 Yn gyntaf yw dweud y maen nhw, yng Nghymru, ar gyfer sydd yn cydweithio. Dyma'r rhamnod i'r cwrs ar y cyfrifio cyfrifio'r oedd ychydig. Rhaid oeddodd. Rhaid oeddodd. Rhaid oeddodd, mae'r cwrs yn arno'u cyfrifio'r cyfrifio'r oedd? Felly mae'n vidio'r cyfrifio'r ni'n gweithio. Rhaid oeddol 5 oed? Rhaid oedd. Ni'n ddod ein beth, ti'n bwysig, mae divided o ran dd玲achion i'w dd Slal... ... ac mae hynny'n techn retrad â maen nhw, dock i charlo mae ajan yn gofyn cynted. Cod yn amh committing aそれ wrth swydd ei rhwi'n edyrsyn ni yn ysgliad. Rhaid? Wrth cyfan yw'r heatnydd sy'n gweithio ar gyfer g�� nad yn argrifeptau. Rhyf ar gym Hoyll penderfynu hynny ac felly yn raddNetangolharell. Those sounds very very interesting and interesting to hear about the word relationally, so I am really looking forward to hearing about how that all fits together. So we will look forward to your presentation on how to work relationally with children and adolescents who have been traumatised. And I haven't introduced you as well, Stephanie Cook and Amanda Phillips so voes forward to your presentation. Nid i'n gweithio yma, byddwn niín bwysig i'r ysgol, a ddim yn ymchwil yma ar y cwmwyfyr ac yn ymwyfyr yn ymwneud yn ymwyfyr? Yn gweithio'r ysgol, yma ar y tîm yn y blawd yma ar y tyfnodol, yw mewn bwysig i'r ysgol. I began to work as a social worker and was chaind as a child care councillor by Norfolk social services actually because that's where I began and over the years I worked across a broad spectrum of child care I worked in adoption, child sexing abuse, with young offenders, and children who have disabilities. All the while I was working in those areas I was working as a councillor. Then I became very interested in psychotherapy and trained as a psychotherapist in the early 90s. I moved to Manchester and met my husband and started working together in the Manchester Institute of Psychotherapy. So I'm a trained psychotherapist, UK CEP accredited psychotherapist, and I also now work as a trainer on our four year programme. Obviously as you heard already that I also worked with Amanda as a trainer for people who want to work with children. Over to you Amanda. My background is education. I started as a teacher originally and then ending up in Whitby, which if you know it is on the east coast, where teaching German to 20, 16 year olds three times a week proved a little bit of a challenge. So I thought I'd do a counselling course, as I thought I'm not really meeting any of their needs at the minute. I enjoyed the counselling, thought I might take a year out doing MA, but instead decided to retrain as a psychotherapist. So I stayed really within the field of education as well as private practice. I've kind of tried to be a bit more adventurous in some respects. I've kind of created most of my jobs where I've gone in as one thing and kind of transformed it into another, realising that the needs of the young people is not being met. So I worked in a college as a counsellor initially, but then very soon set up a pilot scheme and became a homeless prevention therapist. So I did a lot of work around family mediation and anger management, which actually came from the young people saying, I punch walls, can you do anything for me when I was introducing the counselling service. So I did that for about five years and as a result the counsellor approached me and said, would I work with the young offenders who had all had a history of violence. So I ran a 16 plus anger management course and then got involved with homelessness and became a trustee of Nightstop, which is a national charity. And as is my passion for young people, I didn't stop there, but I then became a host. So for years I had two homeless traumatised teenagers living with me for up to two years at a time on a rehabilitation type programme to try and get them then to be able to live independently and take on a tendency believing that that one stable relationship is what they need. Then I met a person who's a bit like Steffi, moved location because of a man and now I'm in Manchester. So starting all over again, I'm running the training with Steffi, have private practice and have been working actually in New York still in pupil referral units where the head was very open minded having been a secondary school head herself before she entered a PRU to then offer a different type of counselling. So basically she said, you can do what you want, which was fantastic. So I did all sorts, mending bikes, cookery lessons, photography projects, whatever the young person was into, I ended up doing. So I had a lot of free array and a lot of creativity and a lot of success working with those children who'd been traumatised and expelled from school or the opposite end of the spectrum, those children who for whatever reason wouldn't go to school so the more school refuses that came via CAMHS. So those two ends of the spectrum really. But my experience of homeless children, people who end up in a pupil referral unit, they've all been traumatised in some way or another. So that's my background and now I've taken on two step children as well which brings its own tricky situations. So that's me. So as it says there, what we believe is it's the relationship that's important. The techniques, the theory underpin everything, but actually it's who you are, not so much what you do. That's what will engage the young person and that's what I believe works. And as Yolom says, it's the relationship that heals. So. Next slide please. OK, so what is trauma? We've got a definition of trauma here which is a disastrous, overwhelming experience in which there is actual or perceived threat to the life or to the personal integrity of self or others. So that's what we're going to focus on today in our talk about how to work relationally and how to help children manage the impact of trauma. Next slide. Will it be easier if we do it do you think? I have to give up some technology. I hate technology. OK, so the impact of trauma. What we've said already is it's the relationship that's important. I mentioned the three-cornered contract. Contract is very important as well. That underpins everything, the contract and the relationship. So what about the impact? The automatic response to trauma is one of fear, helplessness and horror. It's that sheer terror. And it involves a production of toxic amounts of stress hormones which affect the whole core really, the brain function, all major body systems and all social interactions. Anything that traumatises a young person just devastates the core of who they are. And they're never the same again. They might recover, they do get support, we can work through trauma but they are altered in some way. Their whole regulation system is impacted. I forgot it was me then. Oh, it's gone the other way. OK, so what I'm going to talk about briefly now is about trauma and brain development. So us, Amanda's already said, what we know is the chemistry of the brain.