Although a body of work exists on adult experiences of domestic violence, including its impact on children, little is known about violence in young people’s own relationships. This lack of recognition has meant that appropriate policy and practice interventions have failed to be developed, leaving young people unprotected.  Christine Barter, a leading expert in the field, will be discussing her recent work in this area. Her work represents the first UK research on violence in young people’s relationships and directly influenced the previous government to launch a £2 public awareness campaign, rerun this year. The research findings show that young people, some as young as 12 and 13 years old, experience high levels of coercive control, physical and sexual violence within their relationships and that these experiences are highly gendered in relation to incidence, impact and intent. The presentation will explore the key research findings and provide messages for prevention and intervention in this under-acknowledged area of intimate violence. Importantly young people’s own experiences and views will form a central aspect of the presentation.

Christine Barter is a NSPCC Senior Research Fellow at the School for Policy Studies,
University of Bristol. She has published widely on a range of Children's welfare issues including children who run away, boys’ use of advice and counselling services, institutional abuse and peer violence in children’s homes. Her most recent work has focused on teenage violence in intimate relationships. Christine’s work has received substantial media, public and policy attention. She has acted as a consultant for the Home Office on their two teenage relationship abuse campaigns. She recently co-edited a book on peer violence between children and young people entitled 'Children Behaving Badly?' (Wiley 2010) 

 *2 hours continuing professional development (CPD)

 Fee: £8.00    Venue - Brighthelm Centre, North Road, Brighton

Application for tickets:

The Administrator, CfED, 18a Clermont Road, Brighton, BN1 6SJ

Tel: 01273 561511    e-mail address – info@emotionaldevelopment.co.uk

Payment by cheque or credit card - Cheques should be made payable to CfED

Initial 2 day training course in

Video Interaction Guidance (VIG)

Friday 3^rd to Saturday 4^th February 2012

9.00-4.30 on both days

Centre for Emotional Development

18a Clermont Road, Brighton, BN1 6SJ

Led by Jenny Cross, Chartered Educational Psychologist 

National trainer for AVIGuk

Who is this for?

This two day course provides introductory training in the approach of Video Interaction Guidance uk ^TM  for professionals who work with parents and carers who are experiencing difficulties in communication with their children and wish to develop better relationships with them. VIG is also relevant to staff who work with children and young people in special education or care settings and for staff in higher education who support others in teaching and supervision skills

There is a great deal of concern about the behaviour of young people today, however, there is, of course, nothing new about the tension between young and old. Socrates, in his time, observed that young people’ scoff at authority and lack respect for their elders’. And Jung wrote creatively about the nature of fundamental unconscious archetypes, the Puer Aeternus in contrast to the Senex, in the psyche of the individual. Contemporary concerns about adolescence and delinquency remain, however, and are very much on people’s minds in our increasingly complex society
In this lecture Peter will address the sociological and psychoanalytic appreciation of the phenomenon of youth and adolescent development and examine the ambivalence of the adult public towards the young. This ambivalence can express itself both through an attitude of contempt and a wish to understand. In terms of social policy this leads to questioning whether governments should respond to children and young people foremost as ‘offenders’  ( to be punished) or as ‘ children in need’( to be treated and rehabilitated).Peter will end his lecture  with two case vignettes which emphasise the importance of ‘ meeting’ the needs of adolescents in difficulty and distress through a combination of both firmness and understanding

Peter Wilson is a Consultant Child Psychotherapist and former Director of the Brandon Centre, a psychotherapy and counselling centre of young people.

From April 1992 until his retirement in February 2004, he was Director of YoungMinds, the children’s mental health charity. He served on numerous committees and enquiries in relation to national developments in child and adolescent mental health provision and lectured widely.He currently serves as Clinical Adviser to The Place2Be, a voluntary organisation providing a comprehensive counselling service mostly in primary schools across the country and in Scotland. He has written numerous papers and chapters which appear in various journals and books. He is the author of “YoungMinds in Our Schools”. Published by YoungMinds, London, 2003.

 *2 hours continuing professional development (CPD)

 Fee: £8.00   Venue - Brighthelm Centre, North Road, Brighton

Application for tickets:

The Administrator, CfED, 18a Clermont Road, Brighton, BN1 6SJ

Tel: 01273 561511    e-mail address – info@emotionaldevelopment.co.uk

Payment by cheque or credit card - Cheques should be made payable to CfED

Non Violent Resistance (Haim Omer) is a rapidly growing new approach for dealing with complex difficulties around aggression, destructive and self-destructive behaviour in children, adolescents and young adults. Ranging from violence, drug taking and running away, to anxiety, self isolation and adult entitled dependence, this family and community approach offers parents ways of dealing effectively with the problem, while improving the often frayed relationship with their child. NVR is also being used to help carers of looked after children and teachers overcome disruptive or aggressive behaviour. By developing a focus on unmet need in the child, NVR goes beyond the behaviour to help children develop more secure attachment, value and feel valued in their key relationships - even, or especially when the young person refuses to engage in therapy.

This is the fifth in an annual series of "Managing the Madness in Organisations"

Aims and Objectives The key aim of the day’s event is to enable participants, whatever their background, to better understand how insights from the complexity sciences may be helpful to the everyday experience of getting things done together with other people.

At this conference, participants will have the opportunity to think about their work and to:

Develop a better understanding of complex group and organisational dynamics and the way we are all caught up, to a greater or lesser extent in playing the organisational game.

Examine key concepts such as power, involvement and detachment, reflection and reflexivity and how they may be more helpful concepts for understanding what we may be doing together in organisations than the ubiquitous grids and frameworks of the contemporary manager’s armoury.

Come to know and better understand how thoroughly social we are as human beings and how this triggers blindly operating emotional responses

This training is suitable for midwives, health visitors, early years workers, psychologists, paediatricians, social workers, GP’s and others working with infants and their carers. 

This is a qualitative assessment of risk in relationships. It assesses patterns of interaction of infants and their carers and can be used for infants from 6 weeks to 15 months and may be used in the home or clinic settings.

The course involves assessing and coding patterns of interaction through video observations. Trainees will receive a manual and a variety of relevant materials and handouts at the start of the course. The training is split into three 3 day slots. Competency to code will be assessed by a reliability test after the training. Those reaching reliability will receive certificates.

Fee £750 (£900 incl vat)

This is a new way of analysing an established procedure and enables you to assess attachment, post traumatic stress, exploration and the development of mentalisation in the child.

Narrative stems are a play based procedure in which the interviewer gives the child the beginning of a story (the stem) and asks him/her to finish it by ‘telling or showing me what happens next’ using a few simple props. Story stems are easy to administer and do not cause any major upset to the child