Supervision, both in name and practice is subject to competing tensions – between the needs (for example) for support for individual supervisees and teams, the needs for organisations to provide overview, quality assurance and evidence of its ‘work’, and of course, the needs of service users and others for accountable and transparent process and planning. Supervisors themselves are likely to experience such tensions in terms of time (or lack of it), competing work and professional priorities, recording (what and where?!), as well as (at times) keenly feeling the ‘emotional labour and challenge’ of working in a field characterised by volatility, uncertainty, complexity and ambiguity.
This half-day workshop considers issues around ‘authority’ and supervision; focusing in particular on areas which provoke intense anxiety, such as performance management, and ‘game playing’ in supervision and the importance of engaging in ‘difficult conversations’.
Themes introduced include: working in a diverse environment, the nature and limits of supervisory ‘authority’; the parallels between supervision and practice; the importance of contract/agreement around supervision and the idea of ‘candour’ in work relationships.
The aim of this course is to understand what sepsis is, recognise early warning signs of sepsis developing and know what to do promptly. To understand how to prevent localised infections developing into systemic life-threatening sepsis.
Sepsis affects 245,000 people in the UK every year, 20% of whom will die as a result of sepsis. Sepsis kills more people every year than breast cancer, bowel cancer and prostate cancer combined, yet many people do not know how to recognise early signs of it or what to do when it is spotted.
This short course will empower anyone who works with children or adults to better understand sepsis and explain how they could to save a life by acting quickly.
The session aims to support practitioners to undertake a good quality, analytical, evidence-based assessment to inform the decision making and care planning for children, young people and their family.
It covers the theory, principles and value base that underpins best practice in assessment and care planning, including SMART outcome focused objective setting.
A 1 hour lunchtime learning session covering some quick tips in Excel, Word, Outlook and PowerPoint
In this session we will be exploring what intersectionality is, some of the key concepts and principles and what we can do to take an intersectional approach when working with people
The A Proactive Approach to Conflict model was originally created in 1993 and has been successfully delivered to tens of thousands of people across a wide range of sectors, organisations and roles.
The one day conflict awareness training session helps participants to develop their insight into the reasons why we may encounter conflict in the workplace. In the session we share simple and effective strategies for creating and maintaining safe working practices and environments.
In this one hour lunch time session we will look at the learning outcomes below
The Assessed and Supported Year in Employment for social workers in England, is now well established and involves a holistic approach to assessment based on the Professional Capabilities Framework. These courses are designed to assist employers in developing supervisors to meet the ASYE requirements. The one day programme is for participants who have already completed an In-Trac core supervisory skills module, whereas the two day programme is a standalone course. The aim of both programmes is to support supervisors to use their supervisory skills in the holistic assessment of newly qualified social workers in their first year of employment.
The aim of the course is to gain knowledge to support people who have an Acquired Brain Injury. It covers both the impact on the individual who has the Acquired Brain Injury and their carers. This course provides the learners with the knowledge to understand the different types of Acquired Brain Injury and the causes as well as looking into some of the conditions associated with ABI such as dysphasia and dysarthria. The learners will also explore the impact of challenging behaviour and know what to do to avoid confrontation with someone who is emotionally agitated.
This 2 day course delves into the safety and governance aspects of organisational operations, focusing on the foundational elements of safeguarding for children and adults. It underscores the significance of integrating safeguarding as a fundamental aspect of operations and emphasises a person-centred approach for all individuals.
The exploration extends to the statutory duties and responsibilities of the NHS as a public authority in public law and the importance on human and equality rights. The course delves into relevant legislation, including the Care Act 2014 and the Children Acts of 1989 & 2004, alongside other pertinent legal frameworks.
Participants will be guided through best practices in record-keeping and decision-making processes, with an emphasis on creating defensible decisions. The course also investigates the repercussions of inadequate safeguarding and bad record-keeping practices on the outcomes for both children and adults.
The course also looks at the role of the witness in the court system in relation to safeguarding children's and adults
Change in an organisation at any time is a source of concern and stress for its employees. Supporting staff to deal with this is an important part of an employer's responsibilities. The Aim of this workshop is to equip staff in any organisation to manage stress and boost their own resilience during
The aim of this course is to prepare staff for applying for jobs by supporting them in completing application forms (which may be external) and giving hints and tips to help with interviews including using the STAR technique.
Over the last 20 years Cognitive Behavioural Therapy has become one of the
leading therapeutic interventions in the treatment of psychological conditions,
which may lead to increasingly problematic physical health conditions, such as
obesity and related conditions.
The main aim of this course is to provide an introduction to the principles and
practice of CBT for those wishing to familiarise themselves with this intervention and
who may aim to use aspects of it within their daily practice.
As such it does not assume knowledge of CBT by participants, however it will be
assumed that participants are willing to try some of the techniques discussed, in their
daily practice.
A 1 day course for IRO's on legal responsibilities within their role.
This session is aimed at individuals who work in the community and is intended to provide the practical skills to disengage a potential attacker.
This session is aimed at individuals who work with, support or care for children, young people or adults and provides practical techniques to release and re-direct situations whereby we are grabbed or held.
This session is aimed at developing capabilities and strengthening professional confidence in practice to manage risk positively
A 1 day BIA refresher course
Mental health problems are an increasing public health concern, not just in the UK but they are prevalent around the world. Despite this, for many people there is less awareness than there should be about mental health and mental illness and there needs to be an improved understanding of how people can manage or recover from mental ill health and how suicide risk can be reduced. This Mental Health Awareness course aims to increase awareness and understanding, particularly amongst professionals who may regularly come into contact with people with mental ill health. The course also aims to raise awareness of how the equality act is applied to mental health and about the importance of self care for mental wellbeing.
This one-day introductory programme of Social Care training Safeguarding Disabled Children aims to explore good practice in the protection of disabled children from abuse, and promote effective working together for all those concerned for their safety and welfare.
his one day programme is for those with responsibility for safeguarding practice in fostering organisations including front line managers, senior managers and members of fostering panels. Its focus is on the national policy and legislative context and how this, along with evidence from research and practice informs safeguarding work. The course will apply this national context to the specific issues that need to be addressed when managing a foster care service.
This course will enable participants to improve their conversational skills
The course will give an overview of the impact of grief and bereavement. Looking at whats “normal” to what the actual “family”/social care workers who are exposed to grief
The course is designed for ASYE / newly qualified Children Act Social Workers to assist you in the understanding of the Family Justice System and to prepare you for attending Court in support of your care plan.
It contains in-depth descriptions and definitions of the proceedings and individuals involved in the family court alongside their roles and the Public Law Outline. The aim is to explain what is required to produce quality social work evidence based upon SWET’s, to identify appropriate care plans and determine which orders are required and to persuasively present your evidence to the Court.
This 1 day course will help you improve your knowledge in spotting the signs of an eating disorder and putting in place support to help someone overcome this mental illness.
To provide participants with an opportunity to develop their understanding of how appropriate assessment of risk can be used to consider the impact of parental substance use on children and to plan appropriate child focused responses. Underpinning knowledge The course will be underpinned by appropriate research, theory and knowledge drawn from service user reports, serious case reviews, inspections and government inquiries.
The Care Act reinforced many of the overarching principles of assessment and highlighted the importance of an individual being supported to be as fully involved in the process as they are able to be. Aspects such as supported self-assessment and the new legal duty around advocacy reinforce this principle. The strengths or asset based approach, mandated in the Act, is about focusing on what a person can do, rather than what they cannot do, it is a move away from considering needs initially to exploring the person’s skills, relationships and resources.
The Care Act also highlights the importance of an individual defining their own personal outcomes related to what is important to them. These are distinct from eligibility outcomes defined under the Act.
The important principle of wellbeing was introduced alongside new duties of Prevention and Information.
The Act strengthens the rights and recognition of carers.
The eligibility criteria, which from 2003 until the introduction of the Care Act had been set out under the Fair Access to Care Services (FACS) guidance, was replaced by a national eligibility threshold (one for customers and a separate one for carers) comprising three requirements including whether, as a consequence of the person’s needs and outcomes, there is a significant impact on their wellbeing
In a relaxed and informal atmosphere, participants will explore the makings of professional authority and how to respectfully demonstrate it in day to day practice. It will consider the essence of professionalism and reflective practice in continuing professional development in health, social care and social work settings. It will also consider the contribution it makes to strengths based working and outcomes for customers and effective, evidence based decision making as well as its role in the resilience and efficacy of workers in a whole systems approach. It will examine confidence in decision making and respectful assertiveness, including saying no and using emotional intelligence to address the potential for conflict
This course will enable workers who are engaged in work with children and families to develop effective ways and build confidence in working with difficult behaviour, in order to recognise potential impacts on professional dynamics and multi-agency child protection work when professionals are faced with working with families who are hostile and evasive.
Many people find themselves busy throughout the day, constantly involved in some type of activity. That same group of people often reflect back upon their working day and when they take stock have made very little, if any real progress towards their own to-do list. They have applied their best effort during the course of the day but have not really been productive and key priorities have been overlooked or missed altogether.
This course looks at the ways in which we can more effectively sequence, organise and focus our approach to our work.
The role of the Appropriate Adult was created in the Police and Criminal Evidence Act (PACE) 1984, with the intention of safeguarding the rights and welfare of young people and vulnerable adults in custody. When someone is arrested by the police and taken to a police station they have three basic rights;
• The right to free and independent legal advice
• The right to have someone informed of their arrest
• The right to consult the Codes Of Practice (concerning police powers and procedures)
Having identified a young person or a vulnerable adult, the custody officer has a duty to request the attendance of a responsible adult, ( known as an ‘Appropriate Adult’) .This role is different to that of a solicitor. An Appropriate Adult can be a family member, friend or a volunteer or social / health care professional.
This course looks at understanding and responding to the behaviour of people with dementia. The training uses the principles of person centred care and looks particularly at communication and the effect of the environment.
The course, aimed at the Expert Witness, explains the English legal system and how courts deal with cases. The course addresses some commonly held myths about the system.
Detailed guidance is given as to the writing and presentation of reports and witness statements, together with a step by step explanation of the process of giving evidence in court. There is extensive analysis of cross examination techniques.
The course is conducted in an accessible, informal manner with an emphasis upon delegate participation and interaction throughout. Delegates on the 2-day course participate in practical exercises in a courtroom scenario which are designed not to be intimidating or unrealistic roleplay.
The aim of this workshop is to prepare staff for applying for jobs by supporting them in completing application forms (which may be external) and giving hints and tips to help with interviews including using the STAR technique.
This course aims to develop practitioners’ knowledge and understanding of parenting assessment and analysis and the importance of multi-agency working.
As scientific and medical knowledge advances, there are increasing numbers of people in midlife being diagnosed with relatively unusual forms of dementia. Numbers will increase as diagnostic accuracy improves, and it is important to recognise the unique care needs of people diagnosed with these less common forms of dementia.
This learning intervention will enable those attending to understand young onset dementia, appreciate the impact and implications for their respective client groups and apply learning to their workplace.
This course looks at the setting of standards of performance, managing under performance and providing constructive feedback. It provides the tools to effectively, fairly and consistently set, manage and feedback to members of our team regarding their performance at work.
For those working in health care to understand, in simple terms, what ethics are, why they’re important and what they mean to the health care working environment.
The course will encourage participants to think more about everyday situations in their work and home lives, and develop an ethical viewpoint and behaviours
Down Syndrome is a chromosomal disorder, affecting around 1 in every 1000 babies born in the U.K. In total about 60,000 people are known to be affected by it and this course is designed for individuals who want to ensure best practice in the care, assessment and support of individuals with Down Syndrome, particularly those who support adults with learning difficulties.
Working in a medical environment but not having medical knowledge can be an issue for many people working in health care. This interesting and easily understood course is designed to give learners the basics of medical terminology, definitions of medical words and an understanding of some of the medical topics which will commonly arise in a health care environment.
Learning Disability problems affect around 1.5 million people across the UK. but having a better understanding and awareness of different learning disabilities and how they affect individuals is an important part of working within this area.
The support provided by local authorities under Section 17 & Section 20 of the Children act, 1989, has been recognised by the government & courts as being an essential safety net to protect the most vulnerable children and families who have No Recourse to Public Funds (NRPF) from destitution. This course will provide delegates with a clear understanding of the legislation and case law in relation to families with NRPF and UASC (Unaccompanie Asylum Seeking Children). It will examine the complexities involved in the completing of these assessments and the importance of getting the assessments right, not just for the children & families but to prevent a legal challenge for the local authority under the Human Rights Act, 1998 in addition to the arrangements for working jointly with the UK Border Agency
Working in a medical environment but not having medical knowledge can be an issue for many people working in health care. This interesting and easily understood course is designed to give learners the basics of medical terminology, definitions of medical words and an understanding of some of the medical topics which will commonly arise in a health care environment.
Effective management and team leadership incorporates a wide range of skills, techniques and strategies. This practically-based course allows for the exploration, analysis and development of approaches that participants can immediately implement upon their return to the workplace.
This course incorporates, the theory, practical applications and strategies necessary to develop confident, competent and effective team leaders and supervisors.
Whilst working in Teams, It is crucial that all team members have a breadth of skills which enable both roles to be covered in times of absence and for promotion opportunities when vacancies arise (succession planning).
This course provides the tools to effectively, fairly and consistently set, manage and feedback to members of a team regarding their performance at work.
These days everyone is pulled in many directions and there never seems to be enough time in the day. We cannot create time. This course has been designed to help you identify how use your time during the day and look for ways to spend your time effectively.
This session is to help you effectively plan your day and workload
This course will equip participants with the necessary skills to be able to confidently take minutes at vulnerable adult strategy meetings, providing the delegates with a full understanding to this role in a multi agency meeting environment.
The aim of this course is to introduce the nurse to Health care law, Evidence based practice and re-validation
A primary focus for children’s social care authorities, and so that they meet Ofsted requirements, is to ensure that managers carefully oversee casework assessments, plans and reviews so that these demonstrate timely and purposeful work with children. Good quality and consistent Management Oversight is essential so that an authority can deliver its service priorities. Following Ofsted inspections, lack of Management Oversight is commonly reported as being a major issue.
To address this our Management Oversight training is absolutely specific and unique to each of our clients in the same way that the issues and work practices in that client’s service are also unique. Talking Life will work with you and your nominees as we design and deliver a development programme to your chosen audiences. Afterwards, we feed back to your organisation the voice of your delegates in order to ensure that all of your staff have an investment in establishing and maintaining meaningful Management Oversight.
This is generally a one day programme of delivery, however it can be expanded to become a wider syllabus with a second day being added that addresses leadership and supervision development issues. You will see below the links that Ofsted make between Management Oversight and Supervision and you may feel this is an opportunity to embed both these modules within a wider Managers’ Development Programme that your Organisation might already have in place
This is a short, practical skills course that is designed around aligning all employees against sexual harassment in the workplace as well as any form of harassment. To do this the trainer gets employees to explore and understand what is expected of them regarding acceptable conduct under company policy and UK law as well what is expected of an employer as part of their legal duty of care.
A primary focus for children’s social care authorities, and so that they meet Ofsted requirements, is to ensure that managers carefully oversee casework assessments, plans and reviews so that these demonstrate timely and purposeful work with children. Good quality and consistent Management Oversight is essential so that an authority can deliver its service priorities. Following Ofsted inspections, lack of Management Oversight is commonly reported as being a major issue.
To address this our Management Oversight training is absolutely specific and unique to each of our clients in the same way that the issues and work practices in that client’s service are also unique. Talking Life will work with you and your nominees as we design and deliver a development programme to your chosen audiences. Afterwards, we feed back to your organisation the voice of your delegates in order to ensure that all of your staff have an investment in establishing and maintaining meaningful Management Oversight.
This is generally a one day programme of delivery, however it can be expanded to become a wider syllabus with a second day being added that addresses leadership and supervision development issues. You will see below the links that Ofsted make between Management Oversight and Supervision and you may feel this is an opportunity to embed both these modules within a wider Managers’ Development Programme that your Organisation might already have in place
There are over 30,000 men currently fostering in the UK, 40-45 per cent of all approved foster carers. Nearly 80 per cent of them are part of a heterosexual couple.
Most looked after children will have experienced poor quality relationships with men living with often absent or abusive, unpredictable fathers who give out confusing signals. Within these experiences, children develop their own unique view of what men and fathers are like and how they behave. These viewpoints will heavily influence a child’s behaviour and emotions when joining a foster family.
Male foster carers can provide valuable experiences of âinvolved fathering’ for looked after children. For many children in care living with a male foster carer has been their first positive experience of an adult male, giving them the chance to explore how to form trusting relationships with men and to have contact with men who understand their needs.
However, evidence suggests that many male foster carers experience marginalisation. Male foster carers need to feel, and should be, valued, respected, trained, supported and, most of all, involved.
There is an urgent need for fostering services and the wider public to recognise and respect the role men can also play in transforming the lives other people’s children.
Fostering agencies can contribute to this process by recognising the issues, by learning from the experiences of their male foster carers and promoting positive practice.
The challenge is now for all fostering services to empower their existing and potential male foster carers, and to reassure them that they have a crucial role to play, either as sole foster carers or as half of a fostering couple.
This course supports members of staff who chair a variety of different types of meetings which all have the same theme in common, they are all sensitive meetings e.g. Adult & Child Protection Meetings, Safeguarding Meetings, HR Meetings, Disciplinary Meetings, Restructuring Consultation etc.
Engaging with patients on a more personal and proactive level, and supporting them to help manage their own care, can have a dramatic effect on the experience of patients and the satisfaction of the entire practice team.
This Writing Reports for Court Training course is designed to provide social workers with the skills necessary to create and defend written statements and reports in a tribunal or court.
This course is designed to increase the theoretical knowledge of social care professionals on the up to date legal framework, code of practice and human rights that covers the clients’ capacity to make decisions, protection of their cognitive decision making process, and understanding the principles of proper care towards these vulnerable people.
A course for delegates to build their Mentoring skills, learn new skills and create new behaviours to support apprentices and teams with personal career progression.
Understand how to develop personal competencies and how not to develop unhealthy dependencies for the effective mentoring relationship. Develop objective measures to track effectiveness, develop awareness and responsibility in the coachee and boost morale and transform toxic attitudes into positive attitudes.
This course will provide participants with an insight into to the available methods complimentary to, and instead of formal processes for conflict resolution; including skilled use of communication and questioning.
Particularly, but not limited to acquiring the skills to re-establish working relationships after a formal dispute has been resolved.
This course will introduce participants to a range of skills, competencies and knowledge/experience that make up the mediator skill-set.
A course for participants to understand the change process as well as the pace of change and how we can control our journey positively. Also to become resilient and maintain a positive mindset throughout the whole process; to embrace and take an active part in the process every time.
The course will enable participants to build the skills and confidence to enable them to self navigate through the change journey understanding how much control they have. They will develop resilience to positively embrace change and motivate themselves throughout and beyond.
This Sibling Assessment Training course enables practitioners to understanding the dynamics of sibling groups with specific issues or complex histories. The course explores the impact of both placing children together and separating them. A range of theories will enable practitioners to consider short medium and long term issues for placement of siblings. Alongside this practitioners will be supported to consider the impact of trauma on children and young people and how this may be triggered in sibling relationships even long after they have been removed. Practitioners will consider the impact across the whole of a child’s development of remain or separating from siblings.
The aim of this day is to introduce participants to the area of Adverse Childhood Experiences through a mixture of presentation of key concepts and scenarios, allowing participants to gain a greater understanding of the impact of Adverse Childhood Experiences with case studies relevant to their daily roles.
The aim of this course is to develop and build foster carers' knowledge of how they can support the education of Children in Care.
The aim of this course is for participants to learn how Looked after Teenagers change as they grow older and how these changes impact their behaviour. They will learn skills to apply this understanding to their day to day care.
Most people write business documents on a daily basis: emails, reports, meeting summaries, minutes or other business correspondence. Writing creatively and writing for business are two entirely different disciplines. You could be an amazing creative writer while making potentially serious mistakes when it comes to business communication. This 1 day course is a perfect introduction to the skills of articulate business communicators.
Attendees will learn how to create business documents in Plain English that say what you mean and achieve the results you want. The course not only covers the basics of how to improve your writing skills but also how to achieve the right result from your written correspondence.
Due to the increase in the popularity of Motivational Interviewing (MI) and Solution Focussed therapy as interventions both in addictions and general health and social care practice, this Motivational interviewing training course will give practitioners the skills to engage with their clients using motivational interviewing techniques in conjunction with Solution Focussed Therapy, thereby facilitating client-led, sustainable behaviour change.
This collection of core skills courses covers 4 essential HR topics relevant to Managers who are in a first line supervisory role. It will equip them with the knowledge and practical skills to manage the following HR areas:
1. Disciplinary & Grievance
2. Absence Management
3. Performance Management
4. Recruitment & Selection
Delegates attending this course will be working with Unaccompanied Minors (UAMS) in different capacities. Attendees will want to gain an advanced understanding of the political, religious, cultural and background dynamics that contribute to UAMs trauma experiences. The course provides IROs and other practitioners working with UAMs with an in-depth, multi-faceted understanding of how political, religious, cultural and background experiences can contribute to UAMs trauma. Delegates will also be given the toolkits and necessary knowledge to able to confidently engage with UAMs as to ensure engagement with professionals and services. Finally IRO’s and professionals will be able to discuss any concerns relating to religo-cutural experiences and UAMs arena with a qualified Imam (Muslim religious leader).
This course helps participants understand how and why we think, feel and react to stress and to understand and practice mindful responses to stress. Mindfulness will help develop present moment awareness to see life differently, change unhelpful patterns and experience more choice. It will inject moments of stillness into times of disorder, panic, crisis.
The course will enable participants to apply Mindfulness personally and professionally to reduce stress in everyday lives.
The interactive session enables managers to look at difficult times and challenges, some of which we have no experience of and be able to mindfully choose and action effective plans for self and others.
This course enables participants to develop an understanding of homelessness within the framework of safeguarding adults
This course is designed to provide education & social care professionals with a practical understanding of contemporary gang culture and in particular the glamorised version portrayed to, and accepted by many young people. The course’s focus is to educate as well as provide effective counter arguments and brief interventions that can be used with young people.
This Gangs and Systemic Youth Violence Training explores the national epidemic of knife crime and serious youth violence and how practitioners can respond effectively utilising real time interventions and evidence based practice
This course is for those working with children and families where they are parental substance misuse issues including alcohol, or those working with adult clients with addiction issues who wish to understand the impact of parental/carer substance misuse on the child and the family.
During the course the participants will look at and discuss issues such as commonly used substances, their impact on parenting and what impact this may have on child development, attachment and ultimately outcomes for children in adolescence and adulthood.
The course will consist of a mix of group discussion, presentation of evidence based research, including the thoughts of children affected by parental alcohol and substance misuse and the use of case studies to allow integration of knowledge in to practice
Bias is something that affects everyone, and shapes our experience of both the world and the people around us. Making a positive change starts with an acknowledgement that it does exist and the potential business impact of not taking action to rectify it.
During this Bias Training session we will explore how both conscious and unconscious bias’ can affect our decisions regarding recruitment, selection, leadership, motivation and more.
The key aim of this training is increase participants' knowledge and understanding around grief and bereavement in the workplace
The aim of this course is to raise awareness of sexually harmful behaviour displayed by children and young people.
In a relaxed and informal atmosphere, participants will explore the makings of professional authority and how to respectfully demonstrate it in day to day practice. It will consider the essence of professionalism and reflective practice in continuing professional development in health, social care and social work settings. It will also consider the contribution it makes to strengths based working and outcomes for customers and effective, evidence based decision making as well as its role in the resilience and efficacy of workers in a whole systems approach. It will examine confidence in decision making and respectful assertiveness, including saying no and using emotional intelligence to address the potential for conflict
The aim of this course is to support social worker practitioners in gaining knowledge of the Human Rights Act 1998 and understanding the importance of embedding human rights in their practice
In order to encourage and reassure front-facing health & social care staff in their return to work during Covid-19, this 2 hour on-line course, using Zoom (or similar) aims to give individuals a basic understanding of infection prevention and control in practice and a greater understanding of current infections, risk and prevention of communicable diseases and in particular Covid-19.
When change takes place in any organisation, strong leadership is an important part of making sure changes are effective and as problem free as possible. The Aim of this workshop is to equip Managers with strategies to deliver change within their team whilst dealing with the emotional responses people have to change. It looks at the importance of communicating regularly with the team and at creating a Leading Change Action Plan to identify what needs to be done differently. It includes how to manage on stress and support the people within the team.
This training will provide delegates with all the tools that make a facilitator a ‘good facilitator’ as opposed to a ‘dictator’ by help to keep opinions and emotions at bay.
The aim of this bite size session is to advise and support on how to give a fast response to domestic abuse with current information around how to manage risks during COVID-19
This course aims to take you through all you need to know about the mental needs of children and young people including risk factors that can influence the onset of mental health issues in children
The course focuses on children’s developmental needs and addresses the impact of developmental interruptions and trauma on children and young people’s mental health. We will also consider the impact of mental health issues on learning and community inclusion.
Managers and staff in many organisations are increasingly being asked to reach agreements with other departments, agencies, public or voluntary bodies about the provision of services & goods and the delivery of outcomes. This requires them to be effective in conducting negotiations to maintain standards, achieve improved results and deliver value for money.
Many Organisations are relying less on Human Resources professionals to handle day to day employee relations issues. This requires line managers to conduct negotiations about local issues with employee representatives & trade unions. This course helps equip them with the negotiating skills needed.
This course seeks to develop and apply negotiating skills, so participants are asked to come to this workshop with information about a negotiation they will be involved in or a negotiation they have handled recently.
Through this course, participants will develop an awareness of Schizophrenia how best to support an individual who may be suffering with it.
Understanding the implications of disguised compliance comes mostly from learning from serious case reviews. Parents’ behaviour can mislead us about the progress they are making and about the true nature of the lived experience of the child. Apparent or disguised cooperation can prevent or delay understanding of the severity of harm to the child and lead to cases drifting.
This course provides participants with a good understanding of how to care for the dying to ensure they;
– Have a clear understanding End of life care
– Demonstrate effective communication
– State the principles of delivering bad news
– Explain palliative care and person centred planning
This course will look at working with distressed and difficult clients by developing awareness of the issues involved when sharing information in a highly emotive and challenging setting. Delegates will develop an understanding of the impact, on both the giver and receiver, of support and information and explore tried and tested ways of communicating with distressed people and identify the most appropriate strategies.
The aim of this course is for the delegates to be able to plan, prepare and conduct an interview with a victim and or witness, complying with the requirements and competences compatible with carrying out an interview and investigation.
Through this course, participants will develop an awareness of Schizophrenia how best to support an individual who may be suffering with it.
The key aim of the bereavement training is to increase knowledge or care after death procedures, grief and bereavement (including suicide), develop an understanding in order to build confidence and enhance skills needed to work sensitively and empathically with families, carer’s and others who experience loss and grief.
This course is intended for anyone who deals with customers, whether face-to-face or on the telephone. Customer service is one of the most important aspects of any organisation, it’s not just a question of reacting to your customer’s needs it’s about anticipating those needs in advance of their arrival. We will also be looking at situations when a customer’s expectations are not met and the potential for conflict arises.
This course will show participants how to better prioritise their work, create detailed time planners, overcome procrastination and take control
A course for managers to build their Coaching and Mentoring skills, learn new skills and create new behaviours to support their teams and personal career progression.
Understand how to develop personal competencies and how not to develop unhealthy dependencies for the effective coaching relationship. Develop objective measures to track effectiveness, develop awareness and responsibility in the coachee and boost morale and transform toxic attitudes into positive attitudes
The Medicines Management workshop is aimed at all support workers involved in the administration of medication, including those looking after adults/children with disabilities. The session facilitates an overview of the accountabilities and responsibilities of this worker within this context and provides a comprehensive theoretical underpinning to safe medicine administration.
Depression is not a natural process of ageing. Approximately 2-4% of the population over 65 years suffer from major depression, which reinforces that the majority do not. However, those that are depressed in this age group are often under-recognised and under-treated, especially those in residential care homes. This course focuses on recognising and managing depression in this age group which can lead to a better quality of life for both patients and carers
This course introduces participants to the causes and impact of neglect on children, including its impact on development, health, attachment patterns and resilience. It will equip practitioners with the knowledge and skills to recognise and assess for neglect amongst children and understand the concept of thresholds.
It will allow participants to expand their knowledge in the causes and impact of neglect on children in terms of their development and well- being and to look at how neglect is assessed and the concept of thresholds of harm.
An experiential full day programme for candidates to fully understand the skills and mindset necessary to present confidently and communicate with clarity. Also to be able to structure and present with authority and to be resilient and maintain a positive mindset throughout the whole process.
The course will enable candidates to build the skills and confidence to enable them to gain the co-operation of others and be more positive when presenting verbally and non-verbally as well as presenting themselves as positively as possible matching the styles of the person or audience.
Diabetes is a chronic condition associated with abnormally high levels of sugar (glucose) in the blood. Absence or insufficient production of insulin, or an inability of the body to properly use insulin causes diabetes. This diabetes awareness training course aims to develop knowledge of causes, signs and symptoms of diabetes, how to prevent them, as well as to understand how diabetes impacts a persons daily life and emotional wellbeing.
Supervision is central to good practice. Good supervision provides an opportunity to develop reflective thinking which can improve resilience, improves the quality of decision making and interventions, supports professional thinking and prevent failure, helps to identify and achieve personal learning and development opportunities and addresses workload management. It can increase a practitioner’s confidence and improve job satisfaction and assure the supervisor that all tasks have been completed, and that practice is legally compliant and meets standards.
This highly interactive day with a number of small and large group exercises will explore the aims and functions of supervision, define good supervision and outline the values, principles and standards, as set out in your Supervision policy. It will cover the importance of reflection and powerful questioning, including using the strengths based approach and addressing difficult conversations. It will reinforce supervision standards required by the Health and Care Professions Council (HCPC), set out the responsibilities of both supervisor and supervisee for supervision and define the supervision contract. It will include an opportunity for supervisees to develop or expand their own resilience toolkit.
This 1 day course will promote high quality supervision in the methods used and content covered to ensure that it supports the individual, their professional development and their wellbeing and where a key aspect is the focus on the quality of practice, which will in turn impact on the quality of interaction/support given to the adult/carer.
Cognitive Behavioural Therapy (CBT) is a well evidenced psychological therapy for the treatment of common mental health problems. Delegates attending this training course will be provided with a full background and understanding of Cognitive Behaviour Therapy.
This course is designed for those who work in Health and Social Care environment, supporting individuals with learning disabilities and/or complex needs. It is designed to provide the essential knowledge and understanding to support them lead fulfilled lives.
Due to the increase in the popularity of Motivational Interviewing (MI) and Solution Focussed therapy as interventions both in addictions and general health and social care practice, this course will give practitioners the skills to engage with their clients using motivational interviewing techniques in conjunction with Solution Focussed Therapy, thereby facilitating client-led, sustainable behaviour change. This course is delivered over 4 half days, in virtual classroom
The support provided by local authorities under Section 17 & Section 20 of the Children act, 1989, has been recognised by the government & courts as being an essential safety net to protect the most vulnerable children and families who have No Recourse to Public Funds (NRPF) from destitution. This NRPF & UASC Training course will provide delegates with a clear understanding of the legislation and case law in relation to families with NRPF and UASC (Unaccompanied Asylum Seeking Children). It will examine the complexities involved in the completing of these assessments and the importance of getting the assessments right, not just for the children & families but to prevent a legal challenge for the local authority under the Human Rights Act, 1998 in addition to the arrangements for working jointly with the UK Border Agency
Motivational Interviewing has its origins in the alcohol field in the 1980’s and is one of the best validated and widely used of all psychosocial interventions for alcohol use problems (Miller & Rose, 2009). Dr William Miller observed practice where people accessing treatment and support were often subject to authoritarian and confrontational approaches which resulted in people feeling let down by treatment. Consequently, he developed MI alongside Stephen Rollnick.
MI uses a conversational approach which works with people’s motivations to change grow. The MI practitioner on this 2-day Motivational Interviewing Training course is trained to use a guiding style to empower the service user to consider both their internal motivations for change and growth as well as the impact of external factors (family, friends, society and media). The service user benefits from this approach through being placed in control of their decision making as the expert of their situation. There is a strong focus on the practitioner and service user working in partnership in moving towards change and growth.
To understand the legal framework around VAWG and gain skills to act appropriately to women or children who are at risk or have been subjected to violence.
In recent years, good record keeping has increasingly focused on electronic and computer based data collection and recording systems designed as screening and assessment tools, and as a means through which statistical data can be centralised and regulated.
Knowing how much information to record and that those records are accurate, objective, sufficiently detailed and summarised succinctly can be extremely difficult, particularly where record keeping is confined within specific categories and a strict word count. This can lead to important details being omitted and a less accurate picture being conveyed.
When employees feel personally valued and are personally motivated by their work,
engagement in their job and improved outcomes almost naturally follow.
Team members’ motivation levels can have an impact on their productivity, the quality of
their work, their engagement, morale and their relationships with others. It is vital,
therefore, to create the conditions for motivation to thrive within the team
One of the most important roles a team leader, supervisor, line manager must perform is supporting their team members by providing supervision and guidance. This can be difficult to achieve especially when you are new to the role. In this course we will explore what is meant by Supervision. This course is aimed at identifying the key tasks to be performed in the supervision role.
This course is designed to practice the theoretical knowledge of healthcare professionals on carrying out Mental Capacity Assessments and contributing Best Interest decision making process
The aim of this course provide candidates with the knowledge and skills to ensure health and safety regarding the safe use of sharps within a health and social care setting in compliance with relevant legislation, regulations, guidance and good practice. That all staff will be able to identify hazards associated with healthcare practices and take actions to minimise the risks and maximise the safe use of sharps.
This course provides an opportunity to understand the need for effective report writing and record keeping. Clear and comprehensive records are necessary to reflect key information including adult's wishes, needs and experiences.
The aim of the course is to:-
Understand the importance of written communication
Remind you of your responsibilities with regards to producing, keeping and disposing of written records
Confirm or Enhance your skills and knowledge
Give you the tools to improve records you produce from now on.
This course is for social workers who are required to maintain contemporary records in their work with children and families. We will explore what language to use and how to write records and reports in a way that is easy to read and makes sense. It will support social workers to produce well-crafted records and reports that reflect key information including children’s wishes, needs and experiences.
This course is intended to give social care professionals a greater insight into the complexities and principles of working with families where sexual abuse of children is a feature and use this to improve risk assessment and risk management.
This is achieved through understanding who perpetrators of sexual abuse are, what behaviour they exhibit and motivations behind offending and developing knowledge of the risk factors behind sexual offending.
Delegates will also develop knowledge of the legal framework with reference to the Sex offender register (SOR), Sexual Harm Prevention Orders (SHPOs), Child Sex Offender Disclosure Scheme (CSODS) and the role of criminal justice agencies in the management of these cases.
The course also looks at the role of the non offending parent or caregiver and how we can use this understanding to work more effectively with families.
Delegates will also develop skills in working with those who perpetrate sexual abuse against children and be able to signpost them to support services.
When it comes to safeguarding adults and minimising the risk of abuse and neglect, there are a number of important responsibilities involved for those who may encounter vulnerable adults within their role.
Our safeguarding adults level 2 training addresses these responsibilities and gives learners a deeper understanding of key safeguarding topics enabling them to apply the knowledge to their workplace.
It introduces safeguarding as a topic, covering jargon, multi-agency working and best practice, as well as explaining how to identify the signs and symptoms of abuse, what to do if someone discloses information, and what you should do if you suspect a vulnerable adult is being abused.
We offer tailored 1:1 Direct Supervision Training sessions facilitated by trained supervisors for individual and group needs.
Clinical record keeping & effective documentation within the social care sector requires a person-centred approach whilst meeting legislative and information governance requirements. Ensuring that records are effectively and accurately kept, appropriately shared and accessed by multi-agencies and within a social care team can be complex with ever increasing demands, yet the integrity of clinical records and best practice for their management is of paramount importance.
This day aims to give staff in receipt of 1:1 supervision in social care an opportunity to understand the key elements of effective supervision, and how they can work with their supervisors in order to maximise its effectiveness. There are a range of models of supporting reflective practice and reflective learning. Critical reflection is seen as a fundamental element of professional practice and the linchpin of sound professional judgment and decision making. A combination of learning methods will be used throughout the day, including lecture, workshop and group work. Interactive and experiential methods, in the form of case studies and reflection dilemmas will be used, to inform participant learning and support application to practice. This course will include looking at the supervision policy and exploring how to use supervision effectively.
This a one-day course designed to provide social workers with a good working knowledge of all the different aspects of family law as well as the legal system of England and Wales
This one-day course will give delegates the knowledge and practical skills needed for the moving and handling of children safely.
To introduce participants to the interface between disability and safeguarding. To recognise ways in which children with disabilities and complex health needs can be more vulnerable to harm.
This course is designed to raise awareness of and to begin to develop strategies for safeguarding children with disabilities
This two-day Supervision Training course (with the option of a third follow up day) is designed to assist participants to deliver a model of supervision that works within a health organisation and contributes towards keeping adults safe from harm.
This one day course explores the meaning of emotional resilience and how practitioners can develop their own emotional literacy in order to increase resilience and be more effective in their practice.
The aim of this course is to offer participants the opportunity to explore recent research into child development and its application to assessment; taking account of findings from serious case reviews and current research.
The aim of this course is to improve understanding and develop practical strategies to help support children and young people who experience significant losses in their lives.
This one day course explores the meaning of emotional resilience and how practitioners can develop their own emotional literacy in order to increase resilience and be more effective in their practice.
The focus of this course is to explore racism and discrimination and its impact on black and minority ethnic children and families. This interactive course will inform and assist practitioners to work in a culturally sensitive way, ensuring that stereotyping and prejudice do not affect safe practice.
The aim of this course is o develop practitioners knowledge and skills in communicating and working with vulnerable children and young people.
There are specific requirements relating to support for care leavers. The ultimate aim of leaving care services is to support care leavers so that they can live successful independent lives. Each care leaver will reach that point at a different age and there should be no assumption that the duty means that all care leavers will require statutory support until the age of 25.
Young people are not adults and are also transitioning through developmental stages which impact on their decision-making reasoning, risk taking choices and ability to learn and use life skill. As part of this Transitions (Leaving Care) Training course we will look at brain development in adolescence and how to support young people through a range of transition situations
This two-day course aims to provide participants with an understanding of the principles underpinning social work assessments with children and families and the opportunity to develop skills in information gathering, analysis and developing effective plans.
For new & existing managers to develop reflective supervision practice & make reflective conversations part of the culture of support for team members.
This course is designed to assist practitioners in their assessments of children’s needs where one or more parent or carer has a mental illness. The training recognises the intricate interplay between parental ill health, parenting tasks and the developmental needs of children.
To increase confidence of practitioners in engaging ‘fathers’ in children’s safeguarding work; and raise and reinforce awareness of the importance of engaging ‘fathers’ to secure better outcomes for children. ‘Fathers’ = “Biological or other father-figures” (Daniel & Taylor 2001)
Working to support learning disabled parents and ensure that their children are safe requires an understanding of the multiplicity of risk factors facing learning disabled parents and their children. This course will build on established assessment frameworks and provide participants with up to date knowledge and skills that will assist them to conduct effective assessments and work alongside families and their children to both need and reduce risk. Course aim: This one day course aims to consider how to ensure that children of learning disabled parents are effectively safeguarded.
Having to communicate directly with children and young people as a social care worker requires a specific and important skill set. This course sets out to guide the social worker to understand the relevant process and dynamics involved and develop reflective and reflexive skills to enable them to master the art of difficult conversations.
To help practitioners to recognise and work with the complex factors affecting domestic abuse, and how this impacts on children and use this knowledge to carry out effective assessments which lead to the right help being provided to individual children and their families.
The aim of the course is to provide participants with an opportunity to develop their understanding of men who abuse women. To consider appropriate assessment of risk and how appropriate intervention can be used to plan appropriate child focused responses.
The course will be underpinned by appropriate current research, theory and knowledge drawn from Service User reports, Serious Case reviews, Inspections and Government Inquiries.
This interactive one-day course will enable delegates to develop their knowledge and confidence in working with resistance parents and carers to improve the welfare and outcomes for children and young people. This course will develop skills in identifying disguised compliance, why families are resistant, how to identify and evidence in assessments and understand what they can do to move things forward.
The aim of this course is to increase confidence of practitioners in engaging ‘fathers’ in children’s safeguarding work; and raise and reinforce awareness of the importance of engaging ‘fathers’ to secure better outcomes for children. ‘Fathers’ = “Biological or other father-figures” (Daniel & Taylor 2001)
This course will enable delegates to work and engage with parents/carers who have any sort of learning disability. Empowering Social Workers to have the confidence to identify and complete assessments with adults with learning disabilities, enabling them to effectively assess parenting capacity and recognise when specialist intervention is required.
To provide participants with an opportunity to increase knowledge, and understanding about the importance of developing secure attachments, and the impact of insecure attachments on children’s development. To provide participants with the necessary knowledge and understanding about child development and attachment, to help them improve skills in supporting children and ultimately improving outcomes for them.
The aim of this course is to offer insight into positive parenting and child development
This two-day course will provide participants with the opportunity to develop their skills and knowledge when working with adults who have learning disabilities. Through a blended learning approach including seminar sessions, group work and case studies and examples participants will explore the key themes and areas in order to increase their confidence in this field of work. This course will equip participants with the knowledge and skills, to work effectively and confidently with Adults who have learning disabilities.
This two day Supervision Training course (with the option of a third follow up day) is designed to assist participants to deliver a model of supervision that works within a health organisation and contributes towards keeping children safe from harm.
It explores the elements of supervision that are intrinsic to keeping children safe from harm across all professions. The course will explore working with uncertainty, the factors that affect decision making, the role of emotional resilience as well as lessons from serious case reviews.
This one day course aims to introduce team support workers to best practice in creating effective plans. Lessons from research and guidance from current law and policy will be used to enable participants to explore the link between assessment and planning, the principles of SMART and ExACT plans, and the enhance their understanding of creative outcome focused planning.
To provide staff with an opportunity to develop knowledge and skills in chairing child care meetings, including looked after reviews and child protection conferences.
This one day course is to help participants understand different types of behaviour and how to use these in a positive way
Child to parent violence is any behaviour used by a young person to control, dominate or coerce parents. This course aims to help delegates understand and increase their awareness of what this is and give them strategies as a practitioner in working with child to parent abuse
This is a one day course is for anyone who works with children or adults who exhibit autistic behaviours. Many children and adults with autistic spectrum disorders experience diminished or heightened sensitivity to sensory stimuli. This course explores the main sensory processes and the impact on the individual if they are functioning usually. This knowledge can then be applied in designing an assessment which can produce an individual Sensory Profile for each child or adult and how to integrate the results of this assessment into the person’s everyday life to improve communication, socialisation and participation, hopefully making life less stressful and more enjoyable. It will also demonstrate how the assessment results can be used to plan environments, teaching strategies and communication plans for each individual.
This course takes participants through the key elements of a well-structured report required to be presented to the Agency Decision Maker, Adoption Panel and Court.
The need to successfully capture the views and wishes of children is a concept that is both philosophically shared as well as embedded in legislation. Those of us working with disabled children need to draw on a skills base of creativity, flexibility and advocacy in order to ensure the voice of each child is captured, valued and used to influence and enhance the quantity of disabled children's lives and experiences.
This course will provide frontline staff with the ability to increase their knowledge of development of children through to young people (aged 13 - 25)
Taking a neurobiological view – how do we work with Trauma within our perspective roles?
To provide participants with an opportunity to develop their understanding of how appropriate assessment of risk can be used to consider the impact of parental substance use on children and to plan appropriate child focused responses. Underpinning knowledge The course will be underpinned by appropriate research, theory and knowledge drawn from service user reports, serious case reviews, inspections and government inquiries.
This course will provide children's social care staff with the ability to increase their knowledge of child and adolescent development
Communicating with disabled children, particularly non-verbal children requires a very special set of skills. This course sets out to help participants overcome the various barriers to good communication and offers a range of tools and resources to help
This one day course builds on knowledge and skills gained on level one and will enable participants to develop a more detailed understanding of the communicative and environmental strategies that are known to help autistic children and adults make sense of the world.
This one day course helps staff to understand the affects of mental health on the behaviour in adolescents
This course will provide frontline staff with the ability to increase their knowledge of development of children from the ages of 0-12
This four day programme is usually delivered as the two day core programme, plus an additional two days approximately one month later. There will be an expectation that participants complete tasks in the intervening period, thus enabling learning to be put into practice. This course may be supplemented by an observation of supervision practice afters day two and day four. his course aims to provide participants with the skills required to deliver effective supervision with a focus on complex practice dynamics and methods and tools for developing and improving performance. Link to PCF domain 7 & 9 Learning Outcomes
Recording a style of supervision which moves beyond a focus on task completion can be a challenge and for example, within Children’s Services, Ofsted inspections in a number of Local Authorities have commented that reflection and analysis are insufficiently evidenced within the supervision records. In-Trac believes that good recording is an important element of good practice as it provides the opportunity for the supervisee and supervisor to reflect on, summarise and agree the key elements of their discussions as well as providing a permanent record of the reasons underlining decisions which is available to others. We have been working with a number of organisations to create formats that support the recording of reflective supervision and have developed this one day workshop to develop the skills of supervisors in this task. The aim of the day is therefore to explore best practice in recording supervision with a focus on the effective recording of case discussions in the child’s records. It is an interactive participative day focusing on the practical skills involved. It is assumed that participants will have attended previous In-Trac training equipping them with the skills required to deliver reflective supervision
The aim of this course is to equip managers, owners and supervisors within nursery and day care settings with the knowledge and skills required to play an active role within the safeguarding system and maintain effective safeguarding practice within their own setting.
This one day training workshop aims to offer staff in receipt of 1:1 supervision in social care an opportunity to understand the key elements of effective supervision so they can work with their supervisors in order to maximise its effectiveness
This is a one day course for staff to provide day to day support and care to people on the autistic spectrum and to provide an opportunity to build on your existing knowledge of Autistic Spectrum Disorder and to use this knowledge to identify practical strategies that can be used when supporting individuals with Autistic Spectrum Disorder.
This course is mandatory for newly qualified social workers and is also suitable for those working in children’s services who may be working with families where physical abuse is an issue. The aim of this course is to enable participants to gain a greater understanding of how physical abuse affects children and young people and to develop the knowledge and skills necessary to intervene effectively.
Each year well in excess of 100 serious case reviews are carried out by Safeguarding Children Boards. Whilst the purpose of reviews is to contribute to learning and practice improvements, too often the only people who really have the time to absorb the learning are those who have been involved in the review process. Those involved in carrying out reviews hear powerful stories from families and practitioners that may not always be adequately reflected in a published report and a vital opportunity to understand the way in which professional practice impacts on the lives of children (both positively and negatively) may stay within the review team.
This one-day course offers an overview of recent relevant reviews’ findings, particularly in relation to infants and adolescents (e.g. Complexity and Challenge, Out of Routine, National review of NAI in under 1’s, It was hard to escape, etc).
Together with information from relevant research it will set the context to help practitioners begin to identify which may be the more vulnerable groups of children and which may be the most recurrent themes within families.
To give participants an opportunity to consider some of the dilemmas involved in working with families where emotional abuse is an issue. Lessons from research and Serious Case Reviews will be used to enable participants to define and identify emotional abuse, explore assessment processes and examine appropriate ways of intervening
The Independent Inquiry into Child Sexual Abuse (2023) made 107 recommendations to the Government to address child sexual exploitation and abuse. The Governments response to these recommendations was published May 2023 and this training reflects the potential impact for us all.
The Government’s 'Tackling child sexual abuse strategy' (Feb 2021) calls for the need for everyone to play their part, 'across every part of Government, across all agencies, all sectors, charities, communities, technology companies and society more widely'.
The aim of this course is to increase participant’s awareness of the particular vulnerabilities of disabled children and to provide them with an opportunity to explore ways in which we can effectively safeguard disabled children from harm.
This course aims to provide an introduction to
contemporary attachment theory in the context of
other theories.
The focus will be on enabling participants to use
this knowledge to inform their understanding of
parent/child interactions and formulate effective
interventions.
The receptionist plays a key role in promoting the image of the business and ensuring that external and internal stakeholders are linked to the right person quickly and efficiently.
They are very often the first person that an external customer will speak to or see so it is vital that the person fulfilling this role is;
Knowledgeable about the organisation.
Understanding of the structure of the Trust so they can direct queries and questions to the correct person or department.
Able t0 make and receive telephone calls using the organisation’s codes of practice and correct telephone etiquette.
A strong communicator – possesses active listening skills and emotional intelligence
Adaptable and resilient
In possession of excellent time management skills
Empathetic – Actively interacting when greeting internal clients i.e. children to help reduce anxiety and make them feel comfortable.
This interactive one-day course will enable delegates to develop their knowledge and confidence in working with resistant parents and carers to improve the welfare and outcomes for children and young people. This course will develop skills in identifying disguised compliance, why families are resistant, how to identify and evidence this in assessments and understand what they can do to move things forward.
This bitesize course is to help delegates to understand what anxiety is and where it comes from and how to recognise it in themselves or co-workers. It will also give tips on how to deal with it.
Do you work with autistic adults or need to interact with people with autism in your workplace role? Would you know how to communicate with autistic adults and if you have more specialist responsibilities for assessing and helping with care planning for autistic adults are you familiar with the relevant Autism Act Guidance and updates?
If so, “Autism in Practice – Working with Autistic Adults” will be useful for you and/or your team. (includes coverage of DHSC Capabilities framework for supporting autistic people and BASW capabilities statement).
To give AMHPs a thorough understanding of how to assess, work with and support autistic people (with and without learning disability and/or co-existing mental health needs) effectively in the specific context of their role
The Aim of this course is to help participants understand what Autism is and the varied presentation of autistic people, the main characteristics which lead to a diagnosis of Autism and the range of difficulties and challenges that autistic people can experience in everyday life. There is also a focus on the legal and policy framework that underpins good practice with autistic people.
This half or full day session, Bouncing back for Managers, has been created specifically to help delegates build their awareness of mental wellbeing and resilience and to increase their skills and confidence in having perceived difficult conversations. It will enable delegates to understand how and why we think, feel and react to stress and to understand and practice mindful responses to increase our resilience.
The Resilience Training course will enable candidates to apply Mindfulness and Emotional Intelligence techniques to reduce stress in everyday lives. It will also enable candidates to understand others better and communicate to change patterns of behaviour and overcome self-limitations.
It is also designed to help benchmark personal resilience levels and leave with new techniques to increase personal resilience enabling delegates to have the difficult conversations with selves as well as others, to know what to say and what not to and to know what to appropriately do with the information gained. The session is designed to be interactive and as such a safe environment to share advice and best practice.
A 1 day course on mental capacity assessments
1 day course for staff on how to be culturally competent in your every day practice
Professional writing is very different to day to day writing. It is important to set the right tone and follow the writing convention of your organisation.
This course provides tips, tools ideas and strategies you can apply and see immediate improvements at work. This course will help you no matter what system you are using to become more effective.
This course will provide participants with an insight into the available methods complimentary to, and instead of formal processes’ for conflict resolution; including skilled use of communication and questioning and identifying ‘people problems’ which could potentially become an issue for resolution.
Particularly, but not limited to acquiring the skills to re-establish working relationships after a formal dispute has been resolved.
This course will introduce participants to a range of skills, competencies and knowledge/experience that make up the mediator skill set. This includes, but is not limited to, Non-Violent Communication (NVC), Motivational Interviewing techniques and restorative conversations.
This two day Developing Effective Supervision Training programme (with the option of a third follow up day) aims to focus on the core knowledge and skills needed by supervisors working within a variety of settings in health and social care.
For social work supervisors the content of the course is consistent with the approach to supervision set out within the employers standards.
In this session we will be looking at the ways in which we can approach customers who are difficult to interact with and tricky situations we may encounter
To raise awareness of working with and supporting children and young people who identify as LGBT+ and understand why this is important to you or your work setting.
This course help learners understand the symptoms and management of the perimenopause.
Learners should be able to take this information and use it to improve their understanding of the women they work with and support them in the workplace.
The information aims to enable women who know or suspect they are going through the perimenopause to manage their symptoms
This course is designed to increase the theoretical knowledge of health and social care professionals on the up to date legal framework, code of practice and human rights that covers the patients’/clients’ capacity to make decisions, protection of their cognitive decision making process, and understanding the principles of proper care towards these vulnerable people.
This Trauma Informed Practice Awareness Training course focuses on Trauma Informed Practice and what the adoption of this as a core value means for service delivery and equality of access.
It explores the concept of trauma, how it can remain a contributing factor throughout someone’s life and how organizations can adapt the way they offer services to become more accessible and safe for those who are trauma experienced
• Introduction, terminology, learning outcomes & benchmarking
• An overview of the Mental Capacity Act with a focus on:
1. Mental Capacity assessments
2. Best Interest decisions
• Identification of when a BIM needs to be convened
• Identification of the ‘decision maker’
• Consideration of who needs to attend a BIM
• Identification of the information required to make a BID
• Consider how information needs to be analysed to arrive at a defensible BID
• The BIM process
• Case law which supports various elements of BID making (including wishes and feelings, rights vs risk, disagreements, etc)
• When the Court of Protection needs to be engaged
• Evidencing BID’s
• Consider core BID chairing and making skills (defensible practice, section 5 defences, etc)
This 1 day course will examine what is meant by dignity in care and how to provide best practice when proving services with dignity and respect
This half day course, which will be adapted to meet specific requirements, is intended for staff who do not have a current working knowledge of the assessment and care and support planning aspects of The Care Act and who will not be using this knowledge directly in their day to day practice. However, this course will increase their understanding of how allied professionals work within this legislation.
Youth Mental Health First Aid (MHFA®) courses are for everyone who works with, lives with or supports young people aged 8-18. They will teach you the skills and confidence to spot the signs of mental health issues in a young person, offer first aid and guide them towards the support they need. In doing so, you can speed up a young person’s recovery and stop a mental health issue from getting worse.
In the last two years and because of the Pandemic and Lockdown people are looking at their lives and themselves in a different way. Many people want to make changes such as creating greater work-life balance, getting more enjoyment out of life, and in some cases improving their mental health, confidence, self-esteem and/or anxiety levels.
There are a range of modules that can be taken as part of a six-phase journey or as stand-alone sessions.
The purpose of the six phases is to identify where you are now and work through a series of potential barriers to wellbeing and achieving success.
The purpose of this half day session is to introduce participants to the concept of neurodiversity, what that means for our practice and how we can make our services more accessible and our interaction with neurodiverse customers more engaging and productive.
The course will include information on areas such as Autism, Autistic Spectrum Disorder (Including Asperger’s Syndrome), ADHD, dyslexia and dyspraxia amongst others and will allow discussion on what these conditions mean for those experiencing them, but also what we can do to engage with and be more engaging for our neurodiverse customers.
This Human Rights Training course will provide attendees with a comprehensive overview of the Human Rights legislation in the UK.
Attendees will explore the background and current position of the Human Rights Act 1998 and the European Convention on Human Rights. Attendees will explore the difference between limited, qualified, and absolute rights.
Attendees will also look at how Human Rights should be considered within social care practice, and, how issues with competing rights are addressed.
This course will equip participants with the necessary skills to be able to confidently take minutes during safeguarding meetings
This course is designed for everyone that evolves in a professional setting. It aims to enable attendees to define effective and appropriate interactions, understand and implement good practice and manage boundary issues effectively
The objective of the wellbeing session is to provide a psychologically safe, confidential space for a person to talk about their thoughts, feelings, situation, experience to result in an unburdening.
This is achieved through a framework conversation with a trained mental health first aider, suicide first aider, mindfulness practitioner who helps the person navigate their thoughts and feelings to provide a listening post and to signpost to appropriate professional help if required. Also, to escalate should any potential for harm be uncovered.
There are pre-set boundaries for confidentiality and escalation for the organisation to keep all employees safe as well as realising the benefits of the listening and signposting service to result in earlier identification, signposting to appropriate support, recovery, heightened engagement and loyalty.
This course is designed for those who work in a social care environment. It is designed to provide the essential knowledge and understanding of responsibilities to staff at all levels with regards to Safeguarding.
This course is an opportunity for foster carers and others working with looked after children to consider attachment and trauma and how this relates to building resilience and supporting development in Children and Young People
Building a team presents the team leader with a few challenges. Differing personalities are an obvious challenge, but different age groups representing different generations bring their own differing needs and expectations. ‘Baby Boomers’ in the team, for instance, may have a different set of values from team members from the current Generation Alpha
The aim of this course is to examine the different generations in terms of perception and expectations, in order to develop a better understanding of how teams with a wide age range can successfully work together
This half day course will provide practitioners with a clear overview of the Mental Capacity Act and its practical application in adult social care.
To raise awareness of LGBTQ and how this is relevant to your work setting
This Section 42 - The Care Act Training course explores S42 CA 2014 and how it impacts not only on the vulnerable adult but also the authority, and those partner agencies working on behalf of the authority. The course explores a variety of cases of adults suffering and being subject to one or more of the 10 signs of abuse. The course asks the delegates to work as a group within the 6 principles and what would be the best possible solutions. What enquires, help, support, guidance and other resources are available to achieve the best possible outcome for the adult. The course is very interactive and involves a lot of group work and sharing of good practices amongst the delegates. The course includes group work looking at video’s into mental capacity and then decision making. The course also looks at Safeguarding Adult Reviews and lessons learnt. Highlighting the importance of communication and corroboration amongst all involved.
A better understanding of the role that fathers can potentially play in a child’s life is likely to lead to improved engagement with fathers and therefore more reliable risk assessment and risk management. Whilst the father may present as a risk to the child, social care staff need to be less certain and more curious in challenging this perspective and consider, holistically the risk and protective factors he may present to the child.
Although the positives can be hard to find, children can spend many years away from their birth family and return to them following their 18th birthday. Social care professionals should therefore try to understand and work with this dynamic, acknowledging that things do change over time, especially when children become older.
Professional curiosity is required to guide staff to withhold judgments until the facts are better understood. This is in large part connected to getting to know fathers better. From the outset, the assessing position should therefore be fluid and support an empathic approach.
Contracting with fathers collaboratively so they understand what is required from them and listening to their needs in an open and transparent manner, is critical to achieving their engagement in the process. This builds rapport and trust through the process.
Helping fathers to express their emotions appropriately is key to overcoming communication barriers. As professionals, we need to avoid punitive responses and collusion with fathers. Being mindful of our own personal bias and challenging this is key. Trying to understand the function of their behaviour is pivotal in order to achieve a more meaningful dialogue and a better understanding of the risks. Developing emotional lexicon is the gateway to navigating through such challenging discussions, which if gone unchecked can develop into aggressive and abusive interactions.
This work is often emotionally challenging for professionals and so it is important to acknowledge this and look after ourselves.
This Course is designed to provide health and social care professionals with the information necessary to deliver personal care to their service users in a respectful and empowering manner
This course is suitable for anyone who works in a health and social care setting, such as a residential home, nursing home, hospice, day centre, primary care centre, community hospital or disability service.
The training is appropriate for workers of all levels, including managers, supervisors, full-time and part-time staff and volunteers
This Trauma Informed Practice (Adults) Training course aims to give participants an understanding of the effects of trauma on human development and behaviour. It considers the role of developmental and emotional trauma and the potential life long effects this can have on people’s outcomes. The programme also considers the effect of trauma and moral injury on the workers supporting people and how this can cause moral injury and detachment from the needs of people we aim to help
Working with clients or patients at risk of self-harm or attempted suicide by means of hanging or strangulation requires specific skills to enable care workers to respond appropriately. Those ‘first on scene’ need to know how to remove a ligature safely using ligature cutters as well as basic first aid which may be required
This Ligature Training course provides these skills, as well as giving an overview
of the physiological effects of strangulation by ligature, with an explanation of the possible types of ligature that might be used as well as explaining policies and procedures in the organisation. There is an opportunity for participants to practise techniques.
Safeguarding for Adoption Services
A three-hour session for delegates to understand how to understand a methodology of understanding patterns of behaviour – our habits – and how to change the results in all aspects of our lives, health, relationships, work.
The course will enable candidates to apply NLP (neuro linguistic programming) personally and professionally to understand others better and communicate to change patterns of behaviour and overcome self-limitations.
This Working With Fathers Training session aims to develop rationale and practice for working fathers/partners that live away from the child’s home. Delving into the need to work with fathers/partners and involvement of wider family members to improve outcomes for children and young people. To enhanced confidence, knowledge and skills to assess, engage and communicate with fathers/partners and wider family in safeguarding practice.
Autism is sometimes referred to as a spectrum, or autism spectrum disorder (ASD); it is not a learning disability, but around half of autistic people may also have a learning disability. Working with and supporting people in care living with both these conditions requires a special understanding and this course has been designed to enhance awareness of this approach
This course aims to prepare Practitioners undertaking safeguarding enquiries and taking on more complex work that will demand greater skills in caseload and work management
The aim of this training is to increase knowledge of alcohol use and its effects on the body as it changes with age. In particular looking at Alcohol Related Brain Disease (ARBD) and Alcohol Dementia. It will also enable participants to consider how alcohol misuse may be confused with health issues associated with ageing and feel more confident in addressing these issues with older people.
This Safeguarding Adults for the Frontline Workforce training course is designed for those who work in a social or health care environment. It is designed to provide the essential knowledge and understanding of responsibilities to staff at all levels with regards to Safeguarding.
This course uses Morrison’s reflective model of experiential supervision to develop practitioner skills in undertaking assessments in a variety of settings. This model is currently used across adult and childcare services, health provision, and education.
The course considers the need for assessment including relevant underpinning legislation, theories, models and methods of assessment for multi-agency settings. It will include areas such as who is being assessed, what is the purpose and how will the assessment be used in planning around children’s needs.
This 1-day course will explore how to work with black, Asian and Ethnic minority children and families
The Domestic Abuse Act was signed into law on the 29th April. The Act provides protections to survivors of domestic abuse and strengthen measures to tackle perpetrators.
The Domestic Abuse Act ensures for the first time there is a legal definition of domestic abuse which incorporates a range of abuses beyond physical violence, including emotional, coercive or controlling behaviour, and economic abuse.
Following this, the Government introduced Statutory Guidance in July 2022 to support practitioners identifying and responding to domestic abuse and promote best practice. The guidance identifies signs of domestic abuse, explores the impact on children and survivors with differing needs and experiences. It also explores multi-agency response to domestic abuse.
Whilst many people have experienced the occasional day where they have needed to work from home, the vast majority of people have not worked from home before, or for a prolonged period of time.
With a change in working conditions now meaning that many people are now working from home at least part of the week, they may have found themselves unprepared for this way of working and require additional skills and tools to be able to work from home effectively.
Our Working at Home Effectively course is digitally delivered and ideal for those who are new to working from home and need to build the skills to cope with the isolation that may accompany it. It will develop your skills to manage your own time, prioritise workloads, effectively communicate digitally, and ensure that you workspace is correctly set up to maximise your effectiveness.
You will also gain valuable tools to enable you to get the most of remote collaboration and adapt your routines so that you are more effective and productive.
This course will fully prepare staff who have to attend Child Safeguarding Practice Reviews (CSPRs). They will learn about the statutory framework and guidance around a CSPR as well as what to expect and how to prepare for a CSPR.
Professionals, to be effective, must have sufficient time to undertake their work, and be provided with support and advice in what are often challenging and complex situations. This course will help staff with their workloads.
To raise awareness of and begin to develop strategies for safeguarding children and young people with disabilities.
Participants on this course will be working with Unaccompanied Minors (UAMS) in different capacities. Attendees will want to gain an advanced understanding of the political, religious, cultural and background dynamics that contribute to UAMs trauma experiences. The course provides IROs and other practitioners working with UAMs with an in-depth, multi-faceted understanding of how political, religious, cultural and background experiences can contribute to UAMs trauma. Delegates will also be given the toolkits and necessary knowledge to able to confidently engage with UAMs as to ensure engagement with professionals and services. Finally IRO’s and professionals will be able to discuss any concerns relating to religo-cutural experiences and UAMs arena with a qualified Imam (Muslim religious leader).
The focus will be on how to effectively and safely engage with perpetrators of domestic abuse. This will be addressed in part through self reflection exercises. Delegates will be invited to recognise their own personal bias and how this can impact on risk assessments. Delegates will look at some of the theory that underpins perpetrators behaviour and use this understanding to develop skills in how to start discussions with perpetrators.
Employees in a variety of roles are required to visit customers in their own homes to interview them to gather information. Individuals may be reluctant to divulge information and become frustrated. This session provides participants required to undertake this process with the appropriate skills to ask effective questions whilst employing assertive but non-confrontational language, tone and body language. The course will also explore non-physical de-escalation techniques should an employee encounter a particularly confrontational individual.
This course will focus on the impact of the Trilogy of Risk (also known as the Toxic Trio), of domestic abuse, parental substance misuse, and parental mental health on children and multi-agency responses to working with families where this is a feature. In an analysis of 139 serious case reviews, between 2009-2011 (Brandon et al 2012), investigations showed that in over three quarters incidents (86%) where children were seriously harmed or died one or more of a “toxic trio” mental illness, substance misuse and domestic abuse played a significant part.
For children in foster care, maintaining links with their families is hugely important. This responsibility often falls into the hands of the foster carer and their role is key to ensuring that children are well-prepared and that contact is a positive experience. This course will cover different scenarios on how best foster carers can deal with this.
The course has a duration of 3 hours. Learning methods include group work, discussion, video and slide presentation. Students are supplied with a workbook they can fill in as the course progresses
Self-Neglect is an extreme lack of self-care, and it is often associated with hoarding – which in turn is a form of OCD (Obsessive Compulsive Disorder. All of these may be a result of other issues such as addictions. Practitioners in the community, from housing officers to social workers, police and health professionals can find working with people who self-neglect extremely challenging.
This course discusses each disorder in detail and equips the delegate with skills to be able to understand each.
The aim of the course is to raise awareness of sexually harmful behaviour displayed by children and young people.
This course is designed to show and help team leaders understand their responsibilities to ensure that the workplace is one where all risks are minimised from cases of sexual harassment occurring. To do this, the trainer will get team leaders to explore and understand what is expected of them under company policy and UK law as well what is expected of them as part of their legal duty of care towards their teams. The session will help them understand what actions to take where they see inappropriate conduct taking place or if they receive a complaint directly. The session will also seek to dispel notions that there is a difference between banter and sexual harassment in the workplace as well as look at how our own psychological biases can influence and inadvertently support a culture where harassment can happen.
This Solutions Focused Therapy Training will challenge participants to look at their current treatment models and whether it works for them and their clients. The course describes the key principles of solutions focussed therapy
The Suicide First Aid course gives delegates the knowledge and tools to understand that suicide is one of the most preventable deaths and some basic skills can help someone with thoughts of suicide stay safe from their thoughts and stay alive.
SFA USI is comprised of 4 parts, each 90 minutes duration. The programme teaches and practices the skills and knowledge needed to identify someone who may be thinking about suicide and competently intervene to help create suicide-safety as a first aid approach.
The course will enable delegates to build the skills and confidence around suicide, how to support someone who may have suicidal thoughts in seeking the appropriate help.
SFA: Suicide First Aid training is underpinned by three core beliefs:
Most people thinking about suicide do not want their lives to end, they want the pain to stop.
Most people thinking about suicide let others know, consciously or unconsciously. Therefore…
Suicide has to be one of the most preventable deaths.
We limit numbers to 16 people per course so that the instructor can keep people safe and supported while they learn.
No previous experience or training is necessary. Participants will be asked to self- reflect and empathise with a person having thoughts of suicide. There is no expectation on participants to share personal experiences.
The aim of this course is to develop knowledge, skills and confidence in adult safeguarding, including issues around mental capacity and consent
The course provides a solid understanding of how to manage Enquiry Officers and their duties and responsibilities as outlined in the Care Act 2014
The course provides an understanding of the Enquiry Officer role, statutory duties and responsibilities in line with the Care Act2014 and requirements of London Multi-Agency Safeguarding Policy and Procedures.
Children and young people use social media in many ways: as an integral part of their education, to connect with friends and peers, for entertainment, creativity, self-expression, and gaming. The internet is available at their fingertips 24/7 and at the touch of a button children and young people can access a diverse range of Apps, connect across the world, and share their life with anyone. However, and particularly during the Covid-19 pandemic, the NSPCC has reported a rise of online abuse, grooming and inappropriate images with figures reaching 2 million in one month.
Children flourish in an inclusive environment where they feel valued and respected, happy, safe and secure. It is also important that each child is treated fairly with positive reinforcement. In order to achieve this atmosphere, children need to be given clear, consistent boundaries and guidelines of acceptable behaviours, appropriate to the child’s stage of development and individual needs. Furthermore positive behaviours must be acknowledged and appropriately rewarded. In this session we will consider the setting of guidelines and boundaries along with realistic sanctions and rewards for a variety of situations along with how these can be adapted depending upon a child’s capabilities.
The Care Act states that the review should be person centred, outcome (not service) focused and accessible and proportionate to the needs being met and that plans must be kept generally under review.
Reviews need to consider what outcomes have been achieved, what has worked and has not worked, changes to support networks, whether any changes are required and whether eligibility criteria are still met.
The course will include an overview of the strengths based approach, that the process is outcome focused, proportionate and person centred with an emphasis on promoting wellbeing and prevention and that it abides with public law principles.
Delegates attending this course will be foster carers and social workers who may have a Muslim Looked After Child (LAC) in placement but may not necessarily be Muslim themselves. Attendees will want to gain a better understanding of how British values and Islamic values can be reconciled to give the child in placement the best possible experience. The course will provide foster carers with an in-depth understanding of Islamic tenets and articles of faith to ensure that they are equipped with a competent knowledge base that will provide the best support possible for LAC in their care. Delegates will also explore how cultural/religious cohesion in placement can be best achieved in light of the NMS (National Minimum Standards). They will also be provided with adequate signposting and information on Muslim organisations that can offer advice and support to them. Finally the workshop gives Foster carers and social workers the opportunity to ask any questions they may have about supporting Muslim LAC in placement to a qualified Imam (Muslim faith leader) who holds a qualification in social work.
Managers often feel stressed trying to cope with both the demands of their senior managers as well as manage a team. The Aim of this workshop is to equip Managers with practical strategies to manage stress and build resilience in themselves and others. It also covers what steps managers can take to resolve any issues.
Our staff change support programme is a range of training courses designed to support all staff and managers in an organisation during times of change. Topics include:
Working in a Changing Work Environment (for Employees)
Leading in Times of Change (Managers)
Stress Awareness & Building Resiliences (for all)
Completing Job applications and Interviewing Skills
Being Interviewed for a Ring Fenced Post
These courses are available as a complete programme or individually.
This course will assist practitioners with child protection responsibilities to reflect on the process of probing and reflective questioning and analysis to form a view about risk and harm and the parent’s capacity to meet their child’s needs. At the end of the course, participants will have developed their ability to critically evaluate practice actions and decision making to enable practitioners to be confident and persuasive when recommending a course of action to parents, to colleagues and to courts to protect a child.
The purpose of this course is to provide professionals working with vulnerable adults with a basic awareness of financial abuse and how it occurs. It focuses on the prevalence of financial abuse and what options are available to investigate and safeguard the assets of vulnerable adults in line with Safeguarding Adult Procedures
This course is designed to provide professionals working with children and families a good understanding of the terms, effects and principles of Special Guardianship Orders. Delegates are introduced to the legislation and regulations and are provided with a detailed analysis as to how that legislation impacts upon decision making and best practice in the real world. The course also includes in depth consideration of the role of the Local Authority, an analysis of the construction of the “SGO report” in the context of the court decision making process and an examination of the often controversial requirements of the “support package”. There is an update of recent relevant case law, regulations and policy
What could a prospective customer find out about you and your business online? How would you handle the negative fall-out from an inadvertent tweet or on-line feedback from a customer?
Virtually all purchasing decisions are emotionally-driven and the likelihood of someone doing business with you is significantly influenced by what they can find out about you and your business via a simple Google search.
To enable participants to become familiar with the role and responsibilities of the multi-agency role within safeguarding children and develop competence and confidence in carrying out their role
This course will give learners the knowledge they need to be able to identify the signs and symptoms of abuse and what they need to do if they suspect a child is being abused or discloses sensitive information to them.
The training gives you a deeper understanding of safeguarding issues and how to effectively report them when abuse is suspected.
Safeguarding means protecting people’s health, wellbeing and human rights, and enabling them to live free from harm, abuse and neglect. It also means making sure people are supported to get proper access to health. Safeguarding adults at risk is fundamental to high-quality health and social care services. This Safeguarding Adults Level 3 training course enables professionals to be fully competent in safeguarding adults.
In a relaxed and informal atmosphere, participants will explore the role of supervision in social care and social work settings. It will examine the need for reflective and reflexive practice in social work and the skills of the supervisor in promoting this form of learning and development. It will also consider the disciplinary process if, for example, there has been a breach in the duty of care or there are professional capability issues and the role supervision has in this
This training aims to ensure that adults in your setting are safeguarded from harm and that your recruitment process is sufficiently robust to prevent the employment of people who may pose an unacceptable risk to vulnerable adults.
The course will look in detail at how adults with learning disabilities can be best supported in all aspects of their sexuality and sexual identity. The day will include discussion, group work and other learning activities. The course raises awareness of issues of personal relationships and sexuality and will allow delegates to explore and share their concerns
This course aims to examine the role of the Safeguarding Manager under Section 42 of the Care Act 2014. It will consider the statutory obligation of local authorities and decision making which reflects and respects making safeguarding personal. It will also consider the importance of SMART outcomes to ensure that the focus and rigour of safeguarding work is maintained.
This course gives participants an understanding of risk assessment and risk management as appropriate to their work settings.
The National Stroke Strategy when discussing raising awareness to improve quality of services states that members of the public and health and care staff are able to recognise and identify the main symptoms of stroke and know it needs to be treated as an emergency. This awareness course contributes to this aim in addition to exploring what can be done to improve the quality of life for people who have survived a stroke. It aims to provide participants working with people affected by stroke with a better understanding about stroke and how it affects their lives.
The main purpose of the training is for delegates to understand the process of the PLO
This course is for social workers and other frontline practitioners who wish to gauge a better understanding of how culture, identity, religion interact within south-asian communities and how this can affect engagement with statutory assessments. It outlines challenges that front line workers may face and provides solutions to effective engagement with this diaspora on both safeguarding agendas and assessment
This Recording Meeting Outputs Training session has been designed to provide participants with the practical skills to take notes during meetings and prepare meeting output documents which meet the needs of the meeting attendees and the chair.
This course aimed at health and social care professionals will help delegates to:-
Understand the importance of written communication
Remind them of their responsibilities with regards to producing, keeping and disposing of written records
Confirm and Enhance their skills and knowledge
Give them the tools to improve records you produce from now on
This half day session is taken from a full day practical skills course that is primarily designed around equipping line managers who are actively involved in recruiting and selecting employees with the knowledge and skills to hire employees in line with UK employment law. In addition, the full day course takes a deeper dive into issues of conscious and unconscious bias in hiring managers that can impact the selection process and put a business at risk from claims of direct and indirect discrimination under the equality act.
This course is primarily designed around equipping line managers who are actively involved in recruiting and selecting employees with the knowledge and skills to hire employees in line with UK employment law. In addition, it takes a deeper dive into issues of conscious and unconscious bias in hiring managers that can impact the selection process and put a business at risk from claims of direct and indirect discrimination under the equality act.
The aim of this course is to enable participants to understand what dementia is, its symptoms and its progress and to apply the principles of reablement to the care of people living with dementia. The course considers the stages of the onset of the disease and examines strategies for supporting someone living with dementia within reablement
This half day course is for social workers who are working with children and families and are looking to develop their understanding of reflective practice. It will provide an outline of different theories and how it fits in to current practice. The course will look at the key elements of reflective practice and how it can help you critically analyse the work you do. It will support you to develop and grow your abilities in relation to working with others.
The focus of this training event is to equip children's social workers with knowledge skills, practice examples and provide them opportunity to apply boundaries in work settings
This course aims to give participants the opportunity to reflect upon, develop and maintain skills and attributes of professional curiosity in practice. It will consider the importance of healthy scepticism and respectful uncertainty, encouraging workers to fact check and cross reference as an evidence base; to attune to their professional instincts.
This course gives participants the opportunity to explore the various facets of professional curiosity, including the reasons behind non compliance, guarding against the rule of optimism, ensuring a person’s maximum involvement in their own assessment and what gets in the way of professional curiosity.
Replacing the current Deprivation of Liberty Safeguards (DoLS), the Mental Capacity (Amendment) Act 2019 is expected to come into force from April 2023. The new system (expected to be referred to as the Liberty Protection Safeguards (LPS)) will cover care in a wider range of settings. NHS bodies, Local Authorities and Care Providers will all need to understand their new responsibilities and start preparing to implement the new system.
In a relaxed and informal atmosphere, participants will explore the makings of professional authority and how to respectfully demonstrate it in day to day practice. It will consider the essence of professionalism and reflective practice in continuing professional development in health, social care and social work settings. It will also consider the contribution it makes to strengths based working and outcomes for customers and effective, evidence based decision making as well as its role in the resilience and efficacy of workers in a whole systems approach. It will examine confidence in decision making and respectful assertiveness, including saying no and using emotional intelligence to address the potential for conflict
Prevention and Wellbeing form two of the major aspects of the Care Act 2014. The Act emphasises protecting and promoting a person’s independence, however defined by them, ensuring the person is fully involved and harnessing both the person’s inner strengths and the strengths within their family, network and community to meet needs and outcomes. Early intervention and resolution form an important part of this, with an emphasis on creative thinking and solutions and the avoidance of relying on care packages and long term support.
The Wellbeing principle, the core principle of the Care Act, identifies nine core aspects which practitioners must consider in all interventions with a person. Two key Judicial Review cases with wellbeing as central aspects will be discussed with key learning points drawn from them. This course will cover what the Care Act Guidance states in respect of both subjects, will unpick the nine aspects of wellbeing, highlight the three components of the Prevention duty, namely prevent, reduce, delay and encourage practitioners to stretch their thinking in coming up with multiple examples of resources/options for each heading.
As leader we are expected to be all things to all people, and we can only do with the support of the people with whom we work. However, the team is only as good as the way it is led.
The purpose of this course is to explore methods to help you to develop high performing teams by providing clear objectives and guidance and providing feedback and support to team members to help them develop and grow.
The purpose of this course is use critical thinking to solve problems. We might also use it to examine and identify areas that need addressing to improve day to day operations and performance.
This course aims to examine positive approaches to risk and choices in asset care and support. It is rooted in the strength based focus of the Care Act which encourages workers to consider helping people to identify their assets (strengths, talents, gifts, connections and relationships) to mobilise them rather than to meet needs through the provision of traditional social care services such as residential or day care. The day provides the opportunity to explore the issues and their roles in a safe place so that they can reflect on what, culturally needs to change to embed asset based approaches in their practice. It draws on models of good practice from around the country explored through TLAP (Think Local, Act Personal and SCIE) and is an opportunity to reflect on, and embed local policy and procedure.
NLP, or Neuro-Linguistic Programming, is the study of excellent communication and the power of language – both with yourself and others. It has been described, memorably, as like ‘a user manual for the brain’ which helps you to understand how we make sense of our experiences and patterns of behaviour and how to change the results in all aspects of our lives, health, relationships and work.
This course will allow delegates to apply NLP personally and professionally to understand others better and communicate to change patterns of behaviour and overcome self-limitations.
Permanence is about providing the child with a sense of security, continuity commitment and identity …. a secure stable and loving family to support them through childhood and beyond.’ (DCSF 2010). The right of every child to belong to a family is underpinned by the 1989 UN Convention on the Rights of the Child. The Children Act 1989 states wherever possible a child should be brought up within their own family, the ‘Ideal family’ being birth parents or members of their extended family, the permanency planning process will explore all the options thoroughly.
This session is designed to raise awareness of mental health, common disorders and how to have confident conversations to help support and help improve colleagues’ mental wealth.
It will be designed and run using trauma informed practice to ensure personal and psychological safety.
It builds on the truth that we all have mental health and aims to put it on the same level as physical health as they are interconnected and affect each other equally.
This course will build confidence in spotting early warning signs and symptoms and reframes thinking about having a ‘difficult’ conversation into feeling great that you can have a conversation to really help a colleague.
It will break the stages of spotting signs, planning the approach, opening the conversation, what language to use, what not to say, open, supportive body language, the role of empathy, what questions to ask and how to ask them.
It will cover what to do with the information gained positively and without fear or apprehension. What signposting to appropriate professional help or other supports is.
What do I do then? Do I just walk away or monitor, where are the boundaries as a manager? How do I balance performance and wellbeing?
The course will also look at a manager’s responsibilities under legislation including the Equality Act 2010.
Case studies will be used to look at what has happened when cases are ignored and when they are professionally handled. Studies will include return to work, hidden, escalation of behaviours, trauma.
Simulations will also be used to see, hear and feel the conversations, how to handle traumatic conversations and ensure personal safety and safeguarding for all involved.
Parkinson’s disease is a complex and debilitating neurological condition that requires care that is tailored to the individual and a good understanding of the illness. This course will outline key clinical conditions, observations and care interventions for Parkinson’s DIsease.
This course aims to explore what is meant by person centred planning, its implementation and evaluation and responses to the challenges the approach poses for practice
This course looks at the definitions and diagnoses of Obsessive Compulsive Disorder (OCD) and the differences between Obsession and Compulsion, statistics, and the effect this can have on an individual, family and carers. This would lead on to variations of OCD and the approaches/treatments available as well as the National Institute for Health and Care Excellence (NICE) guidelines for staff.
Delegates would be introduced to the incidence of hoarding and the impact upon the individual, family and carers. Strategies will be employed so that delegates ensure the rights of the individual are maintained e.g. Duty of Care versus Philosophy of Care. The course would be paced at the level of attendees, allowing ample opportunity for questions. Continuous assessment will ensure participation of all and that expectations are being met.
Many patients and clients in healthcare have difficulty complying to treatment, being self-motivated or changing their behaviour for a healthier lifestyle.
In order to move forward in situations where difficult problems arise, creative thinking is required, in order to develop new strategies and approaches. This course has been developed in order to share ways in which we can more effectively identify barriers and develop solutions to overcome them.
Mental health problems are an increasing public health concern, not just in the UK but they are prevalent around the world. But despite this, many people there is less awareness than there should be about mental health and mental illness and there needs to be an improved understanding of how people can manage or recover from mental ill health and how suicide risk can be reduced.
This Mental Health Awareness course aims to increase awareness and understanding, particularly amongst professionals who may regularly come into contact with people with mental ill health. The course also aims to raise awareness of how the equality act applied to mental health and about the importance of self care for mental wellbeing.
This half day course will raise awareness and familiarise staff with the various types of PEG feeding and medication administration techniques, ensuring staff have sufficient knowledge to work safely with them.
An experiential course for particpants to fully understand the skills and mindset necessary to present confidently and communicate with clarity. Also to be able to structure and present with authority and to be resilient and maintain a positive mindset throughout the whole process.
The course will enable candidates to build the skills and confidence to enable them to gain the co-operation of others and be more positive when presenting verbally and non-verbally as well as presenting themselves as positively as possible matching the styles of the person or audience.
This course looks at the role of the foster carer in moving looked after children in to semi or complete independence. It covers the law, professional roles and expectations and demonstrates practical skill sharing.
Managers and staff are increasingly being asked to reach agreements with other departments, government agencies, public or voluntary bodies about the provision of services and the delivery of outcomes. This requires them to be effective in conducting negotiations to maintain standards, achieve improved results and deliver value for money.
Many organisation are relying less on Human Resources professionals to handle day to day employee relations issues. This requires line managers to conduct negotiations about local issues with employee representatives & trade unions. This course helps equip them with the negotiating skills needed.
This course seeks to develop and apply negotiating skills, so participants are asked to come to this workshop with information about a negotiation they will be involved in or a negotiation they have handled recently.
Keeping children and young people safe online and protecting them from exploitation, is of major importance in a world significantly influenced by social media. This course explains how children and young people use the internet and mobile technologies, the key risks and the strategies for managing incidents that may occur.
This Ordinary Residence Training course will develop or refresh knowledge of the law around Ordinary Residence and its role in establishing local authority responsibility for an individual’s social care needs
This course has been designed to increase the theoretical knowledge of health and social care professionals on the up to date legal framework, code of practice and human rights that covers the patients’ capacity to make decisions, protection of their cognitive decision making process, and understanding the principles of proper care towards these vulnerable patients and clients.
A programme for candidates to understand the importance of interagency communication, to understand the law around interagency communication, and to appreciate what can happen interagency communication breaks down
When working in client facing roles its possible to encounter individuals who are upset, agitated or frustrated. On many occasions the person will channel these emotions toward as anger and aggression.
This course explores how to deliver excellent customer service whilst managing the emotions of others and maintaining own wellbeing.
The aims of this course are including understanding what Autism is and the varied presentation of autistic children, the range of difficulties and challenges that autistic children can experience in everyday life, the legal and policy framework that underpins good practice with autistic children, and how to provide effective support for autistic children in key areas
This course sets out to raise awareness and understanding of the impact of parental mental illness on children
An introductory course on how to use restorative practice in children’s social care
This course will equip individuals working with people experiencing drug misuse issues, with an increased knowledge of current trends of drug and alcohol use and the most commonly used drugs and their physical and psychological effects. There will be a significant focus on New Psychoactive Substances, formerly known as Legal Highs, in terms of their effects, legality etc.
Sweeping changes to the law and practice of the Court of Protection in 2007 radically overhauled this growing topic. Aside from looking at the law and procedure of powers of attorney you will also consider the Mental Capacity Act (MCA) 2005 more broadly. The course will look at the role of the Court of Protection and an overview of the forms required to appoint a deputy
Research indicates that contact is a complex matter, which may be undertaken for a range of purposes in which decisions must be made on a case by case basis. The Foster Carers Charter emphasises the importance of delegated authority to foster carers in a range of areas of a placement, including aspects of contact.
Research also indicates that contact is important for children and young people who are 'Looked After' to achieve three key psychosocial tasks which are essential to their healthy development. However contact may also carry risk of further harm to children and young people who have been traumatised by the actions of members of their birth family.
Key factors in the success of contact include characteristics of the child, members of the birth family, but also the family of the carers. The degree of openness of carers, and willingness to work to make contact successful for the child is also a significant factor. Foster carers are therefore central to the planning and implementation of contact plans.
Many people find themselves busy throughout the day, constantly involved in some type of activity. That same group of people often reflect back upon their working day and when they take stock have made very little, if any real progress towards their own to-do list. They have applied their best effort during the course of the day but have not really been productive and key priorities have been overlooked or missed altogether.
This course will look at the ways in which we can more effectively sequence, organise and focus our approach to our work.
This two day highly participative workshop is open to anyone wishing to improve their interviewing skills. Whether they be employment or performance interviews the workshop will assist participants to develop a structure to interviewing as well as utilise excellent communication skills.
This training will increase confidence in how to respond to and support members of staff who are grieving, including what to say, and what not to say and provide practical skills and guidance on how to provide a supportive work environment to deal effectively and sensitively with the realities of loss and grief.
This interactive course will consider healthcare related ethics; the law and the grey issues of patient/client confidentiality, young people, end of life ethics and with illnesses such as HIV.
People attending this course will gain a fuller understanding of stress, how it can manifest itself and the actions we can take to counteract it.
This course is designed to enable individuals to develop an understanding of HIV/AIDS with the course being delivered by a Registered Nurse /Trainer.
This course will show participants how to better prioritise their work, create detailed time planners, overcome procrastination and take control.
This course will outline a model for managing change within a complex health or social care setting, enable participants to understand the likely reactions to change and employ strategies to ensure effective implementation of change especially in the handling of others.
This course aims to provide those who negotiate regularly as part of their role, with a broader range of skills and techniques to draw upon
This course informs participants about the legislation and their responsibilities regarding the handling of people/children/inanimate objects. Those attending will also be made aware of how poor handling techniques can lead to injury and what measures are required to prevent an injury occurring.
The aim of this course is for the participants to be able to plan, prepare and conduct an interview with a victim and or witness, complying with the requirements and competences compatible with carrying out an interview and investigation.
To empower staff with the skills and knowledge to be able to have various types of difficult or challenging conversations with service users. These conversations are based on the needs and circumstances of the clients, whether they are at risk and crisis, whether they need to connect with things that can help them to progress their lives or whether they need help with support planning and budgets.
This Personal Safety for Lone Workers Training course aims to reduce the risks of lone working and help develop safer and more confident practice when working with clients in both community and workplace settings.
This course aims to help individuals in the workplace to develop techniques in using low arousal approaches to manage aggressive incidents in care settings. It explores the function and origin of aggressive behaviours and the role of the worker or the context in causing stress for both service users and staff
This course aims to provide new managers and those aspiring to management, with skills and techniques to enable them to competent and successful managers
The course will look in detail at how adults with learning disabilities can be best supported in all aspects of their sexuality and sexual identity. The day will include discussion, group work and other learning activities. The course raises awareness of issues of personal relationships and sexuality and will allow delegates to explore and share their concerns
Delegates attending effective meetings management will regularly invest time Chairing either internal or external meetings. The course will challenge your current skills and other methods of making your meetings even more successful.
A two hour course enabling participants to fully understand the skills and mindset necessary to present confidently, communicating with clarity and how to take audiences away on a journey. Stories make such a powerful tool and help deliver business messages in more compelling ways. It helps you communicate with passion and to engage directly with peoples’ feelings. We will equip you with the skills and confidence to use the power of storytelling in business.
The course will enable candidates to build the skills and confidence to enable them to be positive when presenting verbally and non-verbally as well as matching the styles of the audience to captivate and produce a memorable experience.
“Your audience may never remember your point, but they will always remember your story!”
Significant case law has developed practice in the deprivation of liberty safeguards and their application to children and young people under 18. The law commission has reviewed the legislation relating to mental capacity act 2005 and deprivation of liberty safeguards(DoLs), the recommendation is for a replacement of DoLs with Liberty Protection Safeguards and these be applied to 16/17 years old and extended beyond hospitals and care homes. This will have a significant impact on children’s Social Care and the workforce need to be prepared for the changes in practice.
This course will consider the developments in case law and how DoLs has become relevant to Children’s Services’ practitioners. It analyses the ‘Cheshire West’ Case and associated case law developing the scope of parental responsibility’ and its application for children and young people.
This course will enable workers who are engaged in work with children and families to develop effective ways and build confidence in working with difficult behaviour, in order to recognise potential impacts on professional dynamics and multi-agency child protection work when professionals are faced with working with families who are hostile and evasive.
The purpose of this session is to review what is required when developing a Commissioning Report and identify specific points that should be included.
Getting the best out of people as a leader doesnt just involve the traditional skills of issuing orders and expecting others to follow. In the current workplace, its increasingly important for those from the top of the organisation to the bottom, to be able to work together, show respect and offer kindness.
This is known as Compassionate Leadership, described as Leaders focussing on relationships through careful listening to, understanding, empathising with and supporting other people, enabling them to feel valued, respected and cared for, so they can reach their potential and perform at their best.
This programme aims to give practitioners the opportunity to examine and explore the nature of the exploitation of adults at risk of harm. It will consider the nature of that exploitation and how it can manifest in our communities and care settings in order to help practitioners to intervene in order to minimise either the risk, or experience of, abuse.
A 1 day course on community deprivation of liberty safeguards
This training course is aimed at frontline workers who may wish to understand more about, good communication with people with a learning disability.
They will look at different strategies and take the opportunity to discuss any issues and think about how they can apply the strategies in the workplace.
This one day course is designed to enable staff to provide frequent, person-centred activities for the benefit of people living with dementia, helping to build on an individual’s strengths and overcome challenges.
The aim of the course is to enhance and develop skills in working with complex cases. During the session we will consider a range of theories that support understanding of the types of behaviour that may be displayed in complex situations including hostility, aggression, disguised compliance and how to work effectively to minimise these.
A range of tools will be shared from solution focused, restorative practice and motivational interviewing techniques to deal with resistance and support change work in complex cases.
The course will provide models for ensuring involvement in case conferences and be very evidenced based in its approach.
Do you find yourself having to hold a difficult conversation with a colleague or client? How confident are you that you are well prepared for something that may turn out to be either awkward or over emotional? This course provides the tools for a delegate to feel more assured and be able to ask those ‘must ask’ questions without feeling awkward or even not asking them at all. The training is designed to make attendees feel good and positive about what they can already do, then provide a framework upon which they can develop their expertise.
This course will enable practitioners to gain an insight into the use of child on Parent Domestic Abuse and be proficient with the principles of risk and appropriate response to all age ranges of Child on Parent.
Delegates will gain an insight into the process of interview and finding an appropriate narrative in which to extract information, write and complete safety plans in association with the assessor’s own level of contact and responsibility.
They will also learn how to understand how and when to consider referral to specialist domestic violence services and MARAC based on high risk assessment results.
Delegates will receive copies of the Teen Dash for pre reading prior to the event alongside case studies to familiarise themselves with.
This Court of Protection Training course provides an overview of the workings and approach of the Court of Protection to family disputes, capacity issues, best interests and safeguarding.
This course is designed for those who work in a health and social care environment. It is designed to provide the essential knowledge and understanding of responsibilities to staff at all levels with regards to Safeguarding. This course focuses on navigating, sometimes delicate su
A 1 day BIA Legal update course
The aim of the course is to introduce the main issues which arise when working with or caring for someone who is experiencing common mental health issues, such as depression and anxiety and also those diagnosed with a personality disorder. The course will look at the nature of the most commonly diagnosed conditions and also explore the complexity of Personality Disorders, including Borderline Personality Disorder and Anti-Social Behaviour disorders amongst others.
Difficult subjects with colleagues and clients is often a daunting prospect for many. People sometimes avoid conflict situations where they need to deliver bad news or where they fear that there will be an adverse reaction to an assertive or critical message. Yet few things are as impressive in business as the ability to discuss difficult issues with honesty, clarity, and integrity and to deal in a fair and objective way with the powerful emotions that inevitably arise.
This course aims to provide participants with the skills and confidence they need to develop this vital skill set.
This comprehensive one day course aims to enhance knowledge and awareness of the issues surrounding FGM. The training explores what action needs to be taken if you encounter a child or woman who has had, or is at risk of, FGM.
The course covers:
1. The fundamental standards - Expectations
• Person-centred care
• Dignity and respect
• Consent
• Safety
• Safeguarding from abuse
• Food and drink
• Premises and equipment
• Complaints
• Good governance
• Staffing
• Fit and proper staff
• Duty of candour
• Display of ratings
2. The KLOEs
• Safe
• Effective
• Caring
• Responsive
• Well-Led
3. Six new evidence categories
• People's experience of health and care services
• Feedback from staff and leaders
• Feedback from partners
• Observation
• Processes
• Outcomes?
4. Implementation & Evidencing
A succession of public reports, most recently in Rotherham and Oxford have highlighted the lack of communication between vulnerable children and professionals who are tasked with safeguarding them. Positive communication with children and young people is critical and Talking Life’s expert team in this area has extensive experience of listening and responding to LAC, socially excluded and children and young people at risk, both through case work and group work settings. Their specially created training courses have been successful in enabling a range of social care professionals to hone their skills in communicating with children and young people.
A chronology lists in date order all the major changes and events in a child or young person’s life. In a recent High Court judgement Justice Bracewell included a chronology among the records the court would expect to find in a social work file.
A chronology can be a useful way of gaining an overview of events in a child or a young person’s life.
The chronology should be used by practitioners as an analytical tool to help them to understand the impact, both immediate and cumulative, of events and changes on the child or young person’s developmental progress.
This course provides participants with a good understanding of swallowing problems.
The purpose of this training is to develop awareness and understanding of Domestic Abuse and to support all individual dealing with domestic abuse issues in their daily work
his one day course has been developed to try and help anyone trying to support a person with learning disabilities who develops dementia. It adopts a person centred approach and provides a framework within which participants think about what they are doing and why.
Emotional Intelligence is a skill to perceive, assess, and manage the emotions of one’s self, of others, and of groups. In this Emotional Intelligence in the Workplace Training course you will learn that its importance is that it can help individuals with relationships in life and at work, with management of people and teams of people, enabling them to interact and influence others, as well as improving confidence and assertiveness. At its most simplistic, it is allowing yourself to be you.
The course will provided participants with a comprehensive guide to recent developments in legislation and prospective changes to government policies affecting family law. The course will look at recent and pending legislation, case law, developments in the family courts and the implications of this upon present practice and policy within local authorities together with key changes needed in practice and service delivery
This programme recognises the fact that effective communication is central to all work in the health and social care sectors. Professionals within the sectors require good communication and interpersonal skills to perform their roles effectively, work cooperatively with colleagues and build supportive relationships with people using services. It is, therefore, important for all those embarking on a career in the health or social care sectors to gain knowledge, understanding and the skills associated with communication, so that they are able to develop effective interpersonal skills.
This course will provide participants with a complete understanding surrounding the Duty Care including how duty of care contributes to safe practice
o comply with Government legislation and raise awareness of issues concerning service users in order to improve the quality of care provided & lower the risk of service users becoming ill due to:
– Foodborne illnesses such as food poisoning
– Dehydration, due to lack of fluids.
Incidents of malnutrition, dehydration and food-borne illnesses in the care sector, particularly among elderly & frail residents, are increasing. There is a need, therefore, for raised awareness of the importance of good food hygiene amongst staff working in this sector. This course can be used as APL towards an NVQ.
The aim of this course is to underpin knowledge of the urinary and faecal systems. Of continence aids, urinary catheters and the care of equipment. To understand pre-pubic catheters, the uses of urostomys, ileostomys and colostomys. And an awareness of abnormalities.
This course is intended for anyone who deals with customers, whether face-to-face or on the telephone. Customer service is one of the most important aspects of any organisation, it’s not just a question of reacting to your customer’s needs it’s about anticipating those needs in advance of their arrival. We will also be looking at situations when a customer’s expectations are not met and the potential for conflict arises.
This course creates a basic awareness and understanding of issues regarding the Mental Capacity Act and procedures concerning Deprivation of Liberty
Comprehensive 4 or 5 full days of mandatory induction training to assist with the completion of the Skills for Care induction booklet. The course will cover the 8 Induction Standards as set out by Skills for Care.
The course will explore what we mean by counselling skills and the qualities of a good listener. It will also look at the purpose of questions and giving and receiving feedback and barriers to communication.
Enteral tube feeding has become a widely used health care technology both in the hospital and community settings, and its increasing use is associated with a range of different routes and systems for delivery of nutrition. But the fact that more patients are being fed Via this method , is not matched by education and training for those providing care
This course is designed to enable staff to develop an understanding of Enteral Feeding;
This course is designed to support staff working in community settings caring for palliative patients and those requiring end of life care. It will cover holistic assessment of physical, psychological, social and spiritual needs and consider the balance between potential benefit and burden of treatment. Symptom management to optimize quality of life and the need for clear, honest communication will be shared.
The Care Act 2014 aims to put people at the centre of their care and support and maximise their involvement. Helping people achieve the outcomes that matter in their lives is seen as essential to promoting wellbeing in the transition towards end of life. Advance Care Planning is critical to these outcomes.
Building on the Department of Health’s National Dementia Strategy and subsequent documents, this course aims to prepare people who already have a basic knowledge of Dementia Care how to be a local Dementia Champion.
This course will provide participants with a complete understanding of Catheter/Stoma Care.
This workshop will provide the delegate with the awareness of the issues involved when sharing information about highly emotive and challenging situations. They will develop understanding of the impact, on both the giver and receiver, of sharing bad news whilst understanding of the needs of patients and relatives.
This training will help participants learn how to delegate tasks and use effective delegation as a key development tool to motivate and challenge their people. It will identify all the considerations that need to be taken before, during and after a task has been delegated.
This course aims to provide participants with the skills and confidence they need to develop this vital skill-set.
This course is designed to provide delegates with an improved understanding of the issues surrounding losses experienced by children, including bereavement, separation, divorce and illness. It will explore how child development affects children’s views of bereavement and loss and improve awareness of children’s needs in the family context.
Coaching is a crucial tool for developing skills within your team members, to facilitate communication and overcome difficulties. This course provides a coaching framework and the key tools for supporting members of a team to develop themselves personally and professionally.
Effective communication is key to any business or organisation being able to function efficiently. The focus of this course is on improving the way delegates communicate information and instructions in the workplace.
This course is taken together Autism in Practice: Working with Autistic Adults + Autism in Practice: Assessing & Care Planning with Autistic Adults fully meet Care Act Assessment Reg. 5 and Autism Act Statutory Guidance requirements for specialist training.
includes coverage of DHSC Capabilities framework for supporting autistic people and BASW capabilities statement plus applied MCA, Care Act and Safeguarding knowledge
The course is designed for participants to be aware of the historic inequalities in practice with parents with Learning Difficulties and/or autism, the importance of following good practice guidance to upholding the rights of children and of parents with LD and/or autism and to non-discriminatory practice. They will be able to develop skills in communicating effectively with parents with LD and/or autism as well as in assessing parenting capacity, joint working and applying thresholds in line with good practice in working with parents with LD and/or autism
he aims of this course are:-
Understand what Autism is and the varied presentation of autistic children
Understand the main characteristics which lead to a diagnosis of Autism
Understand the range of difficulties and challenges that autistic children can experience in everyday life
Understand the legal and policy framework that underpins good practice with autistic children
Understand how to make practical adaptations and adjustments to make services accessible to autistic children
Understand how to provide effective support for autistic children in key areas including:
Communication
Changes and transitions
Sensory issues
Supporting decision making
Social difficulties
Understand how behaviours which may challenge may be related to support needs
Understand why and how autistic children may be vulnerable
Understand the changing needs of autistic children and their families and the role of services
In many organisations where change is taking place, employees will have been placed in an Internal Ring Fence for Redundancy Selection or Competitive Ring Fence Selection Process. This course aims to support all employees in this situation who need to prepare for a Ring Fenced Interview. It explains an outline of the scoring process and goes on to include hints on completing the application form and tips on being interviewed.
This course is taken together Autism in Practice: Working with Autistic Adults + Autism in Practice: Assessing & Care Planning with Autistic Adults fully meet Care Act Assessment Reg. 5 and Autism Act Statutory Guidance requirements for specialist training.
Includes coverage of DHSC Capabilities framework for supporting autistic people and BASW capabilities statement plus applied MCA, Care Act and Safeguarding knowledge
The support provided by local authorities under Section 17 & Section 20 of the Children act, 1989, has been recognised by the government & courts as being an essential safety net to protect the most vulnerable children and families who have No Recourse to Public Funds (NRPF) from destitution. This course will provide delegates with a clear understanding of the legislation and case law in relation to families with NRPF and UASC (Unaccompanie Asylum Seeking Children). It will examine the complexities involved in the completing of these assessments and the importance of getting the assessments right, not just for the children & families but to prevent a legal challenge for the local authority under the Human Rights Act, 1998 in addition to the arrangements for working jointly with the UK Border Agency
The course is aimed at improving theoretical knowledge around the long term impact of poor attachment patterns and trauma in early childhood. It is an interactive course for anyone working with children.
The course is aimed at improving both theoretical & practical knowledge of Attachment within a foster placement in order to prevent placement breakdown in the continuation of the placement.
Participants on this course will have an understanding of emergency methods and treatment.
This course provides an overview of Autism Spectrum Disorder. It will allow participants to understand the presentation of both subsequent client needs and behaviour whilst maintaining good practice for supporting them
Participants on this course will receive updates on the latest guidelines from the British Resuscitation Council and prove competent in BLS. Candidates must be physically able to carry out the necessary procedures
The key aim of the Bereavement and Loss Training is to increase knowledge or care after death procedures, grief and bereavement (including suicide), develop an understanding in order to build confidence and enhance skills needed to work sensitively and empathically with families, carer’s and others who experience loss and grief.
This course aims to consider the needs of those members of the learning disabled population who are ageing. It examines the context for caring for older people with a learning disability, their needs and the specific challenges they face; the double jeopardy of being old and learning disabled; the particular vulnerability factors of this population to mental health problems in old age and the issues of supporting ageing carers.
This programme aims to give practitioners the opportunity to examine and explore the nature of the exploitation of adults at risk of harm. It will consider the nature of that exploitation and how it can manifest in our communities and care settings in order to help practitioners to intervene in order to minimise either the risk, or experience of, abuse.
The role of the Appropriate Adult was created in the Police and Criminal Evidence Act (PACE) 1984 (updated 2019), with the intention of safeguarding the rights and welfare of young people and vulnerable adults in custody. When someone is arrested by the police and taken to a police station they have three basic rights;
• The right to free and independent legal advice
• The right to have someone informed of their arrest
• The right to consult the Codes Of Practice (concerning police powers and procedures)
Having identified a young person or a vulnerable adult, the custody officer has a duty to request the attendance of a responsible adult, ( known as an ‘Appropriate Adult’) .This role is different to that of a solicitor. An Appropriate Adult can be a family member, friend or a volunteer or social / health care professional.
The training will provide the knowledge base required to fulfil the above role in an appropriate manner. It will instruct and update professionally qualified staff from health and social services (who work with adults with mental health problems or learning disabilities that make them vulnerable), on the subject of PACE and Appropriate Adult work
The aim of the course is to enable Personal Advisers (P.A.’s) to consider how they write files with a view to young people accessing them when they are ready. Accessing information regarding decisions made about them can be traumatic and stressful for young people and can trigger feelings and thoughts that will need to be sensitively managed.
During the course, P.A.’s/Social Workers will explore the benefits and consequences that arise from accessing files and also consider their own responsibility in recording keeping and recording in mindful, respectful and honest ways.
A course to demonstrate how analytical writing requires an assessment of the weight given to information gathered, drawing on knowledge from research, experience and practice, combined with the service users’ needs within the family or the context in which they live. The course aims to improve delegates’ confidence in understanding what is relevant and meaningful, and how to write it down in an effective way
Assertiveness is an important skill in the workplace as it is fundamental to good communication. Being assertive means being able to stand up for your own or other people’s rights in a calm and positive way, without being either aggressive, or passively accepting ‘wrong’. Assertive individuals have good self esteem and are able to get their point across without upsetting others, or becoming upset themselves.
This course aims to help participants improve their assertiveness skills.
Attention deficit hyperactivity disorder (ADHD) is a behavioural disorder that includes symptoms such as inattentiveness, hyperactivity and impulsiveness.
Symptoms tend to be noticed at an early age but most cases are diagnosed when children are between 6 and 12 years old.
The symptoms of ADHD usually improve with age, but many adults who were diagnosed with the condition at a young age continue to experience problems.
This course gives a better understanding of ADHD and support strategies for children and young people.
This is an Accredited Course suitable for Staff who work in lower hazard environments, have fewer staff or where HSE guidelines indicate staff should be trained
This course is interactive and practical requiring full participation of each delegate. Delegates will learn basic first aid skills within a friendly, supportive and informal, classroom environment at a pace to suit the group.
This course meets the Ofsted requirements for Childminders and childcare workers and exceeds the requirements for Nannies and Au Pairs.
Contact time will be12 hours over the course of two days (as a minimum).
Certification is for three years and annual refreshers are recommended to maintain skills and provide valuable updates and changes accordingly.
Alcohol related problems are one of the leading causes of morbidity and premature death. Primary care is ideal for early detection and secondary prevention of alcohol-related problems and brief interventions have been shown to reduce excessive consumption in primary care patients.
The main barriers to involvement in alcohol intervention were that GPs were too
busy (63%), that GPs were not trained in counselling for reducing alcohol consumption (57%) and that the current GMS contract did not encourage work with alcohol problems (48%).
The aim of this training is to increase knowledge of alcohol use and its effects. It will also enable staff to have more confidence in delivering Alcohol brief interventions as part of the Enhanced Service. It is ideal for those that prefer a more hands on and practical approach to carrying out brief interventions.
Most often the first person on the scene of a fatal knife/ gun wound is inevitably friends of the victim or/ and teaching professionals, outreach workers. This course is designed specifically to deal with quick response administrating first aid related to the incident.
This course involves dealing with the dangers of gun and knife crime and also how to deal with the wounds at the scene. This course has been very successful in training professionals and young people to deal and respond to fatal injuries, and is run by a highly qualified and experienced A/E and Intensive care nurse.
The First Aid at Work refresher course is for anyone who wishes to fulfil the strong recommendations by the HSE (first aid regulations 1981) that all first aiders in a business should annually refresh their first aid skills. This regulation is valid for every sector in and out of the workplace. This course is ideal for many other sectors including Basic Life Support to people who just want to know a little more about first aid.
Keeping first aid skills refreshed is an HSE recommendation.
Foetal Alcohol Spectrum Disorder (FASD), formerly Foetal Alcohol Syndrome (FAS) is the umbrella term used to describe the leading cause of preventable birth defects and is the commonest known cause of cognitive impairment in children, in the world.
6,000 babies are born each year in the UK with FASD – and many are undiagnosed. If you work with children, adolescents or vulnerable adults you may be supporting someone with an FASD.
It is a spectrum disorder caused when a pregnant women consumes alcohol,
Improvements in screening, identification, and treatment of children with Foetal Alcohol Spectrum Disorders (FASDs) can be enhanced through systematic efforts to educate medical and allied health students and practitioners about these disorders. Such efforts will contribute toward the goal of better identification, diagnosis, and referral for treatment for individuals with prenatal alcohol exposure.
Adaptive leadership is a set of tools and strategies you can use as a leader to overcome obstacles and change in an environment that is moving at a fast pace. It is based on the model devised by Ron Heifetz from Harvard University. Adaptive leadership is about observing the business and team and being able to adjust your style to meet the needs of the environment. It is a style that supports a time of change and using methods other than the one size fits all approach. Adaptive leadership helps to negotiate change and demonstrate innovation to cope with change and upheaval.
Our Advanced Statement Writing and Court Skills aims to deliver a good working knowledge about the inner-workings of a courtroom setting and prepare you to appear in a courtroom environment.
You will identify issues (and include facts which support these issues), the source and weight of evidence while insulating written evidence against cross-examination. The course will explore the layout and formalities which take place within court as well as the use of exhibits/appendices/photos/plans/maps and using contemporaneous notes as the basis for statements/reports. You’ll learn how to deliver your statements clearly, getting your message across to your peers.
The course will give you an opportunity to develop an objective, critical eye in relation to written evidence and the procedures and process of giving evidence, as well as preparing you to give your own evidence. It will inform you about the roles of the various people in court/tribunal and instill you with the confidence to take the oath or affirmation with certainty. In non-intimidating, realistic role-play, you will gain experience in being cross-examined: learning valuable skills about the techniques lawyers use in cross-examination and how to handle them; how to give clear, honest, impartial testimonies receiving detailed feedback in order to properly prepare you for the real thing.
This course provides a good understanding of First Aid. The course is designed to provide cover for the workplace where employers have carried out their risk assessment and decided that this level of training will meet their legal obligations.
Well informed, and properly tested decision making is essential in effective safeguarding of adults. The Safeguarding Adults Strategy meeting provides a valuable opportunity for this, and is a key part of the Safeguarding process.
This course aims to equip those chairing Strategy Meetings with clarity on their role, and advice and guidance on best practice, so that the most effective safeguarding outcomes are realised.
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This course will explore the processes for identification, referral, assessment, determination of the qualifying criteria, and who must be consulted, as part of the new LPS framework.
This course will explore the role of IMCA’s within the LPS framework. We will look at when IMCA’s need to be instructed, what they will do and how they will do it, how professionals work with IMCA’s and what responsibilities and powers they hold within the LPS framework.
This is an introductory course to give employees a better understanding of work place Hazards and precautions put in place to control them.
The course is accredited and is assessed by a multi choice exam at the end of the session
The qualification covers;
Health & Safety Legislation
Workplace Hazards & Risk
Workplace conditions
Workplace procedures
This two-day conflict awareness training session helps participants to develop their insight into the reasons why we may encounter conflict in the workplace. In this session we share simple and effective strategies for creating and maintaining safe working practices and environments.
Emotional intelligence, hope, mindfulness, and compassion help a person reverse the damage of chronic stress and build great leadership relationships. The Positive and Negative Emotional Attractors inspire sustained, desired change and learning at many levels.
Emotionally Intelligent leaders have great positive impact on their employees. High competency in communicating, influencing, motivating others, and managing emotions in the workplace thrust leaders to become mentors as well. Therefore, exceptional leadership calls for high emotional intelligence leaders that have sound judgment and reasoning.
This course will focus on imparting emotional excellence skills to enable you to succeed as a distinctive leader. Delegates will gain insights and skills on how to be an emotionally intelligent leader. They will develop intrapersonal skills of self-awareness and self-regulation.
They will also gain mastery of interpersonal skills of empathy and relational skills. Delegates will be exposed to the latest scientific breakthroughs in management science on the mastery of healthy emotions in a leader. They will learn the importance of managing body, mind and spirit so as to lead
others in a holistic manner. Delegates will return to their organisations with skills to be excellent leaders.
Self-neglect is a failure of someone to take care of him or her self that can cause serious physical, mental or emotional harm but it is not always easy for professionals to spot. Proper assessments are important and any actions taken need to be within the Mental Capacity Act, 2005.
This course will explore the authorisation process for the LPS framework. We will look in-depth at authorisation conditions, duration, review requirements, specific safeguards, authorisation records, roles and responsibilities, and other authorisation’ particularities as the code of practice expands these.
This course will explore the pre-authorisation review stage of the LPS framework. This course will explore both paths; the ‘light touch/on the papers’ approach, and the involvement of an AMCP in certain situations. The process for identifying and evidencing if the qualifying criteria are met will also be covered.
Domestic abuse is an incident or pattern of incidents of controlling, coercive, threatening and violent behaviour, in the majority of cases by a partner or ex-partner, but may also be a family member. The aim of this Domestic Abuse including Coercion and Control Training is; to help raise awareness and increase recognition of domestic abuse and coercive control; understand the associated risk and protective factors; develop an understanding of why people may be abusive in relationships and how to manage this risk. This event will include training on the DASH-RIC (Domestic Abuse and Honour Based Violence Risk Checklist) using a case study to practice the use of the tool.
Helpful resources will be shared with delegates, including safety planning, guidance on completion of the DASH-RIC and how to refer into their local MARAC. Resources on support for survivors and those who perpetrate domestic abuse will also be shared.
Children and young people who are removed from their family, even those who have been maltreated, experience separation and loss. Research has found that these feelings can be exacerbated when they experience multiple placements (Schofield and Beek, 2005). Placement instability reduces a child’s opportunities to develop secure attachments and may also exacerbate any existing behavioural and emotional difficulties (Schofield and Beek, 2005). This in turn can make it more difficult for children to form relationships with carers and contributing to further placement breakdown and rejection (Munro and Hardy, 2006).
According to the Department for Education (DfE 2013) 11% of looked after children had three or more placements during the year ending 31 March 2013. Young people aged between 13 and 16 were those most likely to have three or more placements. Children who experience multiple placement moves have poorer outcomes than those who do not in terms of psychological, social and academic outcomes.
Foster carers need to understand what is meant by permanence and long term care and appreciate why achieving this for children and young people is of critical importance for children and young people’s outcomes. Carers need to appreciate the different ways that children and young people can achieve permanence and long term care, foster care being one of these. Foster carers providing permanence / long care need to have the skills and abilities to meet the needs of such children and those providing short term care need to have the skills to support children and young people into permanence wherever possible
This Mental Capacity Act Training course provides an overview of the Mental Capacity Act 2005 and the process of Best Interest decision making under the Act.
Our half-day Active Signposting ‘standard’ course aims to help participants fully understand the skills and mindset necessary to actively signpost confidently and communicate with clarity. Also to understand and embrace the change to build new behaviours, be resilient and maintain a positive mindset throughout the whole process. The Active Signposting Training course will enable participants to build the skills and confidence to enable them to build empathy, to manage conversations and actively listen in order to understand the best signposting response first time for every patient.
This training explores the national epidemic of knife crime and serious youth violence and how practitioners can respond effectively utilising real time interventions and evidence based practice
Child criminal exploitation is not defined in law, though the government’s Serious Violence Strategy (2018) defines it as occurring where an individual or group takes advantage of an imbalance of power to coerce, control, manipulate or deceive a child or young person under the age of 18 into any criminal activity:
• in exchange for something the victim needs or wants
• for the financial or other advantage of the perpetrator or facilitator
• through violence or the threat of violence
The most common form of child criminal exploitation is ‘County lines”.
County lines is defined by the Government’s Serious Violence Strategy (2018) as
“…a term used to describe gangs and organised criminal networks involved in exporting illegal drugs into one or more importing areas (within the UK), using dedicated mobile phone lines or other form of ‘deal line’. They are likely to exploit children and vulnerable adults to move (and store) the drugs and money and they will often use coercion, intimidation, violence (including sexual violence) or weapons.”
There are more than 2,000 County lines organised criminal gangs across England and Wales and gang members can give some children and young people a false sense of belonging, safety, and security, filling a gap that exists in their lives.
The aim of this course is to improve leadership skills in relation to chairing effective outcome focussed safeguarding children meetings
This one day programme aims to give delegates an insight into the main planks of the Care Act 2014. It will consider the way in which the new Act shifts community care law and the implications for practice
This 2 day programme has been designed for teams of workers supporting people on the Autism Spectrum with complex support needs. It aims to help participants gain a greater understanding of the Autism Spectrum and the need for team consistency and resilience to support people effectively.
In a relaxed and informal atmosphere, the following will be covered:
The key characteristics of the autism spectrum including the DSM IV and DSM V overviews
The emergence of theories of causation as the incidence of Autism either increase or our awareness of its presentation grows
Ways of helping including consideration of capacity, capability and risk management
Person centred responses based on observation and appreciation of the person being supported
The need for team consistency to support the wellbeing of people living with autism
Ways of supporting team resilience through effective team communication
The Medicines Management workshop is aimed at all support workers involved in the administration of medication, including those looking after adults/children with disabilities. The course facilitates an overview of the accountabilities and responsibilities of the social care worker within this context and provides a comprehensive theoretical underpinning to safe medicine administration.
The aim of this one day event is to explore the issue of neglect and its impact on children and families. It will not only focus on the nature and definition of neglect but will also on the profile of neglectful parents. The event will also provide information on evidenced based, effective assessment tools which can assist social work staff in recognising the signs of neglect, the risk of neglect and whether a child is in need or at risk of harm. Emphasis will be placed on the importance of early intervention and working with the family to mitigate the impact of neglect on children.
This course will enable practitioners to improve their understanding, strategies and reflections with children and families from black and minority ethnic communities
This programme aims to give participants the opportunity to reflect upon, develop and maintain skills and attributes of professional curiosity in practice. It will consider the importance of healthy scepticism and respectful uncertainty, encouraging workers to fact check and cross reference as an evidence base; to attune to their professional instincts.
Adopting this approaching requires practitioner to utilise effective observation, active listening and develop an appreciation of risk and how managing risk requires a fluid approach.
In order to empower practitioners to offer this approach consistently maintaining professional curiosity and supporting the emotional resilience of all members of the core group is essential.
Developing the confidence and ability to have reflective and relational conversations, to keep questioning and not detach from the importance of their role related responsibilities is crucial when managing risk and reviewing the family plan.
This a two-day Court Familiarization and Evidence Giving Training course designed to provide social workers with insight into the legal system together with the skills and confidence to give effective and compelling evidence in court.
Bias is something that affects everyone, and shapes our experience of both the world and the people around us. Making a positive change starts with an acknowledgement that it does exist and the potential business impact of not taking action to rectify it.
During this session we will explore how both conscious and unconscious bias’ can affect our decisions regarding recruitment, selection, leadership, motivation and more.
The aim of this workshop is to provide individuals with a range of tools to support them in a changing work environment such as during a Restructure and Reorganisation.
The Writing Section 7 and 37 Reports Training course provides a detailed guide as to the construction of these important court reports. The legal basis of the reports (and the differences between them) is explained and participants introduced to the basic formats and shown many of the common pifalls in drafting reports to the court. Particular regard is had to analysing how the writer of the report can provide the court with accurate, fair and trustworthy evidence, insulated from cross examination. Participants are given guidance as to the rules regarding information gathering and how to discern the relevant from the irrelevant as well as the opportunity to analyse good (and bad) examples of report writing. Additional guidance is given as to the lead up to a court appearance, courtroom etiquette and the realities of cross examination.
This course has been designed to provide participants with a deeper appreciation of why people are difficult to engage with and the factors which may cause a reluctance to engage. It will provide the practical tools necessary for increasing engagement and overcoming the barriers that clients may face.
This one-day Trauma Informed Practice (Childrens) Training course introduces practitioners to trauma informed practice and enables them to be able to consider adverse childhood experiences and how these may lead to trauma
This 2-3 hour course is for individuals in the organisation who need to either ‘meet’, ‘train’ or communicate using the virtual platform of MS Teams. The course will give delegates the confidence to use all the tools available on the platform and give them useful hints and tips on how to make the experience as close to a face-to-face or classroom experience as possible.
Delegates will be given a comprehensive ‘how to’ guide on how to use MS Teams which will be used to work through the session and which can be taken away to refer to later.
Children and young people who are removed from their family, even those who have been maltreated, experience separation and loss. Research has found that these feelings can be exacerbated when they experience multiple placements (Schofield and Beek, 2005). Placement instability reduces a child’s opportunities to develop secure attachments and may also exacerbate any existing behavioural and emotional difficulties (Schofield and Beek, 2005). This in turn can make it more difficult for children to form relationships with carers and contributing to further placement breakdown and rejection (Munro and Hardy, 2006).
According to the Department for Education (DfE 2013) 11% of looked after children had three or more placements during the year ending 31 March 2013. Young people aged between 13 and 16 were those most likely to have three or more placements. Children who experience multiple placement moves have poorer outcomes than those who do not in terms of psychological, social and academic outcomes.
This Use of Professional Authority Training course will help foster carers understand what is meant by permanence and long term care and appreciate why achieving this for children and young people is of critical importance for children and young people’s outcomes. Carers need to appreciate the different ways that children and young people can achieve permanence and long term care, foster care being one of these. Foster carers providing permanence / long care need to have the skills and abilities to meet the needs of such children and those providing short term care need to have the skills to support children and young people into permanence wherever possible.
Helping a child make sense of his or her past is an important part of a practitioner’s role in working with children and young people. Being able to do this sensitively and effectively will help the child cope with current uncertainties, develop a clearer sense of identity and contribute to plans for their future. This course has been developed with reference to the latest research, legislation, standards and good practice and the delivery of knowledge and skills is designed to take account of a wide range of different learning styles.
The aim of this course is to increase awareness of Compassion fatigue and Moral Injury and how these affect practitioners in social care settings.
This course focuses on the impact of working in high intensity, emotionally impactful working environments on practitioners.
It considers trauma informed practice in relation to practitioners and how they can maintain resilience within chaotic work settings
The day provides a foundation for taking active measures in maintaining resilience and self- care whilst considering the impact of the pandemic alongside working in settings that are demanding and quick changing
This one day course gives participants the opportunity to explore the various facets of professional curiosity, including the reasons behind non compliance, guarding against the rule of optimism, ensuring a person’s maximum involvement in their own assessment and what gets in the way of professional curiosity.
It then explores six areas, namely:
Wellbeing, outcomes, wishes, preferences, values and beliefs
Communication skills
Legal literacy
Achieving best practice in supported decision making
Evidence and decision making
Positive risk taking
Supervision and looking after you
A highly interactive course, it uses a number of case studies and small group exercises and draws on findings of a recent national safeguarding adults review analysis.
A half day programme for participants to understand how and why we think, feel and react to stress and to understand and practice mindful responses to increase our resilience.
The course will enable individuals to apply Mindfulness and Emotional Intelligence (EI) techniques to reduce stress in everyday lives. It will also enable candidates to understand others better and communicate to change patterns of behaviour and overcome self-limitations.
To deliver training for a range of workers who support families and young people to write consistent and robust action plans following assessments to improve and evidence clear outcomes for children and young people.
Deliberate Self-Harm is now a major problem in the UK, where it currently accounts for about 10% of health service admissions. At the same time there is a government-led focus on reducing the suicide rate (in men under 50 suicide is the largest killer) in the UK by a fifth. How do we differentiate between active suicidal behaviour and DSH? How can we think and intervene helpfully in a range of such situations? This one day course will focus on the whole spectrum of DSH/Suicidal behaviour, to increase confidence in working with this challenging client group.
This course will examine the effects and risks, trends in drug and alcohol use, drugs and the law, working effectively with young people around drugs and alcohol issues, referral processes and support services.
The training is designed to give delegates a greater understanding of the effects of substance use on pregnancy and parenting. In particular looking at different substances and their effects on both mother and unborn child, effects of different drugs and alcohol on parenting and how agencies can work better together to provide appropriate care and support for all the family.
The aim of this course is to increase delegates' awareness of sepsis and in turn increase vigilance of sepsis
This course will equip individuals working with people experiencing drug misuse issues, with an increased knowledge of current trends of drug and alcohol use and the most commonly used drugs and their physical and psychological effects. There will be a significant focus on New Psychoactive Substances, formerly known as Legal Highs, in terms of their effects, legality etc.
The strengths or asset based approach, which is mandated in the Care Act, is about focusing on what a person can do, rather than what they cannot do, it is a move away from considering needs to explore and maximise the person’s skills, relationships and resources. Engaging with the person at the centre, the practitioner’s role is to support the person to make the best decisions for them. It involves mapping what is available in the community, tapping into universal services to find what is right for the person and being as creative as possible to find solutions that best meet the person’s outcomes and enhance their wellbeing.
The Care Act also highlights the importance of an individual defining their own personal outcomes related to what is important to them. These are distinct from eligibility outcomes defined under the Act.
This one day Strength Based Approaches Training course looks at how the subject of supporting a person to define and record their outcomes during an assessment is done and how to adopt the strengths based approach by changing the questions asked. Examples and case studies from other authorities will be presented, using a range of materials. The course will explore the 3 conversations approach developed by Partners4Change and will provide an extensive list of potential questions for practitioners to consider and to adapt to their own practice.
In a relaxed and informal atmosphere, participants will explore the role of supervision in social care and social work settings. It will examine the need for reflective and reflexive practice in social work and the skills of the supervisor in promoting this form of learning and development. It will also consider the disciplinary process if, for example, there has been a breach in the duty of care or there are professional capability issues and the role supervision has in this.
The emphasis in the Care Act is that care and support planning should put a person in control of their care and that the person must be as actively involved, with support, as required, and influential as is possible. The person should know how their budget was calculated and feel confident that the personal budget is correct and sufficient to meet their care and support needs. Support planning is about considering options and solutions, strengths which have been identified and what is available in the person’s community.
The plan needs to include the person’s outcomes, their assessed needs and assets, the input of any carers, how any outstanding needs will be met, the person’s own financial contribution, as applicable, and whether a direct payment will be taken
Many individuals with mental illnesses have never had their aftercare provision reviewed. This aftercare is for needs arising from their mental illness alone and only for those detained under Section 3 and 37 of the Mental Health Act 1983. As funding bites in current times, local authorities and health organisations are becoming keener on reviewing this issue to establish whether the aftercare is still needed.
This half day programme aims to give participants an insight into section 117 of the Mental Health Act 1983 and the recommendations for social care legislation made by the Law Commission in March 2011. It looks at the purpose of s 117 and the issues for discharging individuals from the section as well as the relationship with Continuing Health Care funding.
This course will explain what fabricated or induced illness is and some of the ways that it might manifest. We will think about the triggers for this type of abuse and some of the ways that professionals working with children might be able to identify if a child is suffering fabricated or induced illness. We will learn about the responsibilities of staff in relation to this issue and think about what you should do if you think a child is suffering, or is at risk of suffering, this type of abuse.
This important course enables participants to become aware of child safeguarding issues and practical ways of dealing with them.
This Equality Diversity and Inclusion Training course describes key legislation and codes of practice relating to diversity, equality and inclusion.
Research shows that deaf and disabled children are at significantly greater risk of physical, sexual and emotional abuse and neglect than non-disabled children.
It is therefore essential that professionals working with deaf and disabled children have skills and knowledge to ensure the same levels of protection from harm as non-disabled children.
This a one-day course designed to provide social workers with a good working knowledge of all the different aspects of family law as well as the legal system of England and Wales
The course is conducted in a dynamic, informal and accessible way. Delegates are encouraged to participate in group discussions, share experiences and ask questions at any time
The course adheres to the requirements set out in the Department for Education’s “Post-qualifying standard: knowledge and skills statement for child and family practitioners” (KSS) and within the Professional Capabilities Framework of the British Association of Social Workers
To enable support workers to communicate effectively with their service users whose speech is impaired
This one day course has been designed for staff to learn how to have difficult conversations with clients, colleagues and managers. It aims to Increase confidence to have those conversations, understanding the benefits for you, the other person and the work by taking a look at the skills that you already use. You will learn simple techniques to create a positive outcome, identify techniques of Resilience, Assertiveness and look at how to use the skills to engage people including difficult situations.
A full day’s informative, interactive and fun training course conducted in a relaxed and “safe” learning environment for staff
This training course will equip participants with a range of techniques for effective listening to and communication with children. It enables workers and carers to work effectively with children to process difficult experiences; use reflective listening skills and assessment techniques; assist children in processing and recording their life history; and support them as they prepare to move to permanence
Turn boring documents into must-read material with powerful formatting, charts, and tables.
Further increase your basic skills of turning boring documents into must-read material with powerful formatting, charts, and tables
Use advanced skills to turn boring documents into must-read material with powerful formatting, charts, and tables
This two-day intensive course provides an overview to the Project Manager’s /Associate Project Manager’s Role. It is based on the contents of the Project Management Qualification. It is an intensive course that provides a snapshot of what is involved in project management environment.
This is an interactive course and case studies will be provided to help work with and use the tools as we work through the course. However, we often find that using a real example can be extremely supportive and enlightening for our learners. If you wish to bring an example to work through, provided we adhere to GDPR rules this is acceptable.
This programme gives delegates the opportunity to explore some of the key Care Act themes and principles in greater depth, for example addressing the question What does giving people choice really mean and require of you? It considers the shared duties and themes of the Care Act and the Mental Capacity Act and explores the need to understand how a person makes decisions in their life and what we need to do to support that person in decision making. A number of quizzes test knowledge of key Care Act duties. The day is split into 6 parts, wellbeing and outcomes, maximising choice and achieving best practice in supported decision making, duties, effective assessment, eligibility determination and care and support planning, positive risk taking, evidence and decision making and reviews.
Turn unorganized data into useful information and quickly make spreadsheets your colleagues. The course covers advanced topics like functions, PivotTables, and macros.
Turn unorganized data into useful information and quickly make spreadsheets your colleagues in this beginner Excel course
Make sure your message is heard with presentation slides that inform and engage your audience in this beginner PowerPoint course.
Make sure your message is heard with presentation slides that inform and engage your audience in this intermediate PowerPoint course
This course builds on the basic skills covered in our Introduction to Project Management Skills Course. However, if you have not attended that course this will not present a problem as there is a recap throughout the course.
A short session for participants to understand how and why we think, feel and react to stress and to understand and practise mindful responses to stress. Mindfulness will help develop present moment awareness to see life differently, change unhelpful patterns and experience more choice.
The course will enable candidates to apply Mindfulness personally and professionally to reduce stress in everyday lives
Turn unorganized data into further useful information and quickly make spreadsheets for your colleagues in this intermediate Excel course
All adults have a one in four chance of experiencing a period of mental illness in their lifetime. Parents constitute a substantial proportion of mental health users. Being a parent with mental illness is especially challenging. Children in these families are at greater risk of a range of mental health problems and adverse life experiences. Working directly with mental health users as parents and their children can have an immediate impact on the parents’ recovery process which safeguards the child.
The Family Model as a conceptual framework identifies that there are risks, stressors and vulnerability factors increasing the likelihood of a poor outcome, as well as strengths, resources and protective factors that enable families to overcome adversity. Risk and protective factors interact with parental mental illness, child development and mental health, parenting and the parent-child relationship in a bidirectional manner. Over time, the complexity and multi-directionality become more complex as the child’s behaviour impacts on the parent’s mental health, the parent’s mental health impacts on his or her parenting and the parent’s mental state and style of parenting affect the child’s behaviour.
This one day course will focus on how to use the Family Model effectively in working with families as a reflective tool as part of the safeguarding process, but also as a tool to facilitate parental motivation. We will also focus on how to communicate with children and young carers effectively in a way that they will find supportive. ‘Think Family, Think Child, Think Parent‘is at the core whilst working with parental mental health and safeguarding children and young people.
This course is aimed at those social workers who are identified as minute takers for safeguarding children meetings within their organisation. This programme aims to enable minute takers to understand the role of meetings and the importance of note taking and minutes in the safeguarding childrens’ process. It will examine the role of the minute taker and their relationships/professional boundaries in safeguarding meetings; the structuring of notes from meetings that are factual, accurate and can enable effective decision making. The relationship with the chair will be examined to enable minute takers to manage themselves at the interface with some of the challenges and conflicts that can arise in safeguarding meetings.
This course will assist practitioners with child protection responsibilities to reflect on the process of probing and reflective questioning and analysis to form a view about risk and harm and the parent’s capacity to meet their child’s needs. At the end of the course, participants will have developed their ability to critically evaluate practice actions and decision making to enable practitioners to be confident and persuasive when recommending a course of action to parents, to colleagues and to courts to protect a child.
This course will enable workers who are engaged in work with children and families to develop effective ways and build confidence in working with difficult behaviour, in order to recognise potential impacts on professional dynamics and multi-agency child protection work when professionals are faced with working with families who are hostile and evasive.
The aim of this training is to introduce learners to using Calder’s pre-birth risk assessment tool and understand what is involved in undertaking robust assessments and planning
This course aims to develop practitioners’ knowledge and understanding of parenting assessments
This course is designed to help line managers identify strategies and approaches to managing cases of employee underperformance as well as providing background on the employment law basics. The course will equip learners with the skills to be able to informally and formally manage performance as well as place accountability with their staff for their own performance through adopting a coaching approach to performance. The course will look at why many employers accept average performance in the workplace and often deal with it incorrectly as misconduct. Learners will have the opportunity to work on real life case studies and practise the strategies learned in a safe environment.
This course provides a basic overview of what is meant by Project Management. The purpose is to provide participants with an insight into the world of projects and give them a basic grounding of what is involved
Modern Slavery & Human Trafficking
Course Outline
The International Labour Organisation suggests there are more than 40 million people in modern slavery across the world, with nearly 25 million in forced labour; in addition to forced labour, modern slavery encompasses human trafficking, slavery, and servitude. In human trafficking cases, exploitation can take many forms, including sexual exploitation, forced labour, slavery, servitude and forced criminality. This is a serious concern when related to children who are being exploited as part of County lines.
This course will provide an overview of the “Modern Slavery Statutory Guidance for England and Wales” Jan 2021 and include how to identify and recognise indicators of modern slavery, exploitation, and abuse.
The training has been developed to support Local Authorities who have a statutory duty to identify and refer cases of Human Trafficking and Modern Slavery as part of the National Referral Mechanism.
First responders and other organisations need to understand the signs of modern-day slavery and be able to recognise indicators of abuse and exploitation which can include physical, psychological, situational, and environmental. This is particularly evident when considering child sexual exploitation, child criminal exploitation and County lines.
It can be challenging to identify potential victims of modern slavery who may be reluctant to come forward or may not recognise themselves as having been trafficked or enslaved. There are likely to be barriers that prevent victims from disclosing or engaging with services. It is a disturbing truth that perpetrators and organised criminal gangs use coercive, controlling, and abusive means to dominate and abuse both adults and children.
This two day programme is aimed at those workers who may be involved in interviewing adults at risk those alleged to have caused harm as part of the Safeguarding Statutory duty to make enquiries in line with Local Authorities and Safeguarding Board’s policy and procedures.
To develop skills in conducting safeguarding interviews (including planning and preparation, recording processes, anti-discriminatory practice) and to work within the principles safeguarding at all times and of the MCA when appropriate. This will specifically focus on the front end of safeguarding enquiries to ensure that workers can work sensitively and can recognise the significance of making safeguarding personal. This includes the importance of ensuring that the person at risk of harm’s wishes views and feelings are considered right from the beginning of the process.
In this course, Delegates will be encouraged to explore their own feelings and responses to abuse whilst gaining an understanding of the definition of abuse, its forms and indicators, and their role in safeguarding adults. The course includes an Introduction to The Care Act 2014 and updates, local policies, and any other relevant Safeguarding legislation.
Professional boundaries are the limits that help us to develop effective relationships in the workplace. They are established through a set of behaviours and are given meaning through personal attitude and experience. If these boundaries are not clearly defined, owned and maintained, there is likely to be confusion and damage to the relationship with either, or both, parties being put at risk
In this session we will relate and apply all that is taught back into your real environment and ensure that the value of the boundary is both recognised and maintained.
This course is designed to equip participants with the knowledge and skills to be able to effectively chair multi agency meetings involved in the protection of vulnerable adults
In this intensive Project Management course, you will learn best practice for Project Management, including scheduling, reporting and budgeting and all the areas you need to consider before taking on a project. The different methodologies such as PRINCE2, PMI and Agile are included
The purpose of this course is to allow participants to express their hopes and concerns regarding the retirement process and to experience the positive benefits of retirement with particular emphasis on the adapting phase of the process.
The handling of conflict, incidents of workplace bullying, complaints and serious incidents is of real concern within the workplace. It is essential that any investigation carried out is conducted in the correct manner using a professional approach.
The purpose of this course is to equip staff with the skills and knowledge to set up and run and report investigations, by adhering to professional protocols.
Helping a child make sense of his or her past is an important part of a practitioner’s role in working with children and young people. Being able to do this sensitively and effectively will help the child cope with current uncertainties, develop a clearer sense of identity and contribute to plans for their future. This course has been developed with reference to the latest research, legislation, standards and good practice and the delivery of knowledge and skills is designed to take account of a wide range of different learning styles.
Mental Health Act
Course Overview
The main aim of this course is to develop and enhance knowledge and understanding of non specialist practitioners in relation to Mental Health Act powers and responsibilities. Understanding the main legislation relevant to Mental Health Law, together with the functions and powers contained in key sections of the Mental Health Act are key components. The course also helps participants to understand the role of the Approved Mental Health Practitioner (AMHP).
The key principle of Making Safeguarding Personal is to support and empower each adult to make choices and have control about how they want to live their own life. It is about responding to safeguarding situations in a way that enhances their involvement, choice and control, as well as improving their quality of life, wellbeing and safety.
This course highlights ‘Making Safeguarding Personal (MSP)’ and what this means for practitioners and vulnerable adults alike. The course looks at how adults are involved at the very beginning, the middle and the end of their involvement with the services they are working with. The 6 principles are explored and how they fit within MSP. Also, in this very interactive course legislation under the Care Act, Human Rights Act and other relevant laws are covered and explored within MSP. Including sharing information with other authorities. The course ends with interview skills focused on how to interview to obtain the views, opinions, needs and wants of the adult, and not focused on the agency’s needs.
This one day course on legal literacy will cover all the major legislations such as Mental Capacity Act, Mental Health Act, Care Act including dual sensory loss and Human Rights Act.
The International Labour Organisation suggests there are more than 40 million people in modern slavery across the world, with nearly 25 million in forced labour; in addition to forced labour, modern slavery encompasses human trafficking, slavery, and servitude. In human trafficking cases, exploitation can take many forms, including sexual exploitation, forced labour, slavery, servitude and forced criminality. This is a serious concern when related to children who are being exploited as part of County lines.
This course will provide an overview of the “Modern Slavery Statutory Guidance for England and Wales” Jan 2021 and include how to identify and recognise indicators of modern slavery, exploitation, and abuse.
The training has been developed to support Local Authorities who have a statutory duty to identify and refer cases of Human Trafficking and Modern Slavery as part of the National Referral Mechanism.
First responders and other organisations need to understand the signs of modern-day slavery and be able to recognise indicators of abuse and exploitation which can include physical, psychological, situational, and environmental. This is particularly evident when considering child sexual exploitation, child criminal exploitation and County lines.
It can be challenging to identify potential victims of modern slavery who may be reluctant to come forward or may not recognise themselves as having been trafficked or enslaved. There are likely to be barriers that prevent victims from disclosing or engaging with services. It is a disturbing truth that perpetrators and organised criminal gangs use coercive, controlling, and abusive means to dominate and abuse both adults and children.
This short course aims to offer workshops for participants to increase knowledge and skills in supporting clients/service users and members of the public to live healthier lifestyles and promote wellbeing
The session is designed to increase your confidence in discussing lifestyle issues with others and increase your awareness of services in your local area around health and wellbeing
The aim of this course is to provide a good understanding of how to care for the dying, The learning will ensure participants:
– Have a clear understanding of End of life care
– Are able to demonstrate effective communication
– Understand and state the principles of delivering bad news
– Explain palliative care and person centred planning
When change takes place in any organisation, strong leadership is an important part of making sure changes are effective and as problem free as possible. The Aim of this workshop is to equip Managers with strategies to deliver change within their team whilst dealing with the emotional responses people have to change. It looks at the importance of communicating regularly with the team and at creating a Leading Change Action Plan to identify what needs to be done differently. It includes how to manage on stress and support the people within the team.
This course has been designed to increase the theoretical knowledge of health and social care professionals on the up to date legal framework, code of practice and human rights that covers the patients’ capacity to make decisions, protection of their cognitive decision making process, and understanding the principles of proper care towards these vulnerable patients and clients.
The misuse of alcohol and drugs is a significant problem that affects not only individuals and families, but also the workplace. This course will help employers and organizations across different sectors to develop good practice in all aspects of alcohol and drug related issues.
The aim of this Life Story Work Training course is to give practitioners and Foster Carers an awareness of what is meant by Life Story Work and the importance of it in the child’s journey. It explores the impact of traumatic experiences on memory and helps Carers to find ways to help the child to collect present memories to shift the balance. It will support practitioners to manage the difficult conversations that Life Story Work sometimes creates for children and young people and explore their own emotions and feeling around having these discussions. Finally it will demonstrate to practitioners the important role they have to play along with other professionals and the child in helping them to fit together the missing jigsaw pieces in the Cared for Child’s Life Story
To enable participants to develop a good understanding of Epilepsy the course is delivered by a Registered Nurse /Trainer.
Conflict in the workplace can be the source of much disruption and affect not just the productivity of the organisation but the wellbeing of those who work in it. This course aims to equip participants with the skills to deal with situations of conflict, whenever they arise and to be able to prevent escalation, as well as dealing with unacceptable verbal or non verbal aggression
Learning Disability problems affect around 1.5 million people across the UK. but having a better understanding and awareness of different learning disabilities and how they affect individuals is an important part of working within this area.
This course will outline a model for managing change within a complex health setting, enable participants to understand the likely reactions to change and employ strategies to ensure effective implementation of change especially in the handling of others.
This course will enable participants to apply Mindfulness personally and professionally to reduce stress in everyday life, to understand how and why we think, feel and react to stress and to understand and practise mindful responses to stress. Mindfulness will help develop present moment awareness to see life differently, change unhelpful patterns and experience more choice.
This course focuses on the key legislation and codes of practice relating to diversity, equality and inclusion.
This course is designed to examine the role of Leadership and Management. During the course you will gain an insight into the difference between the two disciplines. The aim of the course is to enable you to examine the skills and qualities of leadership and management and develop your understanding an atmosphere learning that is safe and enjoyable.
The aim of the course is to learn simple techniques to create positive outcomes, identify ways to achieve resilience and assertiveness, and look at how to use the skills to engage people including difficult situations.
Understanding the implications of disguised compliance comes mostly from learning from serious case reviews. Parents’ behaviour can mislead us about the progress they are making and about the true nature of the lived experience of the child. Apparent or disguised cooperation can prevent or delay understanding of the severity of harm to the child and lead to cases drifting.
This course aims to prepare social workers completing the ASYE and taking on more complex work that will demand greater skills in caseload and work management
This one-day conflict awareness and verbal response training session helps participants to develop their insight into the reasons why we may encounter conflict in the workplace. In this De-escalation - A Proactive Approach to Conflict Training course we share simple and effective strategies for creating and maintaining safe working practices and environments.
The primary focus of this children’s social care course is to provide participating delegates with confidence in making informed, balanced, evidence-based decisions in the context of ongoing involvement with and assessments of, vulnerable service users.
Participants will learn how to work creatively, innovatively and effectively in situations that are often complex and filled with conflict, uncertainty and risk. This is not a course that teaches ‘defensive’ practice but promotes an approach where decisions are made within a holistic framework that assists the proper management of the risks inherent in the process. The use of such a framework (which also incorporates awareness of the legal aspects of the decision-making process) allows necessary actions or interventions to be made in such a way as to be ‘defensible’ in the broader context.
This Dementia Awareness Training course is an introduction to dementia. It will look at what dementia is and the effect it has on the brain and the person. Delegates will also have the knowledge of what it may feel like for people living with dementia and have a better understanding of how to provide person centred care to them. It will focus on the importance of knowing as much of the person’s life history in order to provide an effective standard of care.
Almost 19,000 children have been identified as sexual exploitation victims in England according to the National Crime Agency.
The “Tackling child sexual abuse strategy” (Feb 2021) is the first of its kind outlining the Government’s vision for preventing, tackling, and responding to child sexual abuse in all its forms.
The strategy emphasises the need for everyone to play their part…
“… across every part of Government, across all agencies, all sectors, charities, communities, technology companies and society more widely”
The aim of this course is to for delegates to gain knowledge and awareness of the issues and complexities of CSE, understand vulnerabilities of children and young people and stages of sexual grooming and different forms of exploitation and to identify appropriate safeguarding action and know how to recognise, respond, report, and refer.
This Training will provide an overview of Child Criminal Exploitation and provide information about how gangs recruit, groom and exploit children. Reference to the Modern Slavery Act 2015, the legal position and the Children and Social Work Act 2017 updates will be included with opportunity for group discussion, quiz question interaction and case studies.
To support Foster Carers’ understanding of the context around Parent and Child foster placements, the requirements of the role and prepare them for the experience of supporting parents and children in their home. The course will explore the concept of “good enough parenting”, the importance of evidence-based recordings and the emotional and practical impact on those involved.
This course is designed to support staff working in community settings caring for palliative patients and those requiring end of life care. It will cover holistic assessment of physical, psychological, social and spiritual needs and consider the balance between potential benefit and burden of treatment. Symptom management to optimize quality of life and the need for clear, honest communication will be shared.
This course will look at working with distressed and difficult clients by developing awareness of the issues involved when sharing information in a highly emotive and challenging setting. Delegates will develop an understanding of the impact, on both the giver and receiver, of support and information and explore tried and tested ways of communicating with distressed people and identify the most appropriate strategies.
The aim of this workshop is to support employees to understand the digital capabilities statement. Also to enable staff to recognise the ethical implications of digital technologies for social work practice both inside and outside the workplace
With the sharp increase in customer expectations, organisations and teams are now in a position where they have to deliver a quality of service that is higher than ever before.
Many customer care programmes focus exclusively on practical skills without firstly uncovering and looking at ways to address customer needs, wants, expectations, insecurities and emotions.
In this programme we start ‘from the ground up’ providing participants with the tools to be able to more effectively establish, meet and evaluate the achievement of outstanding customer service in particular using the telephone.
Continuing Care is care provided over an extended period to an adult to meet a person’s physical and mental health needs due to disability, accident or illness. An individual who needs continuing care may require services from NHS bodies and/or Local Authorities. Where it has been assessed that the individual’s primary need is a health need, which can be provided in any setting, a complete package of on-going care is arranged and funded solely by the NHS.
The eligibility for NHS Continuing Health Care is based on an individual’s assessed health needs and is not disease specific. Where a person has some needs requiring a health intervention and others requiring a social care solution, a split package of care can be arranged.
The aim of this one day course is to increase knowledge of the various components of the CHC assessment process from the completion of the CHC checklist, the Health Needs Assessment and the Decision Support Tool to enable all practitioners involved to confidently arrive at a joint decision.
There are serious and increasing challenges posed by child criminal exploitation and County lines. This County Lines Training will enable participants to gain knowledge, understanding and insight into the impact and significance of child criminal exploitation and county lines with an increased awareness of strategies for intervention and disruption.
The “Serious Youth Violence” February 2022 identifies the Government’s priority in “rolling up county lines”
The Government Disrupting exploitation document (NWG and Barnardo’s 2019) stresses the importance of professionals and volunteers engaging with children and young people, identifying “reachable moments” or “critical moments” as part of effective early intervention and focusing on promoting positive outcomes.
Delegates attending this Court Skills for Adult Social Workers Training course are called upon to prepare statements and reports for use in court proceedings involving vulnerable adults and to, potentially, attend court to give oral evidence based upon those reports. The course will provide the necessary skills to enable delegates to produce concise, accurate and compelling written evidence and give guidance as to how to present that evidence to best effect in the courtroom. The second day of the course enables delegates to practise giving oral evidence in a formal setting and to be cross examined by our experienced barrister-trainer.
Conflict is an intrinsic and inevitable part of our status as human beings. We will all encounter it in some form or other in both our personal and private life. When we are confronted by it there are usually two typical responses; we either tackle it head on or we avoid it completely. Both methods ultimately result in difficult times that can be painful, costly and uncomfortable where the outcome usually presents a ‘winner’ and a ‘loser’.
There is another way to approach these conflicts a way in which we can reach a win/win and collaborate to a successful conclusion for both people. This session will focus on bringing about an end to your conflict situations, cost-effectively and with as little discomfort as possible.
Warner Interview Training
Warner interviews are a result of ‘Choosing with care’ (The Warner report, 1992) which was established to review selection, development and management of staff in children’s homes. This highlighted recruitment as a particular concern. Warner has since been developed for use within all settings working with children and young people.
To enable all delegates to safely recruit suitable people in an education or social care setting to safeguard children.
A programme for candidates to develop an awareness of what depression is, what causes it and to understand the impact of stress and the importance of a good foundation.
They will develop an understanding of what resilience is and how to develop it to reduce the impact of depression
The aim of this course is to equip delegates with the knowledge and skills to be able to effectively chair multi agency meetings involved in the protection of vulnerable adults
It will provide delegates with the opportunity of chairing a multiagency meeting through the medium of role play in order to improve their personal skills and to receive constructive feedback from delegates.
It will consider the particular, specific requirement involved in chairing strategy meetings in the context of Safeguarding Vulnerable Adults.
The course is designed to enable participants to develop a working knowledge of the importance of understanding and managing challenging behaviours in a variety of different workplaces.
The focus of this training event is to equip participants with knowledge skills, practice examples and provide them opportunity to apply practice during the training. This training is tailored to enhancing communication with children and young people.
The aim of this Care Act Compliant Carers Assessments Training course is to enable staff to identify carers and to confidently undertake an assessment and support planning of carers needs
The purpose of this session is to review what is required when developing a Commissioning Report and identify specific points that should be included.
This 1.5 training day Care Act Refresher Training for practitioners will cover a refresher on the key aspects and principles of the Care Act, including involving the person as much as possible during the process which highlights a number of key duties. It will look at the link between the Act and how this is translated into effective practice and explores a range of aspects in relation to good assessment and good care and support planning.
The course will consider what different types of information can be used in evidence, the factors to take into account when formulating a professional opinion and examine defensible decision making. Linked to this will be a session on what constitutes ethical and effective recording.
The training will finish with looking at handling difficult conversations and promoting self-resilience.
The sessions are highly participative with delegates working in small groups on a range of case studies, exercises and quizzes.
The programme for managers will have the same overall programme but will focus on how they can ensure their respective team members meet the objectives and consistently achieve legal compliance and high standards of practice.
Stress affects significant numbers of the working population in a UK workplace which is becoming increasingly demanding.
This Resilience Training course, will help individuals to understand how and why we think, feel and react to stress and to understand and practise mindful responses to increase resilience.
The course will enable participants to apply Mindfulness and Emotional Intelligence techniques to reduce stress in their everyday lives. It will also help to understand and communicate with others better to change patterns of behaviour and overcome self-limitations
This course demonstrates how analytical writing requires an assessment of the weight given to information gathered, drawing on knowledge from research, experience and practice, combined with the service users’ needs within the family or the context in which they live. The course aims to improve delegates’ confidence in understanding what is relevant and meaningful, and how to write it down in an effective way
The Care Act reinforced many of the overarching principles of assessment and highlighted the importance of an individual being supported to be as fully involved in the process as they are able to be. Aspects such as supported self-assessment and the new legal duty around advocacy reinforce this principle. The strengths or asset based approach, mandated in the Act, is about focusing on what a person can do, rather than what they cannot do, it is a move away from considering needs initially to exploring the person’s skills, relationships and resources.
The Care Act also highlights the importance of an individual defining their own personal outcomes related to what is important to them. These are distinct from eligibility outcomes defined under the Act.
The important principle of wellbeing was introduced alongside new duties of Prevention and Information.
The Act strengthens the rights and recognition of carers.
The eligibility criteria, which from 2003 until the introduction of the Care Act had been set out under the Fair Access to Care Services (FACS) guidance, was replaced by a national eligibility threshold (one for customers and a separate one for carers) comprising three requirements including whether, as a consequence of the person’s needs and outcomes, there is a significant impact on their wellbeing.
Achieving Best Evidence (ABE) is the national protocol for interviewing children and vulnerable adults as part of a criminal investigation.
This Achieving Best Evidence (ABE) Training course equips practitioners with the necessary skills to develop strategies for planning and executing interviews in a format suited towards the criminal justice system.
The course consists of 3 days of theory and 2 days of interview practice using actors who play the roles of children/vulnerable adults
The delegates are assessed in their interviewing skills during the practical day sessions and delegates are scored with a pass or a fail and the assessor completed a feedback form on their interviews.
This course has been updated in line with new Ministry of Justice ABE Guidance 2022
This course gives an overview of Autism Spectrum Disorder . It will allow the delegates to understand the presentation of both, subsequent client needs and behaviour whilst maintaining good practice for supporting them
This 2 day programme has been designed for teams of workers supporting people on the Autism Spectrum with complex support needs. It aims to help participants gain a greater understanding of the Autism Spectrum and the need for team consistency and resilience to support people effectively.
In a relaxed and informal atmosphere, the following will be covered:
• The key characteristics of the autism spectrum including the DSM IV and DSM V overviews
• The emergence of theories of causation as the incidence of Autism either increase or our awareness of its presentation grows
• Ways of helping including consideration of capacity, capability and risk management
• Person centred responses based on observation and appreciation of the person being supported
• The need for team consistency to support the wellbeing of people living with autism
• Ways of supporting team resilience through effective team communication
This Age Assessments training course is designed for social workers faced with the difficult and controversial task of conducting age assessments of children and young adults. The course is intended to provide clear, comprehensive “user-friendly” guidance to practitioners working in the area. The assessment process is broken down into several strategic but logical stages, each stage being accompanied by a helpful “checklist” of considerations and options.
The course utilises guidance given by the Association of Directors of Children’s Services with input from the Age Assessment Strategic Oversight Group. Within the course, consideration is also given to the Hillingdon and Croydon guidelines as well as an update as to recent legal decisions and policy developments.
This Assessment & Analysis Training course aims to develop practitioner’s knowledge and understanding of assessment and analysis and the importance of multi-agency working.
This course uses Morrison’s reflective model of experiential supervision to develop practitioner skills in undertaking assessments in a variety of settings. This model is currently used across adult and childcare services, health provision, and education.
The course considers the need for assessment including relevant underpinning legislation, theories, models and methods of assessment for multi-agency settings. It will include areas such as who is being assessed, what is the purpose and how will the assessment be used in planning around children’s needs.
Safeguarding and equality and diversity are key themes that exist throughout course and any issues in relation to safe practice will be addressed during the course and by post course consultation if required
This course content may change dependent on the knowledge, skills and requirements of the group. All areas will be addressed but additional information may be included if necessary. This will be negotiated with the group.
This course is designed to enhance learning on a number of levels including cognitive processing and connecting with emotions, emotional intelligence and critical thinking
Updated in line with the new Ministry of Justice ABE Guidance 2022
Designed for those social work practitioners who have completed the full Achieving Best Evidence course but have not conducted an interview in the last year or more and need updating both in the law and on court case directions, also to revisit and renew their skills learnt at the initial course.
Additionally, for those who would like to practise the ABE interview in a safe setting, if they feel a refresher course would be beneficial. The candidates will be assessed on one interview and be given feedback by both the tutor and their peers on the 2-day course
The aim of this workshop is to examine and discuss guidance on the use of social media and explore best practice considering professional boundaries. It includes an analysis of professional boundaries in social work using real life case examples to generate thoughtful discussion and encourage safe practice
The aim of this training is to introduce the importance of controlling infections within the workplace through discussions, group activities, practical demonstrations and short film clips. Delegates will look at the impact infections can have on staff and those they care for. They will
also learn about the various ways infections can be spread and the practical precautions they can take to help avoid this.
he diversity within teams adds to both the richness of our work and improves the ways in which we can provide services to the people who access them.
In this session we will be looking at the practical steps we can take in order to ensure the appropriateness and effectiveness of our own practice but also what we can instigate and maintain within our team in order to ensure that regardless of differences that people are treated with respect, understanding and dignity.
This Hostile & Evasive Families Training course will enable workers who are engaged in work with children and families to develop effective ways and build confidence in working with difficult behaviour, in order to recognise potential impacts on professional dynamics and multi-agency child protection work when professionals are faced with working with families who are hostile and evasive
The strengths or asset based approach, which is mandated in the Care Act, is about focusing on what a person can do, rather than what they cannot do, it is a move away from considering needs to explore and maximise the person’s skills, relationships and resources. Engaging with the person at the centre, the practitioner’s role is to support the person to make the best decisions for them. It involves mapping what is available in the community, tapping into universal services to find what is right for the person and being as creative as possible to find solutions that best meet the person’s outcomes and enhance their wellbeing.
The Care Act also highlights the importance of an individual defining their own personal outcomes related to what is important to them. These are distinct from eligibility outcomes defined under the Act.
This one day Strengths Based Approaches Training course looks at how the subject of supporting a person to define and record their outcomes during an assessment is done and how to adopt the strengths based approach by changing the questions asked. Examples and case studies from other authorities will be presented, using a range of materials. The course will explore the 3 conversations approach developed by Partners4Change and will provide an extensive list of potential questions for practitioners to consider and to adapt to their own practice.
In this course, we will look at the assessment of a child in relation to all the factors that are influencing and impacting on his or her life within this definition. Therefore, the course will cover County Lines (CL), Child Criminal Exploitation (CCE), Child Sexual Exploitation (CSE), Peer-on-Peer Abuse, Online Abuse, PREVENT, Gangs and their origins, whether from the home and family, peers, the school community, their neighbourhood or from the wider society. Within this, we will also look at the roles of agencies that could have a positive influence on the child or young person involved in these matters. In addition to this, we will explore the child’s existing issues which make the child/young person more vulnerable.
There is the added option within this training course to feature Derek Bell, an ex Newcastle United professional footballer and a survivor of the football sex abuse scandal to talk on his experiences as an Adult of historical sex abuse and how it ruined his Adulthood along with being sectioned under the Mental Capacity Act, and then about turning his life around.
Delegates attending this course are called upon to prepare statements and reports for use in court proceedings involving children and to, potentially, attend court to give oral evidence based upon those reports. The Court Skills for Children's Social Workers Training course will provide the necessary skills to enable delegates to produce concise, accurate and compelling written evidence and give guidance as to how to present that evidence to best effect in the courtroom. The second day of the course enables delegates to practise giving oral evidence in a formal setting and to be cross examined by our experienced barrister-trainer
The Domestic Abuse, Stalking and Honour Based Violence (DASH 2009) Risk Identification, Assessment and Management Model was implemented across all police services in the UK from March 2009.The DASH is for all professionals working with victims of domestic abuse, stalking and harassment and honour-based violence. It is the tool used to refer high risk cases of Domestic Abuse to the Multi Agency Risk Assessment Conference (MARAC). After completing this DASH Training course delegates will be fully trained in how to effectively apply this tool, make a referral to the MARAC and signpost survivors for support. This half day session will explore the use of the DASH through a case study and give delegates the opportunity to undertake skills practice in how to apply the DASH.
This bite size session, Bouncing Back Bitesize Resilience Training, has been created specifically to help delegates build their awareness of mental wellbeing and resilience to increase their skills and confidence in self and team. It will enable delegates to understand how and why we think, feel, and react to stress, to understand and practice mindful responses to increase our resilience.
The course will enable candidates to apply Mindfulness and Emotional Intelligence techniques to reduce stress in everyday lives. It will also enable candidates to understand others better and communicate to change patterns of behaviour and overcome self-limitations.
It is also designed to help benchmark personal resilience levels and leave with new techniques to increase personal resilience enabling delegates to have the difficult conversations with selves as well as others, to know what to say and what not to and to know what to appropriately do with the information gained. The session is designed to be interactive and as such a safe environment to share advice and best practice.
The brand new 2023 two-day certificated programme for candidates to become Mental Health First Aiders, certified by MHFA England aims to allow participants to gain an awareness of Mental Health disorders, the different types of mental disorder, the causes of mental disorder, and the symptoms to look out for and actions to take.
The course will identify the statistics of mental health disorders, it will cover suicide and self-harm and how to support someone with suicidal ideas or carrying out self-harm.
It will enable participants to have the skills and confidence around mental health disorders, how to support someone who may have a mental health disorder in seeking the appropriate help and will endeavour to put mental health on the same footing as physical health in the workplace.
This course will examine the effects and risks, trends in drug and alcohol use, drugs and the law, working effectively with young people around drugs and alcohol issues, referral processes and support services.
The training is designed to give delegates a greater understanding of the effects of substance use on pregnancy and parenting. In particular looking at different substances and their effects on both mother and unborn child, effects of different drugs and alcohol on parenting and how agencies can work better together to provide appropriate care and support for all the family.
