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About this Training Course  The prospect maturation process, from a lead to a drillable prospect, is at the heart of the exploration business. This 5 full day course will cover all aspects of the prospect maturation process: play understanding in the context of regional geological understanding, detailed prospect evaluation; realistic risk & volume assessment consistent with the play understanding and prospect details, and an introduction to exploration economics. Throughout the course, there is a strong focus on pragmatic (geo)logical approach for assessing those aspects that are input parameters for a meaningful assessment of prospect risks and volumes, with emphasis on a balanced integration of contributions from different sub-surface disciplines. Many examples from basins from around the world are used to illustrate how traps, reservoirs, seals and charge occur in different basin settings. Specifics topics that will be discussed include the following: The statistical fundamentals for risk and volume assessment will be presented, with practical exercises for understanding the results of a risk & volume assessment as they are displayed in expectation curves. The difference between risk and uncertainty. A full discussion of the essential requirements for a working petroleum system: Trap, reservoir, seal and charge. Examples of how traps, reservoirs, seals and charge work in different basin types around the globe and in Australian basins. Exercises and guidelines for estimating uncertainties for prospect parameters, including advice for deciding which distribution type to use, and how to constrain those distributions for meaningful uncertainty ranges (setting minimum most likely and maximum values). Particular emphasis will be given to estimating hydrocarbon column lengths with their associated uncertainties in undrilled prospects. Prospects and plays: The value of play maps and how these should be used for assessment of prospect risks and for ranking of prospects within a play. Calculating volume ranges for prospects. Calculating volumes for groups of prospects; how to add risked prospect volumes for a statistically correct representation of the volume promise of a portfolio of prospects. Geophysical evidence: Incorporating geophysical evidence (DHIs) consistently and realistically in a risk assessment. An understandable and geology-based workflow, consistent with Bayes theorem, will be presented. Exploration economics. Training Objectives What this course will cover in 5 days: This course describes the various aspects that need to be considered in the prospect maturation process, including: Play development in the context of a sound understanding of the regional geology Detailed prospect evaluation and understanding of the critical aspects of traps, reservoirs, seals and charge Examples from plays and prospects in different basin settings from around the globe Realistic and pragmatic risk and volume assessment, based on the geological understanding of plays and prospects An introduction to exploration economics Examples of plays, oil and gas fields and prospects from basins from around the world, including the Far East, will be given. Target Audience This course is designed primarily for Geoscientists in exploration who would like to improve their expertise of the prospect maturation process and risk and volume assessment. The course has proven to be of value for explorers in the early phase of their career, seasoned explorers and team leaders. It will also benefit staff from disciplines working closely with exploration staff including Prospect Portfolio Analysts, Petrophysicists, Geophysicists and Reservoir Engineers. Course Level Intermediate Training Methods At the end of the course, the participants will have a good understanding of the essentials for realistic risk and volume assessments of exploration prospects. The course should allow participants to produce well-considered and realistic assessments for prospects they may be working on, and to understand and constructively challenge risk and volume assessments of colleagues and/ or partners/ competitors. Each topic is introduced by a lecture, and learning is re-inforced by practical exercises and discussions. Hand-out materials in paper and/or electronic format will be provided. Time will be made available to discuss aspects of prospects that may be brought in by course participants. Trainer Your expert course leader has a PhD in Geology from the University of Utrecht. He worked for 31 years (1979 -2010) with Shell as an exploration geologist in a variety of functions across the globe. As Principle Technical Expert, he was responsible for ensuring that Risk & Volume assessments were carried out consistently and correctly in all of Shell's exploration units. In this capacity, he led and participated in countless prospect review sessions and developed and conducted a successful in-house course on Risks & Volume assessment. As manager of the Exploration Excellence Team, he performed in depth analysis of basins and plays and provided advice on exploration opportunities to senior management. Together with his team, he visited most of Shell's exploration offices, working hands-on with Shell's local exploration teams to generate new play and prospect ideas and to suggest evaluation techniques and technologies to apply. In 2010, he was appointed as extraordinary professor Regional and Petroleum Geology at the VU university of Amsterdam and in 2012 also at the University of Utrecht. He was visiting professor at the University of Malaya (Malaysia). Through his own consultancy, as of 2010, he provides advice on exploration activities to several companies and is regularly invited to carry out technical reviews. Activities cover all continents and include Portfolio Reviews, Prospect assessment, Play-based Exploration, and Geothermal activities. He conducts courses on several topics including Risk & Volume Assessment, Prospect Maturation, Basin Analysis, Play-based Exploration, Trap & Seal Analysis, Petroleum Geology for Non-geologists. Some of his recent publications include: De Jager, J. & van Winden, M. (2020): Play-Based Exploration of the petroleum potential of the Tremp-Graus, Aínsa and eastern Jaca Sub-basins in the southern Pyrenees. Invited contribution for Digital Geology, EAGE special publication (eds: Grötsch, J. & Pöppelreiter, M.) De Jager, J. (2020). Concepts of Conventional Petroleum Systems. Invited contribution for Regional Geology and Tectonics Volume 1: Global Concepts, Techniques and Methodology (eds: Adam, J., Chiarelly, D. & Scarselli, N.) De Jager, J. (2021): Handbook Risk & Volume Assessment. Self-published De Jager, J., Van Ojik, K & Smit, R. (2023 - in preparation): Geological Development of The Netherlands. In: Geology of The Netherlands (eds: Ten Veen, J., Vis, G-J., De Jager, J. @ Wong, T.) POST TRAINING COACHING SUPPORT (OPTIONAL) To further optimise your learning experience from our courses, we also offer individualized 'One to One' coaching support for 2 hours post training. We can help improve your competence in your chosen area of interest, based on your learning needs and available hours. This is a great opportunity to improve your capability and confidence in a particular area of expertise. It will be delivered over a secure video conference call by one of our senior trainers. They will work with you to create a tailor-made coaching program that will help you achieve your goals faster. Request for further information about post training coaching support and fees applicable for this. Accreditions And Affliations

Session Border Controllers course description A hands on course covering Session Border Controllers with a focus on the technical workings of features commonly found in Session Border Controllers. Hands on practicals follow each major theory session. What will you learn Explain how Session Border Controllers work. Explain the SIP call flow using a SBC. Deploy Session Border Controllers Describe the features found in Session Border Controllers. Session Border Controllers course details Who will benefit: Technical staff working with SIP. Prerequisites: Definitive SIP for engineers Duration 2 days Session Border Controllers course contents SIP review Signalling, media, RTP, SIP, peer to peer, SIP proxies, SIP call flows. Hands on: SIP packet analysis. Session Border Controllers What is a SBC? SBC features, peering scenario, access scenario, NNI SBC, UNI SBC, enterprise SBC. Hands on: SBC call flows SBC topology hiding Header privacy, B2BUA. Hands on: Header analysis. Session control Call admissions, QoS, statistics and billing, redundancy and scalability. Hands on: SBC session control SBC and NAT NAT traversal, STUN, ICE, NAT and SIP, NAT and RTP. Hands on: SBC and NAT traversal. SBC and security DoS, access control, encryption, authentication, toll fraud, regulatory issues, lawful intercept. Hands on: Security. Interoperability mediation Manipulating SIP headers, IMS, IETF, TISPAN, SIP-I. SBC interworking.

Organisational development, Organisational culture, Organisational values, Organisational environment,

our electrical safety requirements as a landlord, electrician, or maintenance worker. Even if you want to be your own boss and start a PAT business or simply want to learn a new skill, PAT may be the ideal expertise to build. The Portable Appliance Testing (PAT) course will help you achieve your goal since it includes an expertly designed learning curriculum and lessons filled with almost everything you need to know. You will learn how to reduce and control the hazards associated with Portable Appliance Testing (PAT), including choosing and inspecting the correct equipment, pre-use inspections, safely using and storing equipment, fire safety, and reacting to emergency procedures. This course will cover everything from the basics to the advanced theoretical knowledge needed to excel in the relevant field. Portable Appliance Testing (PAT) is not a legal mandate or obligation in and of itself. However, current UK regulation requires firms to keep electrical equipment in good working order. They are also legally obligated to safeguard the safety of their employees and the general public. As a result, the demand for PAT expertise has grown in the job sectors. If you want to develop these demanding skills, join us now. Hope to see you inside! Learning Outcomes You will be able to do the following after finishing the Portable Appliance Testing (PAT) course: Learn the basics of Portable Appliance Testing (PAT). Learn about the applicable PAT legislative provisions. Learn the skills and talents required for risk assessment. Discover how to do a first visual assessment. Familiarise yourself with the instruments used for testing. Discover the basics of electrical installation testing. Discover the safeguards performed during electrical testing. Learn the ins and outs of reporting and record-keeping. Experts created the course to provide a rich and in-depth training experience for all students who enrol in it. Enrol in the course right now and you'll have immediate access to all of the course materials. Then, from any internet-enabled device, access the course materials and learn when it's convenient for you. Start your learning journey straight away with this course and take a step toward a brighter future! *** Course Curriculum *** Here is the curriculum breakdown of the course: Module 01: Introduction to Portable Appliance Testing This module covers the following topics: What is a Portable Electrical Appliance? What are the risks? Understanding shock risk A little about risk assessment In-service Inspection and Testing Procedures Updated CE and UKCA Marking Regulations Setting Up for Appliance Testing Module 02: Relevant Statutory Provisions for Portable Appliance Testing This module covers the following topics: Legislation Who is responsible for Portable Appliance Testing? The long-term safety of appliances The Health and Safety at Work Act 1974 (HSWA) The Management of the Health and Safety at Work Act Regulations 1999 The Provision and Use of Work Equipment Regulations 1998 The Electricity at Work Regulations 1989 (EWR) Legal measures Module 03: Risk Assessment This module covers the following topics: What you need to know about risk assessments What is a risk assessment? Factors to consider during a risk assessment Performing a risk assessment Who should perform a risk assessment? Operatives' obligations during risk assessments Risk Assessment during Portable Appliance Testing The Code of Practice for In-Service Inspection and Testing of Electrical Equipment Issues when planning Portable Appliance Testings Module 04: Reducing and Controlling Risks This module covers the following topics: Reducing risks: fire safety What must you do to ensure fire safety? Performing the fire safety risk assessment Itemised process of fire safety risk assessment Emergency procedures What Should Be Included in Your Emergency Procedures? Module 05: Electrical Units and Appliance Classification This module covers the following topics: Electrical Units Appliance Classification Module 06: Initial Visual Examination This module covers the following topics: The Choice and Different Kinds of Equipment Inspecting Equipment General Things to Look for During a Visual Inspection Inspecting the Equipment Formal Visual Inspection Module 07: Instruments for Testing and Equipment Inspection This module covers the following topics: Testing Instruments Frequency of In-service Inspection and Testing Module 08: Electrical Installation Testing This module covers the following topics: The Protective Conductor Continuity Test The Insulation Resistance Test Protective Conductor and Touch Current Measurements Ring Final Circuit Test Polarity Test Earth Electrode Testing Prospective Fault Current Test Functional Checks Substitute Leakage Test Load Test Flash Testing Module 09: Safety Precautions in Electrical Testing This module covers the following topics: Correct Selection of Protective Devices Test Equipment Electric Shock Testing Transformers Testing a 3 Phase Induction device Module 10: Reporting and Record-keeping This module covers the following topics: The Reporting of Injuries, Diseases and Dangerous Occurrences Regulations 2013 (RIDDOR) Documentation Labelling Damaged or Faulty Equipment User Responsibility Summary Assessment Process Once you have completed all the modules in the course, you can assess your skills and knowledge with an optional assignment. Our expert trainers will assess your assignment and give you feedback afterwards. CPD 10 CPD hours / points Accredited by CPD Quality Standards Who is this course for? Is This Course Right for You? Anyone interested in learning more about this subject should take this course. This will help you grasp the basic concepts as well as develop a thorough understanding of the subject. All are welcome to take this course. There are no prerequisites for enrolment, and you can access the course materials from any location in the world. Requirements The programme does not require any prior knowledge; everyone may participate! This course is open to anyone who is interested in learning from anywhere in the world. Every student must be over the age of 16 and have a passion for learning and literacy. This 100% online course can be accessed from any internet-connected device, such as a computer, tablet, or smartphone. This course allows you to study at your own speed and grow a quality skillset. Career path The Portable Appliance Testing (PAT) course is essential information to have and would be beneficial in a variety of career fields, including: Electricians Maintenance Staff Facility Management Staff The average annual salary for these occupations in the United Kingdom is £34,774. Certificates CPD Accredited Certificate Digital certificate - £10 CPD Accredited Certificate Hard copy certificate - £29 If you are an international student, then you have to pay an additional 10 GBP as an international delivery charge.

Duration 2 Days 12 CPD hours Overview Effectively manage team dynamics in remote and virtual teams Leverage communication technologies to the benefit of your remote and virtual teams Identify the specific skills required for managing remote and virtual teams Evaluate the impact of culture and language on your team?s performance The business model of managing remote and hybrid teams is constantly evolving. Managing remote teams?a rarity just a few years ago?is now a common occurrence. Working virtually offers unique advantages and challenges. But how do you best leverage these benefits while overcoming impediments? This workshop will teach you to adjust your management style to successfully improve communication, foster connections, increase productivity, and develop remote and virtual teams. Focused on practical skills, this workshop includes activities to apply these techniques and drive results. Defining the Characteristics of the Remote and Hybrid Workforce Understanding the remote vs. hybrid workplace Managing relationships, communication, and tasks Meeting your needs and your team?s needs Management Requirements for Remote Leadership Moving from reactive to proactive Understanding team member?s unique situations Keeping everyone informed Innovating with virtual teams Managing work outputs Overseeing separated team members Defining and building relationships with stakeholders Building and Strengthening Team Dynamics Creating team identity Forming remote and virtual teams Managing the storming process Getting to norming and performing Creating and governing with ground rules Tracking team performance Setting expectations and providing feedback Making Technology Work for You Communicating with and coordinating your team Avoiding the technology trap Developing effective communication across various mediums Choosing the right technology platform The Impact of Culture and Separation Recognizing cultural characteristics and differences Building cultural knowledge Managing across time zones Respecting non-working time

Are you seeking to make a real impact at work by gaining new leadership skills and enhancing your personal development? Our accredited Leadership Foundation Programme provides you with in-depth understanding of how to enhance business performance and employee wellbeing, and how you as an effective change leader can coach, inspire, engage and empower your people. And you gain an internationally recognised ILM Level 5 Award in Leadership and Management.

Navigating the intricacies of workplace health and safety can be daunting. Step into the realm of our 'Certificate in Health and Safety at Work - RIDDOR Awareness at QLS Level 3' and uncover the layers of legal responsibilities, risk assessments, and the essence of RIDDOR. Amidst an era where the well-being of employees is paramount, the knowledge of health and safety regulations is pivotal. Our course serves as a beacon, guiding learners through the intricate maze of workplace safety, ensuring that each step you take resonates with confidence and responsibility. Learning Outcomes Gain a profound understanding of the fundamentals of workplace health and safety laws. Acquire the proficiency to manage and champion health and safety initiatives. Develop a strong foundation in risk assessment and identifying prevalent hazards. Delve deep into the nuances of RIDDOR and its significance. Equip yourself with the skills to uphold and implement health and safety standards consistently. Why choose this Certificate in Health and Safety at Work - RIDDOR Awareness at QLS Level 3? Unlimited access to the course for a lifetime. Opportunity to earn a certificate accredited by the CPD Quality Standards after completing this course. Structured lesson planning in line with industry standards. Immerse yourself in innovative and captivating course materials and activities. Assessments are designed to evaluate advanced cognitive abilities and skill proficiency. Flexibility to complete the Certificate in Health and Safety at Work - RIDDOR Awareness at QLS Level 3 Course at your own pace, on your own schedule. Receive full tutor support throughout the week, from Monday to Friday, to enhance your learning experience. Who is this Certificate in Health and Safety at Work - RIDDOR Awareness at QLS Level 3 for? Individuals assigned the role of health and safety officers in their organisations. Managers aiming to foster a safe working environment. Business owners striving for compliance with UK health and safety regulations. New recruits eager to understand workplace safety essentials. Enthusiasts keen on pursuing a career in health and safety. Career path Health and Safety Officer: £25,000 - £40,000 Risk Assessment Specialist: £30,000 - £45,000 RIDDOR Compliance Officer: £27,000 - £42,000 Workplace Safety Trainer: £28,000 - £43,000 Site Supervisor: £32,000 - £47,000 Health and Safety Consultant: £35,000 - £55,000 Prerequisites This Certificate in Health and Safety at Work - RIDDOR Awareness at QLS Level 3 does not require you to have any prior qualifications or experience. You can just enrol and start learning.This Certificate in Health and Safety at Work - RIDDOR Awareness at QLS Level 3 was made by professionals and it is compatible with all PC's, Mac's, tablets and smartphones. You will be able to access the course from anywhere at any time as long as you have a good enough internet connection. Certification After studying the course materials, there will be a written assignment test which you can take at the end of the course. After successfully passing the test you will be able to claim the pdf certificate for £4.99 Original Hard Copy certificates need to be ordered at an additional cost of £8. Endorsed Certificate of Achievement from the Quality Licence Scheme Learners will be able to achieve an endorsed certificate after completing the course as proof of their achievement. You can order the endorsed certificate for only £85 to be delivered to your home by post. For international students, there is an additional postage charge of £10. Endorsement The Quality Licence Scheme (QLS) has endorsed this course for its high-quality, non-regulated provision and training programmes. The QLS is a UK-based organisation that sets standards for non-regulated training and learning. This endorsement means that the course has been reviewed and approved by the QLS and meets the highest quality standards. Please Note: Studyhub is a Compliance Central approved resale partner for Quality Licence Scheme Endorsed courses. Course Curriculum RIDDOR Training Module 01: Health and Safety at Work and the Laws 00:20:00 Module 02: Managing for Health and Safety 00:42:00 Module 03: Risk Assessment and Common Risks 00:18:00 Module 04: RIDDOR 00:25:00 Assignment Assignment - Certificate in Health and Safety at Work - RIDDOR Awareness at QLS Level 3 04:00:00 Order your QLS Endorsed Certificate Order your QLS Endorsed Certificate 00:00:00

Working at height can be dangerous, and it's important to have the proper training and equipment to ensure the safety of workers. Our "Working at Height" course is designed to provide participants with the knowledge and skills necessary to work safely and effectively at any height. Employers have a legal duty to ensure that their employees are protected while working at height and must conduct a risk assessment to identify any potential hazards. This includes selecting the appropriate personal protective equipment (PPE), such as harnesses, lanyards, and fall arrest systems. It is also important to ensure that the equipment being used is in good condition and properly maintained. Regular training and drills are also essential to ensure that employees know how to use the equipment and are familiar with emergency procedures. Working at height requires careful planning and attention to detail to ensure the safety of all employees. Our Working At Height course is intended for workers in construction, maintenance, and other industries where working at height is a regular requirement. Enrol now and take the first step in protecting yourself and others while working at height. Sign up today and see the difference it makes in the safety and effectiveness of your work. The course covers the following topics: Hazards associated with working at a height Regulations and guidelines for working at height Proper use of personal protective equipment Selection and maintenance of equipment Fall protection systems Emergency procedures Risk assessment and management Along with the Working At Height courses, you also get: Lifetime Access. Unlimited Retake Exam & Tutor Support. Easy Accessibility to the Course Materials- Anytime, Anywhere - From Any Smart Device (Laptop, Tablet, Smartphone Etc.) 100% Learning Satisfaction Guarantee. Our training is interactive, engaging, and designed to provide practical skills and knowledge that you can apply immediately to your work. Our expert trainers have years of experience in the field and will share the latest trends and best practices in working at height. Certificate in Work At Height Training Module 01: Introduction, Regulations and Duties Module 02: Assessment and Prevention Module 03: Work at Height Equipment CPD 10 CPD hours / points Accredited by CPD Quality Standards Who is this course for? Individuals who work at heights or supervise others who work at heights should take this "Working at Height" course. This includes construction workers, roofers, window cleaners, tree surgeons, and other tradespeople who may be required to work at heights. It also includes supervisors or managers who are responsible for the safety of employees working at heights. Requirements To enrol in this Working At Height course, all you need is a basic understanding of the English Language and an internet connection. Career path Some jobs that require or benefit from this course include: Height Safety Advisor: £25,000 to £40,000 per year Rope Access Technician: £22,000 to £35,000 per year Tower Crane Operator: £28,000 to £45,000 per year Construction Site Supervisor: £30,000 to £45,000 per year Industrial Abseiler: £20,000 to £30,000 per year Wind Turbine Technician: £28,000 to £40,000 per year Certificates CPD Accredited PDF Certificate Digital certificate - Included CPD Accredited PDF Certificate CPD Accredited Hard Copy Certificate Hard copy certificate - £10.79 CPD Accredited Hard Copy Certificate Delivery Charge: Inside the UK: Free Outside of the UK: £9.99 each

This CISMP course and exam is for anyone wishing to progress their career in the rapidly expanding fields of Information Security, risk and cyber especially within the UK public sector.

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