september, 2020

02sep12:30 am2:30 amAdverse Childhood Experiences (ACE), Trauma and Resilience Post Pandemic


Event Details

An introduction to the science of adverse childhood experiences, trauma-informed practice and resilience.

The topic of trauma-informed practice has never been more relevant. In the midst of the coronavirus pandemic and lockdown – and in its aftermath – we need to consider the role of childhood adversity and subsequent traumatising experiences in the lives of the people we are supporting.

Social and psychological problems have been increasing at alarming rates during the recent period of lockdown and restricted movement. We are seeing increased levels of mental health difficulties, children and adults reporting distress due to isolation and loneliness; domestic abuse and drug and alcohol problems – and this is likely to be the tip of the iceberg in the context of a sharp economic downturn.

By understanding the impact of trauma and adverse childhood experiences (ACEs), we are able to consider how the traumatic life events of the people we are supporting might be influencing their current behaviour or difficulties and how we can respond in a trauma-sensitive way – both as individual helping professionals, multi-agency workers and as organisations.

Resilience can be thought of as the antidote to ACEs and people with more resilience resources tend to cope better even if in the face of significant adversity. In a recent study examining resilience and ACEs, people with four or more ACEs who reported more childhood resilience assets were around two thirds less likely to experience poor childhood health, compared with people who had four or more ACEs but no resilience assets.

Research has also shown that positive childhood experiences have a cumulative or ‘dose response’ effect; meaning that people who report more positive childhood (resilience promoting) experiences, report better adult mental health and social relationships – irrespective of the number of adversities they reported in childhood.

This training will cover each of these areas and is intended to be a solid foundation of essential knowledge and ideas on which schools as a whole and individuals working in education can build their own trauma informed response.

The training will include breakout sessions as well as an opportunity to ask questions. Warren is also happy to take discussions offline if you would like to follow up on any aspect of the training.

The seminar will cover:

  • Adverse Childhood Experiences (ACEs) and other potentially traumatising life events.
  • How and why does adversity in childhood often have such long-lasting impacts?
  • Attachment and attunement in child development – why these processes are so crucial to health and coping.
  • Co-regulation and self-regulation – why learning about and managing the stress response is an essential life skill.
  • Dan Siegel’s hand/brain model.
  • ‘Resilience is the antidote to adversity’ – implications for practice.
  • What exactly is trauma-informed practice and where did it start?
  • What does being a ‘trauma-sensitive school’ mean?
  • The psychological and social consequences of the coronavirus pandemic and our collective response.
  • Q & A.

Anyone who is a part of the school workforce community can attend, including:

  • Leadership and management
  • Teachers
  • Teaching Assistants
  • Welfare Staff
  • DSLs
  • Pastoral Staff
  • School Nurses
  • Governors

Self-Care Note:

This course will cover issues including physical, sexual and emotional abuse, neglect, domestic abuse and violence in the home and other adverse and traumatic life experiences.

If you are struggling with any of these issues, please consider if this seminar is right for you at this time and please be kind to yourself and seek appropriate help.

To register for this event please click the link –


(Wednesday) 12:30 am - 2:30 am


Digital Event