9332 Courses in Cardiff delivered Online

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

A four-hour workshop on how to accelerate the learning and development of your Neurodiverse colleagues.

In this course we deepen participants understanding of systemic racism and the spectrum of privilege. It challenges the participants to examine their behaviours and take close looks at some of the views they have held since a very young age, e.g. this area is a “bad” area, because it has a high proportion of black/brown people living in it, or that young black men in tracksuits are “thugs”. We think about where these messages come from and how people are indoctrinated by the media. Course Category Inclusion Team Building Leadership Emotional needs Description In this course we deepen participants understanding of systemic racism and the spectrum of privilege. It challenges the participants to examine their behaviours and take close looks at some of the views they have held since a very young age, e.g. this area is a “bad” area, because it has a high proportion of black/brown people living in it, or that young black men in tracksuits are “thugs”. We think about where these messages come from and how people are indoctrinated by the media.  We explore the reasons why white people are so defensive when it comes to talking about race. We discuss having racial biases and the implications of them, such as unconsciously insulting people around us in the workplace. When we become aware of how our behaviours can affect people, we then look for solutions.  The course is designed for groups of professionals to come together as a team to try and take responsibility for the racism that goes on in their workplace – empowering the leadership to have difficult conversations with team members and create a paradigm shift across the entire organisation.  Please come with an open mind, and you might be surprised at what you find out. We are striving for a world where racism is an open conversation and not a topic that we shy away from.  Testimonials “That was a really insightful session and thought provoking. I would love to attend more sessions on racism. Thank you for the engaging questions and delivery” “Lots of things to reflect on!” Learning Objectives Participants will: Confront their own racism and unconscious biases Become aware of the ways they treat people differently based on race Think about practical changes they can make in their workplaces Who Is It For? Leadership teams seeking guidance and reflection Educators who want to get it right People who have had not had much contact with people outside their own race People who believe they are “not racist” Course Content Background – brief history of systemic racism Racism as a binary – the problem with thinking only “bad” people can be racist Trust – how do we feel around people we don’t trust? Difference – how do we act when we feel different? What do Good Manners look like around people of different cultures? What does Good Allyship look like in the workplace? Why don’t we talk about race? What does your race mean to you? Examining our privilege – activity Interracial friendship video Visioning – what does the ideal workplace look like? Setting Actions – what achievable actions can we set to bring us closer to our dream future?

IELTS Crash Course (One-to-One Coaching – 8 Hours & Online Self-Paced Course – 40 Hours)

At this Oracle SQL Fundamentals course, we cover SQL queries, group by's , aggregates, joins, date-functions, String Functions, Random Functions, Math Functions, Insert, update and delete, Creating and changing tables, sub-queries in detail, views, stored procedures, custom functions, and table variables. Course level is beginners to intermediate.

This workshop gives an opportunity to focus on the emotional needs of boys and how to meet these. We lift the lid on an emerging urgent inclusion issue,namely meeting the emotional needs of boys. Everyone knows a boy. They may be pupil, son, brother, parent or partner. Boys when they become adults are over represented in the prison, and mental health system. Course Category Meeting emotional needs Description This workshop gives an opportunity to focus on the emotional needs of boys and how to meet these. We lift the lid on an emerging urgent inclusion issue,namely meeting the emotional needs of boys. Everyone knows a boy. They may be pupil, son, brother, parent or partner. Boys when they become adults are over represented in the prison, and mental health system. In one recent year 1300 young men committed suicide in the UK. In the UK the commonest cause of death among those aged 16-35 is suicide. Three men for every one woman kill themselves every year (Guardian, June 2006). 1 in 4 women experience domestic violence and 2 women a week are killed by a current or ex partner. Boys and men are a major concern. We need to find ways to allow them to unclench their hearts and learn to experience, process, communicate and manage their own emotional lives for their own and for the good of the wider community. Testimonials ‘Thanks for a super day, lots of good ideas for our citizens of the future. We need to offer them the best and what we would offer our own children’?? ‘Enjoyed the day very much. Brilliant ideas and lots of food for thought. Will use the solution circle. A great tool!’ ‘went well and the ethos/participation was commendably facilititated. well done’. ‘Wonderful day!’ ‘Still getting lots of positive messages this end.’ Learning Objectives Increased understanding of boys’ emotional needs Access to a wider range of practical strategies to impact on meeting emotional and behaviour problems Deeper understanding of core values surrounding inclusion of boys Opportunity to reflect on professional attitudes and behaviour towards boys and their emotional challenges New skills and processes to make boys’ inclusion and achievement more successful Who Is It For ? Early years and school based practitioners 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 : Is there a problem with boys? What can we do to meet the emotional needs of boys? What helps? What should our priority be with boys? This workshop will explore: Cultural and historical expectations of boys in our society Shared experiences of teaching and parenting boys Circle of Courage as away of understanding emotional needs Fathers, mothers and sons Drinking and drugs: filling the emotional void Depression and suicide Anger and violence Solution Circle Problem Solving around boys needs What boys really need

Elite EA/PA Forum We are delighted to announce the Elite EA/PA Forum for ANZ will be on the 25th of September 2025. Our workshop aims to: Enhance your influence and impact by mastering assertive communication, negotiation, and self-advocacy skills. Stay composed and solution-focused in high-pressure situations with practical tools for crisis management and clear decision-making. Embrace evolving technology by understanding how AI and automation can streamline your role and boost efficiency. Future-proof your career by building strategic value, resilience, and adaptability in an ever-changing professional landscape. Keynote Address with Q&A from the audience: What to expect from Sam's Keynote: With over 30 years supporting leaders at the highest levels, Sam Cohen brings a wealth of insight, experience, and stories (the kind she can share) to the stage. From 18 years serving within The Royal Household - including as Deputy Private Secretary and Press Secretary to Her late Majesty Queen Elizabeth II - to working with The Duke and Duchess of Sussex, running the Prime Minister’s Office at Downing Street, and serving as Chief of Staff to the global CEO of Rio Tinto, Sam’s career is a masterclass in discretion, diplomacy, and delivering at the top. In this exclusive keynote, Beyond the Role, Sam will explore how Executive Assistants don’t just support leaders - they shape leadership, drive strategy, and build legacy from behind the scenes. Join us for this rare opportunity to hear from someone who’s been at the epicentre of power - and bring your questions! The keynote will include a live Q&A, where you can ask Sam about her remarkable career, leadership insights, and how to truly excel in high-performance environments. (Don’t ask her what the Queen kept in her handbag - she’s not telling.) Sam Cohen Career Bio: Sam Cohen has spent the last 30 years working to support leaders in the public and private sectors. Sam spent 18 years serving The Royal Household, as Deputy Private Secretary to Her late Majesty Queen Elizabeth II and Press Secretary to The Queen. Sam also served as Private Secretary to The Duke and Duchess of Sussex. Following this time, Sam worked as Director of the Prime Minister’s Office at Downing Street under Boris Johnson and, most recently, was Chief of Staff to the global CEO at Rio Tinto. Source: ABC News - YouTube Channel. Facilitator - AM: The Future-Proofed Assistant: Speak Up, Stand Out & Shape Your Career Path How to reimagine your Assistant role in 2025 and beyond - How the EA role is evolving (and what Executives now expect) & why Assistants who think like strategists will be indispensable Assertiveness as an Assistant – The key to retaining your role & the difference between being ‘helpful’ and being ‘heard’ Self-Advocacy as a Career Growth Strategy – The importance of advocating for your career development, workload boundaries and recognition Own Your Professional Future - Map your career development. Whether you're an EA for life or looking to a role beyond in the future, this is for you. Ruth Kilah Career Bio: Ruth is an international executive career coach and founder of Hoxton Hyde – Executive Career Coaching & Mentoring, delivering 1:1 and group programs for experienced Executive Assistants. She specialises in helping EAs step into higher-level roles, increase their income, and expand their professional impact. With 14 years’ experience supporting C-suite executives in Australia and the UK, Ruth brings deep industry insight and a strategic approach to career development. She empowers Assistants to gain clarity on their next move, adopt a strategic mindset, communicate their value effectively, and lead their own growth conversations with confidence. A former EA turned Stakeholder Relations and Project Manager, Ruth launched Hoxton Hyde in 2018 after spotting a clear gap in the market for tailored coaching for career-driven EAs. She is a respected thought leader in the EA space, regularly sharing insights via LinkedIn and Instagram. Panel: Crisis Mode: What to do when everything goes wrong Master a step-by-step approach to prioritising and problem-solving under pressure. Strengthen emotional resilience and calm decision-making during unexpected disruptions. Learn how to communicate clearly and lead from behind in high-stress situations. Emma-Kate Bos Bio Emma-Kate works alongside the CEO at Squadron Energy, one of Australia’s leading renewable energy companies. With over 28 years of experience in Executive Assistant and Operational roles supporting business leaders in professional services, politics, membership industries, sporting and not-for-profit organisations, Emma-Kate has a deep understanding of business support roles and has managed large teams of assistants and receptionists. She is passionate about developing and mentoring team members Emma-Kate holds an Associate Degree in Law, Mini MBA and Certificate in Public Relations. Sepi Nowlands Sepi has also worked as an EO for Deloitte and spent 18 years previously as an Executive Assistant at the ATO, Law Council of Australia, Grains Research and Development Corporation and Air Services Australia. She is now EA and EO to the CPO. Holly Clareburt Hollie Clareburt is an experienced Executive Assistant, currently supporting the Managing Director of Microsoft New Zealand and the Chief Partner Officer. Known for her professionalism and discretion, she excels in providing high-level support in fast-paced, executive environments. Prior to Microsoft, Hollie was Executive Assistant to the Chief of Corporate & Enterprise Systems at BECA, and previously supported the CEO at SKY News New Zealand. Her career reflects a strong track record of reliability, organisation, and executive partnership. Liv Wilson With over 20 years of experience across banking, government, creative industries, and global tech, Liv has supported senior leaders at companies including LinkedIn and Slack. She brings a strategic lens to the business support function, with deep expertise in operations, leadership enablement, and organisational effectiveness. As a passionate advocate for elevating the role of Executive Assistants, Liv has led women’s networks, championed DEI and social impact initiatives, and continues to push for recognition of business support as a critical driver of business success. She is currently working on her side hustle business - collaborating with executives, entrepreneurs, and small business owners to amplify their impact by removing operational barriers, optimising systems, and unlocking their capacity to lead and grow. Facilitator - PM: Justin Kabbani AI Is Not Here to Replace You. It's Here to Upgrade You. We'll explore Justin's proven 3P framework: Priming – How to set up AI like a strategic advisor by feeding it context, tone and mindset Prompting – How to craft clear, structured instructions to get consistently great results Producing – How to turn AI outputs into high-leverage work that makes you stand out Your session outcomes: Real examples from admin professionals already using AI to elevate their work Prompts you can copy, adapt, and test live Interactive exercises to build confidence fast A practical challenge to implement right after the session If you’ve been overwhelmed by AI, or underwhelmed by its impact, this session will change that. You'll leave with tools you can use today, and a mindset you’ll carry forward for the rest of your career. Justin Kabbani Career Bio: Justin Kabbani is one of Australia’s most in-demand AI trainers and keynote speakers, known for making AI feel simple, powerful, and immediately useful. He’s worked with brands like Uber, Treasury Wine Estates, and Udemy, helping their teams embed AI into daily workflows, strategic planning, and executive communication. Over the past two years, Justin has trained more than 2,000 professionals across Australia and beyond, consistently earning feedback like “mind-blowing,” and “game-changing”. His signature Prime, Prompt, Produce framework has transformed how business leaders, executive assistants, marketers, and teams think, work, and communicate with AI, without needing to be “tech people.” Justin believes AI isn’t here to replace people. It’s here to take the robotic work off our plate, so we can focus on what humans do best. LinkedIn: https://www.linkedin.com/in/justinkabbani/ Website: https://justinkabbani.com/ Speed Connections Networking Session Join us for Speed Connections, a lively 30-minute networking session designed to foster meaningful connections in a fun, fast-paced environment. Every 10 minutes, attendees will be placed into new breakout rooms with small groups, giving everyone the chance to meet a diverse range of peers. Each breakout session will feature engaging prompts to spark conversations and make networking enjoyable and memorable! Who will attend this event? Executive Assistant (EA) Personal Assistant (PA) Virtual Assistant (VA) Legal Secretary Legal Executive Assistant Administrative Assistant Office Manager Health Care Office Manager Chief of Staff Additional roles may be relevant depending on role responsibilities along with development opportunities. We understand the challenge. Professional development for assistants is often undervalued, and securing budget or approval for external training can be difficult. That’s why we’ve created a ready-to-use business case template to help you justify attendance at this event and highlight the value it brings to both you and your organisation. If you need support or costings confirmed for single or group attendance, please reach out to our support team at: support@elite-forums.com You can download and edit the template below: This workshop is open to females, male including trans women/males and non-binary professionals. Group Rate Discounts: To discuss our group rates in more detail, please email support@elite-forums.com and provide the following: Group Number (How many would like to attend) Event Date (If numerous dates, please advise if we are splitting attendees across multiple dates) Attendee Contact details (Or request our Group Rate Document. Complete and return - we'll sort the rest.) Group discounts are on request - see below group rate discount brackets: 🧩 You just need one piece to come together - to unlock your Elite Potential. 🔑 Please note: All facilatators, panelists, and speakers are all PAID with applicable contracts in place. We value our speakers and want the best to ensure our attendees get the best development. Media outlets/organisations will not be permitted to attend this event.

Gain the clarity and confidence to take on inspections successfully with this actionable workshop.

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

Description Metaphysics Diploma  Metaphysics is the philosophical discipline that explores the fundamental principles of change and identity, being, causality, time and space, possibility, and necessity. It constitutes questions such as 'what is consciousness made up of?' and 'how are matter and mind related?'. 'metaphysics' combines two Ancient Greek terms that translate to 'after or among or behind the natural'. Areas of metaphysical inquiry include existence, things and their characteristics, time and space, possibility, and chain of events. Metaphysics is among the four philosophical branches apart from ethics, logic, and epistemology. The Metaphysics Diploma course allows one to learn about the philosophical connection among abstract elements such as time, space, being, and identity. The Metaphysics Diploma course starts with introducing the field of metaphysics to the learners. Before delving into further details about the discipline, the Metaphysics Diploma course explains its relation to physics. Metaphysics deals with the exploration of the characteristics of reality. The learners will form a deeper understanding of metaphysics through topics that deal with 'the framework of reality.' Thereby, the learners will get familiar with some central questions dealt with in metaphysics about existence, time and space, and identity. There is a lot to learn about cosmology in the Metaphysics Diploma course, from religions to astronomy to philosophy and a lot about the human mind, philosophy, and theories that aim to explain how the mind works with the body and the larger universe. The Metaphysics Diploma course also discusses free will, putting forth essential questions such as: 'Does free will exist?', 'Is the life of an individual pre-determined?', 'Does free choice exist?'. One can discover what answers different theories have put forth such intriguing questions. The learners will explore the connection between science and metaphysics, with questions involving their compatibility for interdisciplinary discourse. The Diploma course also examines the validity of metaphysics and the views of philosophers who support and oppose it. Besides exploring metaphysical questions, the course also examines the history of the philosophical discipline. The learners will explore the concepts of Western philosophy, including Plato, Aristotle, and Socrates, and the philosophical schools of modern times, including analytical philosophy and rationalism. The Metaphysics Diploma course also explores Eastern philosophy, such as classical Chinese, Indian, Buddhist, and African schools of thought. What you will learn   1:Introduction to metaphysics  2:Abstract objects  3:Possible worlds  4:Time  5:Substance  6:Things  7:Social metaphysics  8:Freedom  9:Identity and change  10:Metaphysics and its critics  Course Outcomes After completing the course, you will receive a diploma certificate and an academic transcript from Elearn college. Assessment Each unit concludes with a multiple-choice examination. This exercise will help you recall the major aspects covered in the unit and help you ensure that you have not missed anything important in the unit. The results are readily available, which will help you see your mistakes and look at the topic once again. If the result is satisfactory, it is a green light for you to proceed to the next chapter. Accreditation Elearn College is a registered Ed-tech company under the UK Register of Learning( Ref No:10062668). After completing a course, you will be able to download the certificate and the transcript of the course from the website. For the learners who require a hard copy of the certificate and transcript, we will post it for them for an additional charge.