This is the supervised practicum part of the training. For teams, it’s usually helpful to have more than one person train at the same time, so they can support each other as they build their skills in assessment, designing programmes, evaluation and report writing. There will be opportunities within the Level Three training to follow up on relevant themes from Level One and Level Two trainings.
Working with practitioners’ own families, level three is a supervised skills based process that is designed to allow practitioners to gain a deeper understanding of the theory and practise of BUSS. Communication about this intervention for families and other organisations is critical to the success of this intervention and training will be given in BUSS report writing.
Supervision will be both individual and group based and paced according to the needs of participants. Participants who demonstrate, through their clinical work, report writing and reflection as well as their competence in assessment, intervention and reassessment using the BUSS model with at least four different children / families with children of various ages between 4 and 18, will become BUSS accredited practitioners if they continue to work in this way and have supervision with a BUSS accredited supervisor. BUSS accreditation is a way to demonstrate competence and reliability as a BUSS practitioner. It is anticipated that this part of the training will take about a year to complete, but this can vary for individuals and organisations.
By the end of the training, participants will be able to demonstrate competency in:-
This can vary according to the needs of individuals and organisation, but will typically comprise individual or small group supervision sessions at which practitioners will present recordings and write ups of their work. These will have been submitted to the supervisor prior to the supervision session and the supervisor will provide written feedback to the supervisee. An important part of Level Two and Three BUSS training is hearing about the work of fellow practitioners.
Watching recorded clips of practise is the most effective way to ensure practitioners are developing skills and expertise in this model. However, we understand that in the current climate, it may not always be possible for practitioners to show recordings of families / individuals in group supervision situations and , if this is the case, alternative arrangements will be made.
This course is suitable for all professionals working with children who have experienced developmental trauma who have completed Level One. This includes participants from health, education and social care. When working with organisations, we are keen to involve parents in training who are interested in becoming parent mentors, supporting the work of the team in delivering BUSS. It’s best to discuss this prior to the training with Sarah Lloyd, on info@BUSSModel.org.
This course is not suitable for participants wishing to develop skills in sensory integration therapy with children who have sensory processing disorders.
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