4964 Cat courses delivered Online

This can be introduced in one day but is better offered over a series of twilight or half day workshops with individualised coaching. We will provide background context for this approach and will directly model the process with real live issues facing participants. So bring your most challenging concerns to this training. Course Category Behaviour and Relationships Visioning and Problem Solving Team Building and Leadership Description ‘Insights and Solutions Circle’ a new expanded version of Solution Circle that uses some of the best of the Circle of Adults process. Its a 50 minute process and works really well with families and professionals! Contact us today for a live demo or training… Steps Problem presented Questions asked Theories Shared Strategies listed Dialogue regarding selected strategies Next steps Testimonials Excellent! It was great how we all cam up with ideas and theories including us parents I wish all meeting about my child’s behaviour were like this The whole world is going to be interested in this… The empowerment is great The buzz after the meeting says it all. Learning Objectives Deeper understanding of what is actually happening underneath the presenting behaviour Increased confidence in managing and building relationships with challenging pupils in mainstream schools Learn process for locating richer and wider range of practical strategies to impact on behaviour problems Deeper understanding of yourself and the psychodynamic processes happening between pupils, staff and pupils and families Opportunity to reflect on professional practice Mutual support established with other front line practitioners Who Is It For ? Team Around the Child agencies Parents and Professional working together Families Multi Agency Teams Social workers CAMHS teams Year Managers Primary and secondary staff teams Early Years and School based Practitioners Heads and Deputies SENCOs Advanced Skills Teachers Primary and secondary teachers Local Authority Support Services Course Content This can be introduced in one day but is better offered over a series of twilight or half day workshops with individualised coaching. We will provide background context for this approach and will directly model the process with real live issues facing participants. So bring your most challenging concerns to this training. The course answers the questions: Can we find an alternative to permanent exclusion or special unit or school placement? Cannot understand why a child is behaving as they do? Struggling with a child for whom praise is ineffective? Feeling isolated in your responses to a child’s needs? Worried about where your instinctive reactions are leading you? Cannot seem to get any consensus view of a young person’s behaviour/needs amongst all the family and professionals involved – is everyone pulling in different directions? We will cover: Setting the tone Background and detailed teaching of process Inclusion values underpinning this work Graphic and process facilitation skills Processes modelled and opportunities to try process out with coaching Practical setting up of insights and solutions circles Lessons learned If you liked this you may like: CIRCLES OF ADULTS…

Local authorities are being encouraged to seek the views of young people in relation to the services they receive. Schools and the whole range of support services (e.g. behaviour support, youth offending teams, social services, CAMHS etc.) are being expected to routinely ask young people for their views. This goes beyond involving young people in plans that concern them e.g care plans, individual education plans, pastoral support plans etc. Online Course now available via Teachable Platform – Ask the Children Learn at your own pace… lots of text and video support Course Category Peer Support Description Local authorities are being encouraged to seek the views of young people in relation to the services they receive. Schools and the whole range of support services (e.g. behaviour support, youth offending teams, social services, CAMHS etc.) are being expected to routinely ask young people for their views. This goes beyond involving young people in plans that concern them e.g care plans, individual education plans, pastoral support plans etc. This training will focus on how young people can be effectively engaged in giving their views and will present a model for use in evaluating services to young people based on the concept of resilience. This model enables young people to be clear about what has helped and hindered them in being able to overcome difficulties. It also provides a framework for evaluating the extent to which services are reducing risk and increasing protective factors to enable young people to develop the resilience. Testimonials ‘Yet again inspiring and opening more doors than I can go through’? ‘This opened a lot of avenues for thought and reflection. It will help me to help colleagues to see where they can improve practice to create a more inclusive environment within the whole school.’ ‘Some great ideas and restored my self belief! Fantastic’ Learning Objectives Strategies for engaging young people Knowledge and Understanding of resilience In relation to system and environmental factors Strategies for reducing risk and increasing protective factors In relation to Individual young people and services Evaluation framework for services to young people Who Is It For ? Youth offending teams Social services CAMHS Primary and secondary teachers Heads and Deputies SENCOs Learning Support and Guidance staff Advanced Skills Teachers Parents Local Authority Support Services Community Development workers Early Years and School based Practitioners Social work staff Health Services Course Content The course answers the questions : How can we truly involve pupils? Practically how do we go about listening to pupils views? What if we do not like what they tell us? How can we involve our most disaffected young people? Key themes Tools for engaging young people and gaining their views The concept of resilience System and environmental risk and protective factors that impact on young people’s resilience Reducing risk and Increasing protective factors Resilience planning for Individuals and services Evaluating services to young people If you liked this course you may well like: CIRCLES OF FRIENDS

This is a workshop focused on getting the welcome right for children who are starting for the first time at a new school when we know the welcome will be difficult. Perhaps they have been excluded from elsewhere, they are new to this culture, they have complex needs or they are just very different or highly anxious? Course Category Meeting emotional needs Behaviour and Relationships Inclusion Now available as an online course Description This is a practical ‘non-medical’ day or half day workshop or twilight session for front line practitioners working with children and young people that will find starting at a new school or setting difficult.  Drawing from international research and literature, reports from inclusive schools and our own experience over many years as educational psychologists of the challenges of children with major social and emotional needs, we will explore together what the best practice can and could look like.  We explore: Creating a welcoming team or ‘committee’ of young people Training the team in effective ‘welcoming’ and supporting Building a support circle around a new child and running this circle effectively Auditing what makes for a successful welcome of any new child at the school Facilitating the involvement of young people in successful welcoming activities and preparation Links between this work and building ‘circles of friends’ and peer mediator training Testimonials Belonging and feelings are so important Definitely made me reflect a lot on the go-to behaviour management techniques we use! Excellent! Never thought of it like this before Learning Objectives Increased confidence regarding developing inclusive practice for newcomer children in mainstream schools The challenge of a good ‘welcome’ fully understood Access to a wider range of practical strategies to impact on settling an individual’s social and behavioural needs on joining a new setting Deeper understanding of core values surrounding inclusion of emotionally disabled children Opportunity to reflect on involving children and young people in effectively welcoming and including new students New skills, scripts and processes to make inclusion and relationships in school fulfilling and restorative Who Is It For? Practitioners working in schools and other settings with children and young people of all ages Key workers Teaching Assistants with support roles Heads and deputies SENCOs Advanced skills teachers Primary and secondary classroom teachers Parents Local authority support services Course Content The course explores the questions : What does it take for a child to: Feel safe and secure as they transition into a new school or setting?Feel supported by their new peer group?Understand how a new setting or school operates and to feel confident there?What else can we do to go about including high profile children or young people with challenging emotional needs?How can we best enlist the involvement of children and young people in the early work of inclusion with a new member of the school or setting? This course also explores practical strategies, concepts and language for key adults building relationships with individual pupils. This is a participative day that aims to be explorative and practical. Opportunities to develop empathy with the children of concern will be created. If you liked this course you may well like: FRESH APPROACHES TO BEHAVIOUR AND RELATIONSHIPS

Peer mediation is an approach to impacting on conflict resolution and bullying in primary and secondary schools by training pupils to be mediators or ‘counsellors’. This well proven, highly effective method of impacting on school based bullying is still viewed by some as radical. In this workshop participants are introduced to the key components of successful schemes. Our trainers have first hand experience of setting up school based schemes and sustaining these over time. Peer Mediation Training Guide Online Course now available via Teachable Platform – Peer Mediation Learn at your own pace… lots of text and video support Course Category Peer Support Description Peer mediation or peer counselling is an approach to impacting on bullying in primary and secondary schools by training pupils to be ‘Peer Mediators’ or ‘counsellors’. This well proven, highly effective method of impacting on school based bullying is still viewed by some as radical. We can provide training for staff or direct training with students across the age range – typically delivered over 6 short high impact, interactive learning workshops. For staff training, participants are introduced to the key components of successful schemes. Our trainers have first hand experience of setting up school based schemes and sustaining these over time. Enjoy participating in a multi media workshop that will challenge, entertain and reach for your emotions. Watch young people doing their stuff! Testimonials Thank you for the course – I really enjoyed it Learning Objectives To be able to understand the values and wider context of peer support To be able to set up and run a peer counselling scheme to reduce bullying To understand and be able to maximise the power of the peer group in supporting relationships, achievement and behaviour change Who Is It For ? Year 5 or Year 10 pupils Primary and secondary teachers Heads and Deputies SENCOs Learning Support and Guidance staff Advanced Skills Teachers Parents Local Authority Support Services Community Development workers Early Years and School based Practitioners Course Content The course answers the questions : What do you do with major bullying problems in school? Practically how do we go about recruiting and training pupils as counsellors? Will pupils be hurt if we involve them with bullies? Key Themes covered within the direct student training as well as in the staff development sessions- include: Issues of Confidentiality Welcoming your ‘client’ Using active listening skills Using Open and Closed Questions to enable your client to tell you his or her story How to reflect back feelings and how to check you have understood what the client has told you Exploring options for resolving the bullying issue with your client This video gives a brief taster of the work in a Nottingham Primary school. If you liked this course you may well like: PEER SUPPORT AS AN ANTI-BULLYING STRATEGY AT LOCAL AUTHORITY LEVEL

Give your team the opportunity to pause and reflect on what matters most to them about the work they do. The act of listening to each other creates relationship and strengthens trust and inclusion within the team – in creating a shared vision, groups of people build a sense of commitment together. Using the PATH or MAP processes of group facilitation and the creating of a large wall sized graphic we will provide a School Improvement Plan to be proud of!  Course Category Visioning and Problem Solving Person Centred Planning Strategic Work Team Building and Leadership Description There is an old Japanese proverb, “Vision without action is a daydream. Action without vision is a nightmare” “There is no power for change greater than a community discovering what it cares about” MARGARET WHEATLEY – ‘TURNING TO ONE ANOTHER’ (2002) Give your team the opportunity to pause and reflect on what matters most to them about the work they do. The act of listening to each other creates relationship and strengthens trust and inclusion within the team – in creating a shared vision, groups of people build a sense of commitment together. They develop images of ‘the future we want to create together’, along with the values that will be important in getting there and the goals they want to see achieved along the way. Unfortunately, many people still think ’vision’ is the top leader’s job. In schools, the ‘vision task’ usually falls to the Headteacher and/or the governors or it comes in a glossy document from the local authority or the DfES. But visions based on authority are not sustainable. Drawing on the planning tools MAPS and PATH (Pearpoint, Forest and O’Brien 1997) and other facilitation sources we use both process and graphic facilitation to enable the group to build their picture of what they would love to see happening within their organisation/community in the future and we encourage this to be a positive naming, not just a list of the things they want to avoid. ??Let us join you to explore your vision and the ‘roadblocks’ to your vision. Testimonials “Thank you so much for the work you did with us yesterday – I have since been in 2 schools today and have spoken to an number of other colleagues who were present – all were totally overwhelmed by the session – they loved it.” “I was totally blown away, so nice to reflect and realise what a long way we have come” “That was so powerful and motivational” “Our Primary is now an OFSTED rated ‘Outstanding School’ – we were in Special Measures – the Visioning and Planning using the PATH process for 3 years has seriously contributed to this”. Learning Objectives To create a far reaching and shared vision of the future for the school team/group you are working with and ensure that each person present contributes to this To create a visual representation (a graphic) of the vision and use this to plan future actions and to inform school improvement and development plans To facilitate the group in thinking through what some of the barriers to achieving their vision are and to begin work on how these can be removed To build a sense of commitment, common purpose and trust within the team/group Who Is It For ? Headteachers School managers EIP Managers Whole staff – including everyone Course Content The facilitation of a shared vision can be delivered as a full or a half day but, unlike our other training days this day depends on your and your team’s needs and the time you have available The course will cover: Creating the vision The Story So Far Headline Themes Naming the Nightmare A Year from Now Naming Roadblocks and Barriers Building strength Who will we need to take with us on the journey towards the vision Who are we? – Gifts, Strengths and Talents Charting Specific Actions

Circle of Friends is an approach to enhancing the inclusion, in a mainstream setting, of any child or young person who is experiencing difficulties in school because of disability, personal crisis or because of their challenging behaviour towards others. The ‘circle of friends’ approach works by mobilising the young person’s peers to provide support and engage in problem solving with the person in difficulty. Online Course now available via Teachable Platform – Creating Circles ofFriends Learn at your own pace… lots of text and video support Course Category Inclusion Peer Support Behaviour and Relationships Autism and Communication Description Circle of Friends is an approach to enhancing the inclusion, in a mainstream setting, of any child or young person who is experiencing difficulties in school because of disability, personal crisis or because of their challenging behaviour towards others. The ‘circle of friends’ approach works by mobilising the young person’s peers to provide support and engage in problem solving with the person in difficulty. ‘Circle of friends’ is not the same as ‘circle time’ but many of the skills and techniques used by teachers in ‘circle time’ can be used to support the ‘circle of friends’ process. Over the past 12 years Colin Newton and Derek Wilson have been encouraging the use of ‘circle of friends’ in a wide variety of primary and secondary schools, often with very successful outcomes. Some of these are described in their books ‘Circles of Friends’, (Folens, 1999) and ‘Creating Circles of Friends’ (Inclusive Solutions, 2005). This is an excellent opportunity to learn from Colin Newton and Derek Wilson the educational psychologists who brought this Department of Education endorsed approach to the UK. Learn how to build teams around challenging pupils by drawing on a resource which is always there…. other children. Enjoy participating in a multi media workshop that will challenge, entertain and reach for your emotions. Circles of support are for us all, for life…. and they work! Testimonials ‘Absolutely fantastic session – so thought provoking and positive.’ ‘Well presented excellent course’ ‘Wonderful, mind blowing day. Lots of children and young people there we need to really see – not treat’ ‘Excellent presentation, lively, modern, current – definitely got the attention. Course gave great food for thought and I feel confident that this way of working will have a place in the future of our school. Learning Objectives To be able to understand the values and wider context of inclusion To be able to set up and run a ‘circle of friends’ to reduce likelihood of a pupil being excluded or segregated To understand and be able to maximise the power of the peer group in supporting relationships, achievement and behaviour Who Is It For ? Primary and secondary teachers Heads and Deputies SENCOs Learning Support and Guidance staff Advanced Skills Teachers Parents Local Authority Support Services Community Development workers Early Years and School based Practitioners Course Content The course answers the questions: What do you do with the child who is isolated by their aggression and anger, through being different, disabled or new to the school or community? Practically how do we go about including high profile children or young people? How can we help some children be friends? We will cover: The importance of Welcome Inclusion values underpinning this work The Intentional Building of Relationships – ‘Circle of Friends’ work as an example Not doing it alone – The Importance of Teams in developing inclusive practice Practical setting up of circles of friends Lessons learned Stories of circles in primary and secondary mainstream schools ^ Circles of Friends Training in Kiev, Ukraine

This is a practical ‘non medical’ day for front line practitioners working with children and young people with serious attachment issues arising from loss, trauma and abuse. We look at what Psychology may help us in our understanding of children who have faced issues with love and attachment. Splitting, handling projected feelings, constancy and permanence are explored. Online Course now available via Teachable Platform – Understanding Attachment Learn at your own pace… lots of text and video support Course Category Meeting emotional needs Behaviour and Relationships Inclusion Teaching and Learning Description This is a practical ‘non medical’ day for front line practitioners working with children and young people with serious attachment issues arising from loss, trauma and abuse. Drawing from the international research and literature and our own experience over many years as educational psychologists of the challenges of children with major social and emotional needs, we will explore together what the best practice can and could look like. We explore the language of attachment and outline very practical classroom strategies. We look at what Psychology may help us in our understanding of children who have faced issues with love and attachment. We explore the feelings of being on a desolate island of relational poverty or to imagine swimming with sharks. We explore the themes of violence, anxiety and experience of being a victim as young people grow older. We look at telling lies and explore how we can respectfully understand this. We reveal the new and innovative compass of vulnerability – the cognitive errors to which some are much more vulnerable. We look at triggers, self regulation and unpack a range of strategies.  Transference and counter transference are examined along with splitting, handling projected feelings, constancy and permanence. We explore what young people with these difficulties really need from us. We also spend time looking at the emotional impact on practitioners working with children with such needs and what helps at an personal and team level. We can all do something – we do not have to wait for expert therapists to arrive!  Testimonials Very moving presentation I will always try and think behind the behaviour now It had a huge impact on all levels We all seem to need it Belonging and feelings are so important Very user friendly Excellent! Learning Objectives Increased confidence regarding developing inclusive practice for children with serious attachment needs in mainstream schools Simple understandable explanation of attachment understood Access to a wider range of practical strategies to impact on social and behavioural needs Deeper understanding of core values surrounding inclusion of emotionally disabled children Opportunity to reflect on professional attitudes and behaviour towards parents and pupils with complex emotional needs New skills, scripts and processes to make inclusion successful Who Is It For ? Practitioners working in schools and other settings with children and young people of all ages Key workers Teaching Assistants with support roles Heads and deputies SENCOs Advanced skills teachers Primary and secondary classroom teachers Parents Local authority support services Course Content The course explores the questions : How can we start to develop an understanding of children with attachment needs? What is the true impact of loss, trauma and abuse? What else can we do to go about including high profile children or young people with challenging emotional needs? What useful psychological constructs can we use to guide us? This course also explores practical strategies and language for key adults rebuilding relationships with individual pupils. This is a participative day that aims to be explorative and practical. Opportunities to develop empathy with the children of concern will be created.

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 hospitality and community building – the Community Circle. The purpose of community circles is to bring people from a local community together to share their skills, talents, gifts and resources. This idea is based upon the premise that ALL of us need three things in our lives to make us happy and fulfilled: these are money, friendship and meaning. We believe that everyone needs community, everyone needs to be heard and everyone needs to have fun. Online Course now available via Teachable Platform – Creating Community Circles Learn at your own pace… lots of text and video support Category Inclusion Peer Support Parents and Carers   Description  Building Community Circles 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 hospitality and community building – the Community Circle. The purpose of community circles is to bring people from a local community together to share their skills, talents, gifts and resources. This idea is based upon the premise that ALL of us need three things in our lives to make us happy and fulfilled: these are money, friendship and meaning. We believe that everyone needs community, everyone needs to be heard and everyone needs to have fun. Community Circles are based upon reciprocity and the assumption that EVERYONE has both gifts and needs – whether these are labelled or not. The circles adopt the fundamental value of inclusion that ‘all means all’, no one is excluded from community circles, instead the circle members work out how to include everyone equally and safely. A community circle is made up of participants and allies from the local community. The meeting starts with everyone sharing food and conversations. Next the group comes together in a circle so that everyone can see each other and shares what is good and new in their lives, everyone gets a turn to be listened to. ‘New and Good’ breaks the habit of thinking about and acting from what’s wrong, it is an exercise of giving and receiving attention with one another and it also provides a strong foundation of strengths from which we can think about and tackle difficulties. The group is then asked the question what do they want, need or have to offer. Community circles provide a great foundation or starting point from which to explore connections, build relationships, locate resources and share skills. These circles will be a particularly important resource for Brokers and the people that they work for. They provide a safe forum in which people can meet and friendships can start, a natural reservoir of people and relationships where people can be invited to offer their time and capacity. To be successful we have to start from a belief in inclusion. A belief that: 1 We are all born ‘in’. 2 All means all. 3 Everyone needs to belong. 4 Everyone is ready. 5 Everyone needs support. 6 Everyone can communicate. 7 Everyone can contribute. 8 Together we’re better. Learning Objectives For participants to learn how to create a Community Circle. For participants to understand the underlying rationale and ethos of this way of working. To explore ways of maximising an individual’s inclusion and connection with the wider community. To explore ways of helping with friendship, social connection and education. To increase confidence, social skills and presence of disabled adults and those with a wide range of need in their local community by focusing on their contribution. Who Is It For? Anyone interested in mobilising the community to make it more inclusive around disabled or challenging individuals. Course Content Understanding ordinary needs – plus the true dimensions of social inclusion Building relationships Creating natural circles of support Creating a community circle If you like this you will almost certainly enjoy: Person Centred Planning using PATH and MAPS

This is a practical ‘non-medical’ day for front line practitioners working with children and young people who have experienced serious trauma in their life. We work to strengthen understanding of children who have faced issues of trauma emerging from abuse, violence, loss and family breakdown. Online Course now available via Teachable Platform – Impact of Trauma Learn at your own pace… lots of text and video support Course Category Meeting emotional needs Behaviour and Relationships Inclusion Teaching and Learning Description This is a practical ‘non-medical’ day for front line practitioners working with children and young people with serious issues arising from trauma. Drawing from the international research and literature and our own experience over many years as educational psychologists of the challenges of children with major social and emotional needs, we will explore together what the best practice can and could look like. We explore the language and key concepts of trauma and outline very practical classroom strategies. We look at what Psychology may help us in our understanding of children who have faced trauma. We explore the themes of: Hyperarousal Intrusive thoughts Constricted lives We look at triggers, self-regulation and unpack a range of strategies.  We explore what young people with these difficulties really need from us. We also spend time looking at the emotional impact on practitioners working with children with such needs and what helps at a personal and team level. We can all do something – we do not have to wait for expert therapists to arrive!  Testimonials I had no idea… It had a huge impact Belonging and feelings are so important Excellent! Learning Objectives Increased confidence regarding developing inclusive practice for traumatised children in mainstream schools Simple understandable explanation trauma understood Access to a wider range of practical strategies to impact on social and behavioural needs Deeper understanding of core values surrounding inclusion of emotionally disabled children Opportunity to reflect on professional attitudes and behaviour towards parents and pupils with complex emotional needs New skills, scripts and processes to make inclusion successful Who Is It For? Practitioners working in schools and other settings with children and young people of all ages Key workers Teaching Assistants with support roles Heads and deputies SENCOs Advanced skills teachers Primary and secondary classroom teachers Parents Local authority support services Course Content The course explores the questions:What does it take for a child to:Feel safe and secureMourn the past traumaReconnect with ordinary relationships with children and adults?How can we start to develop an understanding of traumatised children?What is the true impact of trauma?What else can we do to go about including high profile children or young people with challenging emotional needs?What useful psychological constructs can we use to guide us?This course also explores practical strategies, concepts and language for key adults rebuilding relationships with individual pupils.This is a participative day that aims to be explorative and practical. Opportunities to develop empathy with the children of concern will be created.If you liked this course you may well like:FRESH APPROACHES TO BEHAVIOUR AND RELATIONSHIPS

Person centred rehabilitation is designed to create a better life for an individual by the provision of an intense input designed to being about social change. This usually entails a series of visits focused on getting the person out and about to increase confidence, social skills and presence in their local community and to pursue goals and dreams. Usually, the work is carried out under the close clinical supervision of a practicing psychologist. Course Category Inclusion Person Centred Planning Visioning and Problem Solving Peer Support Description Person Centred Rehabilitation Person centred rehabilitation is designed to create a better life for an individual by the provision of an intense input designed to being about social change. This usually entails a series of visits focused on getting the person out and about to increase confidence, social skills and presence in their local community and to pursue goals and dreams. Usually, the work is carried out under the close clinical supervision of a practicing psychologist. PERSON CENTRED PLANNING A Person Centred Planning event would be carried out using the PATH or MAP process – majoring on dreams and goal setting leading to precise action planning. Facilitators would carry out the PATH or other person centred process. A large graphic will be one of the outcomes of the meetings this is a great visual record and a shared memory of the event. This will also inform the priorities for the later follow up inclusion facilitation work. Following the PATH event a ‘scoping report’ is created outlining what Inclusion Facilitation could offer and highlighting what dreams and goals the individual has. INCLUSION FACILITATION The PATH is also provides a good opportunity for the Facilitator to meet the focus person in a comfortable positive environment. Agreed visits from the Inclusion Facilitator are then carried out over a 3 month period. After this intensive input the Inclusion Facilitator will hand over to the existing family, carers and PA team to carry on where he or she has left off. This transition time is planned from the outset. An experienced psychologist needs to be there to support the facilitator at all times and will guide all work done by the inclusion facilitator. Is this just Support work? No! This is proactive engagement – doing whatever is required. This is not passively or reactively providing what is asked for – we are actively pursuing a good life for the individual. The work is built on careful research around a person’s interests and what opportunities exist locally There is community mapping There is work to tackle an individual’s own resistance and reluctance to engage more socially There is a need to engage with people in social settings that the individual attends to build bridges and connections – we are bridge builders You will need to build circles around a person There is a need to create the conditions in which friendships can flourish There is a need for direct psychological supervision and support throughout This work is short term and intense. The facilitator’s main aims will vary depending on the dreams and goals of the focus person. The basic aim of the inclusion facilitator is to better the focus person’s quality of life. Learning Objectives 1 To create a better life for the Individual. 2 Give Individual and family a clear vision of a good life and to support first steps towards this 3 To maximise individuals inclusion and connection with the wider community. 4 To help with friendship, social connection and education 5 To increase confidence, social skills and presence in their local community and to pursue goals and dreams. Who Is It For? Anyone who is involved in the rehabilitation of children or adults who have become disabled through accident or trauma and who is committed to helping them get their life back on track. Course Content Understanding ordinary needs – the dimensions of social inclusion Pursuing the dreams and goals of the individual Improving social skills Community Mapping Being comfortable in social environments Developing conversational skills Having a positive mindset Staying physically active Building relationships Help in meeting new people Create natural circles of support Creating a community circle Having positive body language Employment of support staff Pursuing personal interests   If you like this you will almost certainly enjoy: Person Centred Planning using PATH and MAPs