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Parental Conflict Trainers Wanted Nationwide

Rate: £300 per day to include Travel and Accom


Trainer Profile



Experience as a trainer and / or member of a team of trainers in public sector children, families, health or support service.

Indication: The trainer has been involved in at least 2 years recent training activity where the focus of the training has been on family engagement, family support, early help, statutory intervention workforce development.



The ability to contribute constructively to and assist in the preparation, running and evaluation of a range of training activities using a wide methodology base to provide inclusive learning and development 


The understanding and application of the research and evidence base for reducing parental conflict 

Indication: awareness and analysis of the research and evidence base including 

  • Academic research carried out by Dr Gordan Harold and other key research

  • The impact the parental conflict has on the outcomes for children

  • The impact of parental conflict on mental health

  • Key triggers of parental conflict including debt, homelessness, health etc

  • The specific impact that parental conflict can have on father- child relationships

  • The evidence of the positive impact effective supervision can have on the improvement of practice and the achievement of better outcomes for children and families

  • Evidence based intervention models e.g. Triple P, Incredible years etc

  • Recognising differences between parental conflict and domestic abuse  




Good knowledge and experience of strategic and operational approaches and engagement methods used within early help, family support, work to support whole family engagement and outcomes 
Indication: the trainer has delivered activities in the below mentioned key areas on local/regional or national level; the trainer is familiar with relationship-based interventions Approaches to include:

  • Strategic and operational collaboration and partnership working models

  • The use of targeted support using predictive data

  • Relationship building and trust building models

  • Principles of effective working including the concepts of supporting, enabling and empowering

  • Working in partnership with families

  • Working with fathers and mothers

  • Strength based and asset-based models of working

  • Family outcomes models

  • Family support within the context of intercultural and multicultural environments

  • Using support and challenge conversations

  • Helping families develop sustainable networks of support




The ability and experience of delivering training within a multi-agency setting taking into account a range of professional backgrounds and experiences  

Indication: The trainer has been previously delivering training to a wide range of professionals from the children, families, education, health and support settings




 Self-awareness reflective development and competence in respect to working in an inclusive and non-discriminatory way with a wide range of individuals. The trainer is aware of own biases, power dynamics understands tolerance of ambiguity and is able to manage own and others difference and diversity 

Indication: The trainer has worked in similar settings before; has received formal or non-formal training on inclusive and non-discriminatory practice and has worked with various cultural and social groups


The ability to facilitate learning processes within a group setting and to ensure the group dynamic is productive and inclusive for all learning styles and methods with a clear focus on the context of the subject matter- parental conflict

Indication: The trainer has at least 5 years’ experience of supporting learning in a group setting and will need to be evidenced through at least 3 testimonies from previous or current clients


The trainer must be able to demonstrate the following: 

  • Ability to create an enjoyable and productive working atmosphere within the training environment

  • Ability to organise and facilitate the working process of a group, including distribution of tasks

  • Ability to use skills practice activities to further embed the skills of learners to manage conversations around parental conflict

  • Ability to recognise and foster the strengths of people rather than pointing out deficits

  • Ability to give and receive feedback in a learning context

  • Capacity to deal with conflict in groups

  • Capacity to support the group members in developing ownership and responsibility for the activity and the learning process

  • Capacity to support learning processes and self-development in a group setting

  • Ability to work autonomously

  • Ability to adapt material to the specific target groups

  • Sensing and influencing group dynamics in a constructive way 

  • Supporting learners to increase their self-awareness

  • Learning with and from others

  • Finding relevant information, appraising evidence critically, being aware of preconceptions and biases, recognising forms of manipulation, and making decisions on the basis of reasoned judgement

  • Viewing an argument from various perspectives

  • Explaining, running and debriefing group learning methods

  • Debriefing and extracting learning points from a group activity or method

  • Identifying motivating factors for learners and addressing them

  • Making use of information technology for supporting learning processes

  • Mentoring participants in their learning process

  • Supporting learners to identify their learning needs and ways to respond to them

  • Presenting concepts, methodologies and theories relevant to parental conflict in a coherent and comprehensible manner

  • Facilitating plenary sessions, workshops and group discussions

  • Support others in discovering their learning style and developing strategies accordingly.

  • Evaluating learning processes and using results in the future process within the particular activity

  • Acting as a resource person 


If you are interested please reply with your CV in Word ASAP.


Alyson Pellowe 
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