EarlyYES training in children’s mental health, and working with parents/carers
Promoting secure attachment and emotional wellbeing in infants, children, and young people
Integrating neuroscience and attachment theory within your professional practice
All EarlyYES training can be delivered online
I would recommend highly this training for all front-line practitioners working with children and families to enable them to develop a robust framework of knowledge and understanding and confident practice.
Why do the EarlyYES training?
EarlyYES training increases your knowledge and understanding of the social and emotional development of infants, children and young people.
Early attachment relationships, and the extraordinary development of the brain – with its vulnerability to trauma and neglect – are key to our relationships with others throughout life, and our ongoing emotional wellbeing.
EarlyYES training gives you confidence in giving voice to the child and the impact of their experiences.
The courses also help you to support parents and carers who often have their own difficult life histories which, in turn, impact on their capacity to care for their children.
This understanding, and the skills developed further during the course, help you to achieve:
- more thorough assessment of emotional needs
- reduced risk and better safeguarding
- more effective therapeutic intervention
- more effective communication with the professional network.
- Understanding of theoretical concepts in children’s emotional and social development, and parent-child relationships, including: psychobiological brain development, attachment security/ insecurity and intergenerational transmission, parental attunement, sensitivity and mind-mindedness, emotional regulation and resilience.
- Application of theoretical concepts to work with infants, children, young people and their parents, including understanding the child’s communication through behaviour and play.
- Essential skills in detailed observation and recording of children’s behaviour and parent-child interaction.
- More thorough assessment of emotional needs of parent and child.
- Essential skills in building robust therapeutic relationships with parents and carers to enable them to support their child’s emotional development and secure attachment.
- Reduced risk and better safeguarding, and more effective communication with the professional network
Based on research
The EarlyYES training courses incorporate current research in the field of child development, including: neuroscience, attachment, emotional regulation, parental attunement and mentalisation / reflective capacity.
The courses build on concepts and skills embedded within psychodynamic therapeutic work, mentalization-based therapy and interventions such as the Solihull Approach (Douglas, H. & Ginty, M. 2001), Watch, Wait and Wonder (Muir, E. 1992), Mind-mindedness (Meins, E. 2012) and Words and Pictures (Hiles, M., Essex, S., Fox, A. and Luger, C. (2008).
Integrating theory & daily practice
Practitioners practice these skills in the safe and rich environment of group Reflective Practice, where each practitioner presents a detailed written (anonymous) case study.
Why Reflective Practice?
Thinking about our work is essential to good practice. Reflective practice encourages detailed observation, reflection and analysis, thereby integrating theory and practice.
Given a safe space to reflect on our contact with families, our interactions and our own responses, we can increase our understanding of relationships, and become more effective in our work.
Reflective practice supports us in responding therapeutically in the best interests of the child, young person and family, reducing the danger of the practitioner acting/reacting with consequent risk to families.
The small groups are facilitated by the EarlyYES Trainers, bringing years of expertise and skill to thinking ‘on the fly’ with each case, to help practitioners to find new ways of working therapeutically with children and families.
For more details, see the Course Programme.
“The reflective practice was a brilliant platform for different views and ideas from other professionals.”
“I found the Reflective Practice sessions with the trainers really useful as it really allowed me to think about what I’ve learnt, and apply it to live cases.”
Senior Family Worker
“The Reflective Practice was so very beneficial to me in the application of theory to practice.”
Primary CAMHS Therapist
Who are the courses for?
The course Babies In Our Minds is designed for:
- Practitioners working with infants and families, e.g. Perinatal staff, Midwives, Health Visitors, and Early Years workers.
The course Who Am I? is designed for:
- Practitioners working with children, young people and families, e.g. CAMHS clinicians, Social Workers, Youth Workers, Parent Support Workers, Teachers, Counsellors and Therapists.
CPD for Health Visitors
The EarlyYES training courses contribute to essential Health Visitor CPD, in accordance with the National Framework for Continuing Professional Development for Health Visitors – Standards for professional practice (iHV, 2015), Standard 1 “Working therapeutically to effect change with children and families”.
Standard 1 specifies that Health Visitors need to be:
“confident and effective in engaging and building positive relationships… This requires excellent interpersonal skills and personal qualities (e.g. emotional literacy and emotional resilience) in order to establish and maintain effective working relationships with parents and carers.”
The EarlyYES training courses provide the key knowledge and skills outcomes identified in the National Standards; in particular increased confidence and effectiveness in building positive relationships.
- experience of working with infants/children/young people in a professional capacity,
- a minimum of NVQ Level 3 qualifications.
The EarlyYES training courses are equally suitable for practitioners at a university graduate level.
The trainers are skilled at adapting the course to the appropriate level (varying theoretical content, depth of discussion, and therapeutic techniques) to ensure that all practitioners benefit.
Practical details & timing
EarlyYES training can be delivered online. In the current climate, online training is increasingly being used.
The EarlyYES training courses are offered in Bristol, the South West, Midlands and S. Wales.
The Babies In Our Minds training course can be delivered as a 2-day or 3-day course (see Programme). Days and dates can be arranged to suit your needs.
The Who am I? training course is delivered over 4 to 5 weeks.
There is a recommended maximum of 14 attendees per course (Babies In Our Minds, and Who Am I?), to allow time for detailed discussion of practitioners’ work in reflective practice small groups. However, greater numbers can be accommodated, with the understanding that not all participants will be able to present their work.
The Who Am I? course consists of 5 full days’ training, although it can be adapted to 3-4 days if required. A 5-day course is usually delivered as follows:
- Day 1: Friday
- Day 2: Thursday (2 weeks later)
- Day 3: Friday
- Day 4: Thursday (2 weeks later)
- Day 5: Friday
The 2-week gaps before days 2 and 4 allow time for practitioners to prepare case studies for Reflective Practice.
The intensity of the course experience has proven to enhance learning, through sustained emotional engagement with the course content.
All practitioners who attend a course in full are issued with a certificate of attendance.
Rachel Pardoe developed the EarlyYES training courses over many years, and is founder and Director of EarlyYES Ltd.
Rachel Pardoe delivers the training in person with highly experienced Child & Adolescent Psychotherapist co-trainers who have worked in CAMHS and other therapeutic settings for many years. For more information, see About.
Training delivered & recommendation
Participants are asked for detailed feedback to help us ensure the continued quality and relevance of the course to varied professional contexts.
Feedback from practitioners is highly positive, as shown by comments on this website, and in the Course Programme. Practitioners give top ratings on many aspects of the course. Evaluation Reports of previous training courses are available on request.
Highly positive comments indicate the impact of the Who Am I? training course on practitioners’ thinking about their work, and the development of their professional practice, for the benefit of the many children, young people and families receiving professional intervention and care.
Recommendation by Louise Campion (2018)
Principal Officer, Health and Wellbeing
Children, Families and Community Health Service, Swindon.
“We have been working with Rachel Pardoe of the “Who am I?” training programme since 2013, running a multi-disciplinary course each year for staff from a range of roles for example, health visitors, social workers, family support workers.
“The feedback and evidence from our quality assurance activities is that there is a positive impact on their practice and in the way they can communicate with each other about young children. My experience has always been positive in being able to develop the course to match our local needs through sensitive and helpful work with Rachel.
“I would recommend highly this course for all front line practitioners working with children and families to enable them to develop a robust framework of knowledge and understanding and confident practice.”
Feedback from 23 practitioners
click the ‘+‘ icons in the Feedback sections below.
Earlier training: Rachel Pardoe has been delivering training in Bristol in children’s mental health since 2005. A similar 5-day course was delivered within the NHS by Rachel Pardoe and Caroline Church in Bristol and Swindon (2011-2016); the course was attended by over 180 practitioners.
Feedback was consistently excellent, with 90% plus Excellent ratings in Bristol for Course Content, Theoretical Workshops and Relevance to Your Work.
Feedback from Health Visitors and Early Years
Excellent course, very informative and has boosted my confidence as a Health Visitor.
I feel that every Health Visitor / Practitioner should be able to complete this course. It will definitely improve practice in all areas!
This course has allowed me to explore more effective ways of working with families. It has also given me the language and confidence to improve my report writing skills.
This training will make such a difference to my practice. Increased knowledge and understanding of attachment difficulties, how significant play is. Excellent training.
The course was informative, in-depth and brilliantly taught by two passionate and knowledgeable people. The reading was useful and relevant – and the course was perfectly pitched to a range of professionals from child Health and Education. I would strongly recommend this course to anyone working with children of any age.
I am already thinking differently about the interactions I see, seeing things more from the child’s perspective. I am conscious of how my reports are now more focused on the family relationships and interactions.
Increased knowledge of children’s social and emotional development has increased [my] professional confidence to use this in all aspects of work, especially when there is urgency, e.g. child protection and emotional harm.
Specialist Health Visitor
The course has made me think about not rushing in to solve a ‘behavior issue’ straight away, but to observe the child and try to understand the feelings behind the behavior. I feel that will now be able to write a much more effective, valuable conference report.
Feedback from CAMHS practitioners
This is one of the most organised courses I have ever attended. It is clearly well thought out and broken down into sensible & manageable chunks… there was a consistent narrative throughout.
I came to the course with hardly any knowledge of early years/attachment. My knowledge has grown greatly. I feel that I can gain a better understanding of what the young person is going through.
CAMHS Nurse Therapist
Excellent discussion. Eye opener.
I think I’ll be less process driven and more child-centred. I love the idea of encouraging parents to be mind-minded and to understand feelings rather than just focus on changing behaviour.
Primary CAMHS Therapist
At our team meeting [3 weeks after the training] we made plans to change some of our practice to emulate your formula. We agreed to use some of our Case Consultation meetings to devote to the preparation of a ‘child observation’ that we can share and use as opportunity for CPD.
Senior Primary CAMHS Specialist and Supervisor
Feedback from Family Workers, Social Workers & Youth Workers
All of the course was informative. I have developed a new understanding of family work. I have learnt new strategies to use to work with the families and above all, I feel more confident in my work – it’s valid and important!
Family Integration Worker
Thank you very much, the course was very interesting, enhancing my knowledge and understanding. I was looking forward to each session.
This course has an excellent level of interaction between examples, and discussion and sharing info, which holds attention well.
Having a better understanding will allow me to choose interventions that are more appropriate, and therefore more effective.
Senior Family Worker
Trainers have been very professional, always prepared and I could just draw from their expertise.
I tend [now] to communicate with adults/children in a way which is more sensitive to their emotions (mind mindedness). I also feel I am beginning to analyse children’s behaviour during observations. Very informative and interesting course. Facilitators very knowledgeable.
Family Integration Worker
I feel I make more detailed observations when visiting Families, I’m confident to ask about previous trauma & experiences to inform my work. I will use support sessions and reflective practice to inform my work and support others.
Family Integration Worker
Contact Rachel Pardoe about Commissioning a Training Course
The EarlyYES Who Am I? and Babies In Our Minds training courses are offered in Bristol, the South West, Midlands and S. Wales.
Dates and venue are arranged with local commissioners, and local administrative staff coordinate recruitment of practitioners.
All practitioners who attend a course in full will be issued with a certificate of attendance.
Course Fees & Finances
£6,300 for the full 5-day EarlyYES Who am I? training course. (£450 per practitioner if 14 attend.)
£4,760 for the 3-day Babies In Our Minds training course (£340 per practitioner if 14 attend).
Shorter courses can be provided. Please contact Rachel Pardoe for details.
Training is delivered locally to you.
Additional costs include venue hire, plus travel expenses for the trainers. (For courses outside Bristol, we will need two overnight hotel stays. If the venue is more than 90 mins drive from Bristol, we will need further nights’ accommodation.)
Participants will be advised to buy one or two books (or for these to be purchased by management).
Participants will also need to photocopy at their workplace the anonymised case presentation for Reflective Practice.
Check list to help
- Secure funding for the training course (we will supply full costings)
- Agree with Rachel a suitable training venue with IT facilities.
- Identify an administrative staff member who can liaise, and inform Rachel Pardoe of who to invoice.
- Advertise the course by email using EarlyYES marketing information (we will supply this).
- Keep a record of applications (we will supply forms): ensure you have committed applicants who can attend the full course.
- Provide Rachel with names of practitioners, contact details, roles and organisations worked for.
- Continue liaison with Rachel, to send out information for practitioners and update as needed.