2821 Courses

Learn Angelic Reiki with multi-award winning Master Teacher, Jayn Lee-Miller, who was one of the first to work professionally with angels and is now approaching her 18th year of teaching Angelic Reiki. Please email info@healingangels.co.uk for full details of this healing module which has been channelled through the Archangel Metatron especially for this time as the consciousness of humanity is collectively ascending to fifth dimension. The Angelic Kingdom of Light is assisting in helping us hold a place of unconditional love to help us remember the divine beings we truly are. In Angelic Reiki you are attuned by Angels to The Angelic Kingdom of Light and during healing exchanges you actually become the Angel you are channelling.

NPORS Concrete Pump N211

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

First aid, CPR, AED, Cardio Pulmonary Resuscitation

Introduction to Musical Theatre course

Learn woodturning in the peaceful setting of our workshop located in the cottage garden of our home on the Cambs/Norfolk border.

This course presents an approach for dealing with security and privacy throughout the entire software development lifecycle. You will learn about vulnerabilities that undermine security, and how to identify and remediate them in your own projects.

Invest in your staff, invest in your business. Valeting for Businesses Stage 1 is the ideal course set for employers of valeting teams or individuals, small and large, to improve the efficiency, safety and knowledge of their in-house valeting operation, increasing end-customer satisfaction and reducing the need for remedial work for errors and issues caused by poor technique. Combined with Stage 2, students receive a leaner version of our Level One Detailing course without the emphasis on self-employed business skills. It focuses instead on core skills employers need in a valeting team; Efficiency, Safety, Consistency, and Results. Invest in your staff, invest in your business. Valeting for employees is the ideal course set for employers of valeting teams or individuals, small and large; such as car sales, dealerships, car rental agencies or fleet operators. The aim of the course is to improve the efficiency, health & safety, and knowledge of their in-house valeting operation. Combined with level 2, students receive a leaner version of our Level One detailing course, without the emphasis on self-employed business and marketing skills. It focuses instead on core skills employers need in a valeting team; Efficiency Safety Consistency and Results It can be taken by one managing member or a whole team, and is perfect for any experience - from new-starter to long-time member of staff. The day starts with a look at chemical knowledge and safety to ensure all employees know the precautions and potential effects of the chemicals they are using in their work - both to themselves and the materials they are working on. Coupled with general safety at work regulations and delivered by a certified instructor, this will ensure your due diligence and compliance are covered and educate attendees on the importance of chemical safety. We then move on to the practical element, working through all the stages of a consumer-preferred safe wash and interior valet, from inspection through to protection applications, all in the most time-efficient manner possible to deliver showroom results, with demonstration and involvement in all stages and time management to ensure a constant and predictable workflow. By the end of the Stage 1 day, attendees will be well versed in all aspects of basic valeting skills and can either return to implement their new skill set or progress to Stage 2 to enhance the value further. Courses can be attended by up to 6 employees at a time, and for 3+ attendees the day can be run remotely at your own premises, subject to a few additional costs. For courses of 6+ attendees, please contact us to discuss your requirements so that we can accommodate adequate instructor-to-student ratios. Claim back your costs! Students will hold a UKDA accredited certificate in Stage 1 Valeting for Business, and as we are a Government Registered Learning Provider, you can be assured of the highest quality of training. As, in most cases, HMRC considers vocational training to be for the benefit of the business and a legitimate business expense, course costs can usually be recouped against company taxes, and a full VAT invoice is provided for reclamation. Course Length 1 Day (0930-1600) Location UK Detailing Academy, 2 Purlieus Barn, Ewen, Cirencester, GL7 6BY Certificate UKDA Certified

Over the years our 2 day bushcraft course has proven to be our most popular bushcraft course. It’s been carefully designed to initiate you into the joys of outdoor living, although many of the skills that you’ll be taught are easily transferable to other outdoor activities. This 2 day bushcraft course is intended for people who would like to understand what bushcraft is all about and to learn simple, repeatable bushcraft and survival skills.  This includes campers, backpackers, hikers and other outdoors people who wish to learn some of the skills required to be comfortable in the outdoors, so that you have the time to really enjoy what is around you. We have people attend who have no previous bushcraft experience as well as those with some prior experience and we can say with absolute honesty that everyone leaves knowing more than when they arrived! During your time spent with us on this bushcraft course, you will: - Learn how to safely use essential bushcraft tools including knife, folding saw and bow saw - Have plenty of practise creating a flame using matches, fire steels, fire pistons, wire wool & a battery, solar mirrors, flint & steel, chemicals and fire by friction - Carve your own honey spreader or spatula from materials you gather in our ancient woodland - Understand the pros and cons of debris shelters, where & how to build one, and sleep in one if you wish - Put up a tarp and hammock using only 3 simple knots that can be tied and untied wearing gloves (you can sleep in a hammock if you like) - Find, filter and purify your own water - Go for a woodland walk to gain an insight into some of the trees and plants around us and what they can be used for - Learn how to sharpen a knife so that it will slice through a sheet of paper - Locate and identify different natural tinders easily found in the woods - Gather your own materials and light a fire following a method that will work in all weather conditions. At the end of this bushcraft course you will have a good working knowledge of the skills needed to enjoy your time in the woods or enhance your camping or outdoor activities. About us and the venue: Jack Raven Bushcraft was founded in 2011 and we've been delivering bushcraft, craft and foraging courses since then from our 30 acre private ancient woodland on the Kent Downs in an area of outstanding natural beauty. Courses in the summer are held outdoors in our woodland camp complete with covered work areas, an outdoor kitchen and a composting loo. Courses in the winter are held in our workshop in a converted barn. What's included in the price? Included in the price is: - Breakfast and dinner - Hot and cold drinks - Tools, equipment and materials Cancellation policy Strict - Cancellation and a full refund can be obtained up to 8 weeks before the course starts

Are you interested in learning how to make polymer clay jewellery? Join us for a fun and informative workshop that will teach you everything you need to know about conditioning the clay, texturing, cutting, shaping the clay, forming and moulding. You'll create a range of finished jewellery pieces that you can take home with you afterwards. This is a great way to learn some new skills and explore a wide variety of style and techniques that are easy enough for beginners but also have room for more advanced learners!