You will be required to meet competencies within 4 separate Learning Units, which will be assessed as far as possible “on the job” in sessions, but crucially also in post-session debriefings and self-study of Therapeutic White Papers from eQe.  You will also be required to create an Impact Assessment Report and attend an off-site scheduled Skills and Assessment Day with other Learners.

UNIT 1: Outdoor Skills 1 – Basic Bushcraft

UNIT 2: Outdoor Skills 2 – Wilderness Therapeutic Group Management 

UNIT 3: Therapeutic Approaches and Application

UNIT 4: eQe 4-Dimensions Impact Assessment Approach

This LEVEL 2 AWARD is considered a high level of training, being not just about outdoor activity, or pedagogy with young children; nor is it simply and implicitly “wellbeing” based; nor is it happening without any actual children during training:

• This is explicitly and intentionally Therapeutic Intervention programme training
• It is highly targeted at identified small groups of children within the 4 to 24 years age / ability range
• You are working to best therapeutic practice
• You are learning with real children – your children – throughout the programme

Inevitably within proper therapeutic work, one size does NOT fit all, which allows you to choose an appropriate and impactful programme for a specific age / ability group to work with, matching the correct Intervention Training to meet your strategy within your school.  So we gauge this as a LEVEL 2 Award qualification, in therapeutic terms, only because of this necessarily being a highly targeted approach for specific developmental age or ability groups, and it should not be compared to other outdoor-based Level 2 training – We have set the bar very high.  Much of the content in our Level 2 Award, that might be regarded as comparable, is at least as high as that in other kinds of outdoor-based Level 3 training.

• LEVEL 2 AWARD: Wilderness Therapeutic Approaches – NCFE Accredited Qualification
•  Explicitly Developmental Small-Group Intervention
• Sustainable (Capacity Building-Training you to run it)
• Measurable Impact – Includes eQe 4-Dimensions Impact Assessment Approach

KEY STAGE 1 – This capacity building early intervention for up to year 2 / ability is two-fold:  1. A small group intervention for targeted, identified children who may be struggling socially and emotionally, and 2. For half-class groups as a fun and developmental booster for all.  WILD THINGS™ is equally effective as an explicit therapeutic intervention for identified children; and as a preventative programme / development booster for all children. 

This is a FUN programme.  It taps into Wilderness Therapy, Developmental and Creative Approaches.  Uniquely combined with eQe’s long expertise in therapeutic interventions, we explore 4 specific key developmental Behaviour Patterns or “Schemas” – these Schemas are identified by eQe’s professional therapists as being closely connected with social, emotional and behavioural development.  Participants experience safety, containment and belonging. They will learn to connect positively with others and will develop a sense of appropriate boundaries.  From these they will experience freedom to explore their environment, their peers, and themselves, and have their senses awakened using the rich eQeOUTDOORS’ WILD THINGS pedagogy. 

Specific physical and mental developmental processes will be exercised strongly in this programme.

WILD THINGS™ provides you with an effective outdoor therapeutic intervention and development booster programme, designed for this young age / ability level, that can subsequently be delivered and adapted competently, confidently, and safely by eQe-trained and externally certified and qualified members of your staff.

• LEVEL 2 AWARD: Wilderness Therapeutic Approaches – NCFE Accredited Qualification
• Explicitly Therapeutic Small-Group Intervention
• Sustainable (Capacity Building – We train you to run it)
• Measurable Impact – Includes eQe 4-Dimensions Impact Assessment Approach
• For small groups around Year 3 and 4 / ability level

Wild Tribe™ consciously and directively explores and transfers social skills and responsibilities into all areas of children’s lives.  YEARS 3 and 4 / social, emotional or developmental ability – This outdoor, capacity building, therapeutic and developmental intervention is a small group programme for identified children who may be currently struggling socially and emotionally; or for those who may be presenting specific identified issues  – typically SEBD, ADHD, Autism, or other special needs and issues. 

Specifically designed to target the tricky middle-ground / ability of Years 3 and 4 – that are too old for Wild Things™ and too young for Wild Crew™.  It has been developed specifically in response to schools identifying the need for an intervention for Yr 3/4.

Different to Wild Things™?   Whereas Wild Things™ is about personal safety, security and self-confidence, and working at an unconscious level in young children, WILD TRIBE™ is more directive and conscious.  It examines self – who am I? – intrapersonal issues, and responsibilities to others – Interpersonal issues like respect for self, for others, and for the world beyond our own skin.

Different to Wild Crew™?   Whereas Wild Crew™ is about preparation of participants heading towards their future, exploring personal issues as these young people head towards adulthood, WILD TRIBE™ is about where we are right now, developing better self-knowledge, so that changes and firm intentions can be made, to transfer experiences and learning in the wild back into everyday parts of their lives – behaviours at home, and at school. 

MULTIPLE LEARNING DIFFICULTIES LOW-LEVEL DEVELOPMENTAL PROGRAMME

• LEVEL 2 AWARD: Wilderness Therapeutic Approaches – NCFE Accredited Qualification
• Explicitly Developmental / Therapeutic Small-Group Intervention
• Sustainable (Capacity Building – We train you to run it)
• Measurable Impact – Includes eQe 4-Dimensions Impact Assessment Approach
• Small Mixed Groups up to Young Adult (~24 Years)

MIXED YEAR GROUPS / SEN / MLD – Like MY TRIBE™, the primary priority here is to ensure everyone experiences belonging and inclusion.  This outdoor, capacity building, developmental intervention is a mixed low-level small group programme for e.g. MLD children or young adults. 

This programme runs on the principles of three Therapeutic Developmental Streams:

Like any other individuals, these children also have to cope with normal life and all of the social and emotional challenges that brings.  They may benefit from boosting things socially and emotionally, and like all participants may also be presenting other specific identified issues.  They may also be coping with being a cared for (LAC / C4) child, and also SEBD, ADHD, ASD, or other physical special needs and issues. 

Whatever level these children are operating at, these Developmental Stages, or streams of developmental behaviours, are distinct and necessary for the ongoing development of healthy, rounded individuals.  They work “in order”, and each affects the success of the next.  If they are missing, or poorly developed, there are consequences down the line.

SELF CONCEPT – “I AM JUST BEING”                                                                                        CONTEXT – HERE AND NOW

ACTIVITY FOCUS:  “I AM SAFE AND SPECIAL.  MY NEEDS ARE BEING MET.”

 SELF CONCEPT – “I AM DOING”                                  CONTEXT – HERE AND NOW… and effect on the future

ACTIVITY FOCUS:  “I AM EXPLORING SAFELY.  I AM LEARNING ABOUT CAUSE AND EFFECT.”

SELF CONCEPT – “I AM THINKING”           CONTEXT – HERE, THERE, NOW, THEN!  IMAGINATION AND REALITY      

ACTIVITY FOCUS:  “I EXPRESS MYSELF.  I EXHIBIT SELF CONTROL.  I UNDERSTAND CONCEPTS.   I HAVE EMOTIONAL UNDERSTANDING.”

1. Planning and Profiling: We have a planning meeting together to help you iron out logistics (site, transport, calendar etc).  This meeting is also the beginning of the Learner’s training.  In the meeting we start to look at how to profile and construct therapeutic small-groups – Therapeutic best practice limits this to maximum of 8 participants per group.  We use tools from our eQe 4-Dimensions Impact Assessment Approach to “measure” the children in the long-list, and from that select a shortlist that we all believe might achieve your objectives for that group or individuals.  Objectives for the group and individuals are set.  We introduce the Learner’s to the Impact Assessment techniques we will be using.
2. Risk Assessments: eQe prepare professional Site Risk Assessment; Weather and Welfare Assessment; Activity Risk Assessments. These are given to you to use as templates ongoing
3. Contact Sessions: 8 contact sessions with the children, scheduled through the school term, with the Learners getting first-hand experience of the children and working in the selected Intervention. You are given all standard Weekly Session Plans for your selected Intervention.
4. Debriefings: After every contact session, Learners must then debrief fully with the eQe consultant. This is where a lot of learning and reflection goes on, making use of the eQe Observation Toolkit, and also evolving forward-planning for future sessions.  It is also where you are in receipt of our Training White-Papers, and learn about the underlying therapeutic premise and its application within the context of an explicitly therapeutic intervention programme.
5. Impact Assessment and Report: Evidences and observations, reflecting the content of the training, eQe Observation Toolkit, eQe 4-D Impact Assessment Approach, and White-Papers, is pulled together by the Learners into a final Impact Assessment Report, and presented to school’s Senior Leadership.  This report:
   • Reflects the Impact of the intervention on the individual children in the group, and on the objectives set at the start of the intervention for each child
   • Justifies the resources allocated to the training and to trained staff running the intervention ongoing in your school
   • Contributes to other reports e.g.: Pupil Premium spend; OFSTED reports; Mental Health and Wellbeing reports
6. Skills and Assessment Day: All Learners should attend a scheduled follow-up Skills and Assessment Day with other Learner’s from other schools, to complete the training

NOTE: In order to complete the LEVEL 2 AWARD in Wilderness Therapeutic Approaches and Interventions, and achieve the Qualification Status, all Learners must:

• Attend 7 out of 8 Contact Sessions
• Attend 7 out of 8 Post-Session Debriefings fully
• Attend a scheduled Skills and Assessment Day
• Create an Impact Assessment Report within a deadline and to a standard, which then may be required by the Awarding Body (NCFE / CACHE) to be Externally Quality Assured.

NOTE: Training to run a specific intervention on the Level 2 Award does not mean you are trained to run the other interventions available.  You are also not trained to train others.  Our Certificate Level Training, however, equips you with a much broader and deeper scope of learning, enabling you to design and implement your own Wilderness Therapeutic Interventions  (Level 3 – The Certificate in Advanced Wilderness Therapeutic Approaches) 

• • In 2016 Robin Sheehan (Director, eQeOUTDOORS) was invited to consult for the NHS on the use of community woodlands and NHS greenspaces, focusing on how to measure the impact on wellbeing operating in these spaces. Working alongside the European Centre for Environment and Human Health, the handbook was published – “ROOTS TO WELLBEING- A handbook for evaluating and communicating the wellbeing impact of woodland social enterprises”
  • In 2006 our Lead Therapist received the Play Therapy International Award.

In our portfolio of Interventions we use challenging, diverse activities and structured projects and approaches, uniquely integrating:

Growth areas we seek to promote in all of our Therapeutic Interventions and non-therapeutic Character Education Programmes:

“CALGACH” AND CHARACTER EDUCATION – Traits that we expect to work with and encourage through targeted use of activities:

These are some projects we can use with participants who are woodland-ready, to engage them in a challenging, longer term (6-12 session) objective.  The projects involve learning new skills in some depth, and gaining knowledge and experience they do not already have.

For boys, girls and mixed groups

The projects are explicitly team based, but balanced with significant personal challenge and a need to engage personally as part of a team, with your own part to play.  Hard-won achievement and subsequent self-esteem and confidence are the goals for everyone here, and an increased ability to relate better to self, peers and adults. I BUILT A HOUSE  –  I MASTERED FIRE  –  I MADE STUFF  –  I AM A HUNTER  –  I AM A NAVIGATOR

Primary/Secondary All Ages–  This capacity building training programme introduces eQeOUTDOORS mainstream outdoor approaches and structured methodology, more structured and progressive in outdoor skills than most forest schools programmes (see below).  It provides an effective programme of outdoor learning and activities that can subsequently be delivered and developed competently, confidently, and safely by an eQe-trained and certified member of your school staff.

BRITISH TRIBE is an outdoor programme helping schools to meet their responsibilities around delivering British Values to students in schools.

Over a period of 8 sessions, the children are tasked with creating a new tribe, from scratch, which is built based on the principles of British Values.

Can they put all the pillars of British Values into working practice to make a stable, functioning tribe, alongside learning outdoor skills that our ancestors had learnt and used to make a tribal community work?

Can they put all the pillars of British Values into working practice to make a stable, functioning tribe, alongside learning outdoor skills that our ancestors had learnt and used to make a tribal community work?