Safeguarding Conference Workshops
Navigate straight to a workshop using the list below:
- Workshop A - Fabricated Induced Illness
- Workshop B - Female Genital Mutilation
- Workshop C - Striving for excellence, keeping everybody safe
- Workshop D - Radicalisation and extremism
- Workshop E - Touch: reflections on the issue of 'touch' in educational contexts
- Workshop F - Working with children and young people following traumatic events
- Workshop G - Good Goodbyes and Good Hellos: Supporting vulnerable pupils with transitions
- Workshop H - Creation & Destruction: Self Harm & Art Therapy
- Workshop I - Families and Schools - Dealing with Chaos
Dr Juliet Court MBChB, MRCP, FRCPCH
This workshop will consider the different signs of possible fabricated illness and the important role school has in identifying and sharing the concerns. There will be discussion around new thinking about how to manage these often complex and challenging cases. Ongoing support and monitoring of the child’s well-being in school is a vital part of successful management. We will also consider the impact on staff when there are complaints, requests for changes of professionals and the worrying use of social media.
I have been a Consultant Paediatrician in Community Child Health in Manchester for over 20 years. I specialise in neurodisability, education medicine and safeguarding. I have had a lead role in safeguarding for over 10 years and for the last 5 years have been Designated Doctor for Safeguarding Children in Manchester. I have a particular interest in Fabricated Illness (FII), have written articles on this topic and am a member of an expert panel on FII for the Royal College of Paediatrics and Child Health.
Rose Ssali, FGM Coordinator and Programmes Manager, AFRUCA
Female genital mutilation (FGM) is a procedure where the female genitals are deliberately cut, injured or changed, and there is no medical reason for this to be done. Any form of Female Genital Mutilation (FGM) carried out on a child is a form of child abuse and it can have serious health and psychological risks.
Many communities feel the lesser known Type IV (which includes Labia Elongation) is not a form of FGM, yet the procedures associated with Type IV FGM are just as traumatic.
This presentation will discuss the latest research that has been undertaken to explore FGM with the African communities of Greater Manchester and will raise awareness around the lesser known Type IV FGM and its associated risks.
Rose Ssali is the FGM Coordinator and Programmes Manager at AFRUCA. Her role includes Therapeutic and Emotional Well-being Support for Parents and Children who are at risk of, or who have undergone FGM.
She is an experienced trainer who its on a number of governmental advisory and working groups on FGM within Greater Manchester and the Home Office National FGM Stakeholders Forum.
She holds a Postgraduate Certificate from Manchester Metropolitan University in Asset Based Community Approaches (Working with people) and Undergraduate in Social Sciences and Masters in English. She has been working within the African communities in Greater Manchester for 15 years.
Piper Hill Special School
Piper Hill Special School places a great emphasis on safeguarding and promoting the welfare of students and were judged Outstanding by Ofsted. Ofsted quoted: ''The school is so well regarded that it regularly supports improvements in other schools within the local authority, (Ofsted 2013)''. Piper Hill will share their exemplary safeguarding practice and procedures with a particular focus around safeguarding and behaviour.
Mark Tasker, Safeguarding Consultant & Trainer, Peel Solutions
This workshop will look at HM Government’s PREVENT strategy from a safeguarding children and schools view point. It will look at how children and young people can be radicalised and drawn into extremism. The workshop will explore the strengths and weaknesses of the PREVENT strategy in achieving its aim of preventing people from being drawn into terrorism and ensuring that they are given appropriate advice and support. It will particularly focus on the signs and indicators that you should be aware of if you work with children and young people, and prepare you for what to do if you have concerns.
Mark is a safeguarding consultant and trainer and has over 30 years policing experience. He has undertaken various roles but has spent most of his policing service as a detective and has managed a number of serious and complex safeguarding investigations including: sexual offences and child sexual exploitation, trafficking, homicides, and child and infant deaths. Mark has recently worked for a Local Safeguarding Children Board as a safeguarding trainer and deputy business manager. Mark is a highly experienced trainer and has delivered a wide range of specialist safeguarding courses which includes Domestic Violence and Neglect.
Sarah Mckintosh & Theresa Coughlan, Educational Psychologists, One Education
This workshop aims to discuss the importance of understanding and managing 'touch' within educational contexts. We will reflect on age appropriate and context appropriate touch, the role of touch in child development, school policies and managing professional risk.
Sarah has worked at One Education for seven years as an Educational Psychologist. Before completing her doctorate training at the University of Manchester, she had experience of both academic and pastoral roles working as an inclusion co-ordinator in a high school and as a post-16 teacher.
Sarah has particular interests in the educational needs of ‘looked after’ and adopted children and is part of a multi-agency team offering support to children looked after by the local authority. Sarah is the educational psychologist attached to Manchester’s Adoption Psychology Service. Sarah is also link EP for a specialist setting for children with complex physical and mental health needs.
Sarah involved in supporting trainee educational psychologists and she has strong links with the University of Manchester. Sarah is an honorary tutor on the doctorate course, contributing seminars each year on the topic of ‘family relationships’.
Dr Susan Posada, Lead Educational Psychologist, One Education
This workshop will look at helpful approaches and techniques to support emotional recovery in the early hours and days following traumatic events. We will also consider staff well-being and support.
Susan is One Education's Lead Educational Psychologist, directing our extensive team. She has 25 years’ experience working as an Educational Psychologist in the North West. She previously worked as an Academic and Professional Tutor on the post graduate training course for Educational Psychologists at The University of Manchester.
Her specialisms lie in early years, trauma & bereavement and therapeutic work for those affected by trauma and loss. She is also experienced in critical incident response and is interested in the psychology of leadership.
Michelle Laverack & Carrie Bray, Educational Psychologists, One Education
Educational transitions can be a big step in any child / young person's life, and while the majority of them adjust to these changes within a few weeks, others find this more difficult. In this workshop we will consider why transitions pose challenges for children and drawing upon psychological theory, we will consider why certain pupils may be more vulnerable during these times. We will then consider the universal and individual strategies that can be used to support pupils in making successful transitions and we will introduce the idea of 'good goodbyes' and 'good hellos'.
Michelle completed her doctoral training to become an educational and child psychologist at the University of Manchester in 2015. After qualifying, she began working for One Education. Michelle previously worked as a primary school teacher, and has a wealth of experience of working with children in early years settings.
She is currently working with the Looked After Children (LAC) educational psychology team at One Education. She is passionate about working collaboratively with others (including children themselves) to promote positive outcomes for children and young people in care.
Carrie is the Senior Practitioner for Looked After Children (LAC) within One Education Educational Psychology Team. She has over ten years’ experience working as an Educational Psychologist across Manchester and Tameside.
Prior to qualifying as an Educational Psychologist, Carrie initially worked as a mainstream primary school teacher and then, for nine years, as Headteacher across two Independent DfE Approved Special Schools which provided education for looked after children with complex emotional and social needs.
Colette Flynn, Art Psychotherapist, One Education
Led by an Art Psychotherapist with a special interest in using art-making to help individuals who struggle with self-harm, the experiential elements in this workshop will afford a unique understanding of the ways in which creativity can be an antidote to destructive tendencies directed towards the self.
This workshop will explore some of the reasons why children and young people engage in self-harm, looking at the theoretic and psychological motivations behind these complex and diverse behaviours.
We will cover signs that professionals can look for which can indicate that an individual might be struggling with self-harm and attendees will be given guidance on how to manage these challenging cases.
Colette is an Art Psychotherapist and Assistant Team Leader working for the Emotional & Trauma Support Service at One Education.
She is passionate about the health and emotional well-being of young people. She is an advocate of expressive therapies and the power of creativity in fostering the healing process.
Yanela Garcia & James Stephens, Emotional Trauma Support Specialists, One Education
When everything has broken down and all attempts to engage families have failed, what more can be done to get a child back into school? In this interactive workshop led by an experienced counselor and dramatherapist, we will explore how ‘complex’ cases can be resolved, by aligning with the parent and school, and planning together incremental steps towards positive change. A parent will share their personal experience of this process of re-building all relationships and getting their child back into school.