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- Select activity Learn, grow & succeed with Lambda - Premium Moodle...
  
  Learn, grow & make a difference with
  
  PETMA™ - Train the-Trainer
  Programme
  
  Support schools to reduce distress and escalation; embed preventative, relational practice; and contribute to a consistent national approach to behaviour support flexibly.
- Select activity How is the programme structured?
  
  How is the Programme Structured?
  
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  1. Online Modules (Modules 1–6)
  
  Provides the theoretical,
  ethical and relational foundation.
  
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  2. 5-Day Face-to-Face Programme
  
  Teaching methodology, practical application and ongoing assessment.
  
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  3. Portfolio (Applied Evidence of Learning)
  
  Linked directly to real, reflective and analytical school practice.
  
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  4. Mentorship + Approval
  
  Tutor support throughout, with readiness, governance and scope guidance.
- Select activity Aon Cheisteanna?
  
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  Aon Cheisteanna?
  
  PETMA™ Train-the-Trainer (TTT) FAQ
  
  Find answers to all 56 common questions regarding the programme, portfolio, and standards.
  
  PETMA™ TTT prepares participants to deliver the standard PETMA™ 2-Day Staff Training safely and consistently, aligned to Regulation-First and prevention-first practice. Reference: Learner Handbook
  
  The programme is delivered through a defined sequence of learning components (online learning + face-to-face training + portfolio requirements + assessment/authorisation process). Reference: Learner Handbook
  
  All dates, timings and the programme schedule are provided in the programme timetable. Reference: Learner Handbook
  
  The lesson sequence and day structure are outlined clearly, including what is covered and why it is sequenced that way. Reference: Learner Handbook
  
  Follow the defined sequence, focus only on the next required step, and use the checklist to stay on track. Reference: Learner Handbook
  
  Yes. The portfolio is a required component of PETMA™ TTT and is used to evidence applied understanding and delivery readiness. Reference: Learner Handbook
  
  The full list of portfolio items, templates, and completion sequence is provided in one place. Reference: Learner Handbook + Portfolio & Assignment Guidelines
  
  Portfolio timing and submission expectations are clearly stated. Some items must be completed before face-to-face physical skills days. Reference: Learner Handbook + Portfolio Guidelines
  
  All templates are included in the portfolio pack so you don't need to create your own formats. Reference: Portfolio & Assignment Guidelines
  
  Submission format requirements are specified to keep marking consistent. Reference: Learner Handbook + Portfolio & Assignment Guidelines
  
  Concise, practice-based, and aligned to PETMA™ is expected. Over-length writing is not required. Reference: Portfolio & Assignment Guidelines
  
  Use the task instructions and the template headings exactly as provided and complete a first draft. Reference: Portfolio & Assignment Guidelines
  
  Submit the best version you can. Assessment checks readiness and provide clear direction for improvement. Reference: Portfolio Guidelines
  
  The programme has defined deadlines to protect sequencing and safety. Reference: Learner Handbook
  
  In most cases, no. specific portfolio items must be uploaded before progressing to physical skills. Reference: Portfolio Guidelines
  
  You pass by completing the required components and meeting the authorisation standard across the portfolio and programme assessments. Reference: Learner Handbook
  
  Green means met, Amber means revision required, Red means not yet assured. Reference: Decision Rules Documentation
  
  AMBER means clarification, strengthening, or resubmission is required before approval. Reference: Decision Rules Documentation
  
  RED means the required standard has not been met yet and further work is needed before authorisation. Reference: Decision Rules Documentation
  
  Only when all delivery-readiness conditions are met (including authorisation and governance). Reference: Learner Handbook
  
  Yes. The MoU forms part of PETMA™ trainer governance and delivery authorisation. Reference: Learner Handbook
  
  Authorisation is based on demonstrating safe, proportionate practice aligned with programme standards. Reference: Assessment Documentation
  
  Fidelity means delivering PETMA™ as designed: correct sequence, core language, thresholds, and intent. Reference: Training Manual
  
  No. core sequence, messaging and thresholds must not be changed. Reference: Training Manual
  
  PETMA™ is a structured programme for safety and impact; permitted options are defined in the manual. Reference: Training Manual
  
  PETMA™ must be taught clearly as PETMA™ to prevent confusion and drift. Reference: Training Manual
  
  No. PETMA™ is Regulation-First and prevention-first. Physical interventions are a last resort. Reference: Training Manual
  
  Acknowledge concern, return to Regulation-First, and reinforce thresholds/proportionality. Reference: Training Manual
  
  PETMA™ uses standardised language to protect dignity, safety and least-restrictive practice. Reference: Training Manual
  
  Yes. These are PETMA™ fidelity components and must be taught consistently. Reference: Training Manual
  
  Use calm containment, clear boundaries and return to the learning sequence rather than debate. Reference: Training Manual
  
  PETMA™ training is structured learning, not debriefing. return the group to prevention. Reference: Training Manual
  
  Stay within PETMA™ scope: safety thresholds, proportionality, dignity and least restrictive practice. Reference: Training Manual
  
  Follow the school/service safeguarding procedures and programme guidance on boundaries. Reference: Training Manual
  
  Protect dignity, contain details, avoid escalation, and return the group to learning. Reference: Training Manual
  
  Work must be authentic and reflect real professional judgement. AI must not replace accountability. Reference: Portfolio Guidelines
  
  Submissions that appear non-authentic may be flagged for clarification. Reference: Portfolio Guidelines
  
  Approved trainers are supported through mentorship to strengthen delivery and implementation. Reference: Mentorship Framework
  
  Mentorship supports delivery quality, confidence, pacing, and real-world implementation. Reference: Mentorship Framework
  
  It is not a portfolio drafting service or for redesigning content. Reference: Mentorship Framework
  
  Mentorship is designed to prevent drift by supporting reflection and recalibration. Reference: Mentorship Framework
  
  Mentorship supports continuous improvement through practical coaching. Reference: Mentorship Framework
  
  Yes. Activities are setting-flexible and focus on transferable thinking. Reference: Portfolio Guidelines
  
  Once authorised, you deliver within your approved scope to protect learners and schools. Reference: Portfolio Guidelines
  
  All guidance is in the PETMA™ Physical Skills Manual. Reference: Physical Skills Manual
  
  Distinctions between levels are defined in the Physical Skills Manual. Reference: Physical Skills Manual
  
  Level 2 is only for immediate safety risk when lower levels are insufficient. Reference: Physical Skills Manual
  
  Coaching guidance is covered in the manual, aligned with BILD ACT and RRN principles. Reference: Physical Skills Manual
  
  The programme uses a graded safety-led approach to support learners. Reference: Physical Skills Manual
  
  Safety checks for space, positioning, and risk reduction are set out in the manual. Reference: Physical Skills Manual
  
  Ethical basis: proportionality, dignity, and timely release is embedded throughout. Reference: Physical Skills Manual
  
  Trainers must deliver physical skills exactly as specified in the manual. Reference: Physical Skills Manual
  
  Interventions must be brief as possible and end when safety is achieved. Reference: Physical Skills Manual
  
  Record-keeping and debrief principles are explained in the manual. Reference: Physical Skills Manual
  
  The manual supports a culture of opt-out without shame for safety. Reference: Physical Skills Manual
  
  Assessment is based on safe execution, reasoning, proportionality, and fidelity. Reference: Physical Skills Manual
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Learn, grow & make a difference with

PETMA™ - Train the-TrainerProgramme

How is the Programme Structured?

1. Online Modules (Modules 1–6)

2. 5-Day Face-to-Face Programme

3. Portfolio (Applied Evidence of Learning)

4. Mentorship + Approval

Aon Cheisteanna?

PETMA™ Train-the-Trainer (TTT) FAQ

#01 - What is PETMA™ Train-the-Trainer (TTT)?

#02 - What is the learning pathway for PETMA™ TTT?

#03 - Where do I find the timetable and session plan?

#04 - What happens on each day of the face-to-face programme?

#05 - What should I do first if I feel overwhelmed?

#06 - Do I have to complete the portfolio tasks?

#07 - What are the portfolio items?

#08 - When do portfolio tasks need to be completed?

#09 - Where do I find the templates for the portfolio tasks?

#10 - What file format should I submit (Word/PDF)?

#11 - How much detail is expected in portfolio writing?

#12 - What if I'm unsure what a question is asking?

#13 - What if I submit something and I think it isn't good enough?

#14 - Can I submit late?

#15 - Can I go ahead to the Physical Skills Training Day if my uploads aren't finished?

#16 - How do I pass PETMA™ TTT?

#17 - What does GREEN / AMBER / RED mean?

#18 - What happens if I get AMBER?

#19 - What happens if I get RED?

#20 - When am I officially PETMA™ Delivery Ready?

#21 - Do I need to sign an MoU?

#22 - What are the decision rules / thresholds for authorisation?

#23 - What does "programme fidelity" mean?

#24 - Can I change the slides or restructure the programme?

#25 - Can I shorten the PETMA™ 2-Day programme?

#26 - Can I blend PETMA™ with other behaviour programmes during delivery?

#27 - Is PETMA™ a restraint training programme?

#28 - What should I say if staff push hard for restraint/holds early?

#29 - What is the approved PETMA™ language about restrictive practice?

#30 - Do I have to teach PRESS • SHIFT • PAUSE • LOOK exactly as defined?

#31 - What if a participant challenges the model strongly in the room?

#32 - What if the room becomes emotionally loaded or turns into incident storytelling?

#33 - What if someone asks a legal question?

#34 - What if safeguarding concerns come up during training?

#35 - What if someone discloses a serious incident in a way that risks distress or blame?

#36 - Can I use AI tools to help with writing?

#37 - What if two people submit very similar work?

#38 - What support exists after I'm approved to deliver PETMA™?

#39 - What is mentorship for?

#40 - What is mentorship not for?

#41 - What if I feel drift happening in my delivery over time?

#42 - What if I want feedback on my delivery style and confidence?

#43 - What if my setting is different? Will the portfolio still fit?

#44 - What is my scope after I complete PETMA™ TTT?

#45 - Where do I find the exact step-by-step guidance for physical skills?

#46 - How do I know what is Universal, Level 1, and Level 2?

#47 - What is the threshold for moving into Level 2 physical intervention?

#48 - How do I deliver physical skills teaching safely and consistently?

#49 - What do I do if a learner is anxious about physical skills training?

#50 - How do I risk assess the environment before any physical skills practice?

#51 - How do we ensure dignity and least-restrictive practice during a physical intervention?

#52 - What if someone is using a technique they learned elsewhere?

#53 - How long should any physical intervention last?

#54 - How do we record and debrief physical interventions appropriately?

#55 - What if a learner cannot safely take part in physical skills practise on the day?

#56 - How is assessment carried out for physical skills?

Extra Inspirational Section

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PETMA™ - Train the-Trainer
Programme