This workshop is all about using knowledge about the power of the senses to support those with trauma. Using recent neuroscience the workshop will explore ways to create trauma-informed care environments, ways of working with individual clients and creating innovative needs-led whole ward programmes to support clients with trauma and other mental health difficulties.
Our bespoke workshops are also suitable for those working with people with all levels of cognitive ability including Autistic people and those with sensory integration and processing difficulties alone or as part of other diagnoses; including for those who meet the criteria for diagnosis of EUPD/BPD, Schizophrenia, ADHD, Dyspraxia and more.
Learning outcomes for the 3-day workshop:
By the end of the three days, participants will be able to:
- Describe key concepts in trauma, toxic stress and adversity across the lifespan, including collective and communal trauma, and relate these to everyday life, world events and lived experience.
- Explain the core neuroscience that underpins trauma, including stress systems, emotional systems, sensory integration and processing, and links with occupational participation and mental health.
- Critically reflect on how trauma and adversity show up in their own practice context, including issues of stigma, diagnosis, power, culture, intersectionality and antiracist practice.
- Use a trauma-informed, data-driven decision-making (DDDM) process to organise information about a person, their life story, strengths, challenges and environments.
- Apply Ayres Sensory Integration principles, including sensory ladders, sensory spiders and sensory grids, to support formulation for people with trauma-related presentations across the lifespan.
- Identify and select appropriate assessment tools to explore participation, trauma history and Adverse Childhood Experiences (ACEs), and link these to sensory and occupational formulations.
- Co-produce at least one trauma-informed intervention plan for a real case from their own caseload that incorporates sensory-based, play-based, and occupation-focused strategies, with a focus on creating safe spaces and promoting regulation.
- Engage in reflective, trauma-informed practice within a learning community, including noticing their own responses, protecting psychological safety in groups and recognising when to seek support and supervision.
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