB approach emphasises that given the scale of the mental health issues experienced by adults and by children in this country, individual therapy or even individual approaches are unlikely ever to be sufficient to address the scale of need. It argues therefore that because psycho-education and self-help has a long and robust evidence base for effectiveness good psycho-education should therefore be readily available as an intervention of choice for any organisation working with children but particularly with complex children and families. It is not a replacement for therapy which may sometimes be needed but it is a critical underpinning.
4. An ACWB 'approach is a community based psycho-educational approach and philosophy that emphasises supporting adults and young people in acquiring a well-evidenced knowledge base about brain development and child development and what children need to be able to develop well-being and good skills in emotional self-regulation, and how to help them gain these skills.
5. An organisation adopting an ACWB I Matter approach is one who makes a commitment to develop the understanding of staff teams as well as parents as it recognises the key significance of adult well-being behaviours and confidence, to the well-being of children, particularly the most reactive and the most complex. It is a firm, clear approach that promotes responsibility and accountability.
6. An ACWB Approach is a life-long approach that emphasises that as parenting in general is a challenging task that pushes all adults to grow and change, the parenting of any child with complex needs is a task that will push the adults involved to develop advanced skills. This a responsibility that is best understood prior to the child's birth, but can be learned at any age or stage.
7. As part of the personal development approach of an ACWB, I Matter approach. ACWB emphasises the importance of adult self-awareness, accountability for our own responses, and the development of skills in relationships and in relationship repair. There is a universality to this approach. We all can become dysregulated and can need support in becoming back in balance again. But it is never too late to acquire the needed skills that can make a big difference in a home or work setting.
8. An ACWB approach is therefore not just a 6-10 week package - it represents a language and philosophy that equips the community around stressed children or families to begin to observe, educate and support the responsible adults in becoming more skilled and confident themselves. The evidence suggests that there is a useful and robust direction to travel for any adult who wants to work for an atmosphere of well-being in their own home or work setting. This journey is one that we can all travel whatever has been happening. It is therefore universally applicable.
9. An ACWB approach is strongly in favour of proactive psycho-educational work to engage young people (adolescents) in learning about what young infants need to develop healthily, way before they first consider becoming a parent. This longer-term proactive approach to improving child health outcomes via psycho-education is much more than traditional sex education can offer.
When we look at mental health outcomes on an international basis it is quite clear that material possessions are not the primary determinant of mental health outcomes. If a child's emotional needs are met by key adults, he or she can learn to manage highly challenging situations with greater confidence. In challenging economic times therefore, psycho-education is even more important for the longer-term well-being of our children.
Dr Cathy Betoin
Dr Cathy Betoin
The I Matter Prof Blog:
How do we improve the educational and mental health outcomes of our children?
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