Course curriculum

  • 1

    Introduction to the module, what will be covered, and introduction to Dr Treisman

    • Welcome and introduction to the module and to Dr Karen Treisman; as well a little about Karen's journey to learn about trauma-informed organisations - 11 mins

    • What will be covered in this module? 7 minutes

    • Staying engaged and optimising learning- some top tips

  • 2

    Slides and handouts for the module

    • Powerpoint slides- 6 slides per page

    • Some additional handouts and resources- step by step reflective tools, assessment measure table, and behaviour kaleidoscope questions

  • 3

    Key information and things to hold in mind and to consider

    • Key information and things to hold in mind and to consider- part 1- 20 minutes

    • Key information and things to hold in mind and to consider- part 2- 14 minutes

  • 4

    Feelings and messages of assessments

    • Feelings and messages of assessments- 6 minutes

  • 5

    Step by step- reflective exercise- applying the ideas to your specific assessment- a walk through

    • Step by step- reflective exercise- applying the ideas to your specific assessment- a walk through- 12 mins

  • 6

    Trauma-informed values and principles being applied to assessments; and our own biases, values and lens

    • Trauma-informed values and principles being applied to assessments- 15 mins

    • Our own biases, values and lens when assessing- 8 mins

  • 7

    First impressions, planning, preparing, entering the building, signage, orientation, timing, and more

    • Planning and preparing for an assessment- 6 mins

    • First contact, communicating about assessment and more- 8 mins

    • Signage and orientation- 15 mins

    • Timing and communication

  • 8

    Making assessments more relational and humanising; gaining feedback; and holding strengths in mind

    • Making assessments more relational and humanising - 12 mins

    • Feedback and shared understanding- 5 mins

    • Strengths, skills and survivorship- 3 mins

  • 9

    Our own and others regulation and safety- making assessments as calm, regulating, and safe as possible

    • Regulation and safety- making assessments as calm, regulating, and safe as possible- part 1- 10 mins

    • Regulation and safety- making assessments as calm, regulating, and safe as possible- part 2- 8 min

    • Regulation and safety- making assessments as calm, regulating, and safe as possible- 6 mins

    • Choice and flexibility- value- 5 mins

  • 10

    Power of language and the words we use- in assessments, reports, handovers, meetings, and more

    • Power of language and the words we use- part 1

    • Power of language and the words we use- part 2- 10 mins

    • Power of language and the words we use- part 3- 7 mins

    • Language and behaviours- 4 mins

  • 11

    Measures, tools, and assessments

    • Measures, tools, and assessments- part 1- 10 mins

    • Measures, tools, and assessments- part 2- 15 mins

    • Measures, tools, and assessments- part 3- 10 mins

  • 12

    Making assessments more inclusive and accessible- cultural humility

    • Making assessments more inclusive and accessible- cultural humility- 11 mins

  • 13

    Making assessments more playful, creative, fun, engaging, and expressive- reasons why and lots of practical examples

    • Making assessments more playful, creative, fun, engaging, and expressive- some advantages and things to hold in mind- part 1- 17 mins

    • Making assessments more playful, creative, fun, engaging, and expressive- some advantages and things to hold in mind- part 2- 24 mins

    • Making assessments more playful, creative, fun, engaging, and expressive- some advantages and things to hold in mind- part 3- graffiti, head, and wheel- 15 mins

    • Making assessments more playful, creative, fun, engaging, and expressive- some advantages and things to hold in mind- part 4- lego and genogram- 22 mins

    • Making assessments more playful, creative, fun, engaging, and expressive- some advantages and things to hold in mind- patchwork, cards, and lego part 5- 10 mins

    • Making assessments more playful, creative, fun, engaging, and expressive- some advantages and things to hold in mind- part 6- spaghetti head and storm starters- 7 mins

    • Some questions and ways to deepen the creative activities- 6 minutes

    • Wishes and goals- 3 mins

    • Psycho education- thinking about it more creatively - 8 mins

  • 14

    Endings, next steps, summary, and goodbye

    • Endings, goodbyes, and next steps of an assessment- 11 mins

    • Goodbye and thank you- 5 mins

FAQ

  • Important notice:

    This online module is an introduction into how to take any assessment, clinical interview, or screening meeting and make it more relational, trauma-informed, and creative. This can be applied to a range of contexts. It is about assessment skills, assessment ideas, and how trauma informed values can be applied to assessments. There are also a lot of practical, creative and expressive tools and ideas; as well as considering key areas of assessment such as the power of language and cultural humility. This is not about trauma-specific assessments, or how to assess for trauma or traumatic experiences- training in those specific measures is needed and often needs a particular skill set or qualification to administer and analyse. This is about how to make assessments/ information gathering have a more trauma-informed lens. The below will describe what is covered so that you can decide if suits what you are looking for.

  • What do I get for my money?

    • You get over 400 minutes/ 7 hours of video footage presented by award winning Clinical Psychologist and best-selling Author, Dr Karen Treisman. This does not include the time added for reflection, interactive activities, further reading etc. This material is available for 6 months after purchase so you can re-visit it numerous times. • You get a page resource pack including step by step activity, an infographic, and key questions. • A copy of the slides in pdf form (for the attendee’s use only).

  • Who is this targeted to and who is it appropriate for?

    This will have relevance and interest to anyone looking to tweak, improve, design, or transform their assessment process to be more relational, creative, trauma-informed and inclusive. This includes social services, health services, educators, youth workers, family support workers, therapists, psychologists, criminal justice professionals and much more. This is also for those services or practitioners who say their service is trauma-informed or working towards being trauma informed, to make the first impression and the initial assessment count and be aligned with these values. There are a lot of applicable ideas and concepts which can be creatively transferred including to court assessments, parenting assessments, child or teenage assessments and so forth.

  • What is the learning method and how accessible is it? Do I need to watch it all in one go?

    Nope absolutely not. It is presented in bite size segments ranging from 2 minutes to 30 minutes. This is purposely done to allow for people to dip in and dip out and to watch it in whichever way suits their learning style and the situation in which they are in. It is also intended that people pause, practice the exercises, reflect on them, discuss, and so forth. People may want to revisit and repeat them as well. This is also done in smaller sections to optimise people’s engagement, concentration, and attention; and to encourage people to move around, take brain breaks, practice the regulating activities etc. There is also a video clip near the beginning of the module about different ways of optimising and absorbing the material.

  • How long can I access the material for?

    From when you purchase the module it is accessible for you for 6 months. You can dip in and out and watch it as many times as you like in that 6-month period.

  • Is this material copyrighted? Is this a train the trainer module?

    This material is legally copyrighted. This is not a train the trainer module. Whilst we hope you spread good practice and your learning with others and encourage this. This material is the property of Dr Karen Treisman. Therefore, this is for the attendees learning and development. Any material shared in any form must be fully cited and referenced to Dr Karen Treisman. We hope you appreciate the time, money, energy, and care that goes into creating these materials and making them as accessible as possible.

  • Can I do this as face-to-face training instead? Do you offer consultations or advice for teams or individuals about this topic?

    Absolutely, this ordinarily is a day face-to-face training. Dr Treisman offers over 40 training packages, however as a result of the pandemic and being committed and passionate to still spreading good practice these online modules have been created. It is also hoped this can make the training accessible to many more who are not able to attend trainings. Face to face training can be booked through safe hands and thinking minds. Absolutely, depending on our capacity and availability, we offer one-to-one or team spaces to discuss the nuts and bolts of your specific situation.

  • How much is the module and how can I pay?

    The module is priced at £65.99. That is less than £10 an hour. Payment takes just a few minutes and is made on the platform via PayPal or stripe. This means direct debit or credit card can be used. For groups of over 10, an invoice payment can be arranged. Yes, organisations can make bulk orders and can receive a discount. This is for teams or organisations more than 10 people. You are welcome to contact karen@safehandsthinkingminds.co.uk to discuss number.

  • About the creator, who is she?

    Dr Karen Treisman is a Highly Specialist Clinical Psychologist who has worked in the National Health System and children’s services for several years. Karen has also worked cross-culturally in both Africa and Asia with groups ranging from former child soldiers to survivors of the Rwandan Genocide. She also is the author of 8 books/ workbooks, including the bestselling book, “The therapeutic treasure box”, and of 3 sets of therapeutic card decks. Karen has extensive experience in the areas of trauma, parenting, adversity (ACE’s) and attachment, and works clinically using a range of therapeutic approaches with families, systems, and children in or on the edge of care, unaccompanied asylum-seeking young people, and adopted children. Karen also specialises in supporting organisations and systems to move towards becoming, and to sustain adversity, culturally and, trauma-informed, infused, and responsive practice. This work focuses on creating meaningful and multi-layered cultural and paradigm shift across whole systems. This was the focus of Dr Treisman’s Winston Churchill Fellowship Karen was awarded a Winston Churchill Fellowship Travel Award which involved visited several places in the USA to further study whole system and organisational approaches to trauma-informed and trauma-responsive care and this topic is the focus of Dr Treisman’s next book entitled “A Treasure Box for Creating Trauma-Informed Organizations: A Ready-to-Use Resource For Trauma, Adversity, and Culturally Informed, Infused and Responsive Systems” due to be published by Jessica Kingsley Publishers. In addition to holding a doctorate in Clinical psychology, Karen has undergone a range of specialist training courses including in EMDR, Narrative Therapy, Narrative Exposure Therapy, Trauma-focused CBT, Dyadic Developmental Psychotherapy, Systemic Psychotherapy, Video Interaction Guidance, Sensory Approaches, and Theraplay. Karen has previously worked in both Milton Keynes’s and Kensington and Chelsea’s Looked after Children and fostering services, and within the National Implementation Service for evidence-based interventions for Looked after children, children on the edge of care, and children in custody at the Michael Rutter Centre in the Maudsley Hospital; and as Clinical Lead for a court assessment and intensive intervention team for children on the edge of care and in proceedings in Islington. Karen is an external consultant, trainer, speaker, and assessor to a variety of local authorities and organisations including Barnardos, PAC-UK, AdoptionPlus, BAAT, Pause, Action Trauma, Grandparents Plus, Three Steps Ireland, MedicaCPD, and the Fostering Network. Karen is also an expert witness and regularly undergoes a variety of assessments for court. Additionally, Karen is also a reviewer for the Journal of Adoption and Fostering. Karen was also awarded the 2018 Psychology Professional of the Year Award for Excellence in Attachment and Trauma; and Youth Psychology Professional of the Year 2020. Karen regularly attends and presents at local, national, and international trauma, parenting, and attachment conferences (See the events tab on this website). Karen is also a TEDx speaker on the power of relationships and viewing behaviour as communication. Karen is the author of “Working with children and adolescents who have experienced relational and developmental trauma” (Routledge, 2016); and the best-selling book- “A Therapeutic Treasure Box for Working with Children and Adolescents with Developmental Trauma: Creative techniques and activities”). Karen is also the designer of “A Therapeutic Treasure Deck: Sentence-completion and Feelings Cards”, and “A Therapeutic Treasure Deck: Grounding, Regulating, Coping, and Soothing Cards” and the Parenting Patchwork cards. Karen is also the designer of Neon the Ninja toy and workbook; Gilly the Giraffe (Self-esteem & confidence), Cleo the Croc (Children who have been hurt and learned to be afraid to let people close, Presley the Pug (Emotional regulation, relaxation, calm, mindfulness, and finding an emotional safe place), and Binnie the Baboon (Anxiety, fear, stress, and worry). Karen is also the author of the forthcoming books– “A Treasure Box for Creating Trauma-Informed Organizations: A Ready-to-Use Resource For Trauma, Adversity, and Culturally Informed, Infused and Responsive Systems” and Ollie the Octopus (grief, bereavement, death, and loss for children).