Topic outline

  • General

    The Safe4Child is an open access online course with VR simulation scenario. The online course (5cr) and VR simulation scenario have developed in Safe4Child project with the following partners: Turku UAS (Finland) as the project leader, HAW(Germany), UCC (Ireland) and MU-PLOVDIV (Bulgaria). And the project is in funded by Erasmus + Strategic Partnership for vocational education and training, The project consortium will develop high fidelity simulation virtual platform that works with VR glasses.

    Practicing challenging situations virtually with VR glasses provides a good method and is a safe environment for frontline workers and nursing students to train trauma focused care for child aggression management. Scenarios are very authentic and provides “a real-life experience” in virtual reality. The Safe4Child project has four main objectives as: 1) to develop a trauma focused framework for managing aggressive child and adolescent in psychiatric and residential units; 2)to develop an online course (5ect); “Safe4Child-trauma focus care for child aggression management” with course handbook; 3) to develop technical high fidelity virtual reality environment with user manual for Safe4Child-trauma focus care simulations; 4) to develop validated Safe4Child-trauma focus care implementation guide for extended target groups that includes sustainable and transferable information on project study results. These will contribute to lifelong learning (LLL),open education and innovative practices in a digital era. The project uses innovative pedagogies and digital methods for teaching and learning. Read more : https://safe4child.turkuamk.fi/





  • Course Guidelines

    Welcome to participate in the safe4child online course and virtual reality simulation!

    Before you start the online course it is recommended that you first read the Course Guidelines and Ethical Background. Then you are ready to start with Module 1. Read the learning material carefully and complete the tasks. You can choose how you progress through the course, depending on your own experience and interests. However, you must always pass the mandatory assignments before you can move on to the next ones.

    After you have successfully completed the mandatory tests of Module I, you can move on to Module II. Continue as recommended until you have completed all modules  and successfully completed all mandatory tasks. If you want to easily follow the progression of your learning tasks, you can use the Learning Task Completion table below.

    The online course consists of five modules, each with reading material and various tasks related to the content. Some of the tasks are mandatory, others optional. The modules will be done in order, starting with Module 1 and ending with a virtual simulation in a real simulation environment. Finally, there will be a learning discussion (debriefing).

    The five Modules and the contents are:

    1. Infant, Child and Adolescent Mental Health (1 ect)

    -Social, emotional neurobiological influences on mental health and wellbeing 

    2. The therapeutic environment  and therapeutic use of self (1 ect)

    - Establishing a therapeutic relationship in a safe environment 

    3. Ethical, legislative and trauma informed perspectives on restrictive practice, restraint and seclusion (1 ect) 

    - Contextual factors associated with restrictive practice, seclusion and restraint

    4. Trauma informed interventions for working with children and adolescents who engage in behavior that challenge (1 ect) 

    - Trauma informed interventions 

    5. VR simulation of trauma informed interventions for working with children and adolescents who exhibit behaviors that challenge (1 ect) 

    -  VR Simulation training

    - Practicing de-escalation skills to manage challenging situations 

     - Implementing strategies based on positive behavior support principles to address and prevent challenging behaviors. 

     

    After successfully completing all mandatory tasks and VR simulation , you will be able to print out your “Certificate” of 5 credits.

    You will also be able to use the material for further noncommercial purposes, such as teaching material. The Safe4Child course materials are licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

    Now you are ready to start the learning journey of the Safe4Child online course. We wish you a pleasant, versatile, and useful learning experience. 

    If You have something to ask, do not hesitate to contact your local teacher.


    • Safe4Child training pre- and post-evaluation


      You are kindly asked to participate the scientific research of the Safe4Child: an educational based intervention designed to reduce the use of coercive practices in a variety of residential settings for children and adolescents including mental health, paediatric and child welfare. 

      The purpose of this study is to evaluate the effectiveness and usefulness of a trauma-informed educational intervention that includes an e-learning component; a virtual reality (VR) scenario. The intervention outlines the application a trauma-informed approach to care delivery of an escalating and potentially high-risk event. Participation to the study is fully voluntary.

      At the end of the course, you will be asked to complete the corresponding post-survey.

      Please, read the study bulletin/participant information leaflet in your own native language below (Finnish, English, Bulgarian or German)

      At the beginning of the survey, you will be asked to fill in "the participant unique number". This number is personal and will be sent by email to those who have registered in the course.

      Pre-evaluation: 

      Post-evaluation: (only to be completed once the course has been completed) 



      Thank you for your attention, Safe4Child Team

    • Module 1 Infant, Child and Adolescent Mental Health


      CONTENT: 

      Social, emotional neurobiological influences on mental health and wellbeing 

      Key content:

      Infant mental health  

      Development psychology (child and  

      Attachment – Bowlby 

      Greenberg – five human needs (this appears to be the wrong reference) 

      Neurobiology 

      Bronfenbrenner – ecological systems theory 

      Social emotion health  

      Trauma Informed care 

      Family centered care 

       OBJECTIVES AND COMPETENCIES

      1. Critically appraise the theory underpinning infant, child and adolescent mental health 

      1. demonstrate an understanding the social, emotional and neurobiological influences on mental health 

      1. Critically discuss and ably apply the principles of Trauma Informed and family-centered care 


      INTENDED LEARNING OUTCOMES:

      Students know:

      • The main concepts

      • Ecological system theory

      • Infant mental health 


      LEARNING AND TEACHING METHODS

      Recommended study path 


      ASSESMENT

      Grading scheme: 1 ECTS 

      Approved-not approved! 



    • Module 2 The therapeutic environment and therapeutic use of self (1 ect)

      Safe4child

      CONTENT:

      Establishing a therapeutic relationship in a safe environment 

      OBJECTIVES AND COMPETENCES

      1. Critically reflect and discuss the therapeutic and non-therapeutic influences on the care environment 

      1. Demonstrate an understanding of the therapeutic use of self when working with children and adolescents  

      1. Through critical self-reflection, review aspects of personal awareness of as a student and human being

      2. To understand the nature of, and factors influencing behaviours that challenge, coercive and restrictive practice  

      3. Demonstrate knowledge of, and apply the key principles to avoid restrictive practice, restrain and seclusion.



      INTENDED LEARNING OUTCOMES:

      • Student knows the factors which affects to behavior that challenge

      LEARNING AND TEACHING METHODS

      Recommended study path 


      ASSESMENT

      Grading scheme: 1 ECTS 

      Approved-not approved! 



    • Module 3 Ethical, legislative and trauma informed perspectives on restrictive practice, restraint and seclusion (1 ect)

      CONTENT: 

      Contextual factors associated with restrictive practice, seclusion and restraint 

      Key Content :

      Motivations behind behaviors that challenge. 

      Coercive and restrictive practice 

      Legislation and national guidelines 

      13 steps before restraint  

      Quality standards

      OBJECTIVES AND COMPETENCES

      1. To understand the nature of, and factors influencing and motivating behaviors that challenge, coercive and restrictive practice. 

      2. Critically appraise ethical issues, national legislation, guidelines, and protocols. 

      3. Demonstrate knowledge of, to apply the good activities and to avoid restrictive practice, restrain and seclusion. 

      4. To know and apply quality standards with respect for the individuality and autonomy of the person.  

      5. To have the ability to communicate with relatives and to educate the family.  

      6. To implement new practices to prevent the stigma in working with mentally-health children. 

      7. Documenting and reporting cases according to the legal framework and guidelines. 

      8. To evaluate the cases and to lead medical team discussion-making and personalized case solving problems. 

      9. To work with mutual aid target groups depending on the country's legal framework. 



      INTENDED LEARNING OUTCOMES:

      • Search, understand and analyse relevant scientific evidence.  
      • Executive skills (working memory, emotional control, flexibility, sustain attention, task initiation, planning, organisation, time management, goal-directed persistence, metacognition, response inhabitation)   
      • Critical thinking  
      • Decision making  
      • Individual work  
      • Relationship skills  
      • Teamwork  
      • Self-management  
      • Social awareness   
      • Work in an interdisciplinary environment   


      LEARNING AND TEACHING METHODS

      Recommended study path 


      Assessment

      Grading scheme: 1 ECTS 

      Approved-not approved! 

    • Module 4 Trauma informed interventions for working with children and adolescents who engage in behavior that challenge (1 ect)

      CONTENT: Trauma informed interventions

      Key Content:

      Post incident debriefing (behavior and chain analysis) – staff and clients 

      Client led de-escalation 

      Crisis review 

      MI Validation 

      Trauma informed interventions 

      OBJECTIVES AND COMPETENCES

      1. To understand and employ trauma informed interventions when working with children and adolescents  

      1. To demonstrate an ability to adopt service user led de-escalation 

      1. To demonstrate knowledge of, and engage in post incident debriefing with both staff and service users 



      INTENDED LEARNING OUTCOMES:

      • Develop an understanding of de-escalation strategies and how to apply them in practice, in relation to behaviour that may be challenging 
      • Explore best practice and identify service wide requirements to undertake trauma screening   
      • Demonstrate an understanding of the evidence-based interventions for children and adolescents who have experience childhood and intergenerational trauma  


      LEARNING AND TEACHING METHODS

      Recommended study path 


      ASSESMENT:

      Grading scheme: 1 ECTS 

      Approved-not approved! 




    • Module 5: VR simulation of trauma informed interventions for working with children and adolescents who exhibit behaviours that challenge (1 ect)

      Safe4Child

      CONTENT:

      - VR simulation training 

      - Practicing de-escalation skills to manage challenging situations 

      - Implementing strategies based on positive behavior support principles to address and prevent challenging behaviors. 


      OBJECTIVES AND COMPETENCIES

        1. To understand the nature of VR simulation training 

        1. Critically review the causes and triggers of challenging behaviors and early warning signs of challenging behaviors 

        1. Demonstrate an understanding of developed and implemented strategies based on positive behavior support principles to address and prevent challenging behaviors. 

        1. To demonstrate communication skills to manage challenging situations 

        1. Through critical self-reflection, increase confidence and ability to respond appropriately to challenging behaviors 

        1. To engage in a VR simulation based interactive learning experience to develop trauma informed skills when interacting with working with children and adolescents who engage in behaviors that challenge  


      INTENDED LEARNING OUTCOMES:

      • Know the causes and triggers of child's challenging behaviors 
      • Know early warning signs of child's challenging behaviors 
      • Understand effective de-escalation techniques and is able to use them in practice
      • Understand of organizational policies and procedures related to challenging behaviors 
      • Train  professional communication skills to manage challenging situations when working with children
      • Increases confidence and ability to respond appropriately to challenging behaviors 
      • Improves teamwork and collaboration skills when managing challenging behaviors


      LEARNING AND TEACHING METHODS

      • Reading material, independent learning

      • learning tasks 

      • Pre-simulation 

      • VR simulation training 

      • Learning discussion 

      Recommended study path 

      Learning process



      ASSESMENT

      Types: 

      1. Becomes familiar with the material 

      1. Conducts pre-simulation 

      1. Conducts a simulation training 

      1. Participates in a learning discussion 

       

      Grading scheme: 1 ECTS 

      Approved-not approved!