PLS Parenting Training Program
Do you want to support
children, parents
and those who work with children
in kindergarten and school?
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Are you engaged in working with children, young people and families?
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Do you want to support children and parents struggling with relationships and conflicts?
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Do you see conflicts between children and employees in your workplace and want to be able to provide greater support?
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Is there a lot of conflict among children in your kindergarten or school?
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Do you want to create a better environment in your workplace for children and employees?
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Do you want to strengthen children’s social and emotional development?
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Do you meet children who have self-regulation challenges, have experienced severe stress and trauma, and need extra help and support?
If you answered YES, then this program is perfect for you – and we’d be delighted to welcome you aboard!
Main Training Objectives
Objective 1: Increase Your Own Practical Competence
The training’s first objective is to raise participants’ practical competence in developmentally supportive communication and conflict resolution.
The goal is that you experience significantly increased confidence in your own ability to resolve and create learning in the many different conflict situations that typically occur in adult/child relationships.
Objective 2: Training Competence
The course’s second objective is to develop participants’ ability to increase the competence of others through observation, guidance and teaching.
The training gives you the opportunity to work with specific situations that you experience and practice effective coaching and teaching in these situations.
The course also gives you access to a variety of models, training materials, exercises, reflections and observation forms that effectively help you help others.
Online Training Program
The English version of this training program is organized as an online training program.
You can see the dates and practical information here.
If you would like to organise this training program in your region or country, please contact us using the contact form.
Online Training Program
The English version of this training program is organized as a hybrid online training featuring 6 modules.
4 of the modules are online and 2 modules take place in Oslo, Norway.
The online modules take place in the evening (5-9pm Oslo time) and the in-person modules occur at our Oslo HQ on weekends.
If it is not possible for you to travel to Oslo then you can also participate in these 2 modules online via Zoom call.
Discover all course dates and practical information here. If you would like to organise this training program in your region or country, please contact us using the contact form.
“Thank you for an amazing program that has greatly helped me with my everyday life, working with children who need a little extra.”
“Here I learned to really understand what appreciative communication means in practice, and how I can apply it – even in demanding situations.”
“I use this course model in everyday life as a good tool for coping with everyday conflicts I encounter, and for training and coaching staff and parents.”
“Thank you for an amazing program that has greatly helped me with my everyday life, working with children who need a little extra.”
“Here I learned to really understand what appreciative communication means in practice, and how I can apply it – even in demanding situations.”
“I use this course model in everyday life as a good tool for coping with everyday conflicts I encounter, and for training and coaching staff and parents.”
Why are Conflict Resolution and Regulation-Support Crucial Factors?
Conflict Resolution is an Essential Life Skill
Read more here
The way we resolve disagreement and conflict is crucial to the quality of our relationships, and for the opportunities we have to develop, both personally and relationally, as professionals, parents and fellow human beings.
In asymmetric relationships (relationships between parties with different formal and informal “power” and status, as typically seen in adult/child relationships), the way that we resolve conflicts is particularly important, challenging and vulnerable.
Important for the Child’s Development
In relationships with children, good conflict resolution depends on us not only solving a practical problem then and now, but resolving the conflict in such a way that the child (as well as ourselves) learns something healthy and constructive about good communication, conflict resolution and relationships, which is important in supporting the child’s development of social and emotional competence.
Read more here
Conflict situations are the most difficult situations to turn into learning opportunities. This is especially the case for children who have self-regulation challenges due to diagnosis, negative learning history, stress and trauma (as well as a combination of these factors).
But it is entirely possible to do so.
Security and Trust in Relationships
Read more here
The most obvious visible effects are better well-being, increased experience of meaning, mastery, safety and self-confidence in parents, staff and children alike.
Social and Emotional Competence
We see that children have better language development, and develop language for emotions, setting boundaries, play, problem solving etc.
This also contributes to better relationships between children.
We may also see that there are fewer holding and forcing situations, and less situations in which the child becomes physically aggressive, strikes, throws, bites etc.
Conflict Resolution is an Essential Life Skill
The way we resolve disagreement and conflict is crucial to the quality of our relationships, and for the opportunities we have to develop, both personally and relationally, as professionals, parents and fellow human beings.
In asymmetric relationships (relationships between parties with different formal and informal “power” and status, as typically seen in adult/child relationships), the way that we resolve conflicts is particularly important, demanding and vulnerable.
Important for the Child’s Development
In conflict situations, the child will also often be outside of their own window of tolerance. Their capacity for self-regulation can be overwhelmed, and they are therefore completely dependent on us adults to contribute good regulation support.
Conflict situations are the most difficult situations to turn into learning opportunities. This is especially the case for children who have self-regulation challenges due to diagnosis, negative learning history, stress and trauma (as well as a combination of these factors).
But it is entirely possible to do so.
Security and Trust in Relationships
Through competent communication and conflict resolution, we can contribute to a wide range of positive effects.
The most obvious visible effects are better well-being, increased experience of meaning, mastery, safety and self-confidence in parents, staff and children alike.
Social and Emotional Competence
We see that children have better language development, and develop language for emotions, setting boundaries, play, problem solving etc.
This also contributes to better relationships between children.
We may also see that there are fewer holding and forcing situations, and less situations in which the child becomes physically aggressive, strikes, throws, bites etc.
“I can really recommend the training. For us, who work in kindergarten, it gives a sense of security to have this knowledge in meetings with parents who want advice and guidance.”
“As a trainer, I have become more confident. Constructive feedback from course leaders and other participants was worth their weight in gold.”
“I use the model in everyday life, as a good tool to deal with everyday conflicts I encounter, to guide the staff and parents.”
PLS Model
for Authoritative Parenting, Limit Setting, Conflict Resolution and Regulation Support
Throughout this training, you will learn several practical models. The main model is the PLS model, which helps you gain an overview of conflict situations, what is happening and what is important to focus on and do in different phases of a conflict.
In addition, you learn the Perspective Spiral and Response Funnel, as well as several other models.
This framework makes conflict situations more manageable and simplifies dialogue about conflicts between adults. It increases the competence of all parties in relation to conflict resolution and communication and makes conflicts less upsetting and destructive in relation to relationships and further development.
PLS Model
Perspective Spiral
“A model that is possible to keep in mind when facing situations that are perceived as challenging.”
Participants with experience in conflict resolution methods will be able to view the knowledge and skills they already have within a larger context and be able to use these skills in a more systematic way.
Together with the new self-confidence this provides, we want to convey a view of conflicts in which conflicts in relationships with children are seen as a source of growth and learning for all parties, developing essential life skills as well as improving relationships.
Response Funnel
Perspective Spiral
“A model that is possible to keep in mind when facing situations that are perceived as challenging.”
Participants with experience in conflict resolution methods will be able to view the knowledge and skills they already have within a larger context and be able to use these skills in a more systematic way.
Together with the new self-confidence this provides, we want to convey a view of conflicts in which conflicts in relationships with children are seen as a source of growth and learning for all parties, developing essential life skills as well as improving relationships.
Response Funnel
Experiences with Use of PLS!
We now have over 10 years of experience in the use of the PLS model in Norway!
It is used successfully by families, kindergartens, and schools.
Here is a collection of interviews of course participants
in which they talk about their experiences.
Experiences from Kanvas Kindergartens
15 kindergarten teachers from the national Kanvas kindergarten organisation completed the program in 2018 and use it in their everyday lives with children, colleague collaboration and to coach parents. You can read more about their experiences below:
“After completing the course, I got an aha-experience when I myself had to practice standing in conflict situations with the children here in the kindergarten.”
“I experience that the children feel understood and then the number of conflicts decreases.”
“The children have a higher confidence that we will help them when they know that they will also have the opportunity to share their experience of the situation. I have also noticed that they have become better at listening to each other and seeing the other’s perspective in conflicts.”
Experiences from Primary School
Marit is the principal of a primary school and has participated in our training program. Here you can read more about her experiences:
“We now have a much better competence when it comes to handling challenges.”
“It also makes it easier for adults to work together.”
“Among other things, it makes it easier to guide teachers and assistants who work directly with students.”
“There has been a lot of positive progress this year.”
“The PLS model provides a structure for the work that makes it easier to take a stand in a demanding situation.”
Experiences from a Foster Parent
Astrid has extensive experience as a foster parent and participated in Famlab’s PLS trainer training because she has a strong commitment to foster children, foster families, and children and parents in general.:
“Here I feel that the training and the PLS model have helped me to make this process, with self-reflection and learning, even clearer and more effective.”
“It is my driving force – to be able to convey this to foster parents, especially, who will do their best with the children, and also with the system around.”
Experiences from Kanvas Kindergartens
15 kindergarten teachers from the national Kanvas kindergarten organisation completed the program in 2018 and use it in their everyday lives with children, colleague collaboration and to coach parents. You can read more about their experiences below:
“After completing the course, I got an aha-experience when I myself had to practice standing in conflict situations with the children here in the kindergarten.”
“The children have a higher confidence that we will help them when they know that they will also have the opportunity to share their experience of the situation. I have also noticed that they have become better at listening to each other and seeing the other’s perspective in conflicts.”
Experiences from Primary School
Marit is the rector of a primary school and has participated in our training program. Here you can read more about her experiences:
“We now have a much better competence when it comes to handling challenges.”
“It also makes it easier for adults to work together.”
“Among other things, it makes it easier to guide teachers and assistants who work directly with students.”
“There has been a lot of positive progress this year.”
“The PLS model provides a structure for the work that makes it easier to take a stand in a demanding situation.”
Experiences from a Foster Parent
Astrid has extensive experience as a foster parent and participated in Famlab’s PLS trainer training because she has a strong commitment to foster children, foster families, and children and parents in general.:
“Here I feel that the training and the PLS model have helped me to make this process, with self-reflection and learning, even clearer and more effective.”
“It is my driving force – to be able to convey this to foster parents, especially, who will do their best with the children, and also with the system around.”
The program’s main curriculum is included in the course textbook on communication and conflict resolution, which provides in-depth use of the PLS model, Perspective Spiral and other models you learn throughout the course.
Once signed up, you will receive the course manual in the mail, together with three posters of the models featured.
You will be given extensive course material throughout the program, as well as gain access to many of our online courses, and enjoy recorded versions of various modules for convenient later viewing.
Articles and Recommended Literature
In addition, the curriculum features a series of articles by Hans Holter Solhjell on the PLS model.
You can find these articles here and here.
We also recommend a range of literature that you can choose to read according to the relevance of your own situation.
You will find an overview of this recommended literature in Famlab’s bookstore.
Self-Selected Literature: You can also suggest books that are relevant to the program and have these assessed and approved by our course leaders
“The program is also highly useful for people who have a good pre-existing knowledge of conflict resolution.“
“I can read and understand the situations much better and can act in more relevant and helpful ways.”
“I have benefited from this knowledge in my work as a teacher in child and youth worker education.“
You can view all course dates here.
Hans Holter Solhjell
Training Director and Creator of the PLS Framework Models
For the past 20 years, I have specialized in developmentally supportive communication and conflict resolution in relationships with children. My focus is upon both everyday conflict situations and particularly difficult situations and relationships.
In addition, my goal is to make it more fun and enjoyable (and less stressful or frustrating) to be a parent or educator in kindergarten and school.
For the past 20 years, I have specialized in developmentally supportive communication and conflict resolution in relationships with children. My focus is upon both everyday conflict situations and particularly difficult situations and relationships. In addition, my goal is to make it more fun and enjoyable (and less stressful or frustrating) to be a parent or educator in kindergarten and school.
I have developed several methods and models to make communication and conflict resolution easier to learn and translate into good practice, even when a situation is particularly demanding. Below, you can see pictures of the three most important of these models: the PLS regulation support model, Response funnel, and Perspective spiral. You will learn to use these three pivotal models during this training program.
In addition, I have several qualifications in trauma therapy, communication and change processes including the Feldenkrais method, Somatic Experience and Trauma Release Exercises.
Read more about my background and experience here.
I have developed several methods and models to make communication and conflict resolution easier to learn and translate into good practice, even when a situation is particularly demanding. Below, you can see pictures of the three most important of these models: the PLS model, Response funnel, and Perspective spiral. You will learn to use these three pivotal models during this training program.
In addition, I have several qualifications in trauma therapy, communication and change processes including the Feldenkrais method, Somatic Experience and Trauma Release Exercises.
Read more about my background and experience here.
PLS Posters
I have developed several research based models for development support, communication and conflict resolution, making it easier to learn how to resolve challenging situations and conflicts.
You will receive the posters via mail after you sign up for the training.
Response Funnel
PLS Model
Perspective Spiral
PLS Model
Perspective Spiral
Response Funnel
“I have always seen myself as very appreciative in relation to children, and now I realize that the children have probably not always seen it the same way. Here, I learned to really understand what appreciative communication means in practice, and how I can apply it – even in demanding situations.“.
Kindergarten Manager
“The course is also educational for people who have a good pre-existing knowledge of conflict resolution. It has given me better insight into different subject areas related to relationships with children (developmental psychology, trauma theory, brain development and attachment theory, learning motivation etc.) and given me the necessary background knowledge to be able to confidently teach relationship-based conflict resolution. I participated in the training from abroad via Skype and it was completely problem-free, though of course it would have been nicer to be present.“
Tine Caroline Aarsæther
The PLS Core Professional Skills level
Module 1
Developmentally Supportive
Communication and Conflict Resolution
The PLS practical core:
- Presentation of the participants
- The core practical models in the PLS Framework.
- The PLS model: the 5 phases of developmentally supportive conflict resolution and what you can do during each phase.
- The Perspective Spiral
- Observing and understanding the situation and the childs perspective.
- Perspective-taking and appreciative communication, helping the child feel understood
- The Response Funnel
- The Regulation Support Circles model
After the first module, participants will be well prepared to start applying these models and continue learning from their practical experiences at home and at work.
Module 2
Conflicts between Children and Coaching others in the PLS framework
- Sharing of experiences since the last module, reviewing cases from participants and providing feedback.
- Conflicts between children and the adults role.
- Creating learning in conflict situations to support childrens communication, conflict resolution and play skills.
- Topics related to children’s development and self-regulation – play, language development, etc.
- Perspectives on and styles of coaching, training and learning of skills.
- The PLS style of coaching and training
- Preparation for practicing PLS coaching with staff and parents, individually or in in small groups.
- Group work with preparation for your practice PLS coaching between modules.
Module 3
Dialogue and Problem Solving Conversations with Children
- Sharing of experiences since the last module, reviewing cases from participants and providing feedback.
- Theory of learning and motivation – Self Determination Theory.
- Dialogue and problem-solving with children, with a focus on the PLS fifth phase: Reflection and Dialogue.
- Mindfulness and Embodiment exercises.
- Stress factors and thought patterns
- Coaching and training group work using cases from participants.
- Preparation for your further practice between modules.
Module 4
Particularly Challenging and Difficult Situations and Conflicts
- Sharing of experiences since the last module, reviewing cases from participants and providing feedback.
- Working with a long term focus and identifying progress when relationships are particularly challenging and difficult and conflicts and escalation have many different causal factors.
- Dynamic systems theory
- Mindfulness and Embodiment exercises.
- Trauma Release Exercises (TRE®)
- Coaching and training exercises with the use of participant cases.
- Preparation for your further practice between modules.
Module 5
Self-Regulation, Co-Regulation and Regulation-support
- Sharing of experiences since the last module, reviewing cases from participants and providing feedback.
- Theory of regulation-support, co-regulation, self-regulation, brain development, psycho-neurobiological attachment theory, fight/flight/freeze reactions and SES (Social Engagement System)
- The youngest children and the importance of the first years of development
- Brain development in relation to self-regulation and co- regulation-support
- Mindfulness and Embodiment exercises.
- The epistemological basis for the PLS model.
- Academic theory vs practice models/action hypotheses.
- Groupd work using cases from participants
Module 6
Overview and Integration
- Sharing of experiences since the last module, reviewing cases from participants and providing feedback.
- Summary and repetition of theory and practice with the PLS model.
- Presentations from the participants of their training reflection notes and summary of their experiences and development.
- Mindfulness and Embodiment exercises.
- Group work with the use of participant cases.
- Distribution of Training Diplomas!
Dates, Pricing and Location
Dates for the next Online PLS Training
2025
Startup 13th and 14th of January, Monday and Tuesday at 12 pm – 3:30 pm CET (Oslo, Norway)
All six modules are held online, with video meetings on Zoom.
Module 1
- Monday and Tuesday 13th and 14th of January 2025
- Monday and Tuesday 27th and 28th of January 2025
- Monday and Tuesday 3rd and 4th of February 2025
All times are 12 pm – 3:30 pm CET (Oslo, Norway)
Module 2
- Monday and Tuesday 10th and 11th of March 2025
- Monday and Tuesday 24th and 25th of March 2025
All times are 12 pm – 3:30 pm CET (Oslo, Norway)
Module 3
- Monday and Tuesday 5th and 6th of May 2025
- Monday and Tuesday 19th and 20th of May 2025
All times are 12 pm – 3:30 pm CEST (Oslo, Norway)
Module 4
- Monday and Tuesday 16th and 17th of June 2025
- Monday and Tuesday 30th of June and 1st of July 2025
All times are 12 pm – 3:30 pm CEST (Oslo, Norway)
Module 5
- Monday and Tuesday 11th and 12th of August 2025
- Monday and Tuesday 18th and 19th of August 2025
All times are 12 pm – 3:30 pm CEST (Oslo, Norway)
Module 6
- Monday and Tuesday 6th and 7th of October 2025
- Monday and Tuesday 20th and 21st of October 2025
All times are 12 pm – 3:30 pm CET (Oslo, Norway)
Dates for the current Online PLS Training
Startup 29th and 30th of August, Thursday and Friday at 12 pm – 3:30 pm CEST (Oslo, Norway)
All six modules are held online, with video meetings on Zoom.
Module 1
- Thursday and Friday 29th and 30th of August 2024
- Thursday and Friday 5th and 6th of September 2024
- Thursday and Friday 12th and 13th of September 2024
All times are 12 pm – 3:30 pm CEST (Oslo, Norway)
Module 2
- Thursday and Friday 17th and 18th of October 2024
- Thursday and Friday 31st of October and 1st of November 2024
All times are 12 pm – 3:30 pm CET (Oslo, Norway)
Module 3
- Thursday and Friday 28th and 29th of November 2024
- Thursday and Friday 12th and 13th of December 2024
All times are 12 pm – 3:30 pm CET (Oslo, Norway)
Module 4
- Thursday and Friday 9th and 10th of January 2025
- Thursday and Friday 23th og 24th of January 2025
All times are 12 pm – 3:30 pm CET (Oslo, Norway)
Module 5
- Thursday and Friday 6th and 7th of March 2025
- Thursday and Friday 20th and 21st of March 2025
All times are 12 pm – 3:30 pm CET (Oslo, Norway)
Module 6
- Thursday and Friday 15th and 16th of May 2025
- Thursday and Friday 29th and 30th of May 2025
All times are 12 pm – 3:30 pm CET (Oslo, Norway)
Price and Bonus Content
Total program price: US$ 3,400.
Upon registration, we charge a deposit of US$ 500.
You will receive access to our Online Learning System with course videos and we will send you the PLS posters in the mail when the deposit is paid.
The deposit is non-refundable.
The remainder of the program cost will be invoiced 6 weeks before the program starts.
Extra bonuses:
For the price you pay for this training, you also receive several extra bonus courses, course materials and posters.
–Two individual sessions with Hans Holter Solhjell.
Read more here.
–Free participation in TRE introductory courses.
Read more here.
–Days 1 and 2 of The Explosive Child Course with Dr. Ross Greene.
Read more here.
Who is this program suitable for?
This program is suitable for and open to anyone who seeks to better-understand relationships with children and better-resolve conflicts with children in a developmentally supportive manner, as well as get better at developing relationships over time.
To use the models and materials provided in professional practice requires a relevant background and experience.
Read more here
Those who have daily contact with children e.g. kindergarten and school workers or parents who find themselves in many conflicts with their children will benefit particularly well.
The same applies to those who work with families in different ways, such as family therapists, child welfare educators, psychologists etc.
If you work as an educational leader or manager in a kindergarten or school, this course will provide the concrete professional framework and model of communication that you need to raise the competence of your employees, assistants and other related parties. You can also use your new-found skillset to teach and guide parents in your kindergarten or school.
Most participants in coaching or therapy training of this type do so primarily for their own personal and professional development. That is, they use what they learn in the job they already have, as well as in their personal life.
In reality, few people subsequently start a full-time private business as a coach, therapist etc. even though the program in which they participate markets this trajectory as a main attraction. This training program is not meant to set you up as an independent trainer or coach in a full time position, unless you have already established yourself in such a role.
What does it take to work as a trainer?
This program is a basic trainer program that provides those qualified with an opportunity to use its models in supervising parents and staff who work with children. It also makes it possible to use the material in connection with courses for parents and employees in kindergartens, schools etc.
Read more here
In addition, one must through the program show or develop the ability to convey this experience in a concrete manner to others, as well as the ability to understand the situation of others (which can differ vastly from one’s own), understand what happens in other people’s conflict situations, and contribute with practical input to the processes of others.
Active use of the course materials beyond use in your own workplace, kindergarten, office or practice presupposes an agreement with our organisation, as well as participation in follow-up education or courses. Active course providers are expected to participate in annual gatherings where we share insights, experiences and experiences with colleagues and other professionals in our network.
For professionals who possess the experience and educational background to run a full training program in cooperation with our organisation, a trainer training program is in early development..
Upon completion of basic training, all participants will receive a course certificate confirming their successful participation in the program.
Experiences from Previous Participants
“Thank you for an incredibly great program that has given me a lot of help to cope with my everyday life, working with children who need/ demand that little bit extra. I use the good conversation when small conflicts are to be resolved (i.e. several times a day) and feel very much that I do not overtake the children. I am proven to spend the time needed, as the child has the opportunity to share everything he has on his mind. This has made me aware of the importance of being a good listener with understanding and not to be judgmental!”
“Utdannelsen har gitt meg en større trygghet på tema konfliktløsning. Jeg bruker verktøy jeg har lært på kurset til daglig i forhold til mine egne barn og i barnehagen. Det har vært lærerikt og spennende, og jeg føler at jeg er enda mer bevisst og observant i situasjoner. Jeg klarer å lese situasjonene mye bedre og kan handle deretter”.
“I experienced that the course was practically oriented and that it mainly covered familiar everyday situations that were easy for most people to recognize.
I learned practical tools and gained inspiration and good examples in meetings with the different professional groups that were represented on the course.”
“I have benefited greatly from this knowledge in my work as a teacher in the child and youth worker education program.
At the same time, the model is equally relevant and applicable in relation to one’s own children.”
“The course gave me a well-systematised material that is easy to find, and which made it easy to get an overview in such a way that it is possible to keep it in mind when one is in situations that are perceived as challenging. It was also presented in such a way that inspires dissemination.
I liked that there was a focus on how we could learn from what we often think of as difficult or challenging situations. It was also nice to be able to get guidance between sessions where I could go more in-depth on my topics and my own process. I experienced that the course was practically oriented and that it was mainly familiar everyday situations that it was easy for most people to recognise. I learned practical tools and got inspiration and good examples in meeting the different professional groups represented on the course.
It was very nice to have several professional groups represented to spar with and gain experience from. I recommend the course leader program for you who either in private or your work want to approach children in a growth- and learning-oriented way, learn more about how you can fulfill your responsibility to create good relationships in asymmetric conditions, and have knowledge and tools in difficult situations/conflicts that arise. And for you who want to inspire others to do the same.”
“Thank you for a wonderful and educational training! The program provided a good framework for learning. With a limited number of participants in the program, we had plenty of time to immerse ourselves in the individual everyday conflict situations we encounter.
The model presented is easy to understand and easy to pass on to your own workplace and staff. With plenty of time between each session, we got to practice in the workplace and at home and lay the groundwork for new discussions on the course days.
I use the model in everyday life, as a good tool to deal with everyday conflicts I encounter, to guide the staff and parents.”
“I highly recommend this course. I use the methods daily both at home and at work.”
“The training program in communication and conflict management was for me innovative, interesting and totally awesome! Theory, reflections and discussions were intertwined in an exceptionally good way, so that one sat down with a lot of newfound knowledge when the gathering was over.
Working with the material between the collections means that you have a good basis to work with for each collection, at the same time as it does your part to be able to link it to your own practice and give the content even more meaning.
As a communicator, I have become much safer. Constructive feedback from the course leader and other participants was worth its weight in gold, and which I have taken with me further. The course leader training provided good tips and concrete tools for both communication and conflict management, as well as the role that mediates. I can warmly recommend this program!”
“The course has given me greater confidence in the topic of conflict resolution. I use the tools I have learned in the program on a daily basis in relation to my own children and in kindergarten. It has been instructive and exciting, and I feel that I am even more aware and observant in situations. I can read situations far better and can act accordingly.
Changing attitudes to conflicts has helped me, because it is the case that conflicts are completely natural, and a way to learn a lot about ourselves and the child. I have always seen myself as very appreciative in relation to children, and now I realise that the children probably have not always seen it the same way. Here I learned to really understand what appreciative communication means in practice, and how I can apply it even in demanding situations.
In addition, the idea of positive learning spirals and the PLS five-phase model is particularly useful. We who work in kindergarten have a lot to gain from learning even more about appreciative communication and active listening.
I can really recommend the course, and for us who work in kindergarten, it gives a sense of confidence to have this knowledge in meetings with parents who want advice and guidance. I have become extremely interested in the topic, have already held several courses, and look forward to passing on the knowledge to parents and staff in kindergarten and school.”
“The training in communication and interaction has given me a practical tool through the use of the PLS co-regulation model. I have benefited greatly from this knowledge in my work as a teacher in child and youth worker education. At the same time, the model is equally relevant and applicable in relation to one’s own children. In relation to the course, I would especially like to point out the positive fact that the course leader used many practical examples to illustrate the concrete use of the model. In this way, he connected theory and practice in an understandable way. In addition, we had plenty of time between sessions to immerse ourselves in theory and try out the tool in practice. I recommend this course leader program.”
“Utdannelsen har gitt meg en større trygghet på tema konfliktløsning. Jeg bruker verktøy jeg har lært på kurset til daglig i forhold til mine egne barn og i barnehagen. Det har vært lærerikt og spennende, og jeg føler at jeg er enda mer bevisst og observant i situasjoner. Jeg klarer å lese situasjonene mye bedre og kan handle deretter”.
“I experienced that the course was practically oriented and that it mainly covered familiar everyday situations that were easy for most people to recognize.
I learned practical tools and gained inspiration and good examples in meetings with the different professional groups that were represented on the course.”
“I have benefited greatly from this knowledge in my work as a teacher in the child and youth worker education program.
At the same time, the model is equally relevant and applicable in relation to one’s own children.”
“The course gave me a well-systematised material that is easy to find, and which made it easy to get an overview in such a way that it is possible to keep it in mind when one is in situations that are perceived as challenging. It was also presented in such a way that inspires dissemination.
I liked that there was a focus on how we could learn from what we often think of as difficult or challenging situations. It was also nice to be able to get guidance between sessions where I could go more in-depth on my topics and my own process. I experienced that the course was practically oriented and that it was mainly familiar everyday situations that it was easy for most people to recognise. I learned practical tools and got inspiration and good examples in meeting the different professional groups represented on the course.
It was very nice to have several professional groups represented to spar with and gain experience from. I recommend the course leader program for you who either in private or your work want to approach children in a growth- and learning-oriented way, learn more about how you can fulfill your responsibility to create good relationships in asymmetric conditions, and have knowledge and tools in difficult situations/conflicts that arise. And for you who want to inspire others to do the same.”
“Thank you for a wonderful and educational training! The program provided a good framework for learning. With a limited number of participants in the program, we had plenty of time to immerse ourselves in the individual everyday conflict situations we encounter.
The model presented is easy to understand and easy to pass on to your own workplace and staff. With plenty of time between each session, we got to practice in the workplace and at home and lay the groundwork for new discussions on the course days.
I use the model in everyday life, as a good tool to deal with everyday conflicts I encounter, to guide the staff and parents.”
“I highly recommend this course. I use the methods daily both at home and at work.”
“The training program in communication and conflict management was for me innovative, interesting and totally awesome! Theory, reflections and discussions were intertwined in an exceptionally good way, so that one sat down with a lot of newfound knowledge when the gathering was over.
Working with the material between the collections means that you have a good basis to work with for each collection, at the same time as it does your part to be able to link it to your own practice and give the content even more meaning.
As a communicator, I have become much safer. Constructive feedback from the course leader and other participants was worth its weight in gold, and which I have taken with me further. The course leader training provided good tips and concrete tools for both communication and conflict management, as well as the role that mediates. I can warmly recommend this program!”
“The course has given me greater confidence in the topic of conflict resolution. I use the tools I have learned in the program on a daily basis in relation to my own children and in kindergarten. It has been instructive and exciting, and I feel that I am even more aware and observant in situations. I can read situations far better and can act accordingly.
Changing attitudes to conflicts has helped me, because it is the case that conflicts are completely natural, and a way to learn a lot about ourselves and the child. I have always seen myself as very appreciative in relation to children, and now I realise that the children probably have not always seen it the same way. Here I learned to really understand what appreciative communication means in practice, and how I can apply it even in demanding situations.
In addition, the idea of positive learning spirals and the PLS five-phase model is particularly useful. We who work in kindergarten have a lot to gain from learning even more about appreciative communication and active listening.
I can really recommend the course, and for us who work in kindergarten, it gives a sense of confidence to have this knowledge in meetings with parents who want advice and guidance. I have become extremely interested in the topic, have already held several courses, and look forward to passing on the knowledge to parents and staff in kindergarten and school.”
“The training in communication and interaction has given me a practical tool through the use of the PLS co-regulation model. I have benefited greatly from this knowledge in my work as a teacher in child and youth worker education. At the same time, the model is equally relevant and applicable in relation to one’s own children. In relation to the course, I would especially like to point out the positive fact that the course leader used many practical examples to illustrate the concrete use of the model. In this way, he connected theory and practice in an understandable way. In addition, we had plenty of time between sessions to immerse ourselves in theory and try out the tool in practice. I recommend this course leader program.”
Duty of Confidentiality
As the program structure asks participants to share their personal experiences, as well as the experiences of those with whom they are in contact, every participant has a duty of confidentiality in relation to the personal information, stories etc. discussed during the course.
FAQs
Where does the program take place?
One format of the program is organised online with 4 modules via Zoom and with two sessions in Oslo, Norway.
The second format takes place with all sessions in Oslo, Norway.
I am in a relationship with, or supervise staff or parents with children who can get angry, hit, kick and bite. Is this program relevant to me?
Do you hold courses in kindergartens and schools?
We also hold shorter courses during parent meetings and staff meetings. You can read more about our courses for kindergartens here, and our courses in schools here.
Can I ask questions about my own situation during the course?
What happens if I cannot participate in a module? What do I do then?
If you cannot come to Oslo but can follow the module via Zoom, you can also do this for the program, and modules, which take place in Oslo.
We also make recordings of parts of the modules, which you can access and learn from at your own convenience.
I work mostly with school children and young people. Is this course relevant to me?
I'm a parent. Can I join the course?
This is especially relevant for those who experience extra challenges at home, seek support and follow-up over a longer period, and who want to benefit from more knowledge in meetings with their children’s kindergarten, school etc.
We have had several parents on the course, and several of the professionals who have taken the course have also participated due to personal reasons.
Do you have shorter courses for parents?
For most parents:
“Terrible twos” or age of autonomy? Communication, conflict resolution and development support
For those with extra challenges.