We have a range of specialist courses available
As the largest sexual violence support provider in Wales, with nearly 30 years’ experience of delivering specialist therapeutic support to adults and children affected by complex trauma, our training department has been delivering expert courses on topics from Working Safely With Trauma, to Safeguarding, for over 20 years.
Over the years, we have trained thousands of frontline practitioners, volunteers and professionals, and have gained a reputation for excellence in this area. In 2020-2021 alone we trained more than 4400 people, and 99% of course attendees rated the courses ‘very good’ or ‘excellent.’
Costs and Booking:
Our courses range in price, depending on length and type of organisation.
To book in a course delivery, or to talk more about your needs for a bespoke course, please email firstname.lastname@example.org.
Our courses are often bespoke and can be tailored to cater for the needs of your organisation or group. You can see a sample of our courses below, but if what you require is not on the list, please send us an email and we can talk about what we can offer.
- Recognise common myths and stereotypes
- Describe main laws relating to sexual violence
- Recognise the impact of recent and non- recent sexual violence
- Describe the local specialist service provision and how to refer
- Define sexual violence within intimate relationships
- Consider how others may identify if someone has experienced sexual violence
- Explore how to deal with disclosures of sexual violence
- Define peer on peer sexual abuse
- Identify vulnerable individuals, groups or situations
- Be aware of the signs and symptoms of peer on peer sexual abuse
- Know how to support a young person thinking of disclosing
- Have an awareness of legislation regarding peer on peer sexual abuse
- Know how to refer for further support
- Describe the behaviours that constitute sexual abuse
- Recognise indicators of sexual abuse
- Describe potential perpetrator behaviour
- Take a disclosure of sexual abuse and respond appropriately
- Discuss the prevalence of sexual violence experienced by males
- Identify some of the offences which may be perpetrated against men and boys
- Explore their own attitudes and beliefs about sexual violence towards males
- Describe some of the issues for men who have experienced sexual violence
- Outline some of the support available for men who have been affected
- Identify the links between sexual violence and substance use
- Recognise how substances may be used by perpetrators and survivors of sexual violence
- Describe best practice in dealing with disclosures
- Support and refer clients affected by sexual violence and substance use appropriately
Trauma Informed Practice
- Describe what trauma is
- Recognise how trauma impacts on people
- Identify ways of working that are more trauma informed
- Describe how to use practical strategies to reduce trauma symptoms
- Recognise when further help and/ or treatment might be required
- This course is designed to enable staff to use practical skills to safely guide a conversation that involves someone’s trauma without re-traumatising them.
At the end of the training staff will be able to:
- Identify situations where ‘talking about the trauma’ might not be a safe option
- Explain how to shut down a conversation, without silencing the client
- Recognise the limits of their own proficiency in working with trauma
- Explain how to use grounding techniques with clients
- Identify when onward referral or signposting is appropriate
- Recognise and act when safeguarding issues present
Vicarious Trauma / Resilience
- Describe what vicarious trauma is
- Recognise the main features of vicarious trauma
- Identify when Vicarious Trauma is becoming an issue
- Be aware of how to build resilience
- Describe what good self care and wellbeing is and how to put this into practice
- Recognise signs of vicarious trauma
- Identify risk and protective factors for staff
- Describe how to have conversations with staff about the personal impact of working with trauma
- Recognise own boundaries and when further help is needed
- Explain how to support staff to develop self -care and wellbeing strategies
Build resilience at work by working together to:
- Understand what resilience is and why it matters
- Understand different types of stress
- Recognise signs of stress in you and your team
- Develop strategies for building resilience as individuals and as a team through activities that help with:
§ identifying risk factors and protective factors
§ coping with ‘in-the-moment’ stressors
§ managing thoughts and emotions (CBT based)
§ putting self-care in place
§ asking for help and seeking support
- Create a practical action plan for yourself and your team to take away and use after the course
- Building resilience – developing Emotional Intelligence
- Building resilience – using Reflective Practice
- Supporting colleagues to stay mentally healthy while working remotely
- Coaching Teams – GROW method highlighted
- What do Resilience Champions do?
- Signposting to Support
- Understand what resilience is and why it matters (for you)
- Understand different types of stress
- Be able to recognise your own signs of stress
- Be able to identify your own risk factors and protective factors
- Be able to develop strategies for building your resilience
- Create a practical action plan for yourself
Level 1 – Adults at Risk
Level 1 – Children and Young People
Understanding Child Safeguarding for Early Years Workers
Understanding Child Safeguarding for Foster/Kinship Carers
Level 2 – Adults at Risk
Level 2 – Children and Young People
Advanced Child Safeguarding for Early Years Workers
Advanced Child Safeguarding for Foster/Kinship Carers
Level 2 – Safeguarding Adult at Risk and Children and Young People (combined)
Mental Health and Suicide Awareness
Internationally recognised, licensed course. Delivered by 2 Living Works qualified trainers. A scientifically proven intervention model: find out more here: https://www.livingworks.net/asist.
- Understand the ways that personal and societal attitudes affect views on suicide and interventions
- Provide guidance and suicide first aid to a person at risk in ways that meet their individual safety needs
- Identify the key elements of an effective suicide safety plan and the actions required to implement it
- Recognize other important aspects of suicide prevention including life-promotion and self-care
- By the end of the course participants will be able to:
- Describe what self harm is
- Consider attitudes to suicide
- Identify the different functions of self-harm
- Discuss the links between self-harm and suicide
- Recognise risk factors for self harm and suicide
- Explore some interventions to use with self harm and suicide Identify referral route
- Myths v Facts
- What are Eating Disorders?
- What causes Eating Disorders?
- What types of Eating Disorders are there?
- Who has Eating Disorders?
- Eating Disorders among teens/young adults
- What can we do to help?
- Recovery from Eating Disorders
- Understand the different levels of stress and reactions
- Understand how to deal with difficult emotions in themselves and in others
- Be aware of how to manage risk to self and others
- Understand the different ways of offering support
- Be aware of how to deal with a disclosure
- Able to suggest healthy techniques for coping
Skills based courses
- Have an understanding of CBT
- Be able to apply simple CBT principles to help themselves/others:
§ see where their assumptions may be holding them back and develop positive self-talk
§ develop strategies to break out of the negative cycles associated with depression and anxiety
- Be able to combine CBT with Eagar and MI
- Building Rapport
- Types of Questions
- Managing Difficult Situations
- How to Help
- Why clients ‘open up’ in the chair
- How to deal with strong emotions (especially crying and anger)
- What to do if you’re concerned about a client (signposting to support), including suspecting abuse or neglect.
- Recognise indications of distress and respond appropriately
- Identify when further action is needed
- Practice communication skills
- Identify impact on self and describe how to get further support
- What is a ‘crisis?’
- The Crisis Cycle
- Key Steps to Crisis Intervention
- Listening and Questioning
- Dealing with strong emotions
- Crisis calls – what do I do? What do I say?
- Pairs Practice
- Our well-being after a call
Seldom Heard Communities / Cultural Awareness
- Describe the main features of autism
- Recognise the impact of being autistic in a neurotypical world
- Recognise how to adapt communication appropriately
- Explain how to adapt services to respond to the needs of autistic people
- Describe the main features of autism
- Explain trauma and its impacts
- Recognise how being autistic in a neurotypical world may cause trauma
- Identify how being autistic may lead to targeting
- Describe how to provide support to autistic people who have experienced trauma
To increase your ability to support transgender people and their families. To increase your awareness and understanding of transgender people, their needs and issues, and resources available to support them.
- Transgender in the Mainstream
- The Basics of Gender
- Gender Dysphoria or Body Dysmorphia?
- Issues faced
- Links to Autism?
- Classifications and Legalities
- Families, Workplace, Religion
- Health and Medical Transitioning
- What do I say?
- Support and Resources
- Explain the basics of the asylum process
- Recognise the difference between an asylum seeker and refugee
- Identify the move-on period and what this means
- Have an overview of entitlement to public funds
- Explore the asylum support and accommodation process
- Recognise trauma when working with lived experience
- What is the Equality Act 2010?
- What are ‘protected characteristics’?
- What is discrimination and how can we protect people from it?
- What is culture?
- What is cultural competence and how can we develop it?
Foster Carers Training
- What are ACEs (and why should we care)?
- Trauma and the Brain – basics and behaviours
- Trauma and Foster Children – additional stressors and reactions
- Triggers and Impact on Behaviour
- Impact of Trauma/ACEs in development
- How to help children and young people understand their brain, behaviours, and emotions, and communicate them with you
- How to create an ACE-informed home that enables strategies for regulating
- feelings & behaviours
- Building a Child’s Resilience
- Define domestic abuse
- Recognise some of the complexities of living in an abusive household
- Identify the effects on children at different developmental stages.
- Describe the roles children and young people take on
- Identify ways to support children who have been affected by domestic abuse.
This is a CEOP course. Find out more here: https://www.ceop.police.uk/Safety-Centre/
- The online world: What’s it all about?
- Sites and devices used by children and young people
- What is an online “friend”
- Risks children and young people face online
- Online vulnerabilities
- Contact from birth relatives – including workshop based case study
- Tools available – moderation, filtering, blocking
- Top tips and advice
Sexual Violence Awareness Courses
Vicarious Trauma Courses
Suicide Awareness Course
Training was very beneficial and has informed my knowledge on refugee and asylum seeker awareness and supports available.”
“I felt the training was very good and that (the trainer) did a great job. For such a difficult topic I did not feel that the session was too heavy at all. All information was very clear and I liked the interactive aspects of it as well with separating into groups for discussions.”
Working with Sexual Violence Course
Trauma Informed Practice Course
Safeguarding Children and Young People
Sexual Violence and Substance Misuse
“This is the second course I have taken part in with New Pathways and feel that it has been beneficial and relevant to my role. I would like to be made aware of future training if possible.”
“Very enjoyable and informative training. I’ve both built upon my existing knowledge and gained new knowledge regarding the way the support services operate. This is the second time I’ve had training with Helen Jenkins and it was as great as the first time. She is knowledgeable when both delivering content and answering questions, easy to follow and understand and creates a welcoming and engaging atmosphere, despite the heavy subject content and distance of TEAMS online training. Thoroughly enjoyed and would recommend.”