HEP training
Hampshire Educational Psychology (HEP) provide training and workshop sessions that can be delivered in schools and other education settings, at central locations in the community, and virtually. These can be purchased through a school or setting's Service Level Agreement (SLA) or for a specified cost.
All our training is designed to lead to better outcomes for children and young people. We draw inspiration from the knowledge that learning and development depends upon a range of factors that work together. For instance, we know that happy children are happy learners. Our training is informed by the latest evidence and is refined in conjunction with feedback from course participants.
Cancellation Policy Terms and Conditions
- If booking is cancelled less than two weeks before the day of the event then 100% of the amount to be charged will be payable. If the booking is cancelled between receipt of the booking form and two weeks before the event then 50% of the amount to be charged will be payable.
- There is no right to request a place on the next course free of charge if the booking is cancelled or the delegate is unable to attend on the day.
Training enquiries
Email [email protected] for further information and details or call:
- North area team 01252 814835
- East area team Hants, Rushmoor, Hart 01252 814729
- South area team 023 9244 1497
- West area team 01962 876239
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Early Years Autism (previously known as THOMAS)
Early Years Autism aims to develop and improve the educational experience of Hampshire children with complex social communication difficulties. Suitable for parents and staff across a range of educational settings working with children throughout the foundation stage. This course offers a balance of theoretical perspectives, including the nature of the Autism and in-depth practical approaches/supportive strategies.
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School Wide Advocate for Neurodiversity (SWAN)
This course offers training to teachers who are passionate about the development of support for neurodivergent children in their schools. It aims to develop an increased awareness of needs associated with neurodivergent children and young people and in-depth practical approaches/supportive strategies. The training course is followed by SWAN circles (solution focussed/ problem solving) groups for trained SWANs to support and develop practice.
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Emotionally based school avoidance (EBSA)
EBSA is a growing area of need in young people locally and nationally. School staff and parents/carers can feel quite 'stuck' about what to do to support pupils, often resulting in long periods of absence for children. On this course, child-centred tools for recognising and responding early to EBSA will be shared, as well as good practice from local schools.
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Cognitive Behavioural Approaches
A full day course in the foundations underpinning cognitive behaviour therapy (CBT). Delegates learn to apply the CBT framework to support understanding of their own and others' responses. A range of practical tools, drawing on CBT applications, are shared and practiced, with a focus on using in the context of school / college. Delegates have one follow-up group supervision sessions to support implementation.
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ELSA (school age)
A six day course covering emotional awareness and regulation, building security and relationships, active listening and reflective conversations, self-esteem, loss and bereavement, motivation, social skills and Lego therapy. Following the completion of the course, ELSAs can start delivering the ELSA role and attending half termly supervision.
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ELSA (early years)
EY ELSAs are Emotional Literacy Support Assistants who work in preschools/nurseries. They may work one to one with children, with small groups or support children in the wider setting. The EY ELSA training course has been developed and adapted from the school aged ELSA course and provides specialist training in attachment, the development of emotions, how to support co-regulation in the early years, ways we can develop social/friendship skills, etc. in order to support the social, emotional and mental health development of children in early years settings.
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Therapeutic Active Listening Assistant (TALA)
TALA training is for staff working in pastoral roles in schools and colleges. TALAs provide an emotionally safe therapeutic space, where children and young people can experience being attuned and listened to at a deep level. Whilst TALAs are not counsellors, they help children and young people to process their emotions, to understand how they have responded so far, to uncover new ways of responding and to increase their resilience. Attendance is required at all three full day sessions with a further commitment to attend half-termly Educational Psychologist or therapist led supervision sessions following completion of the respective course. This course includes a combination of whole group teaching, tutor demonstrations and small group coaching sessions.
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Nurture Group
These reflective supervision sessions aim to: Support nurture group practitioners’ professional development by providing a confidential, non-judgemental space to reflect on their work and engage in joint problem-solving around an issue that they have encountered. Through doing this, we draw on psychological theory and research and think about how it applies to what you are encountering. The aim of the sessions is also to help nurture practitioners to manage the emotional impact of the nurture work on their wellbeing.
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Therapeutic Storywriting - Supervision
This supervision group is aimed at adults who are delivering Therapeutic Storywriting groups in their settings. It will be a time to reflect on your experiences of running therapeutic storywriting groups and celebrate things that are going well. They offer a supportive space to bring questions or challenges that you are experiencing in your therapeutic storywriting practice, which we can listen to and offer support or advice. It is important that all members of the group are committed to attending regularly, so that we can build relationships and feel safe to bring issues for discussion.
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Support Learning and Development through Play
Play has been proven to support children’s learning as well as their language, social, emotional, and physical development. This course helps staff to develop their knowledge around the importance of play, to explore practical ways to use play as part of the curriculum and to consider ways to make play a core part of school provision. It is aimed at staff working with children in infant, junior and primary schools, requiring two members of staff from each school, with at least one having a leadership role in school (to support implementation).
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Physical intervention – Team Teach training
Training designed to support staff working with pupils who show unsafe behaviour. This is a two day training package, with one day focusing on Understanding Behaviour and Achieving Positive Change (including thinking about what behaviour communicates; what tools can help us to unpick this and how we can respond). The second day is a day of accredited physical intervention training, using the Team Teach package. It is delivered by one EP and one member of PBS. This provides staff with de-escalation skills, alongside physical techniques designed to restore safety. It also includes information regarding the legal elements surrounding this and support after an incident.
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Loss and bereavement
This course helps you to learn more about loss and bereavement – both how this is experienced by children, young people and their families and also to consider how you can support those you are working with. Although the emphasis of the content is on the term 'bereavement', the theories, principles and ways to support encompass and can be applied to wider experiences of loss and grief.
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Attachment, Relationship and Emotion Coaching
This training is run in conjunction with Virtual School for the early years and is for PVI and foundation stage settings to support children looked after. It is split into two sessions. The attachment & building relationships session discusses the importance of attachment and relationships for children. It goes onto examine how to build security and positive relationships with children. Session 2 explores Emotion Coaching and offers practical steps for responding to behaviour. It is linked to key attachment concepts, such as the importance of emotional containment and emotional connection.
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Theraplay and Life Story work
Theraplay is a special type of evidence-based play therapy that can improve children’s emotional development and behaviour using joyful play and sensitive caregiving. It focuses on strengthening key adult relationships with a child, enhancing a sense of connection and mutual understanding. Therapeutic life story work is an approach that helps children and young people talk and learn about their life experiences with the help of a trusted adult. It allows them to understand more about their life and helps them become more aware of their emotions towards the people who have been significant in their lives.
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Lego therapy
Lego Therapy is a speech, language, communication and social intervention aimed at building the skills to allow children and young people to effectively interact and socially problem solve. It is a structured approach that provides participants with opportunities to build models in a collaborative manner whilst developing key social and emotional skills. Whilst initially targeted solely at students with Autism, the approach has been found to be effective with a range of participants including those with social communication needs, behavioural difficulties and social anxiety. It has been used with a range of ages from Early Years through to college-age students. Training is offered through two complementary sessions, the Introduction to Lego Therapy offers attendees the chance to explore the fundamentals of the approach and provide them with the skills to start their own Lego Therapy groups. Once participants have had a chance to gain some experience with Lego groups, they can then attend the Advanced sessions that provide more of an insight into the adult role, effective facilitation of the group and troubleshooting opportunities to manage any difficulties they have experienced. Sessions are delivered by an Educational Psychologist and a member of the Communication and Interaction Team to reflect the wide-ranging impact of the intervention.
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ELSA (Teenage Psychology)
This course explores aspects of social, emotional and cognitive development for teenagers within the context of recent neuropsychological research. It covers: The impact of early life experiences on teenage development. Why there is a teenage phase in life. The teenage brain and its development. Developing a toolkit for helping teenagers manage their feelings and behaviour