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Change, growth, and development take time, investment, and patience. It can be difficult to prioritise learning when workloads are high, and daily task and needs are barely met. Stressed individuals do not learn.
However, carving out bits of time to learn, study and reflect can help in realigning priorities and managing workload. Rather than chasing the never-ending to-do list, deciding to stop and learn can create much-needed inspiration and renewed energy.
Of course, balancing demands is a tricky thing to do, which is why organisations need to give permission to staff to identify their own needs and take the time for growth.
Staff training can take various forms and doesn’t need to involve large blocks of time. It can involve a large conference with more generic teaching; be a seminar style session with small groups and adapted examples, or even a practice learning discussion within a team meeting. Staff development can also occur through identifying ‘teachable moments’ within everyday practice.
Different people learn in different ways and a good team leader will grow to understand the learning needs and preferences of their staff. It can be hard to take the time, but this can be influenced by organisational culture. It helps to encourage people to take time for training and create opportunities for learning within day to day practice.
If you would like to approach the topic of staff development/training with your team or manager, these reflective questions can help you formulate the purpose clearly.
If you would like to access or find out more about relational training for staff, you can contact Staf here - info@staf.scot
*Relationship-based practice is an approach that prioritises building trusting, consistent, and empathetic relationships as the foundation for support. *It recognises that meaningful change and positive outcomes are more likely when young people feel valued, understood, and safe in their interactions with adults. *It focuses on the quality of the human connection rather than solely on procedures, emphasising active listening, authenticity, and mutual respect.
*Trauma-informed practice recognises how common trauma is, and how deeply it shapes young people’s development, behaviour, and relationships. *It aims to create safety, avoid re-traumatisation, and promote resilience and healing. *Early experiences leave lasting marks on body and mind. Trauma-informed practice takes this knowledge and applies it so practitioners and organisations can build safe, healing spaces.
Introductions matter — when, how, and where they happen can shape a young person’s entire experience of transition. For young people in care, transitions are often the most difficult times, especially when they involve changes in trusted relationships. This guide looks at how to approach introductions and referrals through the lens of relational practice, focusing on building trust and avoiding unnecessary stress.
What do IT systems and relationships have in common? Both usually run in the background and are easily taken for granted. Yet, IT systems can have a big influence on the quality of relationships and relational practice in general.
One of the first things you learn when you start your job is when you need to arrive and when you need to leave. Have you ever considered that the pattern of your work affects the relationships you are building?
Organisational values influence the working culture. They can inspire workers to follow the organisation's mission. However, for them to have an impact they need to be developed with staff and young people.
As is often said, hurt people hurt people – it is even more important to consider the flipside: supported people support people. Working with young people and caring for them can be a demanding role, especially in under-resourced and stressful environments. A truly relational organisation also invests in the relationships between managers and staff, creating a positive environment for everyone.
Relationships are shaped by the culture of organisations. Sometimes one person who ‘doesn’t get it’ can create relational barriers for an entire team. So, it’s easy to see why recruiting the right people is critical to create and maintain a relational organisation.
Strong relationships take time, effort, and trust. For young people with care experience, this can be more complex, requiring patience, consistency, and a clear sense of boundaries. With the right approach, you can build positive, lasting connections that support the young person’s growth and relational skills.
Relationships are essential to all parts of life and encompass both our professional and personal lives. They are a vital part of the support networks for our young people and the stronger the relationship the better we can all do our jobs, perhaps making them feel less like a job and more like a vocation. And perhaps more importantly, the stronger the relationship the more important a young person might feel.
