Who are you going to train?
Some areas start with one professional group e.g. health visitors and gradually expand to cover all practitioners who work with children and families, from nursery nurses to firefighters. You can see what other areas have done in SA In Use where you can see videos and posters that practitioners have made about how they have implemented the Solihull Approach in their area and details of their research.
How are you going to support turning theory into practice?
You can watch how other areas are turning theory into practice. You can download the Toolkit from N Ireland here. Download You can download the N Lanarkshire Peer Support Session Guidance for Staff here. Download
There are some key actions you can take.
Set up work discussion groups. Decide whether practitioners should participate in 4 groups post training or 6 groups. Decide whether they will receive a certificate after the training or after the training plus work discussion groups. Decide whether they should then attend a number per year. In many areas and for many professional groups, having a reflective space to think about work is not yet built into the culture of our workplace. The Solihull Approach can be used to begin or strengthen the process, as the model is all about relationships and having a space to think.
Set up Solihull Approach Advanced Training seminars for practitioners who have completed the 2 Day Foundation training to deepen their knowledge and the application of the model. Should they attend one per year? Current seminars, which are cascadable by your trainers, are the 1/2 Day Brain Development seminar, the 1 Day Attachment seminar and the Understanding Trauma seminar.
Run the 1 Day Refresher training, cascadable by your trainers.
Who are going to be the cascade trainers?
Practitioners, even though they are busy with their normal jobs, often enjoy delivering Solihull Approach training, because it is well received by delegates and they can see that it makes a difference. They are likely to be anxious about being a trainer, however, which is why it is important to support them.
How are you going to support the cascade trainers?
One key action is to set up a trainers’ group. There may be other issues, such as allocating time from an administrator to book training rooms.