Phoenix Support

Unpacking children's behaviour and complex trauma

This training has been designed for educators and teachers who are supporting vulnerable children and families who have been exposed to trauma, and provides all the crucial information required to engage traumatised children and provide them with the experiences they require to heal and develop.

You will gain an in-depth understanding of how to support children with a history of relational trauma or attachment disruption. Supporting maltreated children can be challenging, confusing and even demoralising, particularly if you are unable to make sense of their behaviour and depersonalise it.

This training aims to simplify contemporary research, and through integration with practice wisdom, provide real hands-on strategies for supporting children’s recovery, and repairing their capacity to regulate emotions, experience empathy and trust others.

Register for training today to improve your knowledge of complex trauma and attachment:

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Build your skills in supporting children’s wellbeing and apply today! 

Educator Toolkit for Behaviour Workshops

Explore the tools that educators use to understand children’s behaviour and guide their social decisions. Learn to apply the Phoenix Cups framework to any behavioural challenge to design effective and respectful strategies.

Full day in-person trainings:

Online Foundations Package

Online at Phoenix Support

Available until November 2022

Complex Trauma and Attachment in Children: Providing a Therapeutic Response.

This 16-module training package has been designed for anyone supporting vulnerable children and families who have been exposed to trauma and provides all the crucial information required to engage traumatised children and provide them with the experiences they require to heal and develop.

Provides professionals and carers with:

An in-depth understanding of how to support children with a history of relational trauma or attachment disruption
A neuroscience-based framework for reinterpreting children’s emotional and behavioural issues
Contemporary research
Real hands-on strategies for supporting children’s recovery, and repairing their capacity to regulate emotions, experience empathy and trust others.

Educator Toolkit for Behaviour 2021

The Phoenix Cups framework is a philosophy in which your team can share ideas, language and understandings about children’s behaviour with an end goal of designing better behaviour strategies that will address the underlying function of the child’s behaviour.

This approach will excite and inspire your team to try something new – that works!

This course will:

Provide access to videos, text lessons, downloadable PDF templates, printable activities booklet, printable posters and more.
This course complements the face-to-face presentation and provides the opportunity for participants to continue their learning of the content after the day, increasing retention of new information, skill development and ongoing reflection.

Join the Phoenix Support community!

Connect with other educators to support each other and build a community of practice for Victorian educators, building their skills. Support each other to promote child wellbeing and build your skills in using the CISS.

Networking opportunities will be online to work around your schedule. Sessions facilitated by Sandi Phoenix and build in content explored through the training package.

Online Community of Practice Dates:

About your Facilitators:

Sandi Phoenix, BPsychSc

Sandi is the founding company director and Principal Facilitator at Phoenix Support.

Her framework, The Phoenix Cups, has revolutionised how staff not only work with children’s behaviour, but how teams view each other’s behaviour.

The approach provides a framework of how to understand and respond positively to differences and conflict. The Phoenix Cups adds a new perspective to understanding each other and learning to work and live in harmony together.

Sandi’s coaching and consultancy style comes from a strengths-based perspective and is informed by a comprehensive understanding of the National Quality Framework and underpinning theory.

Sandi takes a positive approach to guiding expected behavioural choices within inclusive learning environments, following vast experience working with children with disabilities and children who display complex behaviours in both early childhood settings, youth care, and school-age care since 1998.

Since 2009, Sandi has been involved in supporting educators and teams to implement the National Quality Framework through various roles. These roles range from individualised in-service coaching and mentoring, presenting at conferences, teaching the Diploma of Early Childhood Education, developing written resources, and consulting in the design of software that supports efficient and effective curriculum planning and service operations.

She is highly regarded nationwide as a speaker, coach, mentor and Professional Development Facilitator for the education and care sector.

Sandi’s qualifications include a Bachelor of Psychological Science and Cert IV in Training and Assessment. Sandi is an Affiliate of the Australian Psychological Society and currently holds membership of the APS.

Angie Day

Angie Day has enjoyed a vast array of roles in the education sector for just over a decade. These roles include working as a nominated supervisor, primary teacher, national facilitator, practice coach and NESA supervisor.

When reflecting on her early teaching experiences, Angie often references the fact that she was always ‘an early childhood educator trapped in the body of a primary teacher’ placing the rights of children at the forefront of her practice. Her pedagogy prioritises dispositions and a love of learning and fun as the foundation from which to teach. For Angie, teaching is about ensuring that as often as possible, education at all levels fits the learner rather than the reverse.

Angie holds a Bachelor of Early Childhood and Primary education, as well as Cert IV in Training and Assessment and an Advanced Diploma in Business Management and Leadership.

Cup filling on maternity leave has also seen Angie begin to study as a celebrant, allowing her to share her connection cup with others on their special occasions.

As a vocal feminist, Angie’s research around the implications of language used when teaching young girls is something, she is always keen to share. Her presentations around gendered language used when teaching has forever changed the interactions of educators with children across Australia, and hopefully will have a profound impact on the formation of positive self-identities for young girls everywhere.