Lisa Brett, Director of Creative Training Solutions Ltd, is a highly experienced trainer in communicating with young children. She is a registered social worker, Academic Tutor (Step Up To Social Work) and Guest Lecturer (Social Work degree and MA), specialising in the voice of the child. Lisa has extensive experience of moderation, as an established member of the Tees-Wide External Moderation Partnership. She has developed and facilitated ASYE Support Groups, and advised organisations on portfolio moderation to meet national framework requirements. Lisa is an experienced Strategic Lead Officer, leading on the development, review and evaluation of strategies, policy and plans, and contributing to policy development as a member of strategic partnerships at district, county, regional and national levels.
Our Key Principles, Values and Approaches
Seeing Our View…Everything we do at Creative Training Solutions is based in our fundamental belief in the rights of individuals to have their voices heard in decisions that impact on their lived world. Whether verbal or non-verbal, through music, pictures, behaviour and play – ‘voices’ are expressed in many forms, and the possibilities for listening are diverse. We know that practitioners play a critical role in ensuring that individuals’ voices are heard. This view shapes all our work. We see our key task at Creative Training Solutions’ as providing practitioners with help, support and guidance to develop and enrich their listening practice. We have created a range of workshops, masterclasses, Tools™ and consultancy services – all designed with practitioners in mind. Our belief in the following key principles, values and approaches informs everything we do: We believe in, apply, and promote Person Centred Thinking Our aim is to support practitioners to get to know the individual they are working with; to find out what they think and feel, capture their wishes and hopes, and to make meaning and understanding of their lived world. We believe in, apply and promote the Mosaic Approach to listening The Mosaic Approach uses multiple, interlinked forms of listening to co-construct meaning and understanding from communication – and is a national treasure in the world of listening to children! We have applied the key concepts of the Mosaic Approach to all our training and resources. The development and provision of practice-based tools is heavily influenced by this: adapting, mixing and matching multiple listening tools to capture individuals’ many forms of communication. The approach is both universally applicable, and appropriate for children and adults with additional communication needs. We believe in, apply, and promote the Rights of the Child to get involved in decisions which impact on their lived world All training, products and services delivered by CTS are founded on a firm commitment to Articles 12 and 13 of the United Nations Convention on the Rights of the Child (UNCRC) 1989 and their application to early years children: Article 12 Children who are capable of expressing their views should be granted the right to do so in all matters affecting them, commensurate with their age and maturity. Article 13 Children have the right to get information and express what they think and feel, unless it is against other people’s rights. We believe that listening is a multi-sensory activity encompassing the many forms of communication that individuals use to express their wants, wishes and feelings. Listening is not confined to the spoken word.
We believe that effective learning requires pre- and post-delivery support, to ensure that practitioners are provided with opportunities to review knowledge and skills and to reflect on the application of their learning to practice. Identifying impact is vital in measuring the effectiveness of training and ensuring that the learner is able to apply their learning in practice. We have created The Impact Assessment and Evaluation toolkit to provide Children’s Services Managers with a process to measure the effectiveness of learning on practice. The outcomes from our training are measured against the Social Work Professional Capabilities Framework (PCF) or with the Wider Children’s Workforce’s other Professional Capability Frameworks, relevant to the service area.