1659 Care courses in Cardiff delivered Live Online

Nanny Care Worker Course Overview The "Nanny Care Worker" course provides learners with essential knowledge and skills to thrive in a career as a nanny. It covers a range of key areas, including child development, child safety, healthy living, and effective time management. By focusing on practical, professional caregiving skills, the course ensures that learners are prepared to provide exceptional care for children. On completion, learners will be equipped to manage daily routines, foster relationships with children, and create a safe and nurturing environment. The course also offers valuable insights into career progression within the nanny industry. Course Description This course is designed to give learners a comprehensive understanding of the core responsibilities of a nanny care worker. Topics include child development, ensuring children’s safety and health, creating structured routines, and understanding early years provision. The course explores the critical role of nutrition and healthy living in a child's upbringing, alongside essential time management skills for nannies. Learners will gain insight into the role and profile of a nanny and how to establish a successful career in this field. By the end of the course, learners will possess the skills necessary to provide high-quality care and support in a professional childcare environment. Nanny Care Worker Curriculum Module 1: Introduction to Nanny Care Workers Module 2: Understanding Child Development Module 3: Care for Children Module 4: Healthy Food, Healthy Living Module 5: Keeping Children Healthy & Safe Module 6: Early Years Provision Module 7: Establishing Relationships and Routines Module 8: Time Management for Nannies Module 9: Nanny’s Job Profile Module 10: Establishing a Nanny’s Career (See full curriculum) Who is this course for? Individuals seeking to become professional nanny care workers. Professionals aiming to expand their childcare expertise. Beginners with an interest in working with children. Those looking to enter the nanny or childcare industry. Career Path Nanny Childcare Assistant Early Years Practitioner Family Support Worker Child Development Specialist Child Protection Officer

In this course we explore how we have attempted to build inclusive circles of support around individuals and contrast this with a radical approach to problem solving with parents – the Parent Solutions Circle. Parent Solutions is a brand new approach to problem solving with parents based on our live group work in schools. A focus on challenging behaviour brings interest, energy and commitment.  Course Category Inclusion Peer Support Parents and Carers Behaviour and relationships Description In this course we explore how we have attempted to build inclusive circles of support around individuals and contrast this with a radical approach to problem solving with parents – the Parent Solutions Circle Parent Solutions is a brand new approach to problem solving with parents based on our live group work in schools. A focus on challenging behaviour brings interest, energy and commitment. Essentially the approach involves gathering a group of parents and carers together who recognise how challenging their own children are and would like some help to figure out how to be with them or how to manage an aspect of their behaviour. The process is facilitated but majors on the parents offering each other their wisdom and ideas. The directness that only peers can provide to each other makes the work both powerful and effective. Mobilising the wisdom and experiences of parents in a safe way is a delicate art. In this training we will explore how this can best be done. Parents who have been on all the courses and had all the professional advice in world love this way of working because they get to offer each other their experience, ideas and wisdom. The approach is capacity focused, person centred approach to working with parents rather than the dominant deficit oriented and ‘medical model’ of viewing and planning for parents. We work with rather than do things to a group of parents. This training can be modelled with a group of parents or can be demonstrated with a group of professionals. We prefer mixed groups. Learning Objectives For participants to learn how to set up a Parent Solutions Circle For participants to understand the underlying rationale and ethos of this way of working To learn the facilitation process and stages of the Circle process Who Is It For? Anyone interested in working with parents and carers in a way that builds and makes use of their capacities rather than focus on their challenges and difficulties. School leaders and managers Social Care teams Community organisers Psychologists Course Content True parent empowerment Facilitating groups Problem solving process Handling group communication Allowing direct feedback and challenge between participants in a safe way Building relationships Creating natural circles of support that can provide peer support and mutual problem solving If you liked this course you may well like: Creating Community Circles

The Electronics Equipment Repair 1 equips participants with practical “Hands-On” skills relevant to the workplace and the theory required for certification. Participants on successful completion of the course will have the skills and knowledge to: Demonstrate the operation of a wide range of electronic components and circuits and their applications in modern electronic-based equipment such as amplifiers, Hi-Fi systems, stereos, and control systems Construct, test and fault-find the following popular basic circuits: Power supplies, amplifiers, timers, etc. Become competent in the correct use of electronic test and measurement equipment such as Analogue and Digital Multimeter and Oscilloscopes.

If employees are involved in a crisis, and cannot speak for themselves, it is an essential responsibility of any organisation to be prepared to speak with families on their behalf. The Family Liaison in a Crisis training will provide practical skills for engaging with family members of staff during and after a crisis. The goal of this training is to equip each participant with the knowledge of common reactions to crisis events, creating a structure for conversations with family members, and implementing the family liaison role when a critical incident occurs. The training also includes aspects of self care as effective boundaries are an essential part of the family liaison role. This training can be either delivered face to face or as an interactive online course, with breakout rooms for participating in role plays and frequent discussions on working with families in multicultural teams. Learning Outcomes What Family Liaison is How it fits with a crisis management team Principles and skills for managing a professional relationship with families in distress Understand the framework of engaging and disengaging with families Become aware of the impact of social media on family liaison work Understand the risks of FLIC work Identify self-care strategies Create an action plan

  Many organizations seek competent auditors to determine whether their policies, procedures, and controls adhere to ISO 37301 requirements. This training course aims to help you complete these tasks successfully and intends to reflect the importance of effective CMS audits. In addition, this training course aims to strengthen your knowledge and skills to plan and carry out CMS audits based on the guidelines for auditing management systems provided in ISO 19011 and the certification process described in ISO/IEC 17021-1.  This training course can potentially qualify you to conduct audits on behalf of conformity assessment bodies. The exercises, quizzes, and case studies provided in this training course are designed to help you practice the most important aspects of a CMS audit: ISO 37301 requirements, auditing principles, tools and techniques used to obtain evidence, leading a team of auditors, conducting interviews with auditee, reviewing documented information, drafting nonconformity reports, and preparing the final audit report. After successfully completing the training course, you can sit for the exam and gain the "Certified ISO 37301 Lead Auditor' credential. This credential validates your professional capabilities and demonstrates that you have the knowledge and skills to audit a CMS based on ISO 37301. About This Course   This training course enables you to: Understand the main concepts of a compliance management system (CMS) and its processes based on ISO 37301 Acknowledge the relationship between ISO 37301 and other standards and regulatory frameworks Understand the auditor's role in planning, leading, and following up on a CMS audit in accordance with ISO 19011 Interpret the requirements of ISO 37301 in the context of a CMS audit Plan an audit, lead a team of auditors, draft nonconformity reports, and follow up on an audit Act with due professional care during an audit Course Agenda Day 1: Introduction to the compliance management system (CMS) and ISO 37301 Day 2: Audit principles and the preparation for and initiation of an audit Day 3: On-site audit activities Day 4: Closing of the audit and the Exam. Assessment     Delegates sit a combined exam, consisting of in-course quizzes and exercises, as well as a final 12 question, essay type exam on Day 4 of the course. The overall passing score is 70%, to be achieved within the 150 minute time allowance. Exam results are provided within 24 hours, with both a Certificate and a digital badge provided as proof of success.       Prerequisites   A fundamental understanding of ISO 37301 requirements (or ISO 19600 guidelines) for a CMS and a comprehensive knowledge of audit principles. What's Included?   Certification fees are included in the exam price. Training material of over 450 pages of information and practical examples. An attestation of course completion worth 31 CPD (Continuing Professional Development) credits will be issued to participants who have attended the training course. In case of exam failure, the candidate can retake the exam once for free within 12 months following the initial exam date. Who Should Attend?   The ISO 37301 Lead Auditor training course is intended for: Auditors seeking to perform and lead CMS audits Managers or consultants seeking to master the CMS audit process Individuals responsible for maintaining conformity to ISO 37301 requirements in an organization Technical experts seeking to prepare for a CMS audit Expert advisors and compliance officers Accreditation Provided by   This course is Accredited by NACS and Administered by the IECB.

Click to read more about this training, in which we demonstrate a live problem solving approach which is based on the active participation of family members. Course Category Inclusion Parents and Carers Behaviour and relationships Problem Solving Description In this training we demonstrate a live problem solving approach which is based on the active participation of family members. ‘Family Circles’ is an evolving new approach to problem solving with families and is based on our years of family work and the development and use of the Circle of Adults process. Inspired by our own Parent Solutions work and the Circle of Adults process as well as Family Group Conferencing and other Restorative Interventions we bring you Family Circles. Essentially the approach involves gathering a family together for a process that is facilitated but majors on the family members offering each other their wisdom and ideas. The approach is capacity focused, person centred approach to working with families rather than the dominant deficit oriented and ‘medical model’ of viewing and planning for or doing things to families. This training can be modelled with a group of professionals or better still with a family. In our work with families we develop the importance of naming stories or theories and seeking linkages and synthesis between what is found out and explored about the family situation and its history. We like participants to sit with the uncertainty, to reflect on the question ‘why’ but without judgement of each other. Deeper reflections may span a whole range of perspectives from ‘within person’ considerations, to situational or systemic possibilities. Health or emotional issues can be reflected on alongside organisational or transactional aspects of what is going on for the family. The better the shared understanding the better the strategy or actions which emerge from these meetings. Quality hypotheses with a close fit to reality lead to more effective implementation in the real world. We encourage ‘loose’ thinking, a search for connections, deeper listening, an ‘open mind’, speculation and exploration without moral judgements. From this stance self-reflection as well as reflection on the situation can produce remarkable insights. The quality of theories or new stories generated is directly influenced by family members’ experiences and the models of learning, behaviour and emotion, systems, educational development, change and so on that they have been exposed to.  Learning Objectives To provide opportunities for: Shared problem solving in a safe exploratory climate in which the family will find its own solutions. Individuals to reflect on their own actions and strategies An exploration of whole-family processes and their impact Emotional support and shared understandings of issues at a child, parent, family, school and community level. Feed back to each other on issues, ideas and strategies that are agreed to be worth sharing with them. Who Is It For? Anyone interested in working with families in a way that builds and makes use of their capacities rather than focus on their challenges and difficulties. Social Care teams School staff Community organisers Educational Psychologists Course Content True family empowerment Deepening shared stories and understandings Facilitating groups Problem solving process Handling family group communication Allowing direct feedback and challenge between participants in a safe way Building relationships Process: Family members are welcomed: Introductions are carried out, ground rules and aims clarified whilst coffee is drunk. A recap from the last session is carried out: To follow up developments and reflections after the last meeting. One issue is selected for the main focus Issue presentation: The family member who raised the concern is asked questions to tell the ‘story’ of the issue or problem. Additional questions/information from the group about the problem are gathered: Ground rules may need to be observed carefully here. Individual participants need to be kept focused and prevented from leaping to premature conclusions or to making ‘helpful’ suggestions about strategy. Relationship aspects to the problem are explored. Metaphors and analogies are invited. How would a fly on the wall see your relationship? If you were alone together on a desert island, what would it be like? Impact of previous relationships/spillage from one relationship to another are explored. Eg what situation they are reminded of? For instance, does this situation remind you of any of those angry but helpless feelings you had with your other son when he was an adolescent? This provides opportunities to reflect on how emotions rub off on other people. The parent feels really frustrated, and on reflection we can see that so does the child System/Organisation factors (Family system/school and community systems and so on): What aspects help or hinder the problem? For instance, does the pastoral system of the local school provide space, or time and skilled personnel able to counsel this young person and work actively with their parents? Synthesis. At this stage the Graphic facilitator summarises what they have heard. They then go on to describe linkages and patterns in what they have heard. This can be very powerful. The person doing the graphic work has been able to listen throughout the presentation process and will have been struck by strong messages, emotions and images as they have arisen. The story and meaning of what is happening in the situation may become a little clearer at this point. Typical links may be ‘mirrored emotions’ strong themes such as loss and separation issues, or repeated processes such as actions triggering rejection. This step provides an excellent grounding for the next process of deepening understanding. What alternative strategies/interventions are open to be used? Brainstormed and recorded. ’Either/ors’ need to be avoided at this time also. This needs to be a shared session in which the family member who is presenting the concern contributes as much as anyone. Care is needed to ensure that this person is not overloaded with other people’s strategies. The final selection of strategy or strategies from the brainstormed list is the problem presenter’s choice. Strategies might include: a special time for the young person, a meeting with the child’s parents to explore how she is being managed at home and to share tactics, a home-school diary, counselling, or an agreed action plan that all are aware of, agreed sanctions and rewards and so forth. Strategies may productively involve processes of restitution and restoration, when ‘sorry’ is not enough. Making it right, rather than punishments or rewards, may then becomes the focus. First Steps. The problem presenter is finally asked to agree one or two first steps which they can carry out over the next 3-7 days. It can help to assign a ‘coach’ who will check in with them to ensure they have carried out the action they have named. This is a time to be very specific. Steps should be small and achievable. The person is just ‘making a start’. A phone call, or making an agreement with a key other person not present at the meeting would be ideal examples. Final reflections. Sometimes referred to as a ‘round of words’ help with closure for all involved. Reflections are on the process not the problem. In large families this is best done standing in a circle. In smaller groups all can remain sitting. Passing around a ‘listening stick’ or something similar such as a stone or light heighten the significance of the process ending and improve listening. Finally the problem presenter is handed the ‘Graphic’ this is their record of the meeting and can be rolled and presented ceremoniously by the facilitators for maximum effect! If you liked this course you may well like: Parent Solutions

Supervision is an essential component of professional development in the field of clinical hypnotherapy. It provides a structured space where therapists can reflect on their clinical practice, receive constructive feedback, and explore new strategies to enhance their therapeutic skills. Our supervision sessions are tailored to meet the unique needs of clinical hypnotherapists, ensuring that you receive relevant guidance and support.

There is no such thing as a typical Access to HE student. Our Access to HE Diplomas are taken by students of all ages and backgrounds. Courses are designed, in particular, for people who have been out of education for some time, especially those who left school with too few qualifications to be able to go straight to university.

In this practical workshop session we will explore ways of including people who have been labelled as being on the autism spectrum. The session will be values based and practical and will aim to allow the sharing of experiences and good practice as well promoting innovative approaches to inclusion through the design of best practice. Online Course now available via Teachable Platform – Understanding Movement Differences Learn at your own pace… lots of text and video support Course Category Autism and Communication Inclusion Parents and Carers Behaviour and Relationships Description In this practical workshop session we will explore ways of including people who have been labelled as being on the autism spectrum. The session will be values based and practical and will aim to allow the sharing of experiences and good practice as well promoting innovative approaches to inclusion through the design of best practice. Family perspectives and experiences will also be explored. This is not a ‘medical model’ day on autism. Our motto for the day is ‘People do things for a Reason (and the reason isn’t autism).’ We make full use of first hand accounts of the experience of autism – the autobiographies – to deepen participants’ understanding of what it means to be labelled ‘autistic’ “We are all much more simply human than otherwise, be we happy and successful, contented and detached, miserable and disordered, or whatever.”HARRY STACK SULLIVAN Testimonials ‘Very respectful of people on the spectrum.’ ‘Really gave me an idea of how people feel.’ ‘Ways of reaching a person not a condition.’CLAIRE Learning Objectives Increased confidence regarding including autistic people Access to a wider range of practical strategies to impact on communication and behaviour issues Deeper understanding of core values surrounding inclusion New skills and processes to strengthen the inclusion of autistic people Who Is It For? Social Care workers Personal Assistants Early years and school based practitioners Heads and deputies Guidance staff Learning support teams SENCOs Primary and secondary teachers Parents Brothers and sisters Local authority support services Community workers and carers Course Content The course answers the questions : What is autism? How do we go about including autistic people? What does autism have to do with me? Key themes include: Movement differences Strategies for Facilitating Communication Supports and Accommodations for Sensory Sensitivities Developing Friendships and Peer Support School and Family Partnerships Learning to Listen Positive Behavioural Supports

Course Overview This comprehensive course in Animal Care and Psychology offers a deep dive into the welfare, behaviour, and care of various animal species. Covering everything from animal health and nutrition to psychology, learners will explore key topics essential for understanding and improving animal welfare. With an emphasis on both theoretical and practical aspects of animal care, this course equips learners with the knowledge required for a career in animal welfare, psychology, or veterinary support. By the end of the course, students will gain a holistic understanding of animal needs, behaviour, and the role of psychology in their care, making them well-prepared for roles in animal-related industries. Course Description The Animal Care and Psychology course covers a broad range of topics aimed at providing learners with an understanding of animal behaviour, health, and care. Learners will explore animal health and nutrition, hygiene, and first aid, while also diving into the specific needs of different species such as dogs, cats, horses, birds, and reptiles. The course also highlights the importance of animal psychology and its impact on their well-being, behaviour, and interactions with humans. Through engaging content and diverse modules, students will gain the knowledge and skills necessary for understanding and meeting the needs of animals in various environments, enabling them to pursue careers in animal care, psychology, and welfare. Course Modules Module 01: Introduction to the Care and Animal Welfare of All Species Module 02: Basic Animal Health & Nutrition Module 03: Hygiene and First Aid for Animal Module 04: Getting to Know the Dogs & Puppies Module 05: Getting to Know the Kittens and Cats Module 06: Learning about Horses Module 07: Learning about Birds Module 08: Specific Information on Rabbits & Guinea-Pigs Module 09: Specific Information on Ornamental Fish Module 10: Specific Information on Reptiles Module 11: Animal Psychology (See full curriculum) Who is this course for? Individuals seeking to develop a deeper understanding of animal care and psychology. Professionals aiming to expand their knowledge in animal welfare and psychology for career advancement. Beginners with an interest in animals and their care. Those seeking a career in animal welfare, psychology, or related fields. Career Path Animal Care Worker Animal Welfare Officer Veterinary Assistant Animal Behaviourist Pet Groomer Animal Trainer Wildlife Conservationist Zoo Keeper