Level Two training builds on the Level One training and it is necessary for participants to have attended the three days of Level One and successfully completed the observations and reading required before they start Level Two training.
This 4 day course is designed to teach participants how to work with families / carers to assess the state of development of an individual child or young person’s foundation sensorimotor systems and learn how gaps in these systems can be filled using games and activities that families can do. There is an expectation that all participants will record themselves practising the assessment on 3 typically developing children of different ages between day 2 and day 3 of the Level Two training (which will be at least a month apart).
Using teaching, case studies, video, small group work and hearing from parents and therapists experienced in using the model, participants will first develop their skills in the administration of the assessment.
By the end of the Level Two training, participants who have a clinical or social work training (e.g. eligible for HCPC, BASW or equivalent) will be ready to move onto the practicum part of the training (Level Three), which will support them to develop their skills in working with families of school age children using the BUSS model to assess and support families as they work to rebuild underdeveloped sensorimotor systems. Separate arrangements can be made for practitioners from education who are interested in developing their skills in using BUSS with children and families. 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
Participants not wishing to progress to BUSS accredited practitioner level (Level Three) but who are working with supervision from an accredited BUSS practitioner, can use the designation BUSS Informed Practitioner.
The course is structured over 4 days, in a 2+2 structure.
The morning session of day one will review the reading and work participants have done since Level One using the screening tool with families. There will be the opportunity to reflect on the screening tool and build skills and confidence in knowing when and how it can be useful to use it.
From here, we’ll move onto the BUSS assessment tool, spending the next three half days looking at how to assess tactile, vestibular and proprioceptive functioning in school age children and young people who have experienced developmental trauma. This will involve participants having the chance to practise using the tool as well watching assessments and hearing from families about their experiences of the assessment and subsequent intervention.
An important part of Level Two and Three BUSS training is hearing about the work of fellow practitioners.
Homework between day two and day three will be for participants to practise using the assessment tool on 3 typically developing children of differing ages and making video recordings of these for use in day four. It is participants’ responsibility to get permission from families for this. (We are happy to provide an example consent form but participants will need to tailor this to their own situation and organisation.) There will also be a requirement for participants to evaluate their own practise in the administration of the assessment and to do directed reading between day three and day four.
After reviewing participants recording and analysis of their practise, we’ll move on to think about using the assessment with children who have experienced developmental trauma. Participants will be supported to develop their skills in analysing recordings of assessments; learning what information they elicit about the foundation sensorimotor skills and how this information can be used to build a programme specific to the individual child / family.
Using a combination of teaching and small group work, participants will be taught how to grade activities so that they can be pitched at a level that is right for an individual child / family.
Over the four days, as participants become more skilled and confident in eliciting relevant information from the assessments and planning interventions, we’ll spend time thinking about when the right time for this kind of intervention might be. We’ll also think about the importance of the family context, and how to ensure that the timing of this intervention, the way the assessment is undertaken and how the intervention is paced and graded takes this context into account. Consideration will be given to situations when additional interventions may be needed before a family has the capacity to take part in a BUSS intervention.
The key tenets of the model – playfulness, relationships and movement, will be a key part of the training, and we’ll intersperse the days with activities designed to help practitioners build up a repertoire of games and activities that may be helpful when supporting families rebuild their child’s foundation sensorimotor systems whilst always keeping these three guiding principles in mind.
Participants will be supported to develop ways of talking and thinking with children and families about the BUSS model and any work they might do with the family. Participants will also be given resources to support them in explaining the BUSS model to colleagues and other interested parties.
There will be teaching and discussion about wider applications of the model in other settings.
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.
The Level Two training costs £720 per person for the four days of training.
Go to the upcoming events page HERE, to see our current trainings and to register for your place.
As well as the advertised events, the team are always happy to discuss commissioned training. Please contact us on email@example.com
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