ESRC Seminar Series University of Teesside Tuesday March 10th 2009 The Family Links Nurturing Programme- A Whole School

1. 1 ESRC Seminar SeriesUniversity of Teesside Tuesday March 10th 2009The Family Links Nurturing Programme-A Whole School and Community Approach to Build Emotional Health in Children and Adults Shirley Stephenson BA (Hons)Social Work PGCE,DipCounselling,RGN,RMW,HV

2. 2 Family Links Family Links promotes emotional literacy, nurturing and relationship skills in families, schools and children. Our aim is to help everyone get the best out of life. National training organisation working with schools and community professionals across the UK

3. 3 What is the Nurturing Programme The Nurturing Programme is a series of 10-week courses for children, young people, parents and carers. Promotes emotional health, relationship and nurturing skills in children and adults. Builds self-esteem and confidence. Encourages positive approaches to behaviour management. Builds empathy.

4. 4 Family Links Nurturing Programme in schools A jigsaw, with SEAL making up some of the pieces!

5. 5 Promoting Emotional & Mental Wellbeing through the Nurturing Programme The relationship between positive behaviour strategies and emotional literacy: Feelings Parents’ childhood experience Children’s experiences Many relationship programmes for parents and children focus heavily on cognitive and behavioural aspects. The Nurturing Programme combines the cognitive, behavioural, and affective (feelings) aspects, with the affective leading the others. One of the key statements of the Nurturing Programme (NP) is “All behaviour has a reason – it is being driven by feelings”. So rather than “fixing behaviour” the NP invites all adults and children to consider the feelings that trigger their behaviour and then to explore ways to manage challenging feelings so that themselves’, others, and the environment are not damaged. Childhood does not necessarily equip us to be confident, effective parents and the self-awareness component is essential if adults are to change to a more positive approach in guiding children to become healthy, responsible adults. And the NP cares for the adults first as an adult whose emotional and mental health needs have to be met, before they can manage children effectively.Many relationship programmes for parents and children focus heavily on cognitive and behavioural aspects. The Nurturing Programme combines the cognitive, behavioural, and affective (feelings) aspects, with the affective leading the others. One of the key statements of the Nurturing Programme (NP) is “All behaviour has a reason – it is being driven by feelings”. So rather than “fixing behaviour” the NP invites all adults and children to consider the feelings that trigger their behaviour and then to explore ways to manage challenging feelings so that themselves’, others, and the environment are not damaged. Childhood does not necessarily equip us to be confident, effective parents and the self-awareness component is essential if adults are to change to a more positive approach in guiding children to become healthy, responsible adults. And the NP cares for the adults first as an adult whose emotional and mental health needs have to be met, before they can manage children effectively.

6. 6 A Universal Programme that paradoxically targets the vulnerable The Nurturing Programme is designed for both INTERVENTION and PREVENTION and is therefore valuable for all families. Feedback from skilful FL trained Parent Group Leaders (PGLs) report on using the Nurturing Programme with: Parents of – Young toddlers to teens Autistic children Children with ADHD Asian families fathers prisoners foster carers adoptive parents Teen parents

7. 7 Today’s Approach Einstein: “All true learning is experiential. Everything else is just information.” Aristotle: “Tell me and I will forget; Show me and I will remember; Involve me and I will understand.” ‘Experiential’ encourages internalisation (self-ownership) of ideas and attitudes Nurturing Programme: important aspect is self-awareness so everyone has right to pass on any activity ATTENTION GRABBERS WORKBREAKS ‘Experiential’ encourages internalisation (self-ownership) of ideas and attitudes Nurturing Programme: important aspect is self-awareness so everyone has right to pass on any activity ATTENTION GRABBERS WORKBREAKS

8. 8 Our Emotional Health To lead satisfying lives and to be resilient in the face of life’s difficulties, we need to be emotionally healthy. Focus on Feelings Driving Behaviour. Emotional health and wellbeing is at the core of good physical and mental health and crucial for fulfilling potential. It has many ingredients of which robust self-esteem is one. Emotional health is dependent on adults and children being emotionally literate i.e. being aware of their feelings and being able to manage them effectively through good relationships and communication skills. These of course help sustain healthy relationships and also help to provide damage limitation and recovery when relationships breakdown.Focus on Feelings Driving Behaviour. Emotional health and wellbeing is at the core of good physical and mental health and crucial for fulfilling potential. It has many ingredients of which robust self-esteem is one. Emotional health is dependent on adults and children being emotionally literate i.e. being aware of their feelings and being able to manage them effectively through good relationships and communication skills. These of course help sustain healthy relationships and also help to provide damage limitation and recovery when relationships breakdown.

9. 9 Emotionally healthy adults & children teach and learn better “If you’re looking at raising academic standards it isn’t good enough just to look at the curriculum. If you haven’t established emotional health in the children they’re not really going to be able to access the curriculum. If you can’t reach the child, then you can’t teach them.” Jill Hudson, Headteacher Pegasus Primary School, Blackbird Leys, Oxford and Director of the Oxford Excellence Cluster Top quality teachers of all children, and especially those from troubled backgrounds, know that time invested in reducing children’s anxiety and building a calm learning environment, is time well spent and crucial for children to fulfil their potential. It also benefits the teacher’s mental health.Top quality teachers of all children, and especially those from troubled backgrounds, know that time invested in reducing children’s anxiety and building a calm learning environment, is time well spent and crucial for children to fulfil their potential. It also benefits the teacher’s mental health.

10. 10 The Nurturing Programme for Parents, Children and Young People Note: Bavolek way ahead of his time discovering empathy to be the cornerstone of healthy happy relationships. EMPATHY ANECDOTE A mother arrives at parent group furious because her child has broken the microwave by shaking it hard. Instead of discussing how to punish the child, you ask her, “How was the child feeling when he shook the microwave?” Answer, “Angry”. You ask, “What had happened to make the child angry?” After a pause the embarrassed reply is, “Well I’d just eaten his Easter egg!” Point out that such examples increase parent’s empathy for their children; understanding how feelings drive behaviour is a crucial part of empathy.Note: Bavolek way ahead of his time discovering empathy to be the cornerstone of healthy happy relationships. EMPATHY ANECDOTE A mother arrives at parent group furious because her child has broken the microwave by shaking it hard. Instead of discussing how to punish the child, you ask her, “How was the child feeling when he shook the microwave?” Answer, “Angry”. You ask, “What had happened to make the child angry?” After a pause the embarrassed reply is, “Well I’d just eaten his Easter egg!” Point out that such examples increase parent’s empathy for their children; understanding how feelings drive behaviour is a crucial part of empathy.

11. 11 Crucial Strategies for Creating a Calm, Positive Learning Environment Empathy Listening DOs and DON’Ts Praise and Criticism Peer Group Pressure Shifting the Temperature Relaxation Choices and Consequences ‘I’ Statements Nurturing Ourselves Today’s topics.Today’s topics.

12. 12 The Toxic Legacy Political and Economic pressures: Poor attachment / attunement, empathy from parent to child - across all social groups Poor social skills - Influence of TV and computers and stranger danger All social groups: Parents with special needs Parents with poor school experiences Parents from looked after care backgrounds Social isolation Poverty Parents addiction problems. Parent’s issues: They don’t see they have a need for help: “I wouldn’t have gone if it (the parent group) had been on the outside, but now I’d like to do nurturing plus when I get out” woman prisoner, Styal Prison They don’t want help: Week 1 “I didn’t want to attend the group – I was forced by the (fostering) agency.” “I felt angry – knowing they knew how challenging it would be for me with my dyslexia. I felt frightened and panicked. “ “Actually once I settled down and was made at ease I enjoyed it and it was useful” Week 10 “The confidence I got has helped me join a dyslexia group” Note: Blaming; judgemental attitudes from us don’t change things for the better. Need to ceaselessly work to change next generation by work with parents and children & young people.All social groups: Parents with special needs Parents with poor school experiences Parents from looked after care backgrounds Social isolation Poverty Parents addiction problems. Parent’s issues: They don’t see they have a need for help: “I wouldn’t have gone if it (the parent group) had been on the outside, but now I’d like to do nurturing plus when I get out” woman prisoner, Styal Prison They don’t want help: Week 1 “I didn’t want to attend the group – I was forced by the (fostering) agency.” “I felt angry – knowing they knew how challenging it would be for me with my dyslexia. I felt frightened and panicked. “ “Actually once I settled down and was made at ease I enjoyed it and it was useful” Week 10 “The confidence I got has helped me join a dyslexia group” Note: Blaming; judgemental attitudes from us don’t change things for the better. Need to ceaselessly work to change next generation by work with parents and children & young people.

13. 13 The Good Childhood Enquiry ‘08 FACT: Over 25% of 14-16 year olds questioned said they frequently felt depressed. Notes: 1:10 children and young people have mental health problems 1:4 children of prisoners 160,000 children per annum have a parent in prison Notes: 1:10 children and young people have mental health problems 1:4 children of prisoners 160,000 children per annum have a parent in prison

14. 14 Power of Peer Pressure -08 Many children and young people said they felt under pressure from school, peers, bullying, family expectations and their looks. Newsround Survey 2008 Note: Discuss collaborative friendship systems WORKBREAK: Play Pass the Pen – choose groups by colour etc. (NEVER numbers or popular choice). Discuss collaborative discussion forums = Circle Time Discuss collaborative reward systems e.g. Eiffel Tower, Greek Islands, China/Chopsticks, fairy on peg, etc. Display slide showing Reward SystemsNote: Discuss collaborative friendship systems WORKBREAK: Play Pass the Pen – choose groups by colour etc. (NEVER numbers or popular choice). Discuss collaborative discussion forums = Circle Time Discuss collaborative reward systems e.g. Eiffel Tower, Greek Islands, China/Chopsticks, fairy on peg, etc. Display slide showing Reward Systems

15. 15 Ofsted - March 2009 factors behind success of disadvantaged schools Good working relations between teachers and parents High expectation Strong work ethic

16. 16 C Desforges- English Department for Education and Skills (DfES) : “Parental involvement accounts for at least 10% of the variance in achievement in social class. This makes parental involvement a much bigger factor than school effects in shaping achievement”. DfES 2003

17. 17 Reaching Out –An Action Plan on Social Exclusion predicting poor adult outcomes Poor social and emotional skills Behaviour difficulties at 11years Poor child communication skills Poor parenting DfES Policy review Children and Young People 2007

18. 18 Who Says I Need Help? Adults are Sculptors of Children’s Brains: Recent discoveries in neuroscience are demonstrating that brains develop differently according to early experiences: If a child receives warm, empathic, nurturing responses: dopamine in particular is released and tags the event and impacts on the wiring of the brain for a positive, healthy response system. If treated with cold, neglectful, harsh parenting: cortisol and adrenalin wire the brain for aggression or depression and codes the experiences as negative and for future avoidance of same or similar experiences. The response system can be changed but harder once the child is older than 2-years. There is a transitional period in the teenage years when change is possible (for better or worse). So there are good neuro-chemical reasons for using positive behaviour management strategies – it improves motivation for co-operation.The response system can be changed but harder once the child is older than 2-years. There is a transitional period in the teenage years when change is possible (for better or worse). So there are good neuro-chemical reasons for using positive behaviour management strategies – it improves motivation for co-operation.

19. 19 Workbreak A-Z A B C D E F G H I l r r l r b l b r J K L M N O P Q R r r b l r l b l b S T U V W X Y Z r r l r l r b b

20. 20 THE BRAIN See: Sue Gerhardt’s book, ‘Why Love Matters: how affection shapes a baby’s brain’ (2004) At birth a brain weighs 400 gms approximately. By one year it is about 1000 gms if nurtured by the prime carers. If this growth is inhibited by cold/harsh or absent adult care it can never be made up.See: Sue Gerhardt’s book, ‘Why Love Matters: how affection shapes a baby’s brain’ (2004) At birth a brain weighs 400 gms approximately. By one year it is about 1000 gms if nurtured by the prime carers. If this growth is inhibited by cold/harsh or absent adult care it can never be made up.

21. 21 BRAIN RESEARCH  OLD THINKING: Brain stops developing after early childhood NEW THINKING: The Frontal Cortex in particular develops well beyond childhood (The Learning Brain, 2005, Sarah-Jayne Blakemore and Uta Frith) It is responsible for Executive Functions: inhibiting inappropriate behaviour making plans selecting actions holding information doing 2 things at once Between 12-13 years grey matter peaks in volume in the frontal lobe – a temporary increase. Then it declines as unused pathways get pruned and the developing areas coat the neurons with myelin (protective insulating coat) so that messages can transmit to brain cells much faster. The myelin is made up of fatty tissue and looks white – hence increase in white matter but brain doesn’t enlarge because unused cells get pruned. So brain much more efficient in the Executive Function areas in frontal cortex. And this all starts at 13 Have any of you had a 13 year old son – waking up with his arms several inches longer – brain has to re-wire to cope with new physical aspects? Anyone had a loving daughter who adored family outings who at 13 demands that you walk 4 steps behind because you’re an embarrassment? A son scared of roads at 10 and at 14 taking crazy risks on a skateboard on the main road? Suddenly aware of themselves and others and appearances and concerned about what others think – especially peer group. And of course there are all the hormones.Between 12-13 years grey matter peaks in volume in the frontal lobe – a temporary increase. Then it declines as unused pathways get pruned and the developing areas coat the neurons with myelin (protective insulating coat) so that messages can transmit to brain cells much faster. The myelin is made up of fatty tissue and looks white – hence increase in white matter but brain doesn’t enlarge because unused cells get pruned. So brain much more efficient in the Executive Function areas in frontal cortex. And this all starts at 13 Have any of you had a 13 year old son – waking up with his arms several inches longer – brain has to re-wire to cope with new physical aspects? Anyone had a loving daughter who adored family outings who at 13 demands that you walk 4 steps behind because you’re an embarrassment? A son scared of roads at 10 and at 14 taking crazy risks on a skateboard on the main road? Suddenly aware of themselves and others and appearances and concerned about what others think – especially peer group. And of course there are all the hormones.

22. 22 WHEN DOES THE BRAIN REACH MATURITY? OLD THINKING: Within first few years of life NEW THINKING: Goes on developing until 30! Maturity reached in early twenties in the girls and late 20s in the boys! (The Learning Brain, 2005, Sarah-Jayne Blakemore and Uta Frith) Notes: Empathy There is a significant lack of activity in the area of the adolescent brain that deals with this. We are born with the capacity to be empathic and this develops well in young children and from 16 onwards if modelled by adults. Research shows a sharp decline in emotional awareness from 11-12 years. Compared/matched faces to feelings words. Dr Bavolek and his research with abused and neglected teenagers.Notes: Empathy There is a significant lack of activity in the area of the adolescent brain that deals with this. We are born with the capacity to be empathic and this develops well in young children and from 16 onwards if modelled by adults. Research shows a sharp decline in emotional awareness from 11-12 years. Compared/matched faces to feelings words. Dr Bavolek and his research with abused and neglected teenagers.

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24. 24 Top Tips for Adults Living or Working with Children and Young People  We have 2 ears and only 1 mouth … so: Listen to their side of the story Don’t jump to conclusions; judge or say “told you so” Be a positive role model – work on your own self-esteem Be open Get to know their friends Ask them what they think about specific issues EMPATHY IS YOUR ACE CARD. Look for the feelings behind their behaviour TREAT YOUR TEENAGER AS YOU WOULD LIKE TO BE TREATED

25. 25 Boundaries: Setting Limits The Parenting Puzzle p. 45

26. 26 Teenagers Attitudes to Parenting Teenagers say that for their happiness they want adults to: Listen to them Understand them Have positive approaches to managing behaviour – rewards & reasoning rather than smacking, threatening, “blanking” Be clear & principled about what is right & wrong Get on well together Have positive self-esteem and confidence (FPI Survey by MORI Jan/Feb 2000) Notes: 30 years on from Dr Bavolek’s research modern teenagers still want the same things in their relationships with their parents. Discuss in pairs before revealing bullets LISTENING EXERCISENotes: 30 years on from Dr Bavolek’s research modern teenagers still want the same things in their relationships with their parents. Discuss in pairs before revealing bullets LISTENING EXERCISE

27. 27 So adults have to be the positive role models and in charge but not in control.So adults have to be the positive role models and in charge but not in control.

28. 28 Why Focus on the Positive? DO’s rather than DON’Ts Praise rather then Criticism Notes: Do Kangaroo and explain how brain works Explain especially good example of visual learners DOs and DON’Ts Exercise Introduce the exercise by explaining that you will give instructions for the group to follow that will be said either as a DO or as a DON’T. Give the following instructions (or variations of your choice): don’t sit down do kneel on one knee don’t kneel on one knee do stand on one foot do stand on both feet don’t raise your left arm do raise your right arm do turn around don’t stand Comment on how we had to think twice This is a more powerful exercise for kinaesthetic learners Notes: Do Kangaroo and explain how brain works Explain especially good example of visual learners DOs and DON’Ts Exercise Introduce the exercise by explaining that you will give instructions for the group to follow that will be said either as a DO or as a DON’T. Give the following instructions (or variations of your choice): don’t sit down do kneel on one knee don’t kneel on one knee do stand on one foot do stand on both feet don’t raise your left arm do raise your right arm do turn around don’t stand Comment on how we had to think twice This is a more powerful exercise for kinaesthetic learners

29. 29 When I am criticized I feel… Resentful Unloved Depressed Tearful Angry No good Lonely I want revenge Stupid Inadequate Ashamed Like giving up Frustrated Sad Small

30. 30 When I am praised I feel… Ready for anything Proud Glad A bit suspicious Energetic Happy Like being generous Confident Capable Embarrassed Valued Manipulated Delighted Healthy Worthwhile

31. 31 When I am praised When I am criticizedI feel… I feel… Ready for anything Resentful Proud Unloved Glad Depressed A bit suspicious Tearful Energetic Angry Happy No good Like being generous Lonely Confident I want revenge Capable Stupid Competent Inadequate Embarrassed Ashamed Manipulated Like giving up Delighted Frustrated Healthy Sad Worthwhile Small Note: Dry sponge analogy Notes: Research shows that the average 5 year old got 10:1 negative versus positive adult responses, whereas teenagers were virtually always negative. From PGLT H/B p.48 The (approximately) 10:1 negative to positive comments was established by American educationalist Jack Canfield, whose research on 100 children being tracked for one entire day resulted in an average of 72 positive to 684 negative comments (described in Accelerate Your Learning, Colin Rose and Louise Goll, Accelerated Learning 1992). Another version of the 10:1 negative to positive comments is that children may hear up to 15,000 negative or critical comments a year. Small wonder, then, that most of us find it so easy to be self-critical, and feel awkward when asked to think of something positive about ourselves – we have internalised all that negativity. Being/Doing Ask for a recent example of a Praise for DOING that they gave a student. Then for a Praise for BEING.Note: Dry sponge analogy Notes: Research shows that the average 5 year old got 10:1 negative versus positive adult responses, whereas teenagers were virtually always negative. From PGLT H/B p.48 The (approximately) 10:1 negative to positive comments was established by American educationalist Jack Canfield, whose research on 100 children being tracked for one entire day resulted in an average of 72 positive to 684 negative comments (described in Accelerate Your Learning, Colin Rose and Louise Goll, Accelerated Learning 1992). Another version of the 10:1 negative to positive comments is that children may hear up to 15,000 negative or critical comments a year. Small wonder, then, that most of us find it so easy to be self-critical, and feel awkward when asked to think of something positive about ourselves – we have internalised all that negativity. Being/Doing Ask for a recent example of a Praise for DOING that they gave a student. Then for a Praise for BEING.

32. 32 Praise for Being / Doing NB Praise for Being crucial when not doing anything; learning difficulties or very high achievers. NB Praise for Being crucial when not doing anything; learning difficulties or very high achievers.

33. 33 How Cool is your Classroom? The Emotional temperature of one-to-one school relationships The Classroom The Whole School This includes relationships with parents.This includes relationships with parents.

34. 34 Emotionally Cool Classrooms very stressed overloaded seriously under par troubled tired deflated relaxed calm contented What is the emotional temperature of your classroom? Cold (critical, distant); Warm (kind, nurturing); Hot (angry, shouting)? Notes: Check where you are right now Now you’re all going to do role plays Check your temperature You already did it … Speed of shift in emotions and therefore behaviourNotes: Check where you are right now Now you’re all going to do role plays Check your temperature You already did it … Speed of shift in emotions and therefore behaviour

35. 35 Feelings Drive Behaviour. When I feel comfortable with the power I have*, I also feel… *(eg. interesting job; enough money; getting on well with partner, colleagues, children.) Strong Competent Confident Healthy Safe Positive Valued Secure Capable Helpful Responsible Decisive Relaxed Energetic Able to take appropriate risks

36. 36 When I feel powerless* I also feel… *(blocked motorways; late trains; stressful job) Defeated Tearful Overwhelmed Scared Angry Frightened Anxious Helpless Depressed In denial Irresponsible Self-loathing Desperate Lethargic Like giving up

37. 37 Emotionally Healthy School Checklist Are Circle Time discussions safe, respectful? Do they pro-actively address relationship and communication skills? Do children understand Time Out is an opportunity to calm down? Can they (from 7 or 8 years) anticipate troublesome feelings and put themselves into Time Out? Does every class have a collaborative reward system? Do children accept and give praise easily? Do children get on task quickly and concentrate for appropriate lengths of time? Do all adults give Choices & Consequences skilfully? Do adults keep their voices moderate, even when stressed? Is there a culture of adults nurturing each other?

38. 38 Success of a Whole School Programme “A senior management team committed to promoting mental health A culture which emphasises trust, integrity, democracy and equality of opportunity A culture which values teachers, lunchtime supervisors and all those involved in the care of children A culture which values each child regardless of ability Clear policies for issues such as behaviour and bullying (including sanctions) which are accepted and implemented throughout the school High professional standards (eg efficient planning, setting, marking and punctuality) Skilful teaching which arouses pupil interest and motivates Proactive work with parents.” [1] DfES (2001), Promoting Children’s Mental Health Within School and Early Years Settings.

39. 39 Building Emotionally Healthy Teams and Building Trust Locality Team Training around Children’s Centres by Family Links Health Visitor one-to-one self-esteem boosting work School provided Parent Group with Teaching Assistant and Home School Link workers Group run in Children’s Centre attached to school Children receiving Nurturing Programme in school

40. 40 Consistency WHERE FROM? CHURCHILL QUOTATION OR PP CARTOON? Consistency and Team Building especially. Research shows that inconsistency is a major factor in children developing deviant behaviour. A child who has to be vigilant or wary of inconsistent adult behaviour is releasing adrenalin which can trigger aggressive undesirable behaviour or withdrawal. So the Nurturing Programme is for all children and adults.Consistency and Team Building especially. Research shows that inconsistency is a major factor in children developing deviant behaviour. A child who has to be vigilant or wary of inconsistent adult behaviour is releasing adrenalin which can trigger aggressive undesirable behaviour or withdrawal. So the Nurturing Programme is for all children and adults.

41. 41 Nurturing Ourselves Discuss with your partner – self – and school. GOODBYE CIRCLE: Model spiders-web – in threes Discuss with your partner – self – and school. GOODBYE CIRCLE: Model spiders-web – in threes

42. 42 If you feel the emotional temperature of your family or school is more often unsettled or volatile, and you are unsure how to deal with challenging children and adults, it might be worth consulting those of us who provide emotional literacy programmes. If you believe your family or school to be mainly calm and positive, honest about difficult feelings and skilful in dealing with them, remember how important it is to be proactive in maintaining such an emotionally healthy environment. Family Links’ aim is to help everyone – children and adults alike – get the best out of life.If you feel the emotional temperature of your family or school is more often unsettled or volatile, and you are unsure how to deal with challenging children and adults, it might be worth consulting those of us who provide emotional literacy programmes. If you believe your family or school to be mainly calm and positive, honest about difficult feelings and skilful in dealing with them, remember how important it is to be proactive in maintaining such an emotionally healthy environment. Family Links’ aim is to help everyone – children and adults alike – get the best out of life.

43. 43 Emotional Literacy for Children & Young People, Parents & Professionals 80,000 children in UK schools 30,000 new parents per year in groups 20,000 new professionals have engaged in Family Links trainings info@familylinks.org.uk Several research and evaluation projects have focused on the various aspects of Family Links’ work: with parents in schools with University students Teacher Training Details are available at www.familylinks.org.uk It is crucial for all significant parents and carers in children’s live to be emotionally literate. You cannot teach someone to read if you cannot read yourself.It is crucial for all significant parents and carers in children’s live to be emotionally literate. You cannot teach someone to read if you cannot read yourself.

44. 44 Family Links’ Multi-AgencyTraining Provision Early Years 2 days / 4 x ½ days / 6 x twilights Schools 2-day whole school staff training 2 x 2-hour workshops for lunchtime supervisors / caretakers 1-day Circle Time training Team-building – basic skill enhancement for Children’s Centre teams 2-day generic training 2-day + 2-day Children’s Centre locality interagency team training 2 days team building and consistency 2 further days for those wanting to run groups for parents, childminders and foster carers Parent Group Leader (PGL) training 4-day PGL / skill-enhancement multi-agency training Cascade training 11-day training for Local Authority multi-agency teams

45. 45 Contact Details of Family Links Peterley House Peterley Road Horspath Industrial Estate Oxford OX4 2TZ Tel: 01865 401800 Fax: 01865 401820 Email: info@familylinks.org.uk www.familylinks.org.uk

46. 46 Any Questions?